Literatura académica sobre el tema "Intrapersonal factor"
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Artículos de revistas sobre el tema "Intrapersonal factor"
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Lykova, Maryаna. "Intrapersonal conflict as a students' leadership qualities development factor." Організаційна психологія Економічна психологія 2-3, no. 20 (2020): 83–92. http://dx.doi.org/10.31108/2.2020.2.20.8.
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Introduction. Based on empirical research, the author makes a qualitative analysis of the relationship between students' leadership qualities and interpersonal conflicts as well as discusses the features of student intrapersonal conflicts and their relationship with students' leadership potential. Aim. To explore the relationship between the humanities and engineering students' leadership qualities and intrapersonal conflicts. Methods. The study of the impact of intrapersonal conflicts on the development of humanities and engineering students' leadership qualities was conducted using the Lauterbach Intrapersonal Conflicts questionnaire. Results. According to the structure of leadership qualities proposed by the author, intrapersonal conflicts are a personal leadership potential development factor, which is a personal psychological characteristic. The author discusses in detail four types of intrapersonal conflicts (the conflicts between the needs for dominance and subordination, the conflicts between the need for achievement and the fear of failure, the aspirations-and-achievements conflicts, and the trust-and-self-sufficiency conflicts), which affect the development of the humanities and engineering students’ leadership potential. Conclusions. Intrapersonal conflicts indicate the presence of contradictions between the individuals' leadership qualities such as purposefulness, motivation, integrity, confidence, developed personality, and adequate self-esteem. Intrapersonal conflicts can both promote individuals' leadership skills and decrease them. Therefore, further research into personal leadership skills development is necessary to create developmental and training methods to control intrapersonal conflicts, which could help students in their future careers.
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Brookings, Jeffrey B., and Brian Bolton. "Confirmatory factor analysis of a measure of intrapersonal empowerment." Rehabilitation Psychology 45, no. 3 (2000): 292–98. http://dx.doi.org/10.1037/0090-5550.45.3.292.
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Amir, Nurul Fatihah, Thibankumar Arumugam, and Saravanan Karuppanan. "Intrapersonal Factors Affecting Academic Probation Students in Universiti Teknologi PETRONAS." SHS Web of Conferences 124 (2021): 06002. http://dx.doi.org/10.1051/shsconf/202112406002.
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Academic probation students are considered a risk group as they do not meet the minimum academic requirements for a given semester. As such, factors affecting these students should be determined so that effective support or intervention programs can be carried out to assist this risk group. This paper examines the intrapersonal factors affecting academic probation students, specifically self-management, financial and health factors. Higher Education Needs Inventory for Students (HENIs) surveying tool was utilized on 81 academic probation students from Universiti Teknologi PETRONAS. The criticality of the factors affecting the academic probation students is based on the HENIs index. Data analyses by HENIs indicates that self-management factor is the most critical factor amongst the three factors with a HENIs index of 2.52. Such an index value indicates a high level of seriousness. This is also supported by a positive correlation between self-management factor of academic probation students and suicidal ideation (R2 of 0.240; p-value of 0.001). Financial and health factors both scored a HENIs index of 2.38 and 2.17, respectively. These index values indicate a moderate level of seriousness.
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Sriramatr, Sonthaya, and Raweewan Maphong. "Social Cognitive and Ecological Factors Influence Physical Activity Among Thai Adolescents." Journal of Physical Activity and Health 19, no. 3 (2022): 160–67. http://dx.doi.org/10.1123/jpah.2021-0554.
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Background: The aim of this study was to examine the intrapersonal, social, and physical environmental factors associated with physical activity (PA) practice in Thai adolescents. Methods: A total of 5536 adolescents aged 14–17 years participated in the survey. Confirmatory factor analyses and structural equation modeling were conducted to determine associations between intrapersonal, social, and physical environmental factors with PA. Results: The mean age of participants was 15.50 (1.12) years. Community environment had an overall effect on PA (β = 0.08). Perceived family support had direct (β = −0.14) and indirect (β = 0.17) effects on PA through perceived barriers (β = 0.14). Perceived barriers were directly related to PA (β = −0.23) and indirectly (β = −0.16) related to PA through self-efficacy (β = −0.14) and through perceived benefits and self-efficacy (β = −0.02). Perceived usefulness was indirectly related to PA through self-efficacy (β = 0.07). Self-efficacy was directly related to PA (β = 0.43). Girls were more likely to report more perceived barriers (βtotal = 0.13). The model explained 45% of the variance in PA. Conclusion: Self-efficacy and perceived barriers are important intrapersonal factors, whereas perceived family support is an important interpersonal factor for PA among Thai adolescents.
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Gerasimova, Natalia, and Inna Gerasymova. "Intrapersonal Conflict as a Factor of Adaptation of Students to Conditions of Teaching at Universities." International Letters of Social and Humanistic Sciences 70 (June 2016): 1–7. http://dx.doi.org/10.18052/www.scipress.com/ilshs.70.1.
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The article reviews the current state of studying the problem of interpersonal conflict as a factor in adaptation, characterized by consideration of the relationship of these categories on two levels: intrapersonal conflict is studied as a driving force, a source of self-in the process of adaptation and as a leading indicator of complications adaptation. It is determined that the impact of interpersonal conflict in the course of adaptation depends on self-identity in a complex interaction of external (socially determined) and internal (individual personality) factors. It is indicated that psychological content intrapersonal conflict experiences have a high degree of individual differentiation and thus determine the uniqueness of perception and interpretation of a specific person. An indicator of the transition from one level to another intrapersonal difficulties acts vulnerability to conflict self-relations context of inner experience. The nature of the adaptation of the student is determined by the internal model and solve interpersonal experiences complications, which are formed in the mind and form the basis of individual experience.
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Katkova, A. S., and I. V. Vachkov. "Psychological Determinants of the Origin of Intrapersonal Contradictions of Students." Клиническая и специальная психология 9, no. 2 (2020): 246–65. http://dx.doi.org/10.17759/cpse.2020090213.
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The article is devoted to the study of intrapersonal contradictions which affect the formation and development of the personality of students and which also may interfere with their further professional development. The main aim of the article is to identify the general intrapersonal contradictions in prospective psychologists with the means of empirical research. The paper reveals the psychological essence of the intrapersonal contradictions of the subject from the position of foreign and domestic researchers, who singled out the multidimensional drives and needs of the individual as the main factor of the contradiction. The following determinants of the occurrence of intrapersonal contradictions are analyzed - dependence on parents, traumatic experience and object relationships. These determinants are unconscious and it causes destruction in the personal and professional development of subject. The basic provisions of the method of recognition of intrapersonal contradictions are considered, the stages of the process of research of contradictions, which are manifested in the destruction of personality behavior, are disclosed. The presence of intrapersonal problems that destruct the personal development of a future psychologist is empirically confirmed. The main contradictions, which are divided into life-affirming and destructive manifestations, are investigated.
