Non - English Mayor Students’ Attitudes Toward English Lesson at Batanghari University

This research is aimed at analyzing the attitude of students of non-English major study towards English lessons at the faculty of Economics and Law of Batanghari University in Jambi. The research problem is the attitude of students of non-English major study towards English lessons. The research is used quantitative method by using questionnaire and discussion method. Based on the calculation of the item values using SPSS, it was concluded that 40 questions were valid, 5 were invalid, the total score correlation value (r count) was consulted with rtable (0.349) at α = 0.05, 40 questions were declared valid and as many as 5 questions were declared invalid namely question no. 7,18,19 25 28 and the non-valite questionnaire was discarded. So the number of items used as research is as many as 40 questions. Based on table 4.3 above, can be seen an overview of each variable. Variable Attitute Height with an average value of 3.74. This means that Behavioral is in the High category which is in the High category with an average value of 3.88. Cognitive variable 3.97 and emotional included in the high category that is equal to 3.85. Variable of ATTITUDES of 10 statement items there is one item in the very high category (8) the rest, all items are in the high category with an average value in the range, 3.40 - 4.19 overall, Variable of ATTITUDES is in the category high with an average value of 3.86. Variable of BEHAVIORAL Of the 10 statement items there is one item in the very high category (8) the rest, all items are in the high category with the average value in the range, 3.40 - 4, 19 overall, the Variable of Behavioral is in the high category with an average value of 3.88.COGNITIVE out of the 10 statement items there is one item in the very high category (8) and the rest, all items are in the high category with an average value on range, 3.40 - 4.19 overall, QUESTIONAIRES OF COGNITIVES are in the high category with an average value of 3.97. EMOTIONAL OF 10 statement items there is one items are in the very high category (8) the rest, all items are in the high category with an average value in the range, 3.40 - 4.19 overall, QUESTIONAIRES OF EMOTIONAL are in the high category with an average value of 3.85.

Mediating the Relationship Between Parental Control/Support and Offspring Delinquency: Self-Efficacy for a Conventional Lifestyle Versus Self-Efficacy for Deviance

This study sought to determine whether self-efficacy for a conventional lifestyle mediated the relationship between parental control/support and offspring delinquency using longitudinal data supplied by 2,252 (1,145 boys, 1,107 girls) high school students surveyed in the 10th, 11th, and 12th grades. The results of a three-regression negative binomial analysis revealed that self-efficacy for a conventional lifestyle mediated the relationships between Wave 1 parental monitoring and attachment, on one hand, and Wave 3 delinquency, on the other hand. Comparison pathways mediated by self-efficacy for deviance, consistent with predictions, did not achieve significance. These results indicate that a social cognitive variable, self-efficacy for a conventional lifestyle, may be partially responsible for the delinquency-inhibiting effects of parental control (monitoring) and support (attachment).

Selected Anxiety Variables of Successful and Unsuccessful Male and Female Judo Players of All India Inter-University Level

The purpose of this study was to compare between male and female inter-university judo players in regard to their selected anxiety variable score at training session, during competition and at the post competition, secondly to compare between the successful and unsuccessful inter-university judo players in regard to their anxiety variable score. The study was conducted on Thirty Judo players (fifteen male and fifteen female).The subject age was ranged from 17 to 21 years. Out of thirty samples, eight male and seven female exhibited successful performances in the All India inter-university Judo competition, held at Punjabi University, Patiala 2006. Data was collected at Indira Ghandi Institute of Physical Education and Sports Sciences (IGIPESS), University of Delhi and during All India Judo championship 2006 held at Punjabi University, Patiala by administrating Illinois Competition Questionnaire (ICQ)/Competitive state Anxiety Inventory-2 (CSAI-2) following standard protocol. Descriptive statistics (Mean and standard deviation) and independent ‘t’ were used to analyze the data. The level of significance was set at 0.05.The finding regarding comparison of anxiety variables in CSAI-2scores of male judo players revealed that total anxiety scores were highest during post-competition stage (Mean =67.50) followed by training session (M = 59.80) and the total anxiety scores were lowest during competition stage (Mean =59.50). Likewise in female judo players, total anxiety were found to be highest at training session (M = 70.99) followed by competition period (M =65.35) and was found lowest after the competition (M =51.32). The findings further revealed that successful judo players had higher self-confidence than unsuccessful judo players (Mean = 84.00), whereas unsuccessful judo players had higher score in cognitive and somatic component of anxiety (Mean =69.33 and 59.86 respectively). The study concluded that:- The study concluded that:- 1. During training session the male judo players scored highest in self-confidence component of anxiety followed by cognitive and somatic variable. 2. During training session female judo player’s cognitive aspect dominated followed by self-confidence and somatic variable. 3. During competition, cognitive variable scored highest followed by self-confidence and somatic variable in male judo players. 4. During competition female judo player’s self-confidence scored highest followed by cognitive and somatic component. 5. In regard to post-competition, male judo players scored highest in self-confidence variable of anxiety followed by somatic and cognitive variable. 6. In regard to female judo players, self-confidence scored highest followed by cognitive and somatic variable of anxiety. 7. The study further revealed that successful judo players had higher self-confidence than unsuccessful judo players, whereas unsuccessful judo players had higher score in somatic and cognitive component of anxiety.

