共查询到20条相似文献,搜索用时 31 毫秒
1.
Luciano Romano Ilaria Buonomo Antonino Callea Caterina Fiorilli 《The Journal of genetic psychology》2013,174(4-5):157-169
Alexithymia prevents people from understanding and adopting verbal language to describe and regulate one’s emotions. Recent studies have found that alexithymia symptoms also impact on young people’s academic achievement. Nevertheless, it is worth investigating risk and protective roles played by students’ academic anxiety and resilience, respectively. The authors expected that students’ anxiety and resilience mediated the effect of alexithymia symptoms on students’ academic burnout and performance. A sample of 257 university students answered self-report questionnaires about alexithymia, academic anxiety and resilience, and academic burnout and performance. Mediation analyses were performed by the structural equation model. Anxiety acted as a mediator between alexithymia and academic burnout and performance. Furthermore, resilience mediated the effect of alexithymia on burnout, but not on academic performance. The study provides support for preventing alexithymia consequences on young people’s academic career by reducing their anxiety and promoting academic resilience. Implications of intervention programs were discussed. 相似文献
2.
The current study explored predictors of burnout and engagement in 1st-year college students. The theory of conservation of resources was used to create a path model for burnout and engagement. Specifically, the theory suggests that perceptions of demands mediate the relationship between resources and coping strategies. In turn, coping mediates the relationship of demands on the outcomes of burnout and engagement. Results indicate demands partially mediated the relationship between resources and coping strategies. Similarly, coping partially mediated the relationship between demands and burnout and engagement. Results suggest that teaching students adaptive ways of coping and extinguishing maladaptive ways of coping with the academic environment can increase engagement and decrease burnout. Implications for research, theory, and practice are discussed. 相似文献
3.
Menezes de Lucena Carvalho VA Fernández Calvo B Hernández Martín L Ramos Campos F Contador Castillo I 《Psicothema》2006,18(4):791-796
This paper investigates the relationship between resilience and positive/negative mental aspects of psychological well-being in formal caregivers for the elderly. The sample consisted of 265 caregivers who work in different residential homes in Extremadura and Castilla y León (Spain). The instruments used included the Connor-Davidson Resilience Scale , the Maslach Burnout Inventory-General Survey and the Utrecht Work Engagement Scale. The most significant findings show that caregivers with higher levels of resilience also have higher levels of professional efficacy and job engagement (vigor, dedication and absorption) and appear to be less emotionally exhausted or cynical than caregivers with lower levels of resilience. It cannot be concluded that more resilient caregivers will not get burned out, but they develop better engagement skills. As they strengthen these personal attributes, they become less vulnerable to burnout. 相似文献
4.
Academic buoyancy is developed as a construct reflecting everyday academic resilience within a positive psychology context and is defined as students' ability to successfully deal with academic setbacks and challenges that are typical of the ordinary course of school life (e.g., poor grades, competing deadlines, exam pressure, difficult schoolwork). Data were collected from 598 students in Years 8 and 10 at five Australian high schools. Half-way through the school year and then again at the end of the year, students were asked to rate their academic buoyancy as well as a set of hypothesized predictors (self-efficacy, control, academic engagement, anxiety, teacher-student relationship) in the area of mathematics. Multilevel modeling found that the bulk of variance in academic buoyancy was explained at the student level. Confirmatory factor analysis and structural equation modeling showed that (a) Time 1 anxiety (negatively), self-efficacy, and academic engagement significantly predict Time 1 academic buoyancy; (b) Time 2 anxiety (negatively), self-efficacy, academic engagement, and teacher-student relationships explain variance in Time 2 academic buoyancy over and above that explained by academic buoyancy at Time 1; and (c) of the significant predictors, anxiety explains the bulk of variance in academic buoyancy. 相似文献
5.
6.
