scholarly journals Different Self-Attitude Indicators in Students and Their Self-Realization in a University

2020 ◽  
Vol 8 (3) ◽  
pp. 47-59
Author(s):  
Sergey Kudinov ◽  
◽  
Stanislav Kudinov ◽  
Olga Mihailova ◽  
Vladislav Kudinov ◽  
...  
Keyword(s):  
Cluster Analysis ◽  
Empirical Study ◽  
Foreign Students ◽  
Self Regulation ◽  
Diagnostic Technique ◽  
Self Assessment ◽  
Self Identity ◽  
Master's Degrees ◽  
Self Confidence ◽  
Dependent Type

The problem raised in the study is also due to the lack of a common conceptual framework explaining the conditionality of foreign students’ realization by subjective characteristics. The purpose of the paper is to present and analyze the results of an empirical study of self-attitude indicators as subject predictors of students’ self-realization in a foreign cultural environment. The study was conducted in 2019-20 among students of the Peoples’ Friendship University of Russia getting undergraduate and Master’s degrees in Humanities. 412 respondents aged 18-25 took part in the survey. The authors used “Multidimensional questionnaire of self-identity” method by S. I. Kudinov; “Test - questionnaire of self-attitude” method by V. V. Stolin, S. R. Panteleev; the self-assessment diagnostic technique by Dembo-Rubinstein in A. M. Prikhozhan’s modification; “Individual preferences of self-expression sphere” questionnaire by S. S. Kudinov; methods of mathematical and statistical analysis (descriptive statistics, cluster analysis, K. Pearson’s correlation analysis, factor analysis, the program of standard statistical package “Statistica-7.0”. In the course of an empirical study of students in a multinational university it was found that the respondents’ self-realization is carried out mainly in the course of educational activities. As a result of cluster analysis, three groups of respondents with dominant indicators of self-attitude have been identified, which were conventionally designated as positive-stable, negative-rigid and socially dependent type of self-attitude. It is determined that respondents with a positive-stable type of self-attitude demonstrate most successful self-fulfillment due to the expression of such personal qualities as self-acceptance, self-confidence, faith in their possibilities and abilities, self-management. At the same time, the greatest difficulties in self-realization are experienced by students with a socially dependent type of self-attitude, due to low self-esteem, external self-regulation and constant expectation that others would evaluate their activities, actions and reactions.

scholarly journals Prognostic Model of Successful in Solving Professional Tasks by Students of Engineering Specialties of the Rocket and Space Industry

2021 ◽  
Vol 20 (1) ◽  
pp. 96-104
Author(s):  
Daria V. Lastovenko ◽  
Keyword(s):  
Empirical Study ◽  
Psychological Factors ◽  
Prognostic Model ◽  
Self Regulation ◽  
General Level ◽  
Predictors Of Success ◽  
Self Assessment ◽  
Space Industry ◽  
The Subject ◽  
Metacognitive Activity

The article discusses the predictors of the success of solving problems by students of engineering specialties of the space industry. The predictive model takes into account the characteristics of the characterological, metacognitive and self-regulatory characteristics of the subject successfully solving the problem. The features of the predictors of each of these components are described, and their general model is considered. The study involved 110 students of engineering specialties of the space industry. The following methods were used for the study: “Style of self-regulation of behavior” (V.I. Morsanova),”Self-assessment of metacognitive knowledge and metacognitive activity” (Yu.V. Skvortsova, M.M. Kashapov) and FPI-B (adaptation by A.A. Krylov, T.I. Ronginskaya). Predictors of success in solving professional tasks based on the results of an empirical study were self-regulation indicators: “Flexibility”, “General level of self-regulation”, “Evaluation of results”. The characterological component is represented only by the indicator “Depressiveness”. The features of the influence of each of the components on the success of solving problems in the aggregate and the possibility of increasing the success of solving problems are discussed. The article is based on the results of a dissertation research devoted to the study of psychological factors of solving professional problems by students of engineering specialties of the rocket and space industry.

