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Path analysis is used to provide estimates of the magnitude and significance of hypothesized causal connections among sets of variables displayed using path diagrams. It is an extension of multiple regression analysis and holds strength as a methodology as it allows researchers to assess both direct and indirect effects of multiple independent variables on one or more dependent variables. In this paper, path analysis is used to examine the predictive relations of preservice teachers' perception of key problem-based learning (PBL) processes and their learning strategies before and after their PBL experience. The sample involved in this study comprised of 1041 preservice teachers in the core Educational Psychology course using the PBL approach at a Teacher Education Institute in Singapore. The participants consisted of 333 males, 662 females, and 46 preservice teachers who did not indicate their gender. The mean age was 25.6 (SD = 5.41). The Motivated Strategies for Learning Questionnaire (MSLQ) by Pintrich, Smith, Garcia, and McKeachie (1993) was used to measure preservice teachers' learning strategies. It consisted of five subscales, namely rehearsal, elaboration, organization, critical thinking and metacognitive self-regulation. The Problem-based Learning Process Inventory (PBLPI) by Chua et al. (2016) was used to measure the key PBL processes, namely problem-posing, scaffolding, and connecting. Findings from the study suggested that in the PBL environment, (a) preservice teachers' pre-PBL metacognitive self-regulation played a pivotal role in determining preservice teachers' perceived importance of the key processes in enhancing their PBL experience; (b) the key PBL scaffolding and connecting processes were salient predictors of preservice teachers' subsequent post-PBL learning strategies; and (c) the key PBL processes played a mediating role in relating preservice teachers' pre-PBL learning strategies to their corresponding post-PBL factors. Implications for using path analysis for problem-based learning research will be discussed.

Predictors of academic success at university are of great interest to educators, researchers and policymakers. With more students studying online, it is important to understand whether traditional predictors of academic outcomes in face-to-face settings are relevant to online learning. This study modelled self-regulatory and demographic predictors of subject grades in 84 online and 80 face-to-face undergraduate students. Predictors were effort regulation, grade goal, academic self-efficacy, performance self-efficacy, age, sex, socio-economic status (SES) and first-in-family status. A multi-group path analysis indicated that the models were significantly different across learning modalities. For face-to-face students, none of the model variables significantly predicted grades. For online students, only performance self-efficacy significantly predicted grades (small effect). Findings suggest that learner characteristics may not function in the same way across learning modes. Further factor analytic and hierarchical research is needed to determine whether self-regulatory predictors of academic success continue to be relevant to modern student cohorts.

Teaching-learning activities carried out face-to-face in physical classrooms in higher education have been moved to the online environment due to the COVID-19 pandemic obligation. It is obvious that students' learning experiences and perceptions need to be researched empirically in order to optimize higher education strategies that have been moved to the online environment. Data were collected from 451 students studying in different departments in two education faculties in order to reveal the relationship between their satisfaction in the e-learning environment and their perceived learning experiences and using online self-regulation strategies based on the autonomous movement of students in the online environment. Descriptive analyses and path analysis were applied in order to answer the proposed research questions. As a result of this structural equation modeling, a relationship was determined between online self-regulation skills, goal setting and help seeking sub-factors, and satisfaction, goal setting, task strategies and self-evaluation sub-factors and perceived learning. In addition, a direct relationship was determined between satisfaction and perceived learning, supporting previous studies. With this research, it is thought that higher education institutions, administrators and instructors carrying out online teaching and learning activities will provide new perspectives on satisfaction and perceived learning outcomes when students' self-control skills are supported.

The current study was designed to explore the relationships between students' perceptions of the classroom environment and their academic achievement in higher education. The participants were 846 first-year undergraduate students who were learning English as a foreign language (EFL) in China. Data of students' perceptions of the classroom environment were collected by the College and University Classroom Environment Inventory. Students' academic achievement was measured by a national standardized test for English competence (the College English Test). The results of path analysis showed that students' perceptions of innovative instruction and task orientation were positive predictors of their academic achievement; students' perceptions of equity predicted their academic achievement via perceptions of teacher-student relationships; students' perceptions of peer relationships had an indirect effect on student achievement mediated by cooperative learning. However, students' perceptions of learning autonomy were not related to their perceptions of other environmental factors and learning outcomes.

Studies have thus far established that learners with visual and auditory learning styles can create a strong vision of their ideal and ought to L2 selves, which positively affect their motivated L2 behavior and achievement. This study also investigated the interactions between perceptual learning styles, future self-guides, vision, L2 motivation, and achievement. Unlike the previous studies, the current one aimed to analyze the unidirectional linkages and the multifaceted linkages among the variables via path analysis. To do so, a quantitative research design was pursued using a composite instrument. The study was conducted with tertiary-level EFL learners in Turkey. Findings showed that visual, auditory and kinesthetic learning styles exerted significant influences on L2 motivation and achievement mediated by vision and future self-guides. Future self-guides had positive impacts upon L2 motivation, and both direct and indirect effects on L2 achievement. L2 achievement was strongly dependent on L2 motivation and actual L2 self. In proportion to these findings, addressing various learning style preferences in language education, providing vision training to the learners via external interventions, and creating a positive academic self-concept were proposed. Revisions can also be made in the L2 curriculum in line with these purposes.

