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Alacha HF, Walbridge FC, Harton HC, Vasko JM, Bodalski EA, Rother Y, Lefler EK. Cognitive emotion regulation and learning effectiveness in college students with ADHD symptoms. ANXIETY, STRESS, AND COPING 2024:1-17. [PMID: 39021066 DOI: 10.1080/10615806.2024.2379986] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/06/2023] [Accepted: 07/09/2024] [Indexed: 07/20/2024]
Abstract
BACKGROUND College students with ADHD have difficulties with emotion regulation and have poorer academic skills than peers without ADHD; however, less is known regarding the relation between ADHD symptoms, maladaptive cognitive emotion regulation strategies (CERS), and learning effectiveness. OBJECTIVES We examined whether maladaptive CERS predicted learning effectiveness, and whether this relation was moderated by ADHD symptoms. DESIGN A cross-sectional online survey. METHODS College students (N = 4,183; Mage = 19.24; 70.1% female) at eight universities completed a battery as part of a larger study. RESULTS College students in our elevated ADHD group used significantly more maladaptive CERS and performed worse in three domains of learning effectiveness (i.e., Academic Self-Efficacy [ASE], Organization and Attention to Study [OAS], Stress and Time Press [STP]) than college students in our non-ADHD group. Further, ADHD symptoms moderated the relation between maladaptive CERS and OAS, such that individuals with the highest levels of ADHD symptoms were less impacted by maladaptive CERS. CONCLUSION Increased use of maladaptive CERS is unique to ADHD rather than lack of adaptive CERS. Also, maladaptive CERS and low ADHD symptoms interact to predict poor OAS. Interventions for college students, regardless of ADHD status, should incorporate emotion regulation components to improve learning effectiveness.
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Affiliation(s)
- Helena F Alacha
- Department of Psychological & Brain Sciences, University of Louisville, Louisville, KY, USA
| | - Fayth C Walbridge
- Department of Psychology, University of Southern Mississippi, Hattiesburg, Mississippi, USA
| | - Helen C Harton
- Department of Psychology, University of Northern Iowa, Cedar Falls, Iowa, USA
| | - John M Vasko
- Department of Wyoming, University of Wyoming, Laramie, Wyoming, USA
| | - Elizabeth A Bodalski
- Department of Psychology, University of South Carolina, Columbia, South Carolina, USA
| | - Yvette Rother
- Department of Psychology, University of South Carolina, Columbia, South Carolina, USA
| | - Elizabeth K Lefler
- Department of Psychology, University of Northern Iowa, Cedar Falls, Iowa, USA
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Zhang J, Zheng W, Li H, Hua W, Fu M. Meaning matters: linking proactive vitality management to subjective well-being. THE JOURNAL OF GENERAL PSYCHOLOGY 2024:1-24. [PMID: 38389273 DOI: 10.1080/00221309.2024.2317241] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2023] [Accepted: 02/02/2024] [Indexed: 02/24/2024]
Abstract
Prior research has indicated that positive affect, energy, and vitality are positively related to subjective well-being. Unfortunately, most scholars have overlooked the possibility that individuals may proactively manage their energetic, affective, and cognitive resources to boost their subjective well-being. Grounded in social cognitive theory, the current research focuses on explaining why students' proactive vitality management (PVM) leads to positive outcomes (i.e., meaning in life, subjective well-being) and considers how school support climate moderates these effects. One experimental study (Study 1) and a three-wave lagged survey (Study 2) were conducted to examine the benefits of PVM. The results demonstrated that PVM was positively related to students' meaning in life, further promoting their subjective well-being. Moreover, school support climate accentuated PVM's effect on meaning in life and its indirect effect on subjective well-being via meaning in life. Implications for research and practice are also discussed, along with study limitations and future research directions.
