scholarly journals Human mediators of the relationship between metacognitive awareness and academic achievement: parents’ and teachers’ support. A mediation analysis

2019 ◽  
Vol 20 (2) ◽  
pp. 85-102
Author(s):  
Andrea Barta ◽  
◽  
Borbála Tamás ◽  
István Szamosközi ◽  
◽  
...  
Keyword(s):  
Academic Performance ◽  
Human Resources ◽  
Parental Support ◽  
Predictor Variable ◽  
Metacognitive Awareness ◽  
Outcome Variable ◽  
Multiple Mediation ◽  
Economic Point ◽  
The Relationship ◽  
Mediation Models

From an economic point of view, it is a global problem that young people do not pursue their scientific activities after graduating from university. One of the explanations for this phenomenon is the lack of success in higher education and the inadequate information, enlightenment and motivation of stu dents towards scientific activity. In this sense, the cognitive abilities and human resources that can increase young people’s academic performance, thereby reinforcing their commitment to science, prove to be relevant. The present study included 108 psychology students from Babeș-Bolyai University who completed the Metacognitive Awareness Inventory and we recorded their academic performance (GPA), as well as the level of support offered by their parents and teachers. Our research is exploratory; in contrast with previous research, we examine not only simple linear relationships between metacognition that determines academic performance and students’ social support, but also two significant human resources, parent and teacher support, as a mediator in the relationship between metacognition and academic performance. We tested three mediation models in which the predictor variable is metacognition and the outcome variable is academic performa nce . In simple mediation models, both parental support and teacher sup port were considered significant mediators. Multiple mediation has revealed that metacognition, through the support of parents and then teachers, predicts learning achievement to a greater extent than it does in itself, without the presence of these supports.

scholarly journals Academic Motivation and Self- Efficacy as Predictors of Academic Performance Among form Three Students in Kitui County, Kenya

2021 ◽  
Vol 9 (06) ◽  
pp. 1732-1755
Author(s):  
Kipngetich Francis Kogei
Keyword(s):  
Gender Differences ◽  
Academic Performance ◽  
Self Efficacy ◽  
Psychological Factors ◽  
Academic Motivation ◽  
Predictor Variables ◽  
Outcome Variable ◽  
Poor Academic Performance ◽  
Ex Post ◽  
The Relationship

Poor academic performance in national examinations in Kenya like in most countries has been an issue of concern. Poor academic performance has been attributed to school environmental factors with individual psychological factors receiving little attention yet this may contribute towards poor students’ academic performance. In addition to this, most of the studies that have explored psychological factors have been done in developed countries hence leaving a gap locally. The purpose of the study was therefore to examine if self-efficacy and motivation predicts academic performance and if so, to what extent. Academic performance was the outcome variable while the predictor variables was motivation and self-efficacy. The objectives of the study were to examine the relationship between motivation and academic performance, establish the relationship between self-efficacy and academic performance, to determine the relative predictive weights of motivation and self-efficacy on academic performance and lastly to test for gender differences in academic motivation and self-efficacy. Self-determination theory by Ryan and Deci and Social Learning Theory by Bandura guided the study. Data was collected through use of questionnaires which also gave students biographical information. The researcher employed ex post facto design and involved 193 study participants. Out of 31 public secondary schools in Kitui County, 25% of the schools were sampled for this study. Stratified random sampling procedure was used to select the study sample, 8 schools were selected to participate in the study, and 24 students were randomly selected from each secondary school. A pilot study was carried out on a random sample of 40 students from a public school which was not part of the study sample but of similar characteristics as sampled schools. The academic motivation and academic self-efficacy scales were adapted to measure academic motivation and self-efficacy. Students’ academic performance was measured by use of examination records which was obtained from the schools. Pearson product moment correlation coefficient was used to test relationships between variables while multiple regression analysis tests were used to obtain the relative predictive weights of independent variable on outcome variable and t-test for predictor variables for gender. Data was analyzed by use of descriptive and quantitative statistics. This research may be of importance to the educators as they may understand how these psychological predictors may impact on their students. Secondly, the teachers may be able to gauge their students’ motivation and self-efficacy which may help them in setting realistic targets for performance. Understanding motivation and self-efficacy may enable schools reach operational efficiency as teachers will be in a position to address students according to their study requirements. In view of the findings, it can be inferred that academic motivation, self-efficacy and academic performance are statistically dependent as the p-value in the ANOVA model was .000 which is less than 0.05, the alpha level of significance for academic and self-efficacy and academic performance (R (192) =0.367.   The study recommended that all stakeholders in education should work together in creating conducive environments for development of academic motivation and self-efficacy, among students and appropriate intervention programmes should be developed in schools, particularly targeting girls in order to help reduce the gender differences which were found to exist with regard to students’ academic motivation and self-efficacy learning.  

