scholarly journals Psychometric properties of the UWES-9S in Peruvian college students

2020 ◽  
Vol 23 (2) ◽  
pp. 7-39
Author(s):  
Sergio Alexis Dominguez-Lara ◽  
Andy Rick Sánchez-Villena ◽  
Manuel Fernández-Arata
Keyword(s):  
College Students ◽  
Regression Analysis ◽  
Work Engagement ◽  
Private University ◽  
Psychology Students ◽  
Academic Procrastination ◽  
General Dimension ◽  
Structural Regression ◽  
The One ◽  
Practical Implications

The objective of this study was to evaluate the internal structure dimensionality of the Utrech Work Engagement Scale – Student (UWES–9S) and its association with the academic procrastination reported by 321 psychology students from a private university in Cajamarca (Peru) ranging between 17 and 41 years old (79% women; Mage = 22.50 years; 84% between 17 and 25 years old). The UWES-9S and the Academic Procrastination Scale (APS) were used and both a confirmatory and a bifactor analysis were conducted on the UWES–9S, as well as a structural regression analysis that specified the influence of the general and specific dimensions of engagement on the dimensions of academic procrastination. Regarding the results, the bifactor model is the one that best defines the construct, whereas the general dimension of engagement has a greater influence on the dimensions of academic procrastination than the specific ones. The theoretical and practical implications of the findings are discussed, as well as the need to focus on the students’ positive resources in order to achieve greater involvement in their academic work.

scholarly journals Psychometric properties of the UWES-9S in Peruvian college students

2020 ◽  
Vol 23 (2) ◽  
pp. 7-39
Author(s):  
Sergio Alexis Dominguez-Lara ◽  
Andy Rick Sánchez-Villena ◽  
Manuel Fernández-Arata
Keyword(s):  
College Students ◽  
Regression Analysis ◽  
Work Engagement ◽  
Private University ◽  
Psychology Students ◽  
Academic Procrastination ◽  
General Dimension ◽  
Structural Regression ◽  
The One ◽  
Practical Implications

The objective of this study was to evaluate the internal structure dimensionality of the Utrech Work Engagement Scale – Student (UWES–9S) and its association with the academic procrastination reported by 321 psychology students from a private university in Cajamarca (Peru) ranging between 17 and 41 years old (79% women; Mage = 22.50 years; 84% between 17 and 25 years old). The UWES-9S and the Academic Procrastination Scale (APS) were used and both a confirmatory and a bifactor analysis were conducted on the UWES–9S, as well as a structural regression analysis that specified the influence of the general and specific dimensions of engagement on the dimensions of academic procrastination. Regarding the results, the bifactor model is the one that best defines the construct, whereas the general dimension of engagement has a greater influence on the dimensions of academic procrastination than the specific ones. The theoretical and practical implications of the findings are discussed, as well as the need to focus on the students’ positive resources in order to achieve greater involvement in their academic work.

scholarly journals Forgiveness, Gratitude, and Happiness among College Students

2014 ◽  
Vol 3 (4) ◽  
pp. 241
Author(s):  
Triantoro Safaria
Keyword(s):  
College Students ◽  
Regression Analysis ◽  
College Student ◽  
Undergraduate Student ◽  
Private University ◽  
Psychology Students ◽  
The Relationship

<p>Wellbeing is the ultimate goal for everyone, not only for adolescence. Present study explore the relationship between gratitude and forgiveness with happiness among college student. A total of 81 undergarduate psychology students were recruited in this study from a private university in Jogjakarta. 29.6% (24) of the sample were males and 70.4% (57) were females Regression analysis was used to predict the model. This model regression predict relationship between gratitude and forgiveness with happiness, explaining 28.9% of the variance (Adjusted R<sup>2</sup>= 0.289).Gratitude give the biggest contribution to happiness (b= .536 p= .000), but forgiveness has no significance relationship to happiness (b= .078, p= .414). This result means that gratitude is an important factor contribute to happiness among undergraduate student in this sample. The implication of study are discussing further.</p>

Forgiveness, Gratitude, and Happiness among College Students

2014 ◽  
Vol 3 (4) ◽  
pp. 241
Author(s):  
Triantoro Safaria
Keyword(s):  
College Students ◽  
Regression Analysis ◽  
College Student ◽  
Undergraduate Student ◽  
Private University ◽  
Psychology Students ◽  
The Relationship

