Volume 25, Issue 2, 2017

Evaluation of a very short test to measure the Big Five Personality factors on a Flemish sample
Lovik, A., Verbeke, G., & Molenberghs, G. Pages 7-17Author(s): Anikó Lovik, Geert Verbeke, Geert Molenberghs
Subject(s): Psychology
Issue: 2/XXV/2017
Page Range: 7-17
No. of Pages: 11
Keywords: Big Five; Big Five Inventory; BFI-10; divorce in Flanders; short personality test
Summary/Abstract: In this paper, we study the psychometric properties of the ten-item version of the Big Five Inventory as a subset of the original BFI in a Flemish sample. The data come from the Divorce in Flanders study and consist of a full sample of 7533 individuals from 4460 families. Factor analysis shows the presence of the Big Five factor structure with very high primary loadings for most items. However, one of the Agreeableness items loads exclusively on the Extraversion factor and within-factor correlations are also low. Despite this, the BFI-10 correlates well with the BFI. Therefore, while more research is needed before validity and reliability of the Dutch-language version of the test can be concluded, it is clear that the BFI-10 may prove very effective in the assessment of the Big Five factors in the Flemish and Dutch cultures when assessment with longer questionnaires is not feasible.

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Prediction of digital problem-solving performance of the low-achievers of a high-performing economy in PISA 2012: Perseverance, openness and ICT use as quality education indicators
Sit, P.S., Cheong, W.C., & Cheung, K.C. Pages 18-38Author(s): Pou-seong Sit, Wai-cheong Cheong, Kwok-cheung Cheung
Subject(s): Education, Psychology
Issue: 2/XXV/2017
Page Range: 18-38
No. of Pages: 21
Keywords: digital problem-solving; low-achievers; quality education indicators; PISA; quantile regression
Summary/Abstract: In 2012, a representative sample of Macao-China’s 15-year-old students participated in the Programme for International Student Assessment (PISA) 2012 Study, hosted by the Organization for Economic and Cooperation Development (OECD). Data on the problem-solving dispositions and ICT use variables affecting digital problem-solving performance were collected by digital tests and questionnaires. Because of their statistically significant correlations with digital problem-solving performance, the two problem-solving dispositions (i.e. Perseverance in problem-solving, Openness to problem-solving) and one ICT use variable (i.e. Information and communication technology use at home for school-related tasks) have been envisaged by researchers who conducted this international survey at Macao-PISA Centre as quality education indicators having potential to bring about higher level of digital problem-solving performance of all students including the low-achievers. Using quantile regression, this study seeks to examine the effect sizes of these three variables at the low-end of the digital problem-solving proficiency continuum. The findings have implications for teachers to devise intervention studies regarding raising digital problem-solving competence of Macao-China’s low-achievers.

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Experience of attachment to school: The relevance of a person-centred approach for identifying adjustment difficulties and gender - and age-related differences during early adolescence
Guidetti, G., Rabaglietti, E., & Converso, D. Pages 39-60Author(s): Gloria Guidetti, Emanuela Rabaglietti, Daniela Converso
Subject(s): Education, Psychology
Issue: 2/XXV/2017
Page Range: 39-60
No. of Pages: 16
Keywords: school connectedness; student-teacher relationship; cluster analysis
Summary/Abstract: Feelings of attachment to school represent one of the main adjustment-related factors during early adolescence. The aim of this study was to identify different patterns of students’ experience of attachment to school through a person-centred approach by analysing differences in socio-emotional and academic adjustment scores and gender- and age-related cluster composition. To this end, a self-reported questionnaire was administered to an Italian sample of early adolescents attending 15 public middle schools. In total, 2,916 students were included in the study. Cluster analysis and multivariate analysis of variance were run to identify patterns of students’ attachment and differences in socio-emotional and academic adjustments. Chi-square statistic was developed to detect differences between gender and age groups. The cluster analysis revealed the presence of three clusters which were differently associated with socio-emotional and academic wellbeing, where the more functional attachment profile was associated with better adjustment scores. Moreover, the analysis revealed that females and younger students were in the more functional cluster. These findings highlight the relevance of the person-centred approach for identifying meaningful early adolescents’ feelings of attachment to school, which can facilitate identifying adjustment difficulties and assessing the quality of school life.