scholarly journals Student Self-Assessment in Higher Education: The International Experience and the Greek Example

2018 ◽  
Vol 8 (6) ◽  
pp. 130 ◽  
Author(s):  
Anastasia Papanthymou ◽  
Maria Darra
Keyword(s):  
Higher Education ◽  
Learning Style ◽  
Empirical Studies ◽  
Self Regulation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Self Control ◽  
Self Assessment ◽  
Self Confidence ◽  
Assessment In Higher Education

This study is a review of 34 empirical studies internationally and in Greece from 2008-2018 and aims at investigating:a. the implementation of student self-assessment in Higher education and the outcomes on students, b. the ability ofstudents to self-assess accurately and the factors that affect this ability. According to the main findings, self-assessmentis implemented through various ways that include inter alia electronic and non-electronic self-assessment tools.Internationally, most studies have examined and proved the contribution of student self-assessment to improvement ofperformance and learning. Moreover, self-assessment develops self-regulating learning, increases self-confidence,motivates students to ask guidance from their professors and help from their peers, increases self-efficacy, students’awareness of self-assessment ability and self-control, makes students change attitudes towards course, preparesemployability skills of students, reduces anxiety for assessment, increases students’ responsibility about theirlearning, makes them have a critical view on their work and develops critical thinking skills. In Greece, it was foundonly one study that examined the implementation of student self-assessment in Higher education and its impact onstudents and findings indicate that self-assessment through a quiz improves performance, self-regulation, motivatesstudents to try more and helps them identify gaps in their learning. Student self-assessment ability and factors thataffect this ability have been examined only internationally, so in Greece there is a research gap concerning theseparameters. Tertiary students can self-assess accurately and this ability depends on specific factors such asconfidence, prior achievement, learning style, scaffolding from professors, training, dialogical interaction anddynamic assessment.

scholarly journals Self-regulation and Self-identity Changes among Iranian EFL Learners

2021 ◽  
Vol 9 (3) ◽  
pp. 280-292
Author(s):  
Anahita Estehmami ◽  
Behzad Ghonsooly ◽  
Nahid Royaei
Keyword(s):  
Significant Relationship ◽  
Intrinsic Value ◽  
Self Regulation ◽  
Theoretical Expectation ◽  
Self Identity ◽  
Efl Learners ◽  
Self Confidence ◽  
Efl Students ◽  
Convenience Sampling ◽  
Identity Changes

The present study aims to investigate the probable association between self-regulated strategies and self-identity changes among Iranian EFL learners. To achieve this purpose, 80 EFL students were selected according to convenience sampling from different language institutes in Mashhad. They were requested to complete the ' Motivated Strategies for Learning Questionnaires' (MSLQ) and 'Self-identity Changes' questionnaires. The findings yielded via correlation supported the theoretical expectation of a linkage between self-regulation and self-identity changes. The result revealed that there is a significant relationship between teachers' self-regulation high scores and self-confidence changes. Subsequent data from step-wise regression indicated that among sub-components of self-regulation, regulation, efficacy, and intrinsic value are the best predictors of learners' self-confidence changes. The conclusions and implications of the research are further discussed with reference to earlier finding.

Insight into strategies adopted by the residents who passed exit fellowship examination in first few attempts

2020 ◽  
Vol 14 (1) ◽  
pp. 10-15
Author(s):  
Humera Zafar Ali Khan ◽  
Amina Ahmad ◽  
Abid Ashar ◽  
Hamid Mahmood
Keyword(s):  
Learning Strategies ◽  
Self Efficacy ◽  
Self Regulation ◽  
Structural Description ◽  
Snowball Sampling ◽  
Emotional Wellbeing ◽  
Self Directed Learning ◽  
Self Confidence ◽  
Helpful Factors ◽  
Emotional Burnout

