Self-Monitoring Strategies as a Unique Predictor of Latino Male Student Achievement

Covarrubias, Rebecca; Stone, Jeff

doi:10.1080/15348431.2014.944702

Cited by 11 publications

(14 citation statements)

References 36 publications

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“…When a person learns how to manage both extrinsic and intrinsic conditions, this person can exercise self-control (Mahoney & Thoresen, 1972). Despite the findings which reveal that self-management strategies are in favor of females (Uğurluoğlu, 2010) and males (Covarrubias & Stone, 2015) considering gender, there are findings which reveal that there is not a significant difference between them (Carmeli, Meitar, & Weisberg, 2006;Kazan, 1999;Kurman, 2001;Razieh, Reza, & Saeid, 2013;Türköz, 2010). Therefore, the desire to test the self-management strategies in terms of gender with this adapted scale is another purpose of the study.…”

mentioning

confidence: 41%

“…Similarly, Uğurluoğlu (2010) revealed that female health professionals' probability of using "Constructive Thinking Model Strategies" was more than the males. However, considering "Self-Monitoring" (SM), there exits such findings: gender and mathematics achievement was in favor of males (Covarrubias & Stone, 2015), a significant difference did not exist between gender and self-leadership (Carmeli et al, 2006;Kazan, 1999;Kurman, 2001;Razieh et al, 2013;Türköz, 2010) and gender has a meaningful effect on the explanation of variance in self-leadership (Arlı, 2011;Marshall, Kiffin-Petersen, & Soutar, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…Verifying this information, it was revealed that there was a positive and meaningful relationship between the scores the pre-service teachers got from the entire scale and from all of the sub-dimensions and their academic achievement scores. Similarly, Covarrubias and Stone (2015) found a positive and meaningful relationship between "Self-Monitoring" (SM) and mathematics achievement scores.…”

Section: Discussionmentioning

confidence: 99%

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Adaptation of Self-Control and Self-Management Scale (SCMS) into Turkish Culture: A Study on Reliability and Validity

2016

EDUC SCI-THEOR PRACT

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Citation: Ercoşkun, M. H. (2016). Adaptation of Self-Control and Self-Management Scale (SCMS) into Turkish culture: A study on reliability and validity. AbstractThe aim of this study is to adapt self-control and self-management scale (SCMS) developed by Mezo into Turkish and to test it considering gender and academic achievement variables. The scale was translated from English to Turkish for linguistic validity and then this scale was translated into English using back translation. The original and translated English version of the form was revised and edited by considering the opinions of three language experts of English. Considering the appropriateness of the scale into Turkish, the draft of the scale was evaluated by two Turkish language experts and two academicians from the Education Faculty evaluated the scale in terms of content. Necessary corrections were made and linguistic equivalence was obtained. In order to test the reliability

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confidence: 41%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Adaptation of Self-Control and Self-Management Scale (SCMS) into Turkish Culture: A Study on Reliability and Validity

2016

EDUC SCI-THEOR PRACT

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“…Contrary to the ndings that gender management strategies are in favor of women and men, there are also ndings that there is no signi cant difference between them. (Uğurluoğlu, 2010;Covarrubias & Stone, 2015;Kurman, 2001;Kazan, 1999;Razieh et al, 2013;Carmelivet al, 2006). According to the gender variable in a study by Ercoşkun; it is stated that there is a signi cant difference in favor of female teacher candidates in self-adjustment, self-assessment, selfreinforcement sub-dimensions and total score.…”

Section: Discussionmentioning

confidence: 99%

Effect of COVID 19 on Perceived Stress, Coping Skills, Self-Control and Self-Management Skills

Altuntaş

Tekeci

2020

Preprint

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Background: The COVID-19 is a major health crisis affecting th whole world. Purpose: The aim of the study was to investigate the effects of the COVID-19 on perceived stress, ways of coping with stress, self-control and self-management skills.Methods: This study was conducted on 882 participants. The Perceived Stress Scale, Stress Coping Style Scale, Self-Control & Self-Management Scale were used to assess participants’ perceived stress, coping stress strategies self-control skills.Results: The total score of the perceived stress of 882 participants were found to be 28.35 ± 8.23. It is seen that 60.3% of the participants have moderate level stress. Seeking of social support is the most preferred coping strategy.Conclusions: In our study, it has seen that people have moderate stress levels during the pandemic process. It is predicted that strategies such as social support and improve self-control skills play an important role to keep people's stress balance or reducing along that period.

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“…For instance, research shows that college students with high self-monitoring skills are more resistant to backlash effects than low self-monitors to adjust their behavior during different social settings, including those that are socially stressful (Covarrubias & Stone, 2015).…”

Section: Self-monitoringmentioning

confidence: 99%

Self-Monitoring Influences Graduate Students’ Perceptions of Own Group Conformity Pressure

Roland-Jenkins¹

2019

JIR

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Own-group conformity pressure refers to experiencing pressure to conform to standards that a specific ethnic group established. The own-group conformity pressure theory posits that own-group norms subtly indicate how targeted individuals should behave socially. Ethnicity-related backlash is a form of harassment for violating ethnic stereotypes that elicits this form of conformity pressure. Self-monitoring helps thwart work-related backlash for gender deviance. This quantitative causal-comparative study investigated if there are any significant differences in own-group conformity pressure scores for 160 graduate students in APA accredited programs and CACREP accredited programs in the United States who have low self-monitoring scores or high self-monitoring scores. The participants took a Self-Monitoring Scale and Own-Group Conformity Pressure Scale survey, and a one-way MANOVA facilitated the simultaneous analysis of three research questions. The multivariate effect of self-monitoring (low or high) on the variables combined (style/interests and social relations), representing own-group conformity pressure, was not significant, Wilks’ Lamba = .964, F(2, 157) = 2.971, p = .054, but this result was close to the criterion alpha. A significant between-subject effect was observed for social relations, F(1, 158) = 5.969, p = .016, with high-self monitors yielding a higher mean of 3.48, 95% CI [3.05, 3.91] for social relations than low self-monitors with a mean of 2.84, 95% CI [2.53, 3.15]. The significant result for own-group conformity pressure regarding social relations addressed a previous gap in the literature and demonstrated that self-monitoring skills influence students’ perceptions of own-group conformity pressure, especially students who are high self-monitors.

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Self-Monitoring Strategies as a Unique Predictor of Latino Male Student Achievement

Cited by 11 publications

References 36 publications

Adaptation of Self-Control and Self-Management Scale (SCMS) into Turkish Culture: A Study on Reliability and Validity

Adaptation of Self-Control and Self-Management Scale (SCMS) into Turkish Culture: A Study on Reliability and Validity

Effect of COVID 19 on Perceived Stress, Coping Skills, Self-Control and Self-Management Skills

Self-Monitoring Influences Graduate Students’ Perceptions of Own Group Conformity Pressure

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