Cyberbullying, Self-concept and Academic Goals in Childhood

2019 ◽  
Vol 22 ◽  
Author(s):  
Beatriz Delgado ◽  
Raquel Escortell ◽  
María Carmen Martínez-Monteagudo ◽  
Alicia Ferrández-Ferrer ◽  
Ricardo Sanmartín
Keyword(s):  
Achievement Goals ◽  
School Achievement ◽  
Motivational Orientation ◽  
Self Concept ◽  
Learning Goals ◽  
Social Self ◽  
Academic Goals ◽  
Peer Bullying ◽  
The Impact

Abstract Cyberbullying has aroused scientific interest given the impact it has on the lives of young people. The present study proposes to analyze the relationship between self-concept (Self-Description Questionnaire I), academic goals (Achievement Goals Tendencies Questionnaire), and the participation of the roles of victim, bully and bystander in cyberbullying (Cyberbullying. Screening for peer bullying and cyberbullying), by gender and grade. The sample was composed of 548 students (49.8% girls) in 5th and 6th grade of Primary Education (M age = 10.95, SD = 0.7). Logistic regression analyses showed the explicative role of social self-concept and learning goals in the three roles, highlighting the academic self-concept and achievement goals in the victims, as well as the high social reinforcement goals in bullies and bystanders. This relation varied slightly according to gender and grade, being the motivational orientation towards school achievement a protector of victimization in girls and 6th grade students. The findings are discussed, pointing out their involvement in the development of preventive cyberbullying programs in preadolescence.

scholarly journals The Impact of Cooperative Learning on University Students’ Academic Goals

2022 ◽  
Vol 12 ◽  
Author(s):  
Santiago Mendo-Lázaro ◽  
Benito León-del-Barco ◽  
María-Isabel Polo-del-Río ◽  
Víctor M. López-Ramos
Keyword(s):  
Cooperative Learning ◽  
University Students ◽  
Achievement Goals ◽  
Teaching And Learning ◽  
Learning Goals ◽  
Control Group ◽  
Social Reinforcement ◽  
Academic Goals ◽  
Control Group Design ◽  
The Impact

Cooperative learning encourages the development of interpersonal skills and motivates students to participate more actively in the teaching and learning process. This study explores the impact of cooperative learning on the academic goals influencing university students’ behavior and leading to the attainment of a series of academic objectives. To this end, a quasi-experimental pretest-posttest control group design was used, with a sample of 509 university students from Preschool, Primary and Social Education undergraduate degree courses. Using the Academic Goals Questionnaire (AGQ), pretest and posttest measures were taken via self-reports to evaluate three types of academic goals: learning goals, social reinforcement goals and achievement goals. The results show that cooperative learning is an effective tool for encouraging university students to develop academic goals that motivate them to fully engage with the tasks they are set in order to acquire knowledge and skills (learning goals). In addition, when students are asked to work as part of a team on an autonomous basis without the structure and supervision necessary to ensure a minimum standard of cooperation, they display a greater tendency toward social reinforcement goals than toward learning and achievement goals. These findings contribute new knowledge to the conceptual framework on cooperative learning. Goals may be considered one of the most important variables influencing students’ learning and the use of cooperative learning techniques in university classrooms creates the necessary conditions for encouraging students to develop goals oriented toward learning.

scholarly journals Self-concept of cervical cancer patients after chemotheraphy in Yogyakarta

2021 ◽  
Vol 4 (1) ◽  
pp. 37-43
Author(s):  
Nur Azizah Indriastuti ◽  
Riski Oktafia ◽  
Novika Riswanti
Keyword(s):  
Cervical Cancer ◽  
Cancer Patients ◽  
Qualitative Method ◽  
Self Concept ◽  
Social Changes ◽  
The World ◽  
Chemotherapy Patients ◽  
Physical Changes ◽  
The Impact

