scholarly journals A structural equation modeling analysis of relationships among university students’ readiness for e-learning, self-regulation skills, satisfaction, and academic achievement

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Nuh Yavuzalp ◽  
Eralp Bahcivan
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Structural Equation ◽  
Self Regulation ◽  
Equation Model ◽  
Equation Modeling ◽  
State University ◽  
E Learning ◽  
Fit Index ◽  
The University

AbstractThe aim of this study is to examine the relationships of readiness for e-learning with self-regulation skills, satisfaction, and academic achievement in university students taking campus-based courses via distance learning. In this context, a structural equation model is proposed by taking studies in the literature into consideration. The proposed model is analyzed and discussed in the light of the literature. A total of 749 university students from a state university in Turkey participated voluntarily in the study. A scale of readiness for e-learning, a self-regulated online learning scale, and a satisfaction survey were used as data collection tools in the study. The fit index values obtained from the analysis were observed to be χ2/df = 4.11, CFI = .90, and RMSEA = .06, which were at an acceptable level. The research results reveal that the university students’ readiness for e-learning was effective on their self-regulation skills, satisfaction, and academic achievement. Implementation suggestions are made in line with the research findings and conclusions.

Higher education amid COVID-19 pandemic: contributions from resilience, positive orientation and grit

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Afsaneh Ghanizadeh
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Structural Equation ◽  
Online Survey ◽  
Self Regulation ◽  
Academic Resilience ◽  
Equation Modeling ◽  
Positive Orientation ◽  
Major Purpose ◽  
Content Type

PurposeThe major purpose of the present study is to investigate the contribution of academic resilience in accounting for two motivational and attitudinal constructs ? Grit and positive orientation and also probe the predictive power of all these constructs in academic achievement of university students in the midst of the pandemic COVID-19.Design/methodology/approach521 university students participated in an online survey. To measure academic resilience, a scale designed and validated by Kim and Kim (2016) comprising 26 items was employed. The scale contains five sub-factors: perceived happiness, empathy, sociability, persistence and self-regulation. Grit was assessed via an 8-item scale comprising two facets: perseverance of effort (PE) and consistency of interest (CI). It was designed by Duckworth and Gross (2014). Positive orientation was determined through positivity scale developed by Caprara et al. (2010), consisting of eight items.FindingsThe results of structural equation modeling (SEM) revealed that resilience positively and significantly predicted both grit (β = 0.56, t = 6.41) and positive orientation (β = 0.54, t = 6.35). Resilience also predicted academic achievement directly (β = 0.71, t = 9.12) and indirectly via its impact on grit and positive orientation. It was also found that positive orientation and grit are positively and highly associated (β = 0.77, t = 9.28).Originality/valueThe pandemic COVID-19 brought about substantial changes in university students' education and their overall life style. Many university students around the globe experienced virtual education. Balancing personal and academic roles in these unprecedented conditions seems to be a tough challenge for every university student.

The Irritation Scale as an Instrument to Measure Stress among University Students

2013 ◽  
Vol 16 ◽  
Author(s):  
Enrique Merino-Tejedor ◽  
Joan Boada-Grau ◽  
José C. Sánchez-García ◽  
Pedro Miguel Hontangas-Beltrán
Keyword(s):  
Structural Equation Modeling ◽  
University Students ◽  
Self Efficacy ◽  
Structural Equation ◽  
Self Regulation ◽  
Equation Modeling ◽  
International Studies ◽  
Two Factors ◽  
Workplace Setting ◽  
General Self Efficacy

AbstractThe objective of this study was to verify the factor validity and structure of the “Irritation Scale” in a sample of 578 Spanish university students. At the same time, the study aimed to verify the criterion-related validity of the scale, analyzing the results obtained through correlation with other variables, such as general self-efficacy, self-regulation, depression, and certain personality dimensions. The results obtained through the Exploratory Structural Equation Modeling approach (ESEM) using Mplus confirmed the presence of two factors in the Irritation Scale, as observed in other international studies within a workplace setting. The significant correlations obtained between the Irritation Scale and the variables considered in the study confirmed the construct validity and verified that irritation is significantly and positively associated with depression and academic burnout, and is negatively associated with general self-efficacy and self-regulation.

