Physics and Cognitive-Emotional-Metacognitive Variables

2009 ◽  
pp. 379-390
Author(s):  
Sarantos I. Psycharis
Keyword(s):  
Undergraduate Students ◽  
Negative Emotion ◽  
Self Esteem ◽  
Department Of Education ◽  
Learning Performance ◽  
Cognitive Variables ◽  
Psychological Variables ◽  
Teaching Unit ◽  
Regulation Of Cognition ◽  
The University

In our study we collected data with respect to cognitive variables (learning outcome), metacognitive indicators (knowledge about cognition and regulation of cognition) psychological variables (self-esteem) and emotional variables (motives, anxiety). The teaching sequence was implemented using the CTAT authoring tool and the basic teaching unit was referred to fundamental concepts in Mechanics for 20 4th year undergraduate students enrolled in the course «Ápplied Didactics in Natural Sciences» of the University of the Aegean-Department of Education. Analysis of the results shows that anxiety (a negative emotion) can be reduced using CTAT , there is a transfer from extrinsic to intrinsic motivation while metacognitive indicators as well as learning performance can be improved using CTAT . The interactivity of the learning environment influences also self esteem and the results are presented.

scholarly journals Comparison of Creativity and Self-Esteem in Students with Employed and Household Mothers

2017 ◽  
Vol 10 (2) ◽  
pp. 63
Author(s):  
Maryam Safara ◽  
Zeinab Blori Alkaran ◽  
Mojtaba Salmabadi ◽  
Najmieh Rostami
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Sampling Method ◽  
Self Esteem ◽  
T Test ◽  
Quality Of Education ◽  
Statistical Population ◽  
Significant Difference ◽  
The University

Objective: The present study was carried out to compare creativity and self-esteem in the university students with employed and household mothers in academic years 2014-2015. Method: This research is a descriptive one which is of comparative-casual type. The statistical population includes all undergraduate students of Azad universities of Roudhen, Shahr-e Ray Central Tehran and national universities of Al-Zahra, Shahid Beheshti and Vali-e Asr that among them 240 students (120 males and 120 females) were selected by random and available sampling method. To collect the data, Arjmand’s (2003) questionnaire of creativity and Copper-Smith’s (1967) self-esteem questionnaire were used. To test the hypotheses, independent t-test was used. Findings: The results showed that there is a significant difference between self-esteem in students with employed and household mothers. Also, a significant difference was not observed between the rate of creativity in students with employed and household mothers. Conclusion: The results of the present research can be used to provide proper strategies for mothers, instructors, and those who are relevant with educational affairs to enhance the quality of education, to nurture and flourish creativity and self-esteem in individuals.

scholarly journals Enhance the Quality of the University Tutoring Services to Counteract Undergraduate Students’ Educational Failure: A Focus on the Department Of Education of Roma Tre University

2019 ◽  
Vol 8 (1) ◽  
pp. 52-60
Author(s):  
Marco Burgalassi ◽  
Giovanni Moretti ◽  
Arianna Giuliani ◽  
Arianna Lodovica Morini
Keyword(s):  
Undergraduate Students ◽  
Longitudinal Research ◽  
Educational Process ◽  
Department Of Education ◽  
Educational Failure ◽  
Qualitative And Quantitative ◽  
Admission Test ◽  
The University ◽  
Support Students

Tutoring services are one of the variables which educational research investigates to counteract the educational failure of universities (Topping, 1996; Falchikov & Blythman, 2001; Da Re, 2017). An effective strategy, in order to counteract dropout and delay in achievement of a degree and to promote a positive continuation of studies, is to enhance the quality of the university tutoring services which could support students in their studies with personalized and interactive educational process, providing them with support both on the educational and emotional-motivational levels (Felice, 2005; Álvarez & González, 2008). This paper presents the results of longitudinal research developed at the Department of Education at the Roma Tre University. The research analyzed the academic careers of three cohorts of students (academic years: 2013, 2016 and 2017) with what are defined “Additional Educational Obligations” (OFA) because they had scored an insufficient grade in the admission test and so attended “S.Tu.Di OFA” tutoring service. The objective was to reduce undergraduate students’ educational failure. The results of the research have shown how the innovation of the didactic design has proved to be effective in helping to counter the university students' educational insufficiencies. Both qualitative and quantitative tools were used (Trinchero, 2002; Pellerey, 2011; Semeraro, 2014). Data analysis highlighted the effectiveness of the tutoring actions proposed for students with initial difficulties in studying. Also, the reflections advanced by tutors and students confirmed the importance of continuing to strengthen the university’s offering of formative tutoring.