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Affiliation(s)
| | | | - Haihong Li
- Shandong University of Finance and Economics
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Waldeyer J, Dicke T, Fleischer J, Guo J, Trentepohl S, Wirth J, Leutner D. A moderated mediation analysis of conscientiousness, time management strategies, effort regulation strategies, and university students' performance. LEARNING AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.lindif.2022.102228] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Xie J, Wu X, Li J, Li X, Xiao P, Wang S, Zhong Z, Ding S, Yan J, Li L, Cheng ASK. Time management disposition and relevant factors among new nurses in Chinese tertiary hospitals: A cross-sectional study. Front Psychol 2022; 13:956945. [PMID: 36051191 PMCID: PMC9426297 DOI: 10.3389/fpsyg.2022.956945] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2022] [Accepted: 07/22/2022] [Indexed: 11/25/2022] Open
Abstract
Introduction New nurses struggled with time management, which was a prominent theme in safety care for patients. However, the transition training of time management for new nurses was complicated and ignored by clinical managers. The purpose of this study was to understand the level of new nurses’ TMD from a nationwide perspective and detect the influencing factors of the TMD. Materials and methods A cross-sectional study design with a stratified sampling method was sampled in China. Six hundred and seventy new nurses within the first year of employment were recruited. New nurses’ time management disposition, job stressors, self-efficacy, clinical communication competence, and safety behavior were measured by corresponding scales. Results New nurses showed the best sense of time’s value, followed by the sense of time efficacy and time monitoring view for time management disposition. The related factors of time management disposition were communication skills, safety behavior, job stressors, and being without a preceptor. New nurses’ time management disposition was at a moderate level and they performed worse in time allocation. The highest education, with or without a preceptor, the experience of part-time jobs, and class cadre were significantly influencing the time management disposition of new nurses. Conclusion Nursing managers should pay attention to new nurses’ time management disposition. Reducing the job stressors, improving communication ability, and safe behavior were important measures to improve the time management disposition.
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Affiliation(s)
- Jianfei Xie
- Nursing Department, Third Xiangya Hospital, Central South University, Changsha, China
| | - Xiaoqi Wu
- Xiangya School of Nursing, Central South University, Changsha, China
| | - Jie Li
- Xiangya School of Nursing, Central South University, Changsha, China
| | - Xiaolian Li
- Xiangya School of Nursing, Central South University, Changsha, China
| | - Panpan Xiao
- Xiangya School of Nursing, Central South University, Changsha, China
| | - Sha Wang
- Nursing Department, Third Xiangya Hospital, Central South University, Changsha, China
| | - Zhuqing Zhong
- Nursing Department, Third Xiangya Hospital, Central South University, Changsha, China
| | - Siqing Ding
- Nursing Department, Third Xiangya Hospital, Central South University, Changsha, China
| | - Jin Yan
- Nursing Department, Third Xiangya Hospital, Central South University, Changsha, China
- *Correspondence: Jin Yan,
| | - Lijun Li
- Xiangya School of Nursing, Central South University, Changsha, China
- Lijun Li,
| | - Andy S. K. Cheng
- The Hong Kong Polytechnic University, Hong Kong, Hong Kong SAR, China
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Online listening responses and e-learning performance. INFORMATION TECHNOLOGY & PEOPLE 2022. [DOI: 10.1108/itp-09-2021-0687] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeThis research investigates the impact of learners' non-substantive responses in online course forums, referred to as online listening responses, on e-learning performance. A common type of response in online course forums, online listening responses consist of brief, non-substantive replies/comments (e.g. “agree,” “I see,” “thank you,” “me too”) and non-textual inputs (e.g. post-voting, emoticons) in online discussions. Extant literature on online forum participation focuses on learners' active participation with substantive inputs and overlooks online listening responses. This research, by contrast, stresses the value of online listening responses in e-learning and their heterogeneous effects across learner characteristics. It calls for recognition and encouragement from online instructors and online forum designers to support this activity.Design/methodology/approachThe large-scale proprietary dataset comes from a leading MOOC (massive open online courses) platform in China. The dataset includes 68,126 records of learners in five MOOCs during 2014–2018. An ordinary least squares model is used to analyze the data and test the hypotheses.FindingsOnline listening responses in course forums, along with learners' substantive inputs, positively influence learner performance in online courses. The effects are heterogeneous across learner characteristics, being more prominent for early course registrants, learners with full-time jobs and learners with more e-learning experience, but weaker for female learners.Originality/valueThis research distinguishes learners' brief, non-substantive responses (online listening responses) and substantive inputs (online speaking) as two types of active participation in online forums and provides empirical evidence for the importance of online listening responses in e-learning. It contributes to online forum research by advancing the active-passive dichotomy of online forum participation to a nuanced classification of learner behaviors. It also adds to e-learning research by generating insights into the positive and heterogeneous value of learners' online listening responses to e-learning outcomes. Finally, it enriches online listening research by introducing and examining online listening responses, thereby providing a new avenue to probe online discussions and e-learning performance.
