The study examined the relationship between type of confidence-inducing stimulus (positive or negative), academic self-confidence, and cognitive performance among engineering students. Students who received a positive stimulus about a cognitive test had statistically significantly higher academic self-confidence and cognitive performance compared to students who received a negative stimulus. The results indicate that boosting students' academic self-confidence through positive encouragement can enhance their cognitive performance. However, the study was limited by its quasi-experimental design and focus only on mechanical engineering students in Malaysian polytechnics.
Academic Procrastination: A Review of Research on Theory and PracticeKamden Strunk
This document summarizes research on academic procrastination. It discusses several categories of research: prevalence and correlates, personality factors like perfectionism and neuroticism, biological influences like gender and eveningness, procrastination as a coping mechanism or failure of self-regulation, and whether procrastination can enhance performance. The document also reviews limited research on practices to address procrastination in the classroom, finding that brief instructor interventions and less flexible deadlines may help reduce procrastination. Overall, the document provides an overview of the various theoretical perspectives and empirical findings regarding the causes and consequences of academic procrastination.
Impact of curiosity and external regulation on intrinsic motivationfaridnazman
1) The study examined factors affecting intrinsic motivation among university students in Hong Kong, specifically looking at the impact of curiosity and external regulation on intrinsic motivation.
2) A survey of 162 students at a local Hong Kong university in 2011 found that curiosity was positively related to higher intrinsic motivation, but external regulation was not found to be related to intrinsic motivation.
3) The study also found no significant gender differences in levels of intrinsic motivation among the students surveyed.
Building a New Model of Time-Related Academic Behavior: Procrastination and T...Kamden Strunk
Presentation based on Kamden Strunk's dissertation study: Building a New Model of Time-Related Academic Behavior. Involves the intersection of motivational valence and procrastination/timely engagement. Presentation given in August of 2012.
This document provides background information on a study about the relationship between teachers' working conditions and stress levels. It discusses relevant theories on work motivation and stress. The study aims to determine how teachers describe their working conditions and assess their stress levels across physical, sleep, behavioral, and emotional indicators. It also seeks to understand if there is a relationship between working conditions and personal stress levels. The study focuses on teachers from two large public schools in Quezon City, Philippines, with student populations of around 6,000 each.
Attitude of Students towards Integral Calculus through the Screening Examinat...ijtsrd
One thing that may affect the students’ perception of mathematics is the attitude of the students towards the subject. This study was conducted to assess the attitude of students towards integral calculus. The subjects of this study were the 94 second year students of the College of Engineering taking up BSAE, BSCE, BSEE and BSME who were enrolled in Integral Calculus. This group of students were a combination of the first timer and repeaters in Integral Calculus. This were the students who were not screened out from the screening examination conducted by the researcher. It employed the descriptive correlational method using the frequency counts, weighted means and analysis of variance.The instrument used in this study was the attitude scale. This instrument was administered to the students before the first screening examination and after the last screening examination.Results revealed that students have favourable attitudes towards integral calculus before and after the screening examination strategy. However, results also revealed that the profile of the students in terms of gender, number of times the student took the subject and the students’ performance on the prerequisite subject has nothing to do or did not influence the attitudes of the students towards the subject. Merewina Llanie A. Tapong | Benjamin D. Varela "Attitude of Students towards Integral Calculus through the Screening Examination Strategy" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd37935.pdf Paper URL : https://www.ijtsrd.com/engineering/agricultural-engineering/37935/attitude-of-students-towards-integral-calculus-through-the-screening-examination-strategy/merewina-llanie-a-tapong
A Snooping on the Factor Structure of Schutte Self-Report Emotional Intellige...ijtsrd
Emotional Intelligence (EI) has emerged as the most influencing concept contributing more vibrantly to ones productivity and success in life than Intelligence Quotient. Its influence on and relevance in various fields like leadership, relationships, individual success is being scientifically researched and asserted. As long as the broader mission of education is to prepare students for positions of responsibility and leadership and make them industry-ready, there is a need for institutions to invest in emotional development of students. Professional courses like medical and engineering are highly stressful. Overwhelming burden may cause huge stress on the students pursuing these courses. Developing right Emotional Intelligence and itscorrect measurement is very essential, hence EI variables have to be studied in depth among the students. This study is at the preliminary stage, the primary goal is to explore the relationship between EI, Coping stress and Academic performance. After making a systematic understanding of models and measures of EI, the authors have chosen Shuttes Emotional Intelligence (SSEIT) scale, as this inventory has been widely used by many researchers on various target respondents especially on the college students. The sample consisted of 1120 engineering college students from engineering colleges of D.K district, Karnataka. The data has been collected using stratified purposive sampling method. This study is an analysis of 33 variables associated with various facet of EI. Utilizing Exploratory Factor Analysis (EFA) techniques, the researchers examined the relationships among the different variables present in SSEIT. Components were extracted using Principal Components Analysis (PCA) and used varimax rotation resulting in nine component solution. Sangita Biswas | Dr. Surekha Invalli"A Snooping on the Factor Structure of Schutte Self-Report Emotional Intelligence Test among the Engineering Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-1 , December 2017, URL: http://www.ijtsrd.com/papers/ijtsrd8268.pdf http://www.ijtsrd.com/management/research-method/8268/a-snooping-on-the-factor-structure-of-schutte-self-report--emotional-intelligence-test-among-the-engineering-students/sangita-biswas
Scholastic achievement of higher secondary students in science streamSachin Modgil
This study analyzed factors that predict success for higher secondary students in the science stream in India. The study assessed 400 students on cognitive measures like intelligence and creativity, personality traits, achievement motivation, and socioeconomic status. Factor analysis identified seven factors for all students, including high intelligence, achievement, and conscientiousness. High achievers specifically exhibited traits like trust, perseverance and cooperation. Comparisons between high-achieving boys and girls found boys tended to be impulsive and from lower socioeconomic backgrounds, while high-achieving girls were stable, trusting and from higher socioeconomic statuses. The study identified personality and cognitive traits that differentiated high- and low-achieving students.