scholarly journals The Influence of Emotional Intelligence on Resilience, Test Anxiety, Academic Stress and the Mediterranean Diet. A Study with University Students

2020 ◽  
Vol 17 (6) ◽  
pp. 2071 ◽  
Author(s):  
Rubén Trigueros ◽  
Ana M. Padilla ◽  
José M. Aguilar-Parra ◽  
Patricia Rocamora ◽  
María J. Morales-Gázquez ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
University Students ◽  
Test Anxiety ◽  
Mediterranean Diet ◽  
Structural Equation ◽  
Eating Habits ◽  
Academic Stress ◽  
Equation Model ◽  
The Mediterranean ◽  
The University

The academic transition to university is a turning point in young people’s lifestyles. However, studies to date have focused on student behaviour within the classroom context, rather than on the consequences it may have on their lifestyle. This study aims to analyze the influence of emotional intelligence of university students on their resilience, academic stress, exam anxiety, and eating habits related to the Mediterranean diet at the university stage. This study was carried out with the participation of 733 male and 614 female students from the University of Almeria, aged between 19 and 27. A structural equation model was made to explain the causal relationships between the variables. The results showed emotional intelligence positively predicted resilience. In turn, test anxiety and academic stress were negatively predicted by resilience. Finally, test anxiety and academic stress were negatively predicted by the Mediterranean diet. In short, the results of the present study have shown that academic transfer to university and grading pressure can generate maladaptive consequences for food consumption.

scholarly journals An Empirical Study of Students’ Acceptance of Online Education during the COVID-19 Pandemic in Saudi Arabia

2021 ◽  
Vol 4 (3) ◽  
pp. p8
Author(s):  
Dalal Bamufleh ◽  
Lama Talat Alradady
Keyword(s):  
Saudi Arabia ◽  
Online Education ◽  
University Students ◽  
Technology Acceptance ◽  
Structural Equation ◽  
Measurement Model ◽  
Equation Modeling ◽  
Use Of Technology ◽  
Acceptance Model ◽  
The University

This paper seeks to explore factors that determine the university student’s acceptance and adoption behavior towards online education platforms in Saudi Arabia (SA) during the COVID-19 pandemic. The research relied mainly on two theories: Unified Theory of Acceptance and Use of Technology (UTAUT), and the Technology Acceptance Model (TAM). Five different constructs were utilized from those theories to investigate the university student’s intention toward using online education platforms. The proposed model and its five hypotheses were tested by conducting a quantitative survey across social media to university students from different regions around SA. For the model validity, the measurement model was analyzed using a structural equation modeling technique applied using SmartPLS software. The survey sample consisted of 708 university students in different regions of SA. The analysis results show that Performance Expectancy (PE) and Facilitating Conditions (FC) affect students’ Attitude toward Using (ATU) and that ATU positively affects Behavioral Intention (BI). Nevertheless, Effort Expectancy (EE) is not significantly related to ATU. Thus, the level of difficulty in using the online education platform is not an effective determinant factor that would change the student’s attitude.

Factors affecting health promoting behavior among older women in Korea: a structural equation model

2020 ◽  
Author(s):  
Jihyun Oh
Keyword(s):  
Social Support ◽  
Older Women ◽  
Structural Equation Model ◽  
Structural Equation ◽  
Equation Model ◽  
Equation Modeling ◽  
Perceived Benefits ◽  
Health Promoting Behaviors ◽  
Health Promoting ◽  
Fit Index

Summary The purpose of this study was to explain the health promoting behaviors of older women in South Korea using a structural equation model. The health promotion model developed by Pender was used. A survey using self-administered questionnaires was carried out between 2 October 2016 and 26 November 2016, with 252 older women ≥65 years living in Korea. The data were analyzed using structural equation modeling. The fitness parameters of the modified model (χ2 = 227.243, df = 176, χ2/df = 1.29, p = 0.006, root mean square error of approximation = 0.034, goodness of fit index = 0.927, Tucker−Lewis Index = 0.979, comparative fit index = 0.984, normed fit index = 0.933) indicated its suitability as the research model. Perceived benefits of action and social support directly influenced health promoting behavior, and prior related behavior indirectly influenced health promoting behavior. Interventions should aim to directly improve social support and perceived benefits to increase health promoting behaviors.