Attitude of Undergraduate Students Towards Computer-Based Test (CBT)

2012 ◽  
Vol 8 (2) ◽  
pp. 33-45 ◽  
Author(s):  
Adeyinka Tella ◽  
M. T. Bashorun
Keyword(s):  
Undergraduate Students ◽  
Positive Attitude ◽  
Group Discussion ◽  
Case Study Research ◽  
The Other ◽  
Learning Performance ◽  
Attitudinal Survey ◽  
Computer Based ◽  
The University

This study examined the attitude of the students towards computer-based test (CBT) at the University of Ilorin, Nigeria. A case study research design was adopted to carry out the study. The sample consists of 2209 undergraduate students selected from seven out of the ten Faculties that made up the university. Data were collected through a computer based test attitudinal survey (CBTAS) and a focus group discussion. The results demonstrated that; generally, respondents have positive attitude towards CBT. More than average of the respondents prefer CBT to paper and pencil test. Respondents also demonstrate strong perception of increase in their learning performance as a result of taking CBT/examination. On the other hand, problems such as shortage of computers, lack of skills, loss of data in the process of writing CBT, slow network and hazard of reading on the screen were identified.

scholarly journals Transition and adjustment of students to the university environment

2018 ◽  
Vol 34 (11) ◽  
Author(s):  
Katica Lacković-Grgin ◽  
Izabela Sorić
Keyword(s):  
Self Esteem ◽  
Stressful Event ◽  
First Year ◽  
Student Body ◽  
Psychological Variables ◽  
University Environment ◽  
Long Term Consequences ◽  
The University ◽  
Assessment Of Stress

A sample of the student body of the Faculty of Philosophy was given two inquiries: one upon enrolment at the Faculty and another after the first year of study. The aim of the research was to establish the nature of loneliness amongst students, the durability of the effect of moving from home, and the effect of financial and educational burdens on the self-esteem and loneliness of students. The authors desired to establish which of diese variables, coupled with other personal and enviromental factors, reliably prognosticate the student's adjustment to the university. The indicators of adjustment were the satisfaction with achievement and the assessment of stress during the first year of study. The results show that loneliness amongst students is situational which validates the assumption that separation from significant persons is a stressful event but without durable effects on loneliness. Self-esteem was shown to be stable while the effects of educational burdens on self- respect proved lasting. In addition, self-esteem, just as the removal from home, showed itself to be a good predictor both regarding satisfaction with achievement and stress during die first year of study. On the basis of their findings, the authors suggest that in order to investigate the short-termed consequences of entering the university one ought to choose those psychological variables which represent states while for the prediction of long-term consequences traits should be chosen.

Reliability and Factor Validity of a Farsi Version of the Positive and Negative Perfectionism Scale

2009 ◽  
Vol 105 (1) ◽  
pp. 99-110 ◽  
Author(s):  
Mohammad Ali Besharat
Keyword(s):  
Undergraduate Students ◽  
General Health Questionnaire ◽  
Self Esteem ◽  
Cross Cultural ◽  
Consistency Test ◽  
Cultural Validity ◽  
Good Internal Consistency ◽  
Test Retest Reliability ◽  
The University ◽  
Farsi Version

This study investigated reliability and factor validity of a Farsi version of the Positive and Negative Perfectionism Scale in 606 undergraduate students (257 men, 349 women) from the University of Tehran. All participants were asked to complete the scale, along with the General Health Questionnaire (Goldberg, 1972) and the Coopersmith Self-Esteem Inventory (Coopersmith, 1967). Findings indicated good internal consistency, test-retest reliability, and construct validity of the two-factor structure of the Farsi version of the Positive and Negative Perfectionism Scale. These factors were similar to the factors found in previous studies and were accordingly labeled Positive Perfectionism and Negative Perfectionism. The results provide evidence for applicability of the scale and its cross-cultural validity.

