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 Predictive Influence of Executive Functions, Effortful Control, Empathy, and Social Behavior on the Academic Performance in Early Adolescents

2017 ◽  
Vol 39 (2) ◽  
pp. 253-279 ◽  
Author(s):  
Juan P. Zorza ◽  
Julián Marino ◽  
Alberto Acosta Mesas
Keyword(s):  
Academic Performance ◽  
Social Behavior ◽  
Executive Functions ◽  
Effortful Control ◽  
Social Preference ◽  
Self Regulation ◽  
Early Adolescents ◽  
Self Report ◽  
Mediating Role

In this study, we explored the predictive role of behavioral measures of Executive Functions (EFs) and a self-report measure of Effortful Control (EC) on the academic performance of early adolescents. We also analyzed the mediating role of self-reported empathy and social behavior rated by peers (i.e., prosocial behavior and social preference) and by the lead teacher (i.e., social competence). A sample of 244 adolescents aged between 12 and 13 years participated in the study. The resulting structural equation model indicated that EFs and EC predict academic performance in a complementary and independent way. Results also confirmed the mediating role of empathy and social behavior. The final model explained 64% of academic performance. We discuss the appropriateness of obtaining complementary measures of EFs and EC in predictions of academic performance as well as the importance of introducing activities involving self-regulation, empathy, and socioemotional skills in the school setting.

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 Workload assessment for mental arithmetic tasks using the task-evoked pupillary response

2015 ◽  
Author(s):  
Gerhard Marquart ◽  
Joost de Winter
Keyword(s):  
Mental Arithmetic ◽  
Pupil Diameter ◽  
Mental Workload ◽  
Self Report ◽  
Blink Rate ◽  
Eye Tracker ◽  
Practical Applications ◽  
The Mean ◽  
Nasa Tlx ◽  
Diameter Change

Pupillometry is a promising method for assessing mental workload and could be helpful in the optimization of systems that involve human-computer interaction. The present study focuses on replicating the studies by Ahern (1978) and Klingner (2010), which found that for three levels of difficulty of mental multiplications, the more difficult multiplications yielded larger dilations of the pupil. Using a remote eye tracker, our research expands upon these two previous studies by statistically testing for each 1.5 s interval of the calculation period (1) the mean absolute pupil diameter (MPD), (2) the mean pupil diameter change (MPDC) with respect to the pupil diameter during the pre-stimulus accommodation period, and (3) the mean pupil diameter change rate (MPDCR). An additional novelty of our research is that we compared the pupil diameter measure with a self-report measure of workload, the NASA Task Load Index (NASA-TLX), and with the mean blink rate (MBR). The results showed that the findings of Ahern and Klingner were replicated, and that the MPD and MPDC discriminated just as well between the lowest and highest difficulty levels as did the NASA-TLX. The MBR, on the other hand, did not interpretably differentiate between the difficulty levels. Moderate to strong correlations were found between the MPDC and the proportion of incorrect responses, indicating that the MPDC was higher for participants with a poorer performance. For practical applications, validity could be improved by combining pupillometry with other physiological techniques.

scholarly journals Effects of Maternal Overprotection on Social Competence in Young Children: The Mediating Role of Young Children’s Anxiety

2021 ◽  
Vol 42 (5) ◽  
pp. 641-653
Author(s):  
Young Sun Chung
Keyword(s):  
Social Competence ◽  
Young Children ◽  
Parent Education ◽  
Structural Equation ◽  
Equation Model ◽  
Basic Knowledge ◽  
Equation Modeling ◽  
Mediating Role ◽  
Overprotective Parenting ◽  
Children’S Anxiety

