Social and dimensional comparisons in math and verbal test anxiety: Within- and cross-domain relations with achievement and the mediating role of academic self-concept

2017 ◽  
Vol 51 ◽  
pp. 240-252 ◽  
Author(s):  
A. Katrin Arens ◽  
Michael Becker ◽  
Jens Möller
Keyword(s):  
Test Anxiety ◽  
Self Concept ◽  
Mediating Role ◽  
Cross Domain ◽  
Verbal Test

THE ROLE OF PERSONALITY CORRELATES IN ALLEVIATING STRESS ENCOUNTERED BY STUDENTS OF STANDARD X

2016 ◽  
pp. 34-49
Author(s):  
Giselle D' Souza
Keyword(s):  
Academic Achievement ◽  
Test Anxiety ◽  
High Performance ◽  
Research Study ◽  
Self Concept ◽  
Personality Correlates ◽  
Purpose Of Education ◽  
Self Worth ◽  
Different Dimensions

Test anxiety and distress occupy pivotal positions in students' lives today, because of over emphasis on academic achievement in the modern educational system. The need for high performance in examinations has defeated the very purpose of education. The SSC examination has come to be an exhaustive exercise that makes the students learn by rote rather than comprehension. There are a few who feel completely trapped in their situation and indulge in self-destructive acts like suicide. The present research study attempted at understanding the likely role of personality correlates namely, academic self-concept, self-efficacy and locus of control in alleviating the different dimensions of stress encountered by students of standard X. It revealed a significant relationship between stress and the mentioned variables and could have important implications in helping students of standard X come to terms with their invaluable self-worth in effectively coping with the evil of the present century -stress.

scholarly journals Coping strategies as mediators in the relationship between test anxiety and academic achievement

Psihologija ◽  
2017 ◽  
Vol 50 (1) ◽  
pp. 51-66 ◽  
Author(s):  
Ana Genc
Keyword(s):  
Coping Strategies ◽  
Test Anxiety ◽  
Coping Mechanisms ◽  
German Studies ◽  
Mediating Role ◽  
Novi Sad ◽  
The University ◽  
The Given ◽  
The Relationship

In most modern societies, nearly every realm of life involves some form of evaluation of our knowledge, abilities and skills. Given the potentially significant consequences of exams, it is not surprising that they are often very stressful. This study aimed to determine the existence and nature of the relationships between level of test anxiety, coping strategies, and achieved success on a mid-term test. As well as examining the direct relations between the given variables, our primary interest was to investigate the potential mediating role of coping mechanisms between the input and output variables of the examined stressful transaction. The study was conducted on a sample of 263 students from the Psychology and German Studies Departments of the Faculty of Philosophy at the University of Novi Sad. According to our results, only emotion-focused coping mechanisms were statistically significant mediators in the relationship between level of test anxiety and mid-term test achievement. The results indicate that students with high test anxiety who employ predominantly emotion-focused coping strategies score lower on a pre-exam knowledge test.

scholarly journals From Awe to Ecological Behavior: The Mediating Role of Connectedness to Nature

2018 ◽  
Vol 10 (7) ◽  
pp. 2477 ◽  
Author(s):  
Yan Yang ◽  
Jing Hu ◽  
Fengjie Jing ◽  
Bang Nguyen
Keyword(s):  
The Self ◽  
Self Concept ◽  
Connectedness To Nature ◽  
Mediating Role ◽  
Nature Study ◽  
Ecological Behavior ◽  
The Relationship

Awe is a self-transcendent emotion that can diminish one’s focus on the self and serves as an important motivator of commitment to social collectives. However, the influence of awe on ecological behavior is not clear. This study examines the relationships between people’s feeling of awe, their connectedness to nature, and ecological behavior. Three experiments tested the effect of awe on ecological behaviors including mediation tests. Compared with participants in the control condition, participants in the awe condition were more inclined to behave ecologically (Study 1 and 2) and reported a higher feeling of connectedness to nature (Study 2). Moreover, the relationship between awe and ecological behavior was mediated by connectedness to nature (Study 3). These findings indicate that awe helps broaden the self-concept by including nature and increase connectedness to nature, which in turn lead to ecological behavior. They also highlight the significance of connectedness in explaining why awe increases ecological behavior.