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Avsec, Andreja, Irina Belasheva, Jiri Cenek, et al. "Cross-Cultural and Gender Measurement Invariance of the Intrapersonal and Interpersonal Emotional Competence Questionnaire." Psihologijske teme 29, no. 1 (2020): 167–90. http://dx.doi.org/10.31820/pt.29.1.10.
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The Intrapersonal and Interpersonal Emotional Competence Questionnaire (IIECQ) was developed from the Emotional Skills and Competence Questionnaire, addressing some of its content issues. Measurement invariance of the two-factor IIECQ model (interpersonal and intrapersonal emotional competence factors) was examined across countries and gender groups using a sample of 998 students from five different countries (Slovenia, Russia, Croatia, India, and theCzech Republic). Our results supported partial scalar invariance of the IIECQ across countries with three items having varying intercepts in different countries. Scalar invariance was fully confirmed across gender groups. Latent means for the two IIECQ factors were compared between the five countries and the two gender groups. While men and women reported similar levels of intrapersonal and interpersonal emotional competences, significant differences were observed between some of the countries. To assess the construct validity of the IIECQ, correlations were examined between the IIECQ subscale scores and the measures of emotion regulation, personality, and well-being. In general, correlations were low to moderate and in accordance with expectations, showing adequate convergent validity of the new scales. Overall, the IIECQ represents a psychometrically sound measure of the intrapersonal and interpersonal emotional competences, which are measured in the same way across the five countries examined as well as across genders.
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Takeuchi, Hikaru, Yasuyuki Taki, Rui Nouchi, et al. "Mean diffusivity associated with trait emotional intelligence." Social Cognitive and Affective Neuroscience 14, no. 8 (2019): 871–83. http://dx.doi.org/10.1093/scan/nsz059.
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Abstract Previous neuroimaging studies have suggested that the neural bases of trait emotional intelligence (TEI) lie in the social cognition network (SCN) and the somatic marker circuitry (SMC). The current study was the first to investigate the associations of total TEI factors and subfactors with mean diffusivity (MD) of these networks as well as regional MD of the dopaminergic system (MDDS). We found that TEI intrapersonal factor score and total TEI score were negatively correlated with regional MDDS in the vicinity of the right putamen and right pallidum and that TEI intrapersonal factor score was negatively correlated with MD values of the fusiform gyrus. Total TEI score and TEI factor scores were positively correlated with MD values of various areas within or adjacent to SCN components, SMC structures and the lateral prefrontal cortex (LPFC). Our MD findings demonstrated the importance of the dopaminergic system to TEI and implicate the SCN, SMC and LPFC in TEI. Future studies are required to investigate the implications of positive and negative associations with MD values.
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Kortge, Rebecca, Tanya Meade, and Alan Tennant. "Interpersonal and Intrapersonal Functions of Deliberate Self-Harm (DSH): A Psychometric Examination of the Inventory of Statements About Self-Injury (ISAS) Scale." Behaviour Change 30, no. 1 (2013): 24–35. http://dx.doi.org/10.1017/bec.2013.3.
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Deliberate self-harm (DSH), commonly defined as the intentional, direct and non-suicidal destruction of one's body, appears to be common across both clinical and non-clinical populations. A recently developed measure of functions of DSH, the Inventory of Statements About Self-Injury (ISAS), was examined to test its two-factor model within a sample of members of online social networks. The approach adopted was to fit data from the scale to the Rasch measurement model, which is increasingly used to develop and/or assess scales. Two hundred and one (n = 201) participants aged over 18 years of age, who had engaged in DSH in the last 12 months, were recruited from online social networks’ DSH peer support groups to complete an online survey. An exploratory factor analysis supported interpersonal and intrapersonal factors based on 13 function domains. Furthermore, both factors demonstrated satisfactory fit to the Rasch model. Some local dependency was detected, and when addressed, it impacted on the alpha coefficient level for intrapersonal factor. This study is the first independent psychometric investigation of ISAS, further supporting the scale authors’ psychometric evaluations. Additional validation across different DSH samples is recommended.
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Mohamed, Wirdah, Syaznie Enre, Bee Koon Poh, and Ruzita Abd Talib. "A qualitative study of motivators and barriers to weight reduction practices among overweight and obese suburban Malay adults." Malaysian Journal of Nutrition 26, no. 3 (2020): 471–85. http://dx.doi.org/10.31246/mjn-2019-0139.
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Introduction: Designing an effective and comprehensive weight reduction intervention requires an understanding of the motivating factors and barriers to losing weight. This study explored the motivating factors and barriers to weight reduction through the experiences, emotions and ideas shared among suburban overweight and obese Malay adults. Methods: In this qualitative study, 23 overweight or obese Malay adults aged 30-59 years old were divided into three focus group discussion (FGD). The Socio-Ecological Model (SEM), consisting of four levels (intrapersonal, interpersonal, community, and policy) was utilised in this study. Results: The motivating factors were: (1) Intrapersonal level: self-awareness, health concern, self-confidence, and desire to have good physical appearance, (2) Interpersonal level: social support from family and friends, (3) Community level: availability and accessibility of physical activity facilities and health information, and (4) Policy level: healthy lifestyle programme. The barriers were: (1) Intrapersonal level: lack of knowledge about diet, physical limitations, lack of self-control, and emotion/mood, (2) Interpersonal level: spouse and children, career or housework commitment, (3) Community level: lack of neighbourhood safety, and availability and accessibility of outside foods, and (4) Policy level: availability and accessibility of outside foods. Conclusion: Eight factors were identified as motivating factors and barriers for weight reduction practices. Support from family and friends should be considered when developing an effective and comprehensive weight loss programme as it was both a motivating factor as well as a barrier.
Tesis sobre el tema "Intrapersonal factor"
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Vazsonyi, Alexander Thomas 1964. "Interpersonal and intrapersonal variables predicting early adolescent substance use: A risk factor model." Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/278317.
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This study examined early adolescent risk for substance use in a sample of 1,170 sixth and seventh graders. Risk was assessed by inspecting the predictive strength of thirteen continuous variables from the interpersonal (peer pressure, peer substance use, parental monitoring, parent-child involvement, academic achievement, and school adjustment) and intrapersonal (self efficacy, impulsivity, withdrawal, depression, somatization, delinquency, and aggression) domains. Consistent with expectations, mean levels of substance use did not differ by gender or ethnicity (Caucasians and Hispanics). In addition, model-free LISREL analyses revealed underlying process similarity of predictors between sixth and seventh graders and between Caucasians and Hispanics. Interpersonal variables accounted for significantly more variance in early adolescent lifetime substance use than intrapersonal variables (39% versus 25%). Finally, weighting continuous independent predictors did not meaningfully improve prediction of lifetime substance use. The importance of process similarity and the significance of the peer domain in early adolescent substance use are discussed.
