Download or read book Personality Traits Self efficacy of Job Performance and Susceptibility to Stress as Predictors of Academic Performance of Nurse Education Programs written by and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Personality traits, self-efficacy of job performance, and susceptibility to stress as predictors of academic performance of nurse education programs.

Download or read book Self efficacy Achieving Tendency Locus of Control and Coping Styles as Predictors of Academic Performance of Nursing Students Enrolled in Baccalaureate and Associate Degree Nursing Programs written by Doris Mae Stanley Holeman and published by . This book was released on 1986 with total page 498 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Academic Self efficacy and Perceived Faculty Support as Predictors of Persistence and Academic Performance in Nontraditional Associate Degreee Nursing Students written by Elisabeth Nesbitt Shelton and published by . This book was released on 2000 with total page 516 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Personality Factors Personal Values and Aptitude as Predictors of Academic Performance of Nursing Students written by Jeny B. Palabasan and published by . This book was released on 2010 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt: The prediction of college grades as a measure of academic performance from individual differences variables has been broadly investigated with a shift emphasis from cognitive predictors to the role of non-cognitive predictors. In this research, the influences of both cognitive and non-cognitive factors in relation to academic performance in higher education were investigated by a descriptive-correlational analysis. This study examined the role of the personality traits, personal values, and aptitude as predictors of academic performance of nursing students. A total of 88 (63 females and 25 males) second year regular nursing students who were enrolled during the second semester of the School Year 2008-2009 in one of the colleges in Manila participated in the study. Their mean age was 18, ranging from 16-24 and with a standard deviation of 1. 2. Research instrumentation includes: 16 Personality Factors (16PFi), Career Orientation Placement Evaluation Survey (COPES), and Nursing Aptitude Test (NAT). Their Grade Weighted Average (GWA) is used to assess their academic performance. Descriptive statistics and correlations were calculated. Data analyses revealed that in terms of personality factors, there is significant negative moderate correlation between academic performance and Reasoning at r = -.463 and both significant negative low correlation on Privateness (r= -.285) and Tension(r = -.295). On the other hand, personal values revealed to have both significant low correlation on Leadership vs. Supportive r =.245 and recognition vs. Privacy at r = .220. With regards to aptitude, a significant negative moderate correlation between academic performance and Verbal Ability is identified at r =-.429 and a significant negative low correlation on Science and Health Information at r=-.335. Regression analysis was conducted and result indicated that Privateness contributed the greatest amount of variation which is 88 percent on academic performance. The study has important implications for institutions aiming for the enhancement of the academic performance of their students and early identitification of students who are at risk and has been critical in their academic performance especially of the nursing students.

Download or read book Personality Predictors of Academic Achievement in Gifted Students written by Sakhavat Mammadov (Ph.D.) and published by . This book was released on 2016 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative study investigated the predictive role of the Big Five personality traits on academic achievement and its mediation by self-efficacy in self-regulated learning and academic motivation within the sample of gifted students (N = 161). The ACT or ACT Explore scores were used as a measure of academic achievement. The first question asked about the relationships between the Big Five personality traits and all other measured variables. Agreeableness, conscientiousness, and openness were found to have significant associations with the ACT/ACT Explore composite and subtest scores. The second research question asked if personality, motivation, and self-regulatory efficacy differed by grade and gender. The results revealed that middle school students scored significantly higher than high school students on extraversion. Female students scored higher on neuroticism and lower on extraversion compared to their male counterparts. In addition, female students had more controlled type of motivation than male students. The third question was about the interplay between personality traits, self-regulatory efficacy, academic motivation, and academic achievement. Self-regulatory efficacy, controlled motivation, and autonomous motivation were hypothesized to serve as mediators in the relationships between personality traits and academic achievement. Of the Big Five traits, conscientiousness, agreeableness, and openness were presented in the path analysis model. All three personality traits had direct effects on academic achievement. The indirect effects of these traits through specific pathways were estimated. The present study contributes to the research field by revealing important relationships between specific constructs that have been suggested by personality, social cognitive, and self-determination theories. Academic motivation and self-regulatory efficacy established as important mediators of the association between Big Five personality traits and academic achievement. These findings suggest that educators should be aware of their students' different personality traits. Educators play an important role in promoting self-regulated learning (Peeters et al., 2014) and fostering intrinsic motivation and task engagement (Reeve, 2002). They should be trained to enhance students' efficacy by developing their self-regulatory skills through internalization of effective strategies for learning. In addition, teachers should learn how to be more autonomy supportive with students. Educational leaders have a key responsibility to make these happen effectively. They should give proactive attention to these requirements and ensure that their teachers are well-equipped to integrate self-regulatory and motivational resources into the school curriculum.

