This document summarizes a study that examined the relationship between personal growth initiative (PGI) and self-efficacy among university postgraduate students. PGI refers to actively seeking self-improvement, while self-efficacy is one's belief in their ability to succeed. The study found a positive relationship between PGI and self-efficacy. Specifically, higher self-efficacy predicted higher total PGI scores and scores on the four dimensions of PGI (readiness for change, planfulness, using resources, intentional behavior). Self-efficacy, particularly the effort dimension, was the strongest predictor and explained around 14% of the variance in PGI scores. The results indicate that individuals with greater belief in their capabilities are more
The document discusses motivation from several perspectives. It defines motivation, explores the nature and importance of motivation as well as the motivation process. It examines different types of drives and elements of human behavior that relate to motivation. Several theories of motivation are also outlined, including Maslow's hierarchy of needs, Herzberg's two-factor theory, and Alderfer's ERG theory. Principles of motivation in education are presented, focusing on utilizing curiosity, interests, incentives and goal-setting to maximize learning.
Leadership is "organizing a group of people to achieve a common goal." The leader may or may not have any formal authority. Students of leadership have produced theories involving traits, situational interaction, function, behavior, power, vision and values, charisma, and intelligence among others.
This document provides an introduction to organization behavior. It defines key terms like behavior, organization, and organization behavior. It discusses the benefits of studying organization behavior such as developing soft skills and enhancing individual and organizational effectiveness. It explains the relationship between behavior, productivity, and profitability - noting that productivity is key to sustaining profits. The document also discusses how behavior can be quantified and measured using metrics like count, rate, duration, response latency, and inter-response time. Finally, it defines personality and discusses the main determinants of personality as heredity and environment, providing examples of each.
This document provides an overview of Self-Determination Theory (SDT), a theory of motivation developed by Edward Deci and Richard Ryan. SDT posits that there are two main types of motivation - intrinsic motivation, which comes from within, and extrinsic motivation, which comes from external rewards or punishments. SDT also identifies three basic psychological needs - autonomy, competence, and relatedness. The theory explores how social and environmental factors can facilitate or undermine intrinsic motivation. It also presents a continuum of motivation ranging from amotivation to intrinsic motivation and discusses how extrinsic motivation can vary in its degree of autonomy. Examples are provided to illustrate concepts of SDT.
The Effect of Teacher Motivation on Teacher Performanceijtsrd
The purpose of this study is to To analyze the effect of motivation on the performance of the teachers at Madrasah Tsanawiyah Negeri Biringkanaya. The research method uses a quantitative research design, so the approach used is a quantitative approach quantitative approach , which emphasizes the theories or concepts of testing through metric numeric measurement and data analysis procedures with statistical tools for hypotheses. The data used are primary data and secondary data. The population in this study was a total of 87 teachers at Madrasah Tsanawiyah Negeri Biringkanaya, and as many as 47 respondents were sampled. Data collection was carried out through observation, interviews, questionnaires, and documentation. The data analysis method used descriptive statistical analysis and simple linear regression. The results showed that motivation has a positive and significant effect on the performance of Biringkanayah State Madrasah Tsanawiyah teachers, but the motivation indicators have not been able to provide support for increasing overall motivation. Bahriansyah | Afiah Mukhtar "The Effect of Teacher Motivation on Teacher Performance" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd37984.pdf Paper URL : https://www.ijtsrd.com/management/general-management/37984/the-effect-of-teacher-motivation-on-teacher-performance/bahriansyah
Self-determination theory (SDT) is a theory of human motivation that examines people's intrinsic and extrinsic goals and how those impact performance and well-being. According to SDT, people need to feel autonomy, competence, and relatedness to achieve psychological growth. SDT can help explain motivation in work, competition, social settings, and school by fostering a sense of self-determination and believing one has control over their own life. Improving self-determination involves having high self-motivation, basing actions on personal goals, and taking responsibility for one's behaviors.
Self determination theory and goal setting theoryTanvir Ahamed
Self-Determination Theory identifies three innate psychological needs - competence, autonomy, and relatedness - that are crucial for optimal human motivation and functioning. Goal Setting Theory states that setting specific, challenging goals and providing feedback leads to higher task performance. Both theories provide guidance on satisfying workers' needs for competence, autonomy, and relatedness to improve motivation, and using specific, challenging goals with feedback to enhance performance.
The document discusses motivation from several perspectives. It defines motivation, explores the nature and importance of motivation as well as the motivation process. It examines different types of drives and elements of human behavior that relate to motivation. Several theories of motivation are also outlined, including Maslow's hierarchy of needs, Herzberg's two-factor theory, and Alderfer's ERG theory. Principles of motivation in education are presented, focusing on utilizing curiosity, interests, incentives and goal-setting to maximize learning.
Leadership is "organizing a group of people to achieve a common goal." The leader may or may not have any formal authority. Students of leadership have produced theories involving traits, situational interaction, function, behavior, power, vision and values, charisma, and intelligence among others.
This document provides an introduction to organization behavior. It defines key terms like behavior, organization, and organization behavior. It discusses the benefits of studying organization behavior such as developing soft skills and enhancing individual and organizational effectiveness. It explains the relationship between behavior, productivity, and profitability - noting that productivity is key to sustaining profits. The document also discusses how behavior can be quantified and measured using metrics like count, rate, duration, response latency, and inter-response time. Finally, it defines personality and discusses the main determinants of personality as heredity and environment, providing examples of each.
This document provides an overview of Self-Determination Theory (SDT), a theory of motivation developed by Edward Deci and Richard Ryan. SDT posits that there are two main types of motivation - intrinsic motivation, which comes from within, and extrinsic motivation, which comes from external rewards or punishments. SDT also identifies three basic psychological needs - autonomy, competence, and relatedness. The theory explores how social and environmental factors can facilitate or undermine intrinsic motivation. It also presents a continuum of motivation ranging from amotivation to intrinsic motivation and discusses how extrinsic motivation can vary in its degree of autonomy. Examples are provided to illustrate concepts of SDT.
The Effect of Teacher Motivation on Teacher Performanceijtsrd
The purpose of this study is to To analyze the effect of motivation on the performance of the teachers at Madrasah Tsanawiyah Negeri Biringkanaya. The research method uses a quantitative research design, so the approach used is a quantitative approach quantitative approach , which emphasizes the theories or concepts of testing through metric numeric measurement and data analysis procedures with statistical tools for hypotheses. The data used are primary data and secondary data. The population in this study was a total of 87 teachers at Madrasah Tsanawiyah Negeri Biringkanaya, and as many as 47 respondents were sampled. Data collection was carried out through observation, interviews, questionnaires, and documentation. The data analysis method used descriptive statistical analysis and simple linear regression. The results showed that motivation has a positive and significant effect on the performance of Biringkanayah State Madrasah Tsanawiyah teachers, but the motivation indicators have not been able to provide support for increasing overall motivation. Bahriansyah | Afiah Mukhtar "The Effect of Teacher Motivation on Teacher Performance" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd37984.pdf Paper URL : https://www.ijtsrd.com/management/general-management/37984/the-effect-of-teacher-motivation-on-teacher-performance/bahriansyah
Self-determination theory (SDT) is a theory of human motivation that examines people's intrinsic and extrinsic goals and how those impact performance and well-being. According to SDT, people need to feel autonomy, competence, and relatedness to achieve psychological growth. SDT can help explain motivation in work, competition, social settings, and school by fostering a sense of self-determination and believing one has control over their own life. Improving self-determination involves having high self-motivation, basing actions on personal goals, and taking responsibility for one's behaviors.
