scholarly journals Analysis of academic self-efficacy, self-esteem and coping with stress skills predictive power on academic procrastination

2014 ◽  
Vol 9 (5) ◽  
pp. 146-152 ◽  
Author(s):  
Kandemir Mehmet ◽  
İlhan Tahsin ◽  
Ragıp zpolat Ahmet ◽  
Palancı Mehmet
Keyword(s):  
Self Efficacy ◽  
Predictive Power ◽  
Self Esteem ◽  
Academic Procrastination ◽  
Coping With Stress ◽  
And Coping ◽  
Academic Self Efficacy

scholarly journals Study on conscientiousness, academic self-efficacy and self-esteem predictive power on academic procrastination among counselling students

2019 ◽  
Vol 1 (2) ◽  
pp. 69-78 ◽  
Author(s):  
Ibiam Dike ◽  
Stephen Oluwaseun Emmanuel
Keyword(s):  
Self Efficacy ◽  
Predictive Power ◽  
Self Esteem ◽  
College Of Education ◽  
Hierarchical Regression ◽  
Academic Procrastination ◽  
Hierarchical Regression Model ◽  
Counselling Students ◽  
Academic Self Efficacy ◽  
Random Method

The purpose of this study is to investigate the predictive effect of Conscientiousness, Academic Self-Efficacy and Self-Esteem on Academic Procrastination among Counselling Students. Three hundred students studying Counselling in a College of Education in Nigeria, West Africa were selected through the simple random method and completed the measures of Conscientiousness, Academic Self-efficacy, Self-esteem, and Academic Procrastination. The result from the correlation matrix and hierarchical regression model shows that academic procrastination behavior of students is explained by conscientiousness, academic self-efficacy, and self-esteem. It was also shown from the model that all the predictor variables contributed 54% of the total variance in academic procrastination among counselling students. Research results are discussed in the light of related literature and practicable recommendations were provided.

scholarly journals Explanation of academic procrastination from self-esteem, state anxiety, self-efficacy

2012 ◽  
Vol 2 (3) ◽  
pp. 1-10 ◽  
Author(s):  
Didem Aydoğan ◽  
Yaşar Özbay
Keyword(s):  
High School Students ◽  
State Anxiety ◽  
Self Efficacy ◽  
Self Esteem ◽  
Middle Level ◽  
Male Students ◽  
Academic Procrastination ◽  
School Students ◽  
The University ◽  
Academic Self Efficacy

The purpose of the present study was to examine the interplay between academic procrastination, self-esteem, state anxiety and self-efficacy of the 11th grade high school students who are getting prepared for the University Entry Exam. Particapants were 400 students (220 female, 180 male) that were chosen randomly in Konya province. Academic Procrastination Behavior Scale (APBS), Academic Self-Efficacy (ASES), Coopersmith Self-Esteem Scale (CSES), Spielberg State Anxiety Inventory (SSAI) was used. Pearson Moments Correlation, multiple regression analyze, F-test and t-test was used to analyze data. According to the result, while low self-esteem significantly explains academic procrastination, state anxiety and self-efficacy beliefs don't explain academic procrastination. High academic procrastinators and middle level procrastinators have more state anxiety than low academic procrastinators. Also male students are more inclined to academic procrastination than female students.

scholarly journals A model explaining academic procrastination behavior

2014 ◽  
Vol 4 (3) ◽  
pp. 51-72 ◽  
Author(s):  
Mehmet Kandemir
Keyword(s):  
University Students ◽  
Personality Traits ◽  
Self Efficacy ◽  
Self Esteem ◽  
Goal Orientations ◽  
Academic Procrastination ◽  
Effect Relationship ◽  
Efficacy Belief ◽  
Cause And Effect ◽  
Academic Self Efficacy

The present study aims at examining the extent, to which personality traits, goal orientations, academic self-efficacy belief and self-esteem explain the academic procrastination behaviors of university students within the framework of a mode. To this end, a model was created and a model test was performed in order to determine the direct and indirect effects of the research variables within the compass of a cause and effect relationship. In the present research in which a causative comparative pattern was used, the research group consists of 630 university students in total from different grades, 406 of whom are female and 224 of whom are male. In the data collection phase of the present research," Aitken Academic Procrastination Scale", "Adjective Based Personality Test", "Multidimensional Perfectionism Scale", "Achievement Goals Scale", "Rosenberg Self Esteem Scale" and "Academic Self Efficacy Scale" were used. It was found that the academic procrastination behaviors of university students are directly and indirectly related to personality traits, success orientation, academic self efficacy belief and self esteem within the framework of a cause and effect relationship

Experienced stress, self-efficacy, self-esteem and strategies of coping with stress and their association with clinical symptoms in schizophrenia

2011 ◽  
Vol 26 (S2) ◽  
pp. 1532-1532
Author(s):  
A. Wysokinski ◽  
I. Kloszewska
Keyword(s):  
Coping Strategies ◽  
Self Efficacy ◽  
Clinical Symptoms ◽  
Self Esteem ◽  
Stress And Coping ◽  
Coping With Stress ◽  
Schizophrenic Patients ◽  
Image Position ◽  
And Coping ◽  
Development Course

