School bullying, school mindfulness and school academic performance: A structural equation modelling study

2019 ◽  
Vol 30 (2) ◽  
pp. 129-145
Author(s):  
Esra Tekel ◽  
Engin Karadag
Keyword(s):  
Academic Performance ◽  
Measurement Errors ◽  
Structural Equation ◽  
Design Method ◽  
School Bullying ◽  
Equation Model ◽  
Phone Calls ◽  
Verbal Bullying ◽  
School Mindfulness ◽  
Study Participants

AbstractThe purpose of this study was to test the effects of school bullying on school mindfulness and school academic performance through a structural equation model. The study was framed around the correlational design method; school bullying was taken as the independent variable and school mindfulness and school academic performance were used as the dependent variables. The study participants consisted of 156 high school teachers working in three of the schools selected from various school districts by means of the maximum variation sampling method. The data were collected via the School Bullying Scale (Tintorer, 2004), the School Mindfulness Scale (Hoy, Gage, & Tarter, 2006), and the average scores on the Higher Education Transition exam for each school. Path analysis was conducted to enable associating measurement errors in both latent and observed variables. Our study findings show that school bullying negatively affects school mindfulness and academic performance and that school mindfulness positively affects academic performance. In addition, the findings reveal that verbal bullying, consisting of behaviours such as harassing phone calls, taking someone’s money or belongings by force, intimidating actions with violent threats, name calling, racist expressions and teasing, swearing, lying to others or insulting them, is more frequently observed than other bullying types.

Antecedents of Organizational Change and Its' Consequence towards Organizational Performance

2021 ◽  
Vol 9 (4) ◽  
pp. 261-272
Author(s):  
Lambas Marasi Tua LG ◽  
Kurniawati Kurniawati
Keyword(s):  
Transformational Leadership ◽  
Organizational Change ◽  
Organizational Commitment ◽  
Organizational Performance ◽  
Structural Equation ◽  
Positive Impact ◽  
Design Method ◽  
Positive Influence ◽  
Equation Model ◽  
Cross Sectional

Objective - The research was conducted to identify the positive influence of transformational leadership and organizational commitment towards organization change and the influence of change on learning and its' implication onorganizational performance. Methodology/Technique - The research design method is a hypothesis-testing approach. Units of research analysis areemployees of BUKU 3 and BUKU 4 Banks in Jakarta who have a supervisory function. The study data is cross-sectional obtained in a specified time period. Data was obtained through distributing online questionnaires containing statements to be responded with a minimum of 365 respondents required. Structural Equation Model was used to test the model of the research and AMOS software is used for data processing. Finding - The major finding of the research is that transformational leadership is not directly related to positive performance of the organization but more on how transformational leaders are able to manage organizational change that in the end will have a positive impact on organization performance.Organizational change also perceived has no positive impact on learning and learning also has no direct and mediating impact on positive organizational performance. Novelty - Type of Paper - Keywords: Change; Leadership; Organizational Commitment; Organizational Change; Organizational Learning; Organizational Performance.

scholarly journals The Impact of Environmental Factors on Academic Performance of University Students Taking Online Classes during the COVID-19 Pandemic in Mexico

2020 ◽  
Vol 12 (21) ◽  
pp. 9194
Author(s):  
Arturo Realyvásquez-Vargas ◽  
Aidé Aracely Maldonado-Macías ◽  
Karina Cecilia Arredondo-Soto ◽  
Yolanda Baez-Lopez ◽  
Teresa Carrillo-Gutiérrez ◽  
...  
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Human Resource ◽  
Environmental Conditions ◽  
Structural Equation ◽  
New Technologies ◽  
Least Squares Method ◽  
Equation Model ◽  
Independent Variables ◽  
The Impact

The COVID-19 pandemic and the quarantine period determined that university students (human resource) in Mexico had adopted the online class modality, which required them to adapt themselves to new technologies and environmental conditions that are different from classrooms at their university. Specifically, these new environmental conditions can be uncomfortable and have an impact on the students’ academic performance. Consequently, the present study aims to determine the impact that the lighting, noise, and temperature levels (independent variables) have on academic performance (dependent variable) in university students during the COVID-19 pandemic. To do this, a questionnaire was developed, which was applied to 206 university students online, and a structural equation model was built that integrates the four variables through three hypotheses, which were statistically validated through the partial least squares method. Results showed that temperature, lighting, and noise have significant direct effects on university students’ academic performance. As a conclusion, it was obtained that the three independent variables have an impact in the sustainability of university students (human resource).

scholarly journals Psychological resources and gaudiebility

2021 ◽  
Vol 129 (s1) ◽  
pp. 128-137
Author(s):  
Gloria Velia Reyna Barajas ◽  
Ferran Padrós Blázquez ◽  
Luis Fernando Copertari Isaacson
Keyword(s):  
Academic Performance ◽  
Risk Behaviors ◽  
Structural Equation Model ◽  
Structural Equation ◽  
Equation Model ◽  
Correlational Study ◽  
Psychological Resources ◽  
Independent Variables ◽  
Dependent Variables ◽  
The Relationship