Self determination theory and goal setting theoryTanvir Ahamed
Self-Determination Theory identifies three innate psychological needs - competence, autonomy, and relatedness - that are crucial for optimal human motivation and functioning. Goal Setting Theory states that setting specific, challenging goals and providing feedback leads to higher task performance. Both theories provide guidance on satisfying workers' needs for competence, autonomy, and relatedness to improve motivation, and using specific, challenging goals with feedback to enhance performance.
This document discusses self-determination as an important motivational tool and transition skill for students with disabilities. It examines the characteristics of self-determined behavior, how culture and motivation impact self-determination, and teaching strategies to improve students' self-determination skills. Specific teaching strategies discussed include problem-solving instruction, involving students in their IEP meetings, and ensuring opportunities for choice, decision-making, and goal-setting. The document concludes that while teachers can support the development of self-determination, students must find intrinsic motivation to pursue their own interests and contribute to their post-school outcomes.
This document summarizes key points from Chapter 6 of the textbook Organizational Behavior. It discusses motivation theories including content, process, and reinforcement theories. Content theories suggest motivation comes from satisfying individual needs. Process theories focus on cognitive thought processes. Reinforcement theories emphasize controlling behavior through consequences. The summary provides overviews of expectancy theory, equity theory, reinforcement, positive reinforcement, and potential ethical issues with reinforcement.
Organization behavior is important for managers to understand in order to improve organizational performance. It involves the scientific study of human behavior in organizational settings and how individuals, groups, and structure impact behavior within an organization. Understanding OB helps managers motivate employees, improve group dynamics, manage change, and utilize organizational behavior concepts, theories, and tools. It is vital for managers to understand how people behave individually and in groups in order to get workers to perform effectively and efficiently. OB can be analyzed at the individual, group, and organizational levels, and managers need insight into behavioral factors at each level.
This document discusses self-determination as a motivational tool for students. It defines self-determined behavior as actions that are independent, self-monitored, psychologically enabling, and lead to self-fulfillment. Developing better self-determination skills in school leads to better post-school outcomes. Intrinsic motivators like student choice, decision-making, autonomy, and continuous feedback can improve self-determination in the classroom. Teaching strategies to develop self-determination include finding new motivators, making effective instructional plans, and involving students in the IEP process.
A SDT Perspective on Danish Educational Debate (Jake-Pcs modstridende kopi 20...In Love with Life
This document provides an overview of Self-Determination Theory (SDT) and uses it to analyze three topics in Danish education: introducing qualifying grades to upper secondary school, student plans, and inclusion. SDT posits that humans have innate psychological needs for autonomy, competence, and relatedness. Educational contexts that support these needs foster intrinsic motivation and development, while contexts that thwart these needs can impair development. The document analyzes how debates around qualifying grades, student plans, and inclusion relate to the psychological needs of autonomy, competence, and relatedness respectively. It concludes by discussing how SDT can help understand educational reforms and their consequences.
The document summarizes several motivational learning theories: the ARCS model of motivational design by John Keller, Maslow's hierarchy of needs, goal setting theory by Edwin Locke, and incentive theory. It was submitted by a group consisting of Christine du Toit, Maria Crowley, Mike Aling, and James Arnold.
The document discusses various theories related to organizational behaviour and motivation. It defines key concepts like attitudes, perception, personality traits and provides explanations of several motivation theories like Maslow's hierarchy of needs, Herzberg's two-factor theory, McClelland's needs theory, equity theory, goal setting theory and McGregor's Theory X and Theory Y. It also covers learning theories including classical conditioning, operant conditioning and cognitive learning theory, and discusses the big five personality traits of extraversion, agreeableness, conscientiousness, neuroticism and openness.
This document discusses motivation and different psychological concepts related to motivation. It begins by defining motivation as the process of activating, maintaining, and directing behavior toward a particular goal. It then discusses:
1) Different types of needs and motives, including primary physiological needs and secondary social needs. Needs are states of lack or deficit while motives direct behavior toward goals.
2) Other key concepts like goals, which represent need states; incentives, which satisfy needs; and instincts, an old concept no longer used to explain human behavior.
3) Maslow's hierarchy of needs, which proposes needs are arranged in a ladder-like order from basic physiological needs to higher order needs like esteem and self-actualization.
Lecture 1 ob intro of course & perspective of obZainab Khan
This document provides an overview of organizational behavior and related concepts. It defines organizational behavior as the study and application of knowledge about how individuals and groups act in organizations. It discusses key theories like McGregor's Theory X and Theory Y. It also outlines common independent variables that can impact dependent variables in organizational behavior like productivity, absenteeism, and job satisfaction. Models of organizational behavior are presented, like autocratic, custodial, supportive, and collegial models.
An Examination of Emotional Intelligence and Individual AdvancementLouisa Stevenson
This study examined the relationships between emotional intelligence (EI), transformational leadership, and individual advancement. It hypothesized that EI would be positively related to individual advancement when controlling for demographic variables, and that transformational leadership would mediate this relationship. The study involved 140 employed adults who completed questionnaires assessing EI, transformational leadership, and individual advancement. Hierarchical regression found that EI was positively related to advancement when controlling for covariates. Additional analyses found that transformational leadership fully mediated the relationship between EI and individual advancement. The results provide empirical support for links between these variables.
Department of Management- Organisational Behaviour
Motivation
Characteristics of Motivation
Motivation Process
Need and Types
Theories of MOTIVATION
Maslow’s Need Hierarchy
Hertzberg’s Motivation-Hygiene Theory
McClelland’s Need Theory
Carrot and Stick Approach
McGregor’s Theory X and Theory Y
Theory Z
Maslow’s Need Hierarchy
Carrot and Stick Approach
Theory Z
Relationship between personality traits, spiritual intelligence and well bein...Alexander Decker
This document summarizes a study that examined the relationships between personality traits, spiritual intelligence, and well-being in university students. The study assessed 120 postgraduate students from the University of Jammu and Indira Gandhi National Open University using measures of the Big Five personality traits, spiritual intelligence, and well-being. Results found differences between the universities in agreeableness, conscientiousness, and some aspects of spiritual intelligence. Conscientiousness was positively correlated with well-being, while neuroticism was negatively correlated. Personal meaning production, a component of spiritual intelligence, was positively related to agreeableness.
