scholarly journals Tο ψυχοκοινωνικό κλίμα της τάξης: Εννοιολογικό περιεχόμενο, θεωρητικό υπόβαθρο, εργαλεία μέτρησης και επίδραση στα μαθησιακά επιτεύγματα των μαθητών

2015 ◽  
Vol 3 (2) ◽  
pp. 157
Author(s):  
Kyriakos Charalampous ◽  
Constantinos M Kokkinos
Keyword(s):  
Academic Achievement ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
Student Outcomes ◽  
Three Dimensional ◽  
Affective Learning ◽  
Dimensional Structure ◽  
Future Research ◽  
Educational Levels ◽  
The Relationship

The purpose of the present paper was to review the extant research on Classroom Psycho-Social Climate (CPSC), in order to underscore and resolve misconceptions, contradictions, and deficiencies, as well as to critically present two of its most important research accomplishments: (a) the construction of a plethora of valid and reliable research instruments to measure the construct of CPSC in various learning environments and at different educational levels, and (b) the association of CPSC with cognitive and affective learning outcomes. The definitions proposed for CPSC are generally characterized by ambiguity. Yet, most researchers agree that the CPSC represents a multidimensional construct, the defining indicators of which, tend to be statistically confirmed in most studies, while at the same time new ones are added, thus providing the construct with a dynamic status. Various theories have been proposed to conceptualize CPSC, the most acknowledged being that of Lewin’s (1936) Field Theory, Murray’s (1938) Needs-Press model, and Getzel and Thelen’s (1960) Socio-Psychological Theory. Two independent research programs and their enduring theoretical and empirical legacy signaled the new era in CPSC research. Rudolf Moos proposed a three-dimensional structure descriptive of all psycho-social climates regardless of the social context (school classrooms, correctional institutions, military facilities, etc.) (1974), and Herbert Walberg demonstrated that students’ were in position to make valid inferences regarding CPSC (1969). Contemporary CPSC research has revealed some methodological issues which need to be taken into consideration when designing CPSC studies. One of the most remarkable achievements of CPSC research is the development of many valid and widely used research instruments for measuring CPSC in various educational contexts and at different educational levels. These instruments reflect the expansion of CPSC research in terms of the integration of new conceptual dimensions, as well as the widening of the age level of students to whom they are addressed. However, despite the increased production of mixed-methods studies in contemporary CPSC research, the cross-cultural adaptation of CPSC instruments, especially those addressing elementary students, has resulted in ambiguous findings. Moreover, whereas most CPSC instruments are based on Moos’s three-dimensional proposal, empirical findings support different allocation of the subscales in these dimensions than the scale developers. Another significant outcome of CPSC research is the examination of the association of CPSC with students’ cognitive and affective learning outcomes. Indeed, empirical findings support the link between the CPSC and various learning outcomes, such as academic achievement, attitudes, self-efficacy, motivation, self-handicapping, and students’ emotional and cognitive involvement. In addition, contemporary CPSC research has examined different paths through which CPSC affects student outcomes. For example, researchers have shown that self-efficacy and achievement goals mediate the relationship between CPSC and student outcomes, such as academic achievement, emotional involvement, etc. Nonetheless, and despite the extended investigation of the relationship between CPSC and student outcomes, research has failed to present consistent evidence with regards to the effect of specific CPSC indicators on student outcomes. What’s more, in cases where CPSC indicators presented negative associations with student outcomes, the explanations provided were insufficient, whereas follow up investigations did not take place. Of course CPSC research has followed other fruitful directions which are also presented in this review. Practical implications of CPSC research findings and future research directions are also discussed.

scholarly journals Older workers: stereotypes and occupational self-efficacy

2016 ◽  
Vol 31 (7) ◽  
pp. 1152-1166 ◽  
Author(s):  
Rita Chiesa ◽  
Stefano Toderi ◽  
Paola Dordoni ◽  
Kene Henkens ◽  
Elena Maria Fiabane ◽  
...  
Keyword(s):  
Older Workers ◽  
Self Efficacy ◽  
Age Groups ◽  
Three Dimensional ◽  
Dimensional Structure ◽  
Age Stereotypes ◽  
Content Type ◽  
Moderator Role ◽  
The Relationship ◽  
Organizational Age

