-
Measuring Academic Misconduct: Evaluating the Construct Validity of the Exams and Assignments Scale
Kenneth D. Royal
,
Keven Flammer
Issue: Volume 4, Issue 3-1, June 2015
Pages: 58-64
Received: 28 May 2015
Accepted: 16 June 2015
Published: 30 June 2015
DOI:
10.11648/j.ajap.s.2015040301.20
Downloads:
Views:
Abstract: The purpose of this study was to evaluate the psychometric properties of the Examinations and Assignments Scale (EAS), a newly designed instrument intended to capture perspectives about the severity of a variety of potential misconduct actions and behaviors, and examine evidence for construct validity. A total of 140 veterinary medical students completed the survey in the spring of 2015. Psychometric results indicate the EAS is a psychometrically-sound instrument capable of producing valid and reliable measures of misconduct severity. Substantive results and implications are also discussed.
Abstract: The purpose of this study was to evaluate the psychometric properties of the Examinations and Assignments Scale (EAS), a newly designed instrument intended to capture perspectives about the severity of a variety of potential misconduct actions and behaviors, and examine evidence for construct validity. A total of 140 veterinary medical students com...
Show More
-
Mediating Effect of Self-Esteem in the Predictive Relationship of Personality and Academic Self-Handicapping
Sau Keng Cheng
,
Mei Yui Law
Issue: Volume 4, Issue 3-1, June 2015
Pages: 51-57
Received: 1 April 2015
Accepted: 2 April 2015
Published: 17 April 2015
DOI:
10.11648/j.ajap.s.2015040301.19
Downloads:
Views:
Abstract: This study was undertaken to examine the predictive relationship between personality traits and academic self-handicapping with self-esteem as the mediator. A total of 62 (19 males, 43 females) Psychology undergraduates participated in the study. Respondents completed a questionnaire that measured their personality, academic self-handicapping and self-esteem. Results revealed that academic self-handicapping has significantly been predicted by neutral personality (B = -.25, p<0.05). Self-esteem mediated the relationship between relational personality and academic self-handicapping. The paths from relational personality to the mediator self-esteem, and sequential to academic self-handicapping were momentous (B = .46, p<0.05; B = -.35, p<0.05). This study has provided implication in which certain personality traits are evident in contributing to different levels of self-esteem and successively self-handicapping behaviors among the undergraduates.
Abstract: This study was undertaken to examine the predictive relationship between personality traits and academic self-handicapping with self-esteem as the mediator. A total of 62 (19 males, 43 females) Psychology undergraduates participated in the study. Respondents completed a questionnaire that measured their personality, academic self-handicapping and s...
Show More
-
Dog Ownership, Perceived Social Supports and Stress Among University Students
Vei Kit Lee
,
Ming Sing Chai
Issue: Volume 4, Issue 3-1, June 2015
Pages: 45-50
Received: 1 April 2015
Accepted: 2 April 2015
Published: 11 April 2015
DOI:
10.11648/j.ajap.s.2015040301.18
Downloads:
Views:
Abstract: This study was conducted to determine whether there is a significant mean difference of perceived stress between dog owners and non-dog owners and whether there are significant correlations between different sources of perceived social supports and perceived stress. Participants were 116 undergraduate students in a Malaysian private university college. Among 116 participants, 44 were dog owners. Participants completed 10-item Perceived Stress Scale (PSS-10) and Multidimensional Scale of Perceived Social Support (MSPSS). The results indicated that there was a significant mean difference of perceived stress between dog owners (N = 44, M = 19.57) and non-dog owners (N = 72, M = 21.67). Among non-dog owners, a significant negative correlation was found between perceived social support from friends and perceived stress. However, among non-dog owners, no significant correlations were found between perceived stress and perceived social support from family, friends, significant others and dogs. Further research using a bigger sample size is needed to verify the relationship between perceived stress and perceived social support among dog owners.
Abstract: This study was conducted to determine whether there is a significant mean difference of perceived stress between dog owners and non-dog owners and whether there are significant correlations between different sources of perceived social supports and perceived stress. Participants were 116 undergraduate students in a Malaysian private university coll...
Show More
-
Personality Traits, Emotional Intelligence and Academic Achievements of University Students
Yoke Theing Chen
,
Chooi Seong Lai
Issue: Volume 4, Issue 3-1, June 2015
Pages: 39-44
Received: 20 March 2015
Accepted: 21 March 2015
Published: 7 April 2015
DOI:
10.11648/j.ajap.s.2015040301.17
Downloads:
Views:
Abstract: This research investigated the relationships between personality traits, emotional intelligence and academic achievements among 160 university students in Malaysia. Big Five Inventory (BFI) was used to measure the five dimensions of personality traits - extraversion, agreeableness, conscientiousness, neuroticism, openness; Schutte Emotional Intelligence Scale (SEIS) was used to measure emotional intelligence and students’ academic achievement was measured by Cumulative Grade Point Average (CGPA). Bivariate analysis using Pearson Correlation method indicated that extraversion (r=.311, p<.05), agreeableness (r=.378, p<.05), conscientiousness (r=.315, p<.05) and openness (r=.497, p<.05) were positively and significantly correlated with emotional intelligence. Neuroticism (r= -.303, p<.05) was found negatively and significantly associated with emotional intelligence. However, emotional intelligence (r=.002, p>.05) was insignificantly associated with academic achievement. Future researches are recommended to employ Structural Equation Modeling analysis to determine how both personality traits and emotional intelligence have an impact on academic achievements.
