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Looking beyond Grades: Comparing Self-Esteem and Perceived Academic Control as Predictors of First-Year College Students' Well-Being
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Stupnisky, Robert H.; Perry, Raymond P.; Renaud, Robert D.; Hladkyj, Steve – Learning and Individual Differences, 2013
Previous research has found perceived academic control (PAC) to be a better predictor of first-year college students' grades than self-esteem; however, it is uncertain which construct is more important for students' well-being. The current study compared PAC and self-esteem on first-year college students' emotions, perceived stress, and…
Descriptors: Academic Achievement, Grades (Scholastic), Well Being, Physical Health
Are Affective Factors a Good Predictor of Science Achievement? Examining the Role of Affective Factors Based on PISA 2006
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Ozel, Murat; Caglak, Serdar; Erdogan, Mehmet – Learning and Individual Differences, 2013
This study investigated how affective factors like attitude and motivation contribute to science achievement in PISA 2006 using linear structural modeling. The data set of PISA 2006 collected from 4942 fifteen-year-old Turkish students (2290 females, 2652 males) was used for the statistical analyses. A total of 42 selected items on a four point…
Descriptors: Factor Analysis, Science Achievement, Factor Structure, Structural Equation Models
A Multivariate Model of Physics Problem Solving
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Taasoobshirazi, Gita; Farley, John – Learning and Individual Differences, 2013
A model of expertise in physics problem solving was tested on undergraduate science, physics, and engineering majors enrolled in an introductory-level physics course. Structural equation modeling was used to test hypothesized relationships among variables linked to expertise in physics problem solving including motivation, metacognitive planning,…
Descriptors: Factor Analysis, Science Achievement, Factor Structure, Structural Equation Models
Relationships of Personality, Affect, Emotional Intelligence and Coping with Student Stress and Academic Success: Different Patterns of Association for Stress and Success
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Saklofske, Donald H.; Austin, Elizabeth J.; Mastoras, Sarah M.; Beaton, Laura; Osborne, Shona E. – Learning and Individual Differences, 2012
The associations of personality, affect, trait emotional intelligence (EI) and coping style measured at the start of the academic year with later academic performance were examined in a group of undergraduate students at the University of Edinburgh. The associations of the dispositional and affect measures with concurrent stress and life…
Descriptors: Foreign Countries, Undergraduate Students, Student Characteristics, Affective Behavior
Personal Capacity Building for the Human Services: The Roles of Curriculum and Individual Differences in Predicting Self-Concept in College/University Students
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Parker, Philip D.; Martin, Andrew J. – Learning and Individual Differences, 2008
While much research has outlined the importance of intra-psychic factors in predicting workplace success, it is rare that attention is given to the development of these factors in training for human service professions (e.g. psychology, clergy, nursing). Accordingly, the present study explores differences in self-concept, a key intra-psychic…
Descriptors: Human Services, Structural Equation Models, Personality Traits, Personality Measures
Little More than Personality: Dispositional Determinants of Test Anxiety (the Big Five, Core Self-Evaluations, and Self-Assessed Intelligence)
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Chamorro-Premuzic, Tomas; Ahmetoglu, Gorkan; Furnham, Adrian – Learning and Individual Differences, 2008
This study attempted a hierarchical integration of several dispositional determinants of test anxiety (TA) [Sarason, I.G. (1984). "Stress, anxiety and cognitive interference: Reactions to tests." "Journal of Personality and Social Psychology," 46, 929-938.], namely the Big Five personality traits [Costa, P.T. Jr., & McCrae,…
Descriptors: Personality Traits, Individual Differences, Psychological Evaluation, Structural Equation Models
Investigating Classroom Community in Higher Education
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Summers, Jessica J.; Svinicki, Marilla D. – Learning and Individual Differences, 2007
The purpose of this research was to demonstrate an empirical relationship between classroom community and students' achievement goals in higher education, and to offer a possible explanation for differences in this relationship for cooperative and non-cooperative classrooms. Structural equation modeling techniques revealed that students'…
Descriptors: Higher Education, Student Attitudes, Structural Equation Models, Cooperative Learning