Personality, Resilience, Self-Regulation and Cognitive Ability Relevant to Teacher Selection

Sautelle, Eleanor; Bowles, Terry; Hattie, John; Arifin, Daniel

doi:10.14221/ajte.2015v40n4.4

Cited by 37 publications

(28 citation statements)

References 51 publications

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“…Both concepts are salient features of the literature related to academic resilience. Martin and Marsh (2006) for example refer closely to these concepts when proposing their 5-C model of academic resilience: confidence (self-efficacy), commitment (persistence), coordination (planning), control (how hard work and effective strategies impact achievement) and composure (low anxiety), and Newman (2002) and Sautelle et al (2015) reported an association between high self-regulation (including adaptive help-seeking) and resilience. As such, the items comprising the ARS-30 were selected to reflect the conceptual areas of self-efficacy and self-regulation together with the range of attributes, characteristics and factors commonly associated with resilience.…”

Section: Introductionmentioning

confidence: 99%

The Academic Resilience Scale (ARS-30): A New Multidimensional Construct Measure

2016

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Resilience is a psychological construct observed in some individuals that accounts for success despite adversity. Resilience reflects the ability to bounce back, to beat the odds and is considered an asset in human characteristic terms. Academic resilience contextualizes the resilience construct and reflects an increased likelihood of educational success despite adversity. The paper provides an account of the development of a new multidimensional construct measure of academic resilience. The 30 item Academic Resilience Scale (ARS-30) explores process—as opposed to outcome—aspects of resilience, providing a measure of academic resilience based on students’ specific adaptive cognitive-affective and behavioral responses to academic adversity. Findings from the study involving a sample of undergraduate students (N = 532) demonstrate that the ARS-30 has good internal reliability and construct validity. It is suggested that a measure such as the ARS-30, which is based on adaptive responses, aligns more closely with the conceptualisation of resilience and provides a valid construct measure of academic resilience relevant for research and practice in university student populations.

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Section: Introductionmentioning

confidence: 99%

The Academic Resilience Scale (ARS-30): A New Multidimensional Construct Measure

2016

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“…While there are enough descriptive techniques, experimental verifications of selective methods are found in the literature more rarely. That is why papers [17,18], in which the method of selection of teachers for the educational program is based on the social judgment theory, are of particular interest. Six psychological models: Extraversion, Agreeableness, Conscientiousness, Resilience, Self-regulation, and Cognitive Ability are applied as personality attributes in them.…”

Section: Literature Review and Problem Statementmentioning

confidence: 99%

Method for configuring the composition of a project team based on the criteria of subjective wellbeing

Рач

Ikenna

Medvedieva

et al. 2019

EEJET

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Розроблено метод конфiгурування команди проекту за критерiєм суб'єктивного благополуччя. Метод спрямований на пошук такої конфiгурацiї претендентiв, за якої утворюється команда з найвищою спiльнiстю щодо значимостi цiнностей (факторiв) суб'єктивного благополуччя та фактичним їх задоволенням на момент формування команди. В основу методу покладено два концептуальних положення-аксiоми. По-перше, найбiльш адекватнi результати побудови персонального профiлю досягаються в ходi самодослiдження ставлення претендента до iндикаторiв суб'єктивного благополуччя. По-друге, ранжирування дозволяє побудувати ряд, в якому найбiльш важливими представленi найменш досягнутi iндикатори. На цiй пiдставi представляється можливим порiвнювати профiлi претендентiв мiж собою та виявляти найбiльш схожi. Теоретично обґрунтовано, що конфiгурацiя з найбiльш близьких профiлiв є передумовою утворення позитивного робочого середовища як необхiдного фактору комфортної взаємодiї учасникiв команди, суттєвим iнтегруючим фактором залучення до проекту. Розроблений метод побудови персонального профiлю претендента забезпечує необхiдну точнiсть i пiдвищує достовiрнiсть одержуваної при цьому iнформацiї. Емпiрично виявлено двi «робочi зони» персонального профiлю (першi п'ять та наступнi сiм з 27-ми iндикаторiв), визначальнi для виявлення близьких профiлiв претендентiв. Для порiвняння профiлiв введено показники загального пiдсумкового рангу для iндикаторiв зон та коефiцiєнт узгодженостi команди. Для iнтерпретацiї значення коефiцiєнта узгодженостi емпiричним способом побудована оцiнна шкала з сiмох iнтервальних зон для команд у складi вiд двох до десяти учасникiв. За результатами експериментальної перевiрки доведена можливiсть використання критерiю суб'єктивного благополуччя як параметра формування команд проектiв, його дiєвiсть та адекватнiстьКлючовi слова: формування команди проекту, персональний профiль, суб'єктивне благополуччя, коефiцiєнт узгодженостi команди, оцiнна шкала UDC 005. 83:005.953.2:316.45