Purpose The purpose of this paper is to explore the relationship between organizational age stereotypes and occupational self-efficacy. First, the authors intend to test the measurement invariance of Henkens’s (2005) age stereotypes scale across two age group, respectively, under 50 and 50 years and older. Then, the moderator role of age groups in the relationship between age stereotypes and occupational self-efficacy is investigated. Design/methodology/approach The survey involved a large sample of 4,667 Italian bank sector’s employees. Findings The results show the invariance of the three dimensional structure of organizational stereotypes towards older workers scale: productivity, reliability and adaptability. Furthermore, the moderation is confirmed: the relationship between organizational age stereotypes and occupational self-efficacy is significant only for older respondents. Research limitations/implications Future studies should aim to replicate the findings with longitudinal designs. Practical implications The study suggests the importance to emphasize the positive characteristics of older workers and to reduce the presence of negative age stereotypes in the workplace, especially in order to foster the occupational self-efficacy of older workers. Originality/value The findings are especially relevant in view of the lack of evidence about the relationship between age stereotypes and occupational self-efficacy.

scholarly journals Cognitive Assessments in Hydration Research Involving Children: Methods and Considerations

2019 ◽  
Vol 74 (Suppl. 3) ◽  
pp. 19-24 ◽  
Author(s):  
Daniel R. Westfall ◽  
Nicole E. Logan ◽  
Naiman A. Khan ◽  
Charles H. Hillman
Keyword(s):  
Academic Achievement ◽  
Human Health ◽  
Research Interest ◽  
Future Research ◽  
Cognitive Assessments ◽  
Cognitive Domains ◽  
Essential Nutrient ◽  
Definition Of ◽  
The Relationship

The effects of optimal and insufficient hydration on human health have received increasing investigation in recent years. Specifically, water is an essential nutrient for human health, and the importance of hydration on cognition has continued to attract research interest over the last decade. Despite this focus, children remain a relatively understudied population relative to the effects of hydration on cognition. Of those studies investigating children, findings have been inconsistent, resulting from utilizing a wide variety of cognitive domains and cognitive assessments, as well as varied hydration protocols. Here, our aim is to create a primer for assessing cognition during hydration research in children. Specifically, we review the definition of cognition and the domains of which it is composed, how cognition has been measured in both field- and laboratory-based assessments, results from neuroimaging methods, and the relationship between hydration and academic achievement in children. Lastly, future research considerations are discussed.

The Relationship between Mentoring Functions and Employee Performance: Mediating Effects of Protégé Relational Self-Efficacy

2021 ◽  
Vol 2 (2) ◽  
pp. 187-204
Author(s):  
Muhammad Shoukat Malik ◽  
Muhammad Kashif Nawaz
Keyword(s):  
Self Efficacy ◽  
Employee Performance ◽  
Mediating Effect ◽  
Citizenship Behavior ◽  
Future Research ◽  
Relational Self ◽  
Mentoring Functions ◽  
Conventional Banks ◽  
The Impact ◽  
The Relationship

Organizational scholars concurred that positive workplace relationships with others can helps employee to gain from these relationships but, they lack insights into how or why this occurs. Moreover, the relationship dynamics focus on what the relationships provide without considering the how these relationships initiated, builds and maintains. To line of this, the current study aims to find the impact of mentoring functions (career, psychosocial, role modeling) and employee performance (career success, organization citizenship behavior, and job performance) via mediating effect of relational self-efficacy. For this purpose, the data were gathered from 310 branch banking employees of Pakistani conventional banks. PLS-SEM was used for data analysis. The results indicate that there is direct relationship between mentoring functions and employee’s performance. Moreover, the finding also shows that employee relational self-efficacy mediates the relationship between mentoring functions and employee performance. Theoretical and practical implications are discussed along with suggestions for future research.