Continuity and Change in Women's Characteristics over Four Decades

1980 ◽  
Vol 3 (3) ◽  
pp. 333-347 ◽  
Author(s):  
Paul Mussen ◽  
Dorothy H. Eichorn ◽  
Marjorie P. Honzik ◽  
Stephen L. Bieber ◽  
William M. Meredith
Keyword(s):  
Satisfaction With Life ◽  
Self Esteem ◽  
Social Characteristics ◽  
Analytic Method ◽  
Cognitive Variables ◽  
Personality Variables ◽  
Continuity And Change ◽  
Guidance Study ◽  
The University ◽  
Factor Analytic Method

Fifty-three mothers of participants in the Guidance Study of the Institute of Human Development at the University of California, Berkeley, were rated on 21 cognitive and personality-social characteristics at approximately 30 years of age and again at age 70. As judged by the interage correlations, all 5 of the cognitive variables and 10 of the 16 personality variables, proved to be relatively stable over the 40-year period. Ratings of intelligence, mental alertness, speed of mental processes, use of language, and accuracy in thinking were relatively consistent and the following personality-social characteristics also showed continuity over the 40-year interval: talkativeness, cheerfulness, frankness in discussion, tendency to criticize, excitability, energy level and self-esteem. Ratings of self-assurance, attitude toward child and satisfaction with life showed little stability over this long interval. A new factor analytic method was used to extract 3 factors common to both ages, together with 2 factors specific to age 30 and 3 factors specific to age 70.

Effect of a-Week Summer Camp on the Hopelessness and Self-Esteem of the University Students Attending Sport Sciences Faculty

2018 ◽  
Vol 7 (4) ◽  
pp. 42-49 ◽  
Author(s):  
Korkmaz YİĞİTER ◽  
Hakan TOSUN
Keyword(s):  
University Students ◽  
Summer Camp ◽  
Pearson Correlation ◽  
Self Esteem ◽  
Female Students ◽  
T Test ◽  
Significance Level ◽  
Significant Difference ◽  
Post Test ◽  
The University

The aim of this study is to investigate the effects of participation in a 1-week summer camp on thehopelessness and self-esteem of the university students attending Sport Sciences Faculty. Participants were 36university students assigned to experiment group using a random procedure. Coopersmith Self-esteem and Beck Hopelessness Scales were completed at the beginning and end of the summer camp by designed the university. The obtained data were analysed in the SPSS 18.0 program and the significance level was taken as 0.05. The descriptive statistics, independent simple t test, paired simple t test and Pearson correlation were used for analyse the data in the study. According to the results of the research, no significant difference was observed in the comparison of the hopelessness and self-esteem levels between pre and post-test. In addition, there was a significant difference in the hopelessness level of male and female students but any significant difference was not observed in terms of self-esteem. There was a significant relationship between hopelessness and self-esteem pre and post-test. These result shows that a 1-week summer camp cannot change the hopelessness or self-esteem level. However, as the self-esteem rises, the rate of despair decreases whereas as the despair rises, the selfesteem decreases.

How success enhances self-serving bias: A multinomial process model of the Implicit Association Test

2019 ◽  
Vol 47 (7) ◽  
pp. 1-9 ◽  
Author(s):  
Zhongyang Wang ◽  
Yi Li ◽  
Zheng Jin ◽  
Timothy Tamunang Tamutana
Keyword(s):  
Undergraduate Students ◽  
Implicit Association Test ◽  
Process Model ◽  
Self Esteem ◽  
Regulation Mechanism ◽  
Implicit Association ◽  
Desirable Outcome ◽  
Subsequent Application ◽  
External Forces ◽  
Better Than

Self-serving bias is individuals' belief that leads them to blame external forces when bad things happen and to give themselves credit when good things happen. To evaluate how underlying evaluative associations toward the self or others differ between individuals, and/or how the regulation mechanism of the influence of such associations differs, we used a multinomial process model to measure the underlying implicit self-esteem in these processes with 56 Chinese undergraduate students. The results indicated that participants assessed themselves as being better than others when their performance was followed by a desirable outcome. Subsequent application of the quadruple processes showed that both activation of positive associations toward self and regulation of the associations played important roles in attitudinal responses. Our findings may provide a supplementary explanation to that of previous results, promoting understanding of the mechanism underlying self-serving bias.

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