Adoption of Multi-screen Multitasking in Young Generation of China

2020 ◽  
Vol 16 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Shahid Kalim Khan ◽  
Li Guoxin
Keyword(s):  
Social Psychology ◽  
Structural Equation Modeling ◽  
Theoretical Basis ◽  
System Approach ◽  
Structural Equation ◽  
Self Regulation ◽  
Dual System ◽  
Equation Modeling ◽  
Young Generation ◽  
Impulsive Forces

Presently, people are increasingly becoming screen jugglers and frequently involving multitasking through multiple screens. The current study is focused on explaining multi-screen multitasking behavior of the younger generation in China. People like to self-regulate their routine behaviors to be productive and organized. Recent research in social psychology suggests that self-regulation occurs both deliberately and intuitively. This dual system approach of self-regulation promotes the idea that both reflective and impulsive forces are involved in determining human behavior. Owing to this conception, the present research opted for a dual system approach of self-regulation as the theoretical basis. Empirical data has been collected from university students in China and a total of 345 responses have been used for the analysis which has been performed through structural equation modeling in SmartPLS 3.0. The results indicate that the factors of both deliberative and automatic self-regulation are effective in determining multi-screen multitasking behavior.

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.

scholarly journals The Relationship between English Language Learner Characteristics and Online Self-regulation: A Structural Equation Modeling Approach

2020 ◽  
Vol 12 (7) ◽  
pp. 3009 ◽  
Author(s):  
Wei Wang ◽  
Ju Zhan
Keyword(s):  
Structural Equation Modeling ◽  
English Learners ◽  
Structural Equation ◽  
Self Regulation ◽  
Learning Motivation ◽  
Equation Modeling ◽  
English Learning ◽  
Learner Characteristics ◽  
Learner Beliefs ◽  
Learning Anxiety

Learner beliefs, anxiety, and motivation are three common learner characteristics. They have consistently been found to account for language learning performance. Meanwhile, self-regulation is critical in sustaining online learners’ continuous efforts and predicting their learning outcomes. Despite the massive and rapidly increasing number of online English learners, few studies have clarified the assumed relationships between learner characteristics (learner beliefs, anxiety, motivation) and self-regulation in the online English learning context. This study aims to fill the gap by conducting structural equation modeling analysis to examine their relations. To fulfill the research purpose, we adopted the previous questionnaires with sufficient reliability as instruments to evaluate students’ online English learner beliefs, learning anxiety, learning motivation and online self-regulated English learning. The valid responses collected from 425 Chinese undergraduate university students enrolled in an online academic English writing course provided the data source. The results indicated that learner beliefs positively predicted, while learning anxiety negatively predicted, online self-regulated English learning. Online English learning motivation was a mediator in these associations. The findings suggested that stronger learner beliefs of self-efficacy and perceived value of English learning promoted learning motivation and self-regulation. In contrast, higher learning anxiety, such as test anxiety and fear of negative evaluation, harmed learners’ motivation and their online self-regulated English learning.

scholarly journals LEARNING ENVIRONMENT, STUDENTS’ BELIEFS, AND SELF-REGULATION IN LEARNING PHYSICS: STRUCTURAL EQUATION MODELING

2019 ◽  
Vol 18 (3) ◽  
pp. 389-403 ◽  
Author(s):  
Maison Maison ◽  
Syahrial ◽  
Syamsurizal ◽  
Tanti
Keyword(s):  
Structural Equation Modeling ◽  
Learning Environment ◽  
Structural Equation ◽  
Self Regulation ◽  
The Self ◽  
Self Report ◽  
Equation Modeling ◽  
Public High Schools ◽  
Affective Component ◽  
Research Areas

Studies of correlations between students’ beliefs and various aspects of student learning become one of the fastest growing research areas in the field of education and psychology. The aim of the current research was to analyze the correlations between learning environments, students' beliefs, and self-regulation in learning physics through structural equation modeling (SEM). There were 1010 students from the existing five public high schools in Jambi city, Indonesia, participating in the research. Three self-report questionnaires including (1) WIHIC, (2) CLASS, and (3) MSLQ were used to collect the research data. The data analysis showed that students’ beliefs were significantly and positively correlated with multiple dimension of self-regulation in learning physics (critical thinking and peer learning); while the dimension of sense-making and problem-solving ability significantly related to the affective component of self-regulation (test anxiety). However, the dimension of students’ beliefs did not have any significant effect on all of the self-regulation components. Additionally, learning environment dimensions were significantly related to students’ beliefs about physics on the dimension of conceptual connection and related to all of the self-regulation dimensions. Keywords: learning environment, self-regulation, students' beliefs, structural equation modeling.