The document discusses intrinsic and extrinsic motivation, defining intrinsic motivation as doing an activity for its inherent enjoyment or interest, while extrinsic motivation refers to doing something for a separable outcome. It proposes that extrinsic motivation varies in how autonomous it is and can reflect either external control or true self-regulation. The relationships between intrinsic/extrinsic motivations and basic psychological needs for autonomy, competence, and relatedness are examined.
The effect of personality on motivation and growth of organisational behaviou...Sourit Khamaru
It's a assignment upon Agricultural extention subject. Assignment given by Prof S. Acharya, Dept. of Agricultural Extention, Bidhan Chandra Krishi Viswavidyalaya
The Private Victory and the Student Readiness Inventory: Three Habits of Stud...Sean Weigold Ferguson
This study tested the validity and reliability of the Private Victory (PV) using items from 5 of subscales of the Student Readiness Inventory (SRI). The sample consisted of 230 college students from a small liberal arts college. After normalizing and removing inconsistent items, the internal consistency of the three PV subscales were (α = .62, .72, and .73). The SRI items displayed an internal consistency of (α = .75). The SRI shared significant correlations with all 3 PV subscales (r = .44, .45, and .66, p < .01) and college GPA (r = .28, p < .01). These results establish a baseline for the construct validity of the PV and indicate the need to refine its subscales.
This document discusses three domains of learning objectives: cognitive, affective, and psychomotor.
The cognitive domain involves mental skills and development of the intellect, and includes objectives like knowledge, understanding, application, analysis, synthesis, and evaluation. The affective domain concerns the emotional and spiritual development of personality and interests, including objectives such as receiving, responding, valuing, organizing, and characterizing. The psychomotor domain relates to physical skills and movement, divided into imitation, manipulation, precision, articulation, and naturalization.
This document discusses several theories of motivation:
1. Attribution theory explains how people attribute their successes and failures to internal or external factors.
2. Self-efficacy theory states that a sense of competence and belief in one's abilities increases motivation. Strategies to enhance self-efficacy are outlined.
3. Self-determination theory discusses how providing choices and evaluating performance in a non-controlling way can increase motivation. Self-regulation involves goal-setting, planning, and self-monitoring.
An Empirical Investigation into Employees Personality Characteristics on Orga...YogeshIJTSRD
The current conceptual study aims to add to the established personality literature by the organization. Recommendations were also made on how to ensure that employees have positive characteristics not just in the workplace, but also in the community, in order to increase the organizations productivity and success by ensuring that employees always deliver good conduct and personality. In addition, the impact of personality traits the big five model and job attitudes, as well as their interrelationships, was investigated in greater depth. Any organization that recruits employees comes from a diverse background with the common aim of achieving the organizations goals and also committing themselves to working towards achieving the organizations goals. Dr. G. Balamurugan | A. Padmavathi "An Empirical Investigation into Employees Personality Characteristics on Organizational Effectiveness" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd39915.pdf Paper URL: https://www.ijtsrd.com/management/organizational-behaviour/39915/an-empirical-investigation-into-employees-personality-characteristics-on-organizational-effectiveness/dr-g-balamurugan
The Impact of Psychological Capital on Teaching Effectiveness in the Bafut Su...ijtsrd
The study adopted the survey design and used 78 teachers selected using the demographic cluster and incidental sampling techniques from a cross section of 324 secondary school teachers in Bafut Sub Division in the North West Region of Cameroon to examine the impact of psychological capital on teaching effectiveness. The over emphasis on academic qualification and negligence of developing teachers psychological capital compromise their effectiveness and therefore problematic. Data for this study was collected using a modified version of the recently constructed psychological capital questionnaire Luthans,F., Youssef, C. M., and Avolio, B.J, 2007 made up of 48 items for both teachers and administrators , 43 questionnaire items for conscientiousness, emotional stability, extraversion, person job fit and person organization fit and 31 items for teaching effectiveness constructed by the researcher. The overall instrument was made up of 122 items. The STATA statistical package was used to run Regressions and establish Correlations used to establish relationships and in verifying the Research hypotheses. Psychological capital was found to be a significant predictor of teaching effectiveness after controlling for Emotional stability, extraversion, conscientiousness, person job fit and person organization fit. Also Self Efficacy, Hope and Optimism were shown to have significant impact on teachers’ Enthusiasm, Expectations and Task Orientation respectively. The study also found that the relationship between resilience and commitment was not statistically significant as the null hypothesis was retained. The study concludes with a call for the inclusion of psychological capital training programs to develop teachers’ psychological capital as an alternative to mitigate the ongoing challenges of ineffectiveness in the secondary school. environment.. Ndonwi Emmanuel "The Impact of Psychological Capital on Teaching Effectiveness in the Bafut Sub-Division" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35807.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/35807/the-impact-of-psychological-capital-on-teaching-effectiveness-in-the-bafut-subdivision/ndonwi-emmanuel
Self-directed Career Growth - BrightEdge Share16 presentationDave Lloyd
BrightEdge Share 16 presentation to digital and SEO marketers on creativity, leadership, career growth, data-driven marketing, personal branding, and skills development. Also included information on organizational alignment, marketing funnels, creative & visual storytelling, and emotional intelligence.
This document discusses personal growth and self-discipline. It defines personal growth as a process of personal change and progress from within, and self-discipline as the ability to force oneself to do something even if unmotivated. It identifies common excuses people use to avoid taking action for success and provides 10 steps for developing self-discipline and achieving personal growth, including reading, observing others, writing goals, and persisting through setbacks. The document recommends various self-help books and concludes by encouraging the reader to start working on themselves immediately.
This document discusses self-determination as an important motivational tool and transition skill for students with disabilities. It examines the characteristics of self-determined behavior, how culture and motivation impact self-determination, and teaching strategies to improve students' self-determination skills. Specific teaching strategies discussed include problem-solving instruction, involving students in their IEP meetings, and ensuring opportunities for choice, decision-making, and goal-setting. The document concludes that while teachers can support the development of self-determination, students must find intrinsic motivation to pursue their own interests and contribute to their post-school outcomes.
This document summarizes key points from Chapter 6 of the textbook Organizational Behavior. It discusses motivation theories including content, process, and reinforcement theories. Content theories suggest motivation comes from satisfying individual needs. Process theories focus on cognitive thought processes. Reinforcement theories emphasize controlling behavior through consequences. The summary provides overviews of expectancy theory, equity theory, reinforcement, positive reinforcement, and potential ethical issues with reinforcement.
Organization behavior is important for managers to understand in order to improve organizational performance. It involves the scientific study of human behavior in organizational settings and how individuals, groups, and structure impact behavior within an organization. Understanding OB helps managers motivate employees, improve group dynamics, manage change, and utilize organizational behavior concepts, theories, and tools. It is vital for managers to understand how people behave individually and in groups in order to get workers to perform effectively and efficiently. OB can be analyzed at the individual, group, and organizational levels, and managers need insight into behavioral factors at each level.
This document discusses self-determination as a motivational tool for students. It defines self-determined behavior as actions that are independent, self-monitored, psychologically enabling, and lead to self-fulfillment. Developing better self-determination skills in school leads to better post-school outcomes. Intrinsic motivators like student choice, decision-making, autonomy, and continuous feedback can improve self-determination in the classroom. Teaching strategies to develop self-determination include finding new motivators, making effective instructional plans, and involving students in the IEP process.