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How Did It Get So Late So Soon? The Effects of Time Management Knowledge and Practice on Students’ Time Management Skills and Academic Performance. SUSTAINABILITY 2022. [DOI: 10.3390/su14095097] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Time management is regarded as an important prerequisite for effective and efficient learning in higher education. However, university students’ time management frequently proves to be deficient, especially with freshman students, who can therefore benefit from appropriate time management interventions. The aim of this study was to compare the effects of an intervention focused on imparting time management knowledge with those of an intervention focused on time management practice. We conducted an experiment with N = 118 university students who took part in a course over the duration of one semester. Participants with a time management deficit at the beginning of the semester (n = 88) were randomly assigned to one of three experimental conditions: (a) time management knowledge, (b) time management practice, (c) control group. Exam scores at the end of the semester were considered as an indicator of participants’ academic performance. The results showed significant time management improvements for both time management intervention groups, but the time management practice group appeared superior. Academic performance was better in the time management practice group also, although the results were inconsistent. The effect of time management practice on academic performance was mediated by students’ time management skills.
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Du Z, Wang F, Wang S, Xiao X. Enhancing Learner Participation in Online Discussion Forums in Massive Open Online Courses: The Role of Mandatory Participation. Front Psychol 2022; 13:819640. [PMID: 35496232 PMCID: PMC9051361 DOI: 10.3389/fpsyg.2022.819640] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2021] [Accepted: 03/14/2022] [Indexed: 11/16/2022] Open
Abstract
Online discussion forums are an essential and standard setup in online courses to facilitate interactions among learners. However, learners’ inadequate participation in online discussion forums is a long-standing challenge, which necessitates instructor intervention and the design consideration of online learning platforms. This research proposes and studies the role of mandatory participation, i.e., learners’ participation in online course forums by instructors’ requirements, in fostering their voluntary participation and boosting their learning performance. This novel effect link between mandatory participation and voluntary participation has not been assessed in previous research. An empirical study is conducted using a large-scale dataset of 27,767 learners from a leading massive open online course (MOOC) platform in China. The findings indicate that besides its direct effect on learning performance, learners’ mandatory participation has a significant positive effect on their voluntary participation in online course forums, enhancing learning performance. Moreover, the effect of mandatory participation on voluntary participation varies across learner groups, being more prominent for early registrants than late registrants and part-time learners than full-time learners. This research contributes to the online learning literature by introducing mandatory participation as a viable approach to foster voluntary participation and boost learning performance through enhanced voluntary participation. It provides evidence on the effectiveness of the novel design feature of MOOC platforms that enables and facilitates the mandatory participation mechanism in online learning.
