The Empirical Testing of Harter's Self-Concept Matrix on Female Adult Students

1990 ◽  
Vol 66 (2) ◽  
pp. 427-431
Author(s):  
Marguerite Lavallée ◽  
Ghislaine Chagnon ◽  
René Pelletier
Keyword(s):  
University Students ◽  
Life Span ◽  
Adult Students ◽  
Linear Form ◽  
Significant Relationship ◽  
Concept Development ◽  
Self Concept ◽  
Empirical Testing ◽  
Female Adult ◽  
Structural Levels

This research aimed at testing an hypothetical matrix to be used for the study of self-concept development within a life-span perspective. Following data categorization collected from 111 female university students, a significant relationship was found between structural levels and content dimensions, demonstrating a linear form of development. Also several content dimensions were often used in subjects' self-definitions, illustrating the multidimensional aspect of such development in adults.

scholarly journals Adherence to Islamic principles of success and academic achievement

2020 ◽  
Vol 9 (2) ◽  
pp. 401
Author(s):  
Zuwaira Abubakar ◽  
Isa Muhammad Maishanu
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
University Students ◽  
Significant Relationship ◽  
Grade Point Averages ◽  
Empirical Testing ◽  
Adherence Level ◽  
Grade Point

This study was conducted in order to investigate the possible relationship between adherence to Islamic principles of success and academic performance of university students. Accordingly, a questionnaire based on Islamized principles of success (referred to as “Islamic character quotient inventory (ICQi)”) was correlated with CGPA (Cumulative Grade Point Averages) of 343 students of Usmanu Danfodiyo University, Sokoto. The empirical testing indicates that the total score on ICQi correlated positively and significantly with the academic performance of the respondent. Students with either high or medium adherence to ICQi have a significantly higher CGPA than their counterparts with the low-adherence level. However, the result did not show a significant relationship between the CGPA of highly adherent individuals and that of those with medium adherence level. The findings of this research may suggest that Islamic principles are not confined to the spiritual aspect of human’s life, but also relevant and useful for our mundane affairs.

Pengaruh konsep diri, self efficacy dan motivasi terhadap Learning outcome mata pelajaran Aqidah Akhlak di kelas XI MA Pacet Mojokerto

2017 ◽  
Vol 1 (1) ◽  
pp. 37
Author(s):  
Happy Ikmal
Keyword(s):  
Learning Outcomes ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Regression Coefficient ◽  
T Test ◽  
Self Concept ◽  
Working Hypothesis ◽  
Calculation Results ◽  
The Right

Teaching and learning activities is a conscious activity and aims. Therefore, for these activities can be run well and achieve the expected goals, it must be done with the strategy or the right learning approach .. The purpose of this study were: 1) to describe the influence of Self-Concept on the results of studying chemistry at Class XI MA Pacet Mojokerto. 2) Describe the effect of self-efficacy on Learning outcomes chemistry in Class XI MA Pacet Mojokerto 3) Describe the effect of motivation on Learning outcomes chemistry in Class XI MA Pacet Mojokerto 4) Describe the relationship Self-concept, self-efficacy and motivation to Results studied chemistry at Class XI MA Pacet Mojokerto. From the results of the analysis can be summarized as follows: 1) There is a significant relationship between self-concept of the Learning outcomes chemistry inquiry model. T test against self-concept variables (X1) obtained regression coefficient (B) 0.440 (44.0%), coefficient (Beta) 0.091, tcount of 0.378 with significance 0.006 t. Because of the significance of t less than 5% (0.007 <0.05), the Nil Hypothesis (H0) is rejected and working hypothesis (Hi) is received. 2) There is a significant relationship between self-efficacy toward chemistry Learning outcomes inquiry model. T test for Self-efficacy variable (X2) obtained regression coefficient (B) 0.329 (32.9%), coefficient (Beta) 0.124, tcount of 0.436 with a significance of 0.009 t. Because of the significance of t less than 5% (0.008 <0.05), the Nil Hypothesis (H0) is rejected and working hypothesis (Hi) is received. 3) There is a significant relationship between motivation to learn chemistry results inquiry model. T test for motivation variable (X3) obtained regression coefficient (B) 0.130 (13.0%), coefficient (Beta) 0.065, tcount of 0.230 with a significance of 0.001 t. Because of the significance of t less than 5% (0.001 <0.05), the Nil Hypothesis (H0) is rejected and working hypothesis (Hi) received 4) From the calculation results obtained Fhitung value 2,249 (significance F = 0.001). So Fhitung> F table (2,249> 2:03) or Sig F <5% (0.001 <0.05). It means that together independent variables consisting of variable self-concept (X1), Self-efficacy (X2), motivation (X3) simultaneously to variable results of studying chemistry (Y).

