scholarly journals Descriptive normative beliefs and the self-regulation in alcohol use among Slovak university students

2014 ◽  
pp. fdu099
Author(s):  
Monika Brutovská ◽  
Olga Orosova ◽  
Ondrej Kalina ◽  
René Šebeňa
Keyword(s):  
Alcohol Use ◽  
University Students ◽  
Self Regulation ◽  
The Self ◽  
Normative Beliefs

scholarly journals Self-Regulation, Normative Beliefs, Alcohol Use and Consequences among University Students from Eastern Europe

2021 ◽  
Vol 30 (3) ◽  
pp. 467-485
Author(s):  
Ondrej Kalina ◽  
Olga Orosova ◽  
Vilma Kriaucioniene ◽  
Andrea Lukács ◽  
Michal Miovsky
Keyword(s):  
Czech Republic ◽  
Alcohol Use ◽  
University Students ◽  
Self Regulation ◽  
First Year ◽  
Negative Consequences ◽  
Normative Beliefs ◽  
The Czech Republic ◽  
Promising Target ◽  
First Year University

This study aims to explore the associations between descriptive normative beliefs (DNB), alcohol use and negative consequences and test whether self-regulation (SR) moderates this relationship. The data was collected online from 1621 first-year university students in the Czech Republic, Hungary, Lithuania and Slovakia. The AUDIT, self-regulation questionnaire and questions regarding DNB were used. DNB were found to be positively associated with drinking across all the samples. The associations between DNB and alcohol use as well as between alcohol use and negative consequences were stronger among students with lower SR. The protective effect of SR on alcohol use and consequences combined with the theory of social influence may improve intervention accuracy and make it a promising target for intervention among young adults.

scholarly journals Self-regulation among Sample of University Students and its Predictive Ability in their Academic Achievement

2016 ◽  
Vol 10 (3) ◽  
pp. 461
Author(s):  
Abdel Latif A. Momani ◽  
Qasem M. Khazali
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Self Regulation ◽  
Predictive Ability ◽  
The Self ◽  
Self Control ◽  
Variance Ratio ◽  
Validity And Reliability ◽  
Reliability Indices ◽  
Study Results

The present study aimed to identify the self-regulation level among university students, and disclose the predictive ability of self-regulation in their academic achievement. The sample of the study consisted of 312 students (177 male and 135 female) chosen from the Jadara University in Jordan by the available method. To achieve the study’s objectives, a self-regulation scale prepared by Mriyan (2010) after verifying its validity and reliability indices. The results indicated that the students have a medium degree of self-regulation on the scale as a whole and the sub-fields. The results of the study also showed there were statistically significant differences (α = 0.05) in the level of self-regulation on the scale as a whole and on the two fields: determining and setting goals and self-control due to gender in favor of females. However; there were no statistically significant differences in students' grades on the two fields' self-observation and selfreaction due to gender. Finally, study results indicated two fields of self-regulation predicted the students' academic achievement: the field of determining and setting goals, and the field of self-act reaction, where the expositor variance ratio for them in the academic achievement amounted to (0.186%). 

scholarly journals SOCIAL ACTIVITY OF STUDENTS: EXPERIENCE IN RESEARCH OF SEMANTIC IDEAS

2022 ◽  
pp. 84-97
Author(s):  
Анастасия Эдуардовна Пилипенко ◽  
Вадим Геннадьевич Пантелеев
Keyword(s):  
Young People ◽  
Empirical Study ◽  
University Students ◽  
Self Regulation ◽  
Social Activity ◽  
The Self ◽  
Youth Policy ◽  
The Social ◽  
Instrumental Values ◽  
Ideological Attitudes

В статье рассматривается социальная активность молодежи в контексте смысловых представлений студентов вузов. На основании материалов регионального эмпирического исследования были проанализированы смыслы, которыми наделяется активность и которые имеют высокую значимость в саморегуляции общественно направленной и индивидуализированной активности студентов. Выявлено, что смысл социальной активности в восприятии вузовской молодежи соотносится с приоритетами органов исполнительной власти, занимающихся реализацией молодежной политики; определена зависимость между частотой участия студентов в практиках социальной активности и готовностью воспринимать данную деятельность посредством институционально организованных форм. Определены доминирующие мировоззренческие установки среди вузовской молодежи и описана их связь с мотивацией социальной активности в исследуемой группе. Выявлено противоречие между смысловым представлением о социальной активности и проявляемой деятельностью: образ определяется студентами через доминирование альтруистических ценностей, а в основе реальной активности молодых людей находятся гедонистические и инструментальные ценности. The article attempts to analyze the social activity of youth in the context of semantic representations of university students. Based on the materials of a regional empirical study, the meanings of activity are analyzed, as well as those meanings that are significant in the self-regulation of socially directed and individualized activity of students. The research shows that the meaning of social activity in the perception of university youth correlates with the priorities of executive authorities involved in the implementation of youth policy; the dependence between the frequency of students' participation in social activity practices and the willingness to perceive this activity through institutionally organized forms is determined. The dominant ideological attitudes among university youth are analyzed and their connection with the motivation of social activity is described. The contradiction between the semantic idea of social activity and the activity manifested is revealed: the students determine this activity basing on the altruistic values, but in practice, hedonistic and instrumental values are at the heart of the activities of young people.

scholarly journals Autonomous Self-regulation of Alcohol Use among University Students and its Relevance for Prevention

2015 ◽  
Vol 25 (suppl_3) ◽  
Author(s):  
J Benka ◽  
O Orosova ◽  
B Gajdosova ◽  
M Bacikova-Sleskova ◽  
M Brutovska
Keyword(s):  
Alcohol Use ◽  
University Students ◽  
Self Regulation

scholarly journals LONGITUDINAL EFFECT OF THE PUNAV PREVENTION PROGRAM ON NORMATIVE BELIEFS AND ALCOHOL USE AMONG UNIVERSITY STUDENTS.

