MEDIATORS OF RELATIONSHIPS BETWEEN PROCRASTINATION AND NEUROTICISM

2017 ◽  
Vol 15 (3) ◽  
pp. 0-0
Author(s):  
Katarzyna Markiewicz
Keyword(s):  
Undergraduate Students ◽  
Time Management ◽  
Well Being ◽  
Mediating Effect ◽  
Self Control ◽  
Clinical Settings ◽  
Polish Version ◽  
Polish Adaptation ◽  
Personality Features ◽  
Failure Evaluation

Background: Procrastination means delaying action, which creates serious problems both in academic, work, and clinical settings since it leads to reduced performance levels, and gives rise to psychological distress resulting in lower levels of health and well-being. Therefore, it is imperative to acquire a better know ledge of its reasons and relationships with psychological factors. Yet, the nature of those rela tionships remains am biguous. One of reasons is that many fac tors considered as causes of procrastination work as mediators, modify ing the relationships of procrastination with other factors. Hence, the present study aimed at delineating the factors, which might have a mediating effect upon the interface of procrastination with personality features. Material/Methods: Undergraduate students (n=62) participated in the study. The participation was voluntary and anonymous. A self-constructed Questionnaire of Predictors of Procrastination (QPP), a Polish version of the NEO-FFI test, and a Polish adaptation of the Pure Procrastination Scale (PPS) were administered, and there was no time limit. Results: Positive significant correlations between neurotism and general, decisive, and behavioral procrastination were found. There was also a significant interaction of neuroticism with the fear of failure, evaluation anxiety, low motivation and a lack of persistence as well as a lack of time management. In addition, the tendency to succumb to temptations and distractibility proved to be significantly related with procrastination, which suggests a lack of self-control. Conclusions: The current study confirmed observations that a neurotic personality does not determine procrastination but both those variables do interact. This study also shows that anxiety plays a significant role in starting actions and/or in accomplishing it. This is not only a fear of final evaluation, but the fear following the belief of impossibility to properly deal with a given action. Moreover, a capability of controlling emotions is closely connected with self-control enabling the planning, and organizing of an action, which is one of the main problems of procrastinators.

Managing Stress and School: The Role of Posttraumatic Stress in Predicting Well-Being and Collegiate Burnout

2018 ◽  
Vol 7 (5) ◽  
pp. 342-351 ◽  
Author(s):  
Mallory Lucier-Greer ◽  
Davina Quichocho ◽  
Ross W. May ◽  
Gregory S. Seibert ◽  
Frank D. Fincham
Keyword(s):  
Depressive Symptoms ◽  
Posttraumatic Stress ◽  
Undergraduate Students ◽  
Traumatic Event ◽  
Longitudinal Design ◽  
Positive Association ◽  
Well Being ◽  
Self Control ◽  
Risky Drinking ◽  
School Burnout

Experiencing a traumatic event is generally posited to increase vulnerability. Informed by a stress process framework, this study investigated the relation of posttraumatic stress to depressive symptoms, risky drinking, and school burnout in emerging adulthood, a developmental period during which common behavioral and psychological disorders reach their peak. Whether self-control acts as a mechanism linking posttraumatic stress to these outcomes was also examined. Using a short-term longitudinal design ( N = 373 undergraduate students), we found a direct, positive association between heightened levels of posttraumatic stress and heightened depressive symptoms, risky drinking, and school burnout. Posttraumatic stress was also indirectly linked to depressive symptoms, risky drinking, and school burnout via self-control. Experiences of posttraumatic stress are thought to erode self-control capacity, and depleted self-control is thought to be adversely associated with mental health, decision-making, and school success. Implications for intervention across multiple lines of defense are discussed.

