Επιστημολογικές πεποιθήσεις: Διερεύνηση της δομής και της σχέσης τους με τη σχολική επίδοση σε μαθητές Λυκείου

The term epistemological beliefs (EBs) refers to the nature of students’ beliefsof knowledge and learning, these are related to the learning process through their effect on academic performance, motivation and self-regulation. Schommer has argued that the concept is multidimensional and consists of four distinct dimensions, the structure of knowledge, the stability of knowledge, the ability of learning and the speed of learning. The aim of the present study is to explore the structure of epistemic beliefs in a Greek sample, according to the theoretical model of Schommer, and how these beliefs are related to academic performance and other demographic and non demographic variables. The sample was composed by 470 students attending the three gradesof upper high school. The students responded to the Epistemological Belief Questionnaire (Schommer, 2000). The results showed that the structure of the epistemological beliefs is in accordance to Schommer’s theoretical model as regards the four dimensions and that the dimension structure of knowledge was the strongest factor. Low reliability rates lead to doubts regarding Schommer’s conceptual model. Moreover, it was found that ability of learning and stability of knowledge significantly contribute to the prediction ofacademic performance and that higher grades are related to sophisticated EBs. It was also found that girlshave more sophisticated EBs than boys in the speed of learning, and that older students have more sophisticated EBs in the stability of knowledge. Similar findings were found for the students of the theoretical study direction in terms of the stability and the structure of knowledge.

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Respiratory Sinus Arrhythmia During Sleep and Waking

Journal of Psychophysiology ◽

10.1027/0269-8803/a000200 ◽

2019 ◽

Vol 33 (1) ◽

pp. 1-12 ◽

Cited By ~ 2

Author(s):

Elizabeth M. Stoakley ◽

Karen J. Mathewson ◽

Louis A. Schmidt ◽

Kimberly A. Cote

Keyword(s):

Individual Differences ◽

Respiratory Sinus Arrhythmia ◽

Slow Wave Sleep ◽

Self Regulation ◽

Nrem Sleep ◽

Sinus Arrhythmia ◽

Affective Style ◽

Waking State ◽

Optimal Period ◽

The Stability

Abstract. Resting respiratory sinus arrhythmia (RSA) is related to individual differences in waking affective style and self-regulation. However, little is known about the stability of RSA between sleep/wake stages or the relations between RSA during sleep and waking affective style. We examined resting RSA in 25 healthy undergraduates during the waking state and one night of sleep. Stability of cardiac variables across sleep/wake states was highly reliable within participants. As predicted, greater approach behavior and lower impulsivity were associated with higher RSA; these relations were evident in early night Non-REM (NREM) sleep, particularly in slow wave sleep (SWS). The current research extends previous findings by establishing stability of RSA within individuals between wake and sleep states, and by identifying SWS as an optimal period of measurement for relations between waking affective style and RSA.

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Comparison Of Self-Efficacy And Self-Regulation Between The Student With School Refusal Behavior (Srb) And The Students Without (Srb), And The Relationships Of These Variables To Academic Performance

i-manager’s Journal on Educational Psychology ◽

10.26634/jpsy.6.3.2089 ◽

2013 ◽

Vol 6 (3) ◽

pp. 9-16

Author(s):

Ali Khaneh Keshi ◽

◽

Farahnaz Azizi Tas Ahmadi ◽

Keyword(s):

Academic Performance ◽

Self Efficacy ◽

Self Regulation ◽

School Refusal ◽

School Refusal Behavior

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Predictors of College Success: A Comparison of Traditional and Nontraditional Age Students

NASPA Journal ◽

10.2202/0027-6014.1130 ◽

2000 ◽

Vol 38 (1) ◽

Cited By ~ 36

Author(s):

Tam M. Spitzer

Keyword(s):

Social Support ◽

Academic Performance ◽

Career Development ◽

Nontraditional Students ◽

College Success ◽

Self Regulation ◽

Full Time ◽

Academic Efficacy ◽

Career Decidedness ◽

Traditional Age

Traditional (age 23 and under) and nontraditional (age 25 and over) full-time undergraduates were assessed on five personal dimensions, two learning dimensions, and two collegiate goals (GPA and career decidedness). Multiple regression assessed which dimensions predicted the two collegiate goals. Significant predictors were generally the same for both traditional and nontraditional students. Academic efficacy, self-regulation, and social support were positive predictors of GPA. Career decisionmaking self-efficacy and social support were positive predictors of career decidedness. Nontraditional students and females had higher GPAs and greater decidedness. Academic performance and career development were seen as concurrent but largely separate processes.

