Explaining Social Disparities in Mathematical Achievement: The Role of Motivation

2016 ◽  
Vol 30 (1) ◽  
pp. 45-63 ◽  
Author(s):  
Katharina Kriegbaum ◽  
Birgit Spinath
Keyword(s):  
Self Efficacy ◽  
Standardized Test ◽  
Mediating Effect ◽  
Self Concept ◽  
Educational Equality ◽  
Mediation Effects ◽  
Mathematical Competence ◽  
International Student Assessment ◽  
The Relationship

This study examined the role of motivation as a mediator of the relationship between parents’ socio–economic status (SES) and children's standardized test achievement in math. We employed a one–year longitudinal approach using Programme for International Student Assessment (PISA) 2003 and a follow–up exam in 2004. The sample consisted of N = 6020 German students (mean age 15.5 years, SD = .55) who continued school after Grade 9 (PISA 2003) and were in Grade 10 at the time of PISA 2004. Children completed measures related to their parents’ SES, math–specific self–concept, task–specific and global self–efficacy, and interest, intelligence and mathematical competence. We found a small to moderate correlation between parents’ SES and children's achievement. All motivational constructs partially mediated the relationship between father's SES as well as a family index for SES (economic, social, and cultural status) and children's mathematical competence, but only math–specific self–concept and self–efficacy were significant mediators for mother's SES. Even when simultaneously considering the mediating effect of children's intelligence and prior achievement, the mediation effects of motivation remained significant. These results are important for our understanding of educational equality. Copyright © 2016 European Association of Personality Psychology

scholarly journals Two-sided Effect of Empowering Leadership on Follower’s Job Stress

2020 ◽  
Vol 33 (4) ◽  
pp. 373-407
Author(s):  
Young Woo Sohn ◽  
Yun Jin Kang
Keyword(s):  
Job Stress ◽  
Organizational Support ◽  
Self Efficacy ◽  
Role Theory ◽  
Mediating Effect ◽  
Future Research ◽  
Empowering Leadership ◽  
Mediation Effects ◽  
Felt Accountability ◽  
The Relationship

In this study, we aimed to investigate the two-sided effect of empowering leadership on follower’s job stress by focusing on the potential for positive and negative effects of empowering leadership. Based on the empowerment theory and the role theory of accountability, we examined the mediating effects of self-efficacy and felt accountability and the moderated mediation effects of perceived organizational support(POS) in the relationship between empowering leadership and job stress. A total of 427 Korean employees participated in this study through an online survey. The results show that empowering leadership has indirect effects on job stress mediated by self-efficacy and felt accountability. Specifically, empowering leadership reduced job stress via increased self-efficacy, while increased job stress via increased felt accountability. Evidence was also found of the moderating role of POS: the positive relation between felt accountability and job stress was stronger for those with a low level of POS than those with a high POS. However, the moderating effect of POS was not found in the relationship between self-efficacy and job stress. In addition, the mediating effect of felt accountability was moderated by POS in the relationship between empowering leadership and follower’s job stress. Based on the results, we discuss several implications, limitations, and recommendations for future research.

The power of peers

2018 ◽  
Vol 24 (1) ◽  
pp. 214-233 ◽  
Author(s):  
Benedetta Bellò ◽  
Veronica Mattana ◽  
Michela Loi
Keyword(s):  
Social Context ◽  
Self Efficacy ◽  
Complex Dynamics ◽  
Mediating Effect ◽  
Entrepreneurial Intentions ◽  
Hierarchical Regression ◽  
Content Type ◽  
Conducting Research ◽  
The Relationship

Purpose Although the role of creativity in the entrepreneurial process has long been analysed, only recently scholars have begun addressing its influence on entrepreneurial intentions, showing that complex dynamics characterise this relationship. The purpose of this paper is to understand the surrounding mechanisms (moderation and mediation) that connect creativity to entrepreneurial intentions, with a focus on social context and entrepreneurial self-efficacy. Design/methodology/approach A structured questionnaire was administered to a sample of 507 students from 17 to 21 years old. The effect of creativity on entrepreneurial intentions and the moderating role of social context were tested with a three-step hierarchical regression, while the mediating effect of self-efficacy was tested by a multiple regression analysis based on the bootstrapping method. Findings The results reveal that: peers who encourage entrepreneurship moderate the relationship between creativity and entrepreneurial intentions by strengthening this relationship, and entrepreneurial self-efficacy mediates the relationship between creativity and entrepreneurial intentions. Research limitations/implications In light of these results, institutions should draw attention to how creative potential in students differs in order to provide new educational programmes to strengthen self-efficacy in entrepreneurial students and support encouraging social context of peers in which entrepreneurial intentions can be fostered. Originality/value The study, by responding to the suggestions of conducting research on the interface between creativity and entrepreneurship (Shane and Nicolaou, 2015), brings new empirical details regarding the mechanisms that link creativity to entrepreneurial intentions. Furthermore, it casts light on the interaction between dispositional and social variables, showing the crucial role of peers in enhancing the interaction between creativity and intentions.