Abstract: This research investigated the relationships between personality traits, emotional intelligence and academic achievements among 160 university students in Malaysia. Big Five Inventory (BFI) was used to measure the five dimensions of personality traits - extraversion, agreeableness, conscientiousness, neuroticism, openness; Schutte Emotional Intelli...
Show More
-
Personality, Coping and Stress Among University Students
Ming Sing Chai
,
Chee Seong Low
Issue: Volume 4, Issue 3-1, June 2015
Pages: 33-38
Received: 19 March 2015
Accepted: 19 March 2015
Published: 28 March 2015
DOI:
10.11648/j.ajap.s.2015040301.16
Downloads:
Views:
Abstract: The study examined the relationship between personality, coping strategies, and level of psychological stress. Participants consisted of 148 university students from a private university college in Kuala Lumpur, Malaysia. Leonard Personality Inventory (LPI), Perceived Stress Scale (PSS) and COPE Inventory were used. The results revealed that participants who have high analytical personality dimension were more likely to use problem-focused coping. Those with high relational and low openness personality dimension were more likely to use socially supported coping strategies. Contrary to expectation, level of psychological stress was not influenced by personality. However, higher level of psychological stress was related to avoidant and socially supported coping strategies. Findings may be beneficial to mental health professionals in helping university students to manage their stress.
Abstract: The study examined the relationship between personality, coping strategies, and level of psychological stress. Participants consisted of 148 university students from a private university college in Kuala Lumpur, Malaysia. Leonard Personality Inventory (LPI), Perceived Stress Scale (PSS) and COPE Inventory were used. The results revealed that partic...
Show More
-
Personality and Leadership Qualities among Student Leaders
Issue: Volume 4, Issue 3-1, June 2015
Pages: 27-32
Received: 15 March 2015
Accepted: 16 March 2015
Published: 23 March 2015
DOI:
10.11648/j.ajap.s.2015040301.15
Downloads:
Views:
Abstract: This research focused on a group of student leaders who have been elected by their peers to hold various positions in societies and clubs in the university setting. It explored the leadership qualities that student leaders had and the influence of personality on those leadership qualities among student leaders. A total of 59 participants from a private university college in Malaysia were involved, with 33 males and 26 females. Leonard Personality Inventory (LPI) online was used to assess the personality dimensions. Participants were asked to do a self-rating on 10 leadership qualities listed in [17]. Findings showed that student leaders chosen by their peers had very high integrity. Multiple regression results showed Neutral personality dimension was the most significant predictor for the leadership quality of showing concern for others. Open personality dimension was a significant predictor for self-confidence. Similarly, Relational personality dimension was a significant predictor for both charisma and integrity. To a certain extent, personality of leaders influences the leadership qualities that they display readily and some leadership qualities such as charisma need to be further enhanced through leadership training.
Abstract: This research focused on a group of student leaders who have been elected by their peers to hold various positions in societies and clubs in the university setting. It explored the leadership qualities that student leaders had and the influence of personality on those leadership qualities among student leaders. A total of 59 participants from a pri...
Show More
-
An Exploratory Study on Personality Traits and Procrastination Among University Students
Chooi Seong Lai
,
Abdul Rahman bin Ahmad Badayai
,
Khartikka Chandrasekaran
,
Siew Yen Lee
,
Rubini Kulasingam
Issue: Volume 4, Issue 3-1, June 2015
Pages: 21-26
Received: 9 March 2015
Accepted: 9 March 2015
Published: 20 March 2015
DOI:
10.11648/j.ajap.s.2015040301.14
Downloads:
Views:
Abstract: The present research examines the association between personality traits and procrastination behavior among 148 university students (52 males, 96 females). Respondents completed two measurements - Leonard Personality Inventory and General Procrastination Scale. Descriptive analysis indicated that Diploma Year 2 students scored the highest (Mean = 58.47), while Degree Year 1 students scored the lowest (Mean = 54.75) in the level of procrastination. Personality traits profiling consistently indicated that the most dominant personality trait of Diploma Year 2, Degree Year 1, 2 and 3 students is Neutral trait (Mean = 78.05, 80.75, 78.84 & 76.82); while the least dominant trait is Decisiveness (Mean = 67.48, 68.25, 69.89 & 68.33). The most dominant personality traits among male university students are Openness (Mean = 75.77), Decisiveness (Mean = 68.69) and Neutral (Mean = 78.48), while female university students are Analytical (Mean = 73.36) and Relational (Mean = 72.42). Meanwhile, male students scored slightly higher in procrastination (Mean = 58.25) as compared to females (Mean = 57.09). However, independent sample t-test indicated no significant gender differences in respondents’ level of academic procrastination [t (146) = .702, p > .05]. Finally, correlational analyses reported no significant associations between the five personality traits with procrastination behavior among university students. Future studies should explore on whether cultural differences may influence personality traits and the level of academic procrastination of university students.