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Effects of Compassion on Employees' Self-regulation

Social Behavior and Personality An International Journal ◽

10.2224/sbp.2016.44.7.1173 ◽

2016 ◽

Vol 44 (7) ◽

pp. 1173-1190 ◽

Cited By ~ 4

Author(s):

Hyung Jin Choi ◽

Sangmin Lee ◽

Se-Ri No ◽

Eung Il Kim

Keyword(s):

Theoretical Model ◽

Self Efficacy ◽

Negative Emotions ◽

Self Regulation ◽

Self Esteem ◽

Workplace Deviance ◽

Intention To Quit ◽

Mediating Effects ◽

Positive Effects ◽

Dependent Variables

We examined how compassion can alleviate employees' negative emotions, behaviors, and thoughts. On the basis of self-regulatory resources theory, we hypothesized that there would be relationships between the 2 mediating variables of self-esteem and self-efficacy, and the dependent variables of anxiety, burnout, workplace deviance, and intention to quit. We collected data on these variables from 284 nurses, who work in a stressful job that necessitates compassion from colleagues, to test our theoretical model. The results revealed that compassion alleviated negative emotions (anxiety and burnout), behavior (workplace deviance), and thoughts (intention to quit), with both self-esteem and self-efficacy having mediating effects. Thus, we demonstrated the specific path through which compassion can have positive effects on an organization's employees. We discuss the observed relationship between compassion and self-regulation, and theoretical contributions regarding differences between self-esteem and self-efficacy, as well as between anxiety and burnout.

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Character matters: The mediational impact of self-regulation on PsyCap and academic performance

Journal of Education for Business ◽

10.1080/08832323.2021.1874856 ◽

2021 ◽

pp. 1-15

Author(s):

Brett C. Luthans ◽

Kyle W. Luthans ◽

T. Daniel Chaffin

Keyword(s):

Academic Performance ◽

Self Regulation

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Relation between Halls’ Professionalism Scale and nurses’ demographic characteristics

BMC Research Notes ◽

10.1186/s13104-021-05660-2 ◽

2021 ◽

Vol 14 (1) ◽

Author(s):

Tinda Rabie

Keyword(s):

Public Service ◽

Employment Status ◽

Self Regulation ◽

International Experience ◽

Demographic Variables ◽

Demographic Profile ◽

Professional Nurse ◽

Number Of Children ◽

Nursing Experience ◽

Employment Sector

Abstract Objective Nursing Professionalism was measured by Hall’s Professionalism Scale, consisting of 50 items. The scale was developed to measure the attitudes and ideologies held by professionals in various professional occupations by measuring five attitudinal constructs of professionalism, namely ‘sense of calling to the field’, ‘autonomy’, ‘using a professional organisation as a major referent’, ‘belief in self-regulation’, and ‘belief in public service’. This study focussed on determining the practically significant differences that exist between the means of the five constructs of Hall’s Professionalism Scale and certain demographic variables among nurses in South Africa. The 11-item demographic profile included the following variables: gender (1), age (2), age when becoming a professional nurse (3), undergraduate qualifications (4), marital status (5), number of children (6), employment sector (7), years’ of nursing experience (8), international experience (9), employment status (10) and satisfaction with nursing as a career (11). Results Only (7/11) demographic profile variables had an association with one or more of the five Hall’s Professionalism Scale constructs The variables included the following items: age (2), age when becoming a professional nurse (3), number of children (6), years of nursing experience (8), international experience (9), employment status (10), and satisfaction with nursing as a career (11).

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