Global ETD Search

361	The relationship between procrastination and academic achievement of high school learners in North West province, South Africa / Procrastination and academic achievement Joubert, Charine Petronella 02 1900 (has links) The present study explored whether a significant relationship exists between academic procrastination and academic achievement in high school learners within South Africa. It furthermore examined whether certain personality traits of individuals are more prone to procrastination than others. It lastly investigated the relationships between gender and academic procrastination, age and academic procrastination, number of siblings and academic procrastination; and area of residence and academic procrastination. The research sample consisted of 349 high school learners aged between 12 and 19 years old (n=167 male, n=180 female, n=2 gender not disclosed). Data was collected by means of the Personal Information Questionnaire (PIQ), the Tuckman Procrastination Scale (TPS) and the Ten-Item Personality Inventory (TIPI). A significant negative correlation was found between procrastination and academic achievement. The correlations between procrastination and gender, age, area of residence and number of siblings respectively were not significant. Conscientiousness and Emotional Stability were both found to be significantly negatively related to procrastination, however, the relations between procrastination and Extraversion and Agreeableness respectively were not significant. An anomaly found in the present study was the negative relation between procrastination and Openness to Experience, and it is postulated that this finding may be due to the TIPI’s inability to measure the individual facets of each Big Five Factor domain or that it could be ascribed to the need for cognition. / Psychology / M.A. (Psychology) Academic achievement Big-Five Personality Procrastination Traits 155.232
362	An investigation into the relationship between certain personality traits and job satisfaction: a case of selected employees in the Eastern Cape Province Mhlanga, Tatenda Shaleen January 2012 (has links) There is relatively little research based on the Big Five personality dimensions and job satisfaction and the relationship thereof. Job satisfaction of employees is a good indication of organizational effectiveness and is influenced by organizational and dispositional factors. The fundamental nature of the dispositional approach is that individuals have stable traits that significantly influence their affective and behavioral reactions to organizational settings. The general objective of this study was to determine the relationship between personality dimensions and job satisfaction of bank employees. A quantitative design was used in the empirical study. The sample consisted of 126 bank employees. The current research found that employees who are high in openness, conscientiousness and low in neuroticism tend to be more satisfied with their job. Agreeableness personality did not have a significant relationship with job satisfaction, while employees with high levels of extraversion had negative significant correlation with job satisfaction. However, overall personality dimensions explained relatively small percentages in the variance of job satisfaction. The findings will aid management institutions in selecting, and retaining employees as higher job satisfaction is linked to higher levels of productivity, effectiveness and commitment. Key words: extroversion, neuroticism, agreeableness, conscientiousness, openness, job satisfaction, bank employees. Neuroses -- South Africa -- Eastern Cape Africa -- Eastern Cape Big Five model
363	Playing mind gamification : Theoretical evidence of addictive nature of gamification and identification of addictive game elements used in mobile application design Abbasi, Bushra Qazi, Awais, Samrah January 2022 (has links) Gamification is a modern concept that makes physical and digital activities engaging and enjoyable just like games. Game elements are added to mobile applications for user retention and engagement. One of the dark sides of gamification i.e., addiction is explored in this novel study in the context of mobile application design. It uses a mixed-method approach to lay the foundation of the relation between gamification and Smartphone Addiction, which is critically explained in a limited literature review using existing theories and studies on gamification. Interviews with behavioral experts confirm the psychological aspects of the research. The study also identifies game elements that contribute to smartphone addiction by a survey analysis of 269 participants. Results reveal Scrolling and Tapping as most addictive game elements. Some elements also show a statistically significant relationship with daily smartphone usage in hours. There are many effective applications of gamification, and in the context of mobile application design, it indeed helps to increase user engagement, however, there is an ethical need to reflect on what the exaggerated form of this engagement can lead to. As future research, a longitudinal study and experiments are suggested to find out this relationship with the use of empirical data. Gamification addiction game elements Self- Determination Theory (SDT) Smartphone Addiction (SA) Intrinsic Motivation (IM) Extrinsic Motivation (EM) Flow Five-Factor Model (FFM)/Big Five Model Hexad framework Human Computer Interaction Computer Sciences Datavetenskap (datalogi) Other Computer and Information Science Annan data- och informationsvetenskap
