Volume 24, Issue 1, 2016

Predicting resilience after cyberbully victimization among high school students
Tobias, S., & Chapanar, T. Pages 7-25Author(s): Scott Tobias, Taylor Chapanar
Language: English
Subject(s): Psychology
Issue: 1/XXIV/2016
Page Range: 7-25
No. of Pages: 19
Keywords: bullying; resilience; cyberbullying; adolescents
Summary/Abstract: The current study was conducted to better understand cyberbullying and resilience among a high school student population. Prior studies have identified factors which may increase an individual’s resilience, but few studies have explored the direct connection between cyberbully victimization in adolescents and subsequent resilience. This study utilized a survey of scales to measure cyberbullying and resilience, and was completed by 62 high school students between the ages of 14 and 18. Results suggest that self-reported cyberbullying was predictive of personal competence, structured style, and family cohesion. Discussion of these findings and limitations of the study are noted.
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Causal relation of academic misconduct behavior of students in Thai education institutions
Tongsamsi, I., & Tongsamsi, K. Pages 26-41Author(s): Isara Tongsamsi, Kanyaprin Tongsamsi
Language: English
Subject(s): Social Sciences, Education, Psychology
Issue: 1/XXIV/2016
Page Range: 26-41
No. of Pages: 16
Keywords: academic misconduct; theory of planned behavior; structural equation models; Thai education institution
Summary/Abstract: Corruption has always been a pervasive issue in Thailand. Consequently, the government has decided to contrive a long-term corruption prevention measure by introducing the “Growing Good” initiative to education institutions. Nevertheless, academic misconduct can be considered a form of corruption that can be extensively found at the primary, secondary, and higher education levels. Academic misconduct refers to any actions which breach the code of academic conduct. This research aims to anticipate behavioral intention and academic misconduct behavior of 756 students in Thailand drawn from convenience sampling. The instrument used for investigation was questionnaires adapted from the works of Miller, Shoptaugh, and Wooldridge (2011); Stone, Jawahar, and Kisamore (2010); and McCrink (2010). To measure internal consistency, the Cronbach alpha coefficient was calculated for scales used to measure responses towards academic misconduct behavior in the questionnaires. It was found that the confidence levels obtained through Cronbach alpha coefficient were as follows: .82 for the attitudes scales, .93 for the subjective norms’ scales, .93 for the perceived behavioral control scales, .97 for the behavioral intention scales, and .99 for the behavior scales. The analysis of data using partial least squares structural equation modeling from SmartPLS 2.0, according to the theory of planned behavior, can contribute to the understanding of 73.2% of variance in behavioral intention and 76.7% of variance in the academic misconduct behavior. The results of this study can be used by executives and managers of educational institutions as a guideline to prevent and solve issues related to academic misconduct.
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Study harder? The relationship of achievement goals to attitudes and self-reported use of desirable difficulties in self-regulated learning
Weissgerber, S. C., Reinhard, M. A., & Schindler, S. Pages 42-60Author(s): Sophia Weissgerber, Marc-André Reinhard, Simon Schindler
Language: English
Subject(s): Psychology
Issue: 1/XXIV/2016
Page Range: 42-60
No. of Pages: 19
Keywords: desirable difficulties; mastery goals; achievement motivation; need for cognition; self-regulated learning
Summary/Abstract: We examined whether achievement goal motivations differentially relate to students’ attitudes and self-reported use of desirable difficulties in personal learning. We argue that different achievement goals correspond with different levels of mental engagement, inclination to elaborate on learning content, and invested effort. We hypothesized that cognitively effortful and long-term oriented learning strategies will be preferred by students with higher intrinsic motivation for deeper processing and less avoidance of necessary effort, and by those aiming for long-term skill acquisition rather than performance objectives. In line with these new predictions, students with higher mastery goal orientation reported positive attitudes and more application of desirable difficulties. By contrast, students with avoidance goal motivations were less favorable and indicated less usage; performance approach goals were unrelated. When considering all achievement motivations simultaneously as predictors, as expected, only mastery goals remained significant. This new finding was robust despite testing against an alternative, conceptually related construct: regardless of controlling for intrinsic cognitive motivation (need for cognition), mastery goal orientation still predicted attitudes and self-reported use of desirable difficulties. Implications for (self-regulated) learning processes are discussed.