Hyunkyung Noh Eunbi Chang Yoojin Jang Ji Hae Lee Sang Min Lee 《Journal of religion and health》2016,55(1):135-146
Statistical suppressor effects in prediction models can provide evidence of the interdependent relationship of independent variables. In this study, the suppressor effects of positive and negative religious coping on academic burnout were examined using longitudinal data. First, 388 middle school students reported their type of religion and use of positive and negative religious coping strategies. Four months later, they also reported their level of academic burnout. From structural equation modeling, significant suppressor effects were found among religious students. That is, the coefficients became larger when both positive and negative religious coping predicted academic burnout simultaneously, compared to when each religious coping predicted academic burnout alone. However, suppressor effects were not found among non-religious students. 相似文献
7.
The current study explored predictors of burnout and engagement in 1st-year college students. The theory of conservation of resources was used to create a path model for burnout and engagement. Specifically, the theory suggests that perceptions of demands mediate the relationship between resources and coping strategies. In turn, coping mediates the relationship of demands on the outcomes of burnout and engagement. Results indicate demands partially mediated the relationship between resources and coping strategies. Similarly, coping partially mediated the relationship between demands and burnout and engagement. Results suggest that teaching students adaptive ways of coping and extinguishing maladaptive ways of coping with the academic environment can increase engagement and decrease burnout. Implications for research, theory, and practice are discussed. 相似文献
8.
9.
LIZ A. RENNICK CYNTHIA TOMS SMEDLEY DAN FISHER ELIZABETH WALLACE YOUNG K. KIM 《Journal of Research on Christian Education》2013,22(3):301-322
This study examines the general and differential effects of spiritual/religious engagement on affective college outcomes (i.e., leadership skills, interpersonal skills, social satisfaction, sense of belonging, and psychological well-being) across different gender and racial groups among undergraduate students at research universities. The study utilized data on 63,528 students who participated in the 2008 University of California Undergraduate Experience Survey (UCUES). The findings reveal differential effects of spiritual/religious engagement on college students' affective outcomes depending on their gender and race (i.e., gender- and race-based conditional effects). Implications for college students' spiritual development at public research universities and faith-based institutions are discussed. 相似文献
10.
Joelle C. Ruthig Tara L. Haynes Raymond P. Perry Judith G. Chipperfield 《Social Psychology of Education》2007,10(1):115-137
Although optimism has several benefits, there are potential drawbacks associated with “too much of a good thing”. Within an
academic context, a possible determinant of the adaptiveness of optimistic bias is whether students have a sense of control
over academic outcomes: optimistically-biased (OB) achievement expectations paired with perceptions of academic control may
enhance performance and well-being; optimistic bias in the absence of perceived control may result in disappointment, poor
performance, and diminished well-being. The current longitudinal study examined academic control cognitions (ACC) among OB
college students (n = 319) versus non-optimistically biased (non-OB) students (n = 321). We also examined the effects of academic optimistic bias on composite measures of college performance (perceived
success, final psychology course grades, cumulative GPA, course attrition) and well-being (positive and negative emotions,
health behaviors, future optimism) 6 months later; and determined whether ACC accounted for those associations. Significant
MANCOVAs showed OB students had greater ACC, better subsequent well-being, and outperformed their non-OB counterparts. These
well-being and performance differences remained significant after statistically accounting for initial aptitude and ACC. Overall,
academic optimistic bias was accompanied by perceived controllability over scholastic outcomes, yet beyond the effects of
ACC, optimistic bias was associated with better year-end performance and well-being. Findings have implications for maximizing
the successful transition of first-year college students. 相似文献
11.
Joshua AronsonCarrie B. Fried Catherine Good 《Journal of experimental social psychology》2002,38(2):113-125
African American college students tend to obtain lower grades than their White counterparts, even when they enter college with equivalent test scores. Past research suggests that negative stereotypes impugning Black students' intellectual abilities play a role in this underperformance. Awareness of these stereotypes can psychologically threaten African Americans, a phenomenon known as “stereotype threat” (Steele & Aronson, 1995), which can in turn provoke responses that impair both academic performance and psychological engagement with academics. An experiment was performed to test a method of helping students resist these responses to stereotype threat. Specifically, students in the experimental condition of the experiment were encouraged to see intelligence—the object of the stereotype—as a malleable rather than fixed capacity. This mind-set was predicted to make students' performances less vulnerable to stereotype threat and help them maintain their psychological engagement with academics, both of which could help boost their college grades. Results were consistent with predictions. The African American students (and, to some degree, the White students) encouraged to view intelligence as malleable reported greater enjoyment of the academic process, greater academic engagement, and obtained higher grade point averages than their counterparts in two control groups. 相似文献
12.
