Cassidy
Dados Biográficos
| ID | 761516 |
|---|---|
| NOME | Cassidy |
| SOBRENOME | Cassidy |
| ASSINATURA | CASSIDY |
| AFILIAÇÕES | University of Salford |
| ORCID | 0000-0001-6156-8941 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAÇÕES | 23 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1955 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 3 |
The Academic Threat Appraisal Ratio Scale (Atars)
BACKGROUND: Previous studies examining threat appraisal and the influence of stress on human performance conclude that a challenge state leads to better performance than a threat state. Despite its potential, threat appraisal, particularly using self-report measures, has been the subject of limited investigation in applied higher educational contexts. AIMS: The study explored the potential of self-report academic threat appraisal to explain acade…
Exploring the relationship between psychological flexibility and self-report and task-based measures of cognitive flexibility
The Academic Resilience Scale (ARS-30)
Resilience is a psychological construct observed in some individuals that accounts for success despite adversity. Resilience reflects the ability to bounce back, to beat the odds and is considered an asset in human characteristic terms. Academic resilience contextualises the resilience construct and reflects an increased likelihood of educational success despite adversity. The paper provides an account of the development of a new measure of acade…
Resilience Building in Students
Self-efficacy relates to an individual's perception of their capabilities. It has a clear self-evaluative dimension leading to high or low perceived self-efficacy. Individual differences in perceived self-efficacy have been shown to be better predictors of performance than previous achievement or ability and seem particularly important when individuals face adversity. The study investigated the nature of the association between academic self-effi…
Exploring individual differences as determining factors in student academic achievement in higher education
The study investigated the association and relative influence of cognitive/motivational and demographic factors on final degree grade point average (GPA) in a single undergraduate cohort. Although academic self-efficacy, approaches to learning, prior achievement and age all produced significant correlations with GPA, regression analysis identified prior achievement (R 2 change = .288), age (R 2 change = .201) and academic self-efficacy (R 2 chang…
Self-regulated learning in higher education
The concept of self-regulated learning is becoming increasingly relevant in the study of learning and academic achievement, especially in higher education, where quite distinctive demands are placed on students. Though several key theoretical perspectives have been advanced for self-regulated learning, there is consensus regarding the central role played by student perceptions of themselves as learners. There are two general aims of this position…
Assessing ‘inexperienced’ students' ability to self‐assess
The study sought to establish the level of students' self‐assessment skill—particularly inexperienced students—and to examine the relationship between self‐assessment skill and learning style, student perceptions of academic locus of control and academic self‐efficacy. Students were asked to evaluate and provide estimated marks for their own work, were which compared with tutors' actual marks. Students also completed measures of learning style, a…
Developing the Computer User Self-Efficacy (Cuse) Scale
The article describes the development and validation of the 30-item Computer User Self-efficacy (CUSE) Scale. Self-efficacy beliefs have been identified as a factor which may contribute to the success with which a task is completed. Because of the increasing reliance on computer technologies in all aspects of life, it is important that the construct is measured accurately and appropriately. In particular, the article focuses on the measurement of…
Etat de la Recherche Sociologique aux Etats Unis
The Academic Resilience Scale (ARS-30)
Resilience is a psychological construct observed in some individuals that accounts for success despite adversity. Resilience reflects the ability to bounce back, to beat the odds and is considered an asset in human characteristic terms. Academic resilience contextualises the resilience construct and reflects an increased likelihood of educational success despite adversity. The paper provides an account of the development of a new measure of acade…
Exploring individual differences as determining factors in student academic achievement in higher education
The study investigated the association and relative influence of cognitive/motivational and demographic factors on final degree grade point average (GPA) in a single undergraduate cohort. Although academic self-efficacy, approaches to learning, prior achievement and age all produced significant correlations with GPA, regression analysis identified prior achievement (R 2 change = .288), age (R 2 change = .201) and academic self-efficacy (R 2 chang…
Self-regulated learning in higher education
The concept of self-regulated learning is becoming increasingly relevant in the study of learning and academic achievement, especially in higher education, where quite distinctive demands are placed on students. Though several key theoretical perspectives have been advanced for self-regulated learning, there is consensus regarding the central role played by student perceptions of themselves as learners. There are two general aims of this position…
Etat de la Recherche Sociologique aux Etats Unis
Developing the Computer User Self-Efficacy (Cuse) Scale
The article describes the development and validation of the 30-item Computer User Self-efficacy (CUSE) Scale. Self-efficacy beliefs have been identified as a factor which may contribute to the success with which a task is completed. Because of the increasing reliance on computer technologies in all aspects of life, it is important that the construct is measured accurately and appropriately. In particular, the article focuses on the measurement of…
Assessing ‘inexperienced’ students' ability to self‐assess
The study sought to establish the level of students' self‐assessment skill—particularly inexperienced students—and to examine the relationship between self‐assessment skill and learning style, student perceptions of academic locus of control and academic self‐efficacy. Students were asked to evaluate and provide estimated marks for their own work, were which compared with tutors' actual marks. Students also completed measures of learning style, a…
Self-regulated learning in higher education
The concept of self-regulated learning is becoming increasingly relevant in the study of learning and academic achievement, especially in higher education, where quite distinctive demands are placed on students. Though several key theoretical perspectives have been advanced for self-regulated learning, there is consensus regarding the central role played by student perceptions of themselves as learners. There are two general aims of this position…
Exploring individual differences as determining factors in student academic achievement in higher education
The study investigated the association and relative influence of cognitive/motivational and demographic factors on final degree grade point average (GPA) in a single undergraduate cohort. Although academic self-efficacy, approaches to learning, prior achievement and age all produced significant correlations with GPA, regression analysis identified prior achievement (R 2 change = .288), age (R 2 change = .201) and academic self-efficacy (R 2 chang…
Resilience Building in Students
Self-efficacy relates to an individual's perception of their capabilities. It has a clear self-evaluative dimension leading to high or low perceived self-efficacy. Individual differences in perceived self-efficacy have been shown to be better predictors of performance than previous achievement or ability and seem particularly important when individuals face adversity. The study investigated the nature of the association between academic self-effi…
The Academic Resilience Scale (ARS-30)
Resilience is a psychological construct observed in some individuals that accounts for success despite adversity. Resilience reflects the ability to bounce back, to beat the odds and is considered an asset in human characteristic terms. Academic resilience contextualises the resilience construct and reflects an increased likelihood of educational success despite adversity. The paper provides an account of the development of a new measure of acade…
Exploring the relationship between psychological flexibility and self-report and task-based measures of cognitive flexibility
The Academic Threat Appraisal Ratio Scale (Atars)
BACKGROUND: Previous studies examining threat appraisal and the influence of stress on human performance conclude that a challenge state leads to better performance than a threat state. Despite its potential, threat appraisal, particularly using self-report measures, has been the subject of limited investigation in applied higher educational contexts. AIMS: The study explored the potential of self-report academic threat appraisal to explain acade…
Psychology (7 obras) · Developmental psychology (5 obras) · Social Psychology (5 obras) · Academic achievement (4 obras) · Self-efficacy (4 obras) · Clinical Psychology (3 obras) · Grit, Self-Efficacy, and Motivation (3 obras) · Computer Science (2 obras) · Education, Achievement, and Giftedness (2 obras) · Evaluation of Teaching Practices (2 obras)