Cognitive load can be induced by both learning tasks and self-regulated learning (SRL) activities, which compete for limited working memory capacity. However, there is little research on the relationship between cognitive load and SRL. This study explored how cognitive load interplayed with SRL behaviors and their joint effects on task performance (i.e., diagnostic efficiency) in the context of clinical reasoning. Specifically, twenty-seven (N = 27) medical students diagnosed three virtual patient cases in BioWorld, a simulation-based learning environment to improve medical students' clinical reasoning skills. Students' SRL behaviors were automatically recorded in BioWorld log files as they accomplished the tasks. We employed text mining techniques to extract four linguistic features from students' concurrent think-aloud, i.e., "cognitive discrepancy," "insight," "causation," and "positive emotions," which were further used to represent students' cognitive load. The latent profile analysis was then performed to cluster students into high- and low-load group. We also conducted a path analysis to investigate the mediation roles of SRL behaviors in the relationship between cognitive load and diagnostic efficiency (task performance). The results revealed that cognitive load negatively affected diagnostic efficiency, mediated by the ratio of SRL behaviors in the self-reflection phase. This study provides theoretical and methodological insights regarding the measurement of cognitive load and its interplay with SRL. This study informs the design of effective interventions for managing cognitive load in SRL within intelligent tutoring systems.

Depression is more prevalent among medical students. Its level can be changed by different factors. The present study was designed and implemented in order to determine the path analysis of factors affecting depression in students of Qazvin University of Medical Sciences. This descriptive-analytical study was conducted on 291 randomly selected students of Qazvin University of Medical Sciences in 2018. Data were collected using demographic characteristics questionnaires, Beck Depression Inventory and Gadzla Academic Stress Questionnaire. The data were analysed using one-way ANOVA and F test, independent t-test, and Pearson correlation coefficient in SPSS software version 22, and significance level 0.05. According to the path analysis final model, there was a significant relationship between age and hope for continuing education with academic stress, and there was no significant relationship between satisfaction and academic stress. There was a significant relationship between age, hope for continuing education, academic satisfaction and stress with depression (p < 0.001). According to the obtained results, measures should be taken in order to reduce individual and environmental stresses and factors effective in depression. Detection and follow-up in disease cases, especially in the younger generation, is important in preventing debilitative effects of the disease, and its consequences should be prevented by quick and timely detection.

Metamotivational knowledge is a burgeoning area of study. It refers to people's knowledge about motivation, and it has been shown to contribute to motivation and behavioral outcomes. The current study bridges metamotivational knowledge with self-determination theory (SDT), one of the most prominent theories of academic motivation. SDT proposes self-determination as a critical aspect of academic motivation. The current study thus answers two questions: What do students know about self-determination in academic motivation, and how does this knowledge predict outcomes? Two studies with college student samples from diverse cultures (American and Chinese) seek to answer these questions. The results show that students generally believe self-determined types of motivation to be more normative, more effective for performance and more beneficial for well-being than non-self-determined types. This is generally accurate, with some exceptions (e.g., the tendency to underestimate the relative normalcy of certain types of self-determined motivation). Path analyses support the hypothesized mediation model, such that believing self-determined academic motivation to be more normative and associated with better outcomes in performance and well-being, on average, predicts students' higher performance and well-being via the mediation of self-determined academic motivation. The effects of the metamotivational knowledge of self-determination hold after controlling for needs support and satisfaction processes, supporting metamotivational knowledge as an intraindividual resource for academic self-determination. In general, the mediation effects hold for both cultures, and similarities and dissimilarities from cross-cultural comparisons of metamotivational knowledge are also interpreted. The current research paves the way for metamotivational knowledge interventions aiming to improve student self-determination.

In two studies, we explored the associations among situational reading-related competence beliefs and task value, inference strategies, comprehension during reading, and foundational skills in college age students. In Study 1, 93 participants from a community college completed assessments of comprehension and two types of inference strategies (elaboration and bridging), each immediately followed by a survey of their competence beliefs and task value regarding the task. Results showed that competence beliefs and task value related positively to reading comprehension. In addition, task value was positively associated with both elaborating and bridging inferences, and competence beliefs correlated positively with bridging inferences. In Study 2, we investigated these associations further in a group of 418 students studying at three different colleges. Participants completed the same assessments for competence beliefs, task value, and inference strategies, as well as assessments of comprehension and foundational reading skills. Study 2 analyses revealed that foundational reading skills were a strong predictor of both types of inferencing and also comprehension. Further, when controlling for foundational reading skills, task value predicted elaboration and bridging inferences, whereas competence beliefs did not predict inferencing, but were trending as a predictor of comprehension. Finally, we created a path model to explore mediational effects, and found that task value positively predicted comprehension performance through increased elaborations while thinking aloud.

In the study, the correlations between visual mathematics literacy perceptions, reasoning skills on geometrical shapes and geometrical performances of pre-service mathematics teachers were investigated. The study participants included 384 pre-service mathematics teachers, who were attending education departments in two universities located in Eastern and Southeastern Anatolia regions in Turkey. In the study, due to time and workforce limitations, convenience sampling method was preferred, and relational screening model was adopted. The study data was collected with visual mathematics literacy perception scale, reasoning skills on geometric shapes and geometry performance tests developed by the authors. Analysis of the correlation between the variables demonstrated that there was a moderate correlation between visual mathematics literacy perception and both the reasoning skills on geometrical shapes and the geometry performance, and there was a high correlation between the reasoning skills on geometric shapes and geometry performance. Primary model path analysis demonstrated that visual mathematics literacy perception had a moderate effect on reasoning skills on geometrical shapes and geometry performance. It was also determined that reasoning skills on geometric shapes had a strong effect on geometry performance. The findings of the path analysis conducted on the sub-dimensions revealed that all sub-dimensions had a moderate positive effect on reasoning skills on geometric shapes. It was also found that visual mathematics literacy perception had a moderate positive effect on visual perception, geometry knowledge, spatial intelligence and concretization subdimensions and geometry performance.

