The mediating role of time attitude in the relationship between self-esteem and resilience in high school students

Çelik, Eyüp; SÜLER, Melek; Söylemez, Aydın; Koçak, Lokman

doi:10.33902/jpr.202317971

Cited by 3 publications

(4 citation statements)

References 63 publications

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“…From the social-ecological perspective [42], students' resilience draws not only on supportive systemic initiatives but also on individual resources [61,62]. For instance, selfesteem, as the understanding of an individual's capacity and self-value [63], positively predicted students' resilience [64] and mediated the relationship between social support and students' well-being, e.g., [65][66][67]. Additionally, general self-efficacy, as individuals' beliefs about their ability to perform a specific behavior successfully [68], positively predicted students' resilience [69][70][71] and mediated the relationship between social support and students' resilience [72].…”

Section: Social Support As Key Factor For Mental Healthmentioning

confidence: 99%

Social and Individual Factors Predicting Students’ Resilience: A Multigroup Structural Equation Model

Kassis,

Vasiou,

Govaris

et al. 2023

Education Sciences

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We investigated students’ resilience predictors during the COVID-19 pandemic. With a two-wave longitudinal sample (n = 713) of students from Greece, Germany, and Switzerland (eighth grade in autumn 2020 and ninth grade in autumn 2021), we determined which social and individual predictors longitudinally predicted resilience before and during the COVID-19 pandemic. We identified the high likelihood of individual factors (self-esteem, self-efficacy) fostering resilience by social factors (teacher, parents, and social resources). Multigroup structural equation modeling analyses demonstrated that the adolescent population was best typified by two growth trajectory classes: a low-anxiety class characterized by a low initial level of depression/anxiety and a high-anxiety class characterized by a higher initial level of depression/anxiety. The model was gender-, migration-, and country-invariant. Overall, the model showed that teachers overlook adolescents with high anxiety or depression levels, but parents support them more. These findings highlight the necessity to pay attention to students’ depression or anxiety symptoms and to satisfy their basic psychological needs, as vital prerequisites for their meaningful, coherent engagement in modern societies despite the odds.

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Section: Social Support As Key Factor For Mental Healthmentioning

confidence: 99%

Social and Individual Factors Predicting Students’ Resilience: A Multigroup Structural Equation Model

Kassis,

Vasiou,

Govaris

et al. 2023

Education Sciences

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“…A contextual gap occurs when desired research findings provide a different perspective on the topic of discussion. For instance, Çelik, Süler, Söylemez & Koçak (2023) explored the relationship between team sports participation, self-esteem, and academic achievement among middle school students. A sample of 600 middle school students was surveyed, and data on their team sports participation, self-esteem, and academic achievement were collected.…”

Section: Resultsmentioning

confidence: 99%

“…The study suggests that colleges and universities should encourage and provide opportunities for team sports participation as it can positively influence executive functions and subsequently contribute to better academic achievement. Çelik, Süler, Söylemez, & Koçak (2023) explored the relationship between team sports participation, self-esteem, and academic achievement among middle school students. A sample of 600 middle school students was surveyed, and data on their team sports participation, self-esteem, and academic achievement were collected.…”

Section: Empirical Reviewmentioning

confidence: 99%

Exploring the Relationship between Team Sports Participation and Academic Performance in Zagreb, Croatia

Joseph

2023

IJARS

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Purpose: The study aimed to investigate the potential correlation between participation in team sports and academic achievement. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low-cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings revealed that there exists a contextual and methodological gap relating to the relationship between team sports participation and academic performance in Zagreb, Croatia. Preliminary empirical review revealed a positive association between team sports participation and self-regulation skills. Students who engaged in team sports demonstrated higher levels of self-regulation, which, in turn, predicted better academic achievement. Concerns about positive correlation between team sports participation and self-esteem showed that students who engaged in team sports exhibited higher levels of self-esteem, which in turn, predicted better academic achievement. The study suggested that middle schools should promote team sports participation as a means to enhance students' self-esteem, which can positively influence their academic achievement were found in most of the studies reviewed. Recommendations: The Self-Determination Theory (SDT) Social Cognitive Theory (SCT) and Achievement Goal Theory (AGT) may be used to anchor future studies on exploring the relationship between team sports participation and academic performance in Zagreb, Croatia. Educational institutions, including schools and colleges, should encourage and support students' participation in team sports. Additionally, educators and coaches should collaborate to foster the development of important skills, such as time management, self-regulation, and self-discipline, which can positively impact academic performance.

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“…Bashir [34] make efforts to improve students' critical thinking skills through discovery learning. As for pedagogical competence, Alhaj and Albahiri [35] makes efforts to increase student pedagogic competence through microteaching techniques, and Çelik et al [36] made efforts to increase student pedagogic competence through apprenticeship techniques.…”

Section: Introductionmentioning

confidence: 99%

The effect of ex-add learning techniques on critical thinking skills and pedagogic competence of Islamic education students

Mahfudz

Sukarno

2023

EduLearn

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This study aimed to determine the effect of explain-analysis-doing-discussion or known as ex-add learning techniques on critical thinking skills and pedagogic competence of Islamic religious education students at State Islamic University (UIN) Sulthan Thaha Saifuddin Jambi and at UIN Raden Fatah Palembang, Indonesia. The approach used quantitative with quasi-experimental techniques. The number seen in this study was 31 students from UIN Sulthan Thaha Saifuddin Jambi. The data were obtained using tests, namely pretest, and posttest. The test instrument was in the form of multiple-choice questions, each consisting of 40 questions. Data analysis was carried out using percentage techniques, N-gain analysis, and a T-test. Based on the data and discussion that has been done, it can be concluded that the ex-add technique in ‘learning methods and strategies’ can increase critical thinking skill (CTS) and pedagogic competence (PC) respectively by 78 .23% in the ‘high’ category and 59.81% in the ‘medium’ category. This is reinforced by the results of the T-test that both variables obtain a value (2-tailed) of 0.0000.05. This means that there is an average difference between the pretest and posttest scores for each variable. In other words, it can be said that the increase in student CTS and PC after participating in learning with the ex-add technique is significant.

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The mediating role of time attitude in the relationship between self-esteem and resilience in high school students

Cited by 3 publications

References 63 publications

Social and Individual Factors Predicting Students’ Resilience: A Multigroup Structural Equation Model

Social and Individual Factors Predicting Students’ Resilience: A Multigroup Structural Equation Model

Exploring the Relationship between Team Sports Participation and Academic Performance in Zagreb, Croatia

The effect of ex-add learning techniques on critical thinking skills and pedagogic competence of Islamic education students

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