Insight in psychosis: influence of cognitive ability and self-esteem

In this study we investigated the relationship between academic achievement and the students' characteristics such as personality traits, learning motivation or intellectual ability. Our intention was to highlight possible predictors of academic achievement on the level of higher education. A samplegroup of 284 pre-service teachers voluntarily participated in the study. The results showed a significant correlation between academic achievement and some personality variables such as conscientiousness, emotional stability, selfesteem and self-control. Moreover, intellectual ability and intrinsic motivation positively correlated with academic achievement, as shown in previous studies. Regression analysis further revealed that the most important predictors of academic achievement were intrinsic motivation, intelligence, self-control and self-esteem. Overall, it seems that identifying the predictors of academic achievement and wisely integrating them in the classroom setting could significantly improve the quality of instruction in higher education.

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Predictors of academic achievement in higher education

10.47040/sd0000011 ◽

2012 ◽

Vol 1 (1-2) ◽

pp. 168-188

Author(s):

Cristina Tulbure

Keyword(s):

Higher Education ◽

Academic Achievement ◽

Intrinsic Motivation ◽

Self Esteem ◽

Self Control ◽

Intellectual Ability ◽

Personality Variables ◽

The Relationship ◽

Predictors Of Academic Achievement

In this study we investigated the relationship between academic achievement and the students' characteristics such as personality traits, learning motivation or intellectual ability. Our intention was to highlight possible predictors of academic achievement on the level of higher education. A samplegroup of 284 pre-service teachers voluntarily participated in the study. The results showed a significant correlation between academic achievement and some personality variables such as conscientiousness, emotional stability, selfesteem and self-control. Moreover, intellectual ability and intrinsic motivation positively correlated with academic achievement, as shown in previous studies. Regression analysis further revealed that the most important predictors of academic achievement were intrinsic motivation, intelligence, self-control and self-esteem. Overall, it seems that identifying the predictors of academic achievement and wisely integrating them in the classroom setting could significantly improve the quality of instruction in higher education.

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Investigating the Relationship Between Self-Esteem and Stigma Among Young Adults With History of Suicide Attempts

Crisis ◽

10.1027/0227-5910/a000399 ◽

2016 ◽

Vol 37 (4) ◽

pp. 265-270 ◽

Cited By ~ 10

Author(s):

Meshan Lehmann ◽

Matthew R. Hilimire ◽

Lawrence H. Yang ◽

Bruce G. Link ◽

Jordan E. DeVylder

Keyword(s):

Young Adults ◽

Suicide Attempts ◽

Self Esteem ◽

High Risk Population ◽

High Functioning ◽

People With Mental Illness ◽

History Of ◽

The Individual ◽

The Impact ◽

The Relationship

Abstract. Background: Self-esteem is a major contributor to risk for repeated suicide attempts. Prior research has shown that awareness of stigma is associated with reduced self-esteem among people with mental illness. No prior studies have examined the association between self-esteem and stereotype awareness among individuals with past suicide attempts. Aims: To understand the relationship between stereotype awareness and self-esteem among young adults who have and have not attempted suicide. Method: Computerized surveys were administered to college students (N = 637). Linear regression analyses were used to test associations between self-esteem and stereotype awareness, attempt history, and their interaction. Results: There was a significant stereotype awareness by attempt interaction (β = –.74, p = .006) in the regression analysis. The interaction was explained by a stronger negative association between stereotype awareness and self-esteem among individuals with past suicide attempts (β = –.50, p = .013) compared with those without attempts (β = –.09, p = .037). Conclusion: Stigma is associated with lower self-esteem within this high-functioning sample of young adults with histories of suicide attempts. Alleviating the impact of stigma at the individual (clinical) or community (public health) levels may improve self-esteem among this high-risk population, which could potentially influence subsequent suicide risk.