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Affiliation(s)
- Zhao Du
- Business School of Sport, Beijing Sport University, Beijing, China
- *Correspondence: Zhao Du,
| | - Fang Wang
- Lazaridis School of Business and Economics, Wilfrid Laurier University, Waterloo, ON, Canada
- Fang Wang,
| | - Shan Wang
- Department of Finance and Management Science, University of Saskatchewan, Saskatoon, SK, Canada
| | - Xiao Xiao
- Higher Education Press, Beijing, China
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Boag S. Australian personality research: Past, present, and future prospects. AUSTRALIAN JOURNAL OF PSYCHOLOGY 2020. [DOI: 10.1111/ajpy.12216] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Simon Boag
- Department of Psychology, Macquarie University, Sydney, NSW, Australia,
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Zhang Y, Cao X, Wang P, Wang G, Lei G, Shou Z, Xie S, Huang F, Luo N, Luo M, Bian Y, Zhang J, Xiao Q. Emotional "inflection point" in public health emergencies with the 2019 new coronavirus pneumonia (NCP) in China. J Affect Disord 2020; 276:797-803. [PMID: 32738664 PMCID: PMC7369017 DOI: 10.1016/j.jad.2020.07.097] [Citation(s) in RCA: 24] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/21/2020] [Revised: 07/02/2020] [Accepted: 07/06/2020] [Indexed: 02/08/2023]
Abstract
BACKGROUND The outbreak of the new coronavirus pneumonia (NCP) in Wuhan, Hubei, has caused very serious consequences and severely affected people's lives and mental health. The outbreak will cause bad emotions such as tension, anxiety, fear, and so on. College students who have returned home from school face infection, isolation, and delay in starting school, and thus, their emotional stress should be observed. METHODS This study used self-designed questionnaires and artificial intelligence (AI) to assess and analyze the emotional state of over 30,000 college students during the outbreak period in January (T1) and home quarantine in February (T2). This survey used online questionnaire (www.wjx.cn) to investigate the emotion information of college students. RESULTS In the T1 survey, the "Typhoon Eye Effect" appeared. College students in Hubei are calmer than those outside Hubei in T1. However, in T2, an emotional "infection point" appeared, there was an "Exposure Effect", the negative emotions of students in Hubei largely increased and became higher than students outside Hubei. CONCLUSION This survey found that there is an emotional "infection point" in February among college students, especially in the Hubei area. College students in Hubei are calmer than those outside Hubei in T1. In contrast, college students in Hubei were more nervous and scared than those outside Hubei in T2. This epidemic has caused the students to experience significant pressure and negative emotions. Therefore, universities and society should pay attention to their emotional adjustment, there are some suggestions such as establish the mental health organizations, test students' emotion status regularly.
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Affiliation(s)
- Yan Zhang
- School of Educational Science, Central China Think Tank, Huazhong University of Science and Technology, Wuhan, China.
| | - Xiaochen Cao
- School of Educational Science, Central China Think Tank, Huazhong University of Science and Technology, Wuhan, China
| | - Pu Wang
- Department of Rehabilitation Medicine in The Seventh Affiliated Hospital (Shenzhen), Sun Yat-Sen University, Shenzhen, China; Guangdong Engineering and Technology Research Center for Rehabilitation Medicine and Translation, Guangzhou, China; Institute of medical robots of Shang Hai Jiao Tong University, Shang Hai, China.
| | - Guixiang Wang
- School of Educational Science, Central China Think Tank, Huazhong University of Science and Technology, Wuhan, China; City of College, Wuhan University of Science and Technology, Wuhan, China
| | - Guanghui Lei
- Center of Student Development Research and Guidance, Huazhong University of Science and Technology, Wuhan, China
| | - Zhexing Shou
- Department of Integrated Traditional Chinese and Western Medicine, Union Hospital, Huazhong University of Science and Technology, Wuhan, China.
