scholarly journals Exploring the Role of Malaysian Student’s Intrapreneurial Self-Capital in the Relationship between Satisfaction with Life, Academic Performance, and Flourishing

2020 ◽  
Vol 12 (2) ◽  
pp. 580
Author(s):  
Chua Bee Seok ◽  
Pan Lee Ching ◽  
Rosnah Ismail
Keyword(s):  
Academic Performance ◽  
Student Satisfaction ◽  
Undergraduate Students ◽  
Satisfaction With Life ◽  
Mediating Effect ◽  
Self Concept ◽  
Student Academic Performance ◽  
The Relationship ◽  
Significant Direct Effect

Intrapreneurial self-capital is the construct coined by Di Fabio as a core of individual resources used to cope with career and life construction challenges. In this study, we used the model of Individual Differences in Evaluating Life Satisfaction (IDELS) to examine the mediating role of intrapreneurial self-capital in the relationship between life satisfaction and flourishing among Malaysian undergraduate students. The Intrapreneurial Self-Capital Scale (ISCS), Satisfaction with Life Scale (SWLS), and Flourishing Scale were administered to 665 undergraduate students from one of the public universities in Kota Kinabalu, Sabah, Malaysia. The results reported a significant direct effect of student satisfaction with life to flourishing. A significant path coefficient was also found from satisfaction with life and student academic performance to intrapreneurial self-concept providing the support that student satisfaction with life and academic performance has a positive effect on their intrapreneurial self-concept. The coefficients from intrapreneurial self-concept to flourishing was also significant. This provides initial support that an intrapreneurial self-concept may have a positive mediating effect on the relationship between satisfaction with life, academic performance, and flourishing. We found that the indirect effects of satisfaction with life and academic performance on flourishing through intrapreneurial self-concept were significant. These results provided further support for the mediating effect of intrapreneurial self-concept. The analysis also that revealed satisfaction with life was significantly and positively related to flourishing. However, the finding showed no significant direct effect of student academic performance on flourishing.

Explaining Social Disparities in Mathematical Achievement: The Role of Motivation

2016 ◽  
Vol 30 (1) ◽  
pp. 45-63 ◽  
Author(s):  
Katharina Kriegbaum ◽  
Birgit Spinath
Keyword(s):  
Self Efficacy ◽  
Standardized Test ◽  
Mediating Effect ◽  
Self Concept ◽  
Educational Equality ◽  
Mediation Effects ◽  
Mathematical Competence ◽  
International Student Assessment ◽  
The Relationship

This study examined the role of motivation as a mediator of the relationship between parents’ socio–economic status (SES) and children's standardized test achievement in math. We employed a one–year longitudinal approach using Programme for International Student Assessment (PISA) 2003 and a follow–up exam in 2004. The sample consisted of N = 6020 German students (mean age 15.5 years, SD = .55) who continued school after Grade 9 (PISA 2003) and were in Grade 10 at the time of PISA 2004. Children completed measures related to their parents’ SES, math–specific self–concept, task–specific and global self–efficacy, and interest, intelligence and mathematical competence. We found a small to moderate correlation between parents’ SES and children's achievement. All motivational constructs partially mediated the relationship between father's SES as well as a family index for SES (economic, social, and cultural status) and children's mathematical competence, but only math–specific self–concept and self–efficacy were significant mediators for mother's SES. Even when simultaneously considering the mediating effect of children's intelligence and prior achievement, the mediation effects of motivation remained significant. These results are important for our understanding of educational equality. Copyright © 2016 European Association of Personality Psychology

How Depression Stigma Affects Attitude Toward Help Seeking: the Mediating Effect of Depression Somatization

2015 ◽  
Vol 43 (6) ◽  
pp. 945-953 ◽  
Author(s):  
Xia Wang ◽  
Shun Peng ◽  
Huang Li ◽  
Yunshi Peng
Keyword(s):  
Undergraduate Students ◽  
Help Seeking ◽  
Social Stigma ◽  
Mediating Effect ◽  
Chinese College Students ◽  
Clinical Scales ◽  
Mediating Role ◽  
The Social ◽  
The Relationship

We investigated the relationships among the social stigma associated with depression, somatization of depression-related symptoms, and help seeking. Participants were 357 Chinese undergraduate students. Stigma, somatization, and help seeking were measured with a neuropsychological assessment and validated clinical scales. We performed a path (principal components) analysis of the role of somatization as a mediator in the relationship between depression stigma and help seeking, and found that the hypothesized mediation model fit the data well. Our results confirm previous findings on the mediating role of depression somatization in the relationship between depression stigma and attitude towards help seeking. The identification of mediators contributes to the understanding of the mechanisms that prevent help seeking among Chinese college students.

scholarly journals THE RELATIONSHIP BETWEEN ONLINE LEARNING AND STUDENT’S PERFORMANCE IN THE RURAL AREAS IN MALAYSIA - THE MEDIATING ROLE OF PARENT’S SUPPORT