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Duggan, Jamie. "Body image: an investigation of an intrapersonal risk factor related to non-suicidal self injury among young adults." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104861.
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The multidimensional construct of body image is an established risk factor related to numerous maladaptive outcomes. Examining the role of the body in self-destructive behaviours, Orbach (1996) theorized that negative bodily experiences and attitudes reduce self-preservative attitudes, and foster the development of detachment and hatred associated with the body, facilitating the likelihood of engaging in self-destructive behaviours. Orbach's theoretical perspective has been validated among self-destructive acts such as disordered eating behaviours, suicidal ideation, and suicidal behaviours. Non-suicidal self-injury (NSSI) represents an alternative form of self-destructive behaviour, and is defined as the deliberate, self-inflicted destruction of body tissue without conscious suicidal intent, and for purposes not socially sanctioned. The current program of research sought to validate and extend upon Orbach's theory of bodily experiences among a community sample of male and female young adults who reported having engaged in NSSI. Additionally, as emotion dysregulation is a robust risk factor related to NSSI, the current program of research sought to investigate the relationship between dimensions of body image, emotion dysregulation, and NSSI in order to understand the mechanisms through which differential dimensions of body image influence the likelihood of engaging in NSSI. Thus, the current program of research is comprised of two manuscripts. Manuscript 1 tested the factor validity of the Body Influence Assessment Inventory (BIAI; Osman et al., 2006), an instrument that was developed based on an extension of Orbach's (1996) theory of bodily experiences, in a sample of 101 young adults who reported having engaged in NSSI (72% female). Confirmatory factor analysis of the four-factor structure produced strong fit indices, thus findings (a) validated the factor structure of the BIAI among an NSSI sample, and (b) revealed the importance of acknowledging multiple dimensions of body image, including affective, cognitive, and behavioural, as useful variables in the assessment of body image among young adults who report having engaged in NSSI. Building upon these findings, Manuscript 2 investigated the differential role of dimensions of body image (i.e., affective, cognitive, and behavioural) as measured by the BIAI, among a community sample of 101 young adults who reported having engaged in NSSI, and a matched comparison group of 101 young adults who did not (n = 202, 72% female). The study also extended upon Orbach's theory, as path analyses tested a mediational model of self-injury based on the hypothesis that emotion dysregulation would mediate the relationship between dimensions of body image and the possibility of engaging in NSSI. Results indicated that negative attitudes and suicide-related thoughts concerning the body and physical appearance significantly differentiated young adults who reported having engaged in NSSI and those who did not, regardless of gender. Partial support for the proposed mediational model was found, with significant direct and indirect effects between dimensions of body image and NSSI by way of emotion dysregulation. Taken together, the two studies collectively serve to extend Orbach's (1996) theoretical conceptualization of the role of bodily experiences to a community sample of young adults who reported having engaged in NSSI, and expands the theory by identifying emotion dysregulation as a partial mechanism through which body image influences the likelihood of engaging in NSSI. In sum, the program of research identifies dimensions of body image as a robust intrapersonal risk factor, and furthers our understanding of the relationship between dimensions of body image, emotion dysregulation, and NSSI.<br>Examinant le rôle du corps dans les comportements autodestructeurs, Orbach (1996) a émis l'hypothèse que des expériences et des attitudes corporelles négatives réduisent les attitudes de conservation et favorisent le développement de détachement et de haine vis-à-vis le corps, contribuant aux probabilités d'adoption de comportements autodestructeurs. La perspective théorique d'Orbach a été validée relativement à des comportements autodestructeurs tels que les troubles du comportement alimentaire, l'idéation suicidaire et les comportements suicidaires. L'automutilation non-suicidaire (AMNS) représente une forme alternative de comportement autodestructeur et désigne des comportements délibérés de destruction physique sans intention consciente de suicide et à des fins qui ne sont pas sanctionnées socialement. Le programme de recherche cherchait à valider et à approfondir la théorie d'expériences corporelles d'Orbach parmi un échantillon communautaire de jeunes adultes (hommes et femmes) disant avoir posé des gestes d'AMNS. Puisque le dérèglement émotif est un facteur de risque important relié à l'AMNS, le programme de recherche cherchait à examiner la corrélation entre les dimensions de l'image corporelle, le dérèglement émotif et l'AMNS afin de comprendre les mécanismes par lesquels les dimensions différentielles de l'image corporelle influencent la probabilité d'adopter des comportements d'AMNS. Le manuscrit 1 a testé la validité des facteurs du Body Influence Assessment Inventory (BIAI; Osman et al., 2006), un instrument basé sur un prolongement de la théorie d'expériences corporelles d'Orbach (1996) parmi un échantillon de 101 jeunes adultes disant avoir adopté des comportements d'AMNS (72% femmes). Une analyse factorielle confirmatoire de la structure des quatre facteurs a produit des statistiques robustes; les résultats ont donc (a) validé la structure de facteurs de l'instrument BIAI parmi un échantillon AMNS, et (b) révélé l'importance de reconnaître les dimensions multiples de l'image corporelle, dont les dimensions affective, cognitive et comportementale, comme des variables utiles dans l'évaluation de l'image corporelle parmi les jeunes adultes qui disent avoir posé des gestes d'AMNS. Le manuscrit 2 a examiné le rôle différentiel des dimensions de l'image corporelle (ex.: affective, cognitive et comportementale), telles que mesurées par le BIAI, parmi un échantillon communautaire de 101 jeunes adultes disant avoir posé des gestes d'AMNS et un groupe témoin apparié de 101 jeunes adultes qui n'en n'ont pas posés (N = 202, 72% femmes). L'étude a aussi porté plus loin la théorie d'Orbach, alors que des analyses causales ont testé un modèle médiationnel d'automutilation fondé sur l'hypothèse que le dérèglement émotif faciliterait la relation entre les dimensions de l'image corporelle et l'adoption de comportements d'AMNS. Les résultats ont indiqué que les attitudes négatives et les pensées reliées au suicide portant sur le corps et l'apparence physique différentient considérablement les jeunes adultes qui posent des gestes d'AMNS et ceux qui ne le font pas, peu importe le sexe. Un soutien partiel pour le modèle médiationnel proposé a été établi, avec des effets directs et indirects significatifs entre les dimensions de l'image corporelle et l'AMNS par voie du dérèglement émotif. Les deux études servent collectivement à appliquer la conceptualisation théorique d'Orbach (1996) du rôle des expériences corporelles à un échantillon communautaire de jeunes adultes disant avoir posé des gestes d'AMNS, et élargit la théorie en identifiant le dérèglement émotif comme un mécanisme partiel par lequel l'image corporelle influence la probabilité de poser des gestes d'AMNS. Le programme de recherche identifie les dimensions de l'image corporelle comme un facteur de risque intrapersonnel important et nous aide à mieux comprendre le rapport entre les dimensions de l'image corporelle, le dérèglement émotif et l'AMNS.