364	The Influence of Personality Traits and Individual Beliefs on Task Persistence Elliott, Alexis Shae 19 January 2023 (has links) No description available. Clinical Psychology Cognitive Psychology Education Educational Psychology Psychology Psychological Tests
365	Исследование личностных предикторов непрерывного обучения у профессионалов в зрелом возрасте : магистерская диссертация / Research on the personality predictors of lifelong learning in adulthood Унесихина, В. А., Unesikhina, V. A. January 2019 (has links) Обучение в течение всей жизни – пространство развития каждого человека, в связи с этим следует обратиться к данной теме с точки зрения психологических предпосылок. Обучение в разных формах понимается не только как социальная, профессионально-значимая функция, но и как атрибут личностного здоровья. Какая именно черта характера формирует потребность учиться у зрелого человека или препятствует этому? Изучается взаимосвязь выделенных переменных опросника «Оценка готовности к непрерывному обучению» со шкалами методик Баднера (толерантность к неопределенности) и Гослинга (открытость опыту, добросовестность, эмоциональная стабильность, экстравертность и дружелюбие). В онлайн-опросе приняли участие 65 человек в возрасте 40-55 лет со стажем работы не менее 10 лет. Магистерская диссертация состоит из введения, трех глав, заключения, списка литературы (104 источника) и приложений, включающих в себя бланки применявшихся методик, данные по ранним исследованиям. Объем магистерской диссертации без приложений составляет 97 страниц, на которых размещены 29 рисунков и 6 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируется основная и конкретизирующие гипотезы, указываются методы и эмпирическая база. Первая глава включает в себя обзор иностранной и отечественной литературы по теме исследования: описание основных понятий и их характеристики. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая и третья главы посвящены эмпирической части исследования. В них представлено описание хода исследования и интерпретация полученных результатов. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования. В заключении показано, что наиболее тесно готовность к обучению в течение всей жизни связана с экстравертностью, открытостью опыту и дружелюбием. / Lifelong learning sustains an ongoing personal development and it should be analyzed with regard to its psychological premises. Any form of education not only enhances person's social and professional integration but also fosters his or her personal fulfillment and health. What personality trait forms or suppresses eagerness to learn at mature age? In this article we study the correlation between selected variables from «Life Long Learning Inventory» questionnaire and «Tolerance of ambiguity scale» developed by S.Budner (tolerance of ambiguity – novelty, complexity, or insolubility) and Ten-Item Personality Inventory-(TIPI) by S.D.Gosling (extraversion, agreeableness, conscientiousness, emotional stability, openness to experiences). 65 respondents at the age between 40 and 55 having over 10 years of work experience participated in the online questionnaire. The master's thesis consists of an introduction, three chapters, conclusion, a list of literature (104 sources) and applications, including forms of applied techniques, the classifier of associative connections, early research data. The volume of the master's thesis is 97 pages, on which are placed 29 figures and 6 tables. The introduction reveals the relevance of the research problem, the development of the problem, the purpose and objectives of the research, the object and subject of the research, the main hypothesis are formulated, the methods and the empirical base are specified. The first chapter include a review of foreign and domestic literature on the topic of the study: a description of the basic concepts and their characteristics. The first chapter include a review of foreign and domestic literature on the topic of the study. Conclusions on the first chapter are the results of the study of theoretical material. The two and three chapter is devoted to the empirical part of the study. On the basis of the obtained data, the developed models of intelligence and performance are demonstrated. In conclusion, the results of the theoretical and empirical parts of the work, as well as conclusions on the hypotheses put forward, the practical significance of the study. The results of our research demonstrate that readiness to acquire new knowledge at mature age is closely connected to extroversion, openness to experience and agreeableness. ЗРЕЛОСТЬ «БОЛЬШАЯ ПЯТЕРКА» ОТКРЫТОСТЬ ОПЫТУ ДОБРОСОВЕСТНОСТЬ ЭКСТРАВЕРТНОСТЬ ДРУЖЕЛЮБИЕ MASTER'S THESIS LIFELONG LEARNING MATURITY «BIG FIVE» TOLERANCE OF AMBIGUITY SCALE INTOLERANCE OF AMBIGUITY SCALE EXTRAVERSION AGREEABLENESS CONSCIENTIOUSNESS EMOTIONAL STABILITY OPENNESS TO EXPERIENCES
