Structural models have been developed in both cognitive and conative fields of personality. Very recently, the empirical psychological research yielded the results that convincingly show the existence and importance of the General Factor of Personality (GFP or the Big One) in the Big Five domain. Consequently, the existent hierarchical models of personality strusture should be modified to the essential extent. Moreover, the question arises, whether GFP is in the essence a representative of still more general factor underlying the entire conative sphere of personality. In this study, the structural multivariate analyses of the 19 very complex psychological variables (including the Big Five, self-concept and self esteem, self-discrepancies, self-construals, gender shema, emotionalizy, well-being and psychological health) have been conducted. The results convinvingly demonstrated the existence of a distinctive general favtor at the apex of the structural hierarchy of the variables in the model. This factor has been interpreted as the Big Factor of Personality (BFP). The BFP correlated very highly with the GFP, yet encompasses some significant additional information. Thus, the results of the study corroborated the idea of a very general dimension underlying the entire non-cognitive domain of personality.
COBISS.SI-ID: 47478882
Scientific study of gender differences and similarities is critical to understanding human behavior. In this research we focus on some key concepts of human functioning that are related to a vast number of phenomena: self-concept and its components. We included concepts about gender differences that have not been extensively examined, such as instability and contingency of self-esteem. 339 participants, aged from 19 to 63 years, filled out the following questionnaires: Adult Sources of Self-Esteem Inventory, Rosenberg Self-Esteem Scale, Instability of Self-Esteem Scale and Contingent Self-Esteem Scale. The results show that males and females do not differ in independent self-concept, self-esteem (level, stability, or contingency). Significant differences appeared mainly in the interdependent self-concept, which seems to show the effect of fundamental bio-socio-psychological influences. Other significant differences were in one aspect of independent self-concept and one aspect of contingent self-esteem.
COBISS.SI-ID: 47815522
The purpose of our study was to investigate the relationship of affective and motivational processes and self-regulation in mathematics in secondary school students. We were interested in finding out if these relationships differ between boys and girls. Second, we predicted the use of cognitive and metacognitive strategies from emotional and motivational variables. A total of 397 students (145 boys and 252 girls) attending the first year of grammar schools in Slovenia participated in the study. Emotions were measured with the three scales assessing studentsʼ positive and negative emotions during math classes, during learning math at home and during math tests. Studentsʼ goal orientations were measured by Achievement Goal Questionnaire Revised (AGQ-revised; Elliot & Murayama, 2008), self-efficacy by Patterns of Adaptive Learning Scales (PALS; Midgley et al., 2000) and cognitive and metacognititve strategies by Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich et al., 1991). More significant correlations between emotional and motivational dimensions were found for girls than for boys. The opposite was true for the relationship between emotional dimensions and strategies. Further hierarchical regression analyses showed that emotions explained a greater amount of variance in using cognitive and metacognitive strategies in boys than in girls. In both genders, positive emotions during learning math at home and math test are the best predictors of (meta)cognitive strategy use. Among motivational variables, only performance goal orientation explained significant amount of variance in all strategies in girls over and above emotional variables. Implications of emotional and motivational dimensions for the use of cognitive and metacognitive strategies in learning math are discussed, as well as implications for further research.
COBISS.SI-ID: 47438434