The aim of this study was to examine the mediating role of interpersonal cognitive distortions between perceived parental rejection and dating anxiety in emerging adults. The study also examined whether gender and grade level also differ in terms of dating anxiety. Participants were 574 (334 women, 240 men) university students studying in a state university in Turkey who were reached with stratified sampling method. The data were collected with Adult Parental Acceptance-Rejection Questionnaire-Short Form, Dating Anxiety Scale and Interpersonal Cognitive Distortions Scale. The results of the study showed positive correlations between perceived parental rejection and dating anxiety and interpersonal cognitive distortions. According to the path analysis results, interpersonal cognitive distortions were partial mediator in relationship between perceived maternal rejection and dating anxiety. However, it was found that paternal rejection had a direct effect on dating anxiety, and cognitive distortions did not have a mediating role on this relationship. It was found that dating anxiety did not differ significantly in terms of gender, while it differed in terms of grade level. Warmth and acceptance centred parent-child relationship can be considered as a protective factor that can increase the dating anxiety by increasing the cognitive distortions.

The digital revolution has heavily influenced digital game-based learning, yet as the revolution progresses, the conception of such learning has shifted along with the increasing complexity of the digital environment. Our study thus aims to identify research standing at this important juncture and to explain the shift in digital game-based learning research fields by adopting an integrated approach of main path analysis that yields this topic's knowledge diffusion. Using key-route 8 to construct the path, we collect a total of 2156 articles and their data from The Web of Science database. From over 30 years of digital game-based learning development, 26 of the most influential studies are identified and visualized using Pajek software. The findings show two development phases for this field: exploring the role of gaming for educational purpose as well as facilitating learning performance. The research focus in the first phase prominently explores the potentials of digital games for educational purposes, and then the focus evolves in the second phase into actualizing the identified potentials. We propose a framework of digital game-based learning affordance actualization to explain these shifting phenomena in the specific research fields. Furthermore, unveiling the changing conception of digital game-based learning research is important for instructional designers, scholars, and educators to truly understand how technology can enhance teaching and facilitate learning performance.

Objective: Extreme sport participation and injury rates have increased in recent decades. This study aimed to investigate sub-dimensions of impulsivity and sensation seeking that contribute to participation and injury risk in extreme sports. Participants: Data included cross-sectional survey responses from 7,109 college students (Mage=19.68, SD = 2.31). Methods: This study utilized path analysis to investigate sub-dimensions of sensation seeking and impulsivity as predictors of extreme sport participation and injury across 3 models. Results: Results of the final model identify risk seeking and lack of perseverance as the two strongest predictors of extreme sports injury, risk seeking, experience seeking, and lack of premeditation as the strongest positive predictors of extreme sports participation, and lack of perseverance as the strongest negative predictor of extreme sports participation. Conclusions: These results will contribute to targeted prevention and intervention efforts for extreme sports injury among young adults based on identified individual personality factors.

Despite decades of efforts to address all levels of barriers, promoting technology integration in schools continues to be challenging and one of the most active research areas in teacher education worldwide. There is a need to better understand the factors influencing teachers' intentions to integrate technology. Current models may lack parsimony and are limited in practical implications. Therefore, the primary purpose of the current study was to develop a new model by extending social cognitive theory. to explain pre-service teachers' technology integration intentions and to test its cross-cultural validity with Turkish and Spanish pre-service teachers. The participants were 135 (76 Turkish and 59 Spanish) pre-service teachers in the early childhood education department. Path analysis results supported the utility of the model and revealed that openness, facilitating conditions, self-efficacy, and outcome expectations are interrelated, and each plays a unique and complex role in explaining technology integration intentions. More importantly, multi-group invariance analysis test results revealed that the proposed model explained pre-service teachers' technology integration intentions in Turkish and Spanish samples with the exception of only one path, from openness to outcome expectations. The current extended social cognitive theory model is concise, includes pertinent constructs from other theoretical frameworks and models, and offers practical implications for teacher educators.

This study aimed to investigate the test-taking strategies needed for successful completion of a lecture-based listening test by employing self-reported test-taking strategy use, actual strategy use measured via eye-tracking, and test scores. In this study, participants' gaze behavior (measured by fixation and visit duration and frequency) were recorded while they completed two listening tests of three stages each: pre-listening, in which participants (n = 66) previewed question stems; while-listening, in which participants simultaneously listened to the recording and filled in their answers; and post-listening, in which they had time to review their answers and make necessary amendments. Following the listening tests, participants filled up a posttest questionnaire that asked about their strategy use in each of the three stages. Rasch measurement, "t"-test, and path analysis were performed on test scores, questionnaire results, and gaze patterns. Results suggest that gaze measures (visit duration and fixation frequency) predicted participants' final test performance, while self-reports had moderate predicting power. The findings of this study have implications for the cognitive validity of listening tests, listening test design and pedagogical approaches in building listening competence.

This study examines the relationship between support from comprehensive college transition program (CCTP) staff and students' academic self-efficacy, academic behavioral change, and achievement. We surveyed 1,197 students across three campuses of the University of Nebraska system. Path analyses revealed CCTP staff support had direct and indirect effects on these outcomes. We recommend that institutions identify program staff as sources of knowledge and that research explore them as a source of academic self-efficacy.

