scholarly journals Relationships between ICT competencies related to work, self-esteem, and self-regulated learning with engineering competencies

PLoS ONE ◽  
2021 ◽  
Vol 16 (12) ◽  
pp. e0260659
Author(s):  
Buratin Khampirat
Keyword(s):  
Engineering Students ◽  
Rapid Development ◽  
Self Esteem ◽  
Advanced Technology ◽  
Equation Modeling ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Positive Direct ◽  
The Impact ◽  
Ict Competencies

The rapid development of advanced technology worldwide has promoted an increase in the need for highly skilled engineers who are adept at applying job-related technologies and have engineering competency (ENcom) to gain knowledge and introduce creative solutions. However, little is known about the underlying mechanism of the associations between ICT competencies related to work (ICT-Work) and the ENcom of engineering students. This study sought to examine the role of ICT-Work on ENcom. Based on the literature, self-esteem and self-regulated learning (SRL) were identified as factors that indicate the effect of ICT-Work on ENcom, while gender was identified as a moderator that conditioned these mediated relationships. The sample consisted of 1,313 undergraduate engineering students from eleven universities in Thailand. The results of structural equation modeling (SEM) showed positive direct and indirect effects of ICT-Work on ENcom, self-esteem, and SRL and confirmed that self-esteem and SRL mediate the impact of ICT-Work on ENcom. Moreover, multigroup SEM revealed no gender differences in the factor loadings and structural path coefficients of ICT-Work on ENcom via self-esteem and SRL. To prepare students for their professional lives in the digital world, educational institutions should emphasize the importance of developing engineering students in ICT-Work and the use of advanced ICT involved in the job.

scholarly journals Analysis Level of Digital Literacy of Digital Natives: How The Impact On Their Self-Regulated Learning?

2019 ◽  
Vol 3 (2) ◽  
pp. 173
Author(s):  
Syayyidah Maftuhatul Jannah
Keyword(s):  
Digital Literacy ◽  
Structural Equation ◽  
Female Students ◽  
Male Students ◽  
Equation Modeling ◽  
Online Questionnaire ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Impact ◽  
Positive Effect

This study aims to analyze the level of digital literacy of millennial generation and how it affects their abilities in their learning process (self-regulated learning). Data were obtained through an online questionnaire distributed to students at several universities in Yogyakarta. The number of questionnaires that can be processed is 100 questionnaires. Furthermore, the collected data is then analyzed using Structural Equation Modeling (SEM). The results showed that the level of digital literacy of female students could be said to be higher than that of male students. However, both male and female students have not so high scores on the dimensions of critical understanding as one dimension of digital literacy. The results of this study also show that digital literacy has a positive effect on self-regulated learning.

Microcredit and technology adoption

2019 ◽  
Vol 79 (1) ◽  
pp. 85-106 ◽  
Author(s):  
Joko Mariyono
Keyword(s):  
Technology Adoption ◽  
Rural Areas ◽  
Structural Equation ◽  
Well Being ◽  
Advanced Technology ◽  
Farm Households ◽  
Equation Modeling ◽  
Content Type ◽  
Positive Direct ◽  
The Impact

Purpose The purpose of this paper is to analyze the impact of microcredit and agronomic technology on farm households’ prosperity, and to determine important factors affecting farmers’ access to microcredit and technology adoption in Indonesian intensive farming. Design/methodology/approach The focus of the study was farmers engaging with chili-based agribusiness in rural areas. Data for this study were compiled from a survey that interviewed 250 farm households. Samples of the study were randomly selected from chili farming community in three regions of Java during 2013–2014. Data were analyzed using structural equation modeling (SEM). Findings Microcredit provided positive direct and indirect impacts on household prosperity. Microcredit indirectly impacted the well-being through the mediation of technology adoption. Farmers’ characteristics and agribusiness environment determined farmers’ decision to access microcredit and adopt advanced technology. Microcredit and technology have enhanced farmers’ well-being through pathways that enabled farmers to develop farming scale. Practical implications The government should offer more alternatives to advanced technology and flexible procedures of access to credit at the same time to ensure sustained pathways of rural economic growth in Indonesia. Originality/value This paper applied a SEM to a proposition of simultaneous causal interrelations among microcredit, technology and farmers’ prosperity.