2021 ◽  
Vol 8 (11) ◽  
Author(s):  
Kumaran Kanapathipillai ◽  
Subaneeswasri Narayanan
Keyword(s):  
Online Learning ◽  
Academic Performance ◽  
Rural Areas ◽  
Parental Support ◽  
Teaching And Learning ◽  
Simple Random Sampling ◽  
Mediating Effect ◽  
Mediating Role ◽  
The Relationship

<p>This study was undertaken during the Covid-19 pandemic lockdown to scrutinise the mediating role of parental support on the relationship between online learning and student's academic performance. To realise the objectives, the researchers used the quantitative approach to explore this mediating effect. The population of this study was 7.4 million families who are living in the rural areas in Malaysia. Using the simple random sampling method, 650 parents in rural areas were chosen as the participants in this research. For data collection, closed-ended questionnaires were used by the researchers. Out of the 650 questionnaires, 437 were collected, but only 426 could be used as the respondents did not fully complete the rest. The results of this research illuminated that parent's intervention and support are statistically and significantly necessary during their children's online learning sessions to enhance their children's academic performance during the Covid-19 pandemic. This research can guide academics in public and private education sectors, parents, and the Ministry of Education to focus and upgrade the online learning and teaching methodologies rather than just depending on conventional teaching and learning methodologies. Online learning could be beneficial whenever a catastrophic incident occurs that may disrupt children's education; as such, it would be wise to encourage parents to be always ready for this new way of learning in the new milieu.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0897/a.php" alt="Hit counter" /></p>

scholarly journals Νευρωτισμός και Ψυχική Ανθεκτικότητα: Ο διαμεσολαβητικός ρόλος της Συναισθηματικής Νοημοσύνης

2020 ◽  
Vol 24 (2) ◽  
pp. 182
Author(s):  
Παναγιώτης Ηλιόπουλος
Keyword(s):  
Emotional Intelligence ◽  
Undergraduate Students ◽  
Psychosocial Adjustment ◽  
Significant Negative Correlation ◽  
Mediating Effect ◽  
Alternative Methods ◽  
Psychological Resilience ◽  
Personality Dimension ◽  
The Relationship

Psychological resilience refers to the capacity of individuals to cope with and successfully manage adversities. Given the links between Neuroticism as a personality dimension, Emotional Intelligence (EI) and Resilience, the present study examined the mediating role of EI in the relationship between Neuroticism and Resilience. The sampleconsisted mostly of undergraduate students (mean age = 20,55). The Big Five Inventory (BFI) (Benet- Martinez, 1998), the Greek Scale of Emotional Intelligence (GEIS) (Tsaousis, 2008) and the Resilience Scale(RS) (Wagnlid & Young, 1993) were administered to the participants (n = 123). Correlation analyses showed a significant negative correlation between Neuroticism and Resilience, as well as between Neuroticism and EI. Conversely, EI correlated positively with Resilience. As shown by the mediation analysis, ΕΙ constitutes a significant mediational factor in the relationship between Neuroticism and Resilience, suggesting that theaforementioned link is mainly due to the mediating effect of EI. In conclusion, the results demonstrate the crucial mediational role of emotion-related processes in the effect of personality on psychosocial adjustment, expanding pre-existing findings. However, further research is needed by using alternative methods and considering additional mediators and moderators.

scholarly journals Entrepreneurial Self-Efficacy and Entrepreneurial Intention: The Mediating Role of Entrepreneurship Intentional Self-Regulation among Undergraduate Students

2020 ◽  
Vol 23 (2) ◽  
Author(s):  
Cynthia Elitha ◽  
Debora Eflina Purba
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Self Regulation ◽  
Strong Relationship ◽  
Entrepreneurial Intention ◽  
Mediating Effect ◽  
Mediating Role ◽  
Intentional Self Regulation ◽  
The Relationship

Prior studies have explored the correlation between students’ Entrepreneurial Self-Efficacy and Entrepreneurial Intention, where several studies found a strong relationship between them, while others suggested moderate even weak correlation on it. This research aims to explore the mediating effect of Entrepreneurship Intentional Self-Regulation (EISR) on the relationship between Entrepreneurial Self-Efficacy (ESE) and Entrepreneurial Intention (EI) among undergraduate students in Indonesia. There is a need to explain this concept considering that the emergence of entrepreneurs is one of the government’s priorities in Indonesia. Data were collected from 299 undergraduate students on their final year of studies from eight universities which provide entrepreneurship education in Jakarta and Bandung. Hayes’s PROCESS Macro in SPSS was used to analyse the effect and showed that  Entrepreneurship Intentional Self-Regulation (EISR) was fully mediated the relationship between Entrepreneurial Self-Efficacy and Entrepreneurial Intention among undergraduate students in Indonesia.

scholarly journals Academic resilience as mediator of multidimensional perfectionism and academic performance among gen-Z undergraduate students

2019 ◽  
Vol 8 (4) ◽  
pp. 637
Author(s):  
Owen Ze Hua Choo ◽  
Kususanto Ditto Prihadi
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Protective Factor ◽  
Academic Resilience ◽  
First Year ◽  
Undergraduate Program ◽  
Age Range ◽  
Relationship Of ◽  
The Relationship