366	THEORY OF AUTOMATICITY IN CONSTRUCTION Ikechukwu Sylvester Onuchukwu (17469117) 30 November 2023 (has links) <p dir="ltr">Automaticity, an essential attribute of skill, is developed when a task is executed repeatedly with minimal attention and can have both good (e.g., productivity, skill acquisitions) and bad (e.g., accident involvement) implications on workers’ performance. However, the implications of automaticity in construction are unknown despite their significance. To address this knowledge gap, this research aimed to examine methods that are indicative of the development of automaticity on construction sites and its implications on construction safety and productivity. The objectives of the dissertation include: 1) examining the development of automaticity during the repetitive execution of a primary task of roofing construction and a concurrent secondary task (a computer-generated audio-spatial processing task) to measure attentional resources; 2) using eye-tracking metrics to distinguish between automatic and nonautomatic subjects and determine the significant factors contributing to the odds of automatic behavior; 3) determining which personal characteristics (such as personality traits and mindfulness dimensions) better explain the variability in the attention of workers while developing automaticity. To achieve this objective, 28 subjects were recruited to take part in a longitudinal study involving a total of 22 repetitive sessions of a simulated roofing task. The task involves the installation of 17 pieces of 25 ft2 shingles on a low-sloped roof model that was 8 ft wide, 8 ft long, and 4 ft high for one month in a laboratory. The collected data was analyzed using multiple statistical and data mining techniques such as repeated measures analysis of variance (RM-ANOVA), pairwise comparisons, principal component analysis (PCA), support vector machine (SVM), binary logistic regression (BLR), relative weight analyses (RWA), and advanced bootstrapping techniques to address the research questions. First, the findings showed that as the experiment progressed, there were significant improvements in the mean automatic performance measures such as the mean primary task duration, mean primary task accuracy, and mean secondary task score over the repeated measurements (p-value < 0.05). These findings were used to demonstrate that automaticity develops during repetitive construction activities. This is because these automatic performance measures provide an index for assessing feature-based changes that are synonymous with automaticity development. Second, this study successfully used supervised machine learning methods including SVM to classify subjects (with an accuracy of 76.8%) based on their eye-tracking data into automatic and nonautomatic states. Also, BLR was used to estimate the probability of exhibiting automaticity based on eye-tracking metrics and ascertain the variables significantly contributing to it. Eye-tracking variables collected towards safety harness and anchor, hammer, and work area AOIs were found to be significant predictors (p < 0.05) of the probability of exhibiting automatic behavior. Third, the results revealed that higher levels of agreeableness significantly impact increased levels of change in attention to productivity-related cues during automatic behavior. Additionally, higher levels of nonreactivity to inner experience significantly reduce the changes in attention to safety-related AOIs while developing automaticity. The findings of this study provide metrics to assess training effectiveness. The findings of this study can be used by practitioners to better understand the positive and negative consequences of developing automaticity, measure workers’ performance more accurately, assess training effectiveness, and personalize learning for workers. In long term, the findings of this study will also aid in improving human-AI teaming since the AI will be better able to understand the cognitive state of its human counterpart and can more precisely adapt to him or her.</p> Construction engineering Construction safety Automaticity Automatic performance Analysis of variance Attention Principal component analysis Support vector machines Binary logistic regression Machine learning Data mining Artificial intelligence Eye-tracking metrics Personal characteristics Personality traits Mindfulness dimensions Five facets of mindfulness Big Five personality traits Relative weight analysis Bootstrapping