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Musgrove, Emily L. "Investigating rejection sensitivity: an exploration of intrapersonal and interpersonal factors." Phd thesis, Australian Catholic University, 2010. https://acuresearchbank.acu.edu.au/download/8aa78c93fa68f69a649596aba247762261c61263082d7ef013d98ac42bec2907/14990836/65021_downloaded_stream_246.pdf.
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Rejection sensitivity is defined as the tendency to 'anxiously expect, readily perceive, and overreact to rejection' (Downey, Feldman, Khuri, & Friedman, 1994, p. 496). It has been conceptualised as a cognitive-affective processing disposition that undermines adaptive functioning. The overall aim of the current research was to explore the rejection sensitivity dynamic and investigate its association with maladaptive intrapersonal and interpersonal outcomes. To address this aim, four studies, each of which used a cross-sectional design, were undertaken. Study one explored the relationship between rejection sensitivity and depressive symptoms, and specifically sought to examine the role of social anxiety and loneliness within this relationship. One hundred and ninety five participants completed questionnaires assessing rejection sensitivity, depression, loneliness, and social anxiety. Consistent with predictions, the results indicated that rejection sensitivity was related to depressive symptoms. The experience of loneliness and social anxiety was found to further explicate this relationship. The second study investigated how rejection sensitive individuals think about and relate to others. Two hundred and five participants were required to complete questionnaires assessing rejection sensitivity, adult attachment styles, and the personality dispositions of sociotropy and autonomy. It was found that rejection sensitivity was most closely associated with an anxious attachment style and intimacy seeking coping strategies within close relationships.
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Williams, Glenn Andrew. "Intrapersonal and extrapersonal factors in stressor perceptions, coping and strain among NHS staff." Thesis, London South Bank University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288180.
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There is considerable debate about the optimal methods to be taken in measuring work related stressor-strain links. This study has explored these issues by testing a two-factor approach of assessing occupationally and organisationally linked stressors. The discriminant validity of the Job Stress Survey (JSS; Spielberger & Vagg, 1999) was tested in this study. 1,050 employees from seven National Health Service (NHS) Trusts were examined to evaluate the degree to which JSS subscales of Job Pressure and Lack of Organizational Support differentiated between staff experiences of occupational and organisational stressors respectively. Support for the discriminant validity of the JSS was obtained with inter-occupational differences in Job Pressure when comparing between the seven NHS staff groups surveyed. By contrast, staff subjected to major organisational change were more likely to report high levels of Lack of Organizational Support than those not facing such change. The satisfactory discriminant validity of the JSS has general implications for stress prevention and management. Workers in occupations prone to high occupational stress could benefit from targeted stress management interventions, whereas endemic organisational stress could be more effectively tackled with an organisation-wide focus. MIS workers' degree of Neuroticism appeared to bias links between stressors and strains. Also, when compared with low-ranking and high-ranking staff, middle-ranking workers had the highest levels of stressor experiences and the lowest job satisfaction. As a result, future research and interventions should consider the role of Neuroticism and occupational seniority, as these variables significantly influenced NHS employees' stress experiences. It is also recommended that research into workplace stress should involve the statistical control of Neuroticism. By neglecting the crucial role of Neuroticism, researchers may be ignoring the full extent to which this personality trait may distort the true link between a stressor and subsequent strain.
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Fehr, Sara K. "The impact of relationship and intrapersonal factors on condom use among college students." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1428048838.
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Van, Rooyen Anrie Sophia. "Exploring the lived experiences of adolescents in a children's home participating in a choir : a community music therapy perspective." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/58767.
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Phenomenological research was conducted to explore the lived experiences of adolescents in a Children’s home who participate in a choir that is facilitated from a community music therapy perspective. The case study involved 16 weekly choir sessions, where a variety of vocalisations and interactive vocal interventions were implemented. A performance marked the end of the process, where preferred songs were performed. Fourteen adolescents residing in Bramley Children’s Home participated in the choir and the research. Qualitative data was collected through 14 semi-structured individual interviews at the end of the process. All interview transcripts were analysed through utilising interpretative phenomenological analysis. The study concluded that participation in the community music therapy choir offered the adolescents perceived meaningful intra- and interpersonal experiences. At an intrapersonal level, the participants lived experience entailed discovering their musical voices, accessing inner strength to take action both in the here-and-now and in the future as well as experiencing a healthier picture of themselves through increased self-awareness, self-esteem and self-confidence. Utilising cognitive skills and experiencing, expressing and regulating emotions were also included in the in the intrapersonal findings. In terms of interpersonal experiences, the adolescents perceived growth in relationships, improved social skills, social harmony and connection into the community. An important finding in this study that drew on a community music therapy focus is connection into the community, where the adolescents are experiencing sustaining relationships and continuous musiking within their communities.<br>Dissertation (MMus)--University of Pretoria, 2016.<br>Music<br>MMus<br>Unrestricted
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Stewart, Katricia. "Intrapersonal and Social-Contextual Factors Related to Psychological Well-being among Youth Experiencing Homelessness." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4443.
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Homeless youth are typically defined as a group of adolescents and young adults (ages 12-24) who do not have stable dwellings, but instead live on the streets, in shelters or abandoned buildings, or in other unstable situations (e.g., doubling up with friends). Given the myriad of hardships, stressors, and marginalization faced by youth as they navigate life on the streets, it is encouraging that researchers have begun examining well-being among youth experiencing homelessness. However, the few studies examining well-being among homeless youth have produced inconsistent results. Furthermore, little is known about the components of well-being that are both relevant to and valued by homeless youth, as well as which factors predict differences in well-being among youth. This study examined psychological well-being and its associations with demographic characteristics (race, gender, and sexual orientation), intrapersonal factors (mental health, optimism, and self-esteem), and social-contextual factors (social support, sense of community, and empowerment) among 100 homeless youth utilizing services in Portland, Oregon. Quantitative results indicated that the intrapersonal and social-contextual variables were all significantly associated with psychological well-being among homeless youth at the bivariate level. However, in a full hierarchical regression model containing all study variables, only self-esteem and psychological distress were significant predictors of well-being. Thematic analysis of qualitative data revealed 11 categories of factors that impact youth's well-being, including Self Care, Social Support, and Personal Outlook. Collectively, findings have practical implications for program development at homeless youth service centers while also informing future research in this area.