IntroductionStress affects the development/course of schizophrenia. Inefficient coping may influence functioning.ObjectiveAssessment of experienced stress, self-efficacy, self-esteem and coping strategies in schizophrenia.MethodsStudy group: 33 schizophrenic in-patients and 27 healthy subjects. Scales: clinical symptoms - PANSS, HDRS; stress-related - experienced stress (SES), self-efficacy (GSES), self-esteem (RSES), coping strategies (COPE).ResultsPANSS, HDRS scores (mean ± SD): 49.2 ± 16.2, 10.1 ± 7.6. Table 1 shows SES, GSES, RSES scores, Table 2 - coping strategies (only significant differences). Inter-variable correlations were found: SES-PANSS (r = 0.56, p < 0.001), SES-HDRS (r = 0.69, p = 0.01), RSES-HDRS (r = -0.39, p = 0.02), COPE14-PANSS (r = 0.38, p = 0.03), COPE14-PANSS-P (r = 0.45, p = 0.008).[Stress, self-efficacy, self-esteem (mean score ± SD)][Coping strategies (mean score ± SD)]ConclusionsHigher experienced stress, lower self-efficacy and self-esteem were found in schizophrenic patients. Stress and coping strategies may affect/result from clinical symptoms. “Passive/avoiding” coping strategies were more frequent in schizophrenic patients.

Effects of Emotional Intelligence and Selfleadership on Students' Coping with Stress

2016 ◽  
Vol 44 (5) ◽  
pp. 853-864 ◽  
Author(s):  
Yefei Wang ◽  
Guangrong Xie ◽  
Xilong Cui
Keyword(s):  
Emotional Intelligence ◽  
Positive Affect ◽  
Structural Equation Model ◽  
Self Efficacy ◽  
Structural Equation ◽  
Active Coping ◽  
Equation Model ◽  
Coping With Stress ◽  
And Coping ◽  
The Relationship

We examined the impacts of emotional intelligence and self-leadership on coping with stress, and assessing the mediating roles that positive affect and self-efficacy play in this process. Participants were 575 students at 2 Chinese universities, who completed measures of coping with stress, self-leadership, emotional intelligence, self-efficacy, and positive affect. The structural equation model analysis results indicated that self-efficacy fully mediated the relationship between emotional intelligence and active coping, as we had predicted. Further, self-leadership had a direct effect on active coping. However, positive affect and self-efficacy did not mediate the relationship between self-leadership and coping with stress. Implications are discussed in terms of theoretical contributions and interventions for coping with stress.

scholarly journals The Relationship Between Self-Esteem, Self-Efficacy, Family and Life Satisfaction, Loneliness and Academic Achievement During Adolescence / Odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije

2021 ◽  
Vol 23 ◽  
Author(s):  
Ina Reić Ercegovac ◽  
Toni Maglica ◽  
Maja Ljubetić
Keyword(s):  
Academic Achievement ◽  
Life Satisfaction ◽  
Self Efficacy ◽  
Short Form ◽  
Well Being ◽  
Self Esteem ◽  
Efficacy Beliefs ◽  
Female Adolescents ◽  
The Relationship ◽  
Academic Self Efficacy

This study aimed to explore the relationship between self-esteem, self-efficacy, family and life satisfaction, loneliness and academic achievement during adolescence. A total of 180 male and 301 female adolescents aged 10 to 17 (M=12.45 years, SD=2.66), from two primary and two secondary schools from the city of Split, participated in the study. To achieve the research goal, we administered the general data questionnaire, Self-Efficacy Questionnaire for Children and Adolescents (Vulić Prtorić Sorić, 2006), Family Satisfaction Scale (Vulić Prtorić, 2004), the short-form UCLA Loneliness Scale (Russell, 1996), and the Rosenberg Self-Esteem Scale (Rosenberg, 1965). The results indicated that female adolescents performed better in Croatian than male adolescents, who in turn assessed themselves as being more emotionally efficient than female adolescents. Regarding age, preadolescents were more satisfied, performed better academically, and exhibited higher levels of academic self-efficacy and self-esteem than older adolescents. The results of the regression analysis showed that higher academic self-efficacy and lower emotional self-efficacy were the strongest predictors of academic achievement. Research findings suggest that higher self-esteem and self-efficacy beliefs in all domains could have a protective role in well-being of adolescents and, finally, they point to the importance of developing high self-efficacy beliefs, especially academic ones, for academic achievement.Key words: academic achievement; adolescence; self-concept; satisfaction, loneliness---Ovim istraživanjem nastojalo se ispitati odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije. U istraživanju je sudjelovalo ukupno 180 adolescenata i 301 adolescentica u dobi od 10 do 17 godina (M = 12,45 godina, SD = 2,66), iz dvije osnovne i dvije srednje škole iz Splita. Kako bismo ostvarili cilj istraživanja, koristili smo sljedeće instrumente: Upitnik općih podataka, Upitnik samoučinkovitosti djece i adolescenata (Vulić Prtorić i Sorić, 2006), Skalu obiteljskoga zadovoljstva (Vulić Prtorić, 2004), kratki oblik Skale usamljenosti Sveučilišta u Kaliforniji (UCLA) (Russell, 1996) i Opću skalu samopoštovanja (Rosenberg, 1965). Rezultati pokazuju da su adolescentice bolje u Hrvatskom jeziku od adolescenata, koji su procijenili da su emocionalno učinkovitiji od ženskih adolescenata. S obzirom na dob, predadolescenti bili su zadovoljniji, imali bolju akademsku izvedbu i pokazivali više razine akademske samoučinkovitosti nego stariji adolescenti. Rezultati regresijske analize naglasili su višu akademsku samoučinkovitost i nižu emocionalnu samoučinkovitost kao najsnažnije prediktore akademskoga postignuća. Rezultati istraživanja pokazuju da više samopoštovanje i viša uvjerenja u samoučinkovitost u svim domenama mogu očuvati dobrobit adolescenata. Osim toga, rezultati ukazuju na važnost razvijanja snažnih uvjerenja u samoučinkovitost, posebno akademsku, za akademsko postignuće.Ključne riječi: adolescencija; akademsko postignuće; samopoimanje; usamljenost; zadovoljstvo

