scholarly journals Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Jesús de la Fuente ◽  
Paul Sander ◽  
Angélica Garzón-Umerenkova ◽  
Manuel Mariano Vera-Martínez ◽  
Salvatore Fadda ◽  
...  
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Structural Equation ◽  
Self Regulation ◽  
Joint Effect ◽  
Equation Modeling ◽  
Educational Support ◽  
Achievement Emotions ◽  
Ex Post ◽  
Ex Post Facto

The combination of student Self-Regulation (SR) and the context of Regulatory Teaching (RT), each in varying degree, has recently been demonstrated to have effects on achievement emotions, factors and symptoms of stress, and coping strategies. The aim of the present research study is to verify its possible further effects, on academic behavioral confidence and procrastination. A total of 1193 university students completed validated online questionnaires with regard to specific subjects in their degree program. Using an ex post facto design, multivariate analyses and structural equation modeling (SEM) were carried out in order to test the relationships predicted by the model. SR and RT had a significant joint effect in determining the degree of academic behavioral confidence and of procrastination. Academic behavioral confidence also significantly predicted reasons for procrastinating, and these in turn predicted activities of procrastination. Conclusions are discussed, insisting on the combined weight of the two variables in determining academic behavioral confidence, reasons for procrastinating and activities subject to procrastination, in university students. Implications for guidance and educational support of university students and teachers are analyzed.

scholarly journals A Structural Equation Model of Achievement Emotions, Coping Strategies and Engagement-Burnout in Undergraduate Students: A Possible Underlying Mechanism in Facets of Perfectionism

2020 ◽  
Vol 17 (6) ◽  
pp. 2106 ◽  
Author(s):  
Jesús de la Fuente ◽  
Francisca Lahortiga-Ramos ◽  
Carmen Laspra-Solís ◽  
Cristina Maestro-Martín ◽  
Irene Alustiza ◽  
...  
Keyword(s):  
University Students ◽  
Coping Strategies ◽  
Undergraduate Students ◽  
Structural Equation ◽  
Underlying Mechanism ◽  
Equation Model ◽  
Structural Equations ◽  
Achievement Emotions ◽  
Ex Post ◽  
The University

Achievement emotions that the university student experiences in the learning process can be significant in facilitating or interfering with learning. The present research looked for linear and predictive relations between university students’ achievement emotions, coping strategies, and engagement-burnout, in three different learning situations (classroom, study time, and testing). Hypotheses were identified for a possible model that would analyze the two facets of perfectionism based on these relations. In the case of perfectionistic strivings, the test hypothesis was that positive emotions would predispose the use of problem-focused coping strategies and an emotional state of engagement; in the case of perfectionistic concerns, however, negative emotions would predispose the use of emotion-focused strategies and a state of burnout. A total of 654 university students participated in the study, using an online tool to complete validated questionnaires on the three study variables. All students provided informed consent and corresponding permissions. Given the ex-post facto linear design, the predictions could be verified for each situation by means of logistic regression analyses and Structural Equations Models (SEM). Empirical results lent support, in varying degree, to the proposed theoretical relations. The testing situation was of particular interest. We discuss implications for perfectionism research and for the practice of prevention, education and health care in the university setting.

scholarly journals Effect of Levels of Self-Regulation and Situational Stress on Achievement Emotions in Undergraduate Students: Class, Study and Testing

2020 ◽  
Vol 17 (12) ◽  
pp. 4293 ◽  
Author(s):  
Jesús de la Fuente ◽  
Paola Verónica Paoloni ◽  
Manuel Mariano Vera-Martínez ◽  
Angélica Garzón-Umerenkova
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Self Regulation ◽  
Important Variable ◽  
Negative Emotionality ◽  
University Education ◽  
Positive Emotionality ◽  
Achievement Emotions ◽  
Ex Post ◽  
Situational Stress

Achievement emotions constitute one important variable among the many variables of students’ learning. The aim of this research was to analyze the differential effect of university students’ levels of self-regulation (1 = low, 2 = medium and 3 = high), and of their level of perceived stress in three academic situations (1 = class, 2 = study time and 3 = testing), on the type of achievement emotionality they experience (positive and negative emotions). The following hypotheses were established: (1) a higher level of student self-regulation would be accompanied by higher levels of positive emotionality and lower levels of negative emotionality and (2) a higher level of situational stress would predispose higher levels of negative emotionality and lower levels of positive emotionality. A total of 520 university students completed three self-reports with validated inventories. Descriptive, correlational, and structural prediction analyses (SEM) were performed, as well as 3 × 3 ANOVAs, under an ex post facto design by selection. The results showed overall fulfillment of the hypotheses, except for a few specific emotions. Implications for prevention and psychoeducational guidance in the sphere of university education are discussed.

