初二学生目标取向、自我效能及学习成绩与学业求助的关系

本研究以152名初中二年级学生为被试,采用问卷法研究了目标取向、自我效能及学习成绩与学业求助的关系.结果表明:(1)自我取向的确可以区分出趋向型自我取向和逃避型自我取向,它们对学业求助的影响模式是不同的,逃避型自我取向对学业求助有更大的负面作用.(2)社会目标与学业求助有显著关系,支持本研究的假设.(3)自我效能低及学习成绩差的学生更不愿求助,支持脆弱假说.     

The relationships among Black consciousness,self-esteem,and academic self-efficacy in African American men

The purpose of this study was to investigate the relationships among Black consciousness, self-esteem, and academic self-efficacy in African American men. The participants were 120 African American male college students at a predominantly African American university. The authors administered 3 instruments--the Developmental Inventory of Black Consciousness (DIB-C; J. Milliones, 1980), the M. Rosenberg (1965) Self-Esteem Scale, and R. E. Wood and E. A. Locke's (1987) Academic Self-Efficacy Scale--to test the hypotheses. They used an independent-measures t test and a Pearson r correlation to analyze the data. The results of the study supported the hypotheses under investigation. Significant positive relationships were found between Black consciousness and self-esteem and Black consciousness and academic self-efficacy. The results of the study showed that Black consciousness appears to be an important construct to use in understanding self-esteem and academic self-efficacy in African American men.     

Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education

This study is directed towards an integration of intellectual ability, learning style, personality and achievement motivation as predictors of academic success in higher education. Correlational analyses partly confirmed and partly disconfirmed our expectations in a sample of 409 first-year psychology students. Consistent with the literature, intellectual ability and achievement motivation were associated positively with academic success. For the meaning directed, reproduction directed and application directed learning style, no positive association with academic success could be detected. The undirected learning style, however, appeared to be a consistent negative predictor. For the Big Five personality factors (extraversion, agreeableness, conscientiousness, neuroticism and openness to experience), a consistent, positive association for conscientiousness with academic success was found. The very first examination at the university came out as the most important predictor for academic success, even after two and three years of study. The implications of the results are discussed in relation to the literature and the policy of the Dutch Ministry of Education.     

Italian youth subculture: collection, self-esteem, and self-efficacy

63 young people (M age=23.9 yr., SD=2.4, 50 men, 13 women) belonging to four subculture groups (New American Punk, Cyberpunk, Trash Style, and Rasta-Hippy) were studied to examine the relationship between self-esteem, self-efficacy, and the development of a body modification collection. A survey was created to evaluate quality of life, risk behaviour, and body modification. Self-esteem and self-efficacy were assessed using the Rosenberg Self-esteem Scale and General Perceived Self-efficacy Scale. Belonging to a group which permits neglect of standard norms of communal life makes it possible to avoid facing up to low self-esteem. Adherence to a group appears, from the results of this study, to be correlated with self-efficacy; inability to cope with life situations suggests a state of malaise in these young people.     

Humor ability reveals intelligence, predicts mating success, and is higher in males

A good sense of humor is sexually attractive, perhaps because it reveals intelligence, creativity, and other ‘good genes’ or ‘good parent’ traits. If so, intelligence should predict humor production ability, which in turn should predict mating success. In this study, 400 university students (200 men and 200 women) completed measures of abstract reasoning (Raven's Advanced Progressive Matrices), verbal intelligence (the vocabulary subtest of the Multidimensional Aptitude Battery), humor production ability (rated funniness of captions written for three cartoons), and mating success (from the Sexual Behaviors and Beliefs Questionnaire). Structural equation models showed that general and verbal intelligence both predict humor production ability, which in turn predicts mating success, such as lifetime number of sexual partners. Also, males showed higher average humor production ability. These results suggest that the human sense of humor evolved at least partly through sexual selection as an intelligence-indicator.     

