Aptitude, Anxiety and Academic Performance: A Moderator Variable Analysis

1967 ◽  
Vol 20 (1) ◽  
pp. 215-221 ◽  
Author(s):  
Lawrence A. Pervin
Keyword(s):  
Academic Performance ◽  
Moderating Effects ◽  
Moderator Variable ◽  
Moderator Analysis ◽  
Anxiety Test ◽  
Ability Levels ◽  
Achievement Anxiety ◽  
And Performance ◽  
The Relationship ◽  
Variable Analysis

To study the moderating effects of anxiety on the relationship between aptitude and performance, and the moderating effects of aptitude on the relationship between anxiety and performance the Alpert-Haber Achievement Anxiety Test was administered to freshman students, and scores on this test were correlated with measures of aptitude and academic performance. Significant values on the order of .20 were found between the anxiety scales and aptitude measures. While statistically significant, the correlations between anxiety and performance were far below those reported in the literature. The moderator analysis did not indicate that anxiety was differentially related to performance for different ability levels. There was some suggestion, however, that aptitude best predicts performance for students low in debilitating anxiety. Present and past findings were discussed in terms of differences in instruments, Ss, and criteria.

scholarly journals Relating Competitive Golfers’ Perceived Emotions and Performance

2021 ◽  
pp. 003151252110059
Author(s):  
Erik Lundkvist ◽  
Henrik Gustafsson ◽  
Gunilla Björklund ◽  
Paul Davis ◽  
Andreas Ivarsson
Keyword(s):  
Perceived Control ◽  
Performance Outcomes ◽  
Skill Level ◽  
Complex Nature ◽  
Moderating Effects ◽  
Dynamic Relationship ◽  
And Performance ◽  
Player Skill ◽  
Task Oriented ◽  
The Relationship

The present study examined relationships between golfers’ self-perceived emotions (e.g., irritability, nervousness, tension), task-oriented coping, perceived control, and performance during a golf competition. We implemented a process-oriented golf analysis in which competitors rated these variables hole-by-hole in a competitive golf round. Within a two-level Bayesian multivariate autoregressive model, we showed that (a) within persons, emotions and task-oriented coping were reactions that stemmed from performance on the previous hole; and (b) between persons, player skill level predicted both better scores and the ability to limit the influence of negative affect on performance. These findings highlight the complex nature of the relationship between emotions and performance. Future studies might use a similarly ecologically valid research design to more precisely measure aspects of time and potentially moderating effects of player skill level and personality. An increased understanding of the dynamic relationship between emotions and performance can promote the development of effective psychological interventions for optimal performance outcomes.

scholarly journals Examining the effects of interorganizational learning on performance: a meta-analysis

2018 ◽  
Vol 33 (4) ◽  
pp. 574-584 ◽  
Author(s):  
Anni Rajala
Keyword(s):  
Meta Analysis ◽  
Moderating Effects ◽  
Interorganizational Learning ◽  
Content Type ◽  
Positive Effects ◽  
Research Designs ◽  
Different Types ◽  
And Performance ◽  
The Relationship ◽  
Practical Implications

Purpose Relationship learning is viewed as an important factor in enhancing competitiveness and an important determinant of profitability in relationships. Prior studies have acknowledged the positive effects of interorganizational learning on performance, but the performance measures applied have varied. The purpose of this study is to examine the relationship between interorganizational learning and different types of performance. The paper also goes beyond direct effects by investigating the moderating effects of different research designs. Design/methodology/approach This paper applies a meta-analytic approach to systematically analyze 21 independent studies (N = 4,618) to reveal the relationship between interorganizational learning and performance. Findings The findings indicate that interorganizational learning is an important predictor of performance, and that the effects of interorganizational learning on performance differ in magnitude under different research conditions. Research limitations/implications The paper focuses on interorganizational learning, and during the data collection, some related topics were excluded from the data search to retain the focus on learning. Practical implications The study evinces the breadth of the field of interorganizational learning and how different research designs affect research results. Moreover, this meta-analysis indicates the need for greater clarity when defining the concepts used in studies and for definitions of the concepts applied in the field of interorganizational learning to be unified. Originality/value This study is the first to meta-analytically synthesize literature on interorganizational learning. It also illuminates new perspectives for future studies within this field.