The mediating effect of self-efficacy on the relationship between moral judgement, empathy and social opportunity recognition in South Africa

2019 ◽  
Vol 26 (2) ◽  
pp. 349-372
Author(s):  
Boris Urban ◽  
Jabulile Galawe
Keyword(s):  
South Africa ◽  
Self Efficacy ◽  
Emerging Market ◽  
Opportunity Recognition ◽  
Moral Judgement ◽  
Mediating Effect ◽  
Social Entrepreneurs ◽  
Mediation Effects ◽  
Content Type ◽  
The Relationship

Purpose Scholars researching entrepreneurship argue that the distinct characteristics of social entrepreneurs, together with the particular category of opportunities they pursue, invite us to further understand social entrepreneurship (SE) as a distinct field of investigation. The purpose of this paper is to investigate opportunity recognition behaviour of social entrepreneurs and closely related unique attributes of empathy, moral judgement (MRJ) and self-efficacy, in an emerging market African context. Design/methodology/approach A survey was administered to social entrepreneurs across two of the largest provinces in South Africa, namely Cape Town and Gauteng. Hypotheses were statistically tested using correlational analysis and hierarchical regression with mediation effects. Findings Results reveal that social entrepreneurial self-efficacy (ESE) plays a significant mediating effect in the relationship between MRJ and social opportunity recognition. Moreover, perceived MRJ and social ESE act as important determinants of increased social opportunity recognition. Originality/value This study has brought to attention the relevance of opportunity recognition to social entrepreneurs, while recognising their distinctive features in terms of empathy and MRJ. While self-efficacy and opportunity recognition are relatively well established in the traditional entrepreneurship literature, this study extends the reach of these variables into the SE domain.

scholarly journals Entrepreneurship Education and Entrepreneurial Intentions of College Students: The Mediating Role of Entrepreneurial Self-Efficacy and the Moderating Role of Entrepreneurial Competition Experience

2022 ◽  
Vol 12 ◽  
Author(s):  
Lihao Wu ◽  
Suo Jiang ◽  
Xiaomin Wang ◽  
Linwei Yu ◽  
Yansu Wang ◽  
...  
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
Family Background ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Mediating Effect ◽  
Mediating Role ◽  
Self Employment ◽  
The Relationship

This study aims to explore effective ways to improve college students’ entrepreneurial self-efficacy and intentions through entrepreneurship education. The survey used a random sample of 804 college students in Zhejiang Province, China. The results show that: (1) In terms of the characteristics of entrepreneurial intention, there are significant differences in gender, entrepreneurial experience, entrepreneurial competition experience, and family background of self-employment. (2) There are significant differences in the characteristics of entrepreneurship education in gender, entrepreneurial competition experience, and the family background of self-employment. (3) In the relationship among entrepreneurship education, entrepreneurial self-efficacy, and entrepreneurial intention, entrepreneurship education is significantly and positively related to entrepreneurial self-efficacy and entrepreneurial intention. Entrepreneurial self-efficacy is significantly and positively associated with entrepreneurial intention. Entrepreneurial self-efficacy plays a complete mediating role between entrepreneurship education and entrepreneurial intention. Entrepreneurial self-efficacy also has a suppressing effect on the relationship between the two. (4) Entrepreneurial competition experience moderates the second half of the mediating effect of entrepreneurial self-efficacy. Finally, the study offers several proposals for the teaching practice of entrepreneurship education.

scholarly journals “Want to Learn” and “Can Learn”: Influence of Academic Passion on College Students' Academic Engagement

2021 ◽  
Vol 12 ◽  
Author(s):  
Hui Zhao ◽  
Xiaoxian Liu ◽  
Chunhui Qi
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
Academic Engagement ◽  
Henan Province ◽  
Mediating Effect ◽  
Developmental Feedback ◽  
The Relationship ◽  
Academic Self Efficacy ◽  
Positive Effect