scholarly journals Workaholism, Intensive Smartphone Use, and the Sleep-Wake Cycle: A Multiple Mediation Analysis

2019 ◽  
Vol 16 (19) ◽  
pp. 3517 ◽  
Author(s):  
Spagnoli ◽  
Balducci ◽  
Fabbri ◽  
Molinaro ◽  
Barbato
Keyword(s):  
Sleep Quality ◽  
Sleep Disorders ◽  
Daytime Sleepiness ◽  
Self Report ◽  
Poor Sleep ◽  
Multiple Mediation ◽  
Smartphone Use ◽  
The Relationship ◽  
Mediation Models

Recent contributions have reported sleep disorders as one of the health impairment outcomes of workaholism. A possible factor affecting the sleep-wake cycle might be the intensive use of smartphones. The current study aimed to explore the role of intensive smartphone use in the relationship between workaholism and the sleep-wake cycle. Two serial multiple mediation models were tested on a sample of 418 employees, who filled self-report questionnaires measuring workaholism, use of smartphones, sleep quality and daytime sleepiness, using conditional process analysis for testing direct and indirect effects. Results supported our hypotheses regarding two serial multiple mediation models—that intensive smartphone use and poor sleep quality mediated the relationship between workaholism and daytime sleepiness, and that smartphone use and daytime sleepiness mediated the relationship between workaholism and poor quality of sleep. Although the use of a cross-sectional design and the snowball technique for collecting data can be considered as possible limitations, the current study is one of the first to document the potential detrimental role of the intensive smartphone use on the workaholism-sleep disorders relationship.

Modeling students' mathematics achievement and performance through teaching quality: SERVQUAL perspective

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yarhands Dissou Arthur ◽  
Courage Simon Kofi Dogbe ◽  
Samuel Kwesi Asiedu-Addo
Keyword(s):  
Academic Performance ◽  
Mathematics Achievement ◽  
Service Quality ◽  
Human Resources ◽  
Undergraduate Students ◽  
Mathematics Teaching ◽  
Teaching Quality ◽  
Equation Modeling ◽  
Outcome Variable ◽  
Content Type

PurposeThis study explored the effect of mathematics teaching quality on mathematics achievement among undergraduate students, using the SERVQUAL model.Design/methodology/approachThe sample comprised of 320 first-year undergraduate students of a public university in Ghana. Structural equation modeling (SEM) was run in Amos (v.23) to test the various hypotheses.FindingsThe study concluded that the tangible aspect of the SERVQUAL model (service quality), which is very instrument in some service industries such as the airline, had no significant effect on mathematics achievement. Mathematics teaching reliability, responsiveness, assurance and empathy, however, had significant positive effects on mathematics achievement among undergraduate students.Research limitations/implicationsThe study assessed the effects of the individual dimensions of SERVQUAL on mathematics achievement, and it was realized that the tangible dimension had no significant effect. Tangibles may however compliment the other dimensions and is therefore imperative to also assess the effect of service quality (as a higher/second order variable) with the five dimensions as its first-order variables.Practical implicationsHuman resources (lecturers) were seen as a strategic tool in enhancing students' academic performance and mathematics performance to be specific. Management of universities is therefore expected to invest in building, training and developing their human resources for an enhanced academic performance of students, especially in mathematics.Originality/valueAlthough some past studies have applied SERVQUAL to teaching and learning researches, attention was largely focused on the measurement or assessment of teaching quality using SERVQUAL, with little attention on the effect of SERVQUAL on an outcome variable.

scholarly journals A-040 Shift as Mediator Between ADHD Status and Internalizing Symptoms

2020 ◽  
Vol 35 (6) ◽  
pp. 830-830
Author(s):  
Imre Z ◽  
Kibby M
Keyword(s):  
Internalizing Problems ◽  
Internalizing Symptoms ◽  
Community Sample ◽  
Predictor Variable ◽  
Assessment System ◽  
Outcome Variable ◽  
Children With Adhd ◽  
Bootstrap Estimation ◽  
Behavior Rating Inventory ◽  
The Relationship

