scholarly journals Examining the Relationship Between Worry and Sleep: A Daily Process Approach

2016 ◽  
Vol 47 (4) ◽  
pp. 460-473 ◽  
Author(s):  
Sarah Kate McGowan ◽  
Evelyn Behar ◽  
Maike Luhmann
Keyword(s):  
Process Approach ◽  
Daily Process ◽  
Daily Process Approach ◽  
The Relationship

Effects of social anxiety and depressive symptoms on the frequency and quality of sexual activity: A daily process approach

2011 ◽  
Vol 49 (5) ◽  
pp. 352-360 ◽  
Author(s):  
Todd B. Kashdan ◽  
Leah Adams ◽  
Antonina Savostyanova ◽  
Patty Ferssizidis ◽  
Patrick E. McKnight ◽  
...  
Keyword(s):  
Depressive Symptoms ◽  
Social Anxiety ◽  
Sexual Activity ◽  
Process Approach ◽  
Daily Process ◽  
Daily Process Approach

A daily process approach to coping: Linking theory, research, and practice.

2000 ◽  
Vol 55 (6) ◽  
pp. 626-636 ◽  
Author(s):  
Howard Tennen ◽  
Glenn Affleck ◽  
Stephen Armeli ◽  
Margaret Anne Carney
Keyword(s):  
Process Approach ◽  
Research And Practice ◽  
Daily Process ◽  
Daily Process Approach ◽  
Theory Research

Effects of business school student’s study time on the learning process

2016 ◽  
Vol 9 (2) ◽  
pp. 90-110 ◽  
Author(s):  
Godson Ayertei Tetteh
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Business School ◽  
Study Time ◽  
Process Approach ◽  
Total Quality ◽  
School Students ◽  
Content Type ◽  
The Relationship ◽  
Practical Implications

Purpose This paper aims to clarify the relationship between the student’s study time and the learning process in the higher education system by adapting the total quality management (TQM) principles-process approach. Contrary to Deming’s (1982) constancy of purpose to improve the learning process, some students in higher education postpone their studies till the last few weeks of an examination. Design/methodology/approach The paper opted for an experimental study with three different classes of business school students. The experimental research question was “Do student’s study time (massed or distributed spacing) has an impact on the learning process?” Findings Results indicated that students in the “Strictly supervised study time” group improved on their learning process more than the “Not Strictly Supervised study time” and the control group. It is important for students to manage their own learning activities and follow a regular study time and constantly improve their learning process as proposed by Deming (1982). Research limitations/implications This study used restricted to undergraduate business school students in a university in Ghana, and may not necessarily be applicable universally. One other limitation was that the authors did not control for lecturer’s expectancies and how these may have influenced the students’ learning process. Another potential limitation was that TQM was the only subject area used for this study. Practical implications This objective of the study is to use the TQM principles of process approach, the Learning Theory and the Learning Strategies from the Motivated Strategies for Learning Questionnaire (MSLQ) – Pintrich et al. (1991) – to support theoretical and practical implications of the relationship between the student’s study time and the learning process. The results imply that students must take a more active role in their learning by having a regular study time. Originality/value Currently, to the best of the authors’ knowledge, there are not many experiment-based studies on a student’s study time using the MSLQ-Pintrich et al. (1991) approach. This study contributes to the literature by examining how a student’s study time (massed or distributed spacing) has an impact on the learning process.

A daily process examination of the relationship between childhood trauma and stress-reactivity

2016 ◽  
Vol 60 ◽  
pp. 1-9 ◽  
Author(s):  
Samantha M. Weltz ◽  
Stephen Armeli ◽  
Julian D. Ford ◽  
Howard Tennen
Keyword(s):  
Childhood Trauma ◽  
Stress Reactivity ◽  
Daily Process ◽  
The Relationship

Prestige of National-Religious High Schools and Social and Religious Orientations of Students

1992 ◽  
Vol 70 (3_suppl) ◽  
pp. 1043-1050
Author(s):  
Mirjam Schmida ◽  
Yaacov J. Katz
Keyword(s):  
High School ◽  
Process Approach ◽  
Comprehensive High School ◽  
Vocational High School ◽  
Institutional Variables ◽  
Academic High School ◽  
Social Clusters ◽  
The Relationship ◽  
Different Levels ◽  
Differential Relationship

To examine the relationship between differential levels of school prestige and social, religious, and demographic characteristics of students of the Israeli national-religious high school system, 221 students in Grade 11 of a boys' theological academic high school, a girls' theological academic high school, a coeducational academic high school, a coeducational comprehensive high school, and a coeducational vocational high school were administered the Student Religiosity Questionnaire, the Student Social Orientations Questionnaire, and the Conservatism Scale. Also, the School Prestige Questionnaire was given to the 5 headmasters of the schools. Statistical analyses indicated that the schools were characterized by two different levels of prestige based upon academic and social clusters of institutional variables. A differential relationship between school prestige and students' demographic backgrounds and some of their attitudinal attributes was noted. Students with more liberal orientations attended the higher prestige schools; those students with less liberal attributes attended lower prestige schools. The results were explained according to the process-approach model.

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