Paul Sander
Biographic Data
| ID | 6604545 |
|---|---|
| NAME | Paul Sander |
| GIVEN NAMES | Paul |
| FAMILY NAME | Sander |
| SIGNATURE | SANDER P |
| AFFILIATIONS | Teesside University |
| ORCID | 0000-0002-1124-4970 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
The big five factors as differential predictors of self-regulation, achievement emotions, coping and health behavior in undergraduate students
These results are important because they allow us to infer implications for guidance and psychological health at university
Modelling students’ academic confidence, personality and academic emotions
The research presented here is founded on the Big Five trait approach to personality which has been shown to be related to academic success, students’ academic confidence or self-efficacy and the emotions related to academic achievement.To explore whether Personality characteristics would be differentially associated with Academic Confidence and both would jointly predict Academic Emotions.A bespoke online platform was used to survey undergraduat…
Big Five, Self-Regulation, and Coping Strategies as Predictors of Achievement Emotions in Undergraduate Students
The study focused on the analysis of linear relations between personality, self-regulation, coping strategies and achievement emotions. The main objective was to establish a model of linear, empirical, associative to infer needs and proposals for intervening in emotional health in the different profiles of university students. A total of 642 undergraduate students participated in this research. Evidence of associative relations between personalit…
Undergraduate Student Gender, Personality and Academic Confidence
Within a socio-situational and socio-behavioural context, the relationships between the Big Five personality traits and the academic confidence of university students and how they differed by sex of the student was explored. Previous research has identified both conscientiousness and academic confidence as being linked to university performance. In respect of sex, female students have been found to score higher on all of the Big Five measures, wh…
Does the confidence of first-year undergraduate students change over time according to achievement goal profile
This study examined the changes in students' academic behavioural confidence over the course of their first year of academic study and whether changes differ by their achievement goal profile. Self-report data were collected from 434 participants in three waves: at the beginning of the first semester of their first year of undergraduate study, at the beginning of the second semester, and again at beginning of the second year of undergraduate stud…
Academic self-efficacy in study-related skills and behaviours
BackgroundAcademic self-efficacy, when operationalized as mastery over domain-specific knowledge, has been found to be a predictor of academic achievement and emotions. Although academic emotions are also a predictor of academic achievement, there is limited evidence for reciprocal relations with academic achievement.AimsTo examine whether academic self-efficacy, when operationalized as confidence in study-related skills and behaviours, is also a…
Measuring academic behavioural confidence
The Academic Behavioural Confidence (ABC) scale has been shown to be valid and can be useful to teachers in understanding their students, enabling the design of more effective teaching sessions with large cohorts. However, some of the between‐group differences have been smaller than expected, leading to the hypothesis that the ABC scale many not be unidimensional and that inherent subscales may be behaving in different ways, reducing the size of …
Koran oder Imām? Die Auffassung von Koran im Rahmen der imāmitischen Glaubenslehren
University Students' Expectations of Teaching
This study used a specially designed questionnaire to explore undergraduate students' expectations of and preferences in teaching, learning and assessment. A convenience sample of 395 first-year university undergraduates at the start of their university life was used. They were enrolled on a Medical, Business Studies or Psychology degree course at one of three British universities. Overall, the similarities in expectations and preferences between…
University Students' Expectations of Teaching
This study used a specially designed questionnaire to explore undergraduate students' expectations of and preferences in teaching, learning and assessment. A convenience sample of 395 first-year university undergraduates at the start of their university life was used. They were enrolled on a Medical, Business Studies or Psychology degree course at one of three British universities. Overall, the similarities in expectations and preferences between…
Academic self-efficacy in study-related skills and behaviours
BackgroundAcademic self-efficacy, when operationalized as mastery over domain-specific knowledge, has been found to be a predictor of academic achievement and emotions. Although academic emotions are also a predictor of academic achievement, there is limited evidence for reciprocal relations with academic achievement.AimsTo examine whether academic self-efficacy, when operationalized as confidence in study-related skills and behaviours, is also a…
Measuring academic behavioural confidence
The Academic Behavioural Confidence (ABC) scale has been shown to be valid and can be useful to teachers in understanding their students, enabling the design of more effective teaching sessions with large cohorts. However, some of the between‐group differences have been smaller than expected, leading to the hypothesis that the ABC scale many not be unidimensional and that inherent subscales may be behaving in different ways, reducing the size of …
Koran oder Imām? Die Auffassung von Koran im Rahmen der imāmitischen Glaubenslehren
University Students' Expectations of Teaching
This study used a specially designed questionnaire to explore undergraduate students' expectations of and preferences in teaching, learning and assessment. A convenience sample of 395 first-year university undergraduates at the start of their university life was used. They were enrolled on a Medical, Business Studies or Psychology degree course at one of three British universities. Overall, the similarities in expectations and preferences between…
Measuring academic behavioural confidence
The Academic Behavioural Confidence (ABC) scale has been shown to be valid and can be useful to teachers in understanding their students, enabling the design of more effective teaching sessions with large cohorts. However, some of the between‐group differences have been smaller than expected, leading to the hypothesis that the ABC scale many not be unidimensional and that inherent subscales may be behaving in different ways, reducing the size of …
Academic self-efficacy in study-related skills and behaviours
BackgroundAcademic self-efficacy, when operationalized as mastery over domain-specific knowledge, has been found to be a predictor of academic achievement and emotions. Although academic emotions are also a predictor of academic achievement, there is limited evidence for reciprocal relations with academic achievement.AimsTo examine whether academic self-efficacy, when operationalized as confidence in study-related skills and behaviours, is also a…
Does the confidence of first-year undergraduate students change over time according to achievement goal profile
This study examined the changes in students' academic behavioural confidence over the course of their first year of academic study and whether changes differ by their achievement goal profile. Self-report data were collected from 434 participants in three waves: at the beginning of the first semester of their first year of undergraduate study, at the beginning of the second semester, and again at beginning of the second year of undergraduate stud…
Big Five, Self-Regulation, and Coping Strategies as Predictors of Achievement Emotions in Undergraduate Students
The study focused on the analysis of linear relations between personality, self-regulation, coping strategies and achievement emotions. The main objective was to establish a model of linear, empirical, associative to infer needs and proposals for intervening in emotional health in the different profiles of university students. A total of 642 undergraduate students participated in this research. Evidence of associative relations between personalit…
Undergraduate Student Gender, Personality and Academic Confidence
Within a socio-situational and socio-behavioural context, the relationships between the Big Five personality traits and the academic confidence of university students and how they differed by sex of the student was explored. Previous research has identified both conscientiousness and academic confidence as being linked to university performance. In respect of sex, female students have been found to score higher on all of the Big Five measures, wh…
Modelling students’ academic confidence, personality and academic emotions
The research presented here is founded on the Big Five trait approach to personality which has been shown to be related to academic success, students’ academic confidence or self-efficacy and the emotions related to academic achievement.To explore whether Personality characteristics would be differentially associated with Academic Confidence and both would jointly predict Academic Emotions.A bespoke online platform was used to survey undergraduat…
The big five factors as differential predictors of self-regulation, achievement emotions, coping and health behavior in undergraduate students
These results are important because they allow us to infer implications for guidance and psychological health at university
Psychology (8 works) · Social Psychology (7 works) · Developmental psychology (5 works) · Education, Achievement, and Giftedness (5 works) · Academic achievement (4 works) · Big Five personality traits (4 works) · Clinical Psychology (4 works) · Neuroticism (4 works) · Personality (4 works) · Agreeableness (3 works)