| | - Simiao Xie
- School of Educational Science, Central China Think Tank, Huazhong University of Science and Technology, Wuhan, China
| | - Fei Huang
- School of Educational Science, Central China Think Tank, Huazhong University of Science and Technology, Wuhan, China
| | - Na Luo
- School of Educational Science, Central China Think Tank, Huazhong University of Science and Technology, Wuhan, China
| | - Mingyan Luo
- School of Educational Science, Central China Think Tank, Huazhong University of Science and Technology, Wuhan, China
| | - Yueran Bian
- School of Educational Science, Central China Think Tank, Huazhong University of Science and Technology, Wuhan, China
| | - Jingyuan Zhang
- Center of Student Development Research and Guidance, Huazhong University of Science and Technology, Wuhan, China
| | - Qiang Xiao
- Hospital of Huazhong University of Science and Technology, Wuhan, China
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Warren JM, Hale RW. Predicting Grit and Resilience: Exploring College Students’ Academic Rational Beliefs. JOURNAL OF COLLEGE COUNSELING 2020. [DOI: 10.1002/jocc.12156] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Sotskov YN, Egorova NG, Matsveichuk NM. Algorithms for planning working time under interval uncertainty. INFORMATICS 2020. [DOI: 10.37661/1816-0301-2020-17-2-86-102] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Abstract
Time-management refers to planning the available time in correspondence with personal goals and preferences of the employee. The criterion for efficient time-management lies in achieving definite goals in minimum possible time. This paper presents a short review of the literature on time-management. It is shown how scheduling theory may be used for optimal planning in time-management. The problem of minimizing the total (average) weighted completion time of the planned jobs by an employee is considered provided that only lower and upper bounds of the possible processing time of each job are known before scheduling. Software for constructing a permutation of the given jobs with the largest relative semi-perimeter of the optimality parallelepiped has been developed. Computational experiment on the computer showed the effectiveness of the developed algorithms for constructing schedules for time-management.
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Affiliation(s)
- Yu. N. Sotskov
- The United Institute of Informatics Problems of the National Academy of Sciences of Belarus
| | - N. G. Egorova
- The United Institute of Informatics Problems of the National Academy of Sciences of Belarus
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Porath M, Rosenblum S. Interaction between time organization and participation dimensions among higher education students. Br J Occup Ther 2018. [DOI: 10.1177/0308022618816641] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Introduction In today's academic world, higher education students from all study areas are expected to simultaneously cope with a variety of assignments, which increases stress levels. This tension may affect productivity, health and quality of life. Hence, it is important for students to adopt effective time organization and management techniques. This study aims to characterize time organization and participation dimensions, and the relationships between those dimensions among undergraduate students. Method The research sample consisted of 60 undergraduate students who completed several questionnaires: demographic, time organization and participation scales assessing daily time organization; an occupational questionnaire; and additional questions for assessing further daily participation dimensions that are unique to students. Results Time-organization ability related to and maintained a predictive relationship with individual daily participation aspects. Particularly, academic and daily routine constituted a majority (44%) of the students' time. Regression analysis indicated that the way the students' daily activities were organized in terms of time use explained between 12% and 18% of the variance of daily participation dimensions as performance, enjoyment and motivation levels. Conclusion Time-organization abilities significantly affected students' participation dimensions. Further research is recommended to help develop an assessment and intervention programme suiting student needs and enhancing their productivity potential and wellbeing.
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Affiliation(s)
- Merav Porath
- ‘AHAVA’ Special Education School for Students with Complex Learning, Emotional and Behavioral Difficulties due to Environmental Neglect and Abuse, Israel
| | - Sara Rosenblum
- The Laboratory of Complex Human Activity and Participation (CHAP), Department of Occupational Therapy, Faculty of Social Welfare & Health Sciences, Haifa University, Israel
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Islam S, Permzadian V, Choudhury RJ, Johnston M, Anderson M. Proactive personality and the expanded criterion domain of performance: Predicting academic citizenship and counterproductive behaviors. LEARNING AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.lindif.2018.05.016] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