The Mediating Effect of English Self-efficacy on the Relationships between Motivation to Learn, Intention to Share Knowledge, and Job Performance Among Military Personnel

2021 ◽  
Vol 7 (2) ◽  
pp. 228
Author(s):  
Siti Haizam Mohd Zin ◽  
Mohammad Nazri
Keyword(s):  
Job Performance ◽  
Military Personnel ◽  
Self Efficacy ◽  
Military Training ◽  
Armed Forces ◽  
Mediating Effect ◽  
Future Research ◽  
Positive Interactions ◽  
Motivation To Learn ◽  
The Relationship

Extensive research on the relationship between employees' use of English in the workplace and their job performance has revealed that the use of English at work leads to increased job performance and positive interactions among staff. In relation to this, a good command of English among military staff, especially officers, is of great importance to the Armed Forces, as military personnel often serve abroad and need to be proficient in communicating their instructions and orders to a foreign team. Previous research has also shown that self-efficacy is a significant predictor of job performance; however, the role of self-efficacy in learning English language skills has not been widely explored as mediator in the relationship between motivation to learn, intention to share knowledge, and job performance. Therefore, this paper aims to develop a conceptual framework that can be used to improve the understanding of English self-efficacy and its relationship with employees’ motivation to learn, intention to share knowledge, and capability to complete a given task. This framework informs and guides future research that will test the hypothesized relationships. The findings would assist the English Department of the Education Directorate of the Malaysian Armed Forces to design or revise military training syllabi and approaches.

scholarly journals The Relationship between Language Proficiency Level and L2 Digital Literacy Self-efficacy: A Study of EFL University Students

2021 ◽  
Vol 21 (2) ◽  
Keyword(s):  
Digital Literacy ◽  
Self Efficacy ◽  
English Proficiency ◽  
Literacy Skills ◽  
Future Research ◽  
Online Information ◽  
Digital Information ◽  
Proficiency Level ◽  
Efl Students ◽  
The Relationship

The evolving digitization of teaching and learning in higher education institutions requires students to be digitally literate (Miller 2015). Despite the echoes of being “digital natives” (Prensky 2001), many EFL students experience difficulties when locating, retrieving, evaluating, and synthesizing digital information at their disposal, especially when the information is in English. To this end, this study is conducted to scrutinize the relationship between EFL students’ second language (L2) digital literacy skills and strategies (DLSs) self-efficacy and their English proficiency level. A total of 93 Saudi students majoring in English at Prince Sattam bin Abdulaziz University were surveyed for their English proficiency level and their abilities to use three major domains of digital literacy skills. The data were analyzed statistically using descriptive measures and ANOVA. The results revealed a significant positive correlation between English proficiency and L2 DLSs. Students with intermediate and upper-intermediate English levels displayed low efficacy in their abilities to navigate, evaluate, and synthesize online information compared to advanced English users. The study concluded that students with higher English proficiency are more responsive to digital literacy skills and can perform well in digitally enhanced environments than basic English users. Pedagogical implications and areas for future research are discussed.

scholarly journals Two-sided Effect of Empowering Leadership on Follower’s Job Stress

2020 ◽  
Vol 33 (4) ◽  
pp. 373-407
Author(s):  
Young Woo Sohn ◽  
Yun Jin Kang
Keyword(s):  
Job Stress ◽  
Organizational Support ◽  
Self Efficacy ◽  
Role Theory ◽  
Mediating Effect ◽  
Future Research ◽  
Empowering Leadership ◽  
Mediation Effects ◽  
Felt Accountability ◽  
The Relationship

In this study, we aimed to investigate the two-sided effect of empowering leadership on follower’s job stress by focusing on the potential for positive and negative effects of empowering leadership. Based on the empowerment theory and the role theory of accountability, we examined the mediating effects of self-efficacy and felt accountability and the moderated mediation effects of perceived organizational support(POS) in the relationship between empowering leadership and job stress. A total of 427 Korean employees participated in this study through an online survey. The results show that empowering leadership has indirect effects on job stress mediated by self-efficacy and felt accountability. Specifically, empowering leadership reduced job stress via increased self-efficacy, while increased job stress via increased felt accountability. Evidence was also found of the moderating role of POS: the positive relation between felt accountability and job stress was stronger for those with a low level of POS than those with a high POS. However, the moderating effect of POS was not found in the relationship between self-efficacy and job stress. In addition, the mediating effect of felt accountability was moderated by POS in the relationship between empowering leadership and follower’s job stress. Based on the results, we discuss several implications, limitations, and recommendations for future research.