Although research exists on the relationship between passion and engagement among employees, the mechanisms of academic passion on academic engagement among students needs to be elucidated. Guided by the broaden-and-build and situated cognition theories, we explored the positive effect of academic passion on academic engagement, the mediating effect of academic self-efficacy, and the role of teacher developmental feedback as a moderator in the relationship between academic passion and academic engagement. Based on a sample of 1,029 college students from universities in the Henan Province of China, the results showed that academic passion was positively related to academic engagement, academic self-efficacy partially mediated the relationship between academic passion and academic engagement, and teacher developmental feedback effectively moderated the relationship between academic passion and academic engagement. These findings explained the mechanism underlying the relationship between academic passion and academic engagement. Moreover, the findings highlighted important factors that promote college students' academic engagement.

scholarly journals Exploring the Role of Malaysian Student’s Intrapreneurial Self-Capital in the Relationship between Satisfaction with Life, Academic Performance, and Flourishing

2020 ◽  
Vol 12 (2) ◽  
pp. 580
Author(s):  
Chua Bee Seok ◽  
Pan Lee Ching ◽  
Rosnah Ismail
Keyword(s):  
Academic Performance ◽  
Student Satisfaction ◽  
Undergraduate Students ◽  
Satisfaction With Life ◽  
Mediating Effect ◽  
Self Concept ◽  
Student Academic Performance ◽  
The Relationship ◽  
Significant Direct Effect

Intrapreneurial self-capital is the construct coined by Di Fabio as a core of individual resources used to cope with career and life construction challenges. In this study, we used the model of Individual Differences in Evaluating Life Satisfaction (IDELS) to examine the mediating role of intrapreneurial self-capital in the relationship between life satisfaction and flourishing among Malaysian undergraduate students. The Intrapreneurial Self-Capital Scale (ISCS), Satisfaction with Life Scale (SWLS), and Flourishing Scale were administered to 665 undergraduate students from one of the public universities in Kota Kinabalu, Sabah, Malaysia. The results reported a significant direct effect of student satisfaction with life to flourishing. A significant path coefficient was also found from satisfaction with life and student academic performance to intrapreneurial self-concept providing the support that student satisfaction with life and academic performance has a positive effect on their intrapreneurial self-concept. The coefficients from intrapreneurial self-concept to flourishing was also significant. This provides initial support that an intrapreneurial self-concept may have a positive mediating effect on the relationship between satisfaction with life, academic performance, and flourishing. We found that the indirect effects of satisfaction with life and academic performance on flourishing through intrapreneurial self-concept were significant. These results provided further support for the mediating effect of intrapreneurial self-concept. The analysis also that revealed satisfaction with life was significantly and positively related to flourishing. However, the finding showed no significant direct effect of student academic performance on flourishing.

Financial self-efficacy: a mediator in advancing financial inclusion

2017 ◽  
Vol 36 (2) ◽  
pp. 128-149 ◽  
Author(s):  
Rachel Mindra ◽  
Musa Moya
Keyword(s):  
Financial Literacy ◽  
Financial Services ◽  
Self Efficacy ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Financial Inclusion ◽  
Mediating Effect ◽  
Mediation Effects ◽  
Content Type ◽  
The Relationship

Purpose The purpose of this paper is to examine the mediating effect of financial self-efficacy (FSE) on the relationship between financial attitude, financial literacy and financial inclusion (FI) among individuals in Uganda. Design/methodology/approach Using a quantitative approach and cross-sectional research design, a sample of 400 individuals from urban Central and rural Northern Uganda was drawn. Using SPSS and AMOS™ 21, structural equation models and bootstrapping methods were used to establish the hypothesized relationships and mediation effects between financial attitude, financial literacy and FI. Findings The results suggested FSE as a mediator of the relationship between financial attitude, financial literacy and FI. Further, there was a significant and insignificant relationship between financial literacy, financial attitude and FI, respectively. Research limitations/implications The study was assessed using both potential and actual consumers of financial services collectively. However if separately assessed, possibly there would be a variation in perceptions or behavioural responses towards FI. Practical implications There is a need to develop and sustain high levels of financial confidence among individuals to enable them use formal financial services. Social implications Possession of financial knowledge, skills, an evaluative judgement with high levels of financial confidence enable individuals make financial decisions that improve their integration into the formal financial system and improved welfare. Originality/value The results contribute towards the limited empirical and theoretical evidence regarding the mediating role of FSE in explaining the financial behaviour.

scholarly journals Entrepreneurial Self-Efficacy and Entrepreneurial Intention: The Mediating Role of Entrepreneurship Intentional Self-Regulation among Undergraduate Students