scholarly journals Higher Education in Times of COVID-19: University Students’ Basic Need Satisfaction, Self-Regulated Learning, and Well-Being

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110031
Author(s):  
Julia Holzer ◽  
Marko Lüftenegger ◽  
Selma Korlat ◽  
Elisabeth Pelikan ◽  
Katariina Salmela-Aro ◽  
...  
Keyword(s):  
University Students ◽  
Structural Equation ◽  
Positive Emotion ◽  
Well Being ◽  
Need Satisfaction ◽  
Learning Motivation ◽  
Equation Modeling ◽  
Minor Effect ◽  
Self Regulated Learning ◽  
Regulated Learning

In the wake of COVID-19, university students have experienced fundamental changes of their learning and their lives as a whole. The present research identifies psychological characteristics associated with students’ well-being in this situation. We investigated relations of basic psychological need satisfaction (experienced competence, autonomy, and relatedness) with positive emotion and intrinsic learning motivation, considering self-regulated learning as a moderator. Self-reports were collected from 6,071 students in Austria (Study 1) and 1,653 students in Finland (Study 2). Structural equation modeling revealed competence as the strongest predictor for positive emotion. Intrinsic learning motivation was predicted by competence and autonomy in both countries and by relatedness in Finland. Moderation effects of self-regulated learning were inconsistent, but main effects on intrinsic learning motivation were identified. Surprisingly, relatedness exerted only a minor effect on positive emotion. The results inform strategies to promote students’ well-being through distance learning, mitigating the negative effects of the situation.

scholarly journals Self-regulated learning as a predictor of mathematics and reading performance: A picture of students in Grades 5 to 8

2019 ◽  
Vol 63 (1) ◽  
pp. 74-97 ◽  
Author(s):  
Susan-Marie Harding ◽  
Narelle English ◽  
Nives Nibali ◽  
Patrick Griffin ◽  
Lorraine Graham ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Performance ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Performance Differences ◽  
Age Related ◽  
Regulated Learning ◽  
And Performance ◽  
The Impact ◽  
Learning And Performance

Students who can regulate their own learning are proposed to gain the most out of education, yet research into the impact of self-regulated learning skills on performance shows mixed results. This study supports the link between self-regulated learning and performance, while providing evidence of grade- or age-related differences. Australian students from Grades 5 to 8 completed mathematics or reading comprehension assessments and self-regulated learning questionnaires, with each response ranked on a hierarchy of quality. All assessments were psychometrically analysed and validated. In each cohort and overall, higher performing students reported higher levels of self-regulated learning. Still, age-related differences outweighed performance differences, resulting in significantly lower reported usage of self-regulated learning skills in Grade 7 students compared to those in Grades 5, 6 and 8. These findings suggest that either age or school organisational differences mediate students’ self-regulated learning, counteracting ability-related associations.

scholarly journals Love at first swipe? Explaining Tinder self-presentation and motives

2016 ◽  
Vol 5 (1) ◽  
pp. 80-101 ◽  
Author(s):  
Giulia Ranzini ◽  
Christoph Lutz
Keyword(s):  
Structural Equation ◽  
Self Esteem ◽  
Hooking Up ◽  
Equation Modeling ◽  
Future Research ◽  
Mobile Media ◽  
Self Presentation ◽  
Psychological Predictor ◽  
Real Self ◽  
The Impact

The emergence of location-based real-time dating (LBRTD) apps such as Tinder has introduced a new way for users to get to know potential partners nearby. The design of the apps represents a departure from “old-school” dating sites as it relies on the affordances of mobile media. This might change the way individuals portray themselves as their authentic or deceptive self. Based on survey data collected via Mechanical Turk and using structural equation modeling, we assess how Tinder users present themselves, exploring at the same time the impact of their personality characteristics, their demographics, and their motives of use. We find that self-esteem is the most important psychological predictor, fostering real self-presentation but decreasing deceptive self-presentation. The motives of use—hooking up/sex, friendship, relationship, traveling, self-validation, and entertainment—also affect the two forms of self-presentation. Demographic characteristics and psychological antecedents influence the motives for using Tinder, with gender differences being especially pronounced. Women use Tinder more for friendship and self-validation, while men use it more for hooking up/sex, traveling, and relationship seeking. We put the findings into context, discuss the limitations of our approach and provide avenues for future research into the topic.

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