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Lack of Self-Control and Online Academic Dishonesty in an Extended TPB Model: A PLS-SEM Approach
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Meljun Barnayha; Gamaliel Gonzales; Rachel Lavador; Jessamae Martel; Ma. Kathleen Urot; Roselyn Gonzales – Psychology in the Schools, 2025
This study examines the determinants of online academic dishonesty using the theory of planned behavior. We surveyed 1087 college students in Central Philippines and utilized a partial least squares-structural equation modeling analysis to evaluate a proposed model. Results demonstrate that 10 of the 11 hypothesized relationships are statistically…
Descriptors: Self Control, Cheating, Intervention, Ethics
A Comprehensive Examination of Factors Impacting Collegiate Athletes' Utilization of Psychological Assessment and Intervention Services
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Donohue, Brad; Gavrilova, Elena; Danlag, Alexandra; Perry, Joanne; Kuhn, Corey; Allen, Daniel N.; Benning, Stephen D. – Psychology in the Schools, 2021
Although collegiate athletes underutilize mental health programming, investigators have rarely examined factors that may influence their participation in such programs. The current study examined how structured interviews and demographic factors influence collegiate athletes to use psychological programming. Two-hundred and eighty-nine collegiate…
Descriptors: College Athletics, Athletes, College Students, Psychological Services
Effects of Anxiety on Quantity of Examination Preparation
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Martin, Roy; Meyers, Joel – Psychology in the Schools, 1974
Examines the relationship between anxiety manifest prior to an examination and the quantity of study for that examination. Results indicate that they are positively related and that quantity of study had a near-zero relationship with performance on the examination. (HMV)
Descriptors: Anxiety, College Students, Homework, Psychological Patterns
Effects of Test Anxiety on Performance, Worry, and Emotionality in Naturally Occurring Exams
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Deffenbacher, Jerry L.; Deitz, Sheila R. – Psychology in the Schools, 1978
Test performance and reported anxiety levels of high and low test-anxious subjects taking either a regular exam or an exam containing brief, written relaxation instructions were compared. High test-anxious subjects performed more poorly and reported greater worry and emotionality. Results provide greater external validity for Test Anxiety Scale.…
Descriptors: Anxiety, College Students, Higher Education, Research Projects
Test Anxiety and Choice of Evaluation Format in University Students
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Janisse, Michel Pierre – Psychology in the Schools, 1973
Descriptors: Anxiety, College Students, Evaluation Methods, Psychological Patterns
The KAIT with Developmental Students, Honor Students, and Freshmen.
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Shaughnessy, Michael F.; Moore, Jack N. – Psychology in the Schools, 1994
Paper explores the use of an intelligence test in a southwestern university. Honor students performed significantly better than the average freshmen and the developmental/remedial students. Results suggest that developmental students lack specific cognitive abilities as well as some higher order thinking skills. Implications are discussed. (RJM)
Descriptors: Adolescents, College Students, Comparative Analysis, Higher Education
A Comparison of the Pencil-and-Paper and Computer-Administered Minnesota Multiphasic Personality Inventory-Adolescent
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Hays, Shannon; McCallum, R. Steve – Psychology in the Schools, 2005
Within the context of a counterbalanced design, 102 students from either a high school or a large Southeastern university were administered two versions of the Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A): a computer-administered version (CA) and a paper-and-pencil version (PAP). Time between testing sessions was approximately…
Descriptors: Measures (Individuals), Personality Measures, Statistical Analysis, Computer Assisted Testing
The Relative Effectiveness of Lecturing, Modeling, and Role Playing in Training Paraprofessional Reading Tutors.
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Willis, Jerry; Gueldenpfenning, Joerg – Psychology in the Schools, 1981
Compared three methods of training remedial reading tutors. All groups made significant improvements. The group that practiced the skills and received feedback made the greatest gains. The group that observed a model was significantly better than the lecture group. (Author/JAC)
Descriptors: College Students, Comparative Testing, Feedback, Lecture Method