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Öksüz E, Guvenc G, Mumcu Ş. Relationship Between Problematic Internet Use and Time Management Among Nursing Students. Comput Inform Nurs 2018; 36:55-61. [DOI: 10.1097/cin.0000000000000391] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Exhibiting achievement behavior during computer-based testing: What temporal trace data and personality traits tell us? COMPUTERS IN HUMAN BEHAVIOR 2017. [DOI: 10.1016/j.chb.2017.05.036] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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Matthews G. Cognitive-Adaptive Trait Theory: A Shift in Perspective on Personality. J Pers 2017; 86:69-82. [DOI: 10.1111/jopy.12319] [Citation(s) in RCA: 64] [Impact Index Per Article: 9.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
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Ganguly S, Kulkarni M, Gupta M. Predictors of academic performance among Indian students. SOCIAL PSYCHOLOGY OF EDUCATION 2017. [DOI: 10.1007/s11218-016-9345-y] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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What is students' ideal university instructor personality? An investigation of absolute and relative personality preferences. PERSONALITY AND INDIVIDUAL DIFFERENCES 2016. [DOI: 10.1016/j.paid.2016.06.068] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Rikoon SH, Brenneman M, Kim LE, Khorramdel L, MacCann C, Burrus J, Roberts RD. Facets of conscientiousness and their differential relationships with cognitive ability factors. JOURNAL OF RESEARCH IN PERSONALITY 2016. [DOI: 10.1016/j.jrp.2016.01.002] [Citation(s) in RCA: 56] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Oliveira CTD, Carlotto RC, Teixeira MAP, Dias ACG. Oficinas de Gestão do Tempo com Estudantes Universitários. PSICOLOGIA: CIÊNCIA E PROFISSÃO 2016. [DOI: 10.1590/1982-3703001482014] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Resumo Buscou-se descrever a experiência de oficinas de gestão do tempo realizadas junto a acadêmicos de uma universidade pública no interior do Rio Grande do Sul. Foram realizados oito encontros com o objetivo de avaliar e discutir a forma como os participantes costumam organizar o seu tempo. Participaram 85 alunos de graduação e pós-graduação. Os tópicos abordados incluíram estratégias utilizadas para organização, identificação de problemas, metas e objetivos e oferecimento de dicas. Foram descritos os procedimentos e as ferramentas utilizadas nas oficinas. As dificuldades vivenciadas pelos estudantes estavam relacionadas à procrastinação, à incapacidade de dizer “não” às demandas alheias, à carga horária de seus cursos e à conciliação entre estudos, convivência familiar e lazer. A participação na oficina foi um primeiro momento de reflexão sobre a temática para muitos participantes. Pesquisas que investiguem os “motivos” das dificuldades na gestão do tempo nessa população podem subsidiar futuras intervenções junto a esse público.
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Conscientiousness in Education: Its Conceptualization, Assessment, and Utility. THE SPRINGER SERIES ON HUMAN EXCEPTIONALITY 2016. [DOI: 10.1007/978-3-319-28606-8_7] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
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Douglas HE, Bore M, Munro D. Coping with University Education: The relationships of Time Management Behaviour and Work Engagement with the Five Factor Model Aspects. LEARNING AND INDIVIDUAL DIFFERENCES 2016. [DOI: 10.1016/j.lindif.2015.12.004] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Brahm T, Jenert T. On the assessment of attitudes towards studying —Development and validation of a questionnaire. LEARNING AND INDIVIDUAL DIFFERENCES 2015. [DOI: 10.1016/j.lindif.2015.08.019] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Willaby HW, Costa DS, Burns BD, MacCann C, Roberts RD. Testing complex models with small sample sizes: A historical overview and empirical demonstration of what Partial Least Squares (PLS) can offer differential psychology. PERSONALITY AND INDIVIDUAL DIFFERENCES 2015. [DOI: 10.1016/j.paid.2014.09.008] [Citation(s) in RCA: 151] [Impact Index Per Article: 16.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Key beliefs related to decisions for physical activity engagement among first-in-family students transitioning to university. J Community Health 2015; 39:719-26. [PMID: 24381124 DOI: 10.1007/s10900-013-9817-3] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
The current study investigated key beliefs related to decisions for physical activity (PA) engagement among first-in-family (FIF) students transitioning to university. FIF students (n = 157) completed an online questionnaire assessing standard theory of planned behaviour constructs and belief-based items. One week later, participants completed a follow-up questionnaire assessing self-reported PA during the previous week. Results identified a range of behavioural, normative, and control beliefs that were significantly correlated with both PA intention and behaviour. Various key beliefs were also identified in relation to FIF students' decisions to be regularly physically active, with behavioural beliefs such as "take up too much time", normative beliefs including "friends outside of university", and control beliefs such as "cost", identified. Finally, frequencies of those who strongly or fully accepted these beliefs were analysed, demonstrating that typically, a large number of FIF students did not hold the beliefs, and as such, these are relevant to target in resultant interventions. The current study effectively highlights a number of key beliefs that can be targeted in programs aimed at encouraging FIF students' PA. Further, the study addresses a gap in the literature of targeting FIF students, a cohort at risk for inactivity, and utilises a sound theoretical framework to identify the unique set of beliefs guiding decisions for PA for this at-risk community group.