A SDT Perspective on Danish Educational Debate (Jake-Pcs modstridende kopi 20...In Love with Life
This document provides an overview of Self-Determination Theory (SDT) and uses it to analyze three topics in Danish education: introducing qualifying grades to upper secondary school, student plans, and inclusion. SDT posits that humans have innate psychological needs for autonomy, competence, and relatedness. Educational contexts that support these needs foster intrinsic motivation and development, while contexts that thwart these needs can impair development. The document analyzes how debates around qualifying grades, student plans, and inclusion relate to the psychological needs of autonomy, competence, and relatedness respectively. It concludes by discussing how SDT can help understand educational reforms and their consequences.
The document summarizes several motivational learning theories: the ARCS model of motivational design by John Keller, Maslow's hierarchy of needs, goal setting theory by Edwin Locke, and incentive theory. It was submitted by a group consisting of Christine du Toit, Maria Crowley, Mike Aling, and James Arnold.
The document discusses various theories related to organizational behaviour and motivation. It defines key concepts like attitudes, perception, personality traits and provides explanations of several motivation theories like Maslow's hierarchy of needs, Herzberg's two-factor theory, McClelland's needs theory, equity theory, goal setting theory and McGregor's Theory X and Theory Y. It also covers learning theories including classical conditioning, operant conditioning and cognitive learning theory, and discusses the big five personality traits of extraversion, agreeableness, conscientiousness, neuroticism and openness.
This document discusses motivation and different psychological concepts related to motivation. It begins by defining motivation as the process of activating, maintaining, and directing behavior toward a particular goal. It then discusses:
1) Different types of needs and motives, including primary physiological needs and secondary social needs. Needs are states of lack or deficit while motives direct behavior toward goals.
2) Other key concepts like goals, which represent need states; incentives, which satisfy needs; and instincts, an old concept no longer used to explain human behavior.
3) Maslow's hierarchy of needs, which proposes needs are arranged in a ladder-like order from basic physiological needs to higher order needs like esteem and self-actualization.
Lecture 1 ob intro of course & perspective of obZainab Khan
This document provides an overview of organizational behavior and related concepts. It defines organizational behavior as the study and application of knowledge about how individuals and groups act in organizations. It discusses key theories like McGregor's Theory X and Theory Y. It also outlines common independent variables that can impact dependent variables in organizational behavior like productivity, absenteeism, and job satisfaction. Models of organizational behavior are presented, like autocratic, custodial, supportive, and collegial models.
An Examination of Emotional Intelligence and Individual AdvancementLouisa Stevenson
This study examined the relationships between emotional intelligence (EI), transformational leadership, and individual advancement. It hypothesized that EI would be positively related to individual advancement when controlling for demographic variables, and that transformational leadership would mediate this relationship. The study involved 140 employed adults who completed questionnaires assessing EI, transformational leadership, and individual advancement. Hierarchical regression found that EI was positively related to advancement when controlling for covariates. Additional analyses found that transformational leadership fully mediated the relationship between EI and individual advancement. The results provide empirical support for links between these variables.
Department of Management- Organisational Behaviour
Motivation
Characteristics of Motivation
Motivation Process
Need and Types
Theories of MOTIVATION
Maslow’s Need Hierarchy
Hertzberg’s Motivation-Hygiene Theory
McClelland’s Need Theory
Carrot and Stick Approach
McGregor’s Theory X and Theory Y
Theory Z
Maslow’s Need Hierarchy
Carrot and Stick Approach
Theory Z
Relationship between personality traits, spiritual intelligence and well bein...Alexander Decker
This document summarizes a study that examined the relationships between personality traits, spiritual intelligence, and well-being in university students. The study assessed 120 postgraduate students from the University of Jammu and Indira Gandhi National Open University using measures of the Big Five personality traits, spiritual intelligence, and well-being. Results found differences between the universities in agreeableness, conscientiousness, and some aspects of spiritual intelligence. Conscientiousness was positively correlated with well-being, while neuroticism was negatively correlated. Personal meaning production, a component of spiritual intelligence, was positively related to agreeableness.
The document discusses intrinsic and extrinsic motivation, defining intrinsic motivation as doing an activity for its inherent enjoyment or interest, while extrinsic motivation refers to doing something for a separable outcome. It proposes that extrinsic motivation varies in how autonomous it is and can reflect either external control or true self-regulation. The relationships between intrinsic/extrinsic motivations and basic psychological needs for autonomy, competence, and relatedness are examined.
The effect of personality on motivation and growth of organisational behaviou...Sourit Khamaru
It's a assignment upon Agricultural extention subject. Assignment given by Prof S. Acharya, Dept. of Agricultural Extention, Bidhan Chandra Krishi Viswavidyalaya
The Private Victory and the Student Readiness Inventory: Three Habits of Stud...Sean Weigold Ferguson
This study tested the validity and reliability of the Private Victory (PV) using items from 5 of subscales of the Student Readiness Inventory (SRI). The sample consisted of 230 college students from a small liberal arts college. After normalizing and removing inconsistent items, the internal consistency of the three PV subscales were (α = .62, .72, and .73). The SRI items displayed an internal consistency of (α = .75). The SRI shared significant correlations with all 3 PV subscales (r = .44, .45, and .66, p < .01) and college GPA (r = .28, p < .01). These results establish a baseline for the construct validity of the PV and indicate the need to refine its subscales.
This document discusses three domains of learning objectives: cognitive, affective, and psychomotor.
The cognitive domain involves mental skills and development of the intellect, and includes objectives like knowledge, understanding, application, analysis, synthesis, and evaluation. The affective domain concerns the emotional and spiritual development of personality and interests, including objectives such as receiving, responding, valuing, organizing, and characterizing. The psychomotor domain relates to physical skills and movement, divided into imitation, manipulation, precision, articulation, and naturalization.
This document discusses several theories of motivation:
1. Attribution theory explains how people attribute their successes and failures to internal or external factors.
2. Self-efficacy theory states that a sense of competence and belief in one's abilities increases motivation. Strategies to enhance self-efficacy are outlined.
3. Self-determination theory discusses how providing choices and evaluating performance in a non-controlling way can increase motivation. Self-regulation involves goal-setting, planning, and self-monitoring.