Het managen van rechtvaardigheidsverwachtingen van sollicitanten

2014 ◽  
Vol 27 (4) ◽  
Author(s):  
Brigitte Geenen ◽  
Karin Proost
Keyword(s):  
Test Anxiety ◽  
Selection Procedure ◽  
Peer Communication ◽  
Mediating Role ◽  
The Relationship ◽  
Moderating Role ◽  
War For Talent

Managing applicant justice expectations. A tool to win the ‘war for talent’ Managing applicant justice expectations. A tool to win the ‘war for talent’ Because of the ‘war for talent’, organizations struggle to get certain positions filled and in order to attract talent organizations have to work hard on their image as an attractive employer. Research shows that taking applicants’ justice expectations into account can help organizations to obtain a better pool of applicants. This article summarizes PhD research on antecedents and the consequences of the justice expectations that applicants have. This research addresses the moderating role of direct experiences in the relationship between applicants’ existing beliefs and their justice expectations; the mediating role of justice expectations in the relationship between peer communication about the fairness of the selection procedure and applicants’ test anxiety and motivation; and the moderating role of affect in the relationship between applicants’ justice expectations and their intentions to either recommend an organization or to litigate.

scholarly journals The Mediating Role of Goal Orientation (Task) in the Relationship between Engagement and Academic Self-Concept in Students

2020 ◽  
Vol 17 (22) ◽  
pp. 8323
Author(s):  
Pablo Usán Supervía ◽  
Carlos Salavera Bordás ◽  
Víctor Murillo Lorente
Keyword(s):  
Academic Success ◽  
Goal Orientation ◽  
School Environment ◽  
Academic Engagement ◽  
Self Concept ◽  
Task Orientation ◽  
School Students ◽  
Mediating Role ◽  
The Relationship

Some students many not possess the necessary strategies and skills to meet the demands of academic life and develop negative attitudes, physical and mental exhaustion, and other attitudes that will undermine their personal and academic development. This study analyses the relationship and possible role of goal orientation as a mediator between engagement and academic self-concept. Methods: The study concerned a population of 1756 subjects from 12 secondary schools (ESO). The instruments used included the Utrecht Work Engagement Scale—Student (UWES-S), the Perception of Success Questionnaire (POSQ), and the Academic Self-Concept Scale (ASCS). Results: The results revealed significant correlations between academic engagement, task-oriented goal orientation, and academic self-concept. In addition, task orientation was found to play a positive mediating role between academic engagement and academic self-concept, leading to adaptive models in secondary school students. Conclusion: These results highlight the need to promote goal orientation in order to stimulate self-determined behaviours in the school environment and improved levels of academic self-concept, which in turn will facilitate the psychological and personal development of the student and increase the chances of academic success.

Outcomes of Organizational and Community Embeddedness: A Conservation of Resources Perspective

2020 ◽  
pp. 105960112096356
Author(s):  
Barjinder Singh ◽  
Margaret Shaffer ◽  
Thirumalai Thattai Rajan Selvarajan
Keyword(s):  
Underlying Mechanism ◽  
Future Research ◽  
Conservation Of Resources ◽  
Mediating Role ◽  
Domain Specific ◽  
Community Embeddedness ◽  
Cross Domain ◽  
Community Outcomes ◽  
Psychological Flourishing

Drawing on Conservation of Resources and spillover theories, we empirically examine work and community outcomes of both organizational and community embeddedness and the underlying mechanism whereby the two forms of embeddedness influence both domain-specific and cross-domain outcomes. With data from 165 matched pairs of employees and their colleagues from a Midwestern US organization, we found that organizational and community embeddedness influence specific individual behaviors both within and across their respective domains. Additionally, we found support for the mediating role of psychological flourishing in the relationships between embeddedness and various organizational and community outcomes. We discuss the theoretical contributions and practical implications of our findings, as well as suggestions for future research.

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