The Irritation Scale as an Instrument to Measure Stress among University Students

2013 ◽  
Vol 16 ◽  
Author(s):  
Enrique Merino-Tejedor ◽  
Joan Boada-Grau ◽  
José C. Sánchez-García ◽  
Pedro Miguel Hontangas-Beltrán
Keyword(s):  
Structural Equation Modeling ◽  
University Students ◽  
Self Efficacy ◽  
Structural Equation ◽  
Self Regulation ◽  
Equation Modeling ◽  
International Studies ◽  
Two Factors ◽  
Workplace Setting ◽  
General Self Efficacy

AbstractThe objective of this study was to verify the factor validity and structure of the “Irritation Scale” in a sample of 578 Spanish university students. At the same time, the study aimed to verify the criterion-related validity of the scale, analyzing the results obtained through correlation with other variables, such as general self-efficacy, self-regulation, depression, and certain personality dimensions. The results obtained through the Exploratory Structural Equation Modeling approach (ESEM) using Mplus confirmed the presence of two factors in the Irritation Scale, as observed in other international studies within a workplace setting. The significant correlations obtained between the Irritation Scale and the variables considered in the study confirmed the construct validity and verified that irritation is significantly and positively associated with depression and academic burnout, and is negatively associated with general self-efficacy and self-regulation.

Higher education amid COVID-19 pandemic: contributions from resilience, positive orientation and grit

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Afsaneh Ghanizadeh
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Structural Equation ◽  
Online Survey ◽  
Self Regulation ◽  
Academic Resilience ◽  
Equation Modeling ◽  
Positive Orientation ◽  
Major Purpose ◽  
Content Type

PurposeThe major purpose of the present study is to investigate the contribution of academic resilience in accounting for two motivational and attitudinal constructs ? Grit and positive orientation and also probe the predictive power of all these constructs in academic achievement of university students in the midst of the pandemic COVID-19.Design/methodology/approach521 university students participated in an online survey. To measure academic resilience, a scale designed and validated by Kim and Kim (2016) comprising 26 items was employed. The scale contains five sub-factors: perceived happiness, empathy, sociability, persistence and self-regulation. Grit was assessed via an 8-item scale comprising two facets: perseverance of effort (PE) and consistency of interest (CI). It was designed by Duckworth and Gross (2014). Positive orientation was determined through positivity scale developed by Caprara et al. (2010), consisting of eight items.FindingsThe results of structural equation modeling (SEM) revealed that resilience positively and significantly predicted both grit (β = 0.56, t = 6.41) and positive orientation (β = 0.54, t = 6.35). Resilience also predicted academic achievement directly (β = 0.71, t = 9.12) and indirectly via its impact on grit and positive orientation. It was also found that positive orientation and grit are positively and highly associated (β = 0.77, t = 9.28).Originality/valueThe pandemic COVID-19 brought about substantial changes in university students' education and their overall life style. Many university students around the globe experienced virtual education. Balancing personal and academic roles in these unprecedented conditions seems to be a tough challenge for every university student.

scholarly journals Kinerja Balai Penyuluhan Pertanian (BPP) dan Dampaknya pada Perilaku Petani Padi di Sulawesi Selatan

2015 ◽  
Vol 8 (2) ◽  
Author(s):  
Muh Hatta Jamil ◽  
Amri Jahi ◽  
Darwis S Gani ◽  
Ma'mun Sarma ◽  
I Gusti Putu Purnaba
Keyword(s):  
Human Resources ◽  
Correlation Coefficient ◽  
Structural Equation ◽  
Equation Modeling ◽  
Action Program ◽  
South Sulawesi ◽  
Ex Post ◽  
Ex Post Facto ◽  
Farmer Behavior ◽  
Adaptation Action

<p>This research was aimed to know factors related to the action programs as a representation of BPP performance and relationship between factors that potentially increase BPP performance and their impacts to the behavioral changes of ricefield farmers in South Sulawesi. Population of this research were all BPP located in 15 districts (regencies) in South Sulawesi (176 sub-districts/150 BPP). Determination of samples used Slovin method, number of samples was 109 BPP located within 109 sub-districts. Research design was done based on the ex post facto with method design of survey and interviews using questionnaires. Design of data analysis used approach of Structural Equation Modeling (SEM) model applying LISREL program. Results of the research showed that variables of BPP development, BPP management, human resources, guided farmers, BPP resources, and BPP adaptation were significantly influencing the action programs as BPP representative performances with correlation coefficient (R2) was 0.72, the remaining 28 percent was affected by other factors outside of the study. Those factors directly influenced each others both insignificant and significant at α = 0.05. Besides that, they also indirectly influenced farmer behavior as much as 0.78 unit. The influence of action program as representation of BPP performances to the farmer behavior was indicated by correlation coefficient (R2) of 0.61, the remaining 39 percent was influenced by other variables outside of the study. Strategic implication of this research become important to the farmer behaviors, and to the development of BPP performances through action programs to a better direction by considering BPP development, BPP management, human resources, guided farmers, BPP resources and BPP adaptation.</p><p>Keywords : Performances, development, management, resources, adaptation, action program, farmer behavior, BPP</p>

scholarly journals Autonomy-Supportive Faculty, Students' Self-System Processes, Positive Academic Emotions, and Agentic Engagement: Adding Emotions to Self-System Model of Motivational Development