Cervical cancer is one of the deadliest types of cancer that attacks women in the world. One of the treatment efforts for cancer is chemotherapy. Patients with cervical cancer who receive chemotherapy more than twice will experience impaired self-concept. This study aims to determine self-concept in cervical cancer patients who have undergone chemotherapy in Yogyakarta. This research uses qualitative method with phenomenology approach. Data collection is done with interview and observation. Participants totaling five people were determined by purposive sampling. The validity of the data used source triangulation and checked the data back to the participants. Analysis of data were by comparing among categories, marking and describing descriptively. The results of the study are 6 themes, namely physical changes, emotional changes, changes in sexual relations, changes in relationships with family, changes in the role of parenting and social changes in society. The impact of chemotherapy causes various changes in cervical cancer patients which make the self-concept of cervical cancer patients undergo changes

scholarly journals The Role of Written Feedback in Numeracy in the Primary School Classroom

2019 ◽  
Vol 11 (2) ◽  
pp. 52 ◽  
Author(s):  
Miedzo Mutendi ◽  
Chipo Makamure
Keyword(s):  
Primary School ◽  
Learning Process ◽  
Real World ◽  
Learning Goals ◽  
Written Feedback ◽  
Classroom Performance ◽  
The Real ◽  
School Classroom ◽  
The Impact

This study seeks to establish the quality and type of feedback necessary and suitable for learners, understandable by learners and implementable in the learning process by the learners to improve progress in learning numeracy. However, although written feedback is believed to be instrumental in shaping the pupils’ classroom performance, there is less agreement on whether this is workable in the real world of the classroom or has remained an intended goal of feedback. There is limited work in literature on how pupils respond or use written feedback to improve their performance. A questionnaire was administered to a group of Year 5 students at a school in England to solicit the pupils’ perceptions of the usefulness of written feedback and the challenges that were likely to be faced in interpreting and implementing the feedback. In order to measure the impact of feedback on students’ performance, a pre-test was given, pupils’ recommendations from the questionnaire were incorporated, and a second test was given two days later. The two sets of marks were then compared. It was found that pupils find it difficult to understand written feedback at times, mainly because of unfamiliar vocabulary used in the feedback and when they do understand the language, they often find it unhelpful in achieving their learning goals. Teachers are recommended to simplify and add more detail to feedback, making it as informative as possible about what was done well and suggest improvements that could be made.

Individuality and habits in institutional economics

2019 ◽  
Vol 15 (5) ◽  
pp. 791-809
Author(s):  
Heath Spong
Keyword(s):  
Social Context ◽  
Social Environment ◽  
Institutional Economics ◽  
Individual Development ◽  
Self Concept ◽  
Structure Framework ◽  
The Social ◽  
The Impact ◽  
Over Time

AbstractIn this paper a sophisticated conception of individuality is developed that extends beyond simple heterogeneity and is consistent with the approach of institutional economics. Studies of human biological and psychological development are used to illustrate the foundations of human individuality and the impact of the social environment on individual development. The link between the social environment and ongoing agential properties is established through the role of habits, which provide some continuity to individual personalities over time and assist them in navigating the social context they inhabit. Reflexivity is established via an agency-structure framework that endows individuals a changeable self-concept and an ability to interpret their relationship to the social context. The coordination of different individuals is explained not simply through reference to institutional structure, but also through the agent-level properties of shared habits. While reducing differences between individuals to one of degrees, shared habits are shown to be particularly important in the context of agent-sensitive institutions. Finally, the potential for different institutional experiences to impact the reflexivity of individuals is explored.

scholarly journals Self-Concept, Gender, And Product Type: An Investigation Of Brand Loyalty

2011 ◽  
Vol 10 (1) ◽  
pp. 25
Author(s):  
Joseph F. Rocereto ◽  
Joseph B. Mosca
Keyword(s):  
Brand Loyalty ◽  
Brand Image ◽  
Product Type ◽  
Self Concept ◽  
Consumer Attitude ◽  
Font Size ◽  
Proposed Model ◽  
Hedonic And Utilitarian Products ◽  
The Impact