Effectiveness of an Enhancement Program on Taiwanese University Students' Self-Concept

2014 ◽  
Vol 114 (1) ◽  
pp. 176-184 ◽  
Author(s):  
Peter Jen Der Pan ◽  
Liang-Yu F. Deng ◽  
Shiou Ling Tsai ◽  
Iue-Ruey Sue ◽  
Jye-Ru Karen Jiang
Keyword(s):  
University Students ◽  
Waiting List ◽  
Self Concept ◽  
Control Group ◽  
Cultural Issues ◽  
Self Identity ◽  
Counseling Practice ◽  
Educational Treatment ◽  
Experimental Group

This study examined the effectiveness of a Self-Concept Enhancement Program (SCEP) on Taiwanese university students. Participants were randomly assigned to an experimental group ( n = 30) and a waiting-list control group ( n = 30). The experimental group received SCEP psycho-educational treatment for 8 weeks, whereas the control group did not. Results indicated significant improvements on physical, personal, self-identity, and total self-concept in the experimental group, but not in the control group. Participants evaluated the SCEP as useful, beneficial, and powerful in promoting their self-concept. Cultural issues were highlighted and discussed. Implications for research and counseling practice are suggested.

scholarly journals Family involvement, adolescent self-concept and academic achievement

2015 ◽  
Vol 5 (3) ◽  
pp. 293-311
Author(s):  
Ana Álvarez ◽  
Natalia Suárez ◽  
Ellián Tuero ◽  
José C. Núñez ◽  
Antonio Valle ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Multivariate Analysis ◽  
Parental Involvement ◽  
Family Involvement ◽  
Significant Relationship ◽  
Study Data ◽  
Self Concept ◽  
First Year ◽  
Achievement Scores ◽  
The Relationship

The purpose of this work was to analyze the specific relationship between parental involvement, dimensions of student self-concept and achievement. 503 students of Secondary Education (ESO) and the first year of Baccalaureate course participated in the study. Data were collected using two questionnaires (Family Involvement Questionnaire and Self-Concept Scale for Adolescents) and academic achievement scores. Data were analyzed using multivariate analysis of variance and paths analysis. The results obtained suggest a significant relationship between the dimensions of perceived family involvement and the dimensions of self-concept (except for parents' praise behaviors). What's more, the relationship between perceived family involvement and achievement is partially mediated by the academic self-concept.

The Relationship Between Leisure Management and Exam Anxiety Levels of University Students

2021 ◽  
Vol 15 (10) ◽  
pp. 2915-2921
Author(s):  
Fatih Yaşartürk ◽  
Buğra Akay ◽  
Betül Ayhan
Keyword(s):  
University Students ◽  
Test Anxiety ◽  
Goal Setting ◽  
Significant Relationship ◽  
Family Income ◽  
Pearson Correlation ◽  
Significant Difference ◽  
Anxiety Levels ◽  
Exam Anxiety ◽  
The Relationship

Aim: The aim of the study is to examine the relationship between leisure management and test anxiety levels of university students and their differentiation status in terms of some demographic variables. Methods: The relational survey model was used in the study, and there were 284 (147 male and 137 female) university students selected from the universe by convenient sampling method. Personal information form prepared by the researchers, “Leisure Management Scale (LMS)” and “Test Anxiety Inventory (TAI)” were used as data collection tools. In the analysis of the data, descriptive statistics, t-Test and Pearson Correlation analyzes were used by using SPSS 26.0 program. Results: There was no significant difference in the sub-dimensions of the leisure management scale and the total score averages according to the gender variable, while a significant difference was found in the TAI "delusional", "affective" sub-dimensions and total score averages. According to the family income variable of university students, a low-level and negative significant relationship was found in the "leisure attitude" sub-dimension of LMS, and in the total TAI and "delusional sub-dimension". A significant relationship was found between the age variable and the "goal setting and method" sub-dimension of LMS. A low and negative significant relationship was found between leisure and "goal setting and method", "leisure attitude" and total LMS score averages. In addition, while there was no significant relationship between LMS and TAI, it was found that there was a low and negative significant relationship between the "leisure attitude" sub-dimension and the test anxiety inventory and its sub-dimensions. Conclusion: It can be said that as the level of attitude towards leisure activities of university students’ increases, the feeling of exam anxiety may decrease, and the increase in free time will adversely affect the level of leisure management and attitude. Keywords: University students, Leisure management, Exam anxiety level. *It was presented as an oral presentation at the 5th Academic Sports Research Congress

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