11.the effectiveness of co curricular activities on academic achievements of ...Alexander Decker
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in District Abbottabad, Pakistan. 200 10th grade students from 4 schools were divided into experimental and control groups based on pre-test scores. The experimental groups participated in 40 minutes of daily co-curricular activities for 12 weeks, while the control groups did not. Post-tests showed the experimental groups performed significantly better in government boys, girls, and private girls schools, but not private boys school, indicating co-curricular activities can positively impact academic achievement, especially for government students and girls.
Alumni surveys are often used to gather information about graduates' post-college experiences. However, the study found that alumni who respond to surveys may not be representative of all graduates. Specifically, the study compared transcripts of psychology alumni who responded to a survey versus a random sample of graduates. It found that survey respondents had higher GPAs, better grades in specific classes, and participated in more intensive academic experiences than average graduates. While not typical, useful data can still be obtained from surveys, especially when related to undergraduate experiences and post-college outcomes.
This study examined the impact of self-regulated learning (SRL) informed feedback on medical students' learning strategies and skills performance. 171 undergraduate medical students were randomly assigned to receive either SRL feedback or best practice feedback during clinical skills training. Students who received SRL feedback showed significant improvements in SRL survey scores, while students receiving best practice feedback showed decreases. Interviews found tutors perceived SRL feedback as effective and intended to incorporate it into future teaching, but that backgrounds and prior experiences influenced how tutors delivered feedback.
The document summarizes several research studies on achievement goal orientation:
1) The first study examined a 3x2 achievement goal model that separates task-based, self-based, and other-based goals into approach and avoidance orientations. Two studies supported this model and found differences in antecedents and consequences of the goals.
2) A second study examined the stability of achievement goal orientations over time, finding that orientations changed across tasks but performance goals had the highest stability.
3) A third study developed the Goal Orientation Towards Teaching Scale to measure teachers' learning, proving, and avoiding orientations, which correlated differently with teacher efficacy and concerns.
Assessment needs of bsmath students in preparation for their future career an...JOBERT DOMINGUEZ RONABIO
The document summarizes a research study conducted on the career preferences and needs of BS Math students at Partido State University in the Philippines. It discusses the study's background, objectives, scope, significance and provides definitions of key terms. Demographic data was collected from 50 students, with the majority being female and from the 2nd year level. The top 3 expressed career choices were teaching, statistician careers, and careers in accountancy and finance. Anticipated problems in career choice was also examined.
Academic performance mapping traits of engineering studentsAlexander Decker
This study examined the relationship between personality type and academic performance in 272 engineering students in India. Students completed the Myers-Briggs Type Indicator (MBTI) to assess their personality type, and their academic records provided their performance levels. The MBTI classified students into Thinking-Sensing (TS) and Feeling-Intuitive (FI) types. Results showed that TS students had significantly better academic performance and adjustment than FI students, suggesting personality type matching to an engineering course impacts success. No differences were found in mental ability between the types. This research contributes to understanding how non-cognitive factors like personality influence academic outcomes.
This study aims to empirically examine the effect of self-efficacy on students' work readiness. The subjects in this study were students of class XII of State Vocational High School 1 Seyegan totalling 174 students which were obtained by cluster random sampling. The research method used is a quantitative method with work readiness scale and self-efficacy scale. Analysis of the data used in this study is a simple regression analysis technique. The results of data analysis showed a very significant effect of self-efficacy on work readiness, with the F test, namely: 22.768, with a significance level (p) of 0.000 (p <0.01). The contribution of the effect of self-efficacy of 11.2% on work readiness and the remaining 88.8% was influenced by other factors outside the variables studied. It means that students’ self-efficacy can predict their work readiness.
Investigating the effect of brain storming strategy in the world islamic scie...Alexander Decker
This document summarizes a study that investigated the effect of using brainstorming strategy on student achievement in the "Sport and Health" course at the World Islamic Sciences and Education University. The study involved 68 students divided into an experimental group that was taught using brainstorming strategy (34 students) and a control group taught using traditional methods (34 students). Results showed statistically significant differences in student achievement favoring the experimental group that used brainstorming strategy. The researcher concluded that brainstorming strategy improved student achievement and recommended training faculty to use this strategy, especially for teaching the "Sport and Health" course.
This document summarizes a research paper on the perception of third-year Bachelor of Secondary Education major in English students at Davao Oriental State College of Science and Technology regarding cheating. The study aimed to define cheating, identify reasons for cheating, determine if it is due to laziness or other factors, and explore how students cheat. A literature review discussed definitions of academic dishonesty and cheating, reasons for cheating like competitiveness and grades, and factors influencing cheating like demographics, peers, and classroom environment. The researchers conducted surveys and interviews to understand students' perceptions and behaviors around cheating.
This document discusses standardized and non-standardized tests. Standardized tests are administered and scored in a consistent manner to all test takers. They are developed by test specialists and allow for comparison of performance between individuals. Non-standardized tests focus on a student's attainment at a point in time and are often teacher-made. The document outlines key characteristics of good tests such as reliability, validity, cost, time, acceptability, objectivity, and usability. It also discusses norms, which provide a standard of comparison for test results.
The document discusses a study that examined whether achievement goal orientation predicts participation in a community college honors program. The study found that achievement goal orientation did not accurately predict whether high-ability students would participate in the honors program. Specifically, the results of a logistic regression found that mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goals did not significantly predict honors program participation. The discussion notes limitations of the study and possibilities for future research exploring other factors.
Updated version of presentation delivered at HEA Social Sciences annual conference 2014.
These slides form part of a blog post, which can be accessed via: http://bit.ly/UQUEbJ
You Can Have Self-Confidence - If You Can Count to FourRobert C. Worstell
I am wondering if you would like to have more self-confidence, and would like to get rid of all your feelings of inferiority? Well, that is exactly what is going to happen, provided you are sincerely interested and will follow a few suggestions.
