Self-efficacy for self-regulation and fear of failure as mediators between self-esteem and academic procrastination among undergraduates in health professions

2018 ◽  
Vol 23 (4) ◽  
pp. 817-830 ◽  
Author(s):  
Yanting Zhang ◽  
Siqin Dong ◽  
Wenjie Fang ◽  
Xiaohui Chai ◽  
Jiaojiao Mei ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Self Regulation ◽  
Health Professions ◽  
Self Esteem ◽  
Fear Of Failure ◽  
Academic Procrastination

Effects of Compassion on Employees' Self-regulation

2016 ◽  
Vol 44 (7) ◽  
pp. 1173-1190 ◽  
Author(s):  
Hyung Jin Choi ◽  
Sangmin Lee ◽  
Se-Ri No ◽  
Eung Il Kim
Keyword(s):  
Theoretical Model ◽  
Self Efficacy ◽  
Negative Emotions ◽  
Self Regulation ◽  
Self Esteem ◽  
Workplace Deviance ◽  
Intention To Quit ◽  
Mediating Effects ◽  
Positive Effects ◽  
Dependent Variables

We examined how compassion can alleviate employees' negative emotions, behaviors, and thoughts. On the basis of self-regulatory resources theory, we hypothesized that there would be relationships between the 2 mediating variables of self-esteem and self-efficacy, and the dependent variables of anxiety, burnout, workplace deviance, and intention to quit. We collected data on these variables from 284 nurses, who work in a stressful job that necessitates compassion from colleagues, to test our theoretical model. The results revealed that compassion alleviated negative emotions (anxiety and burnout), behavior (workplace deviance), and thoughts (intention to quit), with both self-esteem and self-efficacy having mediating effects. Thus, we demonstrated the specific path through which compassion can have positive effects on an organization's employees. We discuss the observed relationship between compassion and self-regulation, and theoretical contributions regarding differences between self-esteem and self-efficacy, as well as between anxiety and burnout.

scholarly journals Study on conscientiousness, academic self-efficacy and self-esteem predictive power on academic procrastination among counselling students

2019 ◽  
Vol 1 (2) ◽  
pp. 69-78 ◽  
Author(s):  
Ibiam Dike ◽  
Stephen Oluwaseun Emmanuel
Keyword(s):  
Self Efficacy ◽  
Predictive Power ◽  
Self Esteem ◽  
College Of Education ◽  
Hierarchical Regression ◽  
Academic Procrastination ◽  
Hierarchical Regression Model ◽  
Counselling Students ◽  
Academic Self Efficacy ◽  
Random Method

The purpose of this study is to investigate the predictive effect of Conscientiousness, Academic Self-Efficacy and Self-Esteem on Academic Procrastination among Counselling Students. Three hundred students studying Counselling in a College of Education in Nigeria, West Africa were selected through the simple random method and completed the measures of Conscientiousness, Academic Self-efficacy, Self-esteem, and Academic Procrastination. The result from the correlation matrix and hierarchical regression model shows that academic procrastination behavior of students is explained by conscientiousness, academic self-efficacy, and self-esteem. It was also shown from the model that all the predictor variables contributed 54% of the total variance in academic procrastination among counselling students. Research results are discussed in the light of related literature and practicable recommendations were provided.

Relationship of academic procrastination with perceived competence, coping, self-esteem and self-efficacy in Nursing students

2020 ◽  
Vol 30 (6) ◽  
pp. 398-403 ◽  
Author(s):  
Cecilia Brando-Garrido ◽  
Javier Montes-Hidalgo ◽  
Joaquín T. Limonero ◽  
María José Gómez-Romero ◽  
Joaquín Tomás-Sábado
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Self Esteem ◽  
Perceived Competence ◽  
Academic Procrastination ◽  
Relationship Of

scholarly journals Explanation of academic procrastination from self-esteem, state anxiety, self-efficacy

2012 ◽  
Vol 2 (3) ◽  
pp. 1-10 ◽  
Author(s):  
Didem Aydoğan ◽  
Yaşar Özbay
Keyword(s):  
High School Students ◽  
State Anxiety ◽  
Self Efficacy ◽  
Self Esteem ◽  
Middle Level ◽  
Male Students ◽  
Academic Procrastination ◽  
School Students ◽  
The University ◽  
Academic Self Efficacy

