scholarly journals Conscientiousness in the Classroom: A Process Explanation

2017 ◽  
Author(s):  
Katherine S. Corker ◽  
Frederick Louis Oswald ◽  
Brent Donnellan
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Longitudinal Study ◽  
Achievement Goals ◽  
Research Literature ◽  
Mediating Factors ◽  
Achievement Contexts ◽  
Statistical Effects ◽  
Performance Enhancing

Although the research literature has established that Conscientiousness predicts task performanceacross a variety of achievement contexts (e.g., Barrick & Mount, 1991; O’Connor & Paunonen, 2007), comparatively less is known about the processes that underlie these relations. To the latter end, the current research examines effortful strategies and achievement goals as mediating factors that might explain why people with higher levels of Conscientiousness are predicted to reach higher levels of academic performance. In a longitudinal study, 347 college students completed measures of personality and achievement goals at the beginning of the class, followed by measures of effortful strategies multiple times throughout the semester. Results support the hypothesis that effortful strategies mediate the association between Conscientiousness and academic performance. Moreover, the statistical effects of Conscientiousness were generally independent of achievement goals, but a small portion of the effect was mediated through approach, but not avoidance, achievement goals. These results highlight the importance of examining mediating processes between personality and outcomes, and in the case of Conscientiousness, our results suggest that effortful strategies might serve as a useful target for performance-enhancing interventions.

scholarly journals Post-1990s College Students Academic Sustainability: The Role of Negative Emotions, Achievement Goals, and Self-efficacy on Academic Performance

2019 ◽  
Vol 11 (3) ◽  
pp. 775 ◽  
Author(s):  
Xinqiao Liu ◽  
Xueheng Gao ◽  
Siqing Ping
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Negative Emotions ◽  
Psychological State ◽  
Approach Goals ◽  
Avoidance Goals ◽  
Academic Self Efficacy

In 1982, the “one-child policy” was implemented by China’s Constitution, which led to the majority of post-1990s college students in China being the only child in their family. Unique characteristics have been demonstrated in psychological development of post-1990s Chinese college students due to the lack of sibling companionship, and the relationship between their psychological state and academic performance can affect their future academic sustainability. This paper used Beijing College Students Panel Survey (BCSPS) data to study the role of negative emotions, achievement goals, and academic self-efficacy on academic performance and gives a panoramic description of the China’s post-1990s college students’ psychological states based on the four-year data of more than 2000 college students who enrolled in 2008. We then used regression analysis and a two-way fixed effect model to study the effects of the psychological state on academic performance. The research conclusions of the study are as follows: (1) The levels of negative emotions, achievement goals, and academic self-efficacy vary according to the grade and gender of college students; (2) among all negative emotions discussed, only anxiety presents a significant predictive effect on academic performance, while the effect of stress and depression is not significant; (3) the presence of level of mastery–approach goals is higher than the other three achievement goals, and college students’ academic self-efficacy keeps decreasing from freshman to junior year; (4) performance–approach goals and academic self-efficacy are identified as having a significant promoting effect on academic performance; (5) mastery–avoidance goals and performance–avoidance goals are proven to have a negative effect on academic performance. This paper discusses the contribution of the psychological sustainability and sustainable development to college students’ academic performance from a primary intervention perspective. We believe that it is feasible to improve academic achievement by improving noncognitive factors, such as mental state, to achieve academic sustainability.

298 Sleep Stability and Academic Performance in College Students

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A119-A119
Author(s):  
Alexandria Reynolds ◽  
Madelynn Shell
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Longitudinal Study ◽  
Sleep Quality ◽  
Transition To College ◽  
Sleep Efficiency ◽  
Poor Sleep ◽  
Sleep Patterns ◽  
Sleep Habits ◽  
Time Points