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“…In other words, this is very important for students to have adequate cognitive ability to achieve objective learnings in the school. Thus, it can be said that students without adequate cognitive skill cannot understand the goals of learning or even to achieve objective of learning in order to be more educated student (Grönqvist, Vlachos, 2008 as cited in Sautelle, Arifin, & Bowles, 2015); Dahmann & Berlin, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Because students are expected to learn on their own that make them force themselves to think creatively and effectively while facing and figuring out problems. (Renandya, n.d.;Sautelle et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…However, the cognitive ability can be improved with an education; it is by giving a suitable teaching method to students since a teaching method plays a significant role. SCL is highly having probability to improve it since SCL comprises active learning, students' responsibility and cooperative learning then later on students will learn on their own way while facing and figuring out problem during studying which is surely will improve their cognitive ability at the same time they learning (Finn et al, n.d.;Gibson & Learningrx, n.d.;Renandya, n.d.;Sautelle et al, 2015) 2.…”

Section: Introductionmentioning

confidence: 99%

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Enhancing Students’ Cognitive Abilities Through Students-Centered Learning (Scl)

Amri

Ekaningsih

2018

KLS

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This conceptual paper, presents about the result of discussion regarding students-centered learning improves students’ cognitive ability. SCL improves skills by developing cognitive ability lies within them as the first basic skill. It is important for students to have adequate cognitive abilities to keep up the materials which are being taught by teachers. Therefore, this paper will explain about cognitive ability. Cognitive ability which is affecting on learning process, has made some teachers struggle to seek a way how to improve it. There are few methods that have been chosen thoroughly for developing cognitive abilities on students. First is about developing thinking that refers mainly to how students think effectively and creatively. Second is about cooperative learning that refers to how students cooperate or work with other and effect of partners in learning process. Third is about learners’responsibility that has correlation with students’ responsible which affects on objectives of learning. Keywords: Students-Centered Learning, Cognitive Ability, Developing ThinkingSkill, Cooperative Learning, Learners’Responsibility.

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Personality, Resilience, Self-Regulation and Cognitive Ability Relevant to Teacher Selection

Cited by 37 publications

References 51 publications

The Academic Resilience Scale (ARS-30): A New Multidimensional Construct Measure

The Academic Resilience Scale (ARS-30): A New Multidimensional Construct Measure

Method for configuring the composition of a project team based on the criteria of subjective wellbeing

Enhancing Students’ Cognitive Abilities Through Students-Centered Learning (Scl)

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Personality, Resilience, Self-Regulation and Cognitive Ability Relevant to Teacher Selection

Cited by 37 publications

References 51 publications

The Academic Resilience Scale (ARS-30): A New Multidimensional Construct Measure

The Academic Resilience Scale (ARS-30): A New Multidimensional Construct Measure

Method for configuring the composition of a project team based on the criteria of subjective well­being

Enhancing Students’ Cognitive Abilities Through Students-Centered Learning (Scl)

Contact Info

Product

Resources

About

Method for configuring the composition of a project team based on the criteria of subjective wellbeing