Interaksi Variabel Personalitas dengan Variabel Kognitif terhadap Perilaku Auditor

<p><em>This study examines the effect of the interaction of personality variables (locus of control and commitment of the profession) with cognitive variable (ethical awareness) to the auditor's behavior in working conflict situation. The population of this research was auditor of the Public Accounting Firm in Semarang, and the data collected by using questioner. There were 43 questioners used as research sample, and the respon rate was 71,66%. This research used the Work Locus of Control Scale (WLCS) to measure locus of control, Likert scale to measure profession commitment and Multidimentional Ethics Scale </em>(MES) <em>to measure</em> <em>ethi</em><em>cal awareness. Multiple regressions employed in this study. The result shows that there is an interaction between the locus of control, profession commitment with ethical awareness affects the response to auditor's behavior in audit conflict situations.</em></p>

Social Anxiety, Tremor Severity, and Tremor Disability: A Search for Clinically Relevant Measures

Background. While social anxiety has been reported among essential tremor (ET) patients, very little is known about the relation between self-report measures of social anxiety, tremor severity and disability, and cognition.Methods. Sixty-three individuals diagnosed with ET took part in a comprehensive study examining neurocognition and behavioral functioning. A psychiatric diagnostic interview, three social anxiety questionnaires, and an idiographic-based behavioral assessment to pinpoint anxiety provoking situations and related distress were completed.Results. Thirty percent of the participants met diagnostic criteria for social anxiety disorder (SAD). Social anxiety questionnaires were negligibly related to tremor severity and disability. Idiographic behavioral assessment of subjective distress was moderately related to resting tremor severity and disability and strongly related to social anxiety questionnaires scores. Only one cognitive variable was related to tremor severity.Conclusions. These findings suggest that (a) self-report measures of social anxiety with ET patients may underestimate distress; (b) emphasis on tremor severity may be misleading; (c) tremor disability may be a more sensitive and functional measure related to cognition and effect; (d) SAD is wide spread and does not appear to be related to dysregulated executive function; and (e) development of an ET-specific measure of social anxiety is called for.

COGNITIVE AND NON-COGNITIVE FACTORS RELATED TO STUDENTS’ STATISTICS ACHIEVEMENT

The aim of this study was to investigate students’ achievement in introductory statistics courses taking into account the relationships between cognitive and non-cognitive factors. It was hypothesised that achievement was related to background in mathematics (a cognitive variable), as well as to attitudes toward statistics and anxiety (non-cognitive variables). Students were presented with measures assessing their attitudes, mathematical competence, and anxiety toward courses and examinations at the beginning and at the end of their statistics course. Achievement was assessed by tasks assigned during the course, as well as by students’ final grades and the number of exam failures. The results reveal the reationships between cognitive and non-cognitive factors, their changes during the course, and how both interact in predicting achievement. First published May 2010 at Statistics Education Research Journal: Archives

Explanatory Style and Academic Performance among College Students Beginning a Major Course of Study

Explanatory style, a cognitive variable, reflects how people typically explain the causes of bad events involving themselves. Explanatory style emerged from the attributional reformulation of the learned helplessness and depression model as a way of explaining individual differences in response to uncontrollability. A central prediction of the reformulation is that people with habitual explanatory tendencies differ, and individuals with a pessimistic explanatory style will be more likely to exhibit depressive symptoms following bad events than individuals with an optimistic explanatory style. 116 upper-level undergraduates beginning a degree program at this university completed the Attributional Style Questionnaire. Scores were correlated with students' cumulative grade point averages and their total points earned in Consumer Behavior, the first course required in the Marketing major. Students with pessimistic explanatory style scores outperformed colleagues with optimistic explanatory style scores. Implications of these findings and possible explanations for why explanatory style did not correlate in the theoretically predicted way with academic achievement are considered.

Achievement in Chemistry Problem-Solving as a Function of the Mobility-Fixity Dimension

The present studies explored the relation between students' achievement in chemistry problem-solving and the Mobility—Fixity dimension. Fixity characterizes consistency of function of field-independent subjects in a field-independent fashion, while Mobility provides for variation according to circumstances. The effect of this cognitive variable was examined as a function of the type and the complexity of the problem. Two kinds of problems were used, chemical equilibrium problems with varying mental demand and logical structure, and organic synthesis problems with varying mental demand. The subjects had to carry out different mental tasks, such as manipulation of logical schemata, applying algorithmic procedures, solving nonalgorithmic problems. In all cases, Mobile subjects demonstrated higher achievement than Fixed subjects. The results of this study support the hypothesis that the Mobility—Fixity dimension can serve as a predictor variable of students' performance on chemistry problem-solving.