32 research outputs found
Mediating effect of psychological needs satisfaction for presence, gratitude, and academic motivation during online learning among Malaysian private university undergraduates / Tamilselvan Ramis
No full textAcademic motivation is a vital aspect of human learning and development. It is essential to better understand both direct and indirect predictors of superior academic motivation, to address the problem of declining academic motivation among undergraduates in online learning. As lack of interaction has been cited as a central reason for reduced academic motivation in online learning, this study examined the associations between (i) presence and academic motivation and (ii) gratitude and academic motivation, as well as the mediating role of psychological needs satisfaction on the relationships between (i) presence and academic motivation and (ii) gratitude and academic motivation, particularly, among undergraduates during online learning at private universities in Malaysia. A correlational research design was employed in this study. Two hundred and fifty students who are pursuing their tertiary education in private universities across the country, recruited via convenience sampling, filled in an online survey. The variables namely presence, gratitude, academic motivation, and psychological needs satisfaction were measured using the Community of Inquiry Survey, the Gratitude Questionnaire-Six-Item Form, the Academic Motivation Scale as well as Basic Psychological Need Satisfaction and Frustration Scale respectively. Pearson’s r with bootstrapping analyses revealed that there is a significant positive relationship between presence and autonomous academic motivation as well as between presence and controlled academic motivation. There is also a significant negative relationship between presence and academic amotivation. In addition, there is a significant positive relationship between gratitude and autonomous academic motivation. There is a significant negative relationship between gratitude and academic amotivation. However, it was found that there is no significant relationship gratitude and controlled academic motivation. Furthermore, PLS-SEM analyses suggested that psychological needs satisfaction significantly mediates the relationship between social presence and autonomous academic motivation (β = 0.100, p = .021), but not the relationship between cognitive (β = 0.061, p = .140) and teaching presences (β = -0.039, p = .315) and autonomous academic motivation. Psychological needs satisfaction significantly mediates the relationship between gratitude and autonomous academic motivation (β = 0.090, p = .003). However, it was found that psychological needs satisfaction does not significantly mediate the relationships between cognitive (β = 0.004, p = .846), social (β = 0.006, p = .826), and teaching presences (β = -0.002, p = .866) and controlled academic motivation. Psychological needs satisfaction does not significantly mediate the relationship between gratitude and controlled academic motivation as well (β = 0.006, p = .827). Further, psychological needs satisfaction was found to significantly mediate the relationship between social presence and academic amotivation (β = -0.125, p = .013), but not the relationship between cognitive (β = -0.076, p = .122) and teaching presences (β = 0.049, p = .311) and academic amotivation. Psychological needs satisfaction significantly mediates the relationship between gratitude and academic amotivation (β = -0.113, p = .001). The findings of the current study provide insights into addressing the problem of low academic motivation among students during online learning, in turn, aid university administrations to address the higher rates of attrition in online learning
Effects of solicited, formative, and summative teacher feedback on self-regulated learning of undergraduates in a Malaysian private university / Tamilselvan Ramis
No full textDeveloping self-regulated learners is one of the mandates of modern education. Though, a general trend of decreasing students‟ self-regulation from primary to secondary school has been recorded internationally, and university students do not report having optimal self-regulated learning. Teacher feedback is shown to be an inherent catalyst of students‟ self-regulated learning. However, the role of more tailored, targeted feedback towards specific challenges faced by students and the temporal location of feedback in facilitating students‟ self-regulated learning are still under-researched. As such, the current study aimed to examine the role of solicited teacher feedback, and formative and summative teacher feedback in facilitating students‟ self-regulated learning. A randomized pretest-posttest control group experimental design was employed in this study. A total of 157 psychology undergraduates from a Malaysian private university received either solicited, formative, and summative teacher feedback; solicited and summative only teacher feedback; unsolicited, formative, and summative teacher feedback; unsolicited and summative only teacher feedback; or no teacher feedback (control) over the course of an academic semester. The students‟ self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire (MSLQ). The results revealed that participants in the solicited teacher feedback condition reported significantly greater levels of metacognitive and behavioral components of self-regulated learning as compared to participants in the unsolicited teacher feedback condition, after controlling for pre-manipulation level of self-regulated learning. However, there was no significant difference in the motivational component of self-regulated learning between students who are given solicited teacher feedback and students who are given unsolicited teacher feedback, after controlling for pre-manipulation level of self-regulated learning. There was no significant difference in self-regulated learning between students who are given formative and summative teacher feedback, and students who are given summative teacher feedback only, after controlling for pre-manipulation level of self-regulated learning. Finally, there was no significant interaction effect of type of feedback (solicited and unsolicited) and timing of feedback (formative and summative, and summative only) on students‟ self-regulated learning, after controlling for pre-manipulation level of self-regulated learning. The findings of the study attest to the importance of solicited teacher feedback in enhancing students‟ self-regulated learning and provide unique insights on the role of teacher feedback in cultivating students‟ self-regulated learning in Malaysian private university context
