THE EFFECTS OF SELF-ESTEEM AND EXPECTANCIES FOR SUCCESS ON AFFECTIVE REACTIONS TO ACHIEVEMENT

1992 ◽  
Vol 20 (4) ◽  
pp. 273-282 ◽  
Author(s):  
Robert M. Midkiff ◽  
Felicia A. Griffin
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Causal Attributions ◽  
Self Esteem ◽  
Affective Reactions ◽  
Performance Outcome

Affective reactions to academic performance appear to be influenced by performance outcome, self-esteem, and causal attributions. We investigated whether expectancies for success and the confirmation or disconfirmation of epectancies also influenced students' affective reactions and causal attributions in achievement settings. Subjects were 132 university students. Causal attributions and affective reactions to an achievement-related situation were assessed and related to students' self-esteem, expectancies for success, and confirmation or disconfirmation of expectancies. Results indicated that causal attributions were related to confirmation or disconfirmation of expectancies for success and to self-esteem. Affective reactions were related to the interaction of self-esteem, expectancies for success, and confirmation or disconfirmation of expectancies. Further analysis suggested that students' affective reactions to performance may serve to maintain existing levels of self-esteem. The role of self-referent and other-referent emotions in self-esteem maintenance was also discussed.

scholarly journals The Mediating Role of Engagement on the Achievement and Quality of Life of University Students

2021 ◽  
Vol 18 (12) ◽  
pp. 6586
Author(s):  
Inmaculada García-Martínez ◽  
José María Augusto Landa ◽  
Samuel P. León
Keyword(s):  
Quality Of Life ◽  
Academic Achievement ◽  
Life Satisfaction ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
University Students ◽  
Mediational Role ◽  
The Relationship

(1) Background: Academic engagement has been reported in the literature as an important factor in the academic achievement of university students. Other factors such as emotional intelligence (EI) and resilience have also been related to students’ performance and quality of life. The present study has two clearly delimited and interrelated objectives. First, to study the mediational role that engagement plays in the relationship between EI and resilience on quality of life. Secondly, and similarly, to study the mediational role of engagement in the relationship between EI and resilience, but in this case on academic achievement. (2) Methods: For this purpose, four scales frequently used in the literature to measure emotional intelligence, resilience, academic engagement and quality of life were administered to 427 students of the University of Jaén undertaking education degrees. In addition, students were asked to indicate their current average mark as a measure of academic performance. Two mediational models based on structural equations were proposed to analyse the relationships between the proposed variables. (3) Results: The results obtained showed that emotional intelligence and resilience directly predicted students’ life satisfaction, but this direct relationship did not result in academic performance. In addition, and assuming a finding not found so far, engagement was shown to exert an indirect mediational role for both life satisfaction and academic performance of students. (4) Conclusions: The findings of the study support the importance of engagement in the design and development of instructional processes, as well as in the implementation of any initiative.

Modeling Structural Equations of Relationships between Attachment Styles and Self-Differentiation with Academic Performance of University Students with the Mediating Role of Health Promoting Lifestyle

2021 ◽  
Author(s):  
Vafa Mostafa ◽  
Hajar Falahzadeh ◽  
Sorur Ahmadi ◽  
Omid Hamidi
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Attachment Styles ◽  
Structural Equation ◽  
Equation Modeling ◽  
Mediating Role ◽  
Health Promoting ◽  
Health Promoting Lifestyle ◽  
Self Differentiation

Aim: The aim of this study was to test the structural equation model of relationships between attachment styles and self-differentiation with academic performance of university students with the mediating role of health-promoting lifestyle. Methods: The method of this research was descriptive and correlation type. The statistical population consisted of all undergraduate students of Shahid Beheshti University (1554 people) in the academic year of 2018-2019. The sample size was estimated to be 308 based on Cochran formula. Eventually 305 questionnaires were finalized. Research tools included the Self-Distinction Questionnaire (Skowron & Schmitt, 2003), the Adults Attachment Inventory (AAI) (Hazen and Shaver, 1987), the Health Promoting Lifestyle Profile (Walker, Sichrist & Pender, 1995) and the Educational Performance Test (Pham and Taylor, 1999) were used and data were analyzed by descriptive and inferential statistical methods (Pearson correlation, path analysis and structural equation modeling) using SPSS 23 and AMOS 26 statistical softwares. Findings: The results showed that attachment styles and self-differentiation have a significant relationship with academic performance and these variables are able to directly predict academic performance (p<0.01). Promotional lifestyles can also play a mediating role between attachment styles and self-differentiation with academic performance (p<0.01). Conclusion: Regarding the relationship between attachment styles, self-differentiation and health-promoting lifestyle with academic performance, special attention to these variables is necessary to improve student performance.