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Santic, Frane Francis. "Relationship-Contingent Self-Esteem and Inter- and Intrapersonal Outcomes: All in Moderation." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1575927526581796.
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Schafer, Ellen Jennifer. "Understanding breastfeeding maintenance: exploring the role of experience, intrapersonal and interpersonal factors, and turning points." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/6637.
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Exclusive breastfeeding for at least six months and continued breastfeeding for the first year or two is promoted as the preferred method for feeding infants. In the United States, about 79% of infants are ever breastfed and less than 27% are breastfed through the first year (Centers for Disease Control and Prevention, 2014b). The purpose of this study was to understand the role of breastfeeding experiences and underlying factors that may facilitate the maintenance of breastfeeding one’s first child as well as the re-engagement in breastfeeding with one's second child. This dissertation includes two quantitative studies using secondary data and one qualitative study involving data specifically collected for this study.
The quantitative studies used data from the Infant Feeding Practices Study II and the Year 6 Follow Up surveys. Findings indicate barriers in the early breastfeeding experience (pain, trouble with milk supply, and trouble with the baby’s suck or latch) are associated with less time spent in breastfeeding maintenance among first-time mothers and experiencing trouble with the first baby’s suck or latch is associated with non-initiation with one's second child. Conversely, as levels of perceived breastfeeding self-efficacy, opinion about the best way to feed a baby, and belief about breast milk increased, or became more pro-breastfeeding over time, time spent in breastfeeding maintenance among first-time mothers also increased. Those with a high level of response efficacy were also more likely to initiate breastfeeding with a second child.
In the qualitative study, 28 first-time mothers who recently stopped breastfeeding and live in Iowa participated in semi-structured interviews. The objectives of this third study were to understand and describe first-time mothers’ experiences of infant feeding throughout the entire breastfeeding maintenance period, and explore how contextual factors may act as facilitators or barriers to breastfeeding maintenance by identifying common turning points. Turning points were defined as events or periods in time perceived as personally significant, that promoted a change, maintenance, or where a new meaning associated with the experience was acquired. Findings include seven turning points (breastfeeding problems, overcoming the unknown, recurring stressors, learning how to live life with the new baby, re-entering social roles, special occasions, and letting go) that were usually associated with stressful situations. The availability of intrapersonal (e.g., individual determination) and interpersonal (e.g., social support from others) coping resources at these turning points facilitated breastfeeding maintenance.
The first study is significant in the longitudinal consideration of both experiences and changes in intrapersonal and interpersonal factors and how these changes relate to breastfeeding maintenance. The second study is significant with the focus on multiparous mothers and the effect of previous breastfeeding thoughts and experiences on breastfeeding initiation with a second child. The third study is unique in the identification of breastfeeding turning points that may lead to identifying opportune times and strategies for maintenance interventions. Findings from these studies have implications for intervention planning and future research. The synthesis of findings across the three studies suggests the early breastfeeding period is paramount to breastfeeding maintenance, along with the role of one’s social environment, particularly the perceived availability of social support to meet mothers' needs. Finally, findings from this dissertation can be used to improve social support provision and multi-level interventions targeting mothers’ most salient needs at the most opportune times.
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Kirsch, Fabian [Verfasser], and Barbara [Akademischer Betreuer] Krahé. "Intrapersonal risk factors of aggressive behavior in childhood : a longitudinal perspective / Fabian Kirsch ; Betreuer: Barbara Krahé." Potsdam : Universität Potsdam, 2017. http://d-nb.info/1218403381/34.
Texto completoLibros sobre el tema "Intrapersonal factor"
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Brustad, Robert John. Affective outcomes in competitive youth sport: the influence of intrapersonal and socialisation factors. Microform Publications, College of Human Development and Performance, University of Oregon, 1989.
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Tsai, Jennifer, Davida Becker, Steve Sussman, Ricky Bluthenthal, Jennifer Unger, and Seth J. Schwartz. Acculturation and Risky Sexual Behavior Among Adolescents and Emerging Adults from Immigrant Families. Edited by Seth J. Schwartz and Jennifer Unger. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780190215217.013.21.
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Adolescents and emerging adults who engage in risky sexual behaviors (RSBs), such as inconsistent condom use, having multiple partners, having sex at a young age, and having sex while intoxicated or high, are at elevated risk of acquiring sexually transmitted diseases (STDs) and unplanned pregnancy. The chapter discusses the relationship of acculturation (along with associated intrapersonal and interpersonal mediators and moderators) with RSB outcomes. Acculturation can be a protective or risk-enhancing factor for RSBs among adolescents. Intrapersonal variables, such as academic achievement, sexual intention, and sexual health knowledge, and interpersonal variables, such as parent, peer, and partner relationships, can act as mediators between acculturation and RSBs. The strength of these relationships may be further moderated by religiosity and gender. Implications for future research and interventions are proposed.
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Affective outcomes in competitive youth sport: The influence of intrapersonal and socialization factors. 1987.
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Affective outcomes in competitive youth sport: The influence of intrapersonal and socialization factors. 1986.
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Tackett, Jennifer L., Avantè J. Smack, and Kathleen W. Reardon. Examining Relational Aggression in an Individual Differences Context. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190491826.003.0010.
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Individual differences, such as normal-range personality, personality pathology, and genetics (specifically behavioral genetics), are variables or constructs that can be used to distinguish people. Individual differences have also been used to understand differences in antisocial behavior, including relational aggression, and can help inform the scientific conceptualization of this behavior. This chapter summarizes evidence for individual differences in relational aggression in three dimensions: normal-range personality, personality pathology, and behavioral genetics. Relationally aggressive behaviors are associated with normal-range personality traits, including high negative affect and low interpersonal and intrapersonal self-regulation. Relational aggression also overlaps with personality pathology. With regard to genetics, relational aggression can be explained by genetic factors and also shows substantial influences from environmental factors. Taken together, relational aggression is probably influenced by a number of internal and external factors, and individual differences research highlights potential heterogeneity in the construct.
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Heisel, Marnin J., and Paul R. Duberstein. Working Sensitively and Effectively to Reduce Suicide Risk Among Older Adults. Edited by Phillip M. Kleespies. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199352722.013.25.