2021 ◽  
Vol 12 ◽  
Author(s):  
Maryam Bordbar
Keyword(s):  
Undergraduate Students ◽  
Indirect Effect ◽  
Structural Equation ◽  
Equation Modeling ◽  
Academic Emotions ◽  
Achievement Emotions ◽  
Mediating Role ◽  
Supportive Environment ◽  
Self System

The aim of this study was to investigate mediating roles of students' self-system processes and positive academic emotions in a relationship between supporting autonomy and agentic engagement. In This research structural equation modeling was used to analyze a conceptual model. The sample consisted of 452 undergraduate students of Ferdowsi University of Mashhad. The research instruments included the autonomy-supportive environment inventory, the self-system processes questionnaire, three questionnaires of academic emotions, and the agentic engagement scale. The findings showed that supporting autonomy had an indirect effect on students' achievement emotions, via self-system processes. Self-system processes had direct and indirect effects on agentic engagement, via positive academic emotions. Supporting autonomy had an indirect effect on agentic engagement by mediating role of self-system processes and positive academic emotions. Accordingly, emotions are proximal determinants of agentic engagement. Supporting autonomy and self-system processes affect agentic engagement from the pathway of academic emotions. Therefore, in addition to environmental factors and self-appraisals, it is necessary to consider students' emotional experiences to promote agentic engagement in learning settings.

scholarly journals ASPIRASI KARIR, REGULASI DIRI, DAN SELF-PERCEIVED EMPLOYABILITY PADA MAHASISWA

2018 ◽  
Vol 17 (1) ◽  
pp. 68
Author(s):  
Dian Ratna Sawitri ◽  
Kartika Sari Dewi
Keyword(s):  
University Students ◽  
Goal Setting ◽  
Structural Equation ◽  
Self Regulation ◽  
Career Aspirations ◽  
Equation Modeling ◽  
Decision Making Process ◽  
Perceived Employability ◽  
Convenience Sampling ◽  
Sustainable Employment

Self-perceived employability is individual’s perceived ability to get sustainable employment appropriate to one’s qualification level. Previous researches demonstrated the importance of self-regulation in shaping self-perceived employability in emerging adulthood, when career aspirations have a significant role in career-related decision-making process. However, the relationships between career aspirations, self-regulation, and self-perceived employability among university students were rarely known. This study examined a theoretical model, whether self-regulation served as a partial mediator between career aspirations and self-perceived employability. Using a convenience sampling, we involved 600 university students who were at their second, fourth, sixth, eighth, and tenth semester (68% female, M age = 19.97 years; SD = 5.57) from a university in Semarang. Structural equation modeling demonstrated that career aspirations were associated with self-perceived employability directly and indirectly via self-regulation. It means, the higher students career aspirations, the better their self-regulation and self-perceived employability. Self-regulation also leads to higher self-perceived employability. We interpreted the findings of this study form developmental and goal-setting perspective. To promote self-perceived employability, students are recommended to boost their career aspirations and develop a good self-regulation skill.

scholarly journals The effect of psychological factors on Syrian refugees’ participation in lifelong education

2019 ◽  
Vol 8 (1) ◽  
pp. 138
Author(s):  
Mehmet Fatih Karacabey ◽  
Kivanc Bozkus
Keyword(s):  
Psychological Factors ◽  
Structural Equation ◽  
Strong Predictor ◽  
Equation Modeling ◽  
Lifelong Education ◽  
Learning Approaches ◽  
Syrian Refugees ◽  
Ex Post ◽  
Ex Post Facto ◽  
Self Worth

<span>The purpose of this research was to determine the effect of psychological factors on Syrian refugees’ participation in lifelong education. The ex post facto co-relational causal design was employed in this research. A questionnaire form consisted of four scales was used to collect data from 297 refugees participated in lifelong education. The structural equation modeling analysis revealed that psychological factors affect participation in lifelong education and learning approaches played the biggest role in this effect. It was claimed that learning approach is a strong predictor of participation in lifelong education. The effect of locus of control on participation in lifelong education was medium while the effects of self-efficacy and self-worth were weak. Recommendations to education providers, decision-makers and researchers to align both formal and lifelong education curricula with the results were given.</span>

scholarly journals PEMANFAATAN APLIKASI WHATSAPP PADA PEMBELAJARAN BERBASIS MASALAH UNTUK MATA KULIAH AKUNTANSI INTERNASIONAL DI UNIVERSITAS PGRI MADIUN