The urgent imperative to "move online," caused by the recent COVID-19 pandemic, has led to an in-depth study of the psychological factors involved in designing successful online learning experiences. The social-cognitive model of academic satisfaction has been widely researched in conventional educational contexts in different countries. The purpose of this research was to evaluate the adequacy of this model in e-learning education contexts. The method used was path analysis, including as independent variables: social support, informational support, self-efficacy, outcome expectations and progress in goals. The results indicated that the model adjusted satisfactorily, explaining 45% of the variance in academic satisfaction. As a specific finding of this study, in an e-learning context, it can be mentioned that a greater contribution of socio-emotional support was demonstrated with respect to informational support. On the other hand, a weak contribution of outcome expectations on academic satisfaction was verified, aspect that requires furthers research and the development of specific measures for e-learning education context. In summary, the results of this research together provide preliminary evidence favorable to the social-cognitive model of academic satisfaction in virtual environments of university education.

The purpose of this study was to investigate the relationships between epistemological beliefs and learning approaches of university students. The mediator effect of gender was also tested. A theoretical model was created, and considering the literature personality types' effects on learning approaches were kept under control. A total of 244 university students studying in 26 different departments of a university in Turkey participated in the study. Data collection tools were "Epistemological Beliefs Scale" (attaining knowledge, nurture vs. nature, absolute and single reality, and epistemic confliction), "Learning Approaches Scale" (deep approach and surface approach), and "Personality Types Scale" (type A and type B personality). It was hypothesized that sophisticated epistemological beliefs positively predict deep approach and naive epistemological beliefs positively predict surface approach. In addition, it is predicted that the model will differ for males and females. Path analysis method was used to test the models. Results showed that in attaining knowledge and epistemic confliction dimensions sophisticated epistemological beliefs positively predict deep approach. In absolute and single reality, nurture versus nature, and epistemic confliction dimensions naive epistemological beliefs positively predict surface approach. The moderator effect of gender was not significant in the overall model. The results of the research indicate that epistemological beliefs and learning approaches are interrelated structures.

This study aims to explore the relationships between cognitive flexibility (CF), perceived quality of faculty life (PQFL), learning approaches (LA) and academic achievement (AA). This correlational comparison study was conducted with 1573 undergraduates at Ankara University. The data collection tools were "Cognitive Flexibility Scale (CFS)", "Quality of Faculty Life Scale (QFLS)" and "Approaches to Learning Questionnaire (ALQ)". Grade point average (GPA) was used as a measurement of AA. The three subscales of QFLS; satisfaction from faculty (SF), faculty members (SFM), and school climate and student relationships (SSCSR) were found positively correlated with deep approach to learning (DAL), CF and AA, and negatively correlated with surface approach to learning (SAL). DAL was also found positively correlated with CF and AA, but negatively correlated with SAL. CF and AA were positively correlated with all variables, except SAL. Although CF showed a positive correlation with AA, it assumed a negative explanatory role for AA when it was included in the model as a mediating variable. The regression estimates in the path analysis model revealed that DAL, SAL and SF were positive explanatory variables for AA, whereas SSCSR was a negative explanatory variable for AA and SAL was a negative explanatory variable for CF.

Researchers used path analysis to examine self-stigma, help seeking, and alcohol and other drug (AOD) use in a community sample of individuals (N = 406) recruited through the crowdsourcing platform MTurk. Self-stigma of help seeking contributed to AOD use and was mediated by help-seeking attitudes. We discuss the implications for advocacy and stigma reduction in substance use treatment. Counselors and counselor educators can implement and advocate for interventions and training that increase positive attitudes toward seeking help, such as providing appropriate training with supervisees and counselors-in-training, providing clients and the community with mental health literacy, and engaging in more advocacy. Moreover, they can challenge thoughts of seeking help as weakness, normalize seeking psychological help, and discuss the benefits of counseling and therapy to address the development and effects of self-stigma of help seeking for individuals with substance use issues.

This study aims to determine the direct effect of reading interest and achievement motivation toward comprehension. A quantitative approach with a path analysis method was used to assess reading interest and achievement motivation towards understanding English text. Furthermore, the instruments used were questionnaires of reading interest and achievement motivation. EFL Reading comprehension tests of English text were distributed to 60 students of the English Literature Undergraduate Program. Also, the data were analyzed using path analysis technique and multiple regression analysis. The results showed a positive direct effect of (1) reading interest in English texts comprehension by 21.2%, and (2) achievement motivation towards reading comprehension by 7.6%. This study recommends that the 21st-century literacy learning process, both informal or non-formal educational institutions, needs to be more relevant and supportive for the growth and increase of reading interest and achievement motivation. Therefore, it will develop 21st-century competencies, especially in literacy learning and reading comprehension of English texts.

The aim of this research is to examine the structural relationships between metacognitive thinking skills, critical thinking standards and academic self-efficacy of teacher candidates. The research was carried out according to the relational survey method and structural equation modelling was done in the analysis of the data. The data of the study were obtained from 244 teacher candidates. Personal information form, Critical Thinking Standards Scale, Metacognitive Thinking Scale and Academic Self-Efficacy Scale were used as data collection tools in the study. The findings of the research show that the teacher candidates have a positive moderate relationship between critical thinking standards and metacognitive thinking skills. There appears to be a positive low level of relationship between critical thinking standards and academic self-efficacy. There appears to be a positive moderate relationship between metacognitive thinking skills and academic self-efficacy. Various suggestions have been made to investigators and researchers in the findings obtained from the research.

School burnout refers to psychological reactions to academic stress and loads and has been identified as a risk factor contributing to academic failure and subsequent mental health challenges. However, academic motivation, hope, and meaning in life can be potential combating factors against school burnout. This study aimed to examine the effects of academic motivation on school burnout in college students and explore mediator roles of hope and meaning in life. A path analysis was performed with the data collected from 544 Turkish college students to test the direct and indirect effects. The results showed that the direct effects from the three academic motivation variables to school burnout variables were larger than the indirect effects. Both mediators played roles in the relations between amotivation and efficacy and intrinsic motivation and efficacy. The last finding was that hope played more significant mediator roles than meaning in life. The results were discussed, along with implications for faculty, college counselors, and future studies.