The moderating effects of a board of directors on FDI’s international diversification in Turkey

2015 ◽  
Vol 23 (1) ◽  
pp. 61-88 ◽  
Author(s):  
Kader Şahin ◽  
Seyfettin Artan ◽  
Seda Tuysuz
Keyword(s):  
Financial Performance ◽  
Board Of Directors ◽  
International Diversification ◽  
Moderating Effect ◽  
Moderating Effects ◽  
Outside Directors ◽  
Moderator Variable ◽  
Content Type ◽  
Board Characteristics ◽  
The Relationship

Purpose – This paper aims to investigate the moderating effects of a board of directors on foreign direct investment (FDI)’s international diversification in Turkey. Design/methodology/approach – A sample of Turkish multinational firms with FDI was used. Two different aspects of international diversification were considered: the relationship between international diversification and financial performance and the moderating effect of board composition on the relationship between international diversification and the firm’s financial performance. Firm-level data were obtained from the Istanbul Stock Exchange in Turkey. Findings – The findings reveal that international diversification leads to better financial performance according to market-based measures. On the other hand, this study indicates that the board characteristics have a moderating effect on international diversification and financial performance. Research limitations/implications – The study is based on a sample of publicly listed firms in Turkey, and this restriction limits the generalizability of the findings. Practical implications – The internalization efforts of Turkish FDI have led to better financial performance in terms of market-based measures. The results have stated that the interest of independent outside directors is aligned with lower-risk investment decisions. Independence of independent outside directors in Turkey is interrogated by practitioners or the Capital Markets Board of Turkey. The larger board size which a moderator variable is provided, the wider shareholder value in Turkey is. Social implications – One can understand that the development of market-supporting institutions provides the support for entry to an emerging economy which is inefficient or incomplete markets and highly concentrated family ownership. Originality/value – These findings provide important implications for corporate governance and highlight the need for further research on the role of governance in firm internationalization. This study not only helps to understand how board characteristics affect the choice of international diversification decisions, but the results also allow to assess the performance implications of these choices for a particular period.

scholarly journals ALTERNATIVE DELIVERY MODE (ADM) PROGRAM DELIVERY AND PERFORMANCE OF STUDENTS

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Nelson E. Lucero
Keyword(s):  
Academic Performance ◽  
Elementary Schools ◽  
Significant Relationship ◽  
Delivery Mode ◽  
Gender And Age ◽  
Significant Difference ◽  
And Performance ◽  
Relationship Of ◽  
The Relationship ◽  
Alternative Delivery

Alternative Delivery Mode (ADM) of instruction had become an option of schools, parents, and learners to access education. Despite its implementation for several years, research on its delivery and students’ academic performance was not endeavored. Hence, this study was conducted to determine the relationship of Alternative Delivery Mode (ADM) program and performance of the students. The respondents of the study were 30 students from nine elementary schools in the Division of Digos, Davao del Sur. Results showed that most of the respondents enrolled in the Alternative Delivery Mode (ADM) were male, at age 11, and were laborers. Most of them were low performers. The respondents rated the Alternative Delivery Mode (ADM) implementation as moderate. It further revealed that there was no significant difference in the level of implementation of Alternative Delivery Mode in terms of gender and age but it showed significant relationship between the level of implementation of the program and the performance of the students. Intensification of Alternative Delivery Mode (ADM) was recommended. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0720/a.php" alt="Hit counter" /></p>

Parents’ Involvement in Education Activities and Learners’ Academic Performance in 12YBE Schools in Rwanda

2021 ◽  
Vol 4 (7) ◽  
pp. 55-75
Author(s):  
Habumuremyi Emmanuel ◽  
Keyword(s):  
Academic Performance ◽  
Basic Education ◽  
Target Population ◽  
Teaching Staff ◽  
Instructional Activities ◽  
Interview Guide ◽  
Parents Involvement ◽  
And Performance ◽  
School Status ◽  
The Relationship