scholarly journals PENGARUH MOTIVASI INTERNAL DAN EKSTERNAL TERHADAP DIABETES SELF MANAGEMENT DI WILAYAH KECAMATAN GOMBONG KABUPATEN KEBUMEN

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Ernawati Ernawati ◽  
Elsa Pudji Setiawati ◽  
Titis Kurniawan
Keyword(s):  
Diabetes Mellitus ◽  
Structural Equation Modeling ◽  
Structural Equation ◽  
Self Regulation ◽  
Self Care ◽  
Self Management ◽  
Equation Modeling ◽  
Cross Sectional ◽  
Diabetes Melitus

Diabetes Melitus merupakan penyakit kronik, oleh karena itu peran self-management sangat penting dalam perawatan maupun pencegahan komplikasi. Salah satu faktor yang mempengaruhi diabetes self management yaitu motivasi. Tujuan menganalisis dimensi kebutuhan dan keyakinan yang menggambarkan motivasi internal, menganalisis dimensi penghargaan dan harga diri yang menggambarkan motivasi eksternal, menganalisis dimensi diet, aktivitas fisik, pemeriksaan rutin, konsumsi obat, perawatan kaki yang menggambarkan diabetes self management,  menganalisis pengaruh motivasi internal dan eksternal terhadap diabetes self management. Penelitian kuantitatif korelasional,dilaksanakan 12 Februari s.d 6 Juni 2015 di Kecamatan Gombong, Kabupaten Kebumen, sampel 92 responden, teknik proporsional sampling, pendekatan cross sectional. Menggunakan kuesioner karakteristik demografi, Treatment Self-Regulation Questionnaire (TSRQ), The Summary of Diabetes Self Care Activities (SDSCA).  Analisis data menggunakan Structural Equation Modeling (SEM) dengan software Smart-PLS. Hasil menunjukkan dimensi kebutuhan (0,989), keyakinan (0,989) mampu menggambarkan motivasi internal, dimensi penghargaan (0,925), harga diri (0,800) mampu menggambarkan motivasi eksternal. Dimensi diet, aktivitas fisik, pemeriksaan rutin, konsumsi obat,  perawatan kaki mampu menggambarkan diabetes self management. Ada pengaruh signifikan motivasi internal dan eksternal (t-statistik = 3,799 ; 3,117), memberikan pengaruh sebesar 43,10% terhadap diabetes self management (R²=0,431). Motivasi internal dan eksternal berpengaruh terhadap diabetes self management. Penting bagi perawat komunitas untuk melakukan pengkajian dan mengoptimalkan sumber motivasi internal dan eksternal dalam diabetes self management.                                 Kata kunci : Diabetes Mellitus Tipe 2, Diabetes Self Management, Motivasi Eksternal,  Motivasi Internal

scholarly journals Striving to Avoid Inferiority and Procrastination among University Students: The Mediating Roles of Stress and Self-Control

2021 ◽  
Vol 18 (11) ◽  
pp. 5570
Author(s):  
Peter-Yee-Lap To ◽  
Barbara-Chuen-Yee Lo ◽  
Ting-Kin Ng ◽  
Bernard-Pak-Ho Wong ◽  
Anna-Wai-Man Choi
Keyword(s):  
Hong Kong ◽  
Structural Equation Modeling ◽  
University Students ◽  
Structural Equation ◽  
Self Regulation ◽  
Self Control ◽  
Equation Modeling ◽  
Actual Duration ◽  
The Relationship