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The Relationship of Compliance with Coping Strategies and Self-Esteem

European Journal of Psychological Assessment ◽

10.1027//1015-5759.19.2.117 ◽

2003 ◽

Vol 19 (2) ◽

pp. 117-123 ◽

Cited By ~ 40

Author(s):

Gisli H. Gudjonsson ◽

Jon Fridrik Sigurdsson

Keyword(s):

Sex Differences ◽

Coping Strategies ◽

Multiple Regression ◽

Sex Difference ◽

Test Scores ◽

Self Esteem ◽

Stressful Situation ◽

Men And Women ◽

Relationship Of ◽

The Relationship

Summary: The Gudjonsson Compliance Scale (GCS), the COPE Scale, and the Rosenberg Self-Esteem Scale were administered to 212 men and 212 women. Multiple regression of the test scores showed that low self-esteem and denial coping were the best predictors of compliance in both men and women. Significant sex differences emerged on all three scales, with women having lower self-esteem than men, being more compliant, and using different coping strategies when confronted with a stressful situation. The sex difference in compliance was mediated by differences in self-esteem between men and women.

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A Meta-Analysis of Interviews and Cognitive Ability

Journal of Personnel Psychology ◽

10.1027/1866-5888/a000091 ◽

2013 ◽

Vol 12 (4) ◽

pp. 157-169 ◽

Cited By ~ 7

Author(s):

Philip L. Roth ◽

Allen I. Huffcutt

Keyword(s):

Cognitive Ability ◽

Meta Analysis ◽

Incremental Validity ◽

Employment Interviews ◽

Moderator Analysis ◽

The Future ◽

Research Questions ◽

Meta Analyses ◽

The Relationship

The topic of what interviews measure has received a great deal of attention over the years. One line of research has investigated the relationship between interviews and the construct of cognitive ability. A previous meta-analysis reported an overall corrected correlation of .40 ( Huffcutt, Roth, & McDaniel, 1996 ). A more recent meta-analysis reported a noticeably lower corrected correlation of .27 ( Berry, Sackett, & Landers, 2007 ). After reviewing both meta-analyses, it appears that the two studies posed different research questions. Further, there were a number of coding judgments in Berry et al. that merit review, and there was no moderator analysis for educational versus employment interviews. As a result, we reanalyzed the work by Berry et al. and found a corrected correlation of .42 for employment interviews (.15 higher than Berry et al., a 56% increase). Further, educational interviews were associated with a corrected correlation of .21, supporting their influence as a moderator. We suggest a better estimate of the correlation between employment interviews and cognitive ability is .42, and this takes us “back to the future” in that the better overall estimate of the employment interviews – cognitive ability relationship is roughly .40. This difference has implications for what is being measured by interviews and their incremental validity.

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A Multimedia Situational Test With a Constructed-Response Format

Journal of Personnel Psychology ◽

10.1027/1866-5888/a000035 ◽

2011 ◽

Vol 10 (2) ◽

pp. 78-88 ◽

Cited By ~ 18

Author(s):

Janneke K. Oostrom ◽

Marise Ph. Born ◽

Alec W. Serlie ◽

Henk T. van der Molen

Keyword(s):

Cognitive Ability ◽

Computer Technology ◽

Psychology Students ◽

Learning Activities ◽

Ability Test ◽

Constructed Response ◽

Job Experience ◽

Relationship Of ◽

The Relationship ◽

Situational Test

Advances in computer technology have created opportunities for the development of a multimedia situational test in which responses are filmed with a webcam. This paper examined the relationship of a so-called webcam test with personality, cognitive ability, job experience, and academic performance. Data were collected among 153 psychology students. In line with our expectations, scores on the webcam test, intended to measure interpersonally oriented leadership, were related to extraversion, conscientiousness, emotional stability, and job experience. Furthermore, the webcam tests significantly predicted students’ learning activities during group meetings over and above a cognitive ability test and a personality questionnaire. Overall, this study demonstrates that webcam tests can be a valid complement to traditional predictors in selection contexts.

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