Learning communities are often associated with higher student engagement and academic achievement. Few studies to date, however, have examined the impacts of these practices among international students. To address this gap, the following questions led the current study: "To what degree is participation in learning communities associated with international students' (1) engagement in educationally beneficial activities, (2) learning outcomes (e.g., general, practical, and professional development), and (3) overall satisfaction with their institutional environment and educational experience?" Drawing on student development theory, we designed a path analysis using a structural equation modelling to assess both the direct and the indirect effects. The results suggest that while students' participation in learning communities positively correlates to student learning gains and satisfaction, the student engagement indicators are the significant mediating predictors for both outcomes, thus recommending that institutions interested in assessing the impacts of learning communities should determine not only the direct effects but also the indirect effects of these practices. Our results also show differences in participation patterns among international student subgroups. Institutions should be aware of such differences and make efforts to scale high impact practices like learning communities to provide opportunities for more students to become involved in these educationally purposeful activities. The findings call for future research aimed at identifying the environmental and individual conditions that are most conducive to the cultivation of these practices for international students.

Simultaneous interpreting (SI) is a cognitively complex activity due to the concurrent nature of receiving and producing messages. Previous research confirms that SI is profoundly influenced by cognitive, attitudinal, and psychological mechanisms. Following this line of enquiry, the present investigation proposes a unique model by integrating cognitive and psychological factors related to the professional performance in SI. Specifically, this study examined a model to test the predictive and mediational effects of emotional intelligence, creativity, self-efficacy, and field dependence/independence (FD/FI) on simultaneous interpreting. A total of 248 university students majoring in Translation Studies completed measures of General Self-Efficacy Scale (GSES), Emotional-Quotient Inventory (EQ-I), Torrance Test of Creative Thinking (TTCT), General Embedded Figures Test (GMFT), and two SI tasks, namely the oral cloze test (OCT) and the listening and memory recall exercise (LMRE). The path analysis supported the direct effect of creativity and its indirect effects mediated by FD/FI on SI. Emotional intelligence made only a significant indirect effect on SI through FD/FI. Self-efficacy, on the other hand, made only a significant direct effect on SI. Emotional intelligence and creativity also contributed significantly to the prediction of FD/FI. The analyses also revealed a significant correlation between emotional intelligence and self-efficacy and also between creativity and emotional intelligence. Finally, FD/FI directly predicted simultaneous interpreting. Other hypothesized associations were not found to be statistically significant. The findings suggest that psychological attributes can have a great impact on students' performance in simultaneous interpreting training exercises. Implications of the study and the research avenues are discussed.

Psychological well-being which is an important concept for individual mental health involves maintaining meaningful aims in life, developing quality relationships with others and struggling with life to ensure personal development. Based on the importance of the concept of psychological well-being, in this study, it is aimed to determine the predictors of psychological well-being of prospective teachers who are expected to make a contribution in the healthy development of students. A total of 378 prospective teachers have participated to the study which was conducted according to the general screening model. Path analysis was used in the analysis of the data to test the predictive roles of unconditional self-acceptance, perfectionistic cognitions and perceived income levels of prospective teachers on their psychological well-being level. Results indicated that psychological well-being has a positive significance but low correlation with unconditional self-acceptance and perfectionistic cognitions. In addition, it was found that of unconditional self-acceptance, perfectionistic cognitions and perceived income level accounted for 16% of the total variance of psychological well-being. It was also determined that female participants' psychological well-being scores were higher than males' and psychological well-being levels of participants who perceived their income level as good were higher than those perceived their income level as medium and low.

Objectives: Researchers examined associations between specific forms of emotion dysregulation and numerous behavioral manifestations of impulsivity (i.e., problematic alcohol use, drug use, risky sexual activity, binge eating, non-suicidal self-injury). Participants: Participants were 238 undergraduate students (69% female). Method: Emotion dysregulation was assessed using the Difficulties in Emotion Regulation Scale (DERS). Path models examined each DERS subscale on its own, and all DERS subscales together, as predictors of all impulsive behaviors. Results: Lack of emotional clarity predicted the largest number of impulsive behaviors, both on its own and after controlling for other forms of emotion dysregulation. Non-acceptance of emotions and difficulties achieving goals when upset also related to several impulsive behaviors. Conclusions: Certain emotion regulation difficulties, particularly poor emotional clarity, may represent specific mechanisms that lead to maladaptive impulsive behaviors. Findings provide useful information for incorporating specific emotion regulation skills in harm prevention programs and treatments for university students.

The development of web-based technologies and mobile devices, as well as their widespread usage, create favorable conditions for cyberloafing behaviors, raising the effects of cyberloafing in educational settings. The current study, which examined the behavioral levels and reasons of cyberloafing committed by college students in lectures, as well as its relationship and interaction with academic self-efficacy, aims to reveal latent and observed relationships between cyberloafing factors through path analysis using a quantitative method. A total of 1245 college students [n =713, female (57.3%); nma =532, (42.7%)] from various faculties who were instructed online via learning management systems le volunteered to participate in the study. The findings of the path analysis of the structured model, which were assessed using the scales of cyberloafing, reasons of cyberloafing behavior levels, and levels of academic self-efficacy, were wellfit and validated. When the interactions of the factors of the verified model are examined, it is seen that Real-Time Updating is affected by Sharing and Gaming or Gambling, and Instructor-Induced Reasons affected by Motivation. Additionally, Motivation and Instructor-Induced Reasons are affected by Accessing Online Content; Learner Attitudes affected by Shopping, Sharing, and Real-Time Updating; and Real-Time Updating affected by Learner Attitudes, Motivation, Instructor-Induced Reasons, Sharing, and Gaming or Gambling factors. Furthermore, while Academic Self-Efficacy Factor is affected by Motivation and Gaming or Gambling factors, Real-Time Updating affects Learner Attitudes. The current study's findings reveal the reasons of the occurrence of cyberloafing behaviors in computer-based learning settings and the significance of academic self-efficacy.