Background: The residents who pass exit fellowship examination in few attempts adopt certain strategies for early success. The lived experiences of residents passing FCPS final examination in few attempts, barriers to success and strategies to overcome those barriers were studied. Participants and methodology: This phenomenological research study was conducted at Services Hospital, Lahore, Pakistan from June 2015 to May 2017. Purposeful snowball sampling was done. Eleven residents who passed their Final FCPS examination in few attempts, in the last 15 years were included in the study. Semi-structured open-ended interview of the residents was audio-recorded and transcribed. Three themes of helpful factors, barriers encountered and suggestions to overcome those barriers to get through the final FCPS examination and the emerging sub-themes were analyzed and textural and structural description were assigned. Results: Three themes were based on the aim of study and their related emerging sub-themes were found. The helpful factors included self-directed learning, peer assisted learning, interactive educational environment, rehearsal and self-determination. Barriers encountered were related to learning difficulties, competing responsibilities and physical and emotional burnout. Lastly, suggestions to overcome the barriers were use of multiple technology based learning strategies, developing self-confidence and self-efficacy together with prioritization of emotional and physical wellbeing. Conclusions: This study found that self-regulation and internal motivation were important strategies for success in the FCPS exit examination. Barriers can be overcome through technology based learning and increased self-efficacy and prioritizing physical and emotional wellbeing.

PENGARUH KECERDASAN EMOSIONAL TERHADAP TINGKAT PEMAHAMAN AKUNTANSI, KEPERCAYAAN DIRI SEBAGAI VARIABEL PEMODERASI: DITINJAU DARI PERSPEKTIF GENDER

2009 ◽  
Author(s):  
Poppy Nurmayanti
Keyword(s):  
Social Skills ◽  
Social Skill ◽  
Self Regulation ◽  
Point Of View ◽  
Self Awareness ◽  
Measuring Instrument ◽  
Simple Linear Regression ◽  
Moderator Variable ◽  
Self Confidence ◽  
Emotional Intellegence

This research aim to test do emotional intellegence consisting of five component that is recognition self awareness, self regulation, motivation, empathy, and social skills have an effect on to storey level understanding of accountancy point of view from gender perspective. This research also aim to know the existence of role self confidence as moderating variable to emotional intellegence influence to storey level understanding of accounting. Besides also this research aim to see the existence of difference emotional intellegence between student owning self confidence of strong with student which is self confidence of weak. Measuring instrument to measure storey level understanding of accountancy is average point of accountancy that is PA1, PA2, AKM1, AKM2, AKL1, AKL2, AU1, AU2, and TA. The data analysis used is simple linear regression, Moderating Regression Analysis (MRA), and independent sample t-test. The results show that recognition self awareness, self regulation, motivation, social skill and empathy do not have an effect on by significance and only empatht  has  role as quasi moderator variable. There is no difference between emotional intellegence woman and man. But, weak self confidence and strong self confidence differ for all of emotional intellegence (recognition self awareness, self regulation, motivation, empathy, and social skills). Many factors which influence storey level understanding of accountancy like mental stress factor, and so on. Result of this research can give contribution to university in order to compiling curricullum and give input to student in order to develop and manage their emotional intellegence and self confidence.

scholarly journals Blended Learning on Blood Pressure Measurement: Investigating Two In-Class Strategies in a Flipped Classroom-Like Setting to Teach Pharmacy Students Blood Pressure Measurement Skills

Healthcare ◽  
2021 ◽  
Vol 9 (7) ◽  
pp. 822
Author(s):  
Samieh Farahani ◽  
Imaneh Farahani ◽  
Maira Anna Deters ◽  
Holger Schwender ◽  
Bjoern Bengt Burckhardt ◽  
...  
Keyword(s):  
Blood Pressure ◽  
Blended Learning ◽  
Pressure Measurement ◽  
Flipped Classroom ◽  
Blood Pressure Measurement ◽  
Pharmacy Students ◽  
Learning Approach ◽  
Self Assessment ◽  
Class Session ◽  
Self Confidence

