scholarly journals The Relationship between Children’s Aspiration Profiles and Self-Efficacy, Life Satisfaction, and Academic Achievement

2020 ◽  
Vol 9 (5) ◽  
pp. 77
Author(s):  
Paolo Bozzato
Keyword(s):  
Academic Achievement ◽  
Life Satisfaction ◽  
Self Efficacy ◽  
Self Determination Theory ◽  
Social Self ◽  
The Family ◽  
Adult Lives ◽  
Psychology Literature ◽  
Future Orientations ◽  
The Relationship

Limited research in the psychology literature has addressed the specifics of children’s future orientations. Using a thematic approach, the present study investigates children’s personal aspirations for their adult lives via a questionnaire that addressed (1) the types of aspiration profiles present in a sample of 456 Italian students aged 8–13 and balanced for gender, and (2) how these profiles differ according to demographics, the number of aspirations, academic and social self-efficacy, life satisfaction, and academic achievement. Using cluster analysis, three aspiration profiles emerged, which include individualistic (focused on the possible future self), independent (concentrated on one’s own future family and independence), and social (focused on future friends and the family of origin). The independent profile demonstrated better overall psychological and academic adjustment than did the other two profiles. The article discusses the results of the study using the framework of self-determination theory in the context of Italian society.

scholarly journals The Relationship Between Self-Esteem, Self-Efficacy, Family and Life Satisfaction, Loneliness and Academic Achievement During Adolescence / Odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije

2021 ◽  
Vol 23 ◽  
Author(s):  
Ina Reić Ercegovac ◽  
Toni Maglica ◽  
Maja Ljubetić
Keyword(s):  
Academic Achievement ◽  
Life Satisfaction ◽  
Self Efficacy ◽  
Short Form ◽  
Well Being ◽  
Self Esteem ◽  
Efficacy Beliefs ◽  
Female Adolescents ◽  
The Relationship ◽  
Academic Self Efficacy

This study aimed to explore the relationship between self-esteem, self-efficacy, family and life satisfaction, loneliness and academic achievement during adolescence. A total of 180 male and 301 female adolescents aged 10 to 17 (M=12.45 years, SD=2.66), from two primary and two secondary schools from the city of Split, participated in the study. To achieve the research goal, we administered the general data questionnaire, Self-Efficacy Questionnaire for Children and Adolescents (Vulić Prtorić Sorić, 2006), Family Satisfaction Scale (Vulić Prtorić, 2004), the short-form UCLA Loneliness Scale (Russell, 1996), and the Rosenberg Self-Esteem Scale (Rosenberg, 1965). The results indicated that female adolescents performed better in Croatian than male adolescents, who in turn assessed themselves as being more emotionally efficient than female adolescents. Regarding age, preadolescents were more satisfied, performed better academically, and exhibited higher levels of academic self-efficacy and self-esteem than older adolescents. The results of the regression analysis showed that higher academic self-efficacy and lower emotional self-efficacy were the strongest predictors of academic achievement. Research findings suggest that higher self-esteem and self-efficacy beliefs in all domains could have a protective role in well-being of adolescents and, finally, they point to the importance of developing high self-efficacy beliefs, especially academic ones, for academic achievement.Key words: academic achievement; adolescence; self-concept; satisfaction, loneliness---Ovim istraživanjem nastojalo se ispitati odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije. U istraživanju je sudjelovalo ukupno 180 adolescenata i 301 adolescentica u dobi od 10 do 17 godina (M = 12,45 godina, SD = 2,66), iz dvije osnovne i dvije srednje škole iz Splita. Kako bismo ostvarili cilj istraživanja, koristili smo sljedeće instrumente: Upitnik općih podataka, Upitnik samoučinkovitosti djece i adolescenata (Vulić Prtorić i Sorić, 2006), Skalu obiteljskoga zadovoljstva (Vulić Prtorić, 2004), kratki oblik Skale usamljenosti Sveučilišta u Kaliforniji (UCLA) (Russell, 1996) i Opću skalu samopoštovanja (Rosenberg, 1965). Rezultati pokazuju da su adolescentice bolje u Hrvatskom jeziku od adolescenata, koji su procijenili da su emocionalno učinkovitiji od ženskih adolescenata. S obzirom na dob, predadolescenti bili su zadovoljniji, imali bolju akademsku izvedbu i pokazivali više razine akademske samoučinkovitosti nego stariji adolescenti. Rezultati regresijske analize naglasili su višu akademsku samoučinkovitost i nižu emocionalnu samoučinkovitost kao najsnažnije prediktore akademskoga postignuća. Rezultati istraživanja pokazuju da više samopoštovanje i viša uvjerenja u samoučinkovitost u svim domenama mogu očuvati dobrobit adolescenata. Osim toga, rezultati ukazuju na važnost razvijanja snažnih uvjerenja u samoučinkovitost, posebno akademsku, za akademsko postignuće.Ključne riječi: adolescencija; akademsko postignuće; samopoimanje; usamljenost; zadovoljstvo

scholarly journals Investigating the Relationship between Theory of Mind Ability and Academic Achievement and Self-Efficiency of Students with Conduct Disorder in Ardabil

2016 ◽  
Vol 10 (11) ◽  
pp. 167
Author(s):  
Soheila Imanparvar ◽  
Ali Khademi
Keyword(s):  
Academic Achievement ◽  
Theory Of Mind ◽  
Conduct Disorder ◽  
Self Efficacy ◽  
Pearson Correlation ◽  
Behavioral Disorder ◽  
Cluster Sampling ◽  
Social Self ◽  
Multi Stage ◽  
The Relationship