Download or read book Trends in Elevated Triglyceride in Adults United States 2001 2012 written by Margaret D. Carroll and published by . This book was released on 2015 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Personality Traits Related to stress Tolerance as Determinants of Academic Achievement written by James L. Kuethe and published by . This book was released on 1961 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Attributional Style Self efficacy and Stress as Predictors of Academic Success and Academic Satisfaction in College Students written by Araceli Flores and published by . This book was released on 2007 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: Poor academic performance and high dropout rates remain persistent problems among undergraduate college students. The focus of this study was to explore if intrapersonal psychological variables such as attributional style and self-efficacy, as well as extrapersonal variables, such as life stress and campus climate, predicted academic success. Data collection consisted of several computerized surveys administered to 250 undergraduate students. Multivariate hierarchical regressions were conducted to assess any associations between the indicators of success (i.e., postgraduate expectations, college grade point average (GPA), academic satisfaction and retention) and the four aforementioned psychological predictors. This study did not find any significant predictors of college GPA. Furthermore, campus climate and self-efficacy, in conjunction with a more traditional predictor pertaining to student background (i.e., mother's level of education) predicted academic satisfaction. The life stress indicator along with the background variable age predicted total postgraduate expectations, and only age and attributional style for positive events predicted the probability of pausing college. It should be emphasized, however, that the variables in this study explained limited variance in any of the markers of retention and academic success, which is congruent with previous findings. Further research should be conducted in order to explain the unknown variance and identify the factors that influence the academic success of college students in order to implement interventions to improve not only the students' GPA but also to assure that students will complete their career and will fulfill future post-graduate expectations.

Download or read book The Personal Characteristics Predictors of Academic Success written by Slagana Angelkoska and published by . This book was released on 2016 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: When we speak about the academic achievement of the students and their personality, the internal state of a student is in connection with his personal experience and individual differences and talents, dispositions, motives, his "I" and a whole range of cognitive processes. Modern psychological theories of personality believe that the learning and the achieved academic success represent the overall activity of the individual. It is very important to understand and determine the factors that affect the learning process in order to get a full picture of the personality of the students regarding their achieved academic success. If we analyze the personality of the student in depth, we will understand that the academic success, besides the influence of the curriculum external factors, is significantly influenced by the dominant traits of his personality. The personal characteristics are presented as a set of internal components that determine the success and the quality of action of the students. The relationship between the dimensions of personality and the academic success are the subject of research of many authors. One group of authors puts emphasis on intelligence as a factor for success in the learning process, while another group believes that success depends on the personal characteristics that are dominant in the individual. The purpose of this paper is to ascertain the role of the personal characteristics of the students regarding their academic success, and to understand which personality traits are dominant among respondents of male and female gender. For this purpose, in the research we applied the big-five model of personality by which we obtained data on the five dimensions of personality: neuroticism (N), agreeableness (A), openness to new experiences (O), extraversion (E), and consciousness (C). The research is conducted on a sample of 74 students aged 20 to 22 years, whereas the success is a representation of the average score they achieved during their studies. Based on the results of the survey it can be inferred that in the female students there is a positive correlation between openness (O) and extraversion (E) and success at school, and in the male students there is a statistical significance between agreeableness (A) and neuroticism (N) and success in learning. Based on the conducted research we can conclude that the success depends on the personal characteristics of the person. [For the complete Volume 14, Number 1 proceedings, see ED568088.].