2021 ◽  
Author(s):  
Ondrej Kalina ◽  
◽  
Lucia Barbierik ◽  
Jozef Benka
Keyword(s):  
Substance Use ◽  
Alcohol Consumption ◽  
Alcohol Use ◽  
University Students ◽  
Regression Model ◽  
Prevention Program ◽  
Universal Prevention ◽  
Normative Beliefs ◽  
Harmful Use ◽  
Over Time

"The universal Prevention Program of Substance Use among University Students (PUNAV) is based on the strategy of correcting normative beliefs (NBs) regarding alcohol use. The current research shown that NBs are a significant factor in relation to alcohol consumption. This study has explored whether a change of NBs is associated with a decrease of alcohol use among university students. The data used in this study were collected before the implementation of PUNAV in September 2018 (N=137, Mage = 21.9, 77% women) and 18 months later after the implementation of the program in March 2020 (N=54, 77% women). Participants provided information on alcohol consumption, alcohol dependence, alcohol harmful use and descriptive NBs regarding alcohol consumption. The level of NBs at T2 was subtracted from level of NB at T1 (T1 – T2) to identify changes in NBs over time. Using SPSS 21, a linear regression model which controlled for the level of the outcome variables at T1 and observed changes in NBs were used to predict the outcome variables measured at T2. Alcohol consumption and NBs after PUNAV decreased alcohol consumption but increased the dependence and alcohol harmful consequences. The regression model, which controlled for alcohol use at T1, showed that a significant change in NBs was negatively associated with alcohol consumption at T2. The findings have in general shown that the observed changes in NBs (corrected NBs) were more likely to decrease alcohol consumption among university students."

scholarly journals Comprensión de textos en soporte digital e impreso y autorregulación del aprendizaje en grupos universitarios de estudiantes de educación

2016 ◽  
Vol 21 (1) ◽  
pp. 1 ◽  
Author(s):  
Paula Gabriela Flores-Carrasco ◽  
Alejandro Díaz-Mujica ◽  
Irma Elena Lagos-Herrera
Keyword(s):  
Reading Comprehension ◽  
University Students ◽  
General Education ◽  
Digital Media ◽  
Statistical Tests ◽  
Self Regulation ◽  
The Self ◽  
Assessment Model ◽  
Measuring Instruments ◽  
Printed Media

This article aims (1) to describe the levels of self-regulation and reading comprehension of scientific expository texts; (2) to establish the relationship between self-regulation and reading comprehension; and (3) to compare the performance in comprehension when the printed media (paper) or digital media (computer) is used. A quasi-experimental, quantitative, descriptive and correlative design was implemented. The sample was composed of 55 university students from four careers of Education; they were in 1st and 3rd year of study at a regional university of the Council of Rectors of Chilean Universities. Three measuring instruments were used: a questionnaire of self-regulated learning and two comprehension tests based on the understanding of Parodi’s (2005) assessment model. The implementation was made in two consecutive moments; first, the self-questionnaire; then, the tests for reading comprehension in both media. With the data obtained, statistical tests of variance, one-way ANOVA, Pearson’s correlation, and means comparison with Bruner and Munzel and U-Mann Whitney’s tests were calculated. In conclusion, and different from the initial statement, it was obtained that university students have an adequate level of self-regulation and low reading comprehension in both data, even the scores are relatively lower in digital data. In both data the output is inverse to the complexity of the questions. Between 1st and 3rd year, there is no increase either in the self-regulation or in reading comprehension; but, exceptionally, the career of Primary General Education specialist on Language and History did. There is a strong relationship between reading comprehension in printed media and self-regulation (ARATEX). The support does not affect reading comprehension, but individual reading skills of the subjects do. A competent reader will have similar performance in both reading supports.

scholarly journals Adaptation of the Self-Regulated Online Learning Questionnaire (SOL-Q)

2021 ◽  
Vol 10 (3) ◽  
pp. 269-278
Author(s):  
Nuh Yavuzalp ◽  
Yunus Özdemir
Keyword(s):  
Factor Analysis ◽  
Online Learning ◽  
University Students ◽  
Time Management ◽  
Help Seeking ◽  
Self Regulation ◽  
The Self ◽  
Original Form ◽  
Metacognitive Skills ◽  
Validity And Reliability

The aim of this study was to adapt the "Self-Regulated Online Learning Questionnaire" into Turkish, and to present the validity and reliability of the results of the scale. The original form of the scale, which is in English, consists of five factors (metacognitive skills, help seeking, time management, persistence and environmental structuring) and of 36 items. First of all, each item of the Self-Regulated Online Learning Questionnaire (SOL-Q) is translated into Turkish with the support of language experts. The processes, assisted by four language experts, involved a translation which is followed by a back-translation. To ascertain construct validity of the Turkish language equivalence scale, it was applied to 569 university students who were taking at least one of the campus-based common compulsory courses via distance learning. As a result of exploratory factor analysis, it was observed that the scale comprised of five-dimensions as in original scale. According to the results, factor loadings were calculated between .393 and .906, the total eigenvalue of the scale was 22.34 and the total variance explained by the sample was corresponded to 62.06%. As a result of confirmatory factor analysis implemented with a different sample consisting of 128 university students, acceptable fit indices [x2/df=4.21; RMSEA=.071; CFI=.99] were obtained. As a result of reliability analyses, Cronbach's alpha values are ranging between .70 and .95 for each sub-dimensions of the scale. According to the results, it is thought that the "Self-Regulated Online Learning Questionnaire" can be used to measure self-regulation behaviors in the online learning process.

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