Acquiescence Response Bias — Yeasaying and Higher Education

2015 ◽  
Vol 32 (2) ◽  
pp. 105-119 ◽  
Author(s):  
Shane Costello ◽  
John Roodenburg
Keyword(s):  
Response Bias ◽  
Big Five ◽  
Formal Education ◽  
Educational Achievement ◽  
Model Fit ◽  
Education Group ◽  
Lower Education ◽  
Education Groups ◽  
Ideal Matrix

Acquiescence response bias is the tendency to agree to questionnaires irrespective of item content or direction, and is problematic for both researchers and clinicians. Further research is warranted to clarify factors relating to the confounding influence of acquiescence. Building on previous research that investigated the interaction between acquiescence, age, and secondary education, the current study has considered the role of adult higher educational achievement and acquiescence. Using the Big Five Inventory (BFI), acquiescence scores were calculated for a sample of 672 Australian adults (age M = 41.38, SD = 12.61). There was a significant inverse relationship between the variance in acquiescence scores and formal education. The greatest difference was found between the lowest education groups and the highest education groups, with the variance of the lower groups more than twice as large as the higher groups. The confounding influence of acquiescence was demonstrated using the BFI and targeted rotation to an ideal matrix, where worse model fit was found in the lower education group compared to the higher group. Implications for both researchers and clinicians are explored.

scholarly journals Transformative Role Of Education: An Autoethnographic Reflection

2019 ◽  
Vol 2 (1) ◽  
pp. 94-111
Author(s):  
R. B. Pasa
Keyword(s):  
Higher Education ◽  
Rural Development ◽  
Formal Education ◽  
Educational Achievement ◽  
Narrative Imagination ◽  
Exceptional Student ◽  
Auto Ethnography ◽  
In The Beginning ◽  
Local Levels

This study appraised my momentarily missing twelve years of formal education life (1990-2002) and thoughtful higher education life (2002 to onward). Through this appraisal, I explored how I have been experiencing transformative role of education since my school education life. In so doing, I applied auto ethnography methodology and narrative imagination method for interpreting narrative information. While exploring my experiences, I found I was worry to improve my economic condition in the beginning. Thereby, I applied vocational rehabilitation therapy and resiliency against my frustration and engaged in working life that implicitly encouraged me to embark in higher educational voyage. However, later wards, I started worrying with poor socio-cultural and economic structures of own society and nation. Even my involvement in higher education/training and academic journeys in ever changing environment made me more critical, reflective and transformative because of my resilient will and inner urges. I successfully transformed my identity from rural development graduate to educationist and academician. Finally, this study also revealed that I was/am an exceptional student because of my good educational achievement. Hence, my reflections on transformative role of education are equally important to the students, teachers and development stakeholders for plying institutional agentic role to mobilize rural development graduates in local levels.

Role of the Big Five Personality Traits and Motivation in Predicting Performance in Collaborative Presentations

2018 ◽  
Vol 122 (5) ◽  
pp. 1907-1924 ◽  
Author(s):  
Brent A. Kelsen ◽  
Hsin-Yi Liang
Keyword(s):  
Personality Traits ◽  
Big Five ◽  
Collaborative Inquiry ◽  
Work Motivation ◽  
Educational Achievement ◽  
Influential Factors ◽  
Project Work ◽  
Big Five Personality ◽  
Predicting Performance

Personality traits and motivation have been identified as influential factors in language acquisition and educational achievement. In recent years, as instructors have adapted curriculums to prepare students for academic and professional pursuits, collaborative inquiry-based projects and presentations, where students work together in groups to socially construct knowledge and achieve stipulated outcomes, have become common features of tertiary learning landscapes. This study utilizes 441 English as a foreign language university students’ Big Five Inventory-44 and Collaborative Inquiry-based Project Questionnaire ratings to predict performance on their collaborative inquiry-based projects requiring presentations. Regression analysis revealed Extraversion and Project Work as predictors of Presentation Scores. Furthermore, Extraversion and Conscientiousness emerged as partial mediators between Project Work motivation and Presentation Scores. The results underscore the advantage extraverts possess in oral presentation situations while simultaneously stressing the importance of diligence and effort in inquiry-based projects. Implications and suggestions for future study are provided.