<span>This study focused on the relationship of </span><span lang="IN">two</span><span> dimensions of perfectionism (perfectionistic strivings, and perfectionistic concerns) and academic performance, with the role of academic resilience as mediator. Participants including 132 undergraduate students form age range 18 to 25, from first year to fifth year in their studies mainly from a Malaysian psychology undergraduate program were asked to fill questionnaires containing measures for perfectionism, academic resilience and academic performance. Although only partial mediations occurred, both hypotheses where academic resilience would mediate relationships between both dimensions of perfectionism and academic performance were supported. Findings suggested that other variables aside academic resilience could have played a role in predicting perfectionist’s academic performance. Findings also suggested interplay of academic performance acting as both protective factor and outcome of academic resilience.</span>

Teacher Professional Training and Student Academic Performance at an University from Lima, 2016 [Formación Profesional Docente y Rendimiento Académico en Estudiantes de una Universidad de Lima, 2016]

2019 ◽  
Vol 1 (2) ◽  
pp. 116
Author(s):  
Jorge Luis Torres Ugaz
Keyword(s):  
Veterinary Medicine ◽  
Academic Performance ◽  
Educational System ◽  
Professional Training ◽  
Student Academic Performance ◽  
Teacher Professional ◽  
Study Methodology ◽  
The Relationship

This work emphasizes the teaching work in the progress of the educational system. The objective was to determine the relationship between the Teacher Professional Training and the Academic Performance of the students of Veterinary Medicine and Zootechnics of an University of Lima, Perú. The study methodology was correlational, the sample was 6 teachers and 72 students. The teachers were surveyed and the students were evaluated through the minutes. A mean and direct correlation of 44.05% was obtained between the variables studied.

Gender and belief factors on attitude towards Social and Environmental Accounting (SEA)

2009 ◽  
Vol 6 (2) ◽  
pp. 51
Author(s):  
Salina Abdullah ◽  
Ern Chen Loo
Keyword(s):  
Natural Resources ◽  
Undergraduate Students ◽  
Environmental Issues ◽  
Environmental Accounting ◽  
Future Generations ◽  
Business And Society ◽  
Four Dimensions ◽  
Sustain Ability ◽  
The Relationship

Research on social and environmental accounting (SEA) has mainly concentrated on disclosure of SEA by corporate bodies, where investigations on ones attitude towards SEA are rarely discussed. SEA is a medium that develops relationships between business and society, community and nature. In addition, SEA involves a concept of sustain ability; where natural resources need to be sustained for the needs of future generations (Alhabshi et al., 2003). SEA also tries to recognise the role of accounting in sustainable development and the use of environmental resources. There are arguments that the young generations today are not fully aware of preserving these natural resources as well as handling social and environmental issues wisely. This perhaps link closely to their belief and cultural background. Hence, this paper examines the influence of gender and belief factors on the undergraduate students’ attitude towards SEA. Four dimensions of belief (fixed ability, quick learning, simple knowledge and certain knowledge) proposed by Schommer (2005) were adapted to analyse how belief factors have influence on their attitude towards SEA. An independent sample t-test was used to examine the relationship between gender and students’ attitude towards SEA. Spearmen’s correlation was employed to show the relationship between belief and attitude towards SEA. The results revealed that gender differences did not show influences on their attitude towards SEA. It was found that there is a significant relationship between belief and students’ attitude towards SEA. Students who believe on the importance of SEA tend to report positive attitude towards SEA. Perhaps findings of this study may provide some information on the SEA education and further be incorporated in the syllabus.

Hearing Vocation Differently

2018 ◽  
Keyword(s):  
Undergraduate Students ◽  
Affective Learning ◽  
College Campuses ◽  
Deep Roots ◽  
Academic Field ◽  
Multiple Voices ◽  
Faith Traditions ◽  
Future Direction ◽  
The Relationship

Colleges and universities have begun using the language of vocation and calling to help undergraduates think about the future direction of their lives. This language has been employed in both secular and religious contexts, but it has deep roots in a specific theological tradition. Given the increasingly multi-faith context of undergraduate life, many have asked whether this originally Christian terminology can truly become a new vocabulary for higher education. This volume’s 13 contributing scholars identify with a wide variety of faith traditions, including Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism. Some claim more than one tradition; others would claim none. Rather than seeking to “translate” Christian language into other perspectives, they reflect on various facets of vocation from the standpoint of their own traditions. Both individually and collectively, they seek to expand the range of vocational reflection and discernment well beyond its traditional Christian origins, addressing themes such as religious pluralism and difference, the importance of multiple voices, the role of affective learning, the relationship between process and result, and the development of an integrated life. The authors recognize that all undergraduate students—regardless of their academic field, religious background, or demographic identity—need to make space for reflection, to overcome obstacles to vocational discernment, and to consider the significance of their own narratives, beliefs, and practices. Accomplishing these goals will require college campuses to reimagine their curricular and co-curricular programming in order to support their students’ interfaith reflections on issues of meaning and purpose, as well as personal identity.

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