Grit is Associated with Lower Depression via Meaning in Life among Filipino High School Students

2018 ◽  
Vol 51 (6) ◽  
pp. 865-876 ◽  
Author(s):  
Jesus Alfonso D. Datu ◽  
Ronnel B. King ◽  
Jana Patricia M. Valdez ◽  
Maria Socorro M. Eala
Keyword(s):  
High School ◽  
High School Students ◽  
Psychological Health ◽  
Meaning In Life ◽  
Structural Equation ◽  
Well Being ◽  
Equation Modeling ◽  
School Students ◽  
Presence Of Meaning ◽  
Study Results

Grit—passion and perseverance for long-term goals—has been linked to a wide array of positive academic and psychological outcomes. However, limited research has been conducted to explore the association of grit with different indicators of well-being and psychological health. The primary objective of this study was to assess the associations among grit, meaning in life, and depression. There were 447 Filipino high school students who participated in the study. Results of structural equation modeling showed that grit was linked to higher levels of meaning in life dimensions (i.e., presence of meaning and search for meaning in life) and presence of meaning was associated with lower depression. Bias-corrected bootstrapping revealed that grit had an indirect negative influence on depression through the intermediate variable—presence of meaning in life. Theoretical and practical implications are elucidated.

scholarly journals How Does Search for Meaning Lead to Presence of Meaning for Korean Army Soldiers? The Mediating Roles of Leisure Crafting and Gratitude

2022 ◽  
Vol 12 ◽  
Author(s):  
Jung In Lim ◽  
Jason Yu ◽  
Young Woo Sohn
Keyword(s):  
Meaning In Life ◽  
Structural Equation ◽  
Well Being ◽  
Equation Modeling ◽  
Future Research ◽  
Search For Meaning ◽  
Daily Lives ◽  
Presence Of Meaning ◽  
Army Soldiers ◽  
The Republic

Many studies demonstrate that finding meaning in life reduces stress and promotes physical and psychological well-being. However, extant literature focuses on meaning in life among the general population (e.g., college students or office workers) in their daily lives. Thus, this study aimed to investigate the mechanisms of how individuals living in life-threatening and stressful situations obtain meaning in life, by investigating the mediating roles of leisure crafting and gratitude. A total of 465 Army soldiers from the Republic of Korea (ROK) participated in two-wave surveys with a 2-week interval. Structural equation modeling analyses indicated that the direct effects between the search for meaning, presence of meaning, leisure crafting, and gratitude were significant, except for the direct relationship between the search for meaning and the presence of meaning, and between leisure crafting and the presence of meaning. We tested indirect effects using a Monte Carlo approach and found that leisure crafting and gratitude sequentially mediated the relationship between the search for meaning and the presence of meaning. Our findings highlight the importance of the motivation behind searching for meaning, the proactive use of leisure time, and gratitude for individuals in stressful situations and controlled lifestyles. Finally, we discuss the implications and limitations of this research and future research directions.

scholarly journals Differences in classroom motivational climate: causes, effects and implications for teacher education. A multilevel study

2019 ◽  
Vol 36 (1) ◽  
pp. 122-133 ◽  
Author(s):  
Jesús Alonso-Tapia ◽  
Miguel Ángel Ruiz ◽  
Juan Antonio Huertas
Keyword(s):  
High School ◽  
Teacher Education ◽  
High School Students ◽  
Indirect Effect ◽  
Structural Equation ◽  
Multilevel Model ◽  
Motivational Climate ◽  
School Students ◽  
Multilevel Study ◽  
Study Results