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The relationship between perceived parental acceptance-rejection, personality and behavioral dispositions, and executive function in a Turkish primary school sample
Tasoren, A. Pages 61-83Author(s): Asli Tasoren
Language: English
Subject(s): Psychology
Issue: 1/XXIV/2016
Page Range: 61-83
No. of Pages: 23
Keywords: child maltreatment; parental acceptance-rejection; psychological adjustment; executive function
Summary/Abstract: The aim of the present study was to investigate the relationship between perceived parental acceptance-rejection measured by The Child Parental Acceptance Rejection Questionnaire (PARQ), psychological adjustment measured by the Child Personality Assessment Questionnaire (PAQ), and executive function measured by the Wisconsin Card Sorting Test (WCST) in a group of primary school children. The study was conducted with 59 fourth grade students selected from two low SES primary schools in Istanbul. High scores on the PAQ, which indicate impairment of an individual’s psychological adjustment, were found to be related with many of the subtests of PARQ, suggesting that psychological adjustment is negatively influenced by perceived parent rejection. In relation to the total scores on the PARQ, a significant relation was found between the father form of the PARQ and perseverance scores and the number of errors on the WCST. Multiple regression analysis was computed in order to see the effects of WCST on the PAQ total scores, when PARQ mother and father scores were held constant. WCST error and WCST perseverance had a significant effect on total PAQ scores when PARQ mother and father scores were held constant. In a hierarchical regression model, when gender and father scores for the PARQ were held constant, WCST perseverance had a significant effect on the hostility aggression subtest and emotional instability subtest of the PAQ, suggesting perseverance is related to problems is psychological adjustment.
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Gender differences in the manifestation of risky forms of adolescents' behavior on the internet
Đuranović, M., Klasnić, I., & Malbašić, A. M. Pages 84-100Author(s): Marina Đuranović, Irena Klasnić, Ana-Marija Malbašić
Language: English
Subject(s): Education
Issue: 1/XXIV/2016
Page Range: 84-100
No. of Pages: 17
Keywords: internet; adolescents; risky behavior; gender differences
Summary/Abstract: We live in a time of highly developed technologies. The Internet has become an integral part of the lives of children and adolescents. It offers us a number of high-quality and practical content, but also the content that can have an adverse impact on the development of children and adolescents and threaten their emotional, social and physical well-being. The objective of this study is to investigate gender differences in the manifestation of risky forms of students' (adolescents') behavior on the Internet during their free time. The research was conducted during the school year 2014/2015 in 18 high schools in the Republic of Croatia on a sample of 2,395 participants. The research results suggest that adolescents most often visit websites for downloading movies, music and programs without paying a fee, while the least time is spent publishing stories and pictures about other people that could harm their reputation. For all variables, it has been statistically proven that there are statistically significant gender differences in the manifestation of risky forms of behavior on the Internet. Statistically significant differences were also found in the amount of free time that students spend online.
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I can teach them: The ability of robot instructors to cognitive disabled children
Park, E., & Kwon, S. J. Pages 101-114Author(s): Eunil Park, Sang Jib Kwon
Language: English
Subject(s): Education
Issue: 1/XXIV/2016
Page Range: 101-114
No. of Pages: 14
Keywords: robot instructor; cognitive disability; functional knowledge; functional skills; human-robot interaction
Summary/Abstract: Many studies have been published regarding ways in which to help students with cognitive disabilities. The strategies of repetition and digression from typical learning environments have been highlighted as important and efficient ways to assist students with cognitive disabilities. This study investigated if students with cognitive disabilities can learn house cleaning from robot instructors. Forty students participated in the experiment. In the control group, students participated in a training session with a human instructor. In our experimental groups, three sub-conditions were applied. Students participated in a training session with a robot teacher in addition to the regular training session. The results indicated that students who had a training session with a robot instructor significantly improved their functional knowledge and skills when compared to the students in the control group. In addition, the more repeated sessions the students had, the better their understanding. Both implications and future studies are discussed.