An Empirical Investigation into Employees Personality Characteristics on Orga...YogeshIJTSRD
The current conceptual study aims to add to the established personality literature by the organization. Recommendations were also made on how to ensure that employees have positive characteristics not just in the workplace, but also in the community, in order to increase the organizations productivity and success by ensuring that employees always deliver good conduct and personality. In addition, the impact of personality traits the big five model and job attitudes, as well as their interrelationships, was investigated in greater depth. Any organization that recruits employees comes from a diverse background with the common aim of achieving the organizations goals and also committing themselves to working towards achieving the organizations goals. Dr. G. Balamurugan | A. Padmavathi "An Empirical Investigation into Employees Personality Characteristics on Organizational Effectiveness" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd39915.pdf Paper URL: https://www.ijtsrd.com/management/organizational-behaviour/39915/an-empirical-investigation-into-employees-personality-characteristics-on-organizational-effectiveness/dr-g-balamurugan
The Impact of Psychological Capital on Teaching Effectiveness in the Bafut Su...ijtsrd
The study adopted the survey design and used 78 teachers selected using the demographic cluster and incidental sampling techniques from a cross section of 324 secondary school teachers in Bafut Sub Division in the North West Region of Cameroon to examine the impact of psychological capital on teaching effectiveness. The over emphasis on academic qualification and negligence of developing teachers psychological capital compromise their effectiveness and therefore problematic. Data for this study was collected using a modified version of the recently constructed psychological capital questionnaire Luthans,F., Youssef, C. M., and Avolio, B.J, 2007 made up of 48 items for both teachers and administrators , 43 questionnaire items for conscientiousness, emotional stability, extraversion, person job fit and person organization fit and 31 items for teaching effectiveness constructed by the researcher. The overall instrument was made up of 122 items. The STATA statistical package was used to run Regressions and establish Correlations used to establish relationships and in verifying the Research hypotheses. Psychological capital was found to be a significant predictor of teaching effectiveness after controlling for Emotional stability, extraversion, conscientiousness, person job fit and person organization fit. Also Self Efficacy, Hope and Optimism were shown to have significant impact on teachers’ Enthusiasm, Expectations and Task Orientation respectively. The study also found that the relationship between resilience and commitment was not statistically significant as the null hypothesis was retained. The study concludes with a call for the inclusion of psychological capital training programs to develop teachers’ psychological capital as an alternative to mitigate the ongoing challenges of ineffectiveness in the secondary school. environment.. Ndonwi Emmanuel "The Impact of Psychological Capital on Teaching Effectiveness in the Bafut Sub-Division" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35807.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/35807/the-impact-of-psychological-capital-on-teaching-effectiveness-in-the-bafut-subdivision/ndonwi-emmanuel
Self-directed Career Growth - BrightEdge Share16 presentationDave Lloyd
BrightEdge Share 16 presentation to digital and SEO marketers on creativity, leadership, career growth, data-driven marketing, personal branding, and skills development. Also included information on organizational alignment, marketing funnels, creative & visual storytelling, and emotional intelligence.
This document discusses personal growth and self-discipline. It defines personal growth as a process of personal change and progress from within, and self-discipline as the ability to force oneself to do something even if unmotivated. It identifies common excuses people use to avoid taking action for success and provides 10 steps for developing self-discipline and achieving personal growth, including reading, observing others, writing goals, and persisting through setbacks. The document recommends various self-help books and concludes by encouraging the reader to start working on themselves immediately.
Researchers explore infants' mental abilities through tests of habituation, where they measure infants' decreased interest in repeated stimuli over time. This allows researchers to determine what infants prefer to look at, like human faces over other images. Infant brain and motor development occurs rapidly during the first years of life. The brain grows dramatically as new neural connections are formed. Infants develop motor skills like grasping, stepping, and balance. Early experiences and maturation enable new cognitive and physical abilities during this critical period of development.
The document discusses self-directed growth and professional development. It defines self-directed growth as a lifelong process of assessing one's skills and setting goals. Key factors that enable self-growth include knowledge, skills, attitude, and competency. Actions that support self-directed growth include self-directed learning, collaborative learning, reflective practices, experiential learning, self-monitoring, journal writing, analyzing critical incidents, action research, and maintaining teaching portfolios. Strategies provided include self-monitoring one's teaching, journaling reflections, analyzing important teaching incidents, and conducting action research to improve teaching methods.
This document discusses self-growth and improvement. It emphasizes that self-growth involves accepting yourself while also striving to reach your full potential. The document provides tips for self-improvement, such as taking inventory of your existing skills, focusing on one area at a time to improve like communication skills, cutting out bad habits, and committing to personal development.
The document discusses various biological theories of aging proposed over centuries. It describes genetic cellular theories which attribute aging to changes in DNA and RNA programmed by genes. Non-genetic cellular theories view aging as damage caused over time by the internal and external environment. Physiological system theories see aging resulting from the gradual failure of regulatory systems in the body. The document also discusses theories around sleep, aging solutions like antioxidants and collagen, and the goals of the Charles Rivers Institute to develop anti-aging therapies and identify mechanisms of aging.
SXSW2013: Design for Aging, Your Future-SelfCarina Ngai
The stereotypical product image for seniors entails bigger buttons, bigger text, and bigger screens. When it comes to designing for the elderly, it is not necessary to dumb down technologies. In this talk, I'm taking a different perspective on aging: Rather than focusing on their disabilities such as loss of vision/hearing/memory, let's look into the rich dimensions of their lives, their surrounding communities, and discuss how design can contribute in this domain.
Let's move beyond usability, and introduce “Design for Aging” as a process of innovation. This presentation includes approach on design research, and my thoughts behind the emerging trends on aging. I've also included some discovery on the aging populations' inspirations, aspirations, values and challenges to their daily lives.
This talk plans to introduce you to "Inclusive Design", inspire you to take on different lenses, and offer plenty of design opportunities in the domain of aging.
By 2030 one-fifth of the U.S. population will be 65 or older. Older populations are "not what they used to be" and need not support the myths about old age. This powerpoint talks about the upside of growing older.
Psychological aging is complex and varies between individuals depending on personality and ability to adapt. Those who adapt well maintain an openness to experience, flexibility, creativity, empathy, self-belief, strong social support, and sense of adventure. Several theories explore cognitive, social, and personality development with aging. These include lifespan development theory, selective optimization with compensation theory, and socioemotional selectivity theory which posit changes in cognitive abilities and social interactions with age. Personality is also theorized to change or remain stable depending on the individual. Maintaining playfulness and a positive outlook through social engagement may help optimize aging.
The document discusses growth and development from an orthodontic perspective. It covers several key points:
1. Growth involves increases in size, changes in proportions, and increasing complexity over time from embryological development through childhood, adolescence and adulthood.
2. Factors like heredity, nutrition, illness, socioeconomics, and environment can influence growth.
3. Growth occurs in rhythmic patterns with growth spurts, including one in early childhood and another during adolescence.
4. Understanding normal growth patterns, variability, and timing is important for orthodontic treatment planning and assessment.
The document provides an introduction to educational psychology and adolescent development. It discusses key concepts in educational psychology including learning, thinking, development and motivation. It then focuses on defining adolescence and perspectives on adolescent development, including historical views and stereotypes. Finally, it covers processes and periods of adolescent development, applying Bronfenbrenner's ecological systems theory to understand the social contexts that influence development. Understanding development enables teachers to implement developmentally appropriate practices.