The Role of Technology in Higher Education

IJOHMN ◽  
2017 ◽  
Vol 3 (3) ◽  
Author(s):  
Dr. A. SUBRAMANIAN
Keyword(s):  
Professional Development ◽  
Information Systems ◽  
Distance Learning ◽  
Educational Achievement ◽  
Traditional Education ◽  
Developmental Potential ◽  
Professional Development For Teachers ◽  
Paper Technology ◽  
Educational Field

Present status and use for educational purposes, technology is fulfilling an ever increasing role in both the traditional education field, and in other fields which are utilizing technology for educational purposes. Within the educational field we can see technology as a means of removing barriers for students and teachers alike. First, technology can remove financial and geographical barriers through distributed learning. This allows students and teachers to experience educational opportunities that they might have otherwise never been able to encounter. Second, technology is bringing about a new focus on problem and skill based learning. Information databases are being used to assist teachers in the acquisition of new knowledge and provide professional support outside of the traditional professional development seminar. In regards to future action, we should continue to utilize the successful trends in education as a means to fulfil their developmental potential and see increased impacts on our field. In particular, we should continue the use of distance learning as a means of professional development for teachers, by providing more opportunities aimed at improving their job related performance. Distance learning for students should also be an area of focus by providing software that allows for increasing authenticity in simulations, multimedia content, and social connections. We should continue to focus on technology that allows students to interact with other students and environments located outside of their current environment, locality, and culture. Information systems are also in need of continual investment. Information systems perform two important roles for the educational system: Focus on this paper, technology has already served an important role in education in multiple fields. Specifically, technology has been of great use to the educational field in terms of its focus on improving the effectiveness and efficiency of the educational experiences of both students and teachers. Continued use and development of technology can serve to further benefit the educational field and recommendations based on the development of existing trends in education should be pursued for great gains in educational achievement..

THE ROLE OF EDUCATION ON DISASTER PREPAREDNESS CASE STUDY OF 2012 INDIAN OCEAN EARTHQUAKES ON THAILAND’S

2018 ◽  
Author(s):  
Raya Muttarak ◽  
Wiraporn Pothisiri
Keyword(s):  
Indian Ocean ◽  
Emergency Preparedness ◽  
Disaster Preparedness ◽  
Formal Education ◽  
Disaster Experience ◽  
Individual Household ◽  
The Indian Ocean ◽  
The Individual

In this paper we investigate how well residents of the Andaman coast in Phang Nga province, Thailand, are prepared for earthquakes and tsunami. It is hypothesized that formal education can promote disaster preparedness because education enhances individual cognitive and learning skills, as well as access to information. A survey was conducted of 557 households in the areas that received tsunami warnings following the Indian Ocean earthquakes on 11 April 2012. Interviews were carried out during the period of numerous aftershocks, which put residents in the region on high alert. The respondents were asked what emergency preparedness measures they had taken following the 11 April earthquakes. Using the partial proportional odds model, the paper investigates determinants of personal disaster preparedness measured as the number of preparedness actions taken. Controlling for village effects, we find that formal education, measured at the individual, household, and community levels, has a positive relationship with taking preparedness measures. For the survey group without past disaster experience, the education level of household members is positively related to disaster preparedness. The findings also show that disaster related training is most effective for individuals with high educational attainment. Furthermore, living in a community with a higher proportion of women who have at least a secondary education increases the likelihood of disaster preparedness. In conclusion, we found that formal education can increase disaster preparedness and reduce vulnerability to natural hazards.