The purpose of the present study was to examine the interplay between academic procrastination, self-esteem, state anxiety and self-efficacy of the 11th grade high school students who are getting prepared for the University Entry Exam. Particapants were 400 students (220 female, 180 male) that were chosen randomly in Konya province. Academic Procrastination Behavior Scale (APBS), Academic Self-Efficacy (ASES), Coopersmith Self-Esteem Scale (CSES), Spielberg State Anxiety Inventory (SSAI) was used. Pearson Moments Correlation, multiple regression analyze, F-test and t-test was used to analyze data. According to the result, while low self-esteem significantly explains academic procrastination, state anxiety and self-efficacy beliefs don't explain academic procrastination. High academic procrastinators and middle level procrastinators have more state anxiety than low academic procrastinators. Also male students are more inclined to academic procrastination than female students.

scholarly journals Emotional Self-Regulation as a Predictor of Self-Esteem and Academic Self-Efficacy of Children With Visual Impairment

2019 ◽  
Vol 11 (8) ◽  
pp. 29
Author(s):  
Liziana N. Onuigbo ◽  
Joy I. Anyanwu ◽  
Ebere D. Adimora ◽  
Immaculata N. Akaneme ◽  
Theresa O. Oforka ◽  
...  
Keyword(s):  
Public Schools ◽  
Visual Impairment ◽  
Self Efficacy ◽  
Emotional Regulation ◽  
Linear Regression Analysis ◽  
Self Regulation ◽  
Self Esteem ◽  
Educational Background ◽  
Predictive Capacity ◽  
Academic Self Efficacy

BACKGROUND/OBJECTIVE: Research on the predictive capacity of emotional self-regulation on self-esteem and academic self-efficacy among children with visual impairment is limited. The present study investigated the predictive capacity of emotional self-regulation on self-esteem and academic self-efficacy among children with visual impairment in South-east Nigeria. METHOD: A predictive correlational research design was adopted for the study. The participants were 186 students with visual impairment in public schools in the study area. The data was obtained using the Emotional Regulation Questionnaire (ERQ), Rosenberg Self-Esteem Scale (RSES), and Academic Self-Efficacy Scale (ASES). We applied multiple stepwise linear regression analysis for data analysis. RESULTS: Results show that ERQ reappraisal and ERQ suppression are independent predictors of RSES. The ESRQ combined scores significantly predicted RSES. The standardized coefficient for the predictive capacity of the ERQ on RSES was -.464 (p=.000). The ERQ total score in collaboration with gender also predicted RSES. The ERQ reappraisal alone was a significant predictor of ASES, but ERQ suppression alone was not. The ERQ combined score did not significantly predict ASES. The standardized coefficient for the predictive capacity of the ERQ total score on ASES was -.108 (p=.164). The ERQ total score together with age significantly predicted ASES. But ERQ total score with parent’s educational background did not significantly predict ASES. CONCLUSION: Emotional self-regulation reappraisal and Emotional Self-regulation suppression as independent predictors consequently interact to lower the self-esteem and self-efficacy of children with visual impairment. It is pertinent to focus on and teach emotional self-regulation of students with visual impairment so as to boost their self-esteem and academic self-efficacy. This will help to reduce low self-esteem among the students with visual impairment and will also help to eliminate the negative emotional thoughts concomitant with disability.

scholarly journals A model explaining academic procrastination behavior

2014 ◽  
Vol 4 (3) ◽  
pp. 51-72 ◽  
Author(s):  
Mehmet Kandemir
Keyword(s):  
University Students ◽  
Personality Traits ◽  
Self Efficacy ◽  
Self Esteem ◽  
Goal Orientations ◽  
Academic Procrastination ◽  
Effect Relationship ◽  
Efficacy Belief ◽  
Cause And Effect ◽  
Academic Self Efficacy

The present study aims at examining the extent, to which personality traits, goal orientations, academic self-efficacy belief and self-esteem explain the academic procrastination behaviors of university students within the framework of a mode. To this end, a model was created and a model test was performed in order to determine the direct and indirect effects of the research variables within the compass of a cause and effect relationship. In the present research in which a causative comparative pattern was used, the research group consists of 630 university students in total from different grades, 406 of whom are female and 224 of whom are male. In the data collection phase of the present research," Aitken Academic Procrastination Scale", "Adjective Based Personality Test", "Multidimensional Perfectionism Scale", "Achievement Goals Scale", "Rosenberg Self Esteem Scale" and "Academic Self Efficacy Scale" were used. It was found that the academic procrastination behaviors of university students are directly and indirectly related to personality traits, success orientation, academic self efficacy belief and self esteem within the framework of a cause and effect relationship

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