196,037 research outputs found
Learned Helplessness and Mastery Orientation: the contribution of personality traits and academic beliefs
No full textThe present study examined the contribution of personality traits and academic beliefs (e.g.
school self-efficacy, quality of life as a student) that may exert a role in predicting mastery orientation
(MO) and learned helplessness (LH). The sample consisted of 196 students (111 males,
85 females) from a middle school (M age = 12.22; SD = .98) in the city of Messina in Sicily, Italy.
Results show that the traits of conscientiousness, extraversion, openness to experience, and
agreeableness correlate positively with high school self-efficacy, quality of life as a student, and
MO, whereas they correlate negatively with LH. The trait of emotional instability correlates positively
with LH and negatively with school self-efficacy, quality of life as a student, and MO. In
addition, regression analyses showed that personality traits and academic beliefs (in particular,
school self-efficacy) play an important role in explaining helpless behavior and mastery-oriented
behavior. Theoretical and practical implications are discussed
Perceived Parental Psychological Control and Learned Helplessness: The Role of School Self-Efficacy
No full textRelatively few studies have examined the mechanisms through which psychological control creates impairments in the scholastic and academic areas of children’s and adolescents’ functioning. The purpose of this study was to highlight the relation between psychological control and learned helplessness (LH), and also to test school self-efficacy as a mediator in the relation between psychological control and LH. A total of 186 students (103 males and 83 females) aged between 14 and 18 (M = 16.22, SD = 1.21) completed self-report questionnaires assessing socio-demographic characteristics, parental psychological control, school self-efficacy, and LH. Both maternal and paternal psychological control were negatively associated with self-efficacy and positively associated with LH. This statement is consistent with our hypotheses. Furthermore, structural equation modeling showed that school self-efficacy was a full mediator in the relation between perceptions of parental psychological control and LH. These results extend previous studies on parental psychological control in a school context and provide evidence for the relation with LH, identifying self-efficacy as a variable that accounts for the relation between parental psychological control and LH
Problematic internet use and academic achievement: a focus on interpersonal behaviours and academic engagement
No full textIn accordance with the Self-Determination Theory, the interpersonal behavior of others can support or thwart the basic psychological needs and influence the well-being of students. Furthermore, several studies have shown that problematic internet use has a negative influence on the academic field. However, no studies have investigated the impact of need-supportive and need-thwarting interpersonal behaviors (using the SDT theoretical framework) on internet addiction, academic engagement, and academic achievement. For this reason, the main purpose of this study is to investigate the relationship between students’ perceptions of others’ behaviors that supported or thwarted their basic psychological needs, internet addiction, and academic engagement and the impact on academic achievement through two studies. In the first study, 889 students (age: M = 20.26, SD = 3.16), were used to investigate the dimensionality of the Italian version of the Interpersonal Behaviour Questionnaire (IBQ) and the reliability, convergent and concurrent validity. In the second study, 515 students (age: M = 20.26, SD = 3.16) were tested to investigate the mediating role of problematic internet use on the relationship between students’ perceptions of others’ behaviors that supported or thwarted their basic psychological needs and academic engagement and the impact on academic achievement. The results of the first study suggested that the Italian version of the IBQ shows good psychometric characteristics in the Italian context. The results of the second study confirmed the mediating role of problematic internet use and academic engagement as mediators between students’ perceptions of need-thwarting interpersonal behaviors and academic achievement
Penetration of 14C-methisoprinol into rabbit eyes with experimentally induced herpetic keratitis
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Parental stress, coping strategies and social support in families of children with a disability
No full textThe aim of this research was to compare parental stress, coping strategies and social support perceived in families of children with low functioning autism (n = 8), high functioning autism (n = 10), Down syndrome (n = 12) and parents of typically developing children (n = 20). Specifically, the objective was to investigate which variables (coping strategies and perception of social support available) might better predict different stress outcomes in the four groups. Parents were asked to fill in three questionnaires: Parent Stress Index, Coping Orientation to Problems Experienced and Social Support Questionnaire. Significant differences among groups in all of the variables considered were found. These results suggest the advisability of fostering functional coping strategies and social support received in families of children with disabilities, and especially in those with children with low functioning autism
The relationship between school-basic psychological need satisfaction and frustration, academic engagement and academic achievement
No full textThe main purpose of this study is to investigate how students’ perceptions of need satisfaction and need frustration at school are indirectly associated with academic achievement through academic engagement. A modified version of the Basic Psychological Need Satisfaction and Frustration Scale was used to assess these needs in a school-based context. The study sample consisted of 551 students, comprising 299 males (54.3%) and 252 females (45.7%), with an average age of 16.19 years (SD = 1.49). The results suggested autonomy satisfaction and relatedness satisfaction are positively correlated with academic engagement, autonomy frustration is negatively correlated with academic engagement, and, moreover, academic engagement is associated with increased academic achievement. The results of this study highlight the importance of developing specific training programs to promote a school environment that pays attention to students’ psychological needs
Dr. Duane M. Jackson, Morehouse College, July 2011
No full textThis video is a conversation with Dr. Duane M. Jackson. Dr. Jackson talks about his paper, "Recall and the Serial Position Effect: The Role of Primacy and Recency on Accounting Students' Performance." Jackie Daniel, AUC Woodruff Library, is the interviewer
"Reflections on the subject of Emigration from Europe with a view to Settlement in the United States" By M. Carey.
No full text"Reflections on the subject of Emigration from Europe with a view to Settlement in the United States: containing bried sketches of the moral and political character of those states.
By M. Carey, member of the American philosophical, and of the American Antiquarian Society, and author of The Olive Branch, Cindiciae Hibernicae, essays on banking, on political economy, and on internal improvement.
To which are now added the English editor's comments on the subject; together with Important Advice to Emigrants, and Cautions Against Impositions Practiced in the Outports
Dispelling the Myths Behind First-author Citation Counts
No full textWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
Dr. Glendon Swarthout
No full textHosted by Roger M. Busfield, MSU Assistant Professor of Speech and Theater, Meet the Author is designed to introduce a general audience to a contemporary author and their work through in-depth interviews. This episode features a conversation between Dr. Glendon Swarthout, prolific author and English professor at MSU, and assistant professors Sam S. Baskett and Theodore B. Strandness
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