SISTEM PENDUKUNG KEPUTUSAN PEMILIHAN GURU BERPRESTASI KOTA MEDAN MENERAPKAN METODE PREFERENCES SELECTION INDEX (STUDI KASUS : DINAS PENDIDIKAN KOTA MEDAN)

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Fajar Syahputra ◽  
Mesran Mesran ◽  
Ikhwan Lubis ◽  
Agus Perdana Windarto
Keyword(s):  
Decision Making ◽  
Decision Support ◽  
Decision Support System ◽  
Support System ◽  
Formal Education ◽  
Basic Education ◽  
Selection Index ◽  
Main Task ◽  
Selection Of

The teacher is a major milestone in the world of education, the ability and achievement of students cannot be separated from the role of a teacher in teaching and guiding students. Based on the Law of the Republic of Indonesia No. 14 of 2005 concerning Teachers and Lecturers, in Article 1 explained that teachers are professional educators with the main task of educating, teaching, guiding, directing, training, evaluating, and evaluating students in early childhood education through formal education, basic education and education medium. Whereas in Article 4 of the Act, it is explained that the position of teachers as professionals serves to enhance the dignity and role of teachers as learning agents to function to improve the quality of national education.Decision making is an election process, among various alternatives that aim to meet one or several targets. The decision-making system has 4 phases, namely intelligence, design, choice and implementation. These phases are the basis for decision making, which ends with a recommendation.The Preferences Selection Index (PSI) method is a rarely used decision support system method. This method is a method developed by stevanie and Bhatt (2010) to solve the Multi Criteria Decision Making (MCDM). With the right consideration, this method can be one of the tools to determine policies in decision-making systems, especially the selection of outstanding teachers. Determination of policies taken as a basis for decision making, must use criteria that can be defined clearly and objectively.Keywords: Decision Support System, PSI, Selection of Achieving Teachers

The role of personality in shaping pandemic response: Systemic sociopolitical factors drive country differences

2020 ◽  
Author(s):  
Meghan Siritzky ◽  
David M Condon ◽  
Sara J Weston
Keyword(s):  
Individual Differences ◽  
Big Five ◽  
Public Health Research ◽  
Cross Cultural ◽  
Economic Factors ◽  
State Fragility ◽  
Systemic Factors ◽  
Pandemic Response ◽  
The Relationship

The current study utilizes the current COVID-19 pandemic to highlight the importance of accounting for the influence of external political and economic factors in personality public-health research. We investigated the extent to which systemic factors modify the relationship between personality and pandemic response. Results shed doubt on the cross-cultural generalizability of common big-five factor models. Individual differences only predicted government compliance in autocratic countries and in countries with income inequality. Personality was only predictive of mental health outcomes under conditions of state fragility and autocracy. Finally, there was little evidence that the big five traits were associated with preventive behaviors. Our ability to use individual differences to understand policy-relevant outcomes changes based on environmental factors and must be assessed on a trait-by-trait basis, thus supporting the inclusion of systemic political and economic factors in individual differences models.

Relationship between big five personality model and abusive supervision

2019 ◽  
Vol 12 (2) ◽  
Author(s):  
Bibi Tahira ◽  
Naveed Saif ◽  
Muhammad Haroon ◽  
Sadaqat Ali
Keyword(s):  
Big Five ◽  
Abusive Supervision ◽  
State Universities ◽  
Big Five Personality ◽  
Big Five Model ◽  
The Impact ◽  
First Time ◽  
Supervisor Behavior ◽  
Moderating Role

The current study tries to understand the diverse nature of relationship between personality Big Five Model (PBFM) and student's perception of abusive supervision in higher education institutions of Khyber Pakhtoonkhwa Pakistan. Data was collected in dyads i.e. (supervisors were asked to rate their personality attributes while student were asked to rate the supervisor behavior) through adopted construct. For this purpose, data was collected from three government state universities and one Private Sector University. The focus was on MS/M.Phill and PhD student and their supervisors of the mentioned universities. After measuring normality and validity regression analysis was conducted to assess the impact of supervisor personality characteristics that leads to abusive supervision. Findings indicate interestingly that except agreeableness other four attributes of (PBFM) are play their role for abusive supervision. The results are novel in the nature as for the first time Neuroticism, openness to experience, extraversion and conscientiousness are held responsible for the abusive supervision. The study did not explore the demographic characteristics, and moderating role of organizational culture, justice and interpersonal deviances to understand the strength of relationship in more detail way. Keywords: Personality big five model, abusive supervision, HEIs

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