scholarly journals Psychological Mindedness and Procrastination among University Students

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Priyanka Pathak ◽  
Prof. Shobhna Joshi
Keyword(s):  
Gender Differences ◽  
University Students ◽  
Personal Data ◽  
Data Sheet ◽  
The Self ◽  
Psychological Mindedness ◽  
Psychological Understanding ◽  
New Ideas ◽  
The Relationship ◽  
Practical Implications

This study was conducted to investigate the relationship between psychological mindedness and procrastination among university students and to determine gender differences in psychological mindedness and procrastination. The sample consisted of 200 university students (100 male and 100 female) aged 18 to 25 years from different faculties of Banaras Hindu University, Varanasi. Psychological mindedness scale (PMS) by Conte et al., (1986) and Tuckman procrastination scale by Tuckman (1991) along with personal data sheet were used to assess the level of  psychological mindedness and procrastination among university students. Psychological mindedness is the ability to psychological understanding of the self and other’s behaviour, thought and feelings. It is openness to new ideas whereas procrastination is known as the irrational tendency of delaying the tasks until an individual experiences discomfort (Solomon & Rothblum 1984). Results showed that there were no significant gender differences in psychological mindedness and procrastination. Correlational analysis indicated that the psychological mindedness was significantly negatively correlated with the level of procrastination; i.e., the higher the level of psychological mindedness the lower the level of procrastination. Thus, it can be concluded that psychological mindedness play an important role in procrastination among university students. The theoretical and practical implications of these findings are discussed.

Negotiating with work friends: examining gender differences in team negotiations

2017 ◽  
Vol 32 (4) ◽  
pp. 558-566 ◽  
Author(s):  
Uta Herbst ◽  
Hilla Dotan ◽  
Sina Stöhr
Keyword(s):  
Gender Differences ◽  
Design Methodology ◽  
Team Composition ◽  
Laboratory Studies ◽  
Single Gender ◽  
Content Type ◽  
Mba Students ◽  
Workplace Friendship ◽  
The Relationship ◽  
Practical Implications

Purpose This study aims to investigate whether a team of females negotiates differently than a team of males, and whether (workplace) friendship moderates the relationship between single-gender team composition and negotiation outcomes. Design/methodology/approach The authors used two laboratory studies and paired 216 MBA students into single-gender teams of friends and non-friends, and then engaged them in several dyadic multi-issue negotiations. Findings The results show that on average, male teams of non-friends reached significantly better outcomes than female teams of non-friends. However, and interestingly, female teams of friends perform equally to male teams of friends. Research limitations/implications The authors contribute both to the negotiations and the workplace friendship literature because very little research has examined negotiation among friends at work and in particular team negotiations. In addition, the authors also contribute to the literature on gender differences in negotiations because existing research has rarely examined the differences between all-male and all-female teams and especially the relationship between same-sex teams and their effects on negotiation outcomes. Practical implications This research has clear implications to managers with regard to team composition. Specifically, a winning all-female team should not be changed! Originality/value This is the first study to examine the relationship between workplace friendship, gender and negotiation outcomes.

scholarly journals Relationship between Perceived Quality of Home Environment and Self-Concept of Students at Undergraduate Level

2021 ◽  
Vol VI (I) ◽  
pp. 70-78
Author(s):  
Mahvish Fatima Kashif ◽  
Ayesha Batool ◽  
Sana Hafeez
Keyword(s):  
University Students ◽  
Home Environment ◽  
Sampling Technique ◽  
Perceived Quality ◽  
The Self ◽  
Self Concept ◽  
Public And Private ◽  
Relationship Of ◽  
The Relationship

The objective of the study was to identify the relationship of different dimensions of perceived quality of home environment and self-concept of undergraduate university students. Correlational research was selected as the research design. The population of the study was university students of the education department of public and private universities of Lahore. The total population was 1760. A proportionate stratified random sampling technique was used to select the sample. The strata were formed on the basis of the nature of the universities. The total number of students selected as the sample was 528. The instrument consisted of three parts; the first part consisted of demographic information (gender, nature of institution). The second part consisted of the Home Environment Inventory, designed by Misra (1983) to measure the quality of the home environment and the third part consisted of the Self-Concept Scale by Rastogi (1979) to measure self-concept. Multiple regression analysis was used to determine the relationship between the variables. The results indicated a significant relationship between the home environment and the self-concept of university students.

scholarly journals Preventing Procrastination Behaviours: Teaching Styles and Competence in University Students

2020 ◽  
Vol 12 (6) ◽  
pp. 2448 ◽  
Author(s):  
Nuria Codina ◽  
Isabel Castillo ◽  
José V Pestana ◽  
Isabel Balaguer
Keyword(s):  
University Students ◽  
Teaching Style ◽  
Teaching Styles ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
The Self ◽  
Self Determination ◽  
Negatively Associated ◽  
The Relationship

Based on the self-determination theory, this study examines the relationship between students’ perceptions of their teachers’ teaching styles, satisfaction of the need for competence, and procrastination behaviours in university students. The sample was composed of 675 university students (442 men, 279 women; 4 did not indicate gender, Mage = 19.81 ± 2.26 years old), who completed the questionnaires assessing the variables of interest. The perception of an autonomy-supportive teaching style was positively associated with the satisfaction of the need for competence, in contrast to the perception of a controlling style. Satisfaction of the need for competence was also negatively related to procrastination behaviours. Likewise, the perception of a controlling teaching style was indirectly and positively associated—through competence need satisfaction—with procrastination; in addition, the perception of an autonomy supportive teaching style was negatively associated with procrastination. The model tested defends the importance of perceiving a high autonomy-supportive teaching style and a low controlling teaching style to avoid procrastination behaviours, with these relationships being mediated by the satisfaction of the student’s need for competence.