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Suicide is a uniquely human phenomenon, necessitating a human response. Suicide disproportionately claims the lives of older adults, and men in particular. Effective clinical practice with at-risk older adults requires sensitivity to contributing developmental, intrapersonal, social, and existential factors. Whereas the presence of suicide thoughts and behavior may be conceptualized as potential signs of an incipient mental health emergency, demanding quick and decisive action, working clinically with at-risk older adults nevertheless extends temporally beyond moments of behavioral crisis and conceptually beyond risk assessment and management. The field of later-life suicide prevention is in its relative infancy; however, progress is being made in investigating associated risk and resiliency factors and in developing, testing, and disseminating approaches to assessment and intervention. We provide an overview of the literature and call for a more sensitive, compassionate, and effective approach to suicide prevention among older adults, drawing on individually tailored and humanistic-existential approaches to care.
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Davies, Douglas J. Anthropology and Theology. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198797852.003.0012.
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This tripartite chapter calls for a creative approach that engages diverse themes while striving for satisfying resolutions of disciplinary tensions between anthropology and theology. It calls for this even if these resolutions are not achieved. The first part, entitled “Intrapersonal and Interpersonal Dialogue,” is heavily autobiographical, and offers a case study of reflexivity, excusing its indulgence in biographical reflection on account of its intention to pinpoint the very particular and contextual nature of idea development. The second part, headed “Further Conversation Pieces,” picks up just such ideas open to anthropological–theological conversation, including a cautionary gloss on the over-easy use of anthropology and theology as discrete terms. The third and final part, described as “Disciplinary Quandaries,” takes some of these formal classifications of disciplines further and also brings together some personal and institutional factors surrounding both anthropological and theological practice.
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Davidson, Jane W., and Gary E. McPherson. Learning to perform. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199346677.003.0002.
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To perform any skilled activity to expert level requires committed and intensely motivated learning. This chapter explores how musical development, particularly as it applies to learning an instrument, depends crucially on inventive and productive opportunities that coalesce in configurations unique to each learner. It reveals how an obsession with gifts and talents on the parts of researchers, teachers, parents and musicians alike has led to confusion over the nature and acquisition of the skills required for high-level music performance. It traces key theories on family scripts and self-determination to illustrate the ways in which psychological constructs shape belief and thus motivate learning. Environmental catalysts such as practice support and opportunity for creative expression offer additional significant influences. These factors are shown to align with intrapersonal characteristics and are described as syzygies, or inventive configurations, that provide pathways to committed music learning.
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Janke, E. Amy, and David E. Goodrich. Adherence to Weight Loss and Physical Activity. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190600075.003.0005.
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Maintaining a healthy weight and engaging in regular physical activity are two health behaviors that can provide significant benefit to individuals with chronic pain. However, adhering to lifestyle programs that promote weight loss and/or physical activity can be challenging. A socioecological model of adherence to healthy lifestyle behaviors in individuals with pain can assist providers in understanding the physiological, intrapersonal/behavioral, and social/environmental factors that influence adherence. Providers can optimize adherence to weight loss by facilitating an effective patient–provider relationship, tailoring intervention approaches to meet a patient’s specific needs, and applying the Five A’s model of behavior change. Providers can support long-term engagement in physical activity by developing patient-centered exercise prescriptions based on an assessment of physical limitations, comorbidities, and age and to engage in shared decision-making to best account for patient preferences and barriers to exercise.
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Hunt, Matthew O., and Heather E. Bullock. Ideologies and Beliefs about Poverty. Edited by David Brady and Linda M. Burton. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199914050.013.6.
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This article examines ideologies and beliefs about poverty. In 1981, Kluegel and Smith provided the first comprehensive summary and critique of scholarly research on beliefs about social stratification. Focusing primarily on the United States and Great Britain, they reviewed research on public beliefs in three primary areas: opportunity, the distributive process, and social class. In so doing, they identified four key questions that continue to define research in this area: What is believed about social inequality? What principles organize thought around social inequality? What determines what is believed? What are the consequences of these beliefs? This article considers what Americans (and to a lesser extent, the British) perceive and believe about social inequality; the nature of ideologies and other social psychological processes governing the intrapersonal organization of beliefs; selected factors that shape patterns of belief; and selected consequences that stratification beliefs hold for the person and for politics.
Capítulos de libros sobre el tema "Intrapersonal factor"
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Aben, Jochem E. J., Filitsa Dingyloudi, Anneke C. Timmermans, and Jan-Willem Strijbos. "Embracing Errors for Learning: Intrapersonal and Interpersonal Factors in Feedback Provision and Processing in Dyadic Interactions." In The Impact of Feedback in Higher Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25112-3_7.
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Sharma, Deepti, Rishi Asthana, and Vaishali Sharma. "A Comparative Study of Intrapersonal and Interpersonal Influencing Factors on the Academic Performance of Technical and Nontechnical Students." In Mathematical Modeling for Intelligent Systems. Chapman and Hall/CRC, 2022. http://dx.doi.org/10.1201/9781003291916-7.
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Valor-Segura, Inmaculada, Gemma Sáez, and Abraham Pieter Buunk. "Cultural Differences and Similarities in Correlates of Infidelity." In The Oxford Handbook of Infidelity. Oxford University Press, 2022. http://dx.doi.org/10.1093/oxfordhb/9780197502891.013.7.
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Abstract Infidelity is negatively judged all over the world, but there are substantial cultural differences in this respect. Moreover some variables seem globally consistently associated with the occurrence of infidelity. The current chapter examines cross-cultural differences about what infidelity means and the social and psychological correlates associated with infidelity, including intrapersonal, relational, and ideological factors. Of the intrapersonal factors that predict infidelity, it explores especially the roles of gender, religiosity, education, income, mental health, and personality. Moreover, of the interpersonal factors related to infidelity, it focuses on factors like commitment, satisfaction, and dependency. Finally, it analyzes some ideological factors, such as religiosity and attitudes toward extramarital sex that are associated with engaging in infidelity.
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Qalati, Sikandar Ali, Yaya Li, and Sajid Hussain Bhayo. "Antecedents of Entrepreneurial Resilience." In Advances in Logistics, Operations, and Management Science. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4605-8.ch004.
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Given that entrepreneurs regularly face challenges in the process of starting a new venture, their ability to adapt and respond to adversity is of great interest to entrepreneurship scholars. The aim of this chapter is to enlighten the scope of resilience in the context of entrepreneurship by elaborating the concept of resilience in a different context and identifying the factors influencing entrepreneurship resilience. This chapter has identified three main factors: intrapersonal, interpersonal, and contextual. These factors are further divided into sub-factors: intrapersonal (personal traits, motivation, human capital, and belief and values), interpersonal (informal supportive, teamwork, and formal supportive relationships), and contextual (resources, culture, and rules and regulations). This chapter has insights for scholars, universities, students, government bodies, and financial institutions.