It seems that most everyone has a degree of feeling of inferiority. So don't feel so exclusive about your complexes. You have lots of company. At the same time, most everyone feels very confident about certain things. Certain things, about which they have learned enough, so that they feel that they are an authority. All this proves that each of us has the capacity to feel confident as well as inferior. We feel confident when we understand the whole truth about something, and we feel inferior, when we do not know the whole truth.
Webster defines the word inferiority as a person experiencing a feeling in a lower state.
In other words, by feeling that somebody else is better than he is, he is comparing himself with this other person. This is not a fair comparison. No two persons are the same. The very word individual suggests that each one of us is different from every other person. We do not look the same as anyone else. We have a different shaped nose, face, head, body, and we have a different design as to what our life's purpose is.
We were designed to function as an individual. We are not to be compared with any other person, but we should appreciate our individual design and learn to be ourselves.
We should learn to express our own individuality well.
The one great Creator of the universe has infinite intelligence. Infinite intelligence means unlimited, incomprehensible, inexhaustible, wisdom, knowledge, and power.
Self-confidence is a belief in one's own abilities and talents. It is powered by liking yourself and starts a cycle of self-confidence. Some tips to improve self-confidence include liking yourself for who you are.
The document provides tips for developing self-confidence. It recommends improving one's appearance through well-kept clothing, dressing appropriately, and feeling comfortable in how you present yourself. It also suggests smiling to create a happy environment, doing good deeds for others to feel more at ease socially, and challenging fears by communicating with people without hesitation. Celebrating accomplishments and trusting in oneself are also highlighted as ways to boost confidence.
Peter struggled with low self-esteem and self-confidence. He was extremely quiet and insecure due to social anxiety. He felt most insecure around women he found attractive and had no friends. Peter's self-esteem was so low that he preferred staying in his room rather than venturing into the world. Peter's main problem was a lack of self-confidence.
How to be confident, keep smiling, avoid over confidence and be oneself. Also learn to advantages of being confident. Take a pledge and get the best tips ever.
This document discusses self-confidence and how to build it. It defines self-confidence as having knowledge in your own abilities. There are three types of self-confidence: low self-confidence where one fears failure, optimal self-confidence which inspires others, and overconfidence which can lead to arrogance. Steps to build self-confidence include self-acceptance, believing in yourself, focusing on your strengths, positive self-talk, and learning from mistakes. Famous inventors and leaders like Dr. A.P.J. Abdul Kalam, Albert Einstein, and Alexander Graham Bell achieved success despite initial failures or doubters through their self-confidence.
Confidence is not "they will like me." Confidence is "I will be fine even if they don't."
Two main things which contribute to self-confidence are:
1. Self-efficacy & 2. Self-esteem.
Building self-confidence is the first step to achieve success in any field.
This document discusses self-confidence and its importance. It defines self-confidence as having knowledge of one's abilities and being able to perform tasks well. The document outlines three types of self-confidence: low self-confidence characterized by fear of failure; optimal self-confidence of believing in oneself; and overconfidence which is egoistic. It stresses the importance of self-confidence for success and inspiring others, while advising to avoid overconfidence. The document provides tips for developing self-confidence such as focusing on strengths, having positive self-talk, and changing negative patterns.
This document discusses self-confidence and self-efficacy in sport. It defines self-efficacy as confidence in a specific situation, compared to general self-confidence. Bandura's four factors that influence self-efficacy are discussed: performance accomplishments, vicarious experiences, verbal persuasion, and emotional arousal. Vealey's sport-specific model of sport confidence is presented, relating trait confidence, the sport situation, state confidence, performance, and results feeding back into trait confidence. An example is given applying this model to a cricketer's confidence levels and goal-setting in different batting situations.
This document discusses self-confidence and its development. It describes self-confidence as having confidence in oneself. It identifies four ways to develop self-confidence: successful performance, vicarious experience through modeling others, verbal persuasion through encouragement, and emotional feelings. The document also examines models of self-confidence including self-concept, self-esteem, and self-awareness. It notes that a person's self-concept can change through their attitudes, moods, values, and beliefs.
This document is a presentation on self-esteem that was compiled from various scholars. It defines key terms related to self-esteem such as self-concept and self-efficacy. It discusses what self-esteem is and is not, factors that influence it such as relationships and accomplishments, how it develops, its importance for confidence and happiness, effects of high and low self-esteem, and tips for building and improving self-esteem such as focusing on strengths and being assertive. The presentation provides an overview of research and perspectives on understanding and enhancing self-esteem.
The Private Victory and the Student Readiness Inventory: Three Habits of Stud...Sean Weigold Ferguson
This study tested the validity and reliability of the Private Victory (PV) using items from 5 of subscales of the Student Readiness Inventory (SRI). The sample consisted of 230 college students from a small liberal arts college. After normalizing and removing inconsistent items, the internal consistency of the three PV subscales were (α = .62, .72, and .73). The SRI items displayed an internal consistency of (α = .75). The SRI shared significant correlations with all 3 PV subscales (r = .44, .45, and .66, p < .01) and college GPA (r = .28, p < .01). These results establish a baseline for the construct validity of the PV and indicate the need to refine its subscales.
Test-Anxiety and Self-Esteem as a Predictor of Secondary School Students’ Aca...inventionjournals
This study investigated test-anxiety and self-esteem as a predictor of secondary school students’ academic self-efficacy in Ekiti State. It also examined the relationship betweenthe twopsycho-social factors (self-esteem and test-anxiety) and students’ academic self - efficacy. The study employed the descriptive research design of the survey type. The population consisted of all students from the public secondary schools in Ekiti central senatorial district of Ekiti State. The sample for this study was 200 students which were selected from four secondary schools using Multistage Sampling technique. A self-structured questionnaire tagged “Psychosocial Factors and Students’ Academic Self-Efficacy Questionnaire (PFSASEQ)” was used to collect relevant data for the study. The face and content validity of the instrument was determined by experts of Test and Measurements and researcher’s supervisor. It was said to have facial relevance and concerned with the subject matter, the instrument claim to measure. The hypotheses postulated were subjected to inferential statistics of Pearson Product Moment Correlation analysis. All the hypotheses were tested at 0.05 level of significance.The findings of the study revealed that there was significant relationship between test-anxiety, self – esteem and students’ academic self – efficacy. Based on the findings of the study, it was recommended among others that students self-esteem can be enhanced and test-anxiety reduced by creating an enabling environment for mentoring where they can practice assertiveness skills which will in turn boost their confidence to perform all academic tasks successfully .