For reliable blood pressure measurement, various potential sources of inaccuracies need to be considered to avoid incorrect decision-making. Pharmacy students should be sensitized and taught the skill accordingly. One strategy to teach students’ blood pressure measurement skills might be through a blended learning approach in a flipped classroom-like setting. With a randomized two-arm study among pharmacy students in their eighth semester, the required extent of in-class session in the scope of a blended learning approach in a flipped classroom-like setting was evaluated. Participants’ self-confidence and self-perceived proficiency were evaluated through a survey, and participants’ blood pressure measurement performance was assessed by objective structured clinical examination (OSCE). Participants’ satisfaction with, and perception of, the flipped classroom were also surveyed. The extended in-class activities did not result in a significantly higher increase of participants’ OSCE score and self-assessment score when compared to the brief in-class session. Both in-class sessions yielded a significant increase in the OSCE scores as well as in the self-assessment scores. Moreover, the teaching approaches were predominantly well-received by the students. The use of both flipped classroom-like approaches improved pharmacy students’ blood pressure measurement performance, though the brief in-class session was sufficient. Students’ self-confidence/self-perceived proficiency in blood pressure measurement skills increased similarly in both settings.

scholarly journals The Effect Of Problem Based Learning And Self-Assessment On Students’ Writing Competency And Self-Regulated Learningm

2018 ◽  
Vol 42 ◽  
pp. 00036
Author(s):  
I Putu Suyoga Dharma ◽  
Pande Agus Adiwijaya
Keyword(s):  
Significant Interaction ◽  
Self Regulation ◽  
Problem Based Learning ◽  
Teaching Model ◽  
Self Assessment ◽  
Significance Level ◽  
Self Regulated Learning ◽  
Writing Competency ◽  
Regulated Learning

This experimental study aimed at investigating the effect of Problem Based Learning (PBL) and self-assessment (SA) on students’ writing competency and self-regulated learning in Tabanan Regency. This research applied 2x2 factorial design. 96 students were selected as sample through random sampling. Data were collected by test (writing competency) and questionnaire (self-regulation). Students’ writings were scored by analytical scoring rubric. The obtained data were analyzed statistically by MANOVA at 5% significance level. This research discovers: 1) there is a significant effect of PBL which occurs simultaneously and separately on students’ writing competency and self-regulated learning, 2) there is a significant effect of SA which ocurs simultaneously and separately on students’ writing competency and self-regulated learning, 3) there is a significant interaction between teaching model and assessment type on students’ writing competency and self-regulated learning which occurs simultaneously, 4) there is no significant interaction between teaching model and assessment type on students’ writing competency, and 5) there is a significant interaction between teaching model and assessment type on students’ self-regulated learning. This research results implies that PBL and SA should be applied in instruction process as a way to improve the quality of students’ writing competency and self-regulated learning.

scholarly journals Psychometric properties and structures of passionate and companionate love

2016 ◽  
Vol 10 (1) ◽  
pp. 56-76 ◽  
Author(s):  
Victor Karandashev ◽  
Stuart Clapp
Keyword(s):  
Cluster Analysis ◽  
Empirical Study ◽  
Psychometric Properties ◽  
Principle Component Analysis ◽  
Romantic Relationship ◽  
Statistical Approach ◽  
Extensive Study ◽  
Psychometric Analysis ◽  
Multidimensional Model ◽  
Principle Component

After many decades of romantic relationship research, there is a new focus on a multidimensional model of love. This empirical study examines the multidimensionality and psychometrics of Passionate and Companionate love, based on an extensive study of 413 participants using Multidimensional Love Scale (MLS). A new statistical approach employed in this study explores the typology and structure of love. The statistical approach included the combination of Two-Step Cluster Analysis of cases and Principle Component Analysis of dimensions while using centered variable scores. The results reveal a typology of love based on its multidimensional structure. Further analysis revealed two main types of love: Passionate and Companionate, both containing several factors allowing for interpretation of their multidimensional structures. The MLS subscales and detailed psychometric analysis measuring specific love dimensions are incorporated to allow further research in other studies.