Loneliness, college belongingness, subjective vitality, and psychological adjustment during coronavirus pandemic: Development of the College Belongingness Questionnaire

2021 ◽  
Vol 5 (1) ◽  
pp. 17-31
Author(s):  
Gökmen Arslan
Keyword(s):  
College Students ◽  
Psychological Adjustment ◽  
Undergraduate Students ◽  
Psychological Health ◽  
Well Being ◽  
Mediating Effect ◽  
Subjective Vitality ◽  
Healthy Development ◽  
Adverse Experiences ◽  
Health And Well Being

Loneliness is a serious risk factor for healthy development and flourishing. Although loneliness has been revealed to play an important role in psychological health and well-being, little is known about moderating and mitigating mechanisms underlying this association, especially during adverse experiences (e.g., COVID-19 pandemic). The current study purposed to explore whether subjective vitality mediated the association of loneliness with psychological adjustment and whether college belongingness moderated the mediating effect of subjective vitality on students’ adjustment in the context of loneliness. The study sample comprised 333 undergraduate students (69% female) from a public university in Turkey. They ranged in age between 19 and 41 years (M= 21.94, SD= 4.15). Findings from mediation analysis revealed that loneliness had a significant predictive effect on subjective vitality and psychological adjustment challenges. Subjective vitality also mediated the effect of loneliness on the psychological adjustment of college students. Further, college belongingness moderated the mediating effect of subjective vitality on adjustment and had a protective effect on the association between loneliness and subjective vitality in college students. These results indicate that subjective vitality and college belongingness are important mechanisms that may help develop prevention and intervention strategies to foster students’ psychological health and well-being in university settings.

scholarly journals Love Forgiveness and Subjective Well-Being in Chinese College Students: The Mediating Role of Interpersonal Relationships

2021 ◽  
Vol 12 ◽  
Author(s):  
Tianyi Cheng ◽  
Qiyi Lin ◽  
Hong Fu
Keyword(s):  
College Students ◽  
Interpersonal Relationships ◽  
Undergraduate Students ◽  
Interpersonal Relationship ◽  
Well Being ◽  
Mediating Effect ◽  
Subjective Well Being ◽  
Chinese College Students ◽  
Mediating Role ◽  
Intermediary Role

Love forgiveness is categorized as forgiveness in a specific relationship, which is the tendency of individuals to forgive the objects of their interpersonal relationships. We investigated 831 undergraduate students in China with a love forgiveness questionnaire, a subjective well-being questionnaire and an interpersonal relationship comprehensive diagnostic, including demographic variables. Students of different genders and grades showed significant differences across the three questionnaires. There were significant correlations between love forgiveness, interpersonal relationships, and subjective well-being of Chinese college students. Interpersonal relationships played an intermediary role between love forgiveness and subjective well-being of Chinese college students. Specifically, whereas Chinese college students’ love forgiveness could directly promote the improvement of subjective well-being, love forgiveness could also indirectly improve subjective well-being through interpersonal relationships. The mediating effect of interpersonal relationships between love forgiveness and subjective well-being accounted for 40.52% of the total effect. This provides a new way of thinking for psychological counselors to approach the intimate relationship problems of college students.

scholarly journals Validation of the Polish version of the Self-reported Experiences of Activity Settings (SEAS) questionnaire

2020 ◽  
Vol 23 (4) ◽  
pp. 4-9
Author(s):  
Aleksandra Kulis ◽  
Beata Batorowicz ◽  
Urszula Chrabota
Keyword(s):  
Time Management ◽  
Human Life ◽  
Well Being ◽  
The Self ◽  
Activity Settings ◽  
Group 4 ◽  
Validation Criteria ◽  
Polish Version ◽  
The Individual ◽  
Study Participants

Introduction: Despite the growing interest in various forms of leisure time management and their influence on various aspects of human life, still not enough attention is paid to understanding individual experiences of participation in classes. It is important not only what we do, but also how the activity affects overall well-being, functioning and role play in society. Objective: The aim of this work is to present the process of validation of the Polish version of the Self-reported Experiences of Activity Settings (SEAS) questionnaire. Material and methods: The study was conducted in a group of 153 people aged 10-22 years (mean 15.5 ± 3.3). The study participants were divided into four groups. The process of translation and cultural adaptation was carried out according to international rules developed by ISPOR. Results: The alpha Cronbach index for the whole questionnaire was 0.953. The internal alpha Cronbach index for question groups in the Polish version of the TeDeMAR questionnaire was higher or equal to 0.70 and close to the values of this index in the English version of the questionnaire. The results of the constancy test performed in group 4 showed no statistically significant differences (p>0.05) between the individual question groups. Conclusions: The TeDeMAR questionnaire, as the Polish version of the SEAS questionnaire, met all validation criteria.

