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1.
This study examines educational and psychological correlates of academic resilience using within‐network and between‐network validity approaches. Based on a sample of 402 Australian high‐school students, a newly developed unidimensional academic resilience construct found within‐network validity by way of sound item and factor properties. In terms of between‐network validity, correlation, path analysis, and cluster analysis showed that five factors predict academic resilience: self‐efficacy, control, planning, low anxiety, and persistence. Hence, a 5‐C model of academic resilience is proposed: confidence (self‐efficacy), coordination (planning), control, composure (low anxiety), and commitment (persistence). Path analysis also showed that academic resilience subsequently predicts three educational and psychological “outcomes”: enjoyment of school, class participation, and general self‐esteem. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 267–281, 2006. 相似文献
2.
The study investigated the predictive nature of test anxiety on achievement in the presence of perceived general academic self-concept, study habits, parental involvement in children's learning and socio-economic status. From a population of 2482 Grade 6 students from seven government primary schools of a sub-city in Addis Ababa, 497 participants were randomly selected, namely 248 boys and 249 girls. The mean age of the participants was 12.98 years. An adapted version of Sarason's Test Anxiety Scale (28 items), plus the General Academic Self-Concept Scale (18 items), and Parental Involvement (10 items), Study Habits (10 items) and Socio-Economic Status (10 items) scales developed by the authors were the instruments of the study. The findings of the study indicated: (a) test anxiety correlated with achievement with a weak correlation of ?0.186; and (b) perceived general academic self-concept and study habits were positively and significantly related to achievement. Stepwise multiple regression on achievement resulted in the selection of general academic self-concept, study habits and parental involvement as significant contributors to achievement in that order. Test anxiety was found to be a non-predictor of achievement in the presence of other variables. 相似文献
3.
Rano Zakirova Engstrand Lise Roll‐Pettersson 《Journal of Research in Special Educational Needs》2014,14(3):170-179
This pilot study examined the relations among preschool teachers' attitudes towards the inclusion of children with autism and perceived self‐efficacy, as well as demographic characteristics such as teachers' work experience and educational background. The cohort consisted of 21 participants who had degrees in preschool education and worked with children with autism in general preschool/kindergarten settings in central Sweden. Data were collected using the Autism Attitude Scale for Teachers, the Teacher Efficacy Scale and a demographic survey. In general, findings revealed that preschool teachers held positive attitudes towards children with autism, and this was significantly related to the number of credits in special education taken during pre‐service education. However, teachers showed neutral attitudes towards the inclusion of children with autism into general preschool classrooms. No relations were found between teachers' perceived self‐efficacy and attitudes towards inclusion, although a relationship was found between participation in in‐service training and efficacy to make decisions. Implications concerning early childhood education professional development and supervision are discussed. 相似文献
4.
Daniel M. Eveleth Lori J. Baker‐Eveleth Robert W. Stone 《Decision Sciences Journal of Innovative Education》2020,18(2):224-248
This research describes a DuPont Model activity used in an introduction to business course. An in‐class activity stimulated students’ confidence in their ability to apply the fundamental accounting principles building upon students’ knowledge of a lemonade stand. Accounting is often viewed by students in introductory courses as “a foreign language,” with common reactions by students of fear and anxiety about financial statements and financial ratios (Borja; Brazelton; Deer, Gohn, and Kanaya; Eber and Parker; and Goh and Scerri). The DuPont Model was developed to visually connect an income statement and the balance sheet to five common financial ratios. Using a preactivity and a postactivity questionnaire and 76 matched pairs of student responses, changes or differences in two student self‐efficacy measures were found. Over one‐half of these student pairs showed increases or improvements in these two self‐efficacy measures from preactivity to postactivity, implying that the DuPont Model positively influenced these self‐efficacy measures. Correlation analysis also showed meaningful, positive correlations among students’ self‐efficacy differences and their attitudes toward accounting. Furthermore, students’ perceived characteristics of the DuPont activity are significantly and positively correlated with students’ attitudes toward accounting. Finally, the results of the study are encouraging to the authors to continue using the DuPont Model activity. 相似文献
5.