Sense of Authenticity, Affectivity, and Cultural Construal of the Self among Japanese University Students

2007 ◽  
Vol 100 (1) ◽  
pp. 83-86 ◽  
Author(s):  
Masaya Ito ◽  
Masahiro Kodama
Keyword(s):  
Negative Affect ◽  
University Students ◽  
Positive Affect ◽  
The Self ◽  
Positive And Negative Affect ◽  
Japanese University ◽  
Self Construal ◽  
Interdependent Self ◽  
The Relationship

This study examined the relationship between the sense of authenticity and affectivity, which is under the control of the cultural construal of the self. Japanese university students ( N = 287) rated themselves on the Sense of Authenticity Scale, the Positive and Negative Affect Schedule, and the Scale for Independent and Interdependent Construal of the Self. Analysis indicated that the Sense of Authenticity increased Positive Affect and decreased Negative Affect, regardless of the scores on Independent and Interdependent Self-construal.

Empires within and without: the conquest of the self and the Florentine avant-garde

Modern Italy ◽  
2019 ◽  
Vol 25 (1) ◽  
pp. 49-62
Author(s):  
Bertrand Marilier
Keyword(s):  
The Self ◽  
Individual Level ◽  
Avant Garde ◽  
Psychological Understanding ◽  
The Subject ◽  
The Individual ◽  
Intellectual Formation ◽  
Relationship Of ◽  
The Relationship ◽  
Intense Debate

This article examines the relationship of the young Giovanni Papini to the notion of imperialism. The period of Papini's intellectual formation was a time of intense debate among the Italian intelligentsia concerning imperialism and its relationship to nation and culture. He joined the conversation with a distinctive interpretation of the idea, one that could at once make him heir apparent to the tradition of Umbertian nationalism, while also rejecting the positivist slant of his forebears. William James's porous conception of the subject and Papini's sense of his own fragmented subjectivity provided the ground for a psychological understanding of imperialism: one that relied on knowledge and appreciation, which translated into literature at the individual level, and into culture at that of the nation. Ultimately, however, disappointments abroad, the demands of nationalist politics, and Papini's own avant-garde posture, led him to abandon his intellectual empire in favour of a more concrete one.

Examining the Relationship between Authenticity and Self-Handicapping

2014 ◽  
Vol 115 (3) ◽  
pp. 795-804 ◽  
Author(s):  
Ahmet Akin ◽  
Umran Akin
Keyword(s):  
Regression Analysis ◽  
University Students ◽  
Multiple Regression Analysis ◽  
Multiple Regression ◽  
Negative Association ◽  
The Self ◽  
External Influence ◽  
Turkish Version ◽  
Two Factors ◽  
The Relationship

Self-handicapping includes strategies of externalization in which people excuse failure and internalize success, but which also prevents them from behaving in an authentic way. The goal was to investigate the relation of authenticity with self-handicapping. The study was conducted with 366 university students (176 men, 190 women; M age = 20.2 yr.). Participants completed the Turkish version of the Authenticity Scale and the Self-handicapping Scale. Self-handicapping was correlated positively with two factors of authenticity, accepting external influence and self-alienation, and negatively with the authentic living factor. A multiple regression analysis indicated that self-handicapping was predicted positively by self-alienation and accepting external influence and negatively by authentic living, accounting for 21% of the variance collectively. These results demonstrated the negative association of authenticity with self-handicapping.

Contingencies of Self-Worth Moderate the Effect of Specific Self-Esteem on Self-Liking Or Self-Competence

2013 ◽  
Vol 41 (1) ◽  
pp. 95-107 ◽  
Author(s):  
Liuna Geng ◽  
Tao Jiang
Keyword(s):  
University Students ◽  
Family Support ◽  
Self Esteem ◽  
The Self ◽  
Chinese Version ◽  
Moderator Effects ◽  
Chinese University ◽  
Self Worth ◽  
Attribution Questionnaire ◽  
The Relationship

In this study we examined whether or not contingencies of self-worth (CSW) moderated the effect of specific self-esteem on self-liking or self-competence. Chinese university students (N = 210) completed the Chinese version of the Contingencies of Self-worth Scale (Crocker, Luhtanen, Cooper, & Bouvrette, 2003; translated into Chinese by Cheng & Kwan, 2008), the Chinese version of the Rosenberg Self-esteem Scale (Rosenberg, 1965; translated into Chinese by Wang, Wang, & Ma, 1999), and our own adaptation for this study of the Self-attribution Questionnaire (Pelham & Swann, 1989) to assess self-liking, self-competence, global self-esteem, 6 domains of CSW consisting of others' approval, appearance, academic competence, competition, family support, and virtue, and specific self-esteem in these same 6 domains. Results showed that CSW did not have a moderating effect on the relationship between specific self-esteem and global self-esteem in the 6 domains. However, when we classified self-esteem into 2 distinct categories of self-liking and self-competence, we found that there were moderator effects of CSW between specific self-esteem and either self-liking or self-competence in 3 of the 6 domains. The different moderator effects in the 6 domains are discussed.

Sign in / Sign up

Export Citation Format

Share Document