scholarly journals DO TIME MANAGEMENT FACTORS IMPEDE STUDENTS’ ACADEMIC ACHIEVEMENT? : A CASESTUDY – SOHAR UNIVERSITY, OMAN

2020 ◽  
Vol 8 (4) ◽  
pp. 210-212
Author(s):  
Farooq Salman Alani ◽  
Firdouse Rahman Khan ◽  
Abdulrazzaq Tuama Hawas
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Time Management ◽  
Research Work ◽  
Self Control ◽  
Cluster Sampling ◽  
Performance Achievement ◽  
Management Factors ◽  
The Impact ◽  
Practical Implications

Purpose: The objective of the research study is to critically analyze the factors impeding time management towards students’ academic performance achievement. Design/methodology/approach: The study was carried out using a well-defined questionnaire collecting samples from 164 undergraduate students studying in the Faculty of Business, Sohar University, Sultanate of Oman from a population of 700 undergraduate students. For the study, the cluster-sampling method was adopted. SPSS was used to perform the statistical analysis. Findings: The empirical results reveal that none of the claimed factors related to time management influence the academic performance of the students. The students’ performance is purely based on their efforts and on their own self-management. Thus, it was concluded that it is the responsibility of the students to manage their time for which they should make their own plans. Practical Implications: The study confirms that the student's stay at the hostel facilitates them to improve their academic performances. It is also interpreted that the students are carried away by the domestic work during their stay at home, parents should take utmost not to deprived of their time for study. Parents should make necessary arrangements to reduce their travel time. Students should have their own self-control and self-commitment to manage and plan their own time for study purposes. Originality/value: The research work is of its first kind as it focuses on the impact of time management factors on the academic performances of the students.

scholarly journals Hubungan Kelekatan Ayah dan Kontrol Diri dengan Kesejahteraan Subjektif serta Kesejahteraan Psikologis sebagai Mediator pada Mahasiswa

2021 ◽  
Vol 26 (2) ◽  
pp. 397-412
Author(s):  
Muhammad Novvaliant Filsuf Tasaufi ◽  
Syarifah Naimi Anisa ◽  
Nasifah Rahmi ◽  
Audiht Jasmine Sabrina
Keyword(s):  
Undergraduate Students ◽  
Satisfaction With Life ◽  
Control Variable ◽  
Well Being ◽  
Self Control ◽  
Satisfaction With Life Scale ◽  
Subjective Well Being ◽  
Psychological Well Being ◽  
Life Scale ◽  
The Relationship

Every individual always faces problems, as well as undergraduate students. The problems are usually related to academic and non-academic issues which require the ability to manage and control themselves, so they are not overwhelmed by these problems. Father attachment can help undergraduate students in overcoming various kinds of problems. This study aims to examine the dynamics of these undergraduate students that focus on the relationship between fatherhood attachment and self-control in which subjective well-being (SWB) and psychological well-being (PWB) mediate among students in Yogyakarta. The subjects of this study were undergraduate students who lived in Yogyakarta (N = 245). This study uses five scales, two scales for the subjective well-being variable, one for the psychological well-being variable, one for the self-control variable and one for the fatherhood attachment variable. The scales used include (a) Satisfaction with Life Scale created by Diener et al (1985); (b) Positive and Negative Affect Scales by Watson et al (1988); (c) Ryff's Psychological Well-Being Scale developed by Ryff (1989); (d) Self-Control Scale from Tangney et al (2004); and (e) The fatherhood attachment scale developed by Armsden & Greenberg (1987). The data were then analyzed using mediation analysis techniques through the JASP application. The results showed that fatherhood attachment did not have a direct effect on self-control, but subjective well-being and psychological well-being could act as mediators of the relationship between fatherhood attachment and self-control.

scholarly journals Academic Stress and Drug Abuse as Factors Inhibiting Psychological Well-Being Among Undergraduates: It’s Counselling Implications

2017 ◽  
Vol 13 (8) ◽  
pp. 60
Author(s):  
Bukoye, Roseline Olufunke
Keyword(s):  
Drug Abuse ◽  
Undergraduate Students ◽  
Time Management ◽  
Rank Order ◽  
Well Being ◽  
Academic Stress ◽  
Chi Square ◽  
Psychological Well Being ◽  
Text Anxiety ◽  
Significant Factors