Test anxiety is a phenomenon that affects students' academic performance. It has cognitive, affective, and behavioral components that can negatively impact recall, understanding, and test-taking. Research has found test anxiety is linked to lower exam scores and varies between individuals based on factors like working memory capacity and expectations of success. This study examines test anxiety among university students and its relationship with academic achievement.
This study aims to investigate the match or mismatch between students' perceived understanding and actual understanding when engaging in self-assessment activities. Specifically, it will examine 29 high-achieving science students in England to see if their perceptions of their understanding match their test performance, and whether self-efficacy influences their perceptions. A case study methodology is used, involving tests, confidence ratings, questionnaires, and interviews to analyze students' understanding and the relationship between self-efficacy and perceived understanding.
An Inquiry on the Self-Esteem and Self-Efficacy Level of Information Technolo...IJAEMSJORNAL
This study aimed to identify, analyze and determine the level of self-efficacy and self-esteem of B.S. Information Technology (BSIT) students of a higher learning institution in Nueva Ecija, Philippines. It was conducted during the 1st Semester of the academic year 2019-2020. This research utilized descriptive approach to describe the level of self-esteem and self-efficacy of the students and to draw valuable insights that may contribute to the improvement of the teaching and learning practices of the faculty members in the college. The researchers used random sampling to ensure that all year levels are well represented in the study. There were 285 students who voluntarily responded after the researchers explained to them the purpose of this study. Responses were tallied, summarized and interpreted. Results show that the level of self-esteem and self-efficacy of the students were moderate/medium (WM=2.03, WM=2.08). This indicates that depending on the given situation or context, students may increase or decrease the level of their self-esteem and self-efficacy. This study suggest that students may be exposed to more activities that may help them improve their self-esteem and self-efficacy to greatly contribute to their holistic development. Future studies may be conducted to a larger number of respondents and to understand the link between self-efficacy and self-esteem on their academic performance, drop-out rates, and retention rates.
This document discusses whether implicit theories of intelligence or IQ is a better predictor of educational success. It explores research that shows both predictors can be effective. Implicit theories focus on a growth mindset and flexible intelligence, while IQ provides a quantitative measure of cognitive abilities. However, IQ may be a stronger predictor as it is objective, shows clear relationships to achievement through correlations, and is not prone to bias or change like implicit theories. In conclusion, the document argues that while both show benefits, IQ is overall a better predictor of educational success due to its rigidity and strong research backing this claim.
This document discusses the relationship between teachers' academic self-efficacy and other factors such as academic locus of control, tendencies toward academic dishonesty, and test anxiety levels. It reviews previous literature that has examined the effects of these factors on academic self-efficacy. The study aims to test the relationships between these variables and determine the explanatory ratios between them using structural equation modeling. It surveys 256 teacher candidates to measure their levels on scales of academic self-efficacy, locus of control, tendencies toward dishonesty, and test anxiety.
This document discusses the reliability, validity, and utility of self-assessment as a student assessment technique. It finds that the reliability of self-assessment is positive when students are trained, but consistency decreases over long periods. Validity is mixed when compared to teacher and peer assessments. Self-assessment can improve student performance by increasing effort and achievement, but teachers fear it may lower standards. The document provides recommendations to make self-assessment more useful, such as training students to apply clear criteria and giving feedback to improve accuracy.
THIS IS JUST A EXAMPLE ON HOW THIS ASSIGNMENT IS TO BE PLEASE DO.docxchristalgrieg
THIS IS JUST A EXAMPLE ON HOW THIS ASSIGNMENT IS TO BE PLEASE DONE DO NOT PLAGIARIZE
Measures of Intelligence
Introduction
According to Cohen, Swerdlik, & Sturman (2013), Intelligence is defined as, “ A multifaceted capacity that manifests itself in different ways across the life span.” There are many different viewpoints when defining intelligence. Many people believe intelligence to be a possession of an individual’s mind that consists of many capabilities (Cohen, Swerdlik, & Sturman, 2013). For example a person’s ability to reason and problem solve. Also having the ability to think critically and grasp ideas (Cohen, Swerdlik, & Sturman, 2013). There are many professionals that assess intelligence in order to explain the various ways a person behaves, their mental capabilities and structures, along with the way their environment affects them.
3
Multiple Intelligences
Howard Gardner
Multiple Intelligences
8 Intelligence Factors
Bodily Kinesthetic
Interpersonal
Intrapersonal
Linguistic
Logical-Mathematical
Musical
Naturalistic
Spatial
Multiple intelligences suggested by Howard Gardner is important as it allows educators to recognize various strengths and weaknesses. Many of Gardner’s supporters debate that alternative assessment methods that encourage students to explain materials in their own manner allow for successful student participation in the classroom (Brauldi, 1996). Gardner suggested 8 intelligence factors: Bodily kinesthetic, interpersonal, intrapersonal, linguistic, logical-mathematical, musical, naturalistic, and spatial (Brauldi, 1996). Individual who have mastered the use of their physical bodies, such as ice-skaters are linked to bodily kinesthetic. Interpersonal individuals are those who are in sync with the feelings of others, they are empathetic. Intrapersonal individuals have great insight and good self-awareness (Brualdi, 1996). Linguistic individuals are those who have the capability to speak and have mastered language. Mathematicians and people who have mastered intricate and higher phases of arithmetic are logical mathematical. People who are musical have mastered melodic concepts. People who are naturalistic are concerned in and may have mastered pattern recognition and classification of nature objects. Individuals with special intelligence have mastered the visualization of fixed points (Brualdi, 1996).
