Learning goal orientation and psychological capital among students: A pathway to academic satisfaction and performance

This study explores the mediating role of psychological capital (PsyCap) in the association between learning goal orientation (LGO), academic satisfaction, and performance among college students. We suggest that PsyCap provides positive psychological resources through which learning‐oriented students sustain the effort in academic achievement situations, contributing to academic satisfaction and performance. Seven hundred and sixty‐eight (n = 768) college students completed an academic well‐being survey, including LGO, PsyCap, and academic satisfaction measures. Academic performance was collected 5 months later from the University academic records of students. Path analysis results showed that LGO was directly related to academic satisfaction and performance and indirectly related through PsyCap. Statistically significant indirect effects showed a partial mediation. These results highlight the importance of positive education through investment in psychological resources to increase performance and satisfaction among college students

Validating the model of predictors of academic self-handicapping behavior

The main aim of the present study is to validate the model of predictors of self-handicapping behavior (POASH) on the data derived from undergraduate students in an ongoing co-curriculum compulsory course. The study adapted and extended the original theory of reciprocal interaction of emotion, cognition and behavior by adding self-handicapping behavior component. In so doing, this study assessed the direct and indirect effects of emotion, cognition and behavior via student engagement on self-handicapping behavior. The second purpose of the study is to evaluate gender and nationality status invariants of the causal structure of POASH. This cross-validation procedure determined whether gender and nationality status moderated the causal structure of the model, and thus the generality of POASH. The data was collected from two self-reported questionnaires administered to 790 undergraduates of an International Islamic University in Malaysia. A confirmatory three-step approach theory testing and development using Maximum Likelihood method was applied. The results of structured equation modeling supported the adequacy of POASH and the causal structure of POASH proved to be applicable to both genders and nationality statuses

Postgraduate studies and supervision in Germany – how much structure is enough?

No Abstract. South African Journal of Higher Education Vol. 21 (8) 2007: pp. 1054-106

Relationship between parent involvement and academic achievement through metacognitive strategies: A multiple multilevel mediation analysis

Background. Different studies reveal an association between parent involvement, metacognition, and academic achievement; however, the majority analyse the developmental process of acquisition in experimental or quasi‐experimental designs with students enrolled in child education. Adolescence is an important stage in personal and academic development. Given the complexity of learning, and according to the metacognitive and affective model of self‐regulated learning (Efklides, 2011, Educational Psychologist, 46, 6), different types of metacognitive processes are relevant for the optimal development of individuals in academic contexts. At the same time, individuals need stimuli from the environment, based on observation of their own and other's behaviour, as well as through communication and interaction with others. Aim. The present study examined the relations among parent involvement, metacognitive strategies, and academic achievement to investigate the mediational role of metacognition in the relation between parent involvement and academic achievement. Sample. The participants were 1,398 high school students from Spain (47% female, M = 12. 5 years). Method. Multiple multilevel mediation analyses with Monte Carlo confidence intervals were used for measuring within‐subjects effects at the student level and between‐subjects effects at the class level. Parent involvement (perception of support, organization, and interest in the educational process; expectations; school relationship; time of support with homework) and metacognition were measured by questionnaires, whereas academic achievement was assessed using the end‐of‐term grades obtained by students for nine subjects. Results. First, there was a significant direct effect of most parent involvement constructs on the mediational and dependent variables at both the within and between levels. Expectations had the highest predictive power on academic achievement. On the other hand, metacognitive strategies were an important mediator for all parent involvement constructs at both levels of analysis. Conclusions. These results highlight the importance of metacognition during early adolescence and suggest that parent involvement is crucial for the future development of educational models