目的：探讨新生代农民工社交焦虑、自我效能感与应对方式的关系。方法：采取分层整群抽样的方法,应用社交焦虑量表、一般自我效能感量表和应对方式问卷对442名新生代农民工进行问卷调查。结果：（1）新生代农民工社交焦虑存在显著年龄差异,性别差异不显著。（2）新生代农民工自我效能感存在显著的性别差异,年龄差异不显著。（3）新生代农民工社交焦虑与自我效能感呈显著负相关。（4）合理化、解决问题与社交焦虑呈显著负相关,社交焦虑与自责呈显著正相关。结论：新生代农民工自我效能感与社交焦虑呈显著负相关;社交焦虑与自责呈显著正相关,社交焦虑与合理化、解决问题呈显著负相关。 相似文献
6.
Laquanda Leaven Johnson Stephanie Kelly 《Decision Sciences Journal of Innovative Education》2020,18(2):270-290
This study investigates how student dissent behaviors are affected by student predispositions (i.e., math anxiety and self‐efficacy) in supply chain related courses. The data support a model in which students’ vengeful dissent behaviors are indirectly induced by these predispositions through the mediation of perceived immediacy. It is critical for instructors to understand the relationship between these variables to help improve the classroom environment for students, which this study helps to accomplish. Instructors of quantitative courses may need to engage students with predispositions in communication outside of the classroom to foster effective relationship building away from an environment that triggers students’ anxiety. 相似文献
7.
This study investigates the joint impact of personality characteristics and self‐efficacy on the perceived academic achievement of medical students on top of their prior high school performance. The sample consisted of medical students in their pre‐clinical years. The students’ grade point average scores at high school were included as control variable in our explanatory models. Based on previous findings in the literature, we selected self‐discipline, social activity and emotional stability from the Five Factor Model of Personality as predictor variables. Furthermore, following the social cognitive theory of Bandura, we added self‐efficacy (students’ belief in their academic skills) as an additional predictor. The logistic regression analyses confirmed the importance of self‐discipline (positively related) and social activity (negatively related) for these students’ perceived academic achievement. Additionally, we found a positive contribution of self‐efficacy. The results of this study (as discussed in the final sections) have implications for support programmes in the practical field. 相似文献
8.
We examined the variables contributing to statistical anxiety, statistical resourcefulness and grades in an intermediate statistics course. Questionnaires assessing the aforementioned variables, as well as general resourcefulness, statistical self‐efficacy and attitudes, and grade goals were completed by 168 students in September and in January. Our findings revealed that students possessing a larger repertoire of general resourcefulness skills and higher statistical self‐efficacy were more likely to rely on statistical self‐control strategies, and, as a result, attain higher grades. Students having higher statistical test anxiety were not only less generally and statistically resourceful, but they were also more likely to be aiming for lower grades and attributing past performance disappointments to lack of ability and task difficulty. 相似文献
9.
The reasons for sources of inactivity among older adults can be both physical and psychological. Fear of falling is a common psychological source of restricted activity. The efficacy of a group intervention to reduce fear of falling and associated activity restriction was established in a randomized controlled trial by the authors and their colleagues. The objective of this analysis was to investigate who was most likely to benefit from this intervention. Data from baseline and 12-month follow-up were used to identify predictors in change of two targeted attitudes - fear of falling and ability to manage falls - that were considered to precede change in activity level. The predictors of the two outcomes were similar. Subjects who reported less physical and social dysfunction, more concerns about falling, and greater self-efficacy in doing something about their concerns were most likely to benefit from the intervention. Men were more likely than women to achieve greater ability to manage falls. These findings can be used to target the intervention to persons in greatest need or to modify the intervention to better meet the needs of others. 相似文献
10.