Download or read book Identifying the Relationships Between Traits Cognitions and Performance in Undergraduate Students written by Prudence Phillips and published by . This book was released on 2003 with total page 420 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 1987 with total page 822 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Big Five Personality Traits and Other Predictors of Academic Success in Physician Assistant Students written by and published by . This book was released on 2016 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to examine the relationship between cognitive and noncognitive variables, and academic performance among Physician Assistant (PA) students. Noncognitive variables (i.e. personality traits) were assessed using the Big Five Inventory and the Marlowe Crown Social Desirability Scale. Academic performance outcomes were defined by the participants’ preclinical GPA, clinical GPA, PACKRAT score, PANCE score, and PANCE pass/fail. Cognitive variables were assessed using participants’ overall preadmission GPA and science GPA. The study followed 146 PA student participants’ in seven class cohorts, from matriculation to graduation (first time PANCE). Pearson correlations were computed for each of the cognitive and noncognitive traits’ relationship to each of the Big Five personality traits (conscientiousness, agreeableness, neuroticism, openness to experience and extraversion) and academic success variables. Regression analysis was conducted for each of the cognitive and noncognitive traits’ relationship to each of the Big Five personality traits and academic success variables. Overall, three of the Big Five personality traits (conscientiousness, agreeableness, and extraversion) positively correlate with one or more academic success variable. Specifically, agreeableness seemed to be the most reliable predictor of academic performance. Cognitive variables (overall preadmission and science GPA) positively correlate with one or more academic success variable. The results of the study suggest physician assistant applicants’ prior success and their individual personality traits predict PA school academic performance. Finally, implications, limitations, and cognitive and noncognitive considerations in the admission process are discussed."--Leaf 3.

Download or read book Predictors of Academic Performance and Major Selection written by Kelly Druhan Schleismann and published by . This book was released on 2007 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Personality Academic Performance of Students at University written by Roger Holder and published by . This book was released on 1980 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Self efficacy Self discipline and Time Management written by Nathan A. Warzon and published by . This book was released on 2015 with total page 33 pages. Available in PDF, EPUB and Kindle. Book excerpt: Determining the variables that best predict academic success has long been a crusade of higher education. The following is an empirical study that tested the hypothesis that self-efficacy, self-discipline, and time management would significantly predict academic performance (i.e. GPA), and that self-efficacy would be the strongest predictor. A comprehensive survey was administered by a Wisconsin university's housing department to all freshmen and was completed by 1,404 (90.6%) students--1,272 (82.1%) provided complete, usable data. Pearson's bivariate correlations revealed that self-efficacy, self-discipline, and time management each shared a significant relationship with GPA. A simultaneous regression revealed that 7% of the variance could be accounted for by the overall model (i.e. the cumulative effect of self-efficacy, self-discipline, and time management). Results of the regression analysis showed partial support for the hypothesis, as self-efficacy and time management were both found to be significant predictors, with time management being the strongest. Implications include insight for students and educators on some of the precursors for academic performance, and characteristics to potentially target as growth areas to increase performance. Future research should explore incorporating standardized testing scores as part of the model, as well as potentially utilizing a longitudinal design across a cohort's entire undergraduate career.

Download or read book The Relationship Between Self efficacy and Academic Achievement in Associate Degree Nursing Programs written by Carol Esselborn DeFelice and published by . This book was released on 1989 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT.

Download or read book Personality Predictors of Counselor Efficacy in a Master s Level Training Program written by Katherine Crosby Gross and published by . This book was released on 2019 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt: The admissions process used by counseling programs continues to primarily rely on measurements of academic achievement, despite acknowledgment that such factors fail to predict counselor effectiveness. Although personality characteristics are believed to affect outcomes of counselor trainees, there is minimal literature examining the relationship between personality characteristics and counselor effectiveness. The present study seeks to bridge this gap by exploring personality characteristics associated with effectiveness among counselor trainees in a master's level program. Participants (N = 84) completed the Personality Research Form ([PRF] Jackson, 1984) as a requirement of the program. Faculty members rated students using the Professional Counseling Performance Evaluation ([PCPE] Kerl et al., 2002). Initial results yielded a positive correlation between counselor effectiveness and Abasement, Affiliation, and Nurturance, and negative correlation between counselor effectiveness and Aggression, Autonomy, Defendence, and Impulsivity. Multiple regression analyses indicated Aggression was the only statistically significant predictor of overall and distinct aspects of counselor ineffectiveness. Academic achievement and demographic factors did not mediate the relationships between personality characteristics and counselor effectiveness. These findings support the need for better understanding how personality characteristics impact counselor outcomes. The discussion includes possible directions for future studies examining personality and counselor effectiveness among training programs.