Psychology

E-learning has become an integral component of modern education system. Thus, in order to make teaching-learning effective and result oriented, various e-learning systems and strategies have been developed. In a modern cyber society like ours, updates of knowledge are on full swing. Continuing education and lifelong/social education has accordingly emerged. As a solution to these new education forms and demands, it is proposed to employ a novel e-learning mode, i.e. web-based self-learning, hybrid or blended learning in the existing educational system of all the modern colleges in Saudi Arabia where the infrastructural and other resources are very much accessible. In this research, the paper is intended to assess the relevance of e-learning programs/courses in the department of preparatory year of Jeddah Community College (JCC). While exploring the need and importance of e-learning resources/tools, the following aspects will also be taken into account: feasibilities, types, availability of e-learning tools/resources, and teacher development etc. English language is the main focus for the simple reason that the electronic resources are developed mostly in English and it is the medium of the instruction/examination apart from being the foundation of speciality programs offered at the college. It has been generally found that the modern learners are not much attracted towards the traditional mode of learning. Instead, they would like to choose a learning mode as a fun (such as gaming) which is without any burden and bindings. In this case, distance learning or blended learning mode will be quite useful. Moreover, young Saudi generation is quite friendly with computers, net and sophisticated mode of communication. Therefore, e-leaning is expected to de-burden the 21stentury Saudi learners as the system is easy to access anywhere and anytime.

This study aims to examine the learners’ and the teachers’ attitude towards learning English. It aims to explore the existing co-relationship between the attitudeand the achievement in English. The paper is limited to the JCC which may be applicable to any other college that is of similar type. The focus group has been used as a technique of data collection, however, personal experience and observation play a major role in the process of interpretation, conclusion and recommendations. The findings show that the positive attitude towards learning/teaching English plays an important role in the overall achievement in the target language. It has also been noticed that though the Saudi people realize the importance of using (especially speaking) English, they tend to show indifference towards those who try to interact in the foreign language. It is found that there is a positive correlation between attitude towards learning/teaching English and their proficiency in it. In addition, the study reveals that students have open access to use media technology such as websites, online learning, college developed e-learning resources etc which could be proved to be effective techniques and strategies for the target language achievement. On the other hand, it has also been realised that inspite of the fact all the necessary equipment and resources are in practice, the achievement is not upto the mark. Thus, teachers’ role is quite crucial in this connection. Many other studies can be undertaken to prove the positive effect of the attitude of the teachers/learners on learning in general and language achievement in particular.

The present study aimed to determine the relationship between self-regulation and self-esteem with Resiliency of adolescent was conduct in Borazjan secondary schooldays, thus, it’s descriptive study. Participants in the study were 200 boys and girls students of Borazjan high schools who were selected with random multi-stage cluster sampling method. For data gathering, self-regulation Questionnaire (SRQ), Cooper Smith scale of self-esteem and Connor-Davidson Resilience Scale (CD-RISC) were used. The results of Pearson correlation between self-regulation and self-esteem with resiliency show that self-regulation, general self-esteem , social self-esteem and academic self-esteem have a positive and significant relationship with resiliency, But, there is no significant relationship between family self-esteem and resiliency. Also, step-by-step regression results for determine of effect size of self-regulation and self-esteem on resiliency show that the social self -esteem (0/16), general self- esteem (0/22) and self-regulation (0/20) have predictive power of resiliency, But family self- esteem and academic self- esteem haven’t predictive power of resiliency. Based on these findings, can understood that adolescents with high self-esteem and self-regulation, may have the greater opportunity and possible for self-determination, self-expression, self-awareness, self-regulation and self-synergy that these psychological constructs affect the resiliency of people.

This study investigated the relationship of academic stress with depression, self-efficacy and academic performance among high school students. Using random stratified sampling technique 120 students with high scores in academic stress (the scores ranging 15 to 30) selected and responded to depression and self-efficacy questionnaires. The data were collected by a scale for assessing academic stress (Sinha, Sharma, and Mahendra, 2001); children’s depression inventory (Kovacs, 1992) and General self-efficacy scale (Schwarzer and Jerusalem, 1995). The data were analyzed with Pearson’s Moment correlation coefficient and multiple regressions. Results showed a positive correlation between academic stress and depression, a negative correlation of academic stress and depression with self-efficacy and academic performance, a negative relationship between depression and self-efficacy, and a positive relationship between self-efficacy and academic performance. Further, result indicates that there are multiple correlations between the variables and the Beta coefficients showed self-efficacy as a best predictor of academic performance.

Previous studies indicate that career choice has become a problem to secondary school students all over the world, Kenya included. Migori sub-county in Kenya is particularly disadvantaged in terms of career development in comparison with neighboring sub-counties such as Kisii. The purpose of this study was to establish the relationship between self-esteem and career choice behavior among secondary school students in Migori sub-county. Descriptive Survey Design and Correlation Design were used. The Rosenberg Self-Esteem Scale and Career Decision Scale were used to collect data from students. Test-retest reliability was estimated by Pearson’s r which yielded .82 for Rosenberg Self-Esteem Scale and .80 for Career Decision Scale. Quantitative data was analyzed using descriptive statistics that included frequencies, percentages, means and standard deviations. Structural Equation Modeling was used to make statistical inference using model fit and regression estimates. The study revealed that the level of self-esteem and career choice behavior was high. However, career choice behavior for males was generally different from that of females. The relationship between self-esteem and career choice behavior was statistically significant (p<.05). It was concluded that self-esteem does influence career choice behavior. The findings are significant to students, career counselors and policy makers to improve students’ career choice by raising their self-esteem. 