scholarly journals A Structural Equation Model of Achievement Emotions, Coping Strategies and Engagement-Burnout in Undergraduate Students: A Possible Underlying Mechanism in Facets of Perfectionism

2020 ◽  
Vol 17 (6) ◽  
pp. 2106 ◽  
Author(s):  
Jesús de la Fuente ◽  
Francisca Lahortiga-Ramos ◽  
Carmen Laspra-Solís ◽  
Cristina Maestro-Martín ◽  
Irene Alustiza ◽  
...  
Keyword(s):  
University Students ◽  
Coping Strategies ◽  
Undergraduate Students ◽  
Structural Equation ◽  
Underlying Mechanism ◽  
Equation Model ◽  
Structural Equations ◽  
Achievement Emotions ◽  
Ex Post ◽  
The University

Achievement emotions that the university student experiences in the learning process can be significant in facilitating or interfering with learning. The present research looked for linear and predictive relations between university students’ achievement emotions, coping strategies, and engagement-burnout, in three different learning situations (classroom, study time, and testing). Hypotheses were identified for a possible model that would analyze the two facets of perfectionism based on these relations. In the case of perfectionistic strivings, the test hypothesis was that positive emotions would predispose the use of problem-focused coping strategies and an emotional state of engagement; in the case of perfectionistic concerns, however, negative emotions would predispose the use of emotion-focused strategies and a state of burnout. A total of 654 university students participated in the study, using an online tool to complete validated questionnaires on the three study variables. All students provided informed consent and corresponding permissions. Given the ex-post facto linear design, the predictions could be verified for each situation by means of logistic regression analyses and Structural Equations Models (SEM). Empirical results lent support, in varying degree, to the proposed theoretical relations. The testing situation was of particular interest. We discuss implications for perfectionism research and for the practice of prevention, education and health care in the university setting.

scholarly journals Factors Influencing Self-Regulation in E-learning 2.0: Confirmatory Factor Model | Facteurs qui influencent la maîtrise de soi en cyberapprentissage 2.0 : modèle de facteur confirmative

2016 ◽  
Vol 42 (2) ◽  
Author(s):  
Hong Zhao
Keyword(s):  
Hong Kong ◽  
User Satisfaction ◽  
Structural Equation ◽  
Information Quality ◽  
Success Factors ◽  
Factor Model ◽  
Self Regulation ◽  
Equation Modeling ◽  
System Quality ◽  
E Learning

The importance of self-regulation in e-learning has been well noted in research. Relevant studies have shown a consistent positive correlation between learners’ self-regulation and their success rate in e-learning. Increasing attention has been paid to developing learners’ self-regulated abilities in e-learning. For students, what and how to learn are largely predetermined by the learning environment provided by their institutions. Environmental determinants play a key role in shaping self-regulation in the learning process. This paper reports a study on the influences of the e-learning 2.0 environment on self-regulation. The study identified the factors that influence self-regulation in such an environment and determine the relationships between the factors and self-regulation. A theoretical model to categorize the success factors for self-regulated learning was proposed for this kind of environment. Based on the model, a questionnaire was designed and administered to more than two hundred and fifty distance learning students in Beijing and Hong Kong. Through structural equation modeling (SEM) technique, relationships between environmental factors and self-regulation were analyzed. Statistical results showed that several factors affect self-regulation in the e-learning 2.0 environment. They include system quality, information quality, service quality, and user satisfaction. L’importance de la maîtrise de soi en cyberapprentissage a été bien étudiée. Les études pertinentes ont démontré une corrélation positive uniforme entre la maîtrise de soi des apprenants et leurs taux de réussite en apprentissage en ligne. Une attention croissante a été portée au développement des aptitudes de maîtrise de soi des élèves en cyberapprentissage. Pour les élèves, quoi apprendre et comment sont des questions principalement prédéterminées par l’environnement d’apprentissage qu’offrent leurs établissements. Les déterminants environnementaux jouent un rôle clé pour modeler la maîtrise de soi dans le processus d’apprentissage. Cet article rapporte une étude sur les influences de l’environnement de cyberapprentissage 2.0 sur la maîtrise de soi. L’étude a cerné les facteurs qui, dans un tel environnement, influencent la maîtrise de soi et déterminent les relations entre les facteurs et la maîtrise de soi. Un modèle théorique de catégorisation des facteurs de réussite pour l’apprentissage autogéré a été proposé pour ce type d’environnement. Un questionnaire a été conçu selon ce modèle et plus de deux cent cinquante élèves en téléapprentissage à Beijing et à Hong Kong y ont répondu. À l’aide d’une technique de modélisation par équation structurelle, les relations entre les facteurs environnementaux et l’autogestion ont été analysées. Les résultats statistiques ont démontré que plusieurs facteurs affectent l’autogestion dans l’environnement de cyberapprentissage 2.0. Ceux-ci comprennent la qualité du système, la qualité de l’information, la qualité du service et la satisfaction de l’usager.