Abstract: The present research examines the association between personality traits and procrastination behavior among 148 university students (52 males, 96 females). Respondents completed two measurements - Leonard Personality Inventory and General Procrastination Scale. Descriptive analysis indicated that Diploma Year 2 students scored the highest (Mean = 5...
Show More
-
Student Approaches to Learning Among University Students
Hee Chong Teoh
,
Teng Teng Yap
Issue: Volume 4, Issue 3-1, June 2015
Pages: 15-20
Received: 26 February 2015
Accepted: 26 February 2015
Published: 9 March 2015
DOI:
10.11648/j.ajap.s.2015040301.13
Downloads:
Views:
Abstract: This study evaluated the learning characteristics of university students based on three learning approaches (surface approach, deep approach and achieving approach) and six subscales, namely three learning motives (LM) and three learning strategies (LS). A survey form adapted from Biggs’s study process questionnaire (SPQ) was distributed to a total of 193 students at a private university college in Malaysia. This study employed descriptive correlation research design to address the research questions. Results of the study indicated that students were more prone to apply deep approach. Further analysis revealed a combination of “achieving strategy and deep motive” was the most popular approach among students. The pattern of surface and achieving approaches showed significant differences across subject variable. Proposed teaching methods were introduced to suit the needs of these major learning characteristics among university students.
Abstract: This study evaluated the learning characteristics of university students based on three learning approaches (surface approach, deep approach and achieving approach) and six subscales, namely three learning motives (LM) and three learning strategies (LS). A survey form adapted from Biggs’s study process questionnaire (SPQ) was distributed to a total...
Show More
-
Computer-Mediated Communication and Its Influence on Psychological Functioning
Ming Sing Chai
,
Joyce Baptist
Issue: Volume 4, Issue 3-1, June 2015
Pages: 7-14
Received: 23 February 2015
Accepted: 24 February 2015
Published: 6 March 2015
DOI:
10.11648/j.ajap.s.2015040301.12
Downloads:
Views:
Abstract: This study applied online disinhibition effect [1] to examine perceived psychological benefits (PPB) derived from computer-mediated communication (CMC). The models examined the relationship between psychological health (loneliness, self-esteem and social anxiety) and CMC for social interaction (to seek romantic/sexual relationships and emotional/social support), compulsive internet use (CIU) and PPB derived from CMC. Group comparisons across sex were also examined. The sample included 167 (47 men and 120 women) university students from Malaysia. Results suggest loneliness, low self-esteem and social anxiety in men can help explain CIU. For women, only social anxiety explains CIU. However, group comparison indicated that socially anxious men were less likely to be compulsive Internet users. Contrary to expectation, CMC for social interaction was perceived as a negative influence to psychological functioning by men and women. Results further suggest that women’s PPB from using CMC to seek emotional/social support was significantly less compared to men’s. Bidirectional relationship was indicated only in the men’s model between self-esteem with CIU, and self-esteem and CMC for romantic/sexual relationship.
Abstract: This study applied online disinhibition effect [1] to examine perceived psychological benefits (PPB) derived from computer-mediated communication (CMC). The models examined the relationship between psychological health (loneliness, self-esteem and social anxiety) and CMC for social interaction (to seek romantic/sexual relationships and emotional/so...
Show More
-
Students’ Perceptions of Using Collaborative Learning as a Tool for Acquiring Writing Skills in University
Daljeet Singh Sedhu
,
S. Chee Choy
,
Mun Yee Lee
Issue: Volume 4, Issue 3-1, June 2015
Pages: 1-6
Received: 12 January 2015
Accepted: 2 February 2015
Published: 6 March 2015
DOI:
10.11648/j.ajap.s.2015040301.11
Downloads:
Views:
Abstract: This paper examines students’ perceptions of the use of group discussion as a collaborative learning tool among English-as-a-Second-language (ESL) learners when learning writing skills in university. Studies on collaborative learning have shown that group discussions enhance students’ learning experiences and knowledge. Collaborative learning in the form of group discussions has encourages students to produce work that is creative as well as stimulate critical thinking. This form of learning further develops interpersonal skills and social relationships among students. Twenty-four university students divided into six groups were the respondents in this study. The data was collected using voice recorded transcriptions of a semi-structured interview session with each group after completing the collaborative learning activity. The transcriptions were then analysed qualitatively using the interpretative approach. The transcripts were read and reread until common ideas emerged that were then categorised and discussed under various themes. The results showed that students perceived that collaborative learning tended to help them reflect on the content and context of the tasks they had to carry out. This form of learning was perceived to increase their confidence and motivation to communicate with their peers in a second language, and there were higher rates of task completion.
Abstract: This paper examines students’ perceptions of the use of group discussion as a collaborative learning tool among English-as-a-Second-language (ESL) learners when learning writing skills in university. Studies on collaborative learning have shown that group discussions enhance students’ learning experiences and knowledge. Collaborative learning in th...
Show More