scholarly journals THE CORRELATION BETWEEN SOCIAL INTERACTION AND AFFECTIVE LEARNING OUTCOME OF THE5TH GRADE STUDENTS IN ELEMENTARY SCHOOLS IN KALIWATES SUB-DISTRICT, JEMBER REGENCY

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Dini Sari ◽  
Mutrofin Mutrofin ◽  
Chumi Fitriyah
Keyword(s):  
Social Interaction ◽  
Learning Outcomes ◽  
Affective Learning ◽  
Correlation Study ◽  
Fifth Grade ◽  
Coefficient Of Determination ◽  
Significance Level ◽  
Fifth Grade Students ◽  
The Relationship ◽  
Research Analysis

Social interaction is the relationship between one individual and another individual, one individual can influence other individuals so that there is reciprocity. The better the students' social interactions, the better their learning outcomes will be. Learning outcomes examined in this study are affective learning outcomes. This study aims to reveal whether the better social interaction, the better the affective learning outcomes of fifth grade students in SDN throughout Kaliwates Jember District. The population of this research is the fifth grade students of SDN in Kaliwates Jember District. This study is a correlation study with a population of 182 and a sample of 25 students. The main methods of collecting data are questionnaire and observation. To test the research hypothesis using the product moment correlation formula with the help of SPSS 20 at a significance level of 5%. The results of the research analysis obtained the value of r_count> r_tabel (0.748> 0.266) and the coefficient of determination 56%. This shows that social interaction has a contribution of 56% to affective learning outcomes the remaining 44% is influenced by other factors. It can be concluded that the better social interaction, the better the affective learning outcomes of fifth grade students of SDN in Kaliwates Jember District. Keywords: Social Interaction, and Affective Learning Outcomes

scholarly journals The Relationship Between Self-Esteem, Self-Efficacy, Family and Life Satisfaction, Loneliness and Academic Achievement During Adolescence / Odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije

2021 ◽  
Vol 23 ◽  
Author(s):  
Ina Reić Ercegovac ◽  
Toni Maglica ◽  
Maja Ljubetić
Keyword(s):  
Academic Achievement ◽  
Life Satisfaction ◽  
Self Efficacy ◽  
Short Form ◽  
Well Being ◽  
Self Esteem ◽  
Efficacy Beliefs ◽  
Female Adolescents ◽  
The Relationship ◽  
Academic Self Efficacy

This study aimed to explore the relationship between self-esteem, self-efficacy, family and life satisfaction, loneliness and academic achievement during adolescence. A total of 180 male and 301 female adolescents aged 10 to 17 (M=12.45 years, SD=2.66), from two primary and two secondary schools from the city of Split, participated in the study. To achieve the research goal, we administered the general data questionnaire, Self-Efficacy Questionnaire for Children and Adolescents (Vulić Prtorić Sorić, 2006), Family Satisfaction Scale (Vulić Prtorić, 2004), the short-form UCLA Loneliness Scale (Russell, 1996), and the Rosenberg Self-Esteem Scale (Rosenberg, 1965). The results indicated that female adolescents performed better in Croatian than male adolescents, who in turn assessed themselves as being more emotionally efficient than female adolescents. Regarding age, preadolescents were more satisfied, performed better academically, and exhibited higher levels of academic self-efficacy and self-esteem than older adolescents. The results of the regression analysis showed that higher academic self-efficacy and lower emotional self-efficacy were the strongest predictors of academic achievement. Research findings suggest that higher self-esteem and self-efficacy beliefs in all domains could have a protective role in well-being of adolescents and, finally, they point to the importance of developing high self-efficacy beliefs, especially academic ones, for academic achievement.Key words: academic achievement; adolescence; self-concept; satisfaction, loneliness---Ovim istraživanjem nastojalo se ispitati odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije. U istraživanju je sudjelovalo ukupno 180 adolescenata i 301 adolescentica u dobi od 10 do 17 godina (M = 12,45 godina, SD = 2,66), iz dvije osnovne i dvije srednje škole iz Splita. Kako bismo ostvarili cilj istraživanja, koristili smo sljedeće instrumente: Upitnik općih podataka, Upitnik samoučinkovitosti djece i adolescenata (Vulić Prtorić i Sorić, 2006), Skalu obiteljskoga zadovoljstva (Vulić Prtorić, 2004), kratki oblik Skale usamljenosti Sveučilišta u Kaliforniji (UCLA) (Russell, 1996) i Opću skalu samopoštovanja (Rosenberg, 1965). Rezultati pokazuju da su adolescentice bolje u Hrvatskom jeziku od adolescenata, koji su procijenili da su emocionalno učinkovitiji od ženskih adolescenata. S obzirom na dob, predadolescenti bili su zadovoljniji, imali bolju akademsku izvedbu i pokazivali više razine akademske samoučinkovitosti nego stariji adolescenti. Rezultati regresijske analize naglasili su višu akademsku samoučinkovitost i nižu emocionalnu samoučinkovitost kao najsnažnije prediktore akademskoga postignuća. Rezultati istraživanja pokazuju da više samopoštovanje i viša uvjerenja u samoučinkovitost u svim domenama mogu očuvati dobrobit adolescenata. Osim toga, rezultati ukazuju na važnost razvijanja snažnih uvjerenja u samoučinkovitost, posebno akademsku, za akademsko postignuće.Ključne riječi: adolescencija; akademsko postignuće; samopoimanje; usamljenost; zadovoljstvo