Research on classroom motivational climate (CMC) has shown significant differences between classrooms in CMC. However, it is not known whether teachers’ motivational knowledge, and goals and expectancies related to their students contribute to such differences, and consequently, on the effects of CMC on students. For answering this question, a multilevel model of the relationships among a) teachers’ knowledge and motivational characteristics, b) students’ goals and expectancies (SGE), c) perceived CMC, and d) students’ attribution of perceived motivational improvement to teachers (APMIT) was tested using structural equation methods. A total of 2.223 Secondary and High-School students and their 95 teachers participated in the study. Results showed that teachers’ motivational quality (TMQ) has a significant indirect effect on differences between classrooms in CMC, and on the students’ attribution of perceived improvement in motivational variables to teachers, but also that teachers’ characteristics differ in their contribution to TMQ, and so, to CMC.

scholarly journals INSTRUMENT DEVELOPMENT OF HIGHER ORDER THINKING SKILL IN MATHEMATICS INSTRUCTIONAL ON SENIOR HIGH SCHOOL

2015 ◽  
Vol 1 (1) ◽  
pp. 65
Author(s):  
Benidiktus Tanujaya
Keyword(s):  
High School ◽  
High School Students ◽  
Instrument Development ◽  
Structural Equation ◽  
Standard Procedure ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
School Students

The purpose of this research was to develop an instrument that can be used to measure higher-order thinking skills (HOTS) in mathematics instructional of high school students. This research was conducted using a standard procedure of instrument development, from the development of conceptual definition, development of operational definitions, determination constructs, dimensions, and indicators, to the preparation of blue print, item preparation, expert validation, and testing. Data results from trials be analyzed using factor analysis and analysis of structural equation modeling (SEM). The data analysis shows that there are 9 factors HOTS that construct the instrument with good validity and reliability. This instrument classifies high school students in the five categories of HOTS ability. HOTS grouping results can be used by various interested institutions to evaluate the instructional of mathematics. These evaluations are used to determine the success of student learning and the success of teachers' teaching.

scholarly journals Social network usage, shame, guilt and pride among high school students: Model testing

2016 ◽  
Vol 13 (1) ◽  
pp. 1926
Author(s):  
Uğur Doğan ◽  
Eyüp Çelik ◽  
Yahya Karakaş
Keyword(s):  
High School ◽  
High School Students ◽  
Social Network ◽  
Social Networking ◽  
Social Networking Sites ◽  
Structural Equation ◽  
Equation Modeling ◽  
Fit Indices ◽  
School Students ◽  
Network Usage

This study was aimed at testing a model which applies structural equation modeling (SEM) to explain social networking sites (SNS) usage. Performing SEM with a sample of 500 high school students (40% male, 60% female), the model examined the relationships among shame, guilt and pride on SNS, such Facebook and Twitter. It was hypothesized that SNS usage was predicted directly by shame and indirectly by pride and guilt. The SEM showed that shame affected SNS usage directly and positively, while guilt and pride indirectly affected SNS via shame. The fit indices of SEM produced good fit values (χ2 = 0.11, df = 2, χ2/df = 0.055, p = 0.94532, RMSEA = 0.00, GFI = 1.00, AGFI = 1.00, NFI = 1.00, NNFI = 1.00, CFI = 1.00, IFI = 1.00, RMR = 0.039; SRMR = 0.0042). According to these results, high school students’ feelings of shame, guilt and pride are important predictors of SNS usage.

scholarly journals Social-Emotional Profile of Children with and without Learning Disabilities: The Relationships with Perceived Loneliness, Self-Efficacy and Well-Being

2020 ◽  
Vol 17 (20) ◽  
pp. 7358
Author(s):  
Tali Heiman ◽  
Dorit Olenik-Shemesh
Keyword(s):  
Social Support ◽  
High School Students ◽  
Indirect Effects ◽  
Self Efficacy ◽  
Structural Equation ◽  
Well Being ◽  
Self Report ◽  
Equation Modeling ◽  
Social Emotional ◽  
School Students

The current study examined whether perceived social support mediated the effects of loneliness and self-efficacy on well-being among students with or without a learning disability (LD). Participants included 834 elementary, middle, and high school students from Israel (29.6% students with LDs) who completed self-report questionnaires. The results of structural equation modeling indicate that social support mediates the indirect effects of age, gender, loneliness and self-efficacy on well-being. In addition, the results show differences between groups, as non-LD girls noted a higher self-efficacy and well-being than boys, and well-being had indirect effects in the non-LD group than in the LD group. These results indicate students with LDs have a unique social-emotional profile that affects their well-being. The study highlights the importance of enhancing self-efficacy and reducing loneliness in order to increase social support, thus predicting positive well-being. Effective and practical educational programs are needed for both groups across age and gender.