Increase in individualism and a coinciding increase in anxiety among Chinese youth propelled our inquiry on Chinese college students' self-construals and their anxiety. We surveyed 335 Chinese college students (females: n = 229; 68.4%) aged 18-24 (M = 19.30, SD = 1.16) on their self-construals and anxiety. We found that the students scored similarly on interdependent self-construal and independent self-construal, but independent self-construal predicted lower anxiety score ([beta] = -0.28, p < 0.05), while interdependent self-construal did not ([beta] = -0.01, p = 0.86). Findings were discussed within China's higher education context where competition is encouraged and celebrated.

Statistics indicated that social media applications are not being utilised by many faculties for teaching purposes. The purpose of this study was to investigate factors that influence the adoption of social media applications for teaching purposes in higher education and present the current status of this adoption. The Theory of Planned Behaviour was used to guide this investigation. Finding indicated that 58% of faculty members use social media applications in their teaching, while 41% of them had not yet done so. The path analysis results indicated that behaviour intention was a strong predictor of the integration of social media applications in the teaching process, and faculty's attitudes were the only predictor for behaviour intention. A number of implications and recommendations for future research based on the results are presented.

Objective: Investigate the association of positivity with generalized anxiety and the mediating roles of resilience and sense of belonging in underrepresented college students. Participants: College students (N = 425; 18.4% White, 17.9% Black, 40.2% Hispanic, 20.2% Asian; 38.1% first-generation; M[subscript age] = 19.06; 63.1% female) completed an online survey assessing positivity, anxiety, resilience, and belonging. Methods: Path analysis tested the proposed mediation model, controlling for age, sex, race/ethnicity, first-generation status, living status, and diagnosed disability. Results: Positivity was negatively associated with anxiety directly (b = -0.468, p < 0.001) and indirectly through resilience (b = -0.083, p < 0.001), but not through belonging (b = -0.026, p > 0.05). Positivity was associated with belonging (b = 0.611, p < 0.001); belonging was not associated with anxiety (b = -0.042, p > 0.05). Conclusions: Findings highlight the benefit of positivity on anxiety and the mediating role of resilience among underrepresented college students.

As the number of international students in the United States increases, many researchers show interest in understanding how international students adapt to the local society and what factors influence this process. Cultural identity and language proficiency, as two important factors for international students in adaptation, cannot be ignored. The purpose of this study was to examine the relations of cultural identity to language learning for international students (n = 77) in the United States. In order to achieve this goal, participants completed measures of cultural identity, motivation for language learning, and self-perceived language proficiency. Using path analysis, two important findings emerged. First, ethnic identification was negatively related to self-perceived English proficiency, but this relation was mediated by motivation in learning English (i.e. high levels of motivation for language learning could buffer the effect of ethnic identification). Second, American identification (i.e. feeling a strong attachment to the United States, seeking to learn more about U.S. culture) promoted English proficiency through motivation in language learning.

Purpose: For this purpose, Teacher Self-Regulation Scale (TSRS), Emotions Questionnaire for Teachers (EQT) and Grasha's Teaching Style Inventory (TSI) were employed to gauge the influences of teacher self-regulation on university teachers' emotions and preferred teaching style. The participants of this study were 320 university teachers, majored in different branches of English (English Literature, English Teaching, English Translation), teaching in different universities of Iran. To shed light on the causal associations, a path analysis was run using LISREL 8.80. Design/methodology/approach: Following the pivotal role of effective teaching on educational well-being, the present study delve into three significant teacher-related variables i.e. teacher self-regulation, emotions and teaching style. For this purpose, TSRS, EQT, and Grasha's TSI were employed to gauge the influences of teacher self-regulation on university teachers' emotions and preferred teaching style. The participants of this study were 320 university teachers, majored in different branches of English (English Literature, English Teaching, English Translation), teaching in different universities of Iran. To shed light on the causal associations, a path analysis was run using LISREL 8.80. Findings: Based on the findings, teacher self-regulation predicts pleasant emotions positively; whereas, it predicts unpleasant emotions in a negative direction. The results also demonstrate that teacher self-regulation positively and significantly predicts student-centred styles (Facilitator and Delegator), and the reverse is true for teacher-centred styles (Formal Authority, Personal Model, and Expert). Research limitations/implications: Future studies may advance the possible relationships among the subscales of teacher self-regulation, teacher emotion and teaching style. Also, further investigations are suggested to target the teacher self-regulation, teacher emotion and teaching style in enhancing language learners' achievement. Practical implications: In effect, the findings of the current study contribute to the fields of teacher psychology and teacher education. The implications of this study may open another perspective into university teachers' psychological well-being and professional development. Social implications: The implications of this study may redound to the advantage of policy makers, curriculum designers, teacher educators, as well as university teachers. Originality/value: The implications of this study may redound to the advantage of policy-makers, curriculum designers, teacher educators and university teachers.

