The Role of Optimism, Self-Esteem, Academic Self-Efficacy and Gender in High-Ability Students

2013 ◽  
Vol 23 (3) ◽  
pp. 621-633 ◽  
Author(s):  
Christopher Tan ◽  
Liang See Tan
2018 ◽  
Vol 64 (4) ◽  
pp. 10-22
Author(s):  
Adewale A. Adekiya

AbstractThe high rate of job loss in most crude oil dependent countries, which may be attributed to the recent drop in the price of this commodity in international markets, has intensified the perception of threats associated with potential job loss among the employees who are still employed. Hence, perceived job insecurity, its associated outcome, coupled with how it can be mitigated has become a global phenomenon, which requires the attention of managers and practitioners alike. In this work, we built upon Hobfall’s conservation of resource theory (CRT) to present a research model that links employee’s self-efficacy and gender to the strength or weakness of the relationship between self-esteem and self-perceived job insecurity. Research data were collected from 153 randomly selected Nigerian Bank employees out of 217 drawn from a total population of 509. Based on the results from relevant statistical analysis, it is discovered that, while increase in self-esteem would lead to a significant decrease in job insecurity perception, such significant decrease is, however, not associated with self-efficacy and gender meaning that these variables are not moderators in the self-esteem/perceived job insecurity relationship. In line with these outcomes, we conclude by recommending that managers should focus on developing intervention strategies aimed at improving employee self-esteem with a view of reducing perceived job insecurity. In addition, important areas in need of future research were also identified.


This chapter aims to: demonstrate the role of individual differences; identify how issues of the self, such as self-efficacy and self-esteem, can influence women’s career choice and career outcomes; discuss self-discrepancy theory in relation to gender role conflict in the workplace; evaluate if high self-esteem and self-efficacy can be advantageous to women working in male dominated occupations and industries; describe how internalised self-view, may contribute to gendered occupational segregation; and discuss the concept of the psychological contract and job satisfaction.


2020 ◽  
Vol 36 (3) ◽  
pp. 237-249
Author(s):  
Lye Chan Long ◽  
Adrienne Erwin

IGNITE, a high school-based programme, was developed for high ability underachievers using the Achievement Orientation Model (AOM), Maker Model, and Bibliotherapy in a mainstream setting. This paper reports on the effects discovered while implementing the programme over the course of 2 years. Year 7 (13 year olds) and Year 9 (15 year olds) students were trained to use the two interventions, incorporating one of these interventions to challenge their learning in the classroom. The programme for each cohort lasted approximately 10 weeks. Identification alone appeared to increase academic self-efficacy for many of these underachievers. Students were empowered by the student agency involved which supports many of the AOM’s assertions, in particular, environmental perceptions and goal valuation. The interventions, Maker Model and Bibliotherapy, should be used concurrently to produce self-directed students and reduce underachievement in high ability students as they appear to target different factors in the Achievement Orientation Model.


2021 ◽  
Vol 11 (7) ◽  
pp. 333
Author(s):  
Kerstin Hamann ◽  
Maura A. E. Pilotti ◽  
Bruce M. Wilson

Existing research has identified gender as a driving variable of student success in higher education: women attend college at a higher rate and are also more successful than their male peers. We build on the extant literature by asking whether specific cognitive variables (i.e., self-efficacy and causal attribution habits) distinguish male and female students with differing academic performance levels. Using a case study, we collected data from students enrolled in a general education course (sample size N = 400) at a large public university in the United States. Our findings indicate that while students’ course grades and cumulative college grades did not vary by gender, female and male students reported different self-efficacy and causal attribution habits for good grades and poor grades. To illustrate, self-efficacy for female students is broad and stretches across all their courses; in contrast, for male students, it is more limited to specific courses. These gender differences in cognition, particularly in accounting for undesirable events, may assist faculty members and advisors in understanding how students respond to difficulties and challenges.


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