Aging is a natural phenomenon. it is the law of nature
this slide is about the various factors which independently or in combinations contribute to aging in humans
This document outlines the different stages of human growth and development from infancy to adulthood. It discusses the physical, mental, emotional, and social changes that occur at each stage, including infancy, early childhood, childhood, late childhood, adolescence, and adulthood. The stages progress from learning to walk and talk in early childhood to questioning oneself and developing adult relationships in adolescence to a slowing of the senses and loss of bone density in adulthood.
Presentation materials for an educator inservice on growth mindsets. Includes background information, historical perspectives, a self-assessment, and strategies for assisting students in developing growth mindsets.
This document provides an overview of the aging process and how it affects different parts of the human body. It discusses how aging slows cell multiplication and impacts the immune system, bones, brain, skin, hair, vision, hearing, and heart. Regular exercise, stress management, and healthy lifestyle choices can help ensure a more active old age despite physical changes from aging.
Early childhood spans from birth to age 5 and involves remarkable physical, cognitive, socio-emotional, and language development. Key physical milestones include walking, running, and fine motor skills like scribbling and cutting. Cognitively, children progress from sensorimotor thinking to representational thought, such as pretend play and understanding of symbols. Socio-emotionally, children develop self-awareness and understanding of emotions while learning social skills through family and peer interactions. This period lays the groundwork for further development across multiple domains.
1
Benchmark- Self Assessment and Reflection
Benchmark- Self Assessment and Reflection
Introduction
Self-assessment is the capacity to dive into one's nature to develop personal progress. Self-diagnosis is a talent that allows individuals to analyze their efforts and skills, limitations, and strengths and develop solutions to present problems. Mackey and Sisodia describe the capacity to lead with awareness, sensitivity, and emotional intelligence in their work. This essay explains the features of conscious leadership and the effect of two historical management theories, a summary of the findings of each assessment I performed, and the insights I obtained from my self-assignment.
Characteristics of Conscious Leadership
One of the characteristics of conscious leadership, according to Mackey and Sisodia, is the ability to understand business in terms of a larger purpose and the potential constructive effect it may have on the world around them (Mackey & Sisodia, 2014). Conscious leadership must be a command system that serves all stakeholders equally to achieve relevance. This is done through eliciting the best in others and focusing on collective rather than individual achievement (Mackey & Sisodia, 2014). A conscious leader is built on four pillars: a higher purpose, stakeholder change, personal command, and service to others. A higher purpose necessitates a reorientation of an organization's goals. Leaders must inspire and encourage all stakeholders while also changing staff via better training and serving as role models to bring out the best in every employee. Stakeholder transformation is the second pillar (Mackey & Sisodia, 2014).
This pillar contributes to the creation of a positive work environment and a transparent sequential chain of communication, which can improve employee performance by increasing the value of stakeholders through the establishment of a healthy ecosystem, which is critical for the achievement of the organization's goals (Mackey & Sisodia, 2014). The individual command adds to the notion of significance as a technique of doing things since it has a substantial impact on the work environment and employee performance, as well as on workers' incentive to invest in themselves to achieve a greater degree of personal interpretation (Mackey & Sisodia, 2014). Finally, conscious leadership requires a commitment to using one's talents, influence, position, and resources to impact positive change in society, which promotes accomplishments and better outcomes in the medium and long run, among other things (Mackey & Sisodia, 2014).
Two Historical Management Theories
A scientific theory, one of the two historical management theories, was developed in the early twentieth century by Frederick W. Taylor (Sobociski, 2017). Taylor was an engineer who experimented with many tactics to discover the most well-organized and efficient methods of completing the projects he was assigned to develop (Sobociski, 2017). He created ...
This document discusses motivation and motivation theories. It begins by defining motivation as the process that activates and directs goal-oriented behavior. It then discusses how motivation relates to productivity and performance, noting that motivated employees work harder and are more productive. The document also outlines the importance of motivation for both individuals and organizations. It proceeds to compare and contrast three major content theories of motivation: Maslow's hierarchy of needs, Alderfer's ERG theory, and Herzberg's motivation-hygiene theory. Finally, it explains Vroom's expectancy theory of motivation, which posits that motivation depends on expectations of effort leading to performance and performance leading to outcomes or rewards.
This document summarizes a research study that examined the influence of person-organization fit and transformational leadership on self-awareness, resilience, and organizational citizenship behavior among lecturers in South Sulawesi, Indonesia. The study found that:
1. Person-organization fit positively influences self-awareness, resilience, and organizational citizenship behavior of lecturers.
2. Transformational leadership positively influences resilience and organizational citizenship behavior of lecturers, but does not influence their self-awareness.
3. Self-awareness positively influences resilience and organizational citizenship behavior of lecturers.
4. Resilience positively influences organizational citizenship behavior of lecturers.
The study recommends that higher education institutions
This document discusses self-determination theory (SDT), which examines how social environments can facilitate or undermine intrinsic motivation, social development, and well-being. SDT focuses on three innate psychological needs - competence, autonomy, and relatedness. Research has found that satisfying these needs enhances intrinsic motivation and well-being, while thwarting these needs diminishes motivation and well-being. Specifically, factors like rewards, feedback, and choice can impact whether environments support autonomy and competence, thus influencing motivation.
Self-Determination Theory and the Facilitation of Intrinsic .docxbagotjesusa
Self-Determination Theory and the
Facilitation of Intrinsic Motivation,
Social Development, and Well-Being
Richard M. Ryan and Edward L. Deci
University o f Rochester
Human beings can be proactive and engaged or, alterna-
tively, passive and alienated, largely as a function o f the
social conditions in which they develop and function. Ac-
cordingly, research guided by self-determination t h e o ~
has focused on the social-contextual conditions that facil-
itate versus forestall the natural processes of self-motiva-
tion and healthy psychological development. Specifically,
factors have been examined that enhance versus undermine
intrinsic motivation, self-regulation, and well-being. The
findings have led to the postulate of three innate psycho-
logical needs--competence, autonomy, and relatedness--
which when satisfied yield enhanced self-motivation and
mental health and when thwarted lead to diminished mo-
tivation and well-being. Also considered is the significance
of these psychological needs and processes within domains
such as health care, education, work, sport, religion, and
psychotherapy.
T he fullest representations o f humanity show people to be curious, vital, and self-motivated. At their best, they are agentic and inspired, striving to learn; ex-
tend themselves; master new skills; and apply their talents
responsibly. That most people show considerable effort,
agency, and commitment in their lives appears, in fact, to
be more normative than exceptional, suggesting some very
positive and persistent features o f human nature.
Yet, it is also clear that the human spirit can be
diminished or crushed and that individuals sometimes re-
ject growth and responsibility. Regardless of social strata
or cultural origin, examples o f both children and adults
who are apathetic, alienated, and irresponsible are abun-
dant. Such non-optimal human functioning can be observed
not only in our psychological clinics but also among the
millions who, for hours a day, sit passively before their
televisions, stare blankly from the back o f their classrooms,
or wait listlessly for the weekend as they go about their
jobs. The persistent, proactive, and positive tendencies o f
human nature are clearly not invariantly apparent.