The interest gap: how gender stereotype endorsement about abilities predicts differences in academic interests

This study used a novel approach to examine the link between gender ability stereotype endorsement and academic interests by examining not only stereotypes people hold within the domains of mathematics and language arts, but also between them. Grade 6 and 8 students (285 males, 363 females) reported their degree of stereotype endorsement and interest in these two academic domains. Results of path analyses revealed that stereotype endorsement within and between domains accounted for gender differences in interest. In language arts, endorsing a stereotype that females are more competent than males predicted subsequent interest in the domain and accounted for the greater language arts interest among females. In mathematics, however, the perception that males are more competent in mathematics relative to language arts was linked to students’ interest in this domain and accounted for the interest gap between genders. These results suggest that students’ interests relate to endorsed stereotypes that are either driven by a perceived gender superiority within one domain—when females are viewed as more competent than males in language arts—or a gender superiority between two domains—when males are viewed as more competent in mathematics relative to language arts. Considering not only stereotypes favoring a gender within one domain, but also between domains, provides a more accurate portrait of students’ actual stereotypes and can be useful to better understanding how the interest gap emerges.

     

Identity styles and academic achievement: mediating role of academic self-efficacy

The purpose of this study was to assess the mediating effect of self-efficacy on the relationship between identity styles and academic achievement. Four-hundred high school students (200 male, 200 female) who were selected through cluster random sampling, completed the Revised Identity Styles Inventory (ISI, 6G) and Morgan-Jink Student Efficacy Scales (MJSES). Path analysis was used to analyze the data. In general, the results indicated that informational identity style had a positive direct impact on academic achievement, while diffuse/avoidance identity style had a negative effect on academic achievement. Data also suggested that informational and normative identity style had a positive influence on academic achievement through the mediation of academic self-efficacy.

Beyond level of self-esteem: exploring the interplay of level,stability, and contingency of self-esteem,mediating factors,and academic achievement

Social Psychology of Education - Self-esteem plays a decisive role for students in achievement situations. However, it is still unclear how different self-esteem facets and their interactions...     

Academic self-concept in high school: predictors and effects on adjustment in higher education

Academic self-concept is considered a relevant psychological construct influencing many educational outcomes directly or indirectly. Therefore, the major focus of the current study is on the predictors and effects of academic self-concept in late adolescence. First, we studied the simultaneous effects of individual, class-average and school-average achievement (i.e., assessed by school grades) on academic self-concept in the final year of high school, thereby replicating and extending previous research on the big-fish-little-pond effect model. Second, the predictive value of high school academic self-concept for academic adjustment and success in the first year of higher education was examined. The sample comprised 536 twelfth grade students (44% boys) recruited from 24 schools (67 classes) that were representative with regard to geographical region and educational network in Flanders. Structural equation modeling showed that, when examining the joint contribution of school- and class-average achievement, only class-average achievement was significantly and negatively associated with academic self-concept. Furthermore, a significant effect of academic self-concept in high school on academic adjustment and success in higher education (in addition to any effects of high school academic achievement) was found. These results highlight the importance of considering academic self-concept in educational research and policy.     

Management of multiple sclerosis: the role of coping self-efficacy and self-esteem

Patients with multiple sclerosis (MS) engage in various coping behaviours in order to manage their disease. The aim of this study is to find out if the self-esteem of patients is associated with coping strategies – problem-focused (e.g. making a plan of action when confronted with a problem); emotion focused (e.g. get emotional support from community); and focused on stopping unpleasant emotions and thoughts (e.g. keeping oneself from feeling sad), and if it can enhance or hinder coping efforts in the disease management. We collected data from 155 consecutive MS patients who completed the Coping Self-Efficacy Scale (CSE) and the Rosenberg Self-esteem Scale (RSE). Explained variance for problem-focused coping, emotion-focused coping, and coping focused on stopping unpleasant emotions and thoughts was 33, 24, and 31%, respectively. Self-esteem seems to be associated with coping strategies indicating that feelings of self-worth are linked with the ability to handle difficult life situations and can be helpful in chronic disease management.     

