Background: Although past research highlights the impact of self-efficacy on university students’ learning motivation, examining potential links with specific types of learning conformity is limited. The current study examined associations between Chinese university students’ perceived self-efficacy and learning conformity across different types of learning motivation.Methods: A total of 339 Chinese university students were surveyed using the General Self-Efficacy Scale and the Learning Conformity Scale. Multiple regression models were constructed to focus on the mechanisms of general self-efficacy on learning conformity. Results: (1) There are three types of learning conformity: learning abidance, learning obedience, and learning compliance. (2) General self-efficacy has a negative effect on learning obedience. In contrast, it positively affects learning abidance and learning compliance. (3) The general self-efficacy of girls is lower than that of boys. Still, girls are more likely to be motivated to learn compliance than boys. Conclusions: The study reveals that it is essential to stimulate students’ motivation to learn abidance to love learning from the inside out; to improve girls’ self-efficacy; to raise students’ awareness of self-respect and self-development; and to encourage self-approval in public institutions.
Background: At present, family socioeconomic status is a significant contributor to the differences in university students’ learning motivation, but few studies have examined the effects on different types of motivation to learn conformity. Thus, the present study investigates the effects of family socioeconomic status on different types of learning conformity and the mediating role of self-efficacy. Methods: 339 Chinese university students were surveyed using the general self-efficacy scale, the learning conformity scale, and the family socioeconomic status questionnaire. We analyzed the effect of family socioeconomic status on learning conformity and the mediating role of general self-efficacy through common bias tests, correlation analysis, structural equation modeling, and tests of mediating effects. Results: (1) There are three types of learning conformity, as follows: learning abidance, learning obedience, and learning compliance. (2) The mediation model concluded that family socioeconomic status had a positive and significant effect on learning abidance and learning obedience, and general self-efficacy played a partially mediating role, with an adequate ratio of 59.7% and 26.26%, respectively; family socioeconomic status had a negative and significant effect on learning compliance, and general self-efficacy played a partially mediating role, with an adequate ratio of 52.02%. Conclusions: This study provides first-hand empirical data to support studies of learning motivation, learning conformity behavior, and self-efficacy among Chinese university students. It also provides a theoretical basis for subsequent research on family socioeconomic status and learning conformity.
BACKGROUND: Cyberbullying has become an essential public health psychological issue affecting people’s lives in the online ecology. However, previous studies have rarely examined adolescent paranoia, moral cognition, and cyberbullying in association. Therefore, this study was based on cognitive-behavioral theory to investigate the relationship between child-like paranoid tendencies, cyberbullying, and moral disengagement. METHODS: This study used the Paranoia Scale, Cyberbullying Scale, and Moral Disengagement Scale to conduct an anonymous online survey of 1519 adolescents in China. RESULTS: (1) Paranoid tendencies, moral disengagement, and cyberbullying were all significantly and positively correlated. Boys showed higher rates of moral disengagement, while girls showed higher rates of paranoid tendencies. (2) The direct effect of paranoid tendency on cyberbullying was significant (β = 0.31, p < 0.01). (3) There was a mediating effect of moral disengagement in the influence of paranoid tendencies on cyberbullying, with an effect proportion of 20.5%. CONCLUSION: Adolescent cyberbullying should be regulated at the family and social levels to enhance juvenile mental health issues and help them establish proper moral standards.
Background: Conformity is a process by which a person changes his original idea and attitude in response to group pressure and chooses to be consistent with the majority. The study was undertaken to explore university teachers’ scientific research conformity (SRC), the psychological process of information processing and the types of internal attribution in SRC, and the relationship between SRC incentives and types of internal attribution. Method: A survey of 349 teachers from seven universities was conducted. We employed the mixed-method approach; data was collected through in-depth interviews and were analyzed using AMOS. Results: In-depth interviews revealed that the basic principle of human organizational behavior is conformity with incentive, and conformity is a motivational behavior produced through psychological processing of social information. Factor analysis results revealed that teachers’ SRC is characterized by abidance, compliance, and obedience. The internal incentives mainly affect abidance, and have a significant impact on obedience and compliance; the environmental incentives mainly affect abidance, and have a significant impact on obedience. Family and social relationship incentives mainly affect compliance, but social relationship incentives also have a significant impact on obedience. Additionally, policy incentives have a highly significant impact on obedience. Conclusions: This study provides first-hand empirical data for studies pertaining to research motivation and SRC behavior of Chinese university teachers. It also provides a theoretical basis for subsequent research on conformity behavior.
Background: Cyberbullying is a globally shared youth problem—a problem of the interpersonal conflicts and contradictions that emerge during the socialization of adolescents. In particular, the issue of cyberbullying among rural left-behind adolescents needs to be given high priority. However, previous studies have paid little attention to how emotional neglect and social anxiety affect the cyberbullying behavior of rural left-behind adolescents. Therefore, this study was based on cognitive-behavioral theory to investigate the relationship between emotional neglect, cyberbullying, and social anxiety. Methods: This study used the Emotional Neglect Scale, the Cyberbullying Scale, and the Social Anxiety Scale to conduct an anonymous online survey of 1429 rural left-behind adolescents in China. Results: (1) Emotional neglect, social anxiety, and cyberbullying showed a two-way positive correlation. (2) The direct effect of emotional neglect on rural left-behind youth cyberbullying was significant (β = 0.14, p < 0.00). (3) Social anxiety showed a partial mediating effect in the process of emotional neglect affecting rural left-behind youth cyberbullying, with a mediating effect of 26.32%. Conclusions: The results have positive implications for improving relevant policies and constructing mechanisms for protecting the rights and interests of rural left-behind adolescents.
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