Zhang_Online_Appendix – Supplemental material for A Compassionate Self Is a True Self? Self-Compassion Promotes Subjective Authenticity
No full textSupplemental material, Zhang_Online_Appendix for A Compassionate Self Is a True Self? Self-Compassion Promotes Subjective Authenticity by Jia Wei Zhang, Serena Chen, Theordora K. Tomova, Begüm Bilgin, Wen Jia Chai, Tamilselvan Ramis, Hadi Shaban-Azad, Pooya Razavi, Thingujam Nutankumar and Arpine Manukyan in Personality and Social Psychology Bulletin</p
Supplemental_Materials – Supplemental material for A Compassionate Self Is a True Self? Self-Compassion Promotes Subjective Authenticity
No full textSupplemental material, Supplemental_Materials for A Compassionate Self Is a True Self? Self-Compassion Promotes Subjective Authenticity by Jia Wei Zhang, Serena Chen, Theordora K. Tomova, Begüm Bilgin, Wen Jia Chai, Tamilselvan Ramis, Hadi Shaban-Azad, Pooya Razavi, Thingujam Nutankumar and Arpine Manukyan in Personality and Social Psychology Bulletin</p
Effect of solicited teacher feedback on self-regulated learning of Malaysian undergraduates
No full textsj-docx-1-psp-10.1177_01461672231219719 – Supplemental material for Did Descriptive and Prescriptive Norms About Gender Equality at Home Change During the COVID-19 Pandemic? A Cross-National Investigation
No full textSupplemental material, sj-docx-1-psp-10.1177_01461672231219719 for Did Descriptive and Prescriptive Norms About Gender Equality at Home Change During the COVID-19 Pandemic? A Cross-National Investigation by Franziska Magdalena Saxler, Angela R. Dorrough, Laura Froehlich, Katharina Block, Alyssa Croft, Loes Meeussen, Maria Olsson, Toni Schmader, Carolin Schuster, Sanne van Grootel, Colette Van Laar, Ciara Atkinson, Tessa Benson-Greenwald, Andreea Birneanu, Vladimira Cavojova, Sapna Cheryan, Albert Lee Kai Chung, Ivan Danyliuk, Ilan Dar-Nimrod, Soledad de Lemus, Amanda Diekman, Léïla Eisner, Lucía Estevan-Reina, Denisa Fedáková, Alin Gavreliuc, Dana Gavreliuc, Adriana Germano, Tabea Hässler, Levke Henningsen, Keiko Ishii, Eva Kundtová Klocová, Inna Kozytska, Clara Kulich, Christina Lapytskaia Aidy, Wilson López López, James Morandini, TamilSelvan Ramis, Carolin Scheifele, Jennifer Steele, Melanie C. Steffens, Laura María Velásquez Díaz, Mar Venegas and Sarah E. Martiny in Personality and Social Psychology Bulletin</p
Mediating effect of psychological needs satisfaction on the relationship between gratitude and academic motivation during online learning
No full textAs lack of interaction has been cited as a central reason for reduced academic motivation during online learning and given gratitude’s crucial role in forming and maintaining interpersonal relationships, this study examined the association between gratitude and academic motivation. Recent systematic reviews and meta-analyses have found psychological needs satisfaction to be related to autonomous motivation and indicators of well-being. As such, this study also examined the mediating role of psychological needs satisfaction on the relationship between gratitude and academic motivation during online learning among undergraduates in Malaysia. Two hundred and fifty students who are pursuing their tertiary education in private universities across the country filled in an online survey. Results revealed that there is a significant positive relationship between gratitude and autonomous academic motivation and a significant negative relationship between gratitude and academic amotivation. Gratitude, however, is not significantly associated with controlled academic motivation. Further, it was found that psychological needs satisfaction significantly mediates the relationships between gratitude and autonomous academic motivation as well as gratitude and academic amotivation. Psychological needs satisfaction, however, does not significantly mediate the relationship between gratitude and controlled academic motivation. These findings provide insights into addressing the problem of declining academic motivation during online learning
Efficient Buffer Management Protocol for Multicast Streaming in MANET
No full textAbstractBuffer management techniques are essential while handling multicast streaming in MANET since real-time data will involve playback delay and jitter. In this paper, an efficient buffer management protocol is developed for streaming data in multicast groups. The frequently requested video data can be buffered in any intermediate nodes along the multicast tree from the source to the receivers. When packets are received, they are classified as real-time or non-real-time and placed into respective queues. Cumulative weight of the packets in the real-time buffer is then estimated based on number of hops, deadline and waiting time. Based on the estimated weight value, transmission priorities are assigned. The buffer space is dynamically adjusted depending on the number of intermediate nodes along the multicast tree from the source to the receivers. Simulation results show that the proposed buffer management protocol reduces the latency and energy consumption while increasing the packet delivery ratio
Responding to Perceptions of Electoral Fraud: Followership, Emotions, and Collective Action from Malaysia’s 13th General Election
No full textResponding to injustice: perception, anger, and identification as drivers of collective action
No full textThis study examines how perceptions of injustice, anger, and group identification motivate follower intentions to engage in collective action against leaders. The study revolved around the Malaysian prime minister’s actions and responses toward allegations of misuse of public funds. Responses from 112 Malaysians via a cross-sectional survey revealed that follower perceptions of leader injustice are significantly related to anger toward the leader, which in turn is related to intentions to engage in collective action. The relationship between perceptions of distributive injustice and anger is moderated by group identification, while group efficacy moderates the relationship between anger and collective action intentions
