Ramona Paloş
Biographic Data
| ID | 6052708 |
|---|---|
| NAME | Ramona Paloş |
| GIVEN NAMES | Ramona |
| FAMILY NAME | Paloş |
| SIGNATURE | PALOŞ R |
| AFFILIATIONS | West University of Timişoara |
| ORCID | 0000-0002-4426-8178 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Linking Language Attitudes to Proficiency Across Learning Contexts
Understanding the relationship between language attitudes and proficiency is essential for improving language proficiency and shaping effective educational and policy strategies. This correlational meta-analysis synthesizes 132 effect sizes nested within 46 independent samples from 33 research reports ( N = 20,505) to examine this relationship and how it is moderated by different attitude objects and contextual and methodological variables. The o…
Do social-emotional competencies shape the effects of students’ learning approaches on academic performance? Evidence from middle school education / ¿Las competencias socioemocionales influyen en los …
Socio-emotional competencies have been the subject of numerous studies that have explored their primary impact on school outcomes. Based on the CASEL model (Collaborative for Academic, Social and Emotional Learning), this study aimed to investigate whether socio-emotional competencies moderate the relationships between students’ learning approaches and their academic performance in mathematics and reading. The sample consisted of 685 seventh- and…
Exploring International Students’ Personal and Social Resources
(1) Background: Attending universities in foreign countries is a great challenge for international students, especially when adapting to a new culture and meeting specific university requirements. In this context, the present study investigates the relationship between students’ personal (i.e., psychological capital) and social resources (i.e., teachers’ support, perceived support of family, friends, and significant others), the satisfaction and …
Students’ approach to learning and their intrinsic motivation to know – the moderating role of psychological needs
Students’ approach to learning is associated with complex academic competencies, engagement, or achievement and is shaped by their intrinsic motivation to know, supported by the need for competence and autonomy satisfaction. The present study investigated the impact of intrinsic motivation to know on students’ approach to learning (i.e., deep or surface) and whether the satisfaction of competence and autonomy needs moderates the relationships bet…
Why should you believe in yourself? Students' performance‐approach goals shape their approach to learning through self‐efficacy
Based on the Achievement Goals Theory and Students' Approaches to Learning, we proposed a model in which students' self‐efficacy acts as a mediator between students' performance‐approach goals orientation and their approach to learning in dealing with academic tasks throughout an academic year. We used structural equation modelling (SEM) to test the model on a sample of 565 first‐year university students at three different moments. The results sh…
Relations between academic performance, student engagement and student burnout
Relationships between Academic Achievement and Personality Dynamics during Adolescence
The purpose of the present study is to establish whether the psychological personality type, the energetic pattern, the emotional pattern and the motivational structure of personality have any influence on academic achievement among adolescents. In order to achieve this goal, 100 Romanian adolescent subjects were tested, randomly chosen from the same high school. The instruments used were: the Myers-Briggs Type Indicator, the Eysenck Personality …
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Relationships between Academic Achievement and Personality Dynamics during Adolescence
The purpose of the present study is to establish whether the psychological personality type, the energetic pattern, the emotional pattern and the motivational structure of personality have any influence on academic achievement among adolescents. In order to achieve this goal, 100 Romanian adolescent subjects were tested, randomly chosen from the same high school. The instruments used were: the Myers-Briggs Type Indicator, the Eysenck Personality …
Relations between academic performance, student engagement and student burnout
Why should you believe in yourself? Students' performance‐approach goals shape their approach to learning through self‐efficacy
Based on the Achievement Goals Theory and Students' Approaches to Learning, we proposed a model in which students' self‐efficacy acts as a mediator between students' performance‐approach goals orientation and their approach to learning in dealing with academic tasks throughout an academic year. We used structural equation modelling (SEM) to test the model on a sample of 565 first‐year university students at three different moments. The results sh…
Exploring International Students’ Personal and Social Resources
(1) Background: Attending universities in foreign countries is a great challenge for international students, especially when adapting to a new culture and meeting specific university requirements. In this context, the present study investigates the relationship between students’ personal (i.e., psychological capital) and social resources (i.e., teachers’ support, perceived support of family, friends, and significant others), the satisfaction and …
Students’ approach to learning and their intrinsic motivation to know – the moderating role of psychological needs
Students’ approach to learning is associated with complex academic competencies, engagement, or achievement and is shaped by their intrinsic motivation to know, supported by the need for competence and autonomy satisfaction. The present study investigated the impact of intrinsic motivation to know on students’ approach to learning (i.e., deep or surface) and whether the satisfaction of competence and autonomy needs moderates the relationships bet…
Linking Language Attitudes to Proficiency Across Learning Contexts
Understanding the relationship between language attitudes and proficiency is essential for improving language proficiency and shaping effective educational and policy strategies. This correlational meta-analysis synthesizes 132 effect sizes nested within 46 independent samples from 33 research reports ( N = 20,505) to examine this relationship and how it is moderated by different attitude objects and contextual and methodological variables. The o…
Do social-emotional competencies shape the effects of students’ learning approaches on academic performance? Evidence from middle school education / ¿Las competencias socioemocionales influyen en los …
Socio-emotional competencies have been the subject of numerous studies that have explored their primary impact on school outcomes. Based on the CASEL model (Collaborative for Academic, Social and Emotional Learning), this study aimed to investigate whether socio-emotional competencies moderate the relationships between students’ learning approaches and their academic performance in mathematics and reading. The sample consisted of 685 seventh- and…
Education, Achievement, and Giftedness (4 works) · Psychology (4 works) · Academic achievement (3 works) · Mathematics education (3 works) · Social Psychology (3 works) · Autonomy (2 works) · Motivation and Self-Concept in Sports (2 works) · Pedagogy (2 works) · Self-determination theory (2 works) · Alternative five model of personality (1 work)