The participation of parents in the performance of their children’ schooling activities play a significant role in the promotion of their school status and performance. The purpose of this paper therefore, was to establish the relationship between parents’ involvement in education activities and learners academic performance in 12Year Basic Education (YBE) schools in Nyarugenge district in Rwanda. The study adopted correlation research design while questionnaire, interview guide and document analysis review were used as data collection instruments. The target population was 1343. The study used simple random and stratified sampling techniques to get the sample size of 308 respondents. The study findings revealed there is a high significant positive relationship between parents’ participation in education activities at school and high score grades with 0.852. The correlation between parents’ participation in education activities was 0.873 and the correlation between parent’s participation in education activities at school and marks in discipline was .949 thus P = 0.000< 0.05. The study recommended that government should consider developing and implementing policies that support parents’ involvement in education activities. Parents should assist their children in doing their homework and set within their families an adequate environment by stimulating instructional activities and also time related to their students to revise their lessons as they also need to be cared for regarding their special needs. School principals have to cooperate with teaching staff and parents to enhance academic performance in their schools. Keywords: Parental involvement to education, learners’ academic performance and 12 years basic education

Self-efficacy and academic performance in first-semester organic chemistry: testing a model of reciprocal causation

2016 ◽  
Vol 17 (4) ◽  
pp. 973-984 ◽  
Author(s):  
Sachel M. Villafañe ◽  
Xiaoying Xu ◽  
Jeffrey R. Raker
Keyword(s):  
Organic Chemistry ◽  
Academic Performance ◽  
Self Efficacy ◽  
Reciprocal Relationship ◽  
Equation Modeling ◽  
Negative Experience ◽  
Reciprocal Causation ◽  
And Performance ◽  
The Relationship ◽  
Snowball Effect

Self-efficacy is an affective learning outcome that has been associated with academic performance and retention in STEM. Self-efficacy has been defined as students' beliefs about their ability to complete a given task, and it can be affected by a student's positive or negative experience in a course. In this study, students' chemistry self-efficacy in an organic chemistry course and its reciprocal causation relationship with performance in the course was examined using structural equation modeling (SEM). Organic chemistry self-efficacy (OCSE) was measured five times during the semester and students' scores in four term exams and a final exam were used as measures of performance. Five different models were proposed and tested to explain the relationship between OCSE and performance. A reciprocal causation model with an exam snowball effect was found to best explain the relationship between OCSE and performance compared to other alternative models including a reciprocal causation model without the snowball effect and an autoregressive model. This model suggests a significant positive relationship between OCSE and performance throughout the semester, providing empirical support for the reciprocal relationship of these two measures. Implications for research and instruction are discussed in terms of the reciprocal relationship between self-efficacy and performance.

scholarly journals Moderating Effects of the Timing of Reward Determination and Performance Standards between Rewards and Self-Efficacy for Sustainable Intrinsic Motivation

2019 ◽  
Vol 11 (17) ◽  
pp. 4619 ◽  
Author(s):  
Joowoong Park ◽  
Jae-Suk Yang
Keyword(s):  
Intrinsic Motivation ◽  
Self Efficacy ◽  
Pay For Performance ◽  
Performance Standards ◽  
Moderating Effect ◽  
Mediating Effect ◽  
Amazon Mechanical Turk ◽  
Moderating Effects ◽  
And Performance ◽  
The Relationship

The purpose of this study is to determine the moderating effects of the timing of reward determination and performance standards on the relationship between pay-for-performance and self-efficacy. It is an experimental study; the sample included 352 participants from Amazon Mechanical Turk, and an online experiment was conducted on an external website. The model was tested for mediation and moderation processes using regression analysis and analysis of variance (ANOVA). The results showed a mediating effect of self-efficacy between pay-for-performance and intrinsic motivation. A moderating effect of performance standards (absolute, relative, ambiguous) on the relationship between pay-for-performance and self-efficacy was also found. Moreover, performance standards were found to be more important moderators than the timing of reward determination. The theoretical contribution of this paper was to observe the concept of timing of reward determination and empirically validate self-determination theory. The results also infer that people measure their own efficacy or competence by comparing themselves with others more than with other performance standards. The use of absolute performance standards is recommended for sustainable self-efficacy and intrinsic motivation of employees. This study introduced the concept of the timing of reward determination (i.e., before or after completion of a performance-related task) and verified the moderating effect of performance standards.

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