2020 ◽  
Vol 23 (2) ◽  
Author(s):  
Cynthia Elitha ◽  
Debora Eflina Purba
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Self Regulation ◽  
Strong Relationship ◽  
Entrepreneurial Intention ◽  
Mediating Effect ◽  
Mediating Role ◽  
Intentional Self Regulation ◽  
The Relationship

Prior studies have explored the correlation between students’ Entrepreneurial Self-Efficacy and Entrepreneurial Intention, where several studies found a strong relationship between them, while others suggested moderate even weak correlation on it. This research aims to explore the mediating effect of Entrepreneurship Intentional Self-Regulation (EISR) on the relationship between Entrepreneurial Self-Efficacy (ESE) and Entrepreneurial Intention (EI) among undergraduate students in Indonesia. There is a need to explain this concept considering that the emergence of entrepreneurs is one of the government’s priorities in Indonesia. Data were collected from 299 undergraduate students on their final year of studies from eight universities which provide entrepreneurship education in Jakarta and Bandung. Hayes’s PROCESS Macro in SPSS was used to analyse the effect and showed that  Entrepreneurship Intentional Self-Regulation (EISR) was fully mediated the relationship between Entrepreneurial Self-Efficacy and Entrepreneurial Intention among undergraduate students in Indonesia.

Teachers' Emotional Intelligence and Self-efficacy: Mediating Role Of Teaching Performance

2019 ◽  
Vol 47 (3) ◽  
pp. 1-10 ◽  
Author(s):  
Yingying Wu ◽  
Kunyu Lian ◽  
Peiqiong Hong ◽  
Shifan Liu ◽  
Rong-Mao Lin ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Middle School Teachers ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Mediating Effect ◽  
Teaching Performance ◽  
Mediating Effects ◽  
Mediating Role ◽  
The Relationship

We investigated the relationship between teachers' emotional intelligence (EI) and self-efficacy, and tested whether this relationship was mediated by teaching performance. Participants were 467 Chinese middle school teachers (312 women; 66.8%). They completed 3 questionnaires relating to EI, self-efficacy, and teaching performance. The results showed that the total effect of EI on self-efficacy was .61, indicating that higher EI is positively correlated with a higher level of self-efficacy. This relationship was partially mediated by teaching performance. In the mediating model for teaching performance, the direct effect of EI on teachers' self-efficacy was .23 and the mediating effect of teaching performance on the relationship between EI and teachers' self-efficacy was .45. In addition, both the direct and mediating effects were invariant across gender and teaching experience. These results indicate that an increase in EI largely enhances teachers' self-efficacy only when emotional skills are successfully used to improve teachers' performance.

scholarly journals The mediating role of cognitive and affective empathy in the relationship of mindfulness with engagement in nursing

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
María del Carmen Pérez-Fuentes ◽  
José Jesús Gázquez Linares ◽  
María del Mar Molero Jurado ◽  
María del Mar Simón Márquez ◽  
África Martos Martínez
Keyword(s):  
Well Being ◽  
Cognitive Empathy ◽  
Mediating Effect ◽  
Multiple Mediation ◽  
Mediation Effects ◽  
Mediating Role ◽  
Positive Effects ◽  
Nursing Professionals ◽  
The Relationship

Abstract Background The work of health professionals is characterized by a high demand for psychological and emotional resources and high levels of stress. Therefore, the promotion of commitment and job well-being through strategies such as increased mindfulness, is important among nursing workers. Although mindfulness has shown positive effects in the health field, few studies have explored the mechanisms and processes underlying these results. We investigated the mediating role of empathy (cognitive/affective) in the effect of mindfulness on the dimensions of engagement in nursing professionals. Methods Sample was comprised of 1268 Spanish nurses between 22 and 62 years old, that completed the Utrecht Labor Engagement Scale and the adapted versions of Mindful Attention Awareness Scale and Basic Empathy Scale. The relationship between variables to be included in the regression analyses, bivariate correlations were carried out, and the descriptive statistics of these variables were also found. To estimate the mediation model was used, in this case for multiple mediation effects. Results Mindfulness is found to affect the Vigor and Dedication factors of engagement through cognitive empathy. While for the Absorption factor, the affective component of empathy also exerts a mediating role, although weaker than cognitive empathy. Cognitive empathy, as an individual factor, was shown to have a mediating effect between mindfulness and the factors of engagement in healthcare workers. Conclusions The level of mindfulness influences engagement of nursing professionals positively, and this result is mediated mainly by cognitive empathy. Both mindfulness and empathy are modifiable individual factors, so their intervention by designing and implementing specific programs, can increase the commitment and wellbeing of professionals generating benefits to workers and to their patients.

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