4
IQ Identification
IQ Identification described as
Neural
Experimental
Reflective
David Perkins focused on assessments for IQ identification. He recommended curriculums and programs that focused on increasing IQ. Like Sternberg and Gardner he identified various traits linked with intelligence. He described IQ as neural, experimental, and reflective (Viadero, 1995). Neural intelligence is established on an individual’s neurological system as well as working at high levels. Experimental intelligence is based on the knowledge stored and experiences in different areas (Viadero, 1995). Accord ...
This grant proposal outlines a study to examine the relationship between elementary school students' perceived self-competence, intrinsic motivation, and academic achievement. The study would observe 120 first grade students once a week for an academic year and assess their self-efficacy, motivation, and performance over time. It aims to explore whether competence and motivation influence each other bidirectionally and their individual and combined effects on achievement. The study also seeks to examine potential differences related to gender, race, and socioeconomic status.
EFFECT OF DISPOSITIONAL ATTRIBUTION ON ACADEMIC ACHIEVEMENT OF UNDERGRADUATESLincoln University
This research looks at the attribution theory application to comprehend how students trait their educational achievement, failure and the effect of dispositional attribution on academic achievement. Participants involved a sample of 370 undergraduates at various universities in Kano state Nigeria. They completed a student attribution questionnaire (SAQ)) scale with items on dispositional attribution, situational attribution, perception, attitude, assertiveness, socio-economic status and controllability factors. The outcomes revealed that most of the students who credited ‘Internal/dispositional', ‘Stable’ and ‘Controllable’ factors to their performance, their GPAs were high. Whereas, below average attribute their educational attainment to situational/external and uncontrollable factors. This study's outcomes confirm the attribution theory's expectations and to find related studies piloted in other academia sets in Nigeria and in any other country.
This document summarizes a study that aims to identify factors influencing academic performance in higher education. The study assessed students' motivational levels using attribution theory and examined factors like attribution style, satisfaction, and student-teacher interactions. A literature review found that motivation, effort, psychological well-being, relationships, and studying habits can impact academic success. The study used questionnaires to measure these factors and identify areas for universities to improve the academic environment.
The document discusses tests, their characteristics, types, and how to analyze them. It provides definitions of key concepts in educational testing including:
- Tests are tools that measure students' knowledge and learning. They have characteristics like validity, reliability, practicality, and objectivity.
- There are two main types of tests - standardized tests developed by experts and teacher-made tests developed by individual teachers.
- Analyzing test items through methods like item analysis and calculating difficulty and discrimination indices helps improve tests and identify student weaknesses.
- Reliability and validity are important qualities of effective tests. Reliability means a test produces consistent results, while validity means it accurately measures what it is intended to measure.
This document provides an overview of a proposed mixed-methods study examining how students' self-efficacy beliefs, outcome expectations, and goal setting influence satisfaction in online learning environments. The study will survey graduate students enrolled in an online course to collect quantitative data on these factors and interview some students to gain qualitative insights. Interviews will use a phenomenological approach to understand students' experiences from their perspectives. Quantitative data will be analyzed using statistical methods while qualitative data will undergo thematic analysis to identify themes in students' perceptions. The results aim to provide a deeper understanding of the relationship between motivational beliefs, expectancies, goals, and satisfaction in online higher education.
This document provides an overview of a proposed mixed-methods study examining how students' self-efficacy beliefs, outcome expectations, and goal setting influence satisfaction in online learning environments. The study will survey graduate students enrolled in an online course to collect quantitative data on these factors and conduct interviews to gain qualitative insights. Interviews will use a phenomenological approach to understand students' experiences from their perspectives. Quantitative data will be analyzed using statistical methods while qualitative data will undergo thematic analysis to identify themes in students' perceptions. The results aim to provide a deeper understanding of the relationship between motivational beliefs, expectancies, goals, and satisfaction in online higher education.
Achievement Motivation Across Gender And Different Academic MajorsKelly Lipiec
This document summarizes a study that investigated differences in achievement motivation across gender and academic majors among college students. The study found that female students had significantly higher achievement motivation than male students. It also found that students majoring in science had significantly higher achievement motivation than students majoring in arts. These results indicate that gender and choice of major play a role in students' levels of achievement motivation.
Test Anxiety and Academic Achievement in Thiruvannamalai Districtijtsrd
The present study planned to probe the effects of test anxiety on academic achievement of high school pupils. The respondents encompassed of 300 school pupils 158 boys and 142 girls studied in IX standard were selected by random basis from diverse high schools of Thiruvannamalai District. Prof. V. P. Sharma’s Test Anxiety Scale TAS was used to assess test anxiety and English Achievement Test EAT was used to carry out test and calculated the percentage of total marks attain by the students was measured as the academic achievement score. The outcome revealed that the result revealed that there is significant difference in Private school students have high anxiety when compared to Government School students. Nuclear family students achieve more in the academic of English when compared to Joint family students. Government school students achieve more in English when compared to Private school students. And also reveals that there is no significant difference between nuclear family and joint family in respect to their Test Anxiety. Lastly, the correlation result reveals that there exists a moderate Positive Correlation between Test Anxiety and Academic Achievement. Dr. R. Muthaiyan | J. Lingeswaran "Test Anxiety and Academic Achievement in Thiruvannamalai District" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-5 , August 2020, URL: https://www.ijtsrd.com/papers/ijtsrd32980.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/32980/test-anxiety-and-academic-achievement-in-thiruvannamalai-district/dr-r-muthaiyan
Self-motivation and Academic Performance In Computer Programming Language Usi...CSCJournals
The advancement in artificial intelligence (AI) and Machine learning (ML) have made it easier to foreknown feature happens from current and past trends. Once Self-efficacy and self-confidence are believed to be, an individual trait associated with academic brilliance. Using a hybridised Random Forest and Support Vector Machine (RFSVM) ML model we predicted students' academic performance in computer programming courses, based on their self-confidence, self-efficacy, positive thinking, focus, big goals, a motivating environment and demographic data. Benchmarking our RFSVM model against Decision Tree (DT) and K-Nearest Neighbour (K-NN) model, the RFSVM recorded and accuracy of 98% as against 95.45% for DT and 36.36% for K-NN. The error between actual values and predicted values of the RFSVM model was better (RMSE = 0.326401, MAE = 0.050909) and compared with the K-NN (RMSE = 2.671397, MAE = 1.954545) and DT models (RMSE = 0.426401, MAE = 0.090909). The results further revealed that students with a high level of self-confidence, self-efficacy and positive thinking performed well in computer programming courses.