Ego-Strength, Hardiness, Self-Esteem, Self-Efficacy, Optimism, and Maladjustment: Health-Related Personality Constructs and the “Big Five” Model of Personality

Assessment ◽  
1996 ◽  
Vol 3 (2) ◽  
pp. 115-131 ◽  
Author(s):  
Larry C. Bernard ◽  
Steven Hutchison ◽  
Alexander Lavin ◽  
Pamela Pennington
Keyword(s):  
Health Status ◽  
Social Desirability ◽  
Big Five ◽  
Self Efficacy ◽  
Factor Model ◽  
Self Esteem ◽  
Ego Strength ◽  
Self Confidence ◽  
Big Five Model ◽  
And Coping

Six personality measures used in health psychology; the NEO Five-Factor Inventory (NEO-FFI) criterion measures of stress, self-reported health status, and coping; and a measure of social desirability were administered to samples of college students and adult community volunteers ( N = 589) in a series of four confirmatory and exploratory factor analytic studies. The hypothesis that the six independently developed personality measures of ego-strength, hardiness, self-esteem, self-efficacy, optimism, and maladjustment would share common variance and that a hierarchical factor model with a single, higher-order Health Proneness factor loading two lower-order factors—Self-Confidence and Adjustment—would account for the covariance in these measures was tested against single and three-factor models and confirmed. The factor model was examined with respect to general personality as represented in the “Big Five” Model. Adjustment was related negatively to NEO-FFI Neuroticism and positively to NEO-FFI Conscientiousness and Agreeableness, whereas Self-Confidence was related to NEO-FFI Extraversion. None of these relationships is extensive, nor does any one account for more than 40% of the variance. Evidence of the validity of Self-Confidence and Adjustment was found in their moderate relationships to measures of stress, health status, and coping, and in their weak relationships to social desirability and negative affectivity.

Intervention Outcomes, Anxiety, Self-Esteem, and Self-Efficacy With DHH Students in Universities

2020 ◽  
Vol 26 (1) ◽  
pp. 58-69
Author(s):  
Samta P Pandya
Keyword(s):  
Self Efficacy ◽  
Liberal Arts ◽  
Self Esteem ◽  
Highly Qualified ◽  
Post Test ◽  
Liberal Arts Students ◽  
Commerce Students ◽  
Spiritual Counseling ◽  
The Impact ◽  
Academic Self Efficacy

Abstract This article reports the impact of an online spiritual counseling (OSC) program in mitigating anxiety and building self-esteem and academic self-efficacy among deaf and hard-of-hearing (DHH) students in universities. Compared to online relaxation sessions, the OSC was more effective. Male DHH students and those whose parents were highly qualified exhibited less anxiety and higher self-esteem and self-efficacy at pretest (T1). Post-test (T2) male students having better educated parents responded better to the OSC. T2 anxiety was lower and self-esteem and academic self-efficacy was higher for liberal arts students and having stay-at-home parents compared with science and commerce students and whose parents worked outside home. Self-esteem was also positively moderated by better economic class and presence of siblings. Intervention compliance in terms of regular attendance and self-practice mediated the relationship between sociodemographic predictors and outcomes. Results support the biopsychosocial model and encourage the implementation of the OSC with DHH university students.

Relationship of academic procrastination with perceived competence, coping, self-esteem and self-efficacy in Nursing students

2020 ◽  
Vol 30 (6) ◽  
pp. 398-403 ◽  
Author(s):  
Cecilia Brando-Garrido ◽  
Javier Montes-Hidalgo ◽  
Joaquín T. Limonero ◽  
María José Gómez-Romero ◽  
Joaquín Tomás-Sábado
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Self Esteem ◽  
Perceived Competence ◽  
Academic Procrastination ◽  
Relationship Of
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