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Komalasari, Rita. "A Social Ecological Model (SEM) to Manage Methadone Programmes in Prisons." In Advances in Healthcare Information Systems and Administration. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4580-8.ch020.
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This chapter presents findings for managing methadone programs in prisons. For the first time, the findings presented in this chapter contribute to socio-cultural and ecological approaches to solving problems, as well as providing policy alternatives for managing methadone programs in prisons. The social ecological model (SEM) is used in this research to examine the interaction of public policy, community, institutional, interpersonal, and intrapersonal elements. The findings presented in this chapter will have an impact on efforts to improve organizational, interpersonal, and intrapersonal factors.
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A., Dunstan Rajkumar, Ajay Kumar Sharma, and A. Manikandan. "Intra-Personal Emotional Intelligence Among College Students in Vellore District of Tamil Nadu." In Innovations and Technologies for Soft Skill Development and Learning. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3464-9.ch010.
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The competency of individuals to distinguish their own emotions and those of others is known as emotional intelligence. It is the “ability of an individual to accomplish and control his or her emotions and own the capacity to control the emotions of others as well.” There are four branch models of enthusiastic insight that portrays capacities of different zones of emotional intelligence. First one being the perceiving emotions; it is the expression of emotions in a non-verbal reception; using emotions; use of emotions to facilitate thoughts; understanding emotions: where emotions convey information; managing emotions: emotions are managed and understood to convey information. This study focuses on the intrapersonal emotional intelligence which is the basis for interpersonal emotional intelligence. The aspects viz., understanding emotions, managing emotions, intrinsic motivation building, and zeal are studied. The study attempts to identify the factors of emotions present in the college students so as to help them to build an effective intrapersonal emotional intelligence.
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Campbell, Kelly, Tiffany L. Brown, and Brandyn-Dior McKinley. "Predicting Infidelity in the Context of Race and Ethnicity." In The Oxford Handbook of Infidelity. Oxford University Press, 2022. http://dx.doi.org/10.1093/oxfordhb/9780197502891.013.2.
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Abstract This chapter describes the intrapersonal, relational, and environmental predictors of infidelity across the major racial/ethnic groups in the United States including African, Asian, European, Latin, and Native Americans. It also reviews cross-cultural research on the topic of race/ethnicity and infidelity. It begins by defining key terms and identifying the predictors of infidelity that apply across racial/ethnic groups. In addition, historical, societal, and cultural factors that influence individuals’ intimate relationship beliefs and practices are highlighted throughout to help contextualize the underlying motivations for infidelity. Several theoretical frameworks including social exchange and interdependence, symbolic interaction, intersectionality, and bioecological are used to advance the discussion. It concludes by identifying the limitations of extant work and providing directions for researchers and practitioners.
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Strand, Mark A., and Donald Warne. "The Diabetes, Depression, and Alcohol Triad." In Substance Abuse and Addiction. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7666-2.ch008.
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Type 2 diabetes, depression and alcohol abuse exist in many populations as co-morbidities. These conditions contribute to worsened health status and lost productivity. Such diseases also contribute to high medical expenses and other societal costs. Diabetes, depression and alcohol abuse are individually associated with compromised financial status. Treating these combined conditions as a syndrome rather than as isolated disease states may result in improved quality of care, better health outcomes, and reduced costs to society. A conceptual model that could be used to address this triad is the Social Ecological Model in which intrapersonal, interpersonal, institutional and community factors as well as public policy are considered for their impact on outcomes. The triad of diabetes, depression and alcohol abuse may have common etiological factors such as social isolation and poverty, and such a holistic approach to the common determinants underlying all three conditions holds out the most hope to reduce both the prevalence of this unique disease triad and the associated costs to society.
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Benes, Sarah. "Health Education as a Tool for Social Justice and Health Equity." In Social Justice and Putting Theory Into Practice in Schools and Communities. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9434-5.ch005.
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All youth deserve access to effective health education that provides them with the tools they need to maintain or improve their health and the health of others. Health education, in school and community settings, can be a tool for addressing social justice and health equity across race and class. Effective health education can increase awareness and understanding of the many factors, including social determinants of health and power structures, that impact health and wellness. More importantly, health education can affect change by empowering students to address not only their own health but the health of others, their communities, and beyond. This chapter reviews the current literature, focusing on practical applications for school and community settings, and presents strategies for implementing health education that supports health and wellness at interpersonal, intrapersonal, and community levels.
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Benes, Sarah. "Health Education as a Tool for Social Justice and Health Equity." In Research Anthology on Public Health Services, Policies, and Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8960-1.ch003.
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All youth deserve access to effective health education that provides them with the tools they need to maintain or improve their health and the health of others. Health education, in school and community settings, can be a tool for addressing social justice and health equity across race and class. Effective health education can increase awareness and understanding of the many factors, including social determinants of health and power structures, that impact health and wellness. More importantly, health education can affect change by empowering students to address not only their own health but the health of others, their communities, and beyond. This chapter reviews the current literature, focusing on practical applications for school and community settings, and presents strategies for implementing health education that supports health and wellness at interpersonal, intrapersonal, and community levels.
Actas de conferencias sobre el tema "Intrapersonal factor"
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Cynara, Ailsa Clarissa, Eti Poncorini Pamungkasari, and Bhisma Murti. "The Effects of Iron Tablet Program, Intrapersonal, and Social Factors On Nutrition Intake to Prevent Anemia in Female Adolescents in Yogyakarta." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.61.
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Background: Complexity of behavior among adolescents and the effects of various factors on their behavior require a deeper vision on their health-related behavior components. Inadequate intake of calcium-rich foods and low intake of essential vitamins among female adolescents are cases that indicate the need for a change in the feeding behavior among them. This study aimed to examine the effects of iron tablet program, intrapersonal, and social factors on nutrition intake to prevent anemia in female adolescents. Subjects and Method: A cohort retrospective study was carried out in Senior High Schools in Yogyakarta, Indonesia. A sample of 120 female adolescents was selected by purposive sampling. The dependent variable was nutrition intake. The independent variables were iron tablet program, perceived susceptibility, perceived seriousness, and perceived benefit, and family income. The data were collected by questionnaire and analyzed by a multiple logistic regression. Results: Nutrition intake to prevent anemia in female adolescents increased with iron tablet supplementation program (OR= 11.87; 95% CI= 1.70 to 82.76; p= 0.013), high family income (OR= 24.76; 95% CI= 1.96 to 313.22; p= 0.013), high perceived susceptibility (OR= 77.88; 95% CI= 4.12 to 1471.73; p= 0.004), high perceived seriousness (OR= 228.46; 95% CI= 7.08 to 7369.90; p= 0.002), and high perceived benefit (OR= 94.72; 95% CI= 4.87 to 1841.55; p= 0.003). Nutrition intake decreased with high perceived barrier (OR= 0.02; 95% CI= 0.01 to 0.40; p= 0.010). Conclusion: Nutrition intake to prevent anemia in female adolescents increases with iron tablet program, high family income, high perceived susceptibility, high perceived seriousness, and high perceived benefit. Nutrition intake decreases with high perceived barrier. Keywords: anemia, iron tablet, intrapersonal factor, health belief model Correspondence: Ailsa Clarissa Cynara. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: ailsaclarissacynara@student.uns.ac.id. Mobile: 082230233293. DOI: https://doi.org/10.26911/the7thicph.02.61
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Sunnatova, R. I., M. O. Mdivani, and E. V. Lidskaya. "Personal resource as a factor of deviant behaviour prevention among students of digital generation." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.264.276.