Purpose: This study investigates the interrelationships between the components of perceived organisational commitment (affective, continuance and normative commitment) and knowledge sharing (KS) intentions, attitudes and contributions amongst academics. It was hypothesised that organisational commitment has a positive mediating role in KS behaviours. Design/methodology/approach: To reveal the interrelationships between the components of perceived organisational commitment and KS, a correlational research design through path analysis was employed. Findings: There were significant correlations between organisational commitment components and KS. Participants with higher perceived affective commitment had higher levels of KS intentions. Similarly, participants with higher perceived normative commitment had higher levels of attitudes towards KS. However, higher levels of perceived continuance commitment were related to lower levels of expected contributions to KS. Research limitations/implications: The study was limited to participants working for a state university in Turkey. In Turkish state universities, continuance and normative commitment may be regarded differently due to unique working conditions. Practical implications: The results revealed that commitment to an organisation facilitates KS in higher education institutions, which suggests that administrators and practitioners should increase organisational commitment to create a working environment with more KS. Originality/value: Although organisational commitment and KS have been investigated in educational settings previously, this study contributes to the literature by discovering the specific interrelationships between these factors, offering a more complete picture that could be beneficial for practice.

The career adaptation model helps to explain the process of transitioning from university to employment among college students. This study tested the invariance of the model for gender and for Portuguese and Brazilian cultural contexts. Participants included 638 students (69% women, 66.1% Brazilian), aged 18 to 56 (M = 23.78, SD = 20.33). Individuals' adaptability resources, adapting responses, and adaptation results were considered and assessed. Multigroup path analysis results indicated invariance of the model only for contexts, indicating that the adaptation process, in university to employment transition, is equivalent in Portugal and Brazil, guiding career interventions in both contexts.

Cognitive science indicates that the millennial generation's behavior of instant messaging and multitasking may provide inadequate cognitive capabilities for thoughtful processing of experiences that lead to deep learning. This study describes a teaching innovation that explicitly stimulates reflection and critical self-assessment, along with guidelines for deployment in order to address the 'thinking' aspect of experiential learning. Two years of data provided a sample size of 214 traditional undergraduates that assessed the reflection intervention. Path Analysis examined the theoretical relationships between reflection within Kolb's (1984) Experiential Learning Theory and Marton & Saljo's (1976) Student Approaches to Learning Theory. The empirical evidence supports these theories indicating that this reflection intervention fostered deep learning motivation and strategy usage leading to greater perceived learning. A significant relationship between the reflection intervention and exam performance was also produced. This reflection intervention provides an additional tool for educators to help ensure deep meaningful learning. In addition, this study adds empirical support for the learning theories on which most experiential-based pedagogies are based.

The aim of the study was to examine the determining factors of students' video usage and their learning satisfaction relating to the supplementary application of educational videos, accessible in a Moodle environment in a Business Mathematics Course. The research model is based on the extension of "Technology Acceptance Model" (TAM), in which the core TAM constructs--perceived usefulness, perceived ease of use, attitude--and internet self-efficacy were included as the explanatory factors of video usage. As regards the determinants of learning satisfaction, beside the core TAM constructs, the role of learning performance, learner-learner interaction, and learner-teacher interaction was examined. Data were collected from 89 students using a questionnaire, on which the partial least-squares structural equation modelling approach was used to evaluate the research model. The results confirmed that perceived usefulness, attitude, and internet self-efficacy had a direct effect on the video usage. Learning satisfaction was directly influenced by learner-learner interaction, perceived ease of use, and learning performance. Furthermore, the results indicated that video usage had a significant effect both on learning performance and on learning satisfaction. The findings show that the extended TAM model can be applied for predicting the university students' video technology usage and their learning satisfaction regarding the usage.

This research aimed to investigate the relationships between positive and negative perfectionisms, self-handicapping, self-efficacy and academic achievement. For this purpose, an extensive literature review was conducted and a model was suggested. Structural equation model was employed to test the model. The study group of the research consisted of 350 students studying at the Faculty of Muallim Rifat Education at Kilis 7 Aralik University. The data was collected through positive and negative perfectionism scale, self-handicapping scale, self-efficacy scale and personal information form. Descriptive, correlation, path and bootstrap methods were used to analyze the data. As a result of the data analysis, it was revealed that students' positive perfectionism have a significant positive effect on their academic achievement and self-efficacy, while they have a significant negative effect on their self-handicapping. Besides, it was found that the negative perfectionism have a significant negative effect on their academic achievement and self-efficacy, and a significant positive effect on self-handicapping. Lastly, it was seen that self efficacy and self-handicapping play partial mediation roles in the relationship between positive and negative perfectionism and academic achievement. Based on this result, it can be stated that positive and negative perfectionisms are significant variables which have direct and indirect effects on academic achievement.

The purpose of this study is to analyze whether self-directedness in learning has positive effects on employment readiness of undergraduates. The subject of this study has little precedent research and we generated a research model. This study shows the following results: First, intrinsic motivation factor of self-directedness in learning has a positive effect on employment readiness directly. Task-solving abilities in self-directedness in learning indirectly have positive effects on employment readiness through the mediating effect of intrinsic motivation. Second, the higher the achievement orientation undergraduates have, the more negatively affected the employment readiness of undergraduates is. It means that higher achievement orientation may encourage them to explore new career paths such as graduate school or youth startup not normal employment of companies. Third, this study has the following significance: We set up and proved the relationship between subordinate variables in self-directedness in learning of undergraduates and subordinate variables in employment readiness. We proved that the intrinsic motivation of self-directedness in learning is the most important factor to have a positive effect on the employment readiness of undergraduates.

