scholarly journals Re-examining the relation of Core self-evaluations and Academic performance: Investigating the mediating role of Cognitive test-anxiety

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Sreeparna Kar ◽  
Keyword(s):  
Academic Performance ◽  
Test Anxiety ◽  
Mediating Effect ◽  
Cognitive Test ◽  
Self Evaluation ◽  
Mediating Role ◽  
Analysis Process ◽  
Cognitive Test Anxiety ◽  
Core Self

The present study attempted to investigate the mediating effect of Cognitive Test-anxiety (CTA) between the relation of Core Self-evaluation (CSE) and academic performance. Sample consisted of 599 class 12 students from different schools in Kolkata belonging to both English and Bengali medium schools and from both science and humanities streams. Subjects were selected according to the inclusion criteria to maintain homogeneity of sample. To carry out mediation analysis PROCESS macro for SPSS by Preacher & Hayes, 2004 was used. Data was analyzed using SPSS 22 version. Results showed CSE positively predicted academic performance which was significantly mediated by CTA. It can be said that CSE being a dispositional variable its relation with academic performance can be strengthened or weakened by underlying cognitive factors, one important among them being CTA which predisposes an individual to experience anxiety in evaluative situations thereby lowering performance.

scholarly journals An Eye for an Eye? Third Parties’ Silence Reactions to Peer Abusive Supervision: The Mediating Role of Workplace Anxiety, and the Moderating Role of Core Self-Evaluation

2019 ◽  
Vol 16 (24) ◽  
pp. 5027
Author(s):  
Jun Huang ◽  
Gengxuan Guo ◽  
Dingping Tang ◽  
Tianyuan Liu ◽  
Liang Tan
Keyword(s):  
Abusive Supervision ◽  
Spillover Effects ◽  
Third Parties ◽  
Theory And Practice ◽  
Mediating Effect ◽  
Self Evaluation ◽  
Mediating Role ◽  
Core Self ◽  
The Relationship

Currently, a few scholars have studied the spillover effects of abusive supervision from third parties’ perspective. However, these limited researches mainly focus on third parties’ explicit behavior response to peer abusive supervision, ignoring their implicit reactions (e.g., silence) and the emotional mechanism among it. To fill the above gaps, drawing on affective events theory, we construct a theoretical model that explains the relationship among peer abusive supervision, third parties’ workplace anxiety, third parties’ silence, and third parties’ core self-evaluation. Multi-wave data from 283 front-line employees (57% male and 43% female; 57.2% are 30 years old and below, 31.1% are 31–40 years old and 11.7% are over 40 years old), who come from eight real estate and insurance companies in China, were used to support our framework. In particular, our empirical results indicated that peer abusive supervision was positively related to third parties’ silence, among which workplace anxiety played a partial mediating role. In addition, third parties’ core self-evaluation moderated the relationship between peer abusive supervision and silence, meanwhile, the mediating role of workplace anxiety. Specifically, the effect of peer abusive supervision on workplace anxiety, and the mediating effect of workplace anxiety, was weaker when the third parties’ core self-evaluation was higher rather than lower. The results contribute to both theory and practice.

Beyond the Big Five: The mediating role of goal orientation in the relationship between core self-evaluations and academic performance

2016 ◽  
Vol 14 (3) ◽  
pp. 273-285 ◽  
Author(s):  
Bart J. Debicki ◽  
Franz W. Kellermanns ◽  
Tim Barnett ◽  
Allison W. Pearson ◽  
Rodney A. Pearson
Keyword(s):  
Academic Performance ◽  
Goal Orientation ◽  
Big Five ◽  
Mediating Role ◽  
Core Self ◽  
The Relationship

scholarly journals Predictors of Workplace Well-Being for Dual-Earner Couples During Covid-19 Pandemic

2021 ◽  
Vol 7 (1) ◽  
pp. 33
Author(s):  
Gisela Oktaria Efi ◽  
Endang Parahyanti
Keyword(s):  
Spousal Support ◽  
Well Being ◽  
Work And Family ◽  
Mediating Effect ◽  
Conservation Of Resources ◽  
Self Evaluation ◽  
Dual Earner ◽  
Work Family ◽  
Core Self

The Covid-19 pandemic has changed the life order of entire community including employees from dual-earner families. Overlapping roles experienced can cause tension and trigger work-family conflicts that can impact workplace well-being. Previous studies had often focused on well-being in general and there was a lack of research related to well-being in dual earner couples during pandemic. This study investigated the predictor role of core self-evaluation and spousal support through mediating role of work family conflict (WFC) on workplace well-being. Based on the conservation of resources theory, we need to identify essential resource to fulfill workplace well-being. Data were collected from 200 employed Jakarta Metropolitan area (Jabodetabek) dual-earners who had at least one child below the age of 13. According to the mediation with two predictors analysis, the mediating effect of WFC can only predict the linkage between core self-evaluation and workplace well-being (β = 0.02, SE =0.02; 95% CI [0.005, 0.061]) but cannot predict the role of spousal support through WFC on workplace well-being (β = 0.00, SE =0.00; 95% CI [-0.002, 0.007]). This finding explained the importance of self-evaluation during pandemic to enhance workplace well-being and buffered negative effect of work and family related burdens.

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>

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