Attributional Retraining: reducing the likelihood of failure 总被引:1,自引:0,他引:1
Tara L. Haynes Stewart Rodney A. Clifton Lia M. Daniels Raymond P. Perry Judith G. Chipperfield Joelle C. Ruthig 《Social Psychology of Education》2011,14(1):75-92
Failing a course is an acutely negative event for first-year university students, and a major contributor to high attrition rates at North American universities. Despite its prevalence, course failure receives relatively little research attention. What can be done to reduce course failure and help first-year students remain in university? This study examined the efficacy of an Attributional Retraining treatment intervention to reduce course failure in an Introductory Psychology course. Attributional Retraining is designed to restructure students’ causal explanations of poor performance by encouraging controllable attributions such as effort and strategy in place of immutable causes such as academic ability or intelligence. Relative to students in the control group, first-year students who received Attributional Retraining were less likely to fail the Introductory Psychology course (14.6% vs. 6.4%). This finding emerged beyond the effects of several well-established predictors of academic outcomes including student background characteristics (i.e., age, gender, and past academic performance) and learning environment variables (student registration status and participation in a first-year orientation program), suggesting the utility of Attributional Retraining for students with varying backgrounds and in different educational contexts. To the extent that Attributional Retraining is effective, inexpensive, and relatively easy to administer it may be a viable option for inclusion in orientation programs designed to reduce course failure and attrition among first-year university students. 相似文献
13.
The purpose of this exploratory study was to examine the associations between the student-teacher relationship and outcomes for African American students who were behaviorally at-risk for referral to special education. Students were identified by their teachers as having behavior problems. Participants were 44 students and 25 teachers from two suburban and three urban elementary schools in a mid-western state. A multi-rater, multi-method approach was used. As teacher-reports of student-teacher relationship quality increased, there were also increases in positive social, behavioral, and engagement outcomes for students. Similarly, as student-reports of student-teacher relationship quality increased, there were increases in positive behavioral, engagement, and academic outcomes. Additional analyses of dyadic relationship patterns showed that as the relationship pattern improved (moving from negative concordance to discordance to positive concordance), there were increases in positive social, behavioral, and engagement outcomes for students. Implications for school practice are discussed. 相似文献
14.
This article explores the interconnected spiritual, religious, and cultural worlds of the majority of American Indian (AI) youth who live in urban areas: their patterns of involvement in religion and Native spirituality and associated well‐being. Latent class analysis of data from 205 AI middle school students identified five distinctive classes using survey measures of religious affiliation, attendance at services, adherence to Christian and traditional spiritual beliefs, Native spirituality, and Native cultural practices. Two classes were Christian groups: one attending Christian churches and following Christian beliefs but uninvolved with Native beliefs, spirituality, or cultural practices; and a nominal Christian group affiliated with but not attending church and unattached to belief systems. Two groups followed Native beliefs and spiritual practices, one affiliated with the Native American Church and another unaffiliated with any church. The fifth, nonreligious group, had no religious affiliation, followed neither Christian nor traditional beliefs, and was uninvolved in Native spirituality and cultural practices. The two groups embracing AI spirituality reported better academic performance, more reservation contact, higher AI enculturation, and stronger bicultural orientations. 相似文献
15.