The present study examined the relationship between self-efficacy and locus of control in light of gender differences among college students. The data of 80 college students (40 males & 40 females) were drawn from in and around Fatehgarh Sahib. General Self-efficacy Scale & Rotter’s Locus of control Scale were used for the study. The t-test and correlation analysis were used for statistical investigation. Results indicated that a significant negative relationship has been found between self-efficacy and locus of control. Overall, males had higher level of self-efficacy as compared to females. Also, male students reported more internal locus of control than females.

Despite the use of appropriate teaching and learning approaches and the government of investing resources to promote quality education, there is a continuous record of poor academic performance among students in National Examinations in Kenya. There was therefore need for a study to be conducted to establish the factors that affect their performance.The purpose of this study was to determine the relationship between Self Esteem and student academic performance. The study was anchored on The Marsh/Shavelson model self-concept. The study employed Ex-post facto research design. The study targeted students from public secondary schools in Nyeri County. Krejcie and Morgan (1970) formula was used to calculate the sample size of the students while Purposive sampling was used to select 25 teacher counselors making a total of 409 respondents. Data was collected using questionnaires, interview schedules and document analysis. The quantitative data from the questionnaire was first be subjected to preliminary processing through validation, coding and tabulation in readiness for analysis with the help of the statistical package for social science (SPSS) to analyze data. Descriptive statistics was presented using frequencies and percentages. Pearson Correlation Coefficient was employed to determine relationship that exists between the independent (Self-esteem) variables and dependent variable (student academic performance). In addition, regression analysis was employed to test the relationships in the study. Qualitative data was transcribed, thematically classified and arranged before they are reported in narrations and quotations according to research objectives. Major findings from the study indicated that there was a significant positive correlation between Self-esteem and student academic performance (r = .800; p = .000) showing a strong correlation between Self-esteem and student academic performance. This study therefore, recommended that there is need for the teachers and education stakeholders in the ministry of education and beyond should give great attention to student self-concept as it affects student academic performance in schools and that schools should promote self-advocacy skills. Strong advocacy skills lead to greater self-confidence. It is also important to for the teachers to understand student background. Schools should design effective feedback mechanism to encourage students to compare present performance against a goal and also against previous performance.

The purpose of this study was to investigate the relationship between students’ self-efficacy and anxiety while conducting research. The population of this study was postgraduate research students in Women University, Bagh, Pakistan. A sample of 100 students was selected using random sampling technique. A questionnaire was developed to take the data from sample of the study. The validity and reliability were estimated based on opinions of a panel of experts and Cronbach’s alpha coefficient, respectively. The data was analyzed using descriptive statistics and correlation. Results revealed that the respondents had a moderate level of research anxiety and high level of research self-efficacy. Overall, Women University students tend that there was a positive significant relationship between self-efficacy and self anxiety while conducting research.

This study was designed to explore personality Big Five factors i.e. Agreeableness, Extraversion, Openness, Conscientiousness, Neuroticism relationships with Emotional Intelligence. The research was carried out to in two parts, part one was concerned with the pilot study. For this a random sample of 80 students from four public and private universities was collected. To measure the personality big five factors of universities students the Mini Marker Set of 40 item was used and for Emotional Intelligence TEQue-SF of 30 items was used. In order to determine the psychometric properties of research questionnaires various statistical analysis were performed. Result showed that all items of both scales were significantly correlated with their respect total scales. Part 2 was consisted of main study; the sample of the main study was collected through stratified random sampling. The sample was consisted of 200 students among them 67 male and 133 female students. All of them were studying at the Master level, their ages ranged from 17 years to 27 years, among them 88 from management sciences, 78 from social sciences and 34 from humanities. After the data collection it was analyzed with alpha reliability, coefficient correlations, percentile, mean and SD. The result revealed that personality factors Agreeableness, Extraversion and Openness were positively correlated with emotional intelligence whereas Neuroticism was negatively correlated with emotional intelligence personality factor Conscientiousness have insignificant correlated to emotional intelligence. The private sector universities students have higher score on extraversion and lower score on conscientiousness, neuroticism and openness as compare to public universities students. Students of public sector universities have low score on emotional intelligence as compared with students of private university students.

Adherence to Antiretroviral Therapy (ART) is an important survival factor for people living with HIV/AIDS (PLWHAs). However, patients on ART in Kenya still miss routine check-ups, and get lost to follow up. Research on the factors influencing ART adherence among different populations in Kenya have yielded inconsistent results. The objective of this study was to determine the relationship between patient factors and adherence to ART by adults living with HIV/AIDS in Kisumu County, Kenya. Facility based cross-sectional survey was carried out on patients receiving ART from all the seven Sub-Counties in the County. Systematic random sampling was used to recruit a sample of 386 patients. Data collection tools were pre-tested and piloted to ensure validity and reliability. Chi-square statistic was used to analyze the data at ?=.05. Findings indicated that the relationship between age and ART adherence was statistically significant (?2= 8.064, df= 2, p = 0.034). Similarly, the relationship between alcohol use and ART adherence was statistically significant (?2 = 5.331, df = 1, p = 0.009). Knowledge of ART also had a statistically significant relationship with ART adherence (?2 = 7.799, df = 1, p = 0.0028). However, marital status, level of education, employment status, stigma, and psychosocial support did not exhibit statistically significant relationships with ART adherence. The study concludes that patient age, use of alcohol and knowledge of ART are patient factors related to ART. It is recommended that these factors should be considered in the treatment of PLWHAs to ensure ART adherence.