2018 ◽  
Vol 6 (2) ◽  
pp. 199-211
Author(s):  
Supri Wahyudi Utomo ◽  
Moh. Ubaidillah
Keyword(s):  
Structural Equation Modeling ◽  
Least Squares ◽  
Learning Outcomes ◽  
Partial Least Squares ◽  
Structural Equation ◽  
Student Learning Outcomes ◽  
Equation Modeling ◽  
Ex Post ◽  
Ex Post Facto ◽  
Quota Sampling

The selection of learning methods becomes essential in teaching and learning process to improve student’s learning outcomes. The fault in choosing a learning method, will negatively affect the student’s learning outcomes. In addition to learning methods, learning media must be considered to support and facilitate learning to achieve the learning objectives. This study aims to identify the impacts of problem-based learning models on student learning outcomes by using Whatsapp applications. The research types was ex-post facto quantitative using quota sampling method, which determined as many as 32 7B semester students of the Accounting Education Program at the University of PGRI Madiun. The data collection technique was observation by applying questionnaires, and document of student learning outcomes. The method of analyzing questionnaire data in this study used the structural equation modeling (SEM) with partial least squares (PLS) tool. The results showed that problem-based learning model with Whatsapp application positively affected the students’ achievement for the International Accounting Subject. The students’ achievement was above the threshold level. Students could easily communicate, coordinate and discuss materials before presentation without direct interaction.ABSTRAKPemilihan metode pembelajaran merupakan hal penting dalam proses belajar-mengajar untuk meningkatkan hasil belajar mahasiswa. Sebaliknya, kesalahan memilih metode pembelajaran akan berdampak negatif terhadap hasil belajar mahasiswa. Selain metode pembelajaran, pemanfaatan media pembelajaran juga harus diperhatikan untuk mendukung dan memudahkan pembelajaran sehingga tujuan belajar dapat tercapai. Penelitian ini bertujuan untuk mengetahui pengaruh atau dampak penerapan model pembelajaran berbasis masalah yang memanfaatkan aplikasi Whatsapp terhadap hasil belajar mahasiswa. Jenis penelitian ini adalah penelitian kuntitatif ex-post facto. Pengambilan sampel menggunakan metode quota sampling sebanyak 32 mahasiswa semester 7B program studi pendidikan akuntansi Universitas PGRI Madiun. Teknik pengumpulan data menggunakan kuesioner dan tes hasil belajar mahasiswa. Teknik analisis data kuesioner menggunakan structural equation modeling (SEM) dengan alat partial least squares (PLS). Hasil penelitian menunjukkan bahwa penerapan model pembelajaran berbasis masalah dengan menggunakan aplikasi Whatsapp berpengaruh atau berdampak positif yang ditunjukkan hasil belajar mahasiswa untuk mata kuliah Akuntansi Internasional berada di atas kriteria capaian yang ditetapkan. Mahasiswa lebih mudah dalam komunikasi, koordinasi, dan diskusi sebelum melakukan presentasi tanpa harus bertemu secara langsung.

scholarly journals The Achilles Heel of Technology: How Does Technostress Affect University Students’ Wellbeing and Technology-Enhanced Learning

2021 ◽  
Vol 18 (23) ◽  
pp. 12322
Author(s):  
Xinghua Wang ◽  
Zhenyu Li ◽  
Zhangdong Ouyang ◽  
Yanping Xu
Keyword(s):  
Social Sciences ◽  
University Students ◽  
Structural Equation ◽  
Self Regulation ◽  
Positive Association ◽  
Academic Disciplines ◽  
Male Students ◽  
Equation Modeling ◽  
Technology Enhanced Learning ◽  
Enhanced Learning

This study investigated the effect of technostress on university students’ wellbeing and technology-enhanced learning (TEL) through the stressor-strain-outcome model. Interviews were first used to contextualize and inform the development of the survey instrument. Then, survey data from 796 participants were collected and analyzed using partial least squares structural equation modeling. The findings indicate that technostress creators, including techno-complexity, techno-insecurity, and techno-uncertainty, were significantly associated with students’ burnout in TEL, which in turn was negatively associated with their self-regulation, learning agency, and persistence in TEL. Group comparison analyses based on gender, academic disciplines, and willingness to join TEL show that the negative associations between burnout and self-regulation, learning agency, and persistence in TEL were significantly stronger for male students than female students. Similar findings were also found for students joining TEL willingly and unwillingly, with the latter being more strongly affected by burnout. In addition, the positive association between techno-complexity and burnout was greater for students from social sciences than those from engineering and natural sciences. The findings of this study can inform future implementation decisions of TEL in higher education and strategies to preserve university students’ wellbeing.

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