Predicting Student Academic Performance

2014 ◽  
Vol 10 (3) ◽  
pp. 18-35 ◽  
Author(s):  
M.M. Haris Aslam ◽  
Ahmed F. Siddiqi ◽  
Khuram Shahzad ◽  
Sami Ullah Bajwa
Keyword(s):  
Academic Performance ◽  
Structural Equation Modeling ◽  
University Students ◽  
Knowledge Sharing ◽  
Structural Equation ◽  
Outcome Expectations ◽  
Academic Community ◽  
Equation Modeling ◽  
Student Academic Performance

The biggest challenge in nurturing an academic community is encouraging knowledge sharing among its members. Literature on communities, however, has paid less attention on the role of outcome expectations in encouraging the knowledge sharing behaviors. This study examines the effects of Personal Outcome Expectations (POE) and Community-related Outcome Expectations (COE) on the knowledge sharing behaviors of students and its consequent impact on their academic performance. In order to study these relationships a survey of university students was conducted. Based on structural equation modeling approach, it was found that COE have significant impact on knowledge sharing among the students.

Effects Of Internet-Based Social NetworkAmong University Students’ Academic Performance: A Case Study In School Of Quantitative Sciences

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Farah Ahmad
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Learning Process ◽  
Positive Impact ◽  
Positive Effect

This paper is to investigate the effect of google usage on uumsqs final yearstudents’ academic performance. The scope of this paper is focusing on studying the effects of google usage on university utaramalaysia (uum) students’ academic performance. This study has been carried out among final year students of school of quantitative science (sqs) by did survey through asking respondents for information using written questioning which is questionnaire. The survey from the respondents takes time almost a week. It is believe that google usage will create a positive impact on students. By doing this study, students can know whether google is affecting their academic performance. The sources where students refer for academic purpose can also been seen. Besides, the role of google that can help students to gain extra knowledge in the learning process can be identify. Students can find out more advantages that is brought by google which can leave a positive effect on their academic performance.

The role of executive functions in academic performance and behaviour of university students

2019 ◽  
Vol 12 (3) ◽  
pp. 444-455
Author(s):  
Carlos Ramos-Galarza ◽  
Pamela Acosta-Rodas ◽  
Mónica Bolaños-Pasquel ◽  
Nancy Lepe-Martínez
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Executive Functions ◽  
Measurement Instruments ◽  
Content Type ◽  
Research Findings ◽  
Proportional Relationship ◽  
The University ◽  
The Relationship

Purpose The purpose of this paper is fourfold: first, to analyse the relationship between executive functions and academic performance; second, to identify the level of prediction executive functions have on academic performance; third, to determine the correlation between executive functions and academic performance; and fourth, to compare executive functions based on the level of academic performance. Design/methodology/approach The sample composed of 175 university students aged between 18 and 36 years (M=21.49, SD=3.22). The EFECO scale, the average student grade and a scale based on the diagnostic criteria for ADHD were used as measurement instruments. Findings Difficulties in executive functions: Difficulties in working memory (r=−0.30, p=<0.01) and difficulties in conscious supervision of behaviour (r=−0.29, p⩽0.01) have an inversely proportional relationship to academic performance (the greater the deficit of executive functions, the lower the academic performance). The regression analysis showed that executive functions explain 31 per cent of the variance of academic performance (χ2(25)=43.81, p <0.001). The study found that there is a relationship between all the executive functions and students’ behaviour in a medium to large magnitude. Research limitations/implications A limitation of this study was the size of the sample as it is not representative of the country. Nevertheless, the correlation among the variables studied here has the necessary magnitude for the proposed correlations to be found. Nonetheless, it is necessary that we perform a study with a larger number of participants in order to achieve adequate extrapolation of the results. Practical implications Data found in this study suggest that low academic performance of university students is related to a lower functionality of their executive functions. Originality/value The originality of the research lies in relating specific concepts of neuropsychology to explain the academic performance of university students. The research findings allow us to project new studies to improve the executive functions for the benefit of the university student.