The current study intended to examine whether the relationship between university students’ striving to avoid inferiority (SAI) and procrastination was serially mediated by stress and self-control. The sample consisted of 154 Hong Kong university students. Their levels of striving to avoid inferiority, stress, self-control, and procrastination were measured by the Striving to Avoid Inferiority Scale (SAIS), the stress subscale of the Depression Anxiety Stress Scales (DASS-21), the Short Self-Regulation Questionnaire (SSRQ), and the General Procrastination Scale (GPS), respectively. The results of structural equation modeling revealed that SAI positively predicted stress, stress negatively predicted self-control, and self-control negatively predicted procrastination. SAI did not directly predict procrastination. The results of bootstrapping analyses supported the hypotheses that the effect of stress on procrastination was mediated by self-control, the effect of SAI on self-control was mediated by stress, and more importantly, the effect of SAI on procrastination was serially mediated by stress and self-control. Further research is suggested to investigate the thoughts and feelings pertinent to procrastination and the actual duration of procrastination among university students.

scholarly journals Structural Relationship among Parent’s Play Participation, Young Children’s Playfulness, Self-regulation and Happiness

2021 ◽  
Vol 59 (1) ◽  
pp. 71-82
Author(s):  
Youseok Choi ◽  
Jiyoung Lim
Keyword(s):  
Structural Equation Modeling ◽  
Correlation Analysis ◽  
Indirect Effects ◽  
Structural Equation ◽  
Pearson Correlation ◽  
Self Regulation ◽  
Descriptive Statistics ◽  
Equation Modeling ◽  
Structural Relationships ◽  
Pearson Correlation Analysis

This study examined the structural relationships among parent’s play participation, children’s playfulness, selfregulation and happiness. In this Study, subjects were 274 children who were 4 through 5 years old. The participants included 274 preschoolers’ parents and their teachers in D city. The parents completed questionnaires regarding parent’s play participation with their children and children’s self-regulation. The teachers completed questionnaires regarding preschoolers’ happiness and playfulness. Data was analyzed using descriptive statistics, pearson correlation analysis and mediation analysis based on structural equation modeling with SPSS 25.0 and AMOS 23.0 program. Also, specific indirect effects were analyzed using AMOS user-defined estimand function. The primary results of this study were as follows. 1) The parent’s play participation had an influence upon children’s playfulness and self-regulation. 2) The children’s playfulness had an influence upon children’s self-regulation and happiness. 3) The children’s self-regulation had an influence upon children’s happiness. 4) Between the parent’s play participation and children’s happiness were mediated by the children’s playfulness and self-regulation. This study revealed that parent’s play participation, children’s playfulness and self-regulation need to be considered simultaneously to explain the level of the children’s happiness. The results highlight the structural relationships among parent’s play participation, children’s playfulness, self-regulation and happiness.

scholarly journals Effect of Family Functioning on Preschoolers’ School Readiness: Mediating Effects of Mothers’ Affective Parenting and Preschoolers’ Self-regulation

2020 ◽  
Vol 58 (1) ◽  
pp. 1-12
Author(s):  
Suji Jung ◽  
Naya Choi
Keyword(s):  
Structural Equation Modeling ◽  
Family Functioning ◽  
School Readiness ◽  
Structural Equation ◽  
Family System ◽  
Panel Study ◽  
Self Regulation ◽  
Equation Modeling ◽  
Korean Children ◽  
Social And Emotional

This study examined if the effect of family functioning on preschoolers’ school readiness can be mediated by mothers’ affective parenting and preschoolers’ self-regulation in the year before children enter elementary school. This study analyzed the 7<sup>th</sup> year data of panel study of Korean children collected by the Korean Institute of Child Care and Education. Statistical analysis included 1,513 pairs of 6-year-old children and mothers. Descriptive statistics analysis, correlation analysis, structural equation modeling, and bootstrapping analysis were conducted using SPSS 22 and Amos 20. The primary findings were as follows. First, the sub-factors of preschoolers’ school readiness composed of children’s social and emotional development, approach to learning, cognitive development and general knowledge, and communication were positively correlated with family functioning, mothers’ affective parenting, and preschoolers’ self-regulation. Second, the result of structural equation modeling showed that the indirect paths from family functioning to preschoolers’ school readiness through mothers’ affective parenting and preschoolers’ self-regulation were significant, while the direct path was insignificant. Third, bootstrapping analysis showed that mothers’ affective parenting and preschoolers’ self-regulation fully mediated the relationship between family functioning and preschoolers’ self-regulation. The findings provide the grounds for families and parents with preschool aged children to implement effective support practices to maintain a functional family system that can promote preschoolers’ school readiness.

Sign in / Sign up

Export Citation Format

Share Document