Abstract Introduction There is considerable research demonstrating poor sleep patterns in college students; however, few studies actually examine sleep stability over a typical undergraduate career. Considering that the transition to college involves significant shifts in independence and potentially creating a foundation of lifelong behavioral patterns, it is important to identify whether these poor sleep patterns change throughout college. Additionally, studies show that shorter sleep duration predicts poorer academic performance. In the current study, it was expected that students would report poor sleep on average, and that poorer sleep would predict worse academic performance. Methods Participants included 27 full-time first-year undergraduate students who completed an online survey every spring for four years to examine sleep habits as part of a larger longitudinal study on the transition to college at a small liberal arts school. The Pittsburgh Sleep Quality Index was used to assess total sleep time (TST), sleep efficiency, and quality; the Epworth Sleepiness Scale (ESS) was used to determine sleepiness. Semester GPA was obtained via college registrar records. Results Repeated measures ANOVAs revealed no differences in participants’ sleep variables (TST, sleep quality, sleep efficiency, and sleepiness) across all four time points. Average TST was 6.85 hours per night, and overall sleep quality (PSQI) was poor (M = 6.12). Mean sleep efficiency was 86.70%; mean ESS score was 5.35. Preliminary analyses revealed no significant differences between GPA values over the course of the four years; sleep factors did not predict GPA. Conclusion Overall, students reported short sleep, poor sleep quality, decent sleep efficiency, and borderline higher than normal daytime sleepiness. However, sleep factors and GPA were stable over all time points. These results suggest that poor sleep habits start early and continue throughout students’ college career, as opposed to developing throughout college, or starting out poor and improving. Surprisingly, preliminary results indicated that sleep factors did not predict academic performance. Limitations include subjective sleep assessments, limited testing, and small sample size; however, this longitudinal study sheds interesting light on the general sleep patterns of college students over the course of their entire academic career. Support (if any) None.

Why victimized by peers promotes cyberbullying in college students? Testing a moderated mediation model in a three-wave longitudinal study

2020 ◽  
Author(s):  
Ming-Chen Zhang ◽  
Lin-Xin Wang ◽  
Kai Dou ◽  
Yue Liang
Keyword(s):  
College Students ◽  
Longitudinal Study ◽  
Peer Victimization ◽  
Moral Disengagement ◽  
Moderated Mediation ◽  
Mediation Model ◽  
Online Bullying ◽  
Chinese College Students ◽  
Moderated Mediation Model ◽  
High Level

Cyberbullying is a major youth social problem over the world and it has been associated with a variety of negative outcomes. However, few studies investigated how offline peer victimization affect cyberbullying and the potential relations between family factors and cyberbullying remains unknown. The current study addresses this gap in knowledge by examining the victimized by peers is associated with higher moral disengagement which further promotes college student’s bullying online. A three-wave longitudinal study, each wave spanning six months apart, was conducted in a sample of 521 Chinese college students (Mage = 22.45, SD = 4.44, 59.3% girls). Results of moderated mediation model shown that peer victimization at T1 predicted more cyberbullying at T3 through moral disengagement at T2, after controlling for demographic variables and cyberbullying at T1. T2 moral disengagement significantly mediating the association between T1 peer victimization and T3 cyberbullying. In addition, high level of negative parenting strengthened the effect of moral disengagement at T2 on cyberbullying at T3. The prevention and intervention for both offline and online bullying victimization are discussed.

The Effect of Music Streaming Websites to the Academic Performance of College Students in Panabo City

2019 ◽  
Author(s):  
Mark Van Buladaco ◽  
Garri Mikhail Aguirre ◽  
Joshua Manito ◽  
Alexis Soliman ◽  
El Christian Villareal
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Music Streaming

The Relationship of University Students' Sleep Habits and Academic Motivation

NASPA Journal ◽  
2006 ◽  
Vol 43 (3) ◽  
Author(s):  
Kellah M. Edens
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Academic Motivation ◽  
College Health ◽  
Sleep Habits ◽  
Lack Of Sleep ◽  
Relationship Of ◽  
The Relationship

College students are sleeping less during the week than reported a few years ago. Lack of sleep among college students has been identified as one of the top three healthrelated impediments to academic performance by the American College Health Association’s National College Health Assessment survey; and it is associated with lower grades, incompletion of courses, as well as negative moods. This research examines the underlying dynamics of lack of sleep on academic motivation, a key predictor of academic performance. Specifically, the relationship of sleep habits with self-efficacy, performance versus mastery goal orientation, persistence, and tendency to procrastinate were investigated. Findings indicate that 42% of the participants (159 students out of a total of 377) experience excessive daytime sleepiness (EDS); and those identified with EDS tend: (1) to be motivated by performance goals rather than mastery goals; (2) to engage in procrastination (a self-handicapping strategy) to a greater extent than students who are rested; and (3) to have decreased self-efficacy, as compared to students not reporting EDS. Several recommendations for campus health professionals to consider for a Healthy Campus Initiative are made based on the findings.

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