A Moderating Effect of Leadership Tenure on the Relationship between Leadership Self-Efficacy and Effective Leadership Behaviour

2013 ◽  
Vol 64 (3) ◽  
Author(s):  
Shehu Inuwa Galoji ◽  
Fais Ahmad ◽  
Husna Johari
Keyword(s):  
Self Efficacy ◽  
Commercial Banks ◽  
Effective Leadership ◽  
Leadership Behavior ◽  
Moderating Effect ◽  
Policy Implications ◽  
Future Research ◽  
Leadership Tenure ◽  
Leadership Behaviour ◽  
The Relationship

This study aims to examine the influence of leadership self-efficacy on effective leadership behavior with a moderating effect of leadership tenure in Nigerian commercial banks. Based on the existing literature review conducted, a conceptual framework was developed based on suggestions for future studies to test this relationship. Self-efficacy theory was used to explain the relationship among the constructs considered in this conceptual model. The study used a survey design which was aided by the use of questionaire. A sample of 358 branch managers of the Nigerian commercial banks was drawn through a stratified random sampling. A combination of descriptive and inferential statistics were used to analyse the data collected using the Statistical Package for Social Science (SPSS) for Windows. The findings of this study reveald that leadership self-efficacy has a significant positive relationship effective leadership behaviour. In the same vein, further investigation using hierarchical multiple regression shows that the moderating effect of leadership tenure on the leadership self-efficacy and effective leadership behavior relationship was found not to be significant. Finally, discussion, managerial and policy implications, recommendations and suggestion for future research were also highlighted in the study.

scholarly journals Online Self-Regulatory Learning Behaviors as a Mediator in the Relationship between Online Course Perceptions with Achievement

2008 ◽  
Vol 9 (2) ◽  
Author(s):  
Lucy Barnard ◽  
Valerie Paton ◽  
William Lan
Keyword(s):  
Academic Achievement ◽  
Grade Point Average ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Positive Relationship ◽  
Online Course ◽  
Grade Point ◽  
Learning Behaviors ◽  
Self Regulatory Learning ◽  
The Relationship

Positive perceptions of online course communication and collaboration have been associated with better academic outcomes, while self-regulatory learning behaviors have also been linked to academic achievement and other positive learning outcomes. In the current study, we examined whether self-regulatory learning behaviors may be considered as mediating the relationship between student perceptions of online course communication and collaboration with academic achievement as measured by grade point average (GPA). Results indicate that online self-regulatory learning behaviors, though not strongly associated with academic achievement in and of themselves, do mediate the positive relationship between student perceptions of online course communication and collaboration with academic achievement.

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