A correlational study to find out the relationship between the independent variables (psychological resources and gaudiebility) and the dependent variables (academic performance, stress, and risk behaviors) is developed and a Structural Equation Model (SEM) is proposed. Un estudio correlacional para encontrar la relación entre las variables independientes (recursos psicológicos y gaudibilidad) y las variables dependientes (desempeño académico, estrés y comportamientos de riesgo) se desarrolla y un Modelode Ecuaciones Estructurales (MEE) se propone.

scholarly journals A SYSTEMATIC REVIEW OF STRUCTURAL EQUATION MODEL (SEM)

2020 ◽  
Vol 1 (2) ◽  
pp. 27-39
Author(s):  
H. O. Owolabi ◽  
J. K. Ayandele ◽  
D. D. Olaoye
Keyword(s):  
Structural Equation Model ◽  
Measurement Errors ◽  
Structural Equation ◽  
Statistical Technique ◽  
Equation Model ◽  
Equation Modeling ◽  
Weak Assumption ◽  
Multivariate Statistical ◽  
Software Packages ◽  
Complex Relationships

Structural Equation Model (SEM) is a multivariate statistical technique that has been explored to test relationships between variables. The use of SEM to analyze relationship between variables is premised on the weak assumption of path analysis, regression analysis and so on; that variables are measured without error. This review thus sheds light on the meaning of SEM, its assumptions, steps and some of the terms used in SEM. The importance of item parcelling to SEM and its methods were briefly examined. It also dealt on the stages involved in SEM, similarities and differences between SEM and conventional statistical methods, software packages that can be used for SEM. This article employed systematic literature review method because it critically synthesized research studies and findings on structural equation modeling (SEM). It could be concluded that SEM is useful in analyzing a set of relationships between variables using diagrams. SEM can also be useful in minimizing measurement errors and in enhancing reliability of constructs. Based on this, it is recommended that SEM should be employed to test relationship between variables since it can explore complex relationships among variables such as direct, indirect, spurious, hierarchical and non-hierarchical.

scholarly journals Academic Performance and Social Competence of Adolescents: Predictions based on Effortful Control and Empathy

2013 ◽  
Vol 16 ◽  
Author(s):  
Juan P. Zorza ◽  
Julián Marino ◽  
Soledad de Lemus ◽  
Alberto Acosta Mesas
Keyword(s):  
Academic Performance ◽  
Social Competence ◽  
Structural Equation ◽  
Effortful Control ◽  
Equation Model ◽  
Self Report ◽  
Practical Applications ◽  
School Year ◽  
The Mean ◽  
Dispositional Empathy

AbstractThis study explored the predictive power of effortful control (EC) on empathy, academic performance, and social competence in adolescents. We obtained self-report measures of EC and dispositional empathy in 359 students (197 girls and 162 boys) aged between 12 and 14 years. Each student provided information about the prosocial behavior of the rest of his/her classmates and completed a sociogram. At the end of the school year, we calculated the mean grade of each student and the teacher responsible for each class completed a questionnaire on the academic skills of his/her students. The study confirmed the existence of a structural equation model (SEM) in which EC directly predicted academic performance and social competence. Additionally, empathic concern partially mediated the effect of EC on social competence. Finally, social competence significantly predicted academic performance. The article discusses the practical applications of the model proposed.

scholarly journals The Influence of Transformational Teacher Leadership on Academic Motivation and Resilience, Burnout and Academic Performance

2020 ◽  
Vol 17 (20) ◽  
pp. 7687
Author(s):  
Rubén Trigueros ◽  
Ana Padilla ◽  
José M. Aguilar-Parra ◽  
Isabel Mercader ◽  
Remedios López-Liria ◽  
...  
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Teacher Leadership ◽  
Structural Equation Model ◽  
Structural Equation ◽  
Academic Motivation ◽  
Academic Resilience ◽  
Equation Model ◽  
Predictive Relationships ◽  
The University

Currently, the university failure rate is around 33% of students starting their studies. Among the main reasons are demanding academic situations and the use of inappropriate coping strategies. Therefore, the aim of this study was to analyze the influence of teacher leadership on academic resilience and motivation, burnout, and academic performance. This study involved 3354 university students. A structural equation model was made to analyze the predictive relationships between the study’s variables. The results showed that teacher leadership positively predicted academic resilience and motivation; academic resilience negatively predicted burnout and positively predicted academic performance; likewise, academic motivation negatively predicted burnout and positively predicted academic performance; finally, burnout negatively predicted academic resilience.

scholarly journals The Relationship Between College Teachers’ Frustration Tolerance and Academic Performance