Objectives: This study aimed to examine the direct and indirect effects of maternal overprotection on the development of young children’s social competence through their anxiety. In this study, maternal overprotection was defined as anxiously shielding their young children from having negative experiences and maintaining developmentally inappropriate intrusive and permissive parenting for their children.Methods: Participants were 183 mothers and 18 teachers with young children aged from four to six years. Mothers rated themselves on the degree of their overprotecting behaviors measured by a maternal overprotection scale for young children (Y. S. Chung & Park, 2021). Teachers rated young children’s anxiety and social competence. Data were analyzed using descriptive statistics, correlation analysis, and a structural equation model. Bootstrapping method was applied to examine the significance of the mediating effects.Results: First, there were significant correlations between maternal overprotection, young children’s anxiety and social competence. Second, structural equation modeling supported the hypothesized relations among maternal overprotection, young children’s anxiety and social competence after controlling with young children’s gender, maternal academic background, and monthly household income. And the level of young children’s anxiety mediated the relationship between overprotective parenting and young children’s social competence.Conclusion: This study showed that mother’s overprotective parenting was associated with varying levels of young children’s anxiety and social competence. Additionally the maternal overprotection linked with children’s social competence indirectly through their anxiety. These findings offer basic knowledge applicable to parent education and the for the development of program for improving parenting behaviors. The limitations and other implications of this study are also discussed.

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 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.

Effects of early maternal distress and parenting on the development of children's self-regulation and externalizing behavior

2013 ◽  
Vol 25 (2) ◽  
pp. 437-453 ◽  
Author(s):  
Daniel Ewon Choe ◽  
Sheryl L. Olson ◽  
Arnold J. Sameroff
Keyword(s):  
Adverse Effects ◽  
Externalizing Behavior ◽  
Externalizing Problems ◽  
Structural Equation ◽  
Effortful Control ◽  
Self Regulation ◽  
Equation Model ◽  
Maternal Distress ◽  
Maternal Warmth ◽  
Inductive Discipline

AbstractEmotional distress experienced by mothers increases young children's risk of externalizing problems through suboptimal parenting and child self-regulation. An integrative structural equation model tested hypotheses that mothers’ parenting (i.e., low levels of inductive discipline and maternal warmth) would mediate adverse effects of early maternal distress on child effortful control, which in turn would mediate effects of maternal parenting on child externalizing behavior. This longitudinal study spanning ages 3, 6, and 10 included 241 children, mothers, and a subset of teachers. The hypothesized model was partially supported. Elevated maternal distress was associated with less inductive discipline and maternal warmth, which in turn were associated with less effortful control at age 3 but not at age 6. Inductive discipline and maternal warmth mediated adverse effects of maternal distress on children's effortful control. Less effortful control at ages 3 and 6 predicted smaller relative decreases in externalizing behavior at 6 and 10, respectively. Effortful control mediated effects of inductive discipline, but not maternal warmth, on externalizing behavior. Findings suggest elevated maternal distress increases children's risk of externalizing problems by compromising early parenting and child self-regulation.

scholarly journals Relationship between Temperament, Depression, Anxiety, and Hopelessness in Adolescents: A Structural Equation Model

2011 ◽  
Vol 2011 ◽  
pp. 1-6 ◽  
Author(s):  
Paolo Iliceto ◽  
Maurizio Pompili ◽  
David Lester ◽  
Xenia Gonda ◽  
Cinzia Niolu ◽  
...  
Keyword(s):  
High School Students ◽  
Structural Equation ◽  
Structural Model ◽  
Factor Model ◽  
Psychiatric Morbidity ◽  
Equation Model ◽  
Self Report ◽  
Anxiety State ◽  
School Students ◽  
Two Factors

The purpose of this study was to test the validity of affective temperaments for predicting psychiatric morbidity and suicide risk, using a two-factor model to explain the relationships between temperament, anxiety, depression, and hopelessness. We investigated 210 high school students, 103 males and 107 females, 18-19 years old, who were administered self-report questionnaires to assess temperament (TEMPS-A), depression (BDI-II), anxiety (STAI) and hopelessness (BHS). The final structural model had a good fit with the data, with two factors significantly correlated, the first labeled unstable cyclothymic temperament including Dysthymic/Cyclothymic/Anxious temperament, Irritable temperament and Depression, and the second labeled Demoralization including Anxiety (State/Trait) and Hopelessness. Depression, anxiety and hopelessness are in a complex relationship partly mediated by temperament.