Abstract Objective Individuals with ADHD are at a higher risk for internalizing disorders such as anxiety (APA, 2013). Some internalizing symptoms are associated with problems in shift (Ajilchi & Nejati, 2017). Individuals with ADHD also often have poor shift (Martel et al., 2007; Shuai et al., 2011). Hence, this project hypothesized shift to be a statistical mediator in the relationship between ADHD status and internalizing symptoms. Method Participants included 257 children from a pre-existing, grant-funded database (R03HD048752, R15HD065627), which is from a community sample. The mean age of participants is 9.54 years, with this sample being 53.7% male and 87.9% Caucasian. Participants included children with ADHD (n = 89), Reading Disorder (RD; n = 47), comorbid RD/ADHD (n = 47), and controls (n = 74). Parents completed several questionnaires on their child, including the Behavior Rating Inventory of Executive Function (BRIEF) and the Behavior Assessment System for Children-Second Edition (BASC-2). The BRIEF Shift and BASC-2 Internalizing Problems subscales were used for this project. Results Mediation analysis was run in PROCESS using ADHD status as the predictor variable, BRIEF Shift as the statistical mediator, and BASC Internalizing Problems as the outcome variable. ADHD status was no longer significant when including Shift in the model (from p = .01 to p = .59). Bootstrap estimation with 5,000 samples indicated a significant indirect effect, as the 95% confidence interval did not contain zero [2.66, 6.61]. Conclusions Problems with shift may be a mediator contributing to the higher risk for internalizing problems in children with ADHD. However, this needs to be verified in a longitudinal study.

scholarly journals THE RELATIONSHIP BETWEEN ONLINE LEARNING AND STUDENT’S PERFORMANCE IN THE RURAL AREAS IN MALAYSIA - THE MEDIATING ROLE OF PARENT’S SUPPORT

2021 ◽  
Vol 8 (11) ◽  
Author(s):  
Kumaran Kanapathipillai ◽  
Subaneeswasri Narayanan
Keyword(s):  
Online Learning ◽  
Academic Performance ◽  
Rural Areas ◽  
Parental Support ◽  
Teaching And Learning ◽  
Simple Random Sampling ◽  
Mediating Effect ◽  
Mediating Role ◽  
The Relationship

<p>This study was undertaken during the Covid-19 pandemic lockdown to scrutinise the mediating role of parental support on the relationship between online learning and student's academic performance. To realise the objectives, the researchers used the quantitative approach to explore this mediating effect. The population of this study was 7.4 million families who are living in the rural areas in Malaysia. Using the simple random sampling method, 650 parents in rural areas were chosen as the participants in this research. For data collection, closed-ended questionnaires were used by the researchers. Out of the 650 questionnaires, 437 were collected, but only 426 could be used as the respondents did not fully complete the rest. The results of this research illuminated that parent's intervention and support are statistically and significantly necessary during their children's online learning sessions to enhance their children's academic performance during the Covid-19 pandemic. This research can guide academics in public and private education sectors, parents, and the Ministry of Education to focus and upgrade the online learning and teaching methodologies rather than just depending on conventional teaching and learning methodologies. Online learning could be beneficial whenever a catastrophic incident occurs that may disrupt children's education; as such, it would be wise to encourage parents to be always ready for this new way of learning in the new milieu.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0897/a.php" alt="Hit counter" /></p>

Continuance Intention towards e-Government Web-Based Applications Adoption in Southern Malaysia

2013 ◽  
Vol 1 (2) ◽  
pp. 146-153
Author(s):  
Siti Mahzurah Bahruni ◽  
Marlita Mat Yusof ◽  
Ramita Abdul Rahim
Keyword(s):  
Predictor Variable ◽  
Perceived Usefulness ◽  
Outcome Variable ◽  
Website Design ◽  
Intention To Use ◽  
Continuance Intention ◽  
Web Based ◽  
Private Organizations ◽  
Paper Review ◽  
The Relationship

Objective To identify the relationship between the e-Government web-based applications adoption and citizens' continuance intention in Southern Malaysia and to determine which element in the predictor variable that has more influence towards the outcome variable based on a theoretical framework. Methodology/Technique It is a correlational study that uses survey to gather data. This study is conducted in the selected private organizations in the Southern Malaysia; namely the states of Johor, Melaka and Negeri Sembilan. Convenience sampling was chosen to select 216 respondents. Findings The results found that website design, complexity and perceived usefulness significantly associated with citizens' continuance intention. In addition, perceived usefulness is the main predictor in influencing citizens' continuance intention. Novelty : This study focuses on the continuance intention to use the intended web-based applications rather than the initial intention to use the applications. Type of Paper: Review Keywords: E-Government adoption; continuance intention