2021 ◽  
Vol 12 ◽  
Author(s):  
Song Shi ◽  
Zizai Zhang ◽  
Ying Wang ◽  
Huilan Yue ◽  
Zede Wang ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Academic Performance ◽  
Structural Equation ◽  
Significant Positive Correlation ◽  
Equation Model ◽  
Three Dimensions ◽  
College Teachers ◽  
Frustration Tolerance ◽  
Confirmatory Factor ◽  
The Relationship

The purpose of this study was twofold: to validate the College Teachers’ Academic Frustration Tolerance (CTAFT) Questionnaire and the College Teachers’ Academic Performance (CTAP) Questionnaire and to explore the relationship between frustration tolerance and academic performance among college teachers. A total of 25 experts were recruited to modify and validate both questionnaires, and the results showed that the questionnaires had good content validity. Exploratory factor analysis provided further evidence supporting the reliability of the CTAFT and the CTAP, suggesting that the instruments are reliable and valid. Confirmatory factor analysis showed that frustration tolerance affected academic performance, which could best be modeled in the three dimensions of Affect (AF), Preferred Difficulties (PD), and Action (AC). A total of 450 college teachers from each faculty of both universities were then recruited to explore the significant positive correlation between academic frustration tolerance and academic performance. The results from the structural equation model suggested that AC and PD combined significantly predicted academic performance. To our knowledge, this is the first study to explore the relationship between college teachers’ academic frustration tolerance and academic performance in China.

scholarly journals Motivational Climate in Sport Is Associated with Life Stress Levels, Academic Performance and Physical Activity Engagement of Adolescents

2019 ◽  
Vol 16 (7) ◽  
pp. 1198 ◽  
Author(s):  
Manuel Castro-Sánchez ◽  
Félix Zurita-Ortega ◽  
Eduardo García-Marmol ◽  
Ramón Chacón-Cuberos
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Life Stress ◽  
Structural Equation ◽  
Positive Association ◽  
Motivational Climate ◽  
Equation Model ◽  
Direct Association ◽  
Perceived Motivational Climate ◽  
And Task

The present study sought to define and contrast an explanatory model incorporating motivational climate towards sport, life stress, academic performance, and engagement in physical activity, and to analyze the existing relationships between these variables as a function of sex. A total of 2452 adolescents of both sexes (42.7% males and 57.3% females) participated in the present study, with self-reported ages between 13 and 16 years (M = 14.43; SD = 1.15). Participants were from Granada (Spain) and perceived motivational climate towards sport (PMCSQ-2), life stress (PSS), academic performance, and engagement in physical activity (PAQ-A) were analyzed. A multi-group structural equation model was constructed, which demonstrated excellent fit to the observed data (χ2 = 309.402; DF = 40; p < 0.001; CFI = 0.973; NFI = 0.970; IFI = 0.973; and RMSEA = 0.052). A negative and direct association exists between ego climate and task climate. A positive association was found between motivational climate, task climate (males r = 0.336/females r = 0.238), and ego climate (males r = 0.198/ females r = 0.089) and engagement in physical activity. A task climate was associated with better academic performance and lower levels of life stress. The main conclusions of this study highlight that a task-involving climate and engagement in physical activity are both associated with lower levels of life stress and higher levels of academic performance.

scholarly journals Stability of Peer Acceptance and Rejection and Their Effect on Academic Performance in Primary Education: A Longitudinal Research

2021 ◽  
Vol 13 (5) ◽  
pp. 2650
Author(s):  
Francisco J. García Bacete ◽  
Victoria Muñoz Tinoco ◽  
Ghislaine Marande Perrin ◽  
Jesús F. Rosel Remírez
Keyword(s):  
Academic Performance ◽  
Public Schools ◽  
Peer Relationships ◽  
Primary Education ◽  
Structural Equation ◽  
Social Preferences ◽  
Longitudinal Research ◽  
Peer Acceptance ◽  
Equation Model ◽  
Spanish Language

The objectives of this study were to analyze the evolution of peer relationships and academic performance and the effect of the former on the latter in primary education, differentiating between positive and negative relationships. To this end, the likes and dislikes received by each student from his/her classmates were measured at four time points between first and sixth grades, as well as the marks given by their teachers in the subjects of mathematics and Spanish language. One-hundred-sixty-nine students (52.7% girls) from 10 classes of five public schools participated in this study. To verify the objectives, we used a complex structural equation model, obtained from a combination of two autoregressive models (AR, one for social preferences and another one for academic performance), two multi-trait multi-method models (MTMM, one for acceptances and rejections and another one for academic performance in mathematics and Spanish language), and an effects model of social preferences on academic performance. This study confirms: (a) The stability of both peer relationships and academic performance throughout childhood; (b) the stable influence of social relationships on academic performance; and (c) the importance of considering acceptance and rejection differentially. This work reveals the failure of the school to address initial disadvantages, and it provides guidelines for early and inclusive interventions.

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