Female university graduates tend to have less career success than their male counterparts. Career optimism is considered a crucial predictor of future career success, but little is known about predictors of career optimism. Based on Social Cognitive Career Theory (SCCT), we hypothesised that both perceived lecturer support and perceived career barriers impact career optimism via students’ self‐efficacy, and differentiated the model along gender lines using a subgroup path analysis. Two hundred and thirty‐two undergraduate psychology students from German universities answered an online questionnaire. Results revealed that the expected indirect effect of perceived lecturer support and perceived career barriers on career optimism via self‐efficacy was only identifiable in women. For men, we found a direct connection between perceived lecturer support and career optimism, as well as that an increase in perceived career barriers reduced males’ self‐efficacy. We were unable to identify any sex differences in career optimism. 相似文献
11.
Mei Tang Kathleen D. Addison Danielle LaSure‐Bryant Rhonda Norman William O'Connell Joseph A. Stewart‐Sicking 《Counselor Education & Supervision》2004,44(1):70-80
The study examined whether age, prior work experience, number of courses taken, and number of internship hours have a positive relationship with counseling self‐efficacy. Participants were 116 counselor education students. The results from correlation and multivariate analyses of covariance revealed that the length of internship hours and prior related work experience were positively correlated with counseling self‐efficacy. The differences in counseling anxiety, affection adjustment, and assessment found between the students in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and those in non‐CACREP‐accredited programs disappeared when the background variables were controlled as covariates. 相似文献
12.
Shari L. Britner 《科学教学研究杂志》2008,45(8):955-970
The aims of this study were to examine self‐efficacy and other motivation variables among high school science students (n = 502); to determine the degree to which each of the four hypothesized sources of self‐efficacy makes an independent contribution to students' science self‐efficacy beliefs; to examine possible differences between life, physical, and Earth science classes; and to investigate patterns of gender differences that may vary among the fields of science. In Earth science classes, girls earned higher grades and reported stronger science self‐efficacy. In life science classes, girls earned higher grades but did not report stronger self‐efficacy, and did report higher science anxiety. In physical science, there were no gender differences in grades or self‐efficacy, but girls again reported higher levels of science anxiety. For boys across science fields, science self‐efficacy significantly predicted course grades and mastery experiences was the only significant predictor of self‐efficacy. For girls, self‐efficacy was also the strongest predictor of science grade across fields. Mastery experiences significantly predicted self‐efficacy in Earth science for girls, but social persuasions, vicarious experiences, and physiological states were better predictors of science self‐efficacy in life and physical science classes. Results support (Bandura, A., 1997) hypothesized sources of self‐efficacy, previous research findings on self‐efficacy in the domain of science, and validate the suggestion made by Lau and Roeser (2002) to disaggregate data by science field. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 955–970, 2008 相似文献
13.
城市低收入群体存在明显的社会冲突心理,高焦虑、多抑郁,心理健康状况堪忧,主观幸福感低,生活满意度差,心理平衡能力失调,被剥夺感强烈,心理自助能力弱是低收入群体社会心理发展嬗变的脉络,分析此特征对调整和完善有关社会政策、研究城市贫困问题可提供有益的心理依据。 相似文献
14.
José M. Salguero Raquel Palomera Pablo Fernández-Berrocal 《European Journal of Psychology of Education - EJPE》2012,27(1):21-34
In recent years, emotional intelligence has appeared as a predictor of adults’ mental health, but little research has examined
its involvement in adolescents’ psychological adjustment. In this paper, we analyzed the predictive validity of perceived
emotional intelligence (attention to feelings, emotional clarity, and emotional repair) over psychological adjustment in an
adolescent sample at two temporal stages with a 1-year interval. At Time 1, the results indicated that adolescents with high
scores in attention to feelings and low scores in emotional clarity and repair display poorer psychological adjustment, concretely,
higher levels of anxiety, depression, and social stress and lower levels of general mental health. At Time 2, attention to
feelings and emotional repair significantly predicted adolescents’ psychological well-being, even when the effects of previous
psychological adjustment were controlled for. The findings suggest that perceived emotional intelligence is a stable predictor
of adolescent adjustment and may serve as a useful resource for preventive interventions. 相似文献
15.
