scholarly journals Educational Aspirations and Expectations of Adolescents in Rural China: Determinants, Mental Health and Academic Outcomes

2021 ◽  
Vol 18 (21) ◽  
pp. 11524
Author(s):  
Xiaodi Chen ◽  
Therese Hesketh
Keyword(s):  
Academic Performance ◽  
Academic Outcomes ◽  
Educational Aspirations ◽  
Self Regulation ◽  
Self Esteem ◽  
Educational Aspiration ◽  
Self Perception ◽  
Factors Associated ◽  
Left Behind ◽  
Expectation Discrepancies

Educational aspirations and expectations of adolescents have implications for educational and psychological outcomes. This study aimed to determine factors associated with educational aspiration–expectation discrepancies and to examine the associations between the discrepancies and psychological and academic outcomes in rural left-behind children and non-left-behind children aged 14–16 in mainland China. Cross-sectional data from a self-report survey were collected in 2020 among 606 rural students (mean age = 14.85 years) in two public middle schools in Songzi county, Hubei Province. Participants filled in questionnaires measuring their socio-demographic information, educational aspirations and expectations, academic performance, parental and friends’ aspirations, academic self-perception, academic self-regulation, depression, and self-esteem. Results showed that more than half of the participants reported that they felt they were not likely to attain the level of education to which they aspired. Parental migration, academic performance, mother’s educational aspirations for children, and close friends’ educational aspirations were the main factors associated with students’ educational aspiration–expectation discrepancies. Both left-behind children and non-left-behind children whose aspirations exceed expectations were more likely to report lower self-esteem, higher depression, lower academic self-perception, and poorer self-regulation than those without a discrepancy. These findings have implications for families, schools, and policymakers through informing the development of interventions that target positive development in rural youth.

Antecedents of self-regulation in driving among older drivers

2013 ◽  
Vol 34 (7) ◽  
pp. 1097-1117 ◽  
Author(s):  
SARA CARMEL ◽  
TALYA B. RECHAVI ◽  
YOSEFA BEN-MOSHE
Keyword(s):  
Self Regulation ◽  
Self Esteem ◽  
Older Drivers ◽  
Driving Cessation ◽  
Safe Driving ◽  
Driving Experience ◽  
Factors Affecting ◽  
Factors Associated ◽  
Ability To Drive

ABSTRACTMaintaining quality of life and wellbeing into advanced age is a major challenge to societies. Driving is one factor contributing to an ageing individual's independence. Understanding antecedents of driving-related self-regulation is important for designing interventions to preserve safe driving in old age. This paper reports on a study that investigated factors associated with two forms of self-regulation in driving (SRD) – avoidance of difficult driving conditions and voluntary cessation of driving – in a sample of 860 Israeli drivers aged 70 and over. We examined roles of health, vision, driving experience, driving-related self-efficacy (DRSE) and global self-esteem in SRD. Health and DRSE had direct effects on SRD, and effects of vision and driving experience were mediated by DRSE. Participants who had ceased driving were older, with poorer vision and health, and less driving confidence and experience than active drivers. Statistical analyses demonstrated that SRD is affected by a reduced sense of confidence due to an initial lower level of driving experience, compounded by deteriorating vision, and that older drivers are sensitive to factors affecting their ability to drive safely. Our results demonstrate that older drivers tend to self-regulate their driving. Programmes for older adults can be introduced for diagnosing driving capabilities, improving skills and confidence, and/or helping to develop self-regulation habits of avoiding driving in difficult conditions, and assisting drivers who must adjust to driving cessation.

Mattering Versus Self-Esteem in University Students: Associations With Regulatory Focus, Social Feedback, and Psychological Distress

2019 ◽  
Vol 38 (6) ◽  
pp. 663-674 ◽  
Author(s):  
Gordon L. Flett ◽  
Taryn Nepon
Keyword(s):  
Psychological Distress ◽  
University Students ◽  
Regulatory Focus ◽  
Self Regulation ◽  
Self Esteem ◽  
Regression Analyses ◽  
Social Feedback ◽  
Factors Associated ◽  
Inferential Style

Although research has established that feelings of not mattering are associated with distress, the factors and processes that contribute to these associations have not received much consideration. The current study was conducted to address three themes. First, mattering was evaluated from a motivational perspective by examining mattering and regulatory focus. Second, the uniqueness of low mattering in predicting distress was investigated when considered along with other predictors (i.e., self-esteem and regulatory focus). Finally, a negative inferential style involving perceptions of negative social feedback was tested as a cognitive mediator of the link between mattering and distress. Mattering was correlated moderately with a promotion self-regulation focus. Regression analyses showed that mattering was also linked uniquely with distress beyond the variance predicted by self-esteem and regulatory focus. In addition, the association between low mattering and distress was mediated by negative social feedback. Our findings highlight the need for further investigation of mattering as a unique contributor to distress and the factors associated with mattering.

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

Advantages of contingent self-esteem: Academic self-esteem predicts better academic performance

2014 ◽  
Author(s):  
Jamin Blatter ◽  
David Webber ◽  
Jeff Schimel ◽  
Jennifer Passey
Keyword(s):  
Academic Performance ◽  
Self Esteem

Predictors of College Success: A Comparison of Traditional and Nontraditional Age Students

NASPA Journal ◽  
2000 ◽  
Vol 38 (1) ◽  
Author(s):  
Tam M. Spitzer
Keyword(s):  
Social Support ◽  
Academic Performance ◽  
Career Development ◽  
Nontraditional Students ◽  
College Success ◽  
Self Regulation ◽  
Full Time ◽  
Academic Efficacy ◽  
Career Decidedness ◽  
Traditional Age

Traditional (age 23 and under) and nontraditional (age 25 and over) full-time undergraduates were assessed on five personal dimensions, two learning dimensions, and two collegiate goals (GPA and career decidedness). Multiple regression assessed which dimensions predicted the two collegiate goals. Significant predictors were generally the same for both traditional and nontraditional students. Academic efficacy, self-regulation, and social support were positive predictors of GPA. Career decisionmaking self-efficacy and social support were positive predictors of career decidedness. Nontraditional students and females had higher GPAs and greater decidedness. Academic performance and career development were seen as concurrent but largely separate processes.