Anxiety and Mind Wandering as Independent Consequences of Stereotype Threat

2015 ◽  
Vol 43 (4) ◽  
pp. 537-558 ◽  
Author(s):  
Aitao Lu ◽  
Yi Feng ◽  
Zuwei Yu ◽  
Haiping Tian ◽  
Xiuxiu Hong ◽  
...  
Keyword(s):  
Academic Performance ◽  
Stereotype Threat ◽  
Undergraduate Students ◽  
Performance Testing ◽  
Mind Wandering ◽  
Future Research ◽  
Mediation Model ◽  
Multiple Mediation ◽  
Performance Suggestions ◽  
The Relationship

We investigated the mediating effects of anxiety and mind wandering in the relationship between stereotype threat and academic performance, testing our multiple mediation model with 5,000 bootstrap samples. The participants were 76 female undergraduate students at South China Normal University. Results showed that both anxiety and mind wandering independently mediated the relationship between stereotype threat and the women's mathematics performance. These findings underscore the importance of integrating anxiety and mind wandering to understand how stereotype threat impacts academic performance. Suggestions for future research are offered.

scholarly journals The Study of Relationship between Internet Addictions and Aggression among Teenagers

2017 ◽  
Vol 3 (4) ◽  
pp. 7-13
Author(s):  
Raja Ahmed Jamil ◽  
Bibi Asma Khatoon ◽  
Andleeb Akhtar ◽  
Assad Rahman
Keyword(s):  
Psychometric Properties ◽  
Internet Addiction ◽  
Predictor Variable ◽  
Outcome Variable ◽  
Test Analysis ◽  
Significant Difference ◽  
Males And Females ◽  
Level Of Significance ◽  
The Relationship ◽  
Positive Effect

The study was designed to investigate the relationship between internet addiction and aggression and to establish the psychometric properties of the scales. A standardized questionnaire was used to collect information about level of internet addiction and aggression among teenagers. To establish the psychometric properties, sample (n=200, having age 15-19 years) was selected from different schools and colleges of Haripur city. The results of research showed that the predictor variable internet addiction (β=.88) had a very high significant positive effect on outcome variable aggression with the level of significance p≤.000. The t-Test analysis showed significant difference between males and females on both variables.

Reliability of the Minimum Masking Level as Outcome Variable in Tinnitus Clinical Research

2020 ◽  
Vol 29 (3) ◽  
pp. 429-435
Author(s):  
Patricia C. Mancini ◽  
Richard S. Tyler ◽  
Hyung Jin Jun ◽  
Tang-Chuan Wang ◽  
Helena Ji ◽  
...  
Keyword(s):  
Standard Deviation ◽  
High Frequency ◽  
Pearson Correlation ◽  
Correlation Coefficients ◽  
Outcome Variable ◽  
Reliable Estimate ◽  
Moderate Correlation ◽  
Trained Subjects ◽  
The Relationship ◽  
Minimum Intensity

Purpose The minimum masking level (MML) is the minimum intensity of a stimulus required to just totally mask the tinnitus. Treatments aimed at reducing the tinnitus itself should attempt to measure the magnitude of the tinnitus. The objective of this study was to evaluate the reliability of the MML. Method Sample consisted of 59 tinnitus patients who reported stable tinnitus. We obtained MML measures on two visits, separated by about 2–3 weeks. We used two noise types: speech-shaped noise and high-frequency emphasis noise. We also investigated the relationship between the MML and tinnitus loudness estimates and the Tinnitus Handicap Questionnaire (THQ). Results There were differences across the different noise types. The within-session standard deviation averaged across subjects varied between 1.3 and 1.8 dB. Across the two sessions, the Pearson correlation coefficients, range was r = .84. There was a weak relationship between the dB SL MML and loudness, and between the MML and the THQ. A moderate correlation ( r = .44) was found between the THQ and loudness estimates. Conclusions We conclude that the dB SL MML can be a reliable estimate of tinnitus magnitude, with expected standard deviations in trained subjects of about 1.5 dB. It appears that the dB SL MML and loudness estimates are not closely related.

Sign in / Sign up

Export Citation Format

Share Document