<span style="font-family: Times New Roman; font-size: small;"> </span><p style="margin: 0in 0.5in 0pt; text-align: justify; mso-pagination: none; mso-add-space: auto;" class="MsoBodyText3"><span style="color: black; font-size: 10pt; mso-themecolor: text1;"><span style="font-family: Times New Roman;">Numerous studies have investigated the impact of self-concept brand image congruity on brand loyalty.<span style="mso-spacerun: yes;"> </span>However, there is a dearth of literature which has assessed this relationship across different product types.<span style="mso-spacerun: yes;"> </span>Furthermore, there is a lack of understanding regarding the role that gender may play in the creation of such brand loyalty.<span style="mso-spacerun: yes;"> </span>This study investigates the effects of self-concept brand image congruity on consumer attitude formation and resulting brand loyalty across two different types of products (i.e., hedonic and utilitarian products) and assesses the moderating role of gender within each product type setting.<span style="mso-spacerun: yes;"> </span>Results reveal that the proposed model is sufficiently robust to explain the effects of self-concept brand image congruities across different product types.<span style="mso-spacerun: yes;"> </span>Furthermore, this study indicates that gender serves as a moderator in both product type settings, however, in theoretically important different manners.</span></span></p><span style="font-family: Times New Roman; font-size: small;"> </span>

Secure girls: Class, sexuality, and self-esteem

Sexualities ◽  
2017 ◽  
Vol 20 (7) ◽  
pp. 815-834 ◽  
Author(s):  
Amy C Wilkins ◽  
Sarah A Miller
Keyword(s):  
Everyday Life ◽  
Young Women ◽  
Public Discourse ◽  
Social Problems ◽  
Self Esteem ◽  
Self Concept ◽  
Sexual Expression ◽  
Sexual Agency ◽  
The Impact

Public discourse is replete with talk about the fragility of young women’s self-esteem, linking poor self-concept to a range of social problems associated with girlhood. We know little about the impact of these ideas on young women. In this article, we examine interviews with 66 girls, aged 14–22, to understand how they talk about the link between self-esteem and sexual expression in everyday life. We find that girls’ talk about self-esteem uses classed meanings that unintentionally reinforce and extend the role of sexuality in girls’ status hierarchies, benefitting those with more class resources, while policing all girls’ abilities to claim sexual agency.

Achievement Goals and Goal Progress as Drivers of Work Engagement

2020 ◽  
pp. 003329412095977
Author(s):  
Tanja Bipp ◽  
Ad Kleingeld ◽  
Leonie Schelp
Keyword(s):  
Work Engagement ◽  
Achievement Goals ◽  
Work Motivation ◽  
Goal Orientations ◽  
Learning Performance ◽  
Learning Goals ◽  
Goal Progress ◽  
And Performance ◽  
Avoidance Goals

In two studies, we investigated the role of self-regulatory behavior in terms of achievement goals and goal progress for work engagement. Study 1 ( N = 205) revealed that trait learning goals were positively related to work engagement and performance-approach and performance-avoidance goals were unrelated to work engagement. In a second study, employees were asked to either set a (state) learning, performance-approach, or performance-avoidance goal for the upcoming work week. Goal progress and work engagement were measured one week later ( N = 106). Learning goals at the trait and state level were associated with higher work engagement and performance-avoidance goals were unrelated to work engagement. We found a positive relationship of goal progress with work engagement, in particular for employees who pursued learning or performance-approach goals. Our studies contribute to theory building by delineating the (combined) role of goal orientations (trait), state achievement goals, and goal progress for work engagement, as well as generating practical implications for the design of effective interventions to enhance work motivation in organizational practice.

New Developments in and Directions for Goal-Setting Research

2007 ◽  
Vol 12 (4) ◽  
pp. 290-300 ◽  
Author(s):  
Gary P. Latham ◽  
Edwin A. Locke
Keyword(s):  
Empirical Research ◽  
Goal Setting ◽  
High Performance ◽  
Learning Goals ◽  
Paper Briefly ◽  
New Developments ◽  
Personality Variables ◽  
The Impact ◽  
The Relationship

Abstract. Goal setting is an “open” theory built on inductive findings from empirical research. The present paper briefly summarizes this theory. Emphasis is then given to findings that have been obtained in the present millennium with regard to (1) the high performance cycle, (2) the role of goals as mediators of personality effects on performance, (3) personality variables as moderators of goal effects on performance, the effect of (4) distal, (5) proximal, and (6) learning goals on performance on tasks that are complex for people, (7) the ways in which priming affects the impact of a goal, (8) the interrelationship between goal setting and affect, and (9) the results of goal setting by teams. Potential directions for research on goal setting in the workplace are suggested with regard to goal abandonment, perfectionism, an employee's age, subconscious goals, and the relationship between goals and knowledge.

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