Effects of Compassion on Employees' Self-regulation

2016 ◽  
Vol 44 (7) ◽  
pp. 1173-1190 ◽  
Author(s):  
Hyung Jin Choi ◽  
Sangmin Lee ◽  
Se-Ri No ◽  
Eung Il Kim
Keyword(s):  
Theoretical Model ◽  
Self Efficacy ◽  
Negative Emotions ◽  
Self Regulation ◽  
Self Esteem ◽  
Workplace Deviance ◽  
Intention To Quit ◽  
Mediating Effects ◽  
Positive Effects ◽  
Dependent Variables

We examined how compassion can alleviate employees' negative emotions, behaviors, and thoughts. On the basis of self-regulatory resources theory, we hypothesized that there would be relationships between the 2 mediating variables of self-esteem and self-efficacy, and the dependent variables of anxiety, burnout, workplace deviance, and intention to quit. We collected data on these variables from 284 nurses, who work in a stressful job that necessitates compassion from colleagues, to test our theoretical model. The results revealed that compassion alleviated negative emotions (anxiety and burnout), behavior (workplace deviance), and thoughts (intention to quit), with both self-esteem and self-efficacy having mediating effects. Thus, we demonstrated the specific path through which compassion can have positive effects on an organization's employees. We discuss the observed relationship between compassion and self-regulation, and theoretical contributions regarding differences between self-esteem and self-efficacy, as well as between anxiety and burnout.

FACTORS ASSOCIATED WITH PARTIAL REMISSION IN DEPRESSION

1999 ◽  
Vol 27 (3) ◽  
pp. 215-222 ◽  
Author(s):  
Peter L. Cornwall ◽  
Jan Scott
Keyword(s):  
Partial Remission ◽  
Self Esteem ◽  
Significant Loss ◽  
Clinical Implications ◽  
Major Depressive ◽  
Factors Associated ◽  
Full Remission ◽  
Loss Of Self ◽  
Observer Ratings

We report a subgroup analysis of 24 out of 42 subjects who were hospitalized for non-psychotic major depressive disorder and who agreed to participate in interviews at admission and 2 years afterwards (as reported previously by Domken, Scott, & Kelly, 1994; Bothwell & Scott, 1997). At 2 year follow-up, these 24 subjects were categorized according to established criteria into clients meeting criteria for full remission (FR; n=9) and those meeting criteria for partial remission (PR; n=15). The most striking findings were that, over time, PR subjects showed significant loss of self-esteem and showed greater divergence in self-ratings compared to observer ratings of their depressive symptoms, whilst the same ratings in the FR group changed in the opposite direction. We suggest that the persistence of depression in PR subjects may provide evidence to support Teasdale’s (1988) hypothesis that some individuals “get depressed about being depressed”. The research and clinical implications of the results are noted.

Excess body weight and abdominal obesity in relation to selected psychosocial characteristics in primary school children

2019 ◽  
Vol 50 (4) ◽  
pp. 739-750
Author(s):  
Ioannis Vassiloudis ◽  
Vassiliki Costarelli
Keyword(s):  
Body Weight ◽  
Abdominal Obesity ◽  
School Children ◽  
Self Esteem ◽  
Primary School Children ◽  
Excess Body Weight ◽  
Self Perception ◽  
Psychosocial Characteristics ◽  
Content Type ◽  
Anxiety Levels

Purpose The purpose of this paper is to investigate excess body weight and abdominal obesity in relation to selected psychosocial characteristics such as self-perception, self-esteem and anxiety, in primary school children. Design/methodology/approach A school-based cross-sectional study was conducted with a total of 528 students 10-12 years of age, randomly selected, from the area of Athens, Greece. The Greek versions of the self-perception profile for children (SPPC) and the state-trait anxiety inventory for children (STAI-C) questionnaires have been used to determine the children’s self-perception/self-esteem and the status of anxiety, respectively. Standard anthropometric measurements were also taken. Pearson correlation coefficient was used to test for possible linear correlations between data variables. One-way ANOVA and independent t-test were used to determine statistically significant differences between the means of children’s body mass index (BMI) – abdominal obesity groups. For multiple comparisons, Bonferroni post-tests were run. Findings Overweight and obese children and children with abdominal obesity had lower scores in all of the domains of SPPC self-perception, the SPPC global self-esteem and the STAI-C anxiety levels in comparison to normal weight children. BMI and abdominal obesity correlated negatively with each one of the five domains of the SPPC self-perception (p < 0.001) and the SPPC global self-esteem (p < 0.001) and positively with the STAI-C anxiety levels (p < 0.005). One-way ANOVA and independent t-test revealed statistically significant differences between the means of children’s BMI and abdominal obesity groups in all the domains of SPPC self-perception (p < 0.001), the SPPC global self-esteem (p < 0.001) and the STAI-C anxiety levels (p < 0.005). There were no gender differences in the psychometric characteristics assessed in this study. Originality/value Primary school children with excess body weight and abdominal obesity have increased anxiety levels and they score lower in key psychosocial characteristics, in comparison to normal weight children.

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