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Why am i burnout and engaged? The role of motivation and personality
Ariani, D. W. Pages 61-89Dorothea Ariani
Subject(s): Psychology
Issue: 2/XXV/2017
Page Range: 61-89
No. of Pages: 29
Keywords: academic engagement; students’ burnout; self-determination theory; social learning theory
Summary/Abstract: This research answered why students were burnout and engaged through investigated the relation between personality, motivation, and academic outcome in 365 business students. Specifically, I investigated the relation between self-efficacy personality, self-determined motivation (intrinsic motivation, extrinsic motivation, and amotivation), academic engagement and students’ burnot. Burnout and engagement were two contradictory things but both were essential for students' success in their learning process. Therefore, this study aimed to examine the importance of intrinsic and extrinsic motivation in improving academic engagement and proving that students' burnout is caused by amotivated students. Results of Pearson correlation showed that all self-efficacy, intrinsic motivation, extrinsic motivation, amotivation, academic engagement, and students’ burnout variables are mutually correlated with each other. Implementing structural equation modeling (SEM) for causal relationship between self-efficacy personality and both academic engagement and students’ burnout through mediator variable, namely intrinsic motivation, extrinsic motivation, and amotivation. I found that the proposed model has a good fit. Academic engagement is well explained by self-efficacy personality through intrinsic motivation and amotivation, but not extrinsic motivation. Students’ burnout is also well explained by self-efficacy personality through intrinsic motivation and amotivation, but not extrinsic motivation. The results of this study support the results of previous research, that self-determination theory and social-learning theory underlie students' burnout and academic engagement.

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Guilt and shame proneness: The role of work meaning and perceived unethicality of no harm no foul behavior among private sector employees
Abraham, J., Sari, M. Y., Azizah, A., & Ispurwanto, W. Pages 90-114Author(s): Juneman Abraham, Milda Yunita Sari, Afifah Azizah, Wing Ispurwanto
Subject(s): Psychology Issue: 2/XXV/2017
Page Range: 90-114
No. of Pages: 25
Keywords: shame proneness; guilt; moral emotion; work meaning; ethical psychology; corruptive tendency
Summary/Abstract: The lower moral emotions - i.e. shame and guilt - proneness has been linked by Cohen, Wolf, Panter, and Insko (2011) with a higher tendency of doing corruption. This present study hypothesized that meaningful work and perceived unethicality of no harm no foul behavior (NHNF) can predict the proneness in positive directions. Simple linear regression analyses on data from 210 employees (122 males, 88 females; Mage=27.96 years old; SDage=5.265 years) in the Greater Area of Jakarta, Indonesia showed that meaningful work, but not NHNF unethicality perception, can predict most of moral emotions proneness. This study provides empirical evidence against speculative claims that meaning, both in the general and work life, contributes to human morality. Corruption can be minimized by improving work meaning. The underlying assumption is that both meaning and morality make up “a good life”. This article uses an explanation of the work spirituality inspired by religious teachings - which indeed greatly influence the psychological reality of Eastern society, like Indonesian. This study provides optimism for the prevention of unethical behaviors since meaning is an entity that can be constructed and intervened. We need a serious commitment to have appropriate cultural strategies for developing favored meaning.