scholarly journals PROFESIONALITAS DAN PERSONALITAS GURU KRISTEN: PENGEMBANGAN SUMBER DAYA MANUSIA BERKARAKTER DAN KOMPETEN MENUJU INDONESIA UNGGUL

2020 ◽  
Vol 3 (1) ◽  
pp. 16-26
Author(s):  
Nurasyah Dewi Napitupulu
Keyword(s):  
Learning Outcomes ◽  
Common Sense ◽  
High Performance ◽  
The Self ◽  
Self Concept ◽  
Self Assessment ◽  
Psychological Characteristic ◽  
Self Confidence ◽  
Christian Teachers ◽  
Educational Professional

Many studies assume that the professionalism of teachers is influenced by his personality. Personality is a psychological characteristic that contributes to learning outcomes and academic achievement. However, research that proves this assumption is limited in the domain of Christian teachers as part of teachers inIndonesia. This study aims to analyze the correlation between teachers’ personality and professionalism obtained through questionnaires and interviews. The analysis was carried out on 16 Christian teachers participated who were attending the Postgraduate Program in "Educational Professional Development" instruction. The results of the correlation test using the SPSS Version 21 program showed that Sig. (2-tailed) = 0.042 <0.05. It concluded that there is a positive correlation between the personality and professionalism of Christian teachers. Qualitative analysis is discovered that the teachers' personality is in the criteria of good and very good, as well as their professionality. The lowest percentage of personality is on the positive self-concept indicator (62.9%) with good criteria, whereas professionality is on the self-confidence indicator (64.5%) with good criteria. The results of interviews as the self-assessment be discovered that Christian teachers with high performance are 18.75%; the adjusted teachers are 43.75%; the teachers hopeless are 43.75%, and not giving answering by 25%. It was concluded that assumptions about teachers’ personality and professionalism have a proven correlation for Christian teachers participated. Therefore, to improve professionalism as an Indonesian teachers’ competence, it has to develop the personality of Christian teachers sustainable. The personality of the Christian teachers is an entity of Christ's character and professionalism is the existence of ability, attitude, and skills based on common sense. The researcher argues that toward a superior Indonesia is marked by teachers who excel in professionalism and personality.

scholarly journals PERSONAL SELF-REGULATION ROLE IN PREVENTION OF FRUSTRATION IN THE PROFESSIONAL ENVIRONMENT

2017 ◽  
Author(s):  
N. Makarchuk ◽  
A. Stus
Keyword(s):  
Empirical Study ◽  
Theoretical Foundation ◽  
Self Regulation ◽  
Professional Activity ◽  
Social Purpose ◽  
Professional Environment ◽  
State Of Mind ◽  
Psychological Mechanism ◽  
Modern Context ◽  
The Individual

The problem of the personal self-regulation and state of mind functioning are extremely relevant in the modern context. Ukraine’s reform contributions, which sometimes have a total and demonstrative nature, do not have enough constructive influence on the functioning of the individual, both in its internal dimensions of reality, and the implementation of its own professional work and stay in the professional environment. The article presents the results of research on the problem of frustration, describes the specifics of personal self-regulation and its types, based on the existing ability to understand the frustration, on the indicators of social and personal frustration. The frustration study was done in the context of its theoretical foundation and an empirical study of its state on a sample of adults. This gave grounds to establish multifunctional nature of frustration. It is about its specificity as a component of professional activity (activity context) and professional environment (interpersonal context). The necessity to prevent frustration in a professional team has been convincingly proved. It was determined that the object of the prevention should be reflection as a psychological mechanism of the awareness formation of the frustration by personality and the ability to establish its influence on professional activity and professional implementation in a professional environment. Along with this, the uncertainty, as a result of social frustration, and personal frustration, as the interdependence between the motivation of the individual, its relation to one’s own needs and desires and, as a consequence, the ability to search for one’s own social purpose.

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