Khaled A. Alshare Ronald D. Freeze Peggy L. Lane H. Joseph Wen 《Decision Sciences Journal of Innovative Education》2011,9(3):437-461
Success in an online learning environment is tied to both human and system factors. This study illuminates the unique contributions of human factors (comfort with online learning, self‐management of learning, and perceived Web self‐efficacy) to online learning system success, which is measured in terms of usage and satisfaction. The research model was tested employing SEM on a sample of 674 college students enrolled in at least one online course. The factors of comfort with online learning and perceived Web self‐efficacy were significant predictors of satisfaction. Comfort with online learning was significant in predicting usage. The impact of demographic variables was examined. 相似文献
16.
17.
Pascal Mallet Gladis Rodriguez-Tomé 《European Journal of Psychology of Education - EJPE》1999,14(3):387-402
Social anxiety in the peer groups is currently viewed as typical of early adolescence. This awkwardness with peers is supposedly a consequence of the of the multiple changes occuring during this period. Nevertheless, empirical evidence regarding the development of social anxiety with peers, as well as its psychological correlates, is scarce. To shed light on these issues, a total of 508 French fourth-to-ninth-graders completed questionnaires assessing their perception of social anxiety with peers. They assessed also various aspects of their self-consciousness and perceived peer acceptance, because we hypothesized that these two social cognitive dimensions were correlated — positively and negatively respectively — with social anxiety. Within each of these three general domains, several more specific variables were considered. Specifically, inward and outward self-consciousness were distinguished. Overall, a decreasing tendency with age was observed for social anxiety and inward self-consciousness, although the participants increasingly perceived thewselves to be neglected by their peers. Correlational analyses suggested that inward self-consciousness, outward self-consciousness, and perceived peer acceptance contribute independently to social anxiety. 相似文献
18.
Floating is the act of staff moving from one unit to another based on the needs of the patients in a hospital. Many staff who float to different units express negative feelings, including anxiety and lack of self‐efficacy. However, floating is an economical and efficient method to use staff across the hospital, especially with current staffing shortages in the United States. This study investigated how the use of mobile performance support devices may help reduce anxiety and increase self‐efficacy for staff who float to different units. With access to multiple resources available on mobile devices, Bandura's social learning theory and self‐efficacy concept set the framework through modeling, observing, and imitating others in order to reproduce certain behaviors and tasks and believe in one's capability to perform. A quantitative study incorporating the retrospective pretest‐posttest design was conducted using the population of float staff, both nurses and respiratory therapists, from Children's Medical Center of Dallas. Both the State‐Trait Anxiety Inventory and General Self‐Efficacy Scale, along with a basic demographic tool, were used to explore anxiety and self‐efficacy in relation to the use of mobile performance support devices. Findings can be used to alleviate the negative feelings of staff toward the idea of floating. 相似文献
19.
Kirsten Caraway Carolyn M. Tucker Wendy M. Reinke Charles Hall 《Psychology in the schools》2003,40(4):417-427
Lack of school engagement among adolescents in this country remains a problem that can have very serious consequences including increased risk for school dropout, substance use, teenage pregnancy, and criminal activity. Clearly, identification of psychological variables (self‐variables) of individuals that facilitate or hinder adolescents' levels of school engagement would contribute greatly to the understanding of how to increase adolescents' psychological well‐being and their achievement motivation and associated school engagement. The present study examined the degree of association of three specific self‐variables (self‐efficacy, goal orientation, and fear of failure) with school engagement for high school students. The results and implications for intervention and future research are addressed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 417–427, 2003. 相似文献
20.
高校教师亚健康状况分析与对策研究 总被引：1，自引：0，他引：1
柯世明 《廊坊师范学院学报(自然科学版)》2008,8(3)
采用问卷调查的方法,对90名高校教师亚健康状况的心理成因进行分析,并提出了相应的锻炼对策。研究结果表明,有超过九成的高校教师自评处于亚健康状态,引发此现象的心理原因主要是工作压力大造成的心情不好、焦虑、睡眠不良等消极心理状态。锻炼对策应从加强对高校教师的健康和体育教育、正视工作压力,特别是增强锻炼自我效能着手。 相似文献