The relation of self-efficacy and interests: a meta-analysis of 60 samples

This study empirically synthesizes and evaluates studies that have examined the relation between vocationally relevant domains of self-efficacy and interests. We conducted a meta-analytic review of 60 empirical independent samples (N=39,154) in which relations between self-efficacy and interests had been examined. Fifty-three of these samples (N=37,829) included parallel measures of the constructs. Relations between parallel measures of Holland’s RIASEC themes, the specific dimensions of art, math, science and math/science combined, and traditionally female and male occupations are also presented. Results demonstrated that self-efficacy and interests are independent constructs that correlate moderately. Differences by sex, measure, and age group are noted. Future directions for research regarding links between self-efficacy and interests are discussed.     

Sex role group differences in specific, academic, and general self-efficacy

The primary purpose of this study was to examine sex role group differences (androgynous, masculine, feminine, and undifferentiated) in three different levels of self-efficacy (general, academic, and course specific). A sample of 215 undergraduate participants completed the three measures of self-efficacy and the sex role measure. Results showed that there was a multivariate significance among the sex role groups in the three levels of self-efficacy and that both masculine and androgynous groups had significantly higher general and academic efficacy means than the undifferentiated or feminine groups. The major findings in this study are largely consistent with findings of previous researchers, supporting the theory that masculinity may be a key construct in the differentiation of individuals in self-efficacy, which has been shown to be an important predictor of achievement.     

Emotional self-efficacy,conduct problems,and academic attainment: Developmental cascade effects in early adolescence

The study is amongst the first of its kind to utilise developmental cascade modelling in order to examine the inter-relations between emotional self-efficacy, conduct problems, and attainment in a large, nationally representative sample of English adolescents (n = 2414, aged 11 years). Using a 3-wave, longitudinal, cross lagged-design, we tested three cascading hypotheses: adjustment erosion, adjustment fortification, and academic incompetence. A fourth hypothesis considered the role of shared risk. Results supported small effects consistent with the cascade hypotheses, and a small but significant effect was found for shared risk. Strengths and limits of the study are considered alongside a discussion of the implications for these findings.     

Social capital, self-esteem, and use of online social network sites: A longitudinal analysis

A longitudinal analysis of panel data from users of a popular online social network site, Facebook, investigated the relationship between intensity of Facebook use, measures of psychological well-being, and bridging social capital. Two surveys conducted a year apart at a large U.S. university, complemented with in-depth interviews with 18 Facebook users, provide the study data. Intensity of Facebook use in year one strongly predicted bridging social capital outcomes in year two, even after controlling for measures of self-esteem and satisfaction with life. These latter psychological variables were also strongly associated with social capital outcomes. Self-esteem served to moderate the relationship between Facebook usage intensity and bridging social capital: those with lower self-esteem gained more from their use of Facebook in terms of bridging social capital than higher self-esteem participants. We suggest that Facebook affordances help reduce barriers that lower self-esteem students might experience in forming the kinds of large, heterogeneous networks that are sources of bridging social capital.     

Examining the link between adult attachment style,employment and academic achievement in first semester higher education

Although previous research indicates that both employment and adult attachment style have an influence on academic achievement, the interaction of these two factors has not been clarified. The purpose of this study was to investigate the moderating effect of adult attachment style on the relationship between employment status and first semester academic achievement in higher education. A sample of 378 freshman college students answered a series of questionnaires (Academic Amotivation Inventory, the Relationship Questionnaire and demographic), and their high school averages and first semester academic results were obtained from the Registrar’s office. The Analysis of covariance showed that employment status (having employment vs. no employment) and adult attachment style of students (secure vs. dismissing) strongly interacted in predicting academic achievement (first semester average adjusted for high school average, perceived financial burden, and amotivation). More specifically, the first semester averages of secure students with or without employment, and that of dismissing students without employment was indistinguishable. However, dismissing students with employment had significantly lower first semester averages than the secure students. This study showed that dismissing students entering postsecondary education who also have employment are at greater risk of academic difficulties than students with a secure attachment style.