<p>Wellbeing is the ultimate goal for everyone, not only for adolescence. Present study explore the relationship between gratitude and forgiveness with happiness among college student. A total of 81 undergarduate psychology students were recruited in this study from a private university in Jogjakarta. 29.6% (24) of the sample were males and 70.4% (57) were females Regression analysis was used to predict the model. This model regression predict relationship between gratitude and forgiveness with happiness, explaining 28.9% of the variance (Adjusted R<sup>2</sup>= 0.289).Gratitude give the biggest contribution to happiness (b= .536 p= .000), but forgiveness has no significance relationship to happiness (b= .078, p= .414). This result means that gratitude is an important factor contribute to happiness among undergraduate student in this sample. The implication of study are discussing further.</p>

scholarly journals Analyzing Needs for Training on Academic Procrastination Behavior pof College Students

2017 ◽  
Vol 4 (7) ◽  
pp. 111-119
Author(s):  
Iman Dwi Almunandar ◽  
Nellawaty A. Tewu ◽  
Anshari Al-Ghaniyy
Keyword(s):  
College Students ◽  
Time Management ◽  
Random Sampling ◽  
Sampling Method ◽  
Group Discussion ◽  
Social Factor ◽  
Psychology Students ◽  
Academic Procrastination ◽  
Personal Initiative ◽  
Proper Training

The emergence of academic procrastination behavior among students in Indonesia, especially the students of Faculty of Psychology at YARSI University, becomes a habit not to be underestimated, so interfere with the effectiveness of the learning process frequently. The lecturers at the Faculty of Psychology have often warned students to do and collect assignments in accordance with predetermined deadline. However, they still violate it. According to researchers, this problem needs to be solved with a proper training to minimize academic procrastination behavior of the students. In this study, researchers conducted a needs analysis to decide whether the students need a training or not. In the study, there are 30 respondents who were chosen with the random sampling method. Measurement of academic procrastination behavior is using the theory by McCloskey (2011), which has six dimensions: Psychological Belief about Abilities, Distractions, Social Factor of Procrastination, Time Management, Personal Initiative, and Laziness. Methods of analyzing needs are using Questioner, Interview, Observations, Focus Group Discussion (FGD), Intelligence Tests. The result of analyzing needs shows that psychology students' generation of 2015 at the Faculty of Psychology YARSI University need for training on Time Management. Keywords: Procrastination; College Students; Analyze Needs

Stable individual differences in situation‐behaviour, construct‐behaviour, and goal‐behaviour relations

1993 ◽  
Vol 7 (3) ◽  
pp. 139-158 ◽  
Author(s):  
Willem Claeys ◽  
Luc Timmers ◽  
Karen Phalet
Keyword(s):  
Individual Differences ◽  
Social Learning ◽  
Psychology Students ◽  
The Other ◽  
First Year ◽  
Situational Characteristics ◽  
Cognitive Social Learning ◽  
The One ◽  
Interpersonal Situations ◽  
Practical Implications

This study starts from a cognitive‐social‐learning conceptualization of the contribution of static person by situation interaction to overt behaviour variance. Individual differences in the relation between, on the one hand, situational variation in behaviour and, on the other hand, situational variation in objective situational characteristics, situational variation in construed situational characteristics, and situational variation in goals‐in‐situations were systematically investigated. Thirty‐six first‐year psychology students had to freely generate and briefly describe 20 interpersonal situations that they had encountered during the last year. Afterwards, they had to rate each situation for four basic behavioural continua, eight supplied objective situational characteristics, eight supplied constructs, and eight supplied goals. Correlational analysis revealed many stable individual differences, not only in degree, but also in direction (sign) of situation‐behaviour, construct–behaviour, and goal–behaviour relations. These relational variables could be reduced to seven relational factorial dimensions. The theoretical and practical implications of these findings are discussed.

scholarly journals PENGARUH PERFEKSIONISME TERHADAP PROKRASTINASI AKADEMIK PADA MAHASISWA YANG SEDANG MENGERJAKAN SKRIPSI DI FAKULTAS PSIKOLOGI UIN SUNAN GUNUNG DJATI BANDUNG

2016 ◽  
Vol 1 (1) ◽  
pp. 58-68
Author(s):  
Titih Srantih
Keyword(s):  
College Students ◽  
Regression Analysis ◽  
Experimental Design ◽  
Student Assessment ◽  
T Test ◽  
Assessment Scale ◽  
Measuring Instruments ◽  
Academic Procrastination ◽  
Simple Regression Analysis ◽  
Simple Regression

Academic procrastination particularly happens to college students who are working on their thesis is assumed to be influenced by the attitude of their perfectionism. The purpose of this study is to determine how perfectionism has influence on the academic procrastination of the students who are doing thesis at the Faculty of Psychology UIN Sunan Gunung Djati Bandung. The study had conducted on the population of students who are working on a thesis in total 38 people. The design used was a non-experimental design with causality method. Measuring instruments used the Almost Perfect Scale Revised from Snaley (1992) and Procrastination Student Assessment Scale developed by Solomon and Rothblum (1984) with some adaptations. Technical analysis of the data using simple regression analysis with the result that the determination coefficient of influence perfectionism to academic procrastination is R2 = 0.065. The results of the t test, t = 1.582 < table = 1.684, so it can be concluded that there is no significant effect of perfectionism to the academic procrastination of students who are working on a thesis.