scholarly journals The Influence of Transformational Teacher Leadership on Academic Motivation and Resilience, Burnout and Academic Performance

2020 ◽  
Vol 17 (20) ◽  
pp. 7687
Author(s):  
Rubén Trigueros ◽  
Ana Padilla ◽  
José M. Aguilar-Parra ◽  
Isabel Mercader ◽  
Remedios López-Liria ◽  
...  
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Teacher Leadership ◽  
Structural Equation Model ◽  
Structural Equation ◽  
Academic Motivation ◽  
Academic Resilience ◽  
Equation Model ◽  
Predictive Relationships ◽  
The University

Currently, the university failure rate is around 33% of students starting their studies. Among the main reasons are demanding academic situations and the use of inappropriate coping strategies. Therefore, the aim of this study was to analyze the influence of teacher leadership on academic resilience and motivation, burnout, and academic performance. This study involved 3354 university students. A structural equation model was made to analyze the predictive relationships between the study’s variables. The results showed that teacher leadership positively predicted academic resilience and motivation; academic resilience negatively predicted burnout and positively predicted academic performance; likewise, academic motivation negatively predicted burnout and positively predicted academic performance; finally, burnout negatively predicted academic resilience.

scholarly journals Determinant of Smoking Behavior among Elementary Student in Indonesia: A Structure Equation Model

2021 ◽  
Vol 9 (E) ◽  
pp. 773-778
Author(s):  
Astrid Novita Haryanto ◽  
Melinda Noer ◽  
Agustin Kusumayati ◽  
Rizanda Machmud ◽  
Hafizurrachman Hafizurrachman ◽  
...  
Keyword(s):  
Structural Equation ◽  
Self Regulation ◽  
Smoking Behavior ◽  
Well Being ◽  
Equation Model ◽  
Equation Modeling ◽  
Elementary Student ◽  
Cross Sectional Survey ◽  
Family Function ◽  
Refusal Skills

BACKGROUND: Initial smoking exposure may occur during early adolescence (aged 10–12 years old), and it increases overtime. Although several factors for smoking behaviors exist among adolescents, there are few studies address determinant of smoking behavior by adding others variables in theory of plan behavior such as smoking refusal skills, self-regulation, parenting, family function, environment, and culture. AIM: The aim of this study was, therefore, to evaluate the determinant of smoking behavior among elementary student in Indonesia using a structural equation model. METHODS: A cross-sectional survey was carried out from June to October 2019 in West Java, Indonesia. For each school, students were selected using a systematic random sampling technique. The study included girls and boys ages 10–12. The consent was obtained by the parent or guardian. Structural equation modeling was used for analysis. RESULTS: The mean age was 10.56 years (SD = 0.37). About 28.6% of them were currently smoking with aged of first use was 10.02 (SD = 0.19). More than half (56%) of their family were currently smoking too and friend smoking was 41.7%. The final model accounted for 27% and 39% of the variance of intention and smoking behavior, respectively, has both direct and indirect effects through empowerment on self-care behaviors toward pregnancy-related complication. CONCLUSION: The present study was intended to expand the theory of planned behavior by including additional variables in its model: Smoking refusal skills, self-regulation, parenting, family function, environment, and culture. This study also provides a significant contribute for clinical a practice and policy-maker as a basic data to establish future intervention to promote no tobacco use among elementary student to achieve optimal well-being to prevent a fatal disease.

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