The study examined Academic Stress and drug abuse as factors inhibiting psychological well-being among undergraduate students and its counselling implications. Three faculties in IBB University were purposively selected for the study and 90 students were randomly selected in the three faculties for the study. Three instruments (PPPWQ, ASRS. and DAST.) that were validated by experts and with confirmed reliabilities were used for the study. Each instrument was administered on the respondents and retrieved by the researcher with the efforts of 3 research assistants.Simple percentage, Rank order and chi-square were used for bio-data and the analysis of data respectively. The findings revealed that, lack of time management, text anxiety, uncoverage of course contents and difficult in course component are the causes of academic stress among students. The intake of drugs makes the students feel lonely, sexual urge, Bullying, poor Odour, among others, Sweating, accelerated heart rate, trembling, maladjustment, fear of failure, among others are the nasty effects of academic stress and drug abuse on their personalities as such, inhibiting their psychological well-being. It was vividly seen that academic stress and drug abuse are significant factors that inhibit psychological well-being of students. Based on the findings, the counsellor could use systematic desensitization technique to discourage drug use among students and seminars, advocacy programmes, among others, are recommended to help the students.

scholarly journals Loneliness, college belongingness, subjective vitality, and psychological adjustment during coronavirus pandemic: Development of the College Belongingness

2020 ◽  
Author(s):  
Gökmen Arslan
Keyword(s):  
College Students ◽  
Psychological Adjustment ◽  
Undergraduate Students ◽  
Psychological Health ◽  
Well Being ◽  
Mediating Effect ◽  
State University ◽  
Subjective Vitality ◽  
Healthy Development ◽  
Health And Well Being

Loneliness is a serious risk factor for healthy development and flourishing. Although loneliness has been revealed to play an important role in psychological health and well-being, little is known about moderating and mitigating mechanisms underlying this association, especially, during adverse experiences (e.g., coronavirus pandemic). The current study purposed to explore whether subjective vitality mediated the association of loneliness with psychological well-being (i.e., psychological adjustment), and whether college belongingness moderated the mediating effect of subjective vitality on students’ well-being in the context of loneliness. The sample of this study comprised of 333 undergraduate students (69% female) from a state university in Turkey. They ranged in age between 19 and 45 years (M= 22.13, SD= 4.55). Findings from mediation analysis revealed that loneliness had a significant predictive effect on subjective vitality and psychological adjustment challenges. Subjective vitality also mediated the effect of loneliness on psychological adjustment of college students. Further, college belongingness moderated the mediating effect of subjective vitality on adjustment and had a protective effect on the association between loneliness and subjective vitality in college students. These results provide evidence suggesting that college belongingness and subjective vitality are important mechanisms that may help to develop prevention and intervention strategies to foster psychological health and well-being of students at university settings

scholarly journals Mindfulness Promotes Online Prosocial Behavior via Cognitive Empathy

2021 ◽  
Vol 18 (13) ◽  
pp. 7017
Author(s):  
Yiqing Lv ◽  
Xiuqing Qiao ◽  
Jie Leng ◽  
Yuanhua Zheng ◽  
Qingke Guo
Keyword(s):  
Prosocial Behavior ◽  
Undergraduate Students ◽  
Perspective Taking ◽  
Well Being ◽  
Cognitive Empathy ◽  
Mediating Effect ◽  
Internet Usage ◽  
Self Report ◽  
Face To Face ◽  
Different Dimensions

Mindfulness plays an important role in promoting prosocial behavior and well-being. With the spread of Internet usage, people’s online prosocial behavior (OPB) has garnered great attention. Based on the link between online and offline behaviors, we predict that mindfulness can also facilitate OPB. We examined the association of mindfulness and OPB and the mediating effect of empathy. A total of 674 Chinese undergraduate students completed self-report measures of these constructs. The results showed that different dimensions of mindfulness predicted empathy, which in turn predicted OPB. Perspective taking was the main mediator in the mindfulness-OPB link. Mindfulness improves receptiveness to others’ needs and feelings, thereby enhancing the willingness to help them, even in none-face-to-face situations.

Sign in / Sign up

Export Citation Format

Share Document