scholarly journals RESULTS-BASED ANALYSIS OF STUDENTS’ ACADEMIC PERFORMANCE IN ENGLISH UNDER DISTANCE LEARNING

2021 ◽  
pp. 28-34
Author(s):  
Mariel Kristine M. Cortez
Keyword(s):  
High School ◽  
Academic Performance ◽  
Distance Learning ◽  
Main Tool ◽  
School Year ◽  
Huge Impact ◽  
The Mean ◽  
Online Distance Learning ◽  
Online Distance ◽  
Additional Support

Using the descriptive research design, this study aimed to do a results-based analysis of online and modular distance learning of the students’ academic performance in English on first and second quarter of school year 2020-2021 in Don Manuel Rivera Memorial National High School. The respondents of the study were composed of 50 Online Distance Learning (ODL) Students and 250 Modular Distance Learning (MDL) Students from Grades 7 to Grade 10 levels of Don Manuel Rivera Memorial National High School. This is a descriptive study using the questionnaire as the main tool in gathering the data. The data gathered were treated using frequency distribution and percentage statistics, weighted mean, standard deviation, and T-test. The mean level of parents’ support to ODL students was 2.72 interpreted as “Moderately Supportive” indicates that parents are somehow extending additional support to their children in accomplishing the tasks given to them. On the other hand, the mean level of parents support to MDL students was 2.95 interpreted as “Moderately Supportive” indicates that only few parents extend their support to their children despite the awareness that their children have no direct contact to their subject teachers to give them assistance in understanding the lessons. This concludes that students under online distance learning gets more instructional support rather than the students under modular distance learning which gives a huge impact to their academic performances.

scholarly journals Multidimensional assessment of impulsivity-related measures in relation to externalizing behaviors

2018 ◽  
Vol 49 (10) ◽  
pp. 1678-1690 ◽  
Author(s):  
Kasey G. Creswell ◽  
Aidan G. C. Wright ◽  
Janine D. Flory ◽  
Carillon J. Skrzynski ◽  
Stephen B. Manuck
Keyword(s):  
Predictive Validity ◽  
Structural Equation ◽  
Externalizing Behaviors ◽  
Equation Model ◽  
The Self ◽  
Self Report ◽  
Personality Factors ◽  
Multidimensional Assessment ◽  
Behavioral Tasks ◽  
Trait Impulsivity

AbstractBackgroundTrait impulsivity is thought to play a key role in predicting behaviors on the externalizing spectrum, such as drug and alcohol use and aggression. Research suggests that impulsivity may not be a unitary construct, but rather multidimensional in nature with dimensions varying across self-report assessments and laboratory behavioral tasks. Few studies with large samples have included a range of impulsivity-related measures and assessed several externalizing behaviors to clarify the predictive validity of these assessments on important life outcomes.MethodsCommunity adults (N = 1295) between the ages of 30 and 54 completed a multidimensional assessment of impulsivity-related traits (including 54 self-report scales of personality traits implicated in impulsive behaviors, and four behavioral tasks purporting to assess a construct similar to impulsivity) and reported on five externalizing behavioral outcomes (i.e. drug, alcohol, and cigarette use, and physical and verbal aggression). We ran an exploratory factor analysis on the trait scales, and then a structural equation model predicting the externalizing behaviors from the three higher-order personality factors (i.e. Disinhibition v. Constraint/Conscientiousness, Neuroticism/Negative Emotionality, and Extraversion/Positive Emotionality) and the four behavioral tasks.ResultsRelations between the self-report factors and behavioral tasks were small or nonexistent. Associations between the self-report factors and the externalizing outcomes were generally medium to large, but relationships between the behavioral tasks and externalizing outcomes were either nonexistent or small.ConclusionsThese results partially replicate and extend recent meta-analytic findings reported by Sharma et al. (2014) to further clarify the predictive validity of impulsivity-related trait scales and laboratory behavioral tasks on externalizing behaviors.

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