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Mediating role examination of self-esteem on career decisiveness and career commitment; an empirical investigation on thai young adults
Shukla, D., & Katepeth, A. Pages 115-133Author(s): Divya Shukla, Arthit Katepeth
Language: English
Subject(s): Education, Psychology
Issue: 1/XXIV/2016
Page Range: 115-133
No. of Pages: 19
Keywords: self esteem; career decisiveness; career commitment
Summary/Abstract: The self esteem plays very important role in shaping thought process and respective aspirations of one’s professional career and personal lives. The present study aims to examine the mediating role of students’ self esteem on career decisiveness and their commitment to actualize their desired career. The study incorporates the survey on 444 students of secondary education for observing the conceptual relationship. The quantitative research approach has been applied with the application of structural equation modeling. The findings reveal that self esteem mediates the career decisiveness and career commitment. The empirical observation has suggested behavioral modeling, counseling and mentoring interventions during different stages of career path.
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The prediction of the five factor personality dimensions of Turkish late adolescents through the family’s influence on career development
Aslan, S., & Hamurcu, H. Pages 134-148Author(s): Sevda Aslan, Habib Hamurcu
Language: English
Subject(s): Psychology
Issue: 1/XXIV/2016
Page Range: 134-148
No. of Pages: 15
Keywords: five factor; personality traits; family career support; late adolescent
Summary/Abstract: The aim of this study was to evaluate the predictive effect of the five factor personality traits of Turkish late adolescents on the family’s influence on career development, and to thereby investigate the relationship between the five factor personality traits and the family’s influence on career development. The study group consisted of students studying 1st -4th years in Erciyes University Faculty of Education and Kırıkkale University Faculty of Education. The Family Influence on Career Development Scale and the Adjective-Based Personality Test were used as research instruments. The data gathered were analyzed with a hierarchical regression analysis method. The findings revealed that family influence on the career development of late adolescents has significant relationships with personality traits and individual variables. These findings suggest that psycho-educational studies improving increase family support can be carried out for late adolescents who experience problems in career development.
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Interpersonal intelligence in enhancing oral presentation proficiency for the Indonesian students: Multiple intelligence approach in education field
Handayani, S. Pages 149-158Author(s): Sri Handayani Language: English
Subject(s): Education
Issue: 1/XXIV/2016
Page Range: 149-158
No. of Pages: 10
Keywords: interpersonal intelligence; oral presentation; case study
Summary/Abstract: For the Indonesian students, delivering oral presentation in English as foreign language become one of challenging assignments. This study is directed to find the influence of interpersonal intelligence toward the students oral presentation proficiency in academic presentation. The researcher employed case study to answer the problem. It was done by conducting the implementation of interpersonal intelligence in Seminar class at the eight semester students during three months. The data were obtained through interview, observation and questioners. Meanwhile, the qualitative interactive data analysis was employed to analyze the collected data, it consisted of data collection, data reduction and verification. From the result of the research, it can be seen clearly that interpersonal intelligence strongly enhances student oral presentation proficiency. The result shows that the oral implementation of interpersonal intelligence in Seminar class helps students to prepare their presentation. Based on the result of the questionnaires, it can be seen that 80 % of the respondents state strongly agree that building good relationship among classmates foster their ability to speak both formal and informal speech. This was supported by the result of the observation that more than 85% students have good relationship to their friends, they always communicate better especially in preparing any works to be presented. Meanwhile, based on the interview to the respondent, it can be seen that they need to increase their communication to their friends to enhance their way of communication.
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