María Soledad Rodríguez Carolina Tinajero María Fernanda Páramo 《The Journal of psychology》2017,151(8):722-738
Transition to university is a multifactorial process to which scarce consideration has been given in Spain, despite this being one of the countries with the highest rates of academic failure and attrition within the European Union. The present study proposes an empirical model for predicting Spanish students' academic achievement at university by considering pre-entry characteristics, perceived social support and adaptation to university, in a sample of 300 traditional first-year university students. The findings of the path analysis showed that pre-university achievement and academic and personal–emotional adjustment were direct predictors of academic achievement. Furthermore, gender, parents' education and family support were indirect predictors of academic achievement, mediated by pre-university grades and adjustment to university. The current findings supporting evidence that academic achievement in first-year Spanish students is the cumulative effect of pre-entry characteristics and process variables, key factors that should be taken into account in designing intervention strategies involving families and that establish stronger links between research findings and university policies. 相似文献
16.
Hok-Ko Pong 《International Journal of Children's Spirituality》2017,22(3-4):329-351
The study aims to examine the relationship between the spiritual well-being of university students in Hong Kong and their academic performance measured by Cumulative Grade-Point Average, using both quantitative and qualitative methods. The quantitative part of the study consists of 1130 Year 2 and Year 3 students from three universities in Hong Kong. The questionnaire is adapted from the Spiritual Health and Life-Orientation Measure developed by John Fisher. Results indicate a moderately positive relationship between the spiritual well-being of the respondents and their academic performance. The qualitative part of the study is comprised of 11 focus group discussions. The findings of this support the quantitative findings and contribute to the exploration of how students’ spiritual well-being and their pursuits of academic success are correlated. The several spiritual attributes, namely, concentration, persistence, self-confidence, self-discipline and interpersonal relationships are found in the resulting positive relationship through the qualitative findings. 相似文献
17.
18.
Many studies have documented the links between dimensions of religiousness with mental health (e.g., Hackney and Sanders 2003; Mofidi et al. 2006). However, very little is known about whether these links differ across ethnic groups. This study examined the contribution of dimensions of religiousness to the prediction of mental health in an ethnically diverse sample of 413 college students (167 European Americans, 83 African Americans, 81 Asian Americans, and 82 Latino Americans). Results indicated significant ethnic differences across dimensions of religiousness. African Americans were significantly higher on religious engagement and religious conservatism than the other ethnic groups and significantly lower on religious struggle than European Americans. Moderated multiple regressions revealed that increases in religious struggle was associated with poorer mental health for African Americans and Latino Americans, while increases in religious engagement and ecumenical worldview were associated with better mental health for African Americans. The findings indicate that ethnicity is an important factor to consider when examining the link between religiousness and mental health. 相似文献
19.
Kevin L. Rand Allison D. Martin Amanda M. Shea 《Journal of research in personality》2011,45(6):683-686
This longitudinal study examined the relative associations of initial levels of hope and optimism with subsequent academic performance and life satisfaction among first-year law students (N = 86). Path analysis showed that hope, but not optimism, predicted better academic performance, while controlling for Law School Admission Test scores and undergraduate grades. Both hope and optimism uniquely predicted greater life satisfaction at the end of the first semester. 相似文献
20.
Robert H. Stupnisky Robert D. Renaud Raymond P. Perry Joelle C. Ruthig Tara L. Haynes Rodney A. Clifton 《Social Psychology of Education》2007,10(3):303-330
Due to its widespread popularity, self-esteem is continually being promoted to students despite limited empirical support
for its effectiveness in improving their academic achievement. As a result, constructs that are potentially more salient to
academic performance, such as perceived control, have gone relatively unnoticed. Although past research has examined the link
between students’ academic achievement and either their self-esteem or perceived control, few studies have compared both constructs simultaneously to elucidate which one is more important to academic success. This longitudinal study directly
contrasted the effects of self-esteem and perceived control on the academic performance of 802 first-year college students.
After accounting for incoming ability (high school grades), age, and gender, a structural equation model showed perceived
control positively predicted students’ GPA. In contrast, the predictive effect of self-esteem on GPA was non-existent. Findings
indicate that compared to self-esteem, perceived control is a more powerful predictor of first-year college students’ GPA.
Implications for utilizing educational interventions to boost perceived control among college students are discussed. 相似文献