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Evaluation of an academic satisfaction model for first-year university students
Zalazar-Jaime, M. F., Losano, M. C., Moretti, L. S., & Medrano, L. A. Pages 115-140Author(s): Mauricio Federico Zalazar-Jaime, María Cecilia Losano, Luciana Sofia Moretti, Leonardo Adrian Medrano
Subject(s): Education, Psychology
Issue: 2/XXV/2017
Page Range: 115-140
No. of Pages: 26
Keywords: academic satisfaction; first-year students; university students; social cognitive career theory
Summary/Abstract: In Argentina, when enrolling in higher education students are confronted with a series of challenges that can affect both their academic performance and psychological well-being. In addition to this, it has been shown that the highest academic dropout rate in Argentine public universities occurs during the first year of study. Therefore, the objective of this study was to evaluate the Academic Satisfaction model in a first-year university student population in Argentina, since said construct has proven to be a key contribution with regards to academic behavior (Özgüngör, 2010). 682 first-year university students participated in this study, mainly women (55.1%) and first-year students under the age of 20 (M=20.91; SD=5.39). The results supported what the original Academic Satisfaction model (Lent, 2004) proposed, demonstrating significant contributions on all paths. However, the relationship between perceived support for goal progress and outcome expectations were not replicated. In general terms, the model presented an optimal fit, showing that the proposed model adequately explains the process for forming opinions about Academic Satisfaction in the first-year university student population in Argentina.

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Risk and protective psychological factors in rape supportive attitude: A systematic review
Obierefu, P. O. & Ezeugwu, C. R. Pages 141-164Author(s): Prisca O. Obierefu, Chika R. Ezeugwu
Subject(s): Psychology
Issue: 2/XXV/2017
Page Range: 141-164
No. of Pages: 24
Keywords: rape supportive attitude; rape myth acceptance; systematic review
Summary/Abstract: This systematics review examined the risk and protective factors that are associated with rape supportive attitude and other related concept such as Rape Myth Acceptance (RMA). Five published literature databases were searched using the relevant terms related to rape supportive attitudes. Articles that met the inclusion criteria were abstracted. The inclusion criteria included articles published in English language, with at least one measure of Rape Supportive Attitude, and associations of this measure with demographic and/or psychological variables, and published between 1985 and 2016. Out of 43 relevant articles, only 22 articles met the inclusion criteria. The studies predominantly demonstrated that the following risk factors were significantly associated with rape supportive attitude: male gender, gender role socialization, exposure to pornography, fraternity membership, ambivalent sexism, narcissistic personality. On the other hand, prior victimization was found to be both a risk and a protective factor as different studies had conflicting findings. Victim empathy, on the other hand was consistently found to be a protective factor against rape supportive attitude. The discussion, implications for research, policy and practice were also provided.

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Measuring attitude toward learning english as a second language: Design and validation of a scale
Santana, J. C., Garcia-Santillan, A., Ferrer-Nieto, C., & Lopez-Martinez, M. J. Pages 165-182Author(s): Josefina C. Santana, Arturo García-Santillán, Claudia Ferrer-Nieto, María José López-Martínez
Subject(s): Education, Psychology, Communication studies
Issue: 2/XXV/2017
Page Range: 165-182
No. of Pages: 18
Keywords: attitude; English language learning; scale; validation
Summary/Abstract: English is becoming increasingly important as a means of communication in universities around the world. More and more universities in non-English speaking countries are requiring that their students prove their level of English, either upon entering the university, or for graduation. This is the case in most private institutions of higher education in Mexico. Public universities in the country are also beginning to require English. Thus, many learners have an extrinsic, but not necessarily intrinsic, motivation to learn. That is, they decide to learn the language because they must, not because they want to. Considering that attitude and motivation have an important impact on language learning, the objective of this study was to develop an instrument to measure these two constructs. A scale was designed and validated to measure the following elements which make up attitude related to English language learning: self-confidence, motivation, commitment, importance, sense of belonging, and need for the language. To this end, surveys were applied to postgraduate students of the Universidad Cristóbal Colón Campus Calasanz. The study found that motivation to learn the language was an important factor, whereas self-confidence in one’s abilities was not.

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