Public/Catholic Differences in the High School and Beyond Data: A Multigroup Structural Equation Modeling Approach to Testing Mean Differences

1990 ◽  
Vol 15 (3) ◽  
pp. 199-235 ◽  
Author(s):  
Herbert W. Marsh ◽  
David Grayson
Keyword(s):  
High School ◽  
High School Students ◽  
Structural Equation ◽  
Educational Aspirations ◽  
College Attendance ◽  
Equation Modeling ◽  
Senior Year ◽  
School Students ◽  
Catholic High School ◽  
Mean Differences

Previous research based on the large, nationally representative High School and Beyond (HSB) study has compared senior year achievement test scores for public and Catholic high school students after controlling for background variables and sophomore year test scores. These analyses, however, were based on traditional applications of multiple regression with its implausible assumptions that variables are measured without error and that residuals are uncorrelated. The present study demonstrates tests for mean differences on latent constructs using the LISREL approach to multigroup structural equation modeling (SEM) for this substantively important issue. Public/Catholic differences, even after controlling for background and sophomore outcomes, favored Catholic high school students on senior year outcomes (achievement, educational aspirations, and academic course selection) and subsequent college attendance. These public/Catholic differences were similar for students differing in race, SES (social economic status), and initial ability. Public/Catholic differences in achievement, educational aspirations, and college attendance were, however, apparently mediated by the academic orientation of course selection. The flexibility and advantages—but also the limitations—of this multigroup SEM approach are discussed.

Gender Differences between Cyberbullying Victimization and Meaning in Life: Roles of Fatalism and Self-Concept Clarity

2021 ◽  
pp. 088626052110282
Author(s):  
Jingyu Geng ◽  
Yuhui Wang ◽  
Pengcheng Wang ◽  
Pan Zeng ◽  
Li Lei
Keyword(s):  
Gender Differences ◽  
Meaning In Life ◽  
Structural Equation ◽  
Self Concept ◽  
Equation Modeling ◽  
Worth Living ◽  
School Students ◽  
Life Worth Living ◽  
Presence Of Meaning ◽  
Cyberbullying Victimization

Despite widely linking cyberbullying victimization (CV) to some poorer mental health outcomes, CV also negatively impacts the internal strengths that make life worth living, such as meaning in life, which has received less attention. This study thus aimed to examine the relationship between CV and presence of meaning in life as well as the mediating roles of fatalism and self-concept clarity in this relationship. Gender differences in the mediation model were also examined. A sample of 766 Chinese junior school students ( M = 13.11 years, SD = 1.19 years) completed questionnaires regarding CV, presence of meaning, self-concept clarity, and fatalism. The results revealed that CV was significantly and positively correlated with presence of meaning. Structural equation modeling indicated that self-concept clarity and fatalism completely mediated the link between CV and presence of meaning in parallel and sequential manners. The multigroup analysis further showed that CV was positively related to fatalism only among girls and had a stronger negative association with self-concept clarity for girls compared with boys. Thus, the indirect link between CV and presence of meaning was stronger for girls (versus boys). Findings suggested that CV was associated with poor self-concept clarity, stronger fatalism, and low levels of presence of meaning in life among adolescents, especially for girls. Increasing self-concept clarity and decreasing fatalistic beliefs are thus necessary to help cyberbullying victims to develop meaning in life.

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