Explanatory Style as a Predictor of Self-esteem, Depression, and Academic Achievement in College Students
Author | : Angela Spaniolo-DePouw |
Publisher | : |
Total Pages | : 80 |
Release | : 1997 |
Genre | : Dissertations, Academic |
ISBN | : |
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Author | : Angela Spaniolo-DePouw |
Publisher | : |
Total Pages | : 80 |
Release | : 1997 |
Genre | : Dissertations, Academic |
ISBN | : |
Author | : Gregory McClell Buchanan |
Publisher | : Routledge |
Total Pages | : 314 |
Release | : 2014-04-23 |
Genre | : Psychology |
ISBN | : 131785604X |
This is the first work to condense the large literature on explanatory style -- one's tendency to offer similar sorts of explanations for different events. This cognitive variable has been related to psychopathology, physical health, achievement and success. Compiled by experts in the fields of depression, anxiety, psychoneuroimmunology and motivation, this volume details our current level of understanding, outlines gaps in our knowledge, and discusses the future directions of the field. Data from a vast number of studies are presented, including results from studies not previously reported. Coverage includes sections on cross-cultural comparisons, life-span and development issues, and gender differences; and an extensive description of the measurement of explanatory style offering questionnaire and content-analysis methods for children, college populations and adults. This work is thus a valuable tool for anyone involved in research on the etiology and treatment of depression, cognitive therapy, motivation and emotion, and the link between physical and psychological well-being.
Author | : William F. Ritchie |
Publisher | : |
Total Pages | : 252 |
Release | : 1999 |
Genre | : Academic achievement |
ISBN | : |
Author | : Hassan I. Abdullatif |
Publisher | : |
Total Pages | : 316 |
Release | : 1992 |
Genre | : Attribution (Social psychology) |
ISBN | : |
College and university administrators have been interested in investigating students' satisfaction with college life experience. However, research findings regarding the correlates and determinants of students' satisfaction with college have been mixed and limited. Further, students' affective states and several aspects of their personality characteristics have not been examined in relation to satisfaction with college. The primary purposes of the study were to (1) examine whether depression, self-esteem, attributional style, gender, grade point average and year in college are significantly related to satisfaction, (2) which of these variables or their combinations most significantly contribute to satisfaction and (3) what are the magnitudes of the relationships of depression, self-esteem, attributional style gender, year in college and grade point average to satisfaction. A total of 156 college students responded to four different measures: College Descriptive Index, Beck Depression Inventory Rosenberg Self-Esteem Scale, and Attributional Style Questionnaire. The data were analyzed using Pearson Correlation, multiple regression and discriminate analysis. The main findings indicated that depression correlated negatively with student satisfaction, whereas self-esteem and GPA correlated positively with student satisfaction. The overall conclusions are that a satisfied student is likely to be nondepressed with high self-esteem and high GPA. Implications of the findings are discussed.
Author | : Diane K. Windischman |
Publisher | : |
Total Pages | : 202 |
Release | : 1997 |
Genre | : Depression, Mental |
ISBN | : |
Author | : Ingrid Brdar |
Publisher | : Springer Science & Business Media |
Total Pages | : 277 |
Release | : 2011-06-16 |
Genre | : Psychology |
ISBN | : 9400713754 |
This book brings together the latest research on positive psychology from an international cast of researchers and particularly from the growing body of European researchers. The chapters describe research and practice from diverse fields of positive psychology, covering topics such as happiness and well-being, motivation and goals, personality, academic performance and coping, measurement and interventions. The book emphasizes a cultural approach to the human pursuit of well-being. It is unique in that it presents research from a range of cultures, such as Russia, Croatia, and Egypt, in addition to ten different Western cultures. This approach helps broaden our understanding of those aspects of human experience that make life worth living in diverse cultural conditions. The book includes well-known and new authors from the field and contains selected papers that were presented at the 4th European Conference of Positive Psychology held in 2008 in Croatia.
Author | : Mary Anne Layden |
Publisher | : |
Total Pages | : 322 |
Release | : 1981 |
Genre | : Depression, Mental |
ISBN | : |
Author | : Raymond Henderson Scott |
Publisher | : |
Total Pages | : 364 |
Release | : 2000 |
Genre | : Depression, Mental |
ISBN | : |
Author | : Leann Alicia Fox |
Publisher | : |
Total Pages | : 350 |
Release | : 2006 |
Genre | : Academic achievement |
ISBN | : |
The purpose of this study was to determine the relationship of explanatory style to academic performance, SAT or ACT composite scores, College Student Inventory (CSI) data, and retention or attrition of Montana State University College of Agriculture students. The predictive capability of measured independent variables to anticipate first to second year attrition of freshmen in the College of Agriculture (COA) at Montana State University (MSU) was tested. The potential for using the Academic Attributional Style Questionnaire (AASQ) to identify COA students most susceptible to attrition during their freshmen year at MSU was ascertained. Freshmen took the CSI during summer orientation and the AASQ was administered to students in four COA classes. A cohort group of COA full-time, first-time freshmen that had taken both the CSI and AASQ was established and tracked from the fall of 2004 through the fall of 2005. Retention was defined as enrollment in the COA for a second fall semester. The majority of the cohort group was female, white/Caucasian, had been enrolled in a high school agriculture class, graduated from high schools with enrollments less than 400 students, had been involved in 4-H or FFA, and intended to seek a graduate level degree. Mothers were more highly educated than fathers. Most students planned to work while in college. The only independent variable significantly correlated with retention was second semester cumulative GPA. The combination of second semester cumulative GPA, plans to work, degree sought, and high school agriculture class enrollment was able to predict 19 percent of the variance in retention rates. However, contrary to the literature, high school agriculture class enrollment was negatively correlated with retention. The majority of students demonstrated neither optimistic nor pessimistic explanatory styles. Significant relationships were shown between explanatory style and high school GPA, study habits, sociability, and openness to financial guidance. The AASQ demonstrated little value for recognizing students in the cohort susceptible to attrition from the COA, but did indicate some usefulness for use as an advising tool.