Distal and proximal associates of academic performance at secondary level: A mediation model of personality and self-efficacy

McIlroy, David; Poole, Karen; Ursavaş, Ömer Faruk; Moriarty, Amanda

doi:10.1016/j.lindif.2015.01.004

Cited by 31 publications

(27 citation statements)

References 58 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The correlational pattern between the FFM dimensions and the academic and sociocognitive variables of GPA, academic self-efficacy, and academic satisfaction found in the present study is consistent with findings from previous research (e.g. McIlroy et al, 2015;Poropat, 2009;Sheu et al, 2016). This supports the construct validity of the dimensions 13 13 measured in the Danish IPIP-NEO-120.…”

Section: Discussionsupporting

confidence: 92%

The Danish IPIP-NEO-120: A free, validated five-factor measure of personality

Vedel

Gøtzsche‐Astrup

Holm³

2018

Nordic Psychology

View full text Add to dashboard Cite

This paper reports the results of a translation and validation of a Danish-language version of the IPIP-NEO-120 constructed by Johnson (2014). The IPIP-NEO-120 is a public domain 120-item inventory that measures personality constructs similar to those in the Revised NEO Personality Inventory (NEO-PI-R; Costa & McCrae, 1992). The inventory was developed to provide researchers with a free inventory with a shorter format than the earlier 300-item IPIP-NEO (Goldberg, 1999) and hence enable more researchers to include a personality measure in their research. The validation study reported in this paper was conducted to expand the IPIP-NEO-120 into the Danish context and provide Danish researchers with a free, validated personality measure based on the Five-Factor Model directly applicable to cross-national research. The psychometric properties of the Danish IPIP-NEO-120 were tested in a sample of veterinary students and graduates (N = 525) from a Danish university. The factor structure, internal consistency, and factor intercorrelations obtained in the Danish sample closely resembled those obtained in Johnson's validation of the original IPIP-NEO-120, and the results indicate that the Danish measure corresponds well to the English-language original.

show abstract

Section: Discussionsupporting

confidence: 92%

The Danish IPIP-NEO-120: A free, validated five-factor measure of personality

Vedel

Gøtzsche‐Astrup

Holm³

2018

Nordic Psychology

View full text Add to dashboard Cite

show abstract

“…The question consisted of 33 item which were constructed around three features of the environment modified from the design quality indicator (Gann et al, 2003) Personality-To measure personality the Big five measure of personality was used, the Five Factor Model (FFM) (Goldberg et al, 2006). This measure of personality was chose as it has been found to be a highly reliable and valid questionnaire on personality over many ages and cultures (Ciorbea and Pasarica, 2013;McIlroy et al, 2015). This survey is constructed of questions measuring the five personality traits identified through empirical research, Openness, Conscientiousness, Agreeableness, Extraversion and Neuroticism (Emotional Stability).…”

Section: Research Toolsmentioning

confidence: 99%

Factors that influence students’ satisfaction with their physical learning environments

Wilson

Cotgrave²

2016

Structural Survey

View full text Add to dashboard Cite

Purpose-To identify personality types between different university disciplines, and to establish whether there are differing requirements in the design of physical learning environment. Also to identify features of the physical learning environment that can support a sense of community. This paper seeks to investigate the relationship bet ee stude t s pe so alit a d p efe e es of features of the built environment. Design/methodology/approach-Quantitative questionnaires were distributed in three university disciplines based on the variables personality, elements of the physical learning environment and features that could support a sense of community. Findings-The analysis revealed that there is differences in preferred features within the physical learning environment for the three university disciplines within a large UK based University. It can also be seen that there is differences in personality profiles between these three university disciplines. Features of the environment that could support a sense of community have been also identified. Research implications-Those who are responsible for the design and refurbishment of Higher Education Institutions may find this research useful to improve the facilities for students. To support the development of appropriate physical learning spaces through the understanding of students requirements. Originality/value-This paper presents a new perspective on how the development of Higher Education Facilities can be designed to increase student experience by identifying specific features of the physical learning environment students prefer.

show abstract

“…Grade point averages (GPAs) and standardized test scores have long been considered benchmarks for judging students' academic achievement/success (Kuncel, Crede, & Thomas, 2005, Malá, 2013. However, equally important are internal characteristics (e.g., self-efficacy, self-evaluation and motivation) that are highly related to academic achievement/success (Bandura, 1997, Jinks, & Morgan, 1999, Zimmerman, 2000, Chemers, Hu, & Garcia, 2001, Valentine, DuBois, & Cooper, 2004, Zajacová, Lynch, & Espenshade, 2005, McIlroy, Poole, Ursavas, & Moriarty, 2015.…”

mentioning

confidence: 99%

“…Some authors believe that students with higher self-efficacy achieve higher levels, because they are able to deal with cognitive demands more efficiently (Lane, & Lane, 2001), attempt to focus on master goals (Hsieh, Sullivan, & Guerra, 2007), perceive their learning as challenges/tasks that are interesting and valuable and apply reasonable learning strategies (Greene et al, 2004). McIlroy et al (2015) relying on results of researches consider self-efficacy the strongest predictor of academic results and its direct influence on academic achievement. The authors agreed on a uniform naming of that phenomenon -academic self-efficacy -basically because of a wide scope of the concept of self-efficacy and its specific focus precisely on education.…”

mentioning

confidence: 99%

Academic Self – Efficacy, Heteronomous and Autonomous Evaluation of Academic Achievement of Adolescents

Verešová

Foglová²

2016

European Proceedings of Social &Amp; Behavioural Sciences

View full text Add to dashboard Cite

In the research we focused on an analysis of relationship between academic self-efficacy (ASE), heteronomous (AAH) and autonomous evaluation (AAA) of academic achievement of adolescents. We also analyse the intersexual differences in ASE, AAH and AAA in adolescents. The sample consisted of 107 adolescents (57 girls, 50 boys). We used Morgan-Jinks Student Efficacy Scale. We measured academic achievement by GPA. Autonomous evaluation of academic achievement was measured by perceived self-evaluation of academic achievement (expressed by a self-perceived quality level of knowledge and skill in 3 study subjects -Mathematics, Slovak language, English language and in all study subjects). Among adolescent boys and girls we noted significant differences in GPA (t=2.608, p=.010), the girls GPA was better than boys GPA. In the AAA we determined no evidenced significant intersexual differences (t=.724, p=.471), and in the ASE of adolescents there were no evidenced significant intersexual differences either (t=.019, p=.985). We identified a significant relationship between ASE and GPA (r =.269**, p =.005) and between ASE and AAA (r =.385**, p =.000). Analysing the relationship of autonomous evaluation of success in Mathematics, Slovak language and English language (as study subjects) we have come to the identical finding -there was a significant relationship with ASE of adolescents. We found out that GPA as an indicator of AAH strongly correlates with AAA of adolescent (r =.700**, p =.000).

show abstract

Distal and proximal associates of academic performance at secondary level: A mediation model of personality and self-efficacy

Cited by 31 publications

References 58 publications

The Danish IPIP-NEO-120: A free, validated five-factor measure of personality

The Danish IPIP-NEO-120: A free, validated five-factor measure of personality

Factors that influence students’ satisfaction with their physical learning environments

Academic Self – Efficacy, Heteronomous and Autonomous Evaluation of Academic Achievement of Adolescents

Contact Info

Product

Resources

About