The fact that human nature, phenotypically expressed,
can be either active or passive, constructive or indolent,
suggests more than mere dispositional differences and is a
function of more than just biological endowments. It also
bespeaks a wide range of reactions to social environments
that is worthy o f our most intense scientific investigation.
Specifically, social contexts catalyze both within- and be-
tween-person differences in motivation and personal
growth, resulting in people being more self-motivated,
energized, and integrated in some situations, domains, and
cultures than in others. Research on the conditions that
foster versus undermine positive human potenti.
Impact of stress management by development of emotional intelligence in cmts,...prjpublications
This study examined the impact of an 8-week stress management program using behavioral interventions on the emotional intelligence and stress levels of 186 executives at BSNL, Tamil Nadu, India. The executives were randomly assigned to experimental and control groups. The experimental group received behavioral interventions targeting stress management skills and emotional intelligence, while the control group did not receive any intervention. Measures of somatic symptoms, psychological symptoms, stress resilience, emotional intelligence, and stress level were administered before and after the intervention. Results showed the experimental group had greater improvements in stress management skills, emotional intelligence, and reduced stress levels compared to the control group after the intervention.
Impact of stress management by development of emotional intelligence in cmts,...prjpublications
This study examined the impact of stress management techniques on the emotional intelligence and stress levels of executives at BSNL, Tamil Nadu Circle. 186 executives were divided into experimental and control groups. The experimental group received behavioral interventions like relaxation techniques, while the control group did not. Both groups completed the Kindler Stress Inventory before and after the 8-week intervention period. Results showed the experimental group had significantly lower scores for somatic symptoms, psychological symptoms, and higher scores for stress resilience after the intervention, compared to the control group. This indicates the behavioral techniques helped reduce stress levels and improve emotional intelligence for the experimental group compared to the control group without intervention.
CREATIVE SERVANT LEADERSHIP: A NEW WAY OF BEING AND LEADING OTHERSIAEME Publication
The world is crying out for moral, ethical, creative and effective leadership that serves others, invests in their development and fulfills a shared vision. Amongst the many leadership styles the one that best represents the ideals embodied in the human factor (HF) is servant-leadership. Leadership is the process of influencing the activities of an individual and group towards the achievement of a goal. In any given situation creativity and servant leadership have various characteristics in common. Both have attracted attention across world a wide range of professional, educational, and socio-political fields. Creative servant leadership thinking skills and behaviours support a person as a leader.
Positive psychology And consulting psychology presentationToni-Jan Ifill
Positive psychology principles can enhance consulting psychology. Three key proposals are: 1) focusing on client strengths, 2) incorporating positive psychology elements like identifying strengths via assessments, and 3) integrating research into applications for individuals and teams. Support comes from studies finding high performing teams are unusually positive and connected. Presenters discuss positive psychology research and applications, including identifying strengths, appreciative inquiry to focus on what works, and cultivating positive emotions to build creativity. Measuring flow experiences and attention also optimizes quality of life.
Vic is a professor at the University of Michigan’s Schools of Public Health and Medicine. An innovative teacher and researcher, in 1995 he founded the UM Center for Health Communications Research, studying the future of digitally-tailored health communications when fewer than 15% of Americans had Internet access. He’s also an entrepreneur, founding HealthMedia, a digital health coaching company that was sold to Johnson & Johnson in 2010. More recently, Vic created JOOL Health, a digital platform integrating the science of well-being with big data, biometric devices, predictive analytics, and artificial intelligence. Vic and the organizations he founded have won numerous national and international awards, including two Smithsonian Awards, the Health Evolution Partners Innovations in Healthcare Award, and the National Business Coalition on Health’s Mercury Award. In 2010, Vic won the University of Michigan’s Distinguished Innovator Award. In late 2017, Dr. Strecher was the Donald A. Dunstan Foundation’s “Thinker in Residence” in Adelaide, Australia to develop a “Purpose Economy” of business, government, and communities. Vic’s latest neuroscience, behavioral, and epidemiologic research; his two recent books, Life On Purpose and the graphic novel On Purpose; and JOOL Health, are focused on the importance of developing and maintaining a strong purpose in life.
https://www.vicstrecher.com/
It is quite instrumental stuff for having very basic understanding of the discipline of OB and its linkage with other related disciplines, its challenges and prospects.
Reduction of executive stress by development of emotional intelligence a stu...prjpublications
- The study examined the effectiveness of behavioral interventions in reducing stress and improving emotional intelligence among executives.
- Executives were divided into an experimental group that received 8 weeks of behavioral interventions and a control group. Interventions included relaxation techniques, yoga, and breathing exercises.
- Post-intervention testing found the experimental group had significantly lower stress levels and higher emotional intelligence scores than the control group. Dimensions like stress management, adaptability, and mood all saw marked improvements in the experimental group.
- The results indicate behavioral interventions were effective in enhancing emotional intelligence and reducing stress among the executives who received the targeted training techniques over the 8-week period.
The document discusses different theories of learning styles. It describes Jean Piaget's theory of cognitive development in children and behaviorism which sees learning occurring through responses to stimuli. It also outlines humanistic learning theory and social cognitive theory. The document then discusses different models of learning styles including VAK and Honey and Mumford's four styles of activist, reflector, theorist and pragmatist. While learning styles can be beneficial for students to understand their strengths, critics argue they may be more fluid than these models suggest.
Psychologist Albert Bandura developed the concept of self-efficacy, which refers to an individual's belief in their ability to succeed in specific situations. Bandura identified four main sources that influence self-efficacy: mastery experiences, vicarious experiences, social persuasion, and emotional states. High self-efficacy is associated with benefits like resilience, healthy habits, better job performance, and academic achievement. Self-efficacy is measured using scales like the General Self-Efficacy Scale, with higher scores indicating greater self-efficacy.
A Review of Self Perceptions on Life Goals Achievements Implications on Self ...ijtsrd
This document summarizes a research article about the relationship between self-perceptions and achieving life goals, and the implications for self-development. It discusses how positive self-perceptions like self-efficacy, self-esteem, and self-image can lead to success in achieving life goals, while negative self-perceptions can hinder achievement. It also reviews literature showing links between life goals, life satisfaction, and factors like motivation, performance and well-being. The study aims to examine how self-perceptions relate to life goals and life satisfaction, and potential mediating and moderating factors in this relationship.
Organizational behavior is the study of human behavior in the workplace. It examines how individuals, groups, and structures affect behavior within organizations and how organizations manage their environment. Key topics include individual and group dynamics, organizational culture, leadership, and managing change. Research methods include case studies, experiments, field experiments, and meta-analyses. The goals of OB are to explain, predict, and control behavior to enhance individual and organizational effectiveness.
This document discusses the relationship between organizational behavior and the individual. It defines organizational behavior as how people act individually and in groups within organizations. It strives to identify ways for people to act more effectively. The document then lists several ways that organizational behavior can enhance the relationship between the individual and the organization, including continuous learning, creating the right perceptions, building positive attitudes and values, maintaining a stress-free environment, and keeping individuals and teams motivated through job satisfaction.