This document provides a summary of Kamden K. Strunk's research on motivation, equity, and measurement in education. It outlines Strunk's work in three main areas: motivation research on expectancy-value theory and achievement goals; procrastination and motivation; and equity research focusing on race, ethnicity, and LGBTQ students in education. In motivation research, Strunk has examined factors like expectancy-value, achievement goals, procrastination, and a new 2x2 model of time-related academic behavior. Equity research includes studies on American Indian STEM education, race and ethnicity in Southern US education, and quantitative work on climate for LGBTQ students. Ongoing and future work is focused on understanding how context influences
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Lecture Notes Unit4 Chapter13 users , roles and privilegesMurugan146644
Description:
Welcome to the comprehensive guide on Relational Database Management System (RDBMS) concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in RDBMS, offering a structured approach to understanding databases in the context of modern computing. PDF content is prepared from the text book Learn Oracle 8I by JOSE A RAMALHO.
Key Topics Covered:
Main Topic : USERS, Roles and Privileges
In Oracle databases, users are individuals or applications that interact with the database. Each user is assigned specific roles, which are collections of privileges that define their access levels and capabilities. Privileges are permissions granted to users or roles, allowing actions like creating tables, executing procedures, or querying data. Properly managing users, roles, and privileges is essential for maintaining security and ensuring that users have appropriate access to database resources, thus supporting effective data management and integrity within the Oracle environment.
Sub-Topic :
Definition of User, User Creation Commands, Grant Command, Deleting a user, Privileges, System privileges and object privileges, Grant Object Privileges, Viewing a users, Revoke Object Privileges, Creation of Role, Granting privileges and roles to role, View the roles of a user , Deleting a role
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications.
URL for previous slides
chapter 8,9 and 10 : https://www.slideshare.net/slideshow/lecture_notes_unit4_chapter_8_9_10_rdbms-for-the-students-affiliated-by-alagappa-university/270123800
Chapter 11 Sequence: https://www.slideshare.net/slideshow/sequnces-lecture_notes_unit4_chapter11_sequence/270134792
Chapter 12 View : https://www.slideshare.net/slideshow/rdbms-lecture-notes-unit4-chapter12-view/270199683
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in database management.
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the author’s understanding in the field of RDBMS as of 2024.
How to Make a Field Storable in Odoo 17 - Odoo SlidesCeline George
Let’s discuss about how to make a field in Odoo model as a storable. For that, a module for College management has been created in which there is a model to store the the Student details.
Life of Ah Gong and Ah Kim ~ A Story with Life Lessons (Hokkien, English & Ch...OH TEIK BIN
A PowerPoint Presentation of a fictitious story that imparts Life Lessons on loving-kindness, virtue, compassion and wisdom.
The texts are in Romanized Hokkien, English and Chinese.
For the Video Presentation with audio narration in Hokkien, please check out the Link:
https://vimeo.com/manage/videos/987932748
1. Alias and Mohd Hafir Academic self-confidence and cognitive performance
Proceedings of the Research in Engineering Education Symposium 2009, Palm Cove, QLD 1
The relationship between academic self-confidence and
cognitive performance among engineering students
Maizam Alias
Universiti Tun Hussein Onn Malaysia, Johor, Malaysia
maizam@uthm.edu.my
Nurul Aini Hafizah Mohd Hafir
Universiti Tun Hussein Onn Malaysia, Johor, Malaysia
Abstract: The purpose of this study was to determine the relationship between type of
confidence inducing stimulus, academic self-confidence and cognitive performance
among engineering students. The study samples consisted of two groups of engineering
students from a Malaysian polytechnic. The type of confidence inducing stimulus
(positive or negative) was the independent variable, cognitive performance was the
dependent variable and ASC was the hypothesised mediating variable. An ACS
questionnaire and a cognitive test were used to gather data on ASC and cognitive
performance respectively. The results indicate that the positive group has statistically
significantly higher ASC level (3.08) compared to the negative group (2.67) and the
positive group also demonstrates a statistically significantly higher cognitive
performance compared to the negative group; 71% and 54% respectively. It is concluded
that boosting the ASC of engineering students can enhance their cognitive performance.
Introduction
Self-confidence is an individual’s characteristic (a self-construct) which enables a person to have a
positive or realistic view of themselves or situations that they are in (Sieler, 1998). It refers to a
person’s expectation of his or her ability to achieve a goal in a given situation and is a very influential
factor in ensuring a person’s potential is realised (Stevens, 2005). In other words, a person with a high
self-confidence has a realistic view of themselves and their capability which makes them persistence in
their endeavours. According to Neill (2005), self-esteem and self-efficacy in combination is what
constitute self-confidence. Neill (2005) defines self-esteem as a general feeling of self-worth or self-
value. A person with low self-esteem believes that he or she is worthless or inadequate while a person
who has high self-esteem believes other wise. Self-efficacy on the other hand is the belief in one's
capacity to succeed at tasks. Self-efficacy according to Neill (2005) can be general or specific where
general self-efficacy is belief in one's general capacity to handle tasks and specific self-efficacy refers
to beliefs about one's ability to perform specific tasks in certain things. Self-efficacy is also sometimes
used to refer to situation specific self-confidence. Thus, academic self-confidence can be viewed as
self-efficacy.