This pilot study focuses on the impact of academic conferences from a gender-based perspective. What motivates faculty members to attend conferences? Which conferences do they choose? Can differences be found between men and women in their attitude to the effect of the conference and its contribution to their academic work, in light of many studies on the significance women attach to the value of family and its prioritization over their career? The study dealt with a case study of one university in Israel. Ninety four academic faculty members from a variety of departments completed a questionnaire, including 60.9% women and 39.1% men. The main finding is that, among both men and women, academic conferences are perceived as contributing to their professional development. Faculty members addressed the contribution of conferences to their professional development. Findings showed that professional focusing during conferences results in publications and develops interest in the conference--and not vice versa, i.e., it is not interest in the conference that leads to publications. It was also found that the size of the conference predicts the significance of the focus on professional aspects. From a gender perspective, women prefer small conferences. In addition, for women, although they prefer small conferences they attach significance to collaborations that lead to professional focusing on their fields of research. Women appear to bring their "family-oriented patterns" to their work, explaining their inclination to small and more intimate conferences. The research findings might have an impact on the consideration given to planning academic conferences in order to reach the academic outcomes expected by faculty members who perceive conferences as an essential platform for their professional development.

A good analysis of the success factors in the university entrance exam, which is an important step for academic careers of students, is believed to help them manage this process. Properties such as self-regulation and learning approaches adopted by students undoubtedly influence their academic achievement as well as their success in university entrance exams. However, it is not exactly known how the direct and indirect relations between these variables are, and which variable has more effect on success. This research aims to determine the extent to which university entrance exam score as dependent variable; and academic achievement, deep, surface and strategic learning approaches, four sub-dimensions of self-regulatory learning skills scale as independent variables to predict university entrance exam score directly and indirectly; to this end, a path model was developed. Within the scope of the research, the data obtained from 445 students in the 4th class of the state-affiliated high schools in the 2016-2017 academic year were used. As a result of the research, the most important factor affecting the success of university entrance exam was found to be diploma grade; while diploma grades raise by using deep learning approaches, they fall by using surface learning approaches. It was detected that the use of the strategic learning approach reduces university entrance exam scores.

Teachers are expected to update their instructional strategies. Teaching learning approaches and epistemological beliefs may affect teaching practices. The aim of this study is analyzing the relation of variables that effect epistemological beliefs and teaching learning approaches of teacher candidates on a statistical model. According to literature, self-efficacy perceptions, individual innovativeness positions, gender and English success levels, are expected to have direct or indirect effects on epistemological beliefs and teaching learning approaches. Many studies examined these relations, but there is not any study examining all of these relations on a statistical model. In addition, the effect of individual innovativeness on epistemological beliefs and teaching learning approaches was not examined on any model previously. A theoretical model established in line with the literature and has been tested with path analysis method. Results indicate that the model gave fit with the data within acceptable limits. According to the model, learning teaching approaches of individuals with sophisticated epistemological beliefs are more constructivist. In this case epistemological belief, individual innovativeness, general self-efficacy, gender, English success level and alma mater can be said to have direct or indirect effects on teaching learning approaches of teacher candidates.

The major purpose of this study was to create a path analysis model of academic success in a group of university students, which included the variables of academic confidence and psychological capital with a mediator variable--academic coping. 400 undergraduates from Marmara University and Istanbul Commerce University who were in sophomore, junior and senior years participated in the study. The Academic Behavioral Confidence Scale, the Academic Coping Strategies Scale and the Psychological Capital Test Battery composed of the Academic Self-Efficacy Scale, the Life Orientation Test, the Hope Scale and the Resilience Scale were utilized to disclose the predictive roles of these variables on academic success. The results of path analyses showed that academic confidence and psychological capital had pivotal direct and indirect effects on academic success via the mediator variable--academic coping. Academic coping also had a direct influence on academic success. The findings of the study are essential for telling both vocational counselors and educational psychologists the fact that career interventions for university students should consider the non-cognitive factors on their academic achievements.

The aim of this study was to test a mindfulness model for flourishing along with mediating roles of self-compassion and valued living. Participants of the study were 327 undergraduate students (236 female, 91 male) with the mean age of 20.3 (SD=1.4). The results of path analysis yielded that mindfulness has positively direct relations with self-compassion and valued living. As well, the direct effects of self-compassion and valued living on flourishing were found positively significant. Both of the indirect paths from mindfulness to flourishing through self-compassion and valued living were also emerged statistically significant. The proposed model of mindfulness came by accounting for 37% of the variance of flourishing in the current study.

The difference in economic development among nations entirely emanates from difference in human capital development as it is the priority pathway out of poverty, diverse socio-economic and environmental crises. Although, huge investment in human capital development has long been made, mere investment will never lead to quality labor force unless paths for quality education are well substantiated. This study identifies viable paths to quality education using cross-sectional survey design by making data acquisition from 150 students selected using multistage sampling. Factor analysis and path analysis were employed to identify principal components explaining most of the variation in academic performance and to identify statistically significant paths leading into and out of quality education, respectively. Accordingly, labor market demand (unemployment), student's learning-attitude, communication skill, curriculum teaching method and learning facility are statistically significant factors, together explaining 74% of the variation in academic performance of students. Path analysis result indicated that the availability of learning facilities and macroeconomic situations (perceived unemployment and perceived employment-by-chance) is statistically significant. Thus, paradigm shifts in both internal (students and institutions) and external forces are needed. Specifically, ensuring cumulative grade point average (CGPA)-based employment as compared to chance-based employment followed by fulfillment of learning facilities will equip students for better academic results. Besides, the interaction of curriculum revision and learning facilities, and assisting students from lowincome family are necessary policy synergy interventions to realize the quest of "quality education-quality labor force for economic development" if implemented with greater inter-sector integration from micro to macro levels.