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The history of students’ deviant behavior problem and studying different aspects of this phenomenon is defined by ambiguous understanding of the phenomenon occurrence nature. Widespread digitalization of educational environment and social life introduces new factors determining the behavior of modern adolescents. A promising approach to solving a number of research and practical problems in preventing deviant behavior among adolescents may consider the possibility of identifying a personal resource as a factor of preventing violations in adolescent behavior. The study involved 402 students from Moscow school. It revealed negative connotations in self-confidence and obsession with computer games, browsing social networks (Spearman’s correlation coefficient — .583), as well as with volitional control of emotional reactions — .598. A significant correlation was also found between teenagers’ dissatisfaction with significant adults’ attitude and obsession with computer games, browsing social networks: problems with teachers — Spearman’s correlation coefficient .458 and, accordingly, dissatisfaction with family relationship .431. All correlations are significant at the level of 0.01. Generally, the analysis results allow us to state that the questionnaire being developed can be useful both to identify the adolescent’s personal resource that enforce normative behavior and to identify deviant behavior risk predictors for students in grades 7–11. It can also be used as a tool for targeted planning in psychological and pedagogical support aimed at leveling various behavior violations and intrapersonal destructive states of adolescents.
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MULYATI, DINI, SUSHEEWAWI CHAIKULL, and YUPAPORN TIRAPAIWONG. "The Relationships between Demographic Characteristics Intrapersonal Factors Social Interpersonal Factors and Drug Use among University Students in Ace Indonesia." In Fourth International Conference On Advances In Economics, Social Science and Human Behaviour Study - ESSHBS 2016. Institute of Research Engineers and Doctors, 2016. http://dx.doi.org/10.15224/978-1-63248-098-9-36.
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Ethel Ndidiamaka, Abe, Chikoko Vitallis, and Abe Isaac Idowu. "Contributions of interpersonal and intrapersonal factors to the career decision-making behaviour of STEM Students in South Africa." In 2nd International Conference on Future of Teaching and Education. GLOBALKS, 2019. http://dx.doi.org/10.33422/2nd.icfte.2019.12.859.
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Séllei, Beatrix. "MANAGEMENT AND ECONOMICS STUDENTS’ EMOTIONAL PROFILE." In 5th International Scientific Conference – EMAN 2021 – Economics and Management: How to Cope With Disrupted Times. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2021. http://dx.doi.org/10.31410/eman.2021.241.
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Although emotionally resonant leadership is widely known, higher education doesn’t focus on the development of emotional-social competencies of students. In this paper, the author presents the positive psychological profile of management and economics students and suggests renewing higher education. Data came from the 1st semester of economics and management students (n=826). Students in each year have a homogenous profile. They are extroverted, with an interesting positive psychological profile. Based on their emotional profile, students are good in many intrapersonal emotional intelligence factors, interpersonal skills, or mood. But, they have lower scores in stress-related emotional competencies. Their relatively low Grit score shows that they are likely to lose focus, although this is one key to work-flow and longtime perseverance.
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Porto Gazzoli, Gabriel, Cristina Moro, Karen Aline Batista da Silva, and José Carlos Souza Trindade Filho. "Rocking the Boat on Behalf of Customers: Influence of Supervisors versus Coworkers and the Role of Intrapersonal Factors in Nurses' Voice Behavior." In Congresso Internacional de Qualidade em Serviços e Sistemas de Saúde. Galoa, 2017. http://dx.doi.org/10.17648/qualihosp-2017-69540.
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Felea, Cristina, and Liana Stanca. "NON-COGNITIVE SKILLS: WHAT STUDENTS NEED AND EMPLOYERS REQUIRE - THE ROLE OF CONTEXTUAL LEARNING IN A BLENDED ENVIRONMENT." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-021.
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European statistical data (2015) show that the employment rates of graduates aged 20-34 are lowest for those in search of their first job. This may reflect not only issues related to job market fluctuation, but also difficulties in matching educational outcomes and labour market needs, which is an issue known to be a key component of the Europe 2020 strategy. In Romania, the transition to competence-based curricula and an increasing number of university partnerships with companies have contributed to raise student employability. However, there are multiple signals that there seems to be an important skills gap that makes transition to work difficult and costly for both employees and employers. In this respect, the authors’ research on professional and transversal competences within technology-based blended learning environments, personal observation, discussion with students and colleagues from the industries, as well as a growing number of studies on success factors in higher education, career and life during the 21st century, have revealed the need for a complex mindset that includes cognitive and non-cognitive skills. It is also known that, in spite of agreeing on a certain set of core professional and transversal competences, higher education institutions and employer value differently these factors. Increased attention has been paid to modalities to develop social-emotional and affective skills (SEA), which are said to favour academic and career success. The major categories include: approach to learning, intrapersonal skills and social skills. The present study is based on the assumption that contextual learning may be a useful addition to the blended learning environment in place so as to help identifying which SEA skills are more important for career readiness and creating premises for their implementation. For this purpose, we created a non-formal learning context (workshop) bringing together students, teachers and IT professionals with the aim of raising students’ awareness of models of organizational and work culture and practitioners’ view on future employees’ essential competences needed for an efficient and smooth integration on the job market. Then, the impact of the event was surveyed with the help of a questionnaire applied at the end of the event. The results of data analysis are expected to provide suggestions to align and supplement skills needed by graduates with existing curricular provisions. Additionally, it could indicate directions for further exploration of the role and value of non-cognitive skills for all actors involved and blended learning solutions to improve them.
Informes sobre el tema "Intrapersonal factor"
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Stewart, Katricia. Intrapersonal and Social-Contextual Factors Related to Psychological Well-being among Youth Experiencing Homelessness. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6327.
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