Fixed Intelligence Mindset Prospectively Predicts Students’ Self-Esteem

2021 ◽  
pp. 1-8
Author(s):  
Éva Gál ◽  
István Szamosközi
Keyword(s):  
College Students ◽  
Regression Analysis ◽  
Small Sample Size ◽  
Psychology Students ◽  
Self Esteem ◽  
Small Sample ◽  
Hierarchical Regression ◽  
Final Sample ◽  
Predominantly Female ◽  
The Relationship

Abstract. Dweck’s theory posits that intelligence mindsets have significant implications in individuals’ self-esteem and previous studies have also demonstrated a consistent link between these two constructs ( Conigrave et al., 2019 ; King, 2012 ; Zhao et al., 2019 ). However, little is known about their relationship across time. Does a fixed intelligence mindset contribute to lower levels of self-esteem or the opposite is true, viewing one’s abilities as something that is incapable of improvement is merely a symptom of low self-esteem? The present study sought to answer these questions by investigating the association between fixed intelligence mindset and self-esteem across a two-year period. The final sample of the study consisted of 103 freshmen college students aged between 18 and 36 years and participants were predominantly female ( N = 91) psychology students (56%). Cross-lagged hierarchical regression analysis indicated that the relationship between fixed intelligence mindset and self-esteem might be unidirectional since Time 1 fixed intelligence mindset predicted lower levels of self-esteem at Time 2 even when initial self-esteem and self-efficacy were accounted for. In contrast, Time 1 self-esteem showed no significant associations with Time 2 fixed intelligence mindset. Although the present study offers new insight about the prospective effects of fixed intelligence mindset, results should be interpreted with caution due to the small sample size.

Measures of RSA Suppression, Attentional Control, and Negative Affect Predict Self-Ratings of Executive Functions

2011 ◽  
Vol 25 (4) ◽  
pp. 164-173 ◽  
Author(s):  
Brian Healy ◽  
Aaron Treadwell ◽  
Mandy Reagan
Keyword(s):  
College Students ◽  
Heart Rate ◽  
Regression Analysis ◽  
Individual Differences ◽  
Negative Affect ◽  
Respiratory Sinus Arrhythmia ◽  
Attentional Control ◽  
Executive Processes ◽  
Sinus Arrhythmia ◽  
Low Levels

The current study was an attempt to determine the degree to which the suppression of respiratory sinus arrhythmia (RSA) and attentional control were influential in the ability to engage various executive processes under high and low levels of negative affect. Ninety-four college students completed the Stroop Test while heart rate was being recorded. Estimates of the suppression of RSA were calculated from each participant in response to this test. The participants then completed self-ratings of attentional control, negative affect, and executive functioning. Regression analysis indicated that individual differences in estimates of the suppression of RSA, and ratings of attentional control were associated with the ability to employ executive processes but only when self-ratings of negative affect were low. An increase in negative affect compromised the ability to employ these strategies in the majority of participants. The data also suggest that high attentional control in conjunction with attenuated estimates of RSA suppression may increase the ability to use executive processes as negative affect increases.

Challenge Demands, Hindrance Demands, and Psychological Need Satisfaction

2015 ◽  
Vol 14 (2) ◽  
pp. 70-79 ◽  
Author(s):  
Simon L. Albrecht
Keyword(s):  
Work Engagement ◽  
Job Demands ◽  
Self Determination Theory ◽  
Structural Equations ◽  
Need Satisfaction ◽  
Self Determination ◽  
Job Resources ◽  
Mediating Effects ◽  
Psychological Need ◽  
Practical Implications

The job demands-resources (JD-R) model provides a well-validated account of how job resources and job demands influence work engagement, burnout, and their constituent dimensions. The present study aimed to extend previous research by including challenge demands not widely examined in the context of the JD-R. Furthermore, and extending self-determination theory, the research also aimed to investigate the potential mediating effects that employees’ need satisfaction as regards their need for autonomy, need for belongingness, need for competence, and need for achievement, as components of a higher order needs construct, may have on the relationships between job demands and engagement. Structural equations modeling across two independent samples generally supported the proposed relationships. Further research opportunities, practical implications, and study limitations are discussed.

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