This document provides an overview of organizational behavior. It defines organizational behavior as relating to the process of conducting managerial work. Studying organizational behavior provides benefits such as skill development, personal growth through understanding human behavior, enhancing organizational and individual effectiveness, and sharpening common sense. The document then summarizes several important approaches in organizational behavior history, including classical management, the Hawthorne studies, the human relations movement, contingency approach, and positive organizational behavior. It outlines three levels of analyzing organizational behavior: individual, group, and organizational levels. Key topics in each level are also listed. [/SUMMARY]
RESEARCH ARTICLEPositive organizational behavior Longitud.docxrgladys1
RESEARCH ARTICLE
Positive organizational behavior: Longitudinal
effects on subjective well-being
Kathrin Heinitz
1☯*, Timo Lorenz1☯, Daniel Schulze1☯, Julia Schorlemmer2
1 Department of Education and Psychology, Freie Universitaet Berlin, Berlin, Germany, 2 Department of
Occupational Medicine, Charité Berlin, Berlin, Germany
☯ These authors contributed equally to this work.
* [email protected]
Abstract
Increasing individual subjective well-being has various positive outcomes, knowledge about
its antecedents and the mediators of this relationship can therefore help to increase subjec-
tive well-being and the accompanying positive effects. The more future oriented facets of
psychological capital, i.e. optimism, hope and self-efficacy have been shown in several stud-
ies to be positively related to subjective well-being and negatively to ill-being. Furthermore,
recent studies suggest coping strategies as mediators for these relationships. In our study,
we examined the longitudinal relation of optimism, hope and self-efficacy with subjective
well-being and ill-being in a German panel dataset and tested the mediating effect of flexible
goal adjustment in a path model. Our results show a statistically significant positive effect of
self-efficacy and optimism on subjective well-being as well as a statistically significant nega-
tive effect of optimism on depression over three years. All three predictors show a statisti-
cally significant relation with flexible goal adjustment, but flexible goal adjustment did not
mediate the effect on subjective well-being or depression.
Introduction
Happy workers will be more productive workers—as Cropanzano and Wright [1] acknowl-
edge, this relation has been supported if happiness was operationalized as well-being, although
the happy-productive worker hypothesis [2] has been subjected to much debate and produced
controversial empirical results [3]. To learn about mechanisms that increase well-being is rele-
vant in the work context as well as independent of the context [4]. It is relevant for the individ-
ual itself, but also, according to the happy productive worker hypothesis, for organizations.
Numerous theories have set out to explain how various individual or job characteristics
influence well-being (for an overview see [5]), e.g. the conservation of resources theory [6], the
job-demands-resources theory [7] or the stressor-detachment model [8]. According to the con-
servation of resources theory [6], individuals seek to acquire and maintain resources. Their gain
or maintenance results in well-being [9]. Hobfoll [6] distinguishes four types of resources that
have the potential to increase well-being: physical objects, conditions, energies or personal char-
acteristics [9]. In our study we focus on personal characteristics and more specifically on charac-
teristics proposed by positive psychology, as well-being can be enhanced by interventions
PLOS ONE | https://doi.org/10..
The Relationship between Emotional Intelligence and SelfEfficacy within the H...AJHSSR Journal
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Emotional intelligence and self-efficacy were examined in relation to student success in higher education. A literature review of 8 studies found a correlation between emotional intelligence and self-efficacy, and that both factors contribute to student success. However, the literature review found that self-efficacy is not necessarily more influential than emotional intelligence in impacting student achievement.
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Relationship of personal growth initiative with self efficacy among university postgraduate students
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.16, 2013
125
Relationship of Personal Growth Initiative with Self-Efficacy
among University Postgraduate Students
Hemant Lata Sharma1
and Ritu Rani2
*
1. Head & Dean, Faculty of Education, Maharshi Dayanand University, Rohtak (124001) Haryana (India)
2. Senior Research Fellow, Department of Education, Maharshi Dayanand University, Rohtak (124001)
Haryana (India)
*E-mail of corresponding author- ritu537@rediffmail.com
Abstract
The purpose of this study is to verify the relationship between Personal Growth Initiative (PGI) and Self-
Efficacy. Personal growth initiative is active and intentional engagement in the process of self-change. Self-
efficacy is a person’s belief in his/her ability to succeed in a particular situation. In the present paper,
relationship of personal growth initiative with self-efficacy was found and PGI was predicted on the basis of
self-efficacy. Descriptive Survey Method with Ex-Post Facto design was used. Personal Growth Initiative was
measures by using PGIS-II by Robitschek et al (2009) and Self-Efficacy was assessed by using Turkish Version
of GSES by Yildrim and Ilhan(2010). Both the scales were adapted in Indian condition. The Cronbach Alphas
for the PGIS-II and GSES were 0.741 and 0.714 respectively. Results of the study revealed the positive
relationship between PGI and Self-Efficacy. It was also investigated that Self-Efficacy has significant impact on
total PGI as well as its dimensions. The implications of the study are discussed in this paper later on.
Keywords: Personal growth initiative, Self-efficacy and University postgraduate students
1. Introduction
1.1 Theoretical Framework
The constructs of Personal Growth Initiative and Self-Efficacy have their roots in Positive Psychology. Positive
psychology with its scholarly emphasis upon human strengths has grown rapidly since Martin Seligman’s 1999
Presidency of the American Psychological Association. Seligman called upon psychologists to augment the
previous focus upon pathology and explore human beings’ strengths (Shroey, Little, Snyder, Kluck &
Robitschek, 2007). It has been predicted that positive psychology will flourish in the new century and that
researchers and psychologists will come to focus on the strength of individuals, communities and societies
(Seligman & Csikszentmihalyi, 2000). In a similar vein, a new construct, Personal Growth Initiative (PGI) now
has begun to attract attention among researchers.
1.2 Construct of Personal Growth Initiative (PGI)
Personal growth is a change within a person that is cognitive, behavioural or affective (Prochaska and
Diclemente, 1986). Generally, this self change is thought of as positive, with movement in the direction of being
“more complete and fully functioning” at least from the perspective of the person who is changing.There are
three distinct ways of personal growth:
Growth that is unintentional and out of awareness
Growth that is unintentional but in awareness
Growth that is intentional and fully in awareness
Personal growth can occur as a result of both intentional and unintentional processes. When a person is
concerned only with intentional self change, that individual actively and intentionally engages in the self change
process in any life domain, the term is generally known as Personal Growth Initiative (Robitschek, 1999).
Personal Growth Initiative is an active, intentional engagement in the process of personal growth and in
changing and developing as a person (Robitschek, 1998). Personal Growth Initiative is the active seeking out of
self-growth experiences. PGI is a global inclination to improve one’s self. It is a developed skill set, including
cognition, behavior, attitude and motivation that a person carries into each life experience (Robitschek, Ashton,
Martinez, Murrey and Shotts, 2009). When a person intentionally involves himself in the growth process, he is
said to be on the path of personal growth initiative. Intentional Growth has three salient features: Knowledge of
and about the process of personal growth (Knowledge about the procedures to bring about personal growth