367	Steigerung selbstregulierten Lernens durch computerbasiertes Feedback beim Erwerb von Experimentierkompetenz im Fach Biologie / Individually adapted computerbased feedback for supporting self-regulated learning processes in school-age children / A computer-based learning program developed to help pupils practice strategies of controlling experimental variables. Lange, Silke Dorothee 31 October 2012 (has links) Feedback ist ein wichtiger Faktor für erfolgreiches Lernen – vorausgesetzt, dass es rich-tig eingesetzt wird (Hattie & Timperley, 2007). Dies gilt insbesondere, wenn es um den Erwerb neuer Kompetenzen geht. Die vorliegende Studie soll dazu beitragen, eine empirisch begründete kompetenzorientierte Brücke zwischen dem Konzept des negativen Wissens (Oser & Spychiger, 2005) und psychologischen Theorien zum Thema Feedback als Instruktionsmethode im Rahmen des selbstregulierten Lernens bei Schülern zu bilden und dazu anregen, den selbstregulierten Lernprozess von Schülern durch individuell angepasstes Feedback zu fördern. Dazu wurden zwei Hypothesen expliziert: Zum einen, dass Lernende, die Feedback über die konkrete Lokalisation des Fehlers erhalten, die dargebotenen Biologieaufgaben besser lösen können (prozessbezogene methodische Kompetenzen), als Lernende, die auf einer Metaebene eine Begründung für die Ursache des Fehlers in Kombination mit einer Frage zur kognitiven Aktivierung erhalten haben. Zum anderen, dass auf der im Rahmen der Intervention nicht trainierten strategischer Ebene das Feedback mit kognitiver Aktivierung effektiver ist. Um diese Hypothesen zu prüfen, wurde der Einfluss zweier Feedbackvarianten untersucht. In einem 2x2 Prä-Post-Test Design wurden dazu die Feedbackvarianten „Lokalisation des Fehlers“ und „Begründung des Fehlers mit kognitiver Aktivierung“ einzeln oder in Kombination einer Kontrollbedingung ohne Feedback gegenüber gestellt. Lernende der 7. Klasse bearbeiteten im Rahmen von zwei Doppelstunden ein webbasiertes interaktives Lernprogramm zum Thema „Experimentieren“. Die darin enthaltenen Multiple-Choice-Aufgaben (Hammann, 2007) umfassten die für das Experimentieren einschlägigen Kompetenzbereiche „Suche im Hypothesenraum“, „Testen von Hypothesen“ und „Analyse von Evidenzen“ (Klahr, 2000). Als abhängige Variablen haben wir jeweils in einer Prä-Post-Test-Messung den Zuwachs an prozessbezogenen methodischen Kompetenzen (operationalisiert über die korrekte Lösung der verwendeten Biologie-Aufgaben) und den strategischen Lernzuwachs (operationalisiert über die Bearbeitung des EEST-2, Marschner, 2010) untersucht. Um den möglichen Einfluss individueller Unterschiede in Bezug auf die Transferwirksamkeit des erworbenen Wissens zu erheben, wurden auch Daten zu Intelligenz, Persönlichkeitsfaktoren, zum Umgang mit Fehlern, zur Selbstwirksamkeitserwartung und zum selbstregulierten Lernen erhoben. Durch die Bearbeitung des Lernprogramms konnten die getesteten Schüler (N=355) über alle Versuchsgruppen hinweg signifikante Lernzuwächse auf der im Rahmen der Intervention trainierten Aufgabeneben (prozessbezogene methodische Kompetenzen) erzielen, nicht aber auf der nicht trainierten strategischen Ebene. Die verschiedenen Feedbackarten hatten jedoch keinen Einfluss auf den Lernzuwachs der untersuchten Stichprobe. Auf strategischer Ebene konnte sogar eine Verschlechterung des Ergebnisses vom Prä- zum Posttest beobachtet werden. Dieses könnte darauf zurückzuführen sein, dass die metakognitive Entwicklung der getesteten Schüler noch nicht ausgereift genug war, um das Feedback auf der intendierten Ebene verarbeiten zu können. In der Diskussion dieser Arbeit wird das Konzept des negativen Wissens (Oser & Spychiger, 2005) theoretisch mit den Ergebnissen aus der kognitionspsychologischen Forschung verknüpft und aufgezeigt, welche Parallelen zwischen diesen beiden Ansätzen bestehen. Die für diese Studie konzipierte computerbasierte Lerneinheit hat sich in der Praxis zur Einübung der Variablenkontrollstrategie bei Lehramtsstudierenden bewährt. 150 Selbstreguliertes Lernen Biologieunterricht Biologie erfolgreiches Lernen E-Learning Negatives Wissen Hattie & Timperley Oser Erwerb neuer Kompetenzen Instruktion Feedback Schule Unterricht metakognitive Kompetenzen Metakognition computerbasierte Lerneinheit individuell angepasstes Feedback Lokalisation des Fehlers prozessbezogene methodische Kompetenzen Variablenkontrollstrategie Experimentieren PISA Kompetenz Wissen Macht Intelligenz Persönlichkeit Big Five Gewissenhaftigkeit Erfolg Personalentwicklung Bildung Entwicklung Förderung Innovation innovatives Lernen Experiment Schülerinnen und Schüler Lernende Lehrende Lehrerinnen und Lehrer Bildungsmanagement Intervention kognitive Aktivierung strategischer Ebene Strategie Feedbackvarianten Multiple-Choice-Aufgaben Suche im Hypothesenraum Testen von Hypothesen Analyse von Evidenzen Klahr, 2000 individueller Unterschiede Transfer Transferwissen Umgang mit Fehlern Persönlichkeitsfaktoren Umgang mit Fehlern signifikante Lernzuwächse modern Zukunft Perspektive metakognitive Entwicklung Transparenz computerbasierte Lerneinheit Selbstreguliertes Lernen Biologieunterricht Selfregulated learning biology successful learning negative knowledge Hattie & Timperley Oser acquisition of new competencies individually adapted feedback school-age children instruction e-learning Biologie (PPN619462639)

Page generated in 0.066 seconds