Browsing by Subject "Self-regulation"
Results Per Page
Sort Options
-
ItemThe impact of video game addiction on depression, anxiety, and stress among Thai adolescents, mediated by self-regulation and social supportThe primary purpose of this study was to examine the direct and indirect influences of video game addiction on Thai adolescents' levels of depression, anxiety, and stress, being mediated by self-regulation and social support. A total of 200 Thai adolescents (aged between 18 and 20 years) participated in this study by filling in a self-administered survey questionnaire designed to measure the study's primary variables (video game addiction, depression, anxiety, stress, self-regulation, and social support). Results from the path analysis showed that the respondents' level of depression, anxiety, and stress. Video game addiction has indirect influences on the levels of depression, anxiety, and stress when mediated by self-regulation. However, video game addiction has no indirect influence on anxiety and stress when mediated by social support. Nonetheless, video game addiction was found to have a positive influence on social support, such that the higher the level of addiction, the higher is the level of social support. Among the three dependent variables of depression, anxiety, and stress, it was found that only depression decreases in level when the mediator social support is increased, even when the level of video game addiction is high. The study's conclusions, implications, and avenues for future research are discussed.
-
Item
-
ItemThe relationship of self-efficacy for learning and performance in physics and metacognitive self-regulated physics learning with physics achievement of form 3 students at Domasi Demonstration Secondary School in MalawiThe study was aimed at determining the relationships among self-efficacy for learning and performance in physics, metacognitive self-regulated physics learning and physics achievement of Form 3 physics students at Domasi Demonstration Secondary School in Malawi. The Motivated Strategies for Learning Questionnaire (MSLQ) was adapted and used to collect data on self-efficacy for learning and performance in physics and metacognitive self-regulated physics learning from 40 Form 3 physics students at Domasi Demonstration Secondary School in Malawi in their Term 3 of the 2019 academic year. The physics achievement scores of the students were collected by an End of Term 3 Physics Examination. A multiple correlation coefficient analysis was used to determine the relationships among self-efficacy for learning and performance in physics, metacognitive self-regulated physics learning and physics achievement of the Form 3 physics students. It was revealed that the relationship of self-efficacy for learning and performance in physics and metacognitive self-regulated physics was moderately strong and positively correlated. Similarly, physics achievement and self-efficacy for learning and performance in physics were also moderately strong and positively correlated. Lastly, the relationship between physics achievement and metacognitive self-regulated physics learning was revealed to be weak but positively correlated. The findings, further, indicated that a moderately strong and positive significant relationship existed between self-efficacy for learning and performance in physics and metacognitive self-regulated physics learning with physics achievement. Recommendations for students’ support, teaching strategies, and future research are provided.
-
ItemThe relationship between nursing students' transformational leadership style and their self-regulation at Assumption University in ThailandThis study aimed to investigate the relationship between Transformational Leadership and Self-Regulation based on nursing students' perceptions at Assumption University, Bangkok, Thailand. This study was conducted with 72 nursing students in the academic year 2020 –2021. Three main objectives were included in this study. The first objective was to determine the level of nursing students’ Transformational Leadership Style. The second objective was to determine the level of nursing students’ Self-Regulation.The third objective was to determine if there is a relationship between nursing students' Transformational Leadership Style and their Self-Regulation at Assumption University. The findings showed that the perceptions of nursing students toward Transformational Leadership presented at a high level,and the perceptions of nursing students towards Self-Regulation presented at a moderate level.The results demonstrated a moderate positive correlation, for the (r) value was .495** at the significant level of 0.000, which was less than 0.05 level, in the perceptions of nursing students.
-
ItemThe Relationship of Emotional Intelligence Elements and Effective Leadership of Master Degree Students: A Case of AU MIT Myanmar UniversityEmotional intelligence is an important topic in every industry as a tool to measure leadership competencies. Leaders with high emotional intelligence can build a successful team by inspiring and motivating team members to achieve their goals. Many organizations are in demand of highly emotionally intelligent leaders for a competitive and challenging today`s world and training future leaders with high emotional intelligence becomes an important matter for academic institutes. Therefore, this research intended to investigate the relationship between emotional intelligence elements: self-awareness, self-regulation, motivation, empathy and social skills, and effective leadership of master’s students from AU MIT Myanmar University. Mixed method research was conducted in this study. Quantitative data was gathered from 39 master’s students as a sample of this study using a questionnaire, and qualitative data was gathered from interviews with six students. The quantitative data from the Pearson correlation test shows that all emotional intelligence elements correlate with effective leadership. The results of qualitative data by content analysis show that effective leaders are leaders who can know their feelings, and others, and interact or behave by recognizing and managing emotions well and being supportive of others. Finally, strategies for enhancing the emotional intelligence of students from AU MIT Myanmar University will be proposed based on the findings of all results.