Causal Attributions and Affective Reactions to Discontinuing Outcomes in Motor Performance

1989 ◽  
Vol 11 (2) ◽  
pp. 187-200 ◽  
Author(s):  
Edward McAuley ◽  
Terry E. Duncan
Keyword(s):  
Causal Attributions ◽  
Motor Task ◽  
Three Dimensions ◽  
Affective Reactions ◽  
Negative Affects ◽  
Achievement Outcomes ◽  
Actual Outcome ◽  
Attribution Process ◽  
The Relationship

Research suggests that attributional search is a consequence of disconfirming outcomes and that causal dimensions influence affective reactions to achievement outcomes. The present study manipulated future expectancies for performance and actual outcome in a competitive motor task. Following competitive outcome, causal attributions for and affective reactions to the outcome were assessed. Discriminant analysis indicated that winners experienced significantly more positive affect than did losers, who reported more intense negative affects. Regression analyses examined the relationship between causal dimensions and affective reactions. The locus of causality and stability dimensions significantly influenced a number of negative affects in losers, whereas all three dimensions in combination significantly influenced confidence in winners. The findings are discussed in relation to previous attribution-affect research in achievement settings and the role of disconfirm-ing experiences in the attribution process.

scholarly journals RELATIONSHIP AMONG LIFE SATISFACTION, SELF-ESTEEM, AND ACADEMIC PERFORMANCE OF UNIVERSITY STUDENTS IN PAKISTAN

2021 ◽  
Vol 9 (3) ◽  
pp. 406-417
Author(s):  
Shahnaz Perveen ◽  
Hamid Ikram ◽  
Qamar Un Nisa
Keyword(s):  
Life Satisfaction ◽  
Academic Performance ◽  
University Students ◽  
Pearson Correlation ◽  
Self Esteem ◽  
Survey Method ◽  
Satisfaction Scale ◽  
Different Dimensions ◽  
The Relationship ◽  
Life Satisfaction Scale

Abstract Purpose of the study: This research study explores the relationship between life satisfaction, self-esteem, and academic performance of university students. Methodology: A quantitative approach was used to explore the relationship among life satisfaction, self-esteem, and academic performance of university students. In this study, a survey method was employed to collect quantitative data on life satisfaction, self-esteem, and academic performance from 575 students studying in three different public universities of Punjab (Pakistan). A self-esteem scale as a survey instrument initially developed by Rosenberg (1965) and a life satisfaction scale developed by Gilligan and Huebner (2002) were used to collect data. A third scale was developed by the researchers to measure the students’ academic performance. The assembled data were statistically examined using descriptive statistics and Pearson correlation by using SPSS 20th Version. Results: Findings of the study reveal that the level of life satisfaction among university students is comparatively higher than the presence of self-esteem and academic performance. Findings of the study show significant positive associations of university students’ academic performance with their life satisfaction and self-esteem. Applications of this study: This study helps strengthen the factors that promote university students’ academic performance. Novelty/Originality of this study: The novelty of this study is to explore the relationship among life satisfaction, self-esteem, and academic performance of university students for strengthening different dimensions of life satisfaction and self-esteem which ultimately promote university students’ academic performance.

Spiritual Health and Resilience Among University Students: the Mediating Role of Self-Esteem

2019 ◽  
Vol 69 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Mitra Borji ◽  
Nadereh Memaryan ◽  
Zahra Khorrami ◽  
Elahe Farshadnia ◽  
Maryam Sadighpour
Keyword(s):  
University Students ◽  
Self Esteem ◽  
Spiritual Health ◽  
Mediating Role

Predicting Student Academic Performance

2016 ◽  
pp. 1445-1462
Author(s):  
M.M. Haris Aslam ◽  
Ahmed F. Siddiqi ◽  
Khuram Shahzad ◽  
Sami Ullah Bajwa
Keyword(s):  
Academic Performance ◽  
Structural Equation Modeling ◽  
University Students ◽  
Knowledge Sharing ◽  
Structural Equation ◽  
Outcome Expectations ◽  
Academic Community ◽  
Equation Modeling ◽  
Student Academic Performance

The biggest challenge in nurturing an academic community is encouraging knowledge sharing among its members. Literature on communities, however, has paid less attention on the role of outcome expectations in encouraging the knowledge sharing behaviors. This study examines the effects of Personal Outcome Expectations (POE) and Community-related Outcome Expectations (COE) on the knowledge sharing behaviors of students and its consequent impact on their academic performance. In order to study these relationships a survey of university students was conducted. Based on structural equation modeling approach, it was found that COE have significant impact on knowledge sharing among the students.

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