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Social and study related stressors and resources among university entrants: Effects on well-being and academic performance. LEARNING AND INDIVIDUAL DIFFERENCES 2015. [DOI: 10.1016/j.lindif.2014.11.018] [Citation(s) in RCA: 33] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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Poropat AE. Other-rated personality and academic performance: Evidence and implications. LEARNING AND INDIVIDUAL DIFFERENCES 2014. [DOI: 10.1016/j.lindif.2014.05.013] [Citation(s) in RCA: 48] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/11/2023]
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Khorramdel L, von Davier M. Measuring Response Styles Across the Big Five: A Multiscale Extension of an Approach Using Multinomial Processing Trees. MULTIVARIATE BEHAVIORAL RESEARCH 2014; 49:161-77. [PMID: 26741175 DOI: 10.1080/00273171.2013.866536] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/15/2023]
Abstract
This study shows how to address the problem of trait-unrelated response styles (RS) in rating scales using multidimensional item response theory. The aim is to test and correct data for RS in order to provide fair assessments of personality. Expanding on an approach presented by Böckenholt (2012), observed rating data are decomposed into multiple response processes based on a multinomial processing tree. The data come from a questionnaire consisting of 50 items of the International Personality Item Pool measuring the Big Five dimensions administered to 2,026 U.S. students with a 5-point rating scale. It is shown that this approach can be used to test if RS exist in the data and that RS can be differentiated from trait-related responses. Although the extreme RS appear to be unidimensional after exclusion of only 1 item, a unidimensional measure for the midpoint RS is obtained only after exclusion of 10 items. Both RS measurements show high cross-scale correlations and item response theory-based (marginal) reliabilities. Cultural differences could be found in giving extreme responses. Moreover, it is shown how to score rating data to correct for RS after being proved to exist in the data.
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Affiliation(s)
- Lale Khorramdel
- a Center of Testing and Consulting, Division of Psychological Assessment and Applied Psychometrics , University of Vienna
| | - Matthias von Davier
- b Division of Research and Development , Educational Testing Service , Princeton , NJ
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Fogarty GJ, Davies JE, MacCann C, Roberts RD. Self- versus parent-ratings of industriousness, affect, and life satisfaction in relation to academic outcomes. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2013; 84:281-93. [DOI: 10.1111/bjep.12024] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2012] [Revised: 05/20/2013] [Indexed: 11/28/2022]
Affiliation(s)
- Gerard J. Fogarty
- Department of Psychology, Faculty of Sciences; University of Southern Queensland; Toowoomba Queensland Australia
| | - Janet E. Davies
- Department of Psychology, Faculty of Sciences; University of Southern Queensland; Toowoomba Queensland Australia
| | - Carolyn MacCann
- Department of Psychology, University of Sydney; New South Wales Australia
| | - Richard D. Roberts
- Center for New Constructs, Educational Testing Service; Princeton, New Jersey USA
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Wang Y, Cullen KL, Yao X, Li Y. Personality, freshmen proactive social behavior, and college transition: Predictors beyond academic strategies. LEARNING AND INDIVIDUAL DIFFERENCES 2013. [DOI: 10.1016/j.lindif.2012.09.010] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
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Beckmann JF, Birney DP. What happens before and after it happens: Insights regarding antecedences and consequences of adult learning. LEARNING AND INDIVIDUAL DIFFERENCES 2012. [DOI: 10.1016/j.lindif.2012.06.005] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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