Bandura’s self-efficacy theory
Self-efficacy is a situation specific self-confidence (Bandura, 1986), a belief that one is competent to
handle the task at hand. People with high self-efficacy - that is, those who believe they can perform
well - are more likely to view difficult tasks as something to be mastered rather than something to be
avoided. According to the theory, self-efficacy is enhanced by four factors: enactive attainment
(successful performances), vicarious experiences, verbal persuasion, and psychological state
(emotional arousal).
This means that:
i. Successful past experiences lead to higher mastery expectations, while failures lower them
ii. observing other people perform activities successfully can lead to the observers into believing
that they also can improve their performance as they learn from watching others
2. Alias and Mohd Hafir Academic self-confidence and cognitive performance
Proceedings of the Research in Engineering Education Symposium 2009, Palm Cove, QLD 2
iii. people can be persuaded through suggestion into believing that they can cope successfully
with specific tasks
iv. the individual's emotional states influence self-efficacy judgments with respect to specific
tasks. Emotional state such as anxiety can lead to negative judgments of one's ability to
complete a task
In education, Vrugt, Lanereis and Hoogstraten (1997) introduce the concept of academic self-
confidence which refers to a person’s self-confidence in the context of academic achievement which is
different from the general self-confidence. Academic self-confidence is easily influenced by
situational elements differentiating it from the general self-confidence which is not easily influenced
by situational elements Zokina and Nalbone (2003).
Problem statement
Although much research has been conducted on the effect of self-efficacy on achievements (Zokina
and Nalbone, 2003; Stolz, 1999; Weinberg, 1985) but no studies were found focussing on the self-
efficacy of engineering students. Engineering students have been shown to be different on several
psychological attributes from the general population. For example spatial visualisation ability among
the general population consistently indicates that females perform poorly compared to males.
However, among engineering students, no difference was found between males and females in their
performance on spatial tasks (Alias, Black and Gray, 2003). The purpose of this study is to determine
the relationship between the type of confidence inducing stimulus (positive or negative), level of
academic self-confidence (ASC), and cognitive performance among engineering students.
Objectives of study
The objectives of the study were:
(i) To determine if there is any difference in the academic self-confidence of students given
positive stimulus and negative stimulus
(ii) To determine if there is any difference in the cognitive performance of students given
positive stimulus and negative stimulus
The hypotheses were
(i) There is no statistically significant difference between the academic self-confidence of
students given positive and negative stimulus
(ii) There is no statistically significant difference between the cognitive performance of
students given positive and negative stimulus
Methodology
Population and sample
The target population are students from diploma in engineering programmes in Malaysian
polytechnics. The diploma programme is a three year programme leading to the award of a diploma.
Admission into the programme requires a minimum of 5 good passes at ‘O’ level that includes
mathematics and science. Polytechnic graduates are usually accepted into the second year of a degree
programme in Malaysian and British Universities. There are currently twenty polytechnics that offer
the Diploma in Mechanical Engineering course, scattered through out Malaysia under the Ministry of
Higher Education (MoHE). Being managed under one agency means that there is very little difference
between one polytechnic and another in terms of its teaching and learning culture, educational
resources and teaching staff. In contrast to university lecturers, polytechnic lecturers have professional
teaching qualifications. Admissions into these polytechnics are managed by a central agency under the
MoHE. Qualified students are normally placed into the polytechnics of their choice. However, if a
place is not available at the chosen polytechnic, the qualified candidate is placed in other polytechnics
that offer the same course. In short there is more similarities than differences between students of one
polytechnic and another.
3. Alias and Mohd Hafir Academic self-confidence and cognitive performance
Proceedings of the Research in Engineering Education Symposium 2009, Palm Cove, QLD 3
The samples for the study were selected using the stratified random sampling method where one
polytechnic was chosen randomly from 20 polytechnics and 122 subjects were selected from this
polytechnic. The samples consisted of two groups of engineering students - 61 students in each group
– selected from the Mechanical Engineering programmes in the Port Dickson Polytechnic in Negeri
Sembilan, a south western state of West Malaysia. Although selected from one polytechnic only, it is
highly likely that the samples do represent the general population due to the conditions explained
above.
In this study, students were selected and assigned to each group based on their score on the general
self-confidence (GSC) instrument given prior to the study (three and above) and cumulative point
average (CPA) (3 and above). Efforts were made to ensure that the groups were approximately similar
with respect to their general self-confidence, academic ability, age and gender proportion as these
factors were associated with academic self-confidence (Carver and Scheier, 1991; Stevens, 1999).
Initial attribute of samples are given in Table 1.
Table 1 Initial attributes of samples
Positive group Negative group
CPA Ranges from 3.0 to 4.0 Ranges from 3.0 to 4.0
GSC 3.76 out of 5 3.78 out of 5
Females 9 (15%) 9 (15%)
Males 52 (85%) 52 (85%)
Age 19 - 21 year 19 - 21 year
Research variables
The independent variable was the type of confidence inducing stimulus (positive or negative); the
dependent variable was cognitive performance measured on a cognitive test and the mediating variable
was academic self-confidence level measured on an academic self-confidence instrument. Controlled
variables were age, gender, academic ability, general self-confidence and age.
Research tools
The data gathering tools were a GSC questionnaire, an ACS instrument and a cognitive test
instrument. The GSC instrument consists of eight items; uses the five point scale response format with
1 indicating low level of agreement with the statement given and 5 indicating strong agreement. An
example of the items in the GSC instrument is given in Table 2.
Table 2
Self-confidence Statements 1 2 3 4 5
Saya mempunyai kemahiran, pengetahuan dan kekuatan dalaman
untuk mencapai apa yang saya ingini dalam kehidupan.
(I have the skills, knowledge and internal strengths to achieve
what I want in life).