The aim of this study was to determine the relationship between theory of mind ability and academic achievement and self-efficacy of students with conduct disorder in Ardabil. This descriptive study is correlational type, and the population of study consisted of all students with conduct disorder in high schools (secondary levels of 7, 8, 9) of Ardabil in March, 2015. Multi-stage cluster sampling method was used which covered 384 person and then Rutter’s behavioral disorders questionnaire form B was put at the disposal of teachers, and among people who were diagnosed with conduct disorder a total of 60 students with conduct disorder were selected as the sample group. Data were collected by the use of a questionnaire regarding self-efficiency in children and adolescents, Hopi’s theory of mind, behavioral disorder questionnaire by Rutter form B and academic records. Obtained information was analyzed by using Pearson correlation coefficient test and regression test. The results showed that there is a significant relationship between theory of mind with academic achievement, self-efficiency, social self-efficiency, academic self-efficiency and emotional self-efficacy (05/0>p). Regression analysis showed that theory of mind can predict significantly about 38% of the variances of academic achievement, 29% of the variances of self-efficiency, 26% of the variances of social self-efficiency, 41% of the variances of academic self-efficacy, and 28% of the variances of emotional self-efficiency in students. Accordingly, it can be concluded that theory of mind can predict academic achievement and self-efficiency in students with conduct disorder and it shows the relationship between these variables.

An Examination of the Relationship of Core Self-Evaluations and Life Satisfaction in College Students With Disabilities

2021 ◽  
pp. 003435522199356
Author(s):  
Susan Miller Smedema ◽  
Deborah Lee ◽  
Muna Bhattarai
Keyword(s):  
College Students ◽  
Life Satisfaction ◽  
Students With Disabilities ◽  
Self Efficacy ◽  
Educational Institution ◽  
Significant Others ◽  
Social Self ◽  
College Students With Disabilities ◽  
Core Self ◽  
The Relationship

For many students with disabilities, the transition from high school to a postsecondary educational institution can be challenging as they navigate a new environment with new or different supports. Recent research has demonstrated strong relationships between core self-evaluations (CSE) and a variety of psychosocial and employment outcomes in individuals with disabilities. The purpose of this study is to test a mediation model of the relationship between CSE and life satisfaction in 195 college students with disabilities. Hayes’ (2018) PROCESS macro for SPSS was used to evaluate the model. The results showed that acceptance of disability, social support from significant others, employment-related self-efficacy, and social self-efficacy partially mediated the relationship between CSE and life satisfaction. The direct effect of CSE on life satisfaction was still significant after controlling for the effects of all mediators. Overall, CSE affected life satisfaction in college students with disabilities, both directly and indirectly through improved disability acceptance, greater support from significant others, increased employment-related self-efficacy, and improved social self-efficacy. Implications of the results to improve life satisfaction in college students with disabilities are discussed.

scholarly journals Financial Self-Efficacy and General Life Satisfaction: The Sequential Mediating Role of High Standards Tendency and Investment Satisfaction

2021 ◽  
Vol 12 ◽  
Author(s):  
Jianping Hu ◽  
Lei Quan ◽  
Yanwei Wu ◽  
Jia Zhu ◽  
Mingliang Deng ◽  
...  
Keyword(s):  
Life Satisfaction ◽  
Positive Psychology ◽  
Self Efficacy ◽  
The Self ◽  
Mediating Role ◽  
General Life Satisfaction ◽  
High Standards ◽  
Psychology Literature ◽  
The Relationship

Important strides have been made toward understanding the relationship between self-efficacy and life satisfaction. However, existing studies have largely focused on work and academic domains, leaving self-efficacy in the finance domain less frequently investigated. The present study applied the self-efficacy construct to the finance domain, namely “financial self-efficacy” (FSE), and tested the sequential mediating roles of high standards tendency and investment satisfaction in the relationship between FSE and general life satisfaction. A total of 323 employees from finance-related businesses completed anonymous questionnaires regarding FSE, high standards tendency, investment satisfaction, and general life satisfaction. Results indicated that FSE influenced general life satisfaction through investment satisfaction, and sequentially through high standards tendency and investment satisfaction. These results provide contributions to the current literature on life satisfaction, and positive psychology literature by shedding light on the roles of high standards tendency and investment satisfaction in the relation between FSE and general life satisfaction.

scholarly journals The Mediating Role of Engagement on the Achievement and Quality of Life of University Students

2021 ◽  
Vol 18 (12) ◽  
pp. 6586
Author(s):  
Inmaculada García-Martínez ◽  
José María Augusto Landa ◽  
Samuel P. León
Keyword(s):  
Quality Of Life ◽  
Academic Achievement ◽  
Life Satisfaction ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
University Students ◽  
Mediational Role ◽  
The Relationship

(1) Background: Academic engagement has been reported in the literature as an important factor in the academic achievement of university students. Other factors such as emotional intelligence (EI) and resilience have also been related to students’ performance and quality of life. The present study has two clearly delimited and interrelated objectives. First, to study the mediational role that engagement plays in the relationship between EI and resilience on quality of life. Secondly, and similarly, to study the mediational role of engagement in the relationship between EI and resilience, but in this case on academic achievement. (2) Methods: For this purpose, four scales frequently used in the literature to measure emotional intelligence, resilience, academic engagement and quality of life were administered to 427 students of the University of Jaén undertaking education degrees. In addition, students were asked to indicate their current average mark as a measure of academic performance. Two mediational models based on structural equations were proposed to analyse the relationships between the proposed variables. (3) Results: The results obtained showed that emotional intelligence and resilience directly predicted students’ life satisfaction, but this direct relationship did not result in academic performance. In addition, and assuming a finding not found so far, engagement was shown to exert an indirect mediational role for both life satisfaction and academic performance of students. (4) Conclusions: The findings of the study support the importance of engagement in the design and development of instructional processes, as well as in the implementation of any initiative.

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