The ACS instrument was based on the instrument used in a similar study by Zorkina dan Nalbone
(2003). It uses the multiple choice item format with four alternatives which were coded into 1,
indicating lower confidence and 4 indicating high confidence. For this study, the original items which
were in English were translated into the Malay language and English names were replaced by Malay
names. An example of the items from the ASC instrument is given in Figure 1.
Bagaimana pendapat anda mengenai diri anda dibandingkan dengan rakan-rakan dalam kelas? (How
do you rate yourself against your peers in the class?)
a) Atas dari purata (Definitely above average)
b) Atas sedikit dari purata (Slightly above average)
c) Purata (Average)
d) Bawah dari purata (Below average)
Figure 1
4. Alias and Mohd Hafir Academic self-confidence and cognitive performance
Proceedings of the Research in Engineering Education Symposium 2009, Palm Cove, QLD 4
The cognitive test instrument was also based on the instrument used by Zorkina dan Nalbone (2003).
Participants were asked to respond to a set of 15 multiple choice items (with two alternatives, four and
five alternatives). The instrument measures mathematical-logical skills as well as the ability to
manipulate data and the ability to comprehend analogies and logical reasoning skills. An example of
the items from the cognitive test instrument is given in Figure 2.
Aminah berlari lebih pantas daripada Dayang dan Maimun berlari lebih perlahan daripada Aminah.
Ianya mustahil untuk menyatakan samada Maimun berlari lebih pantas daripada Dayang. (Aminah is
running faster than Dayang and Maimun is running slower than Aminah. Based on the information
given it is not possible to say whether Maimun is actually running faster than Dayang.)
a) Betul (True)
b) Salah (False)
Figure 2
The reliability estimates of the instruments which were based on Cronbach Alpha method are above
0.6 (Table 3) and are deemed adequate for the current study.
Table 3
No of items Cronbach Alpha
reliability coefficient (α)
General Self-Confidence Instrument 29 0.90
Academic Self-Confidence instrument 8 0.63
Cognitive Test Instrument 15 0.77
Research Design and Procedure
The study uses the quasi-experimental design method with a control group. The method is not
considered an experimental design method (only quasi) because the subjects were not randomly
selected and assigned in this study. Randomization is not desirable in this case because putting the
students among unfamiliar faces may introduce a factor that may confound the outcome of the study.
The research procedure is now here described. Before they sat for the cognitive test, one group was
told that the test they were about to take was designed to measure intelligence of university students
(negative input) while the other group was told that the test was designed to measure of secondary
school students (positive input). Students believing that they were sitting for a test designed for
university students were expected to feel inadequate and as a result may not attempt to their best
ability; thus the negative stimulus. Students gave their response to the ASC questionnaire before they
sat on the cognitive test. Participants were given 10 minutes to complete the cognitive test. Figure 3
illustrates the variable map for the study.
Figure 3 Sequence of activities in the data collection process
Four
classes
+ve
group
-ve
group
Xa
Xb
Oa1
Ob1
Oa2
Ob2
Y1=Oa1-Ob1
Y2=Oa2-Ob2
GSC
Gender
CPA
Age
Validity
&
reliability
Oa1-ASC score for group a; Ob1- ASC score for group b
Oa2-cognitive test score for group a; Ob2 - cognitive test score for group b
5. Alias and Mohd Hafir Academic self-confidence and cognitive performance
Proceedings of the Research in Engineering Education Symposium 2009, Palm Cove, QLD 5
Results
The effect of stimulus type on ASC
The group given positive stimulus gave a higher self rating on the ASC ( x = 3.08, s = 0.42) compared
to the group given negative stimulus ( x = 2.67, s = 0.43). To determine if the difference was
statistically significant, an independent t-test for equal variance was used as the distribution was
normal and the variances were homogeneous (p=.844 > 0.05 on the Lavene’s test). The t-test results
(in Table 4) indicates that the mean difference between the two groups is statistically significant, t = -
5.194, p<0.05 (two-tailed, n1 = n2 = 61, df = 120). Therefore, the null hypothesis was rejected and the
result was interpreted as there is a statistically significant difference in the ASC rating between the two
groups with the positive group giving themselves higher ASC rating. The effect size is 0.97.
Table 4 t-test results on the difference in the ASC between positive and negative groups
Levene's Test for
Equality of Variances
t-test for Equality of Means
F p t df p (2-tailed)
.039 .844 -5.194 120 .000
The effect of stimulus type on cognitive performance
The positive group obtained a statistically higher mean on the cognitive test x +ve=71% as compared to
the negative group x -ve=54%. To test whether the difference in means are statistically significant, the
Mann-Whitney U test which is a non-parametric counterpart of the independent t-test was used as the
score distributions were not normally distributed. The results of the Mann Whitney U test shows that
there is a statistically significant difference, U= 977.00, p<.05 (two-tailed, n1=n2=61) with the
positive group scoring higher than the negative group.
Table 5 Mann Whitney U test results
n Mean Rank Sum of Ranks
Negative group 61 47.02 2868.00
Positive group 61 75.98 4635.00
Total 122
Score
Mann-Whitney U 977.000
Wilcoxon W 2868.000
Z -4.553
Asymp. Sig. (2-tailed) .000
Discussion and conclusion
The purpose of the current study was to determine if giving a positive or negative stimulus to
engineering students can affect their cognitive performance and if academic self-confidence is the
mediating factor. The results indicate that cognitive performance among engineering students is
improved when giving positive verbal input and the opposite is observed when given a negative verbal
input. These findings is consistent with findings by Zorkina & Nabone (2003), Lovaglia, Lucas,
Houser, Thye & Markovy (1998) and Jourden, et al. (1991) where participants receiving positive
verbal inputs show positive signs and subsequently perform better. From this study, it can be said that
the self-confidence is the mediating factor between positive verbal input and cognitive performance.
The study however, uses the quasi-experimental design method because a true experimental design
where randomization is a must was not possible. Furthermore, the study only involve mechanical
engineering students. In light of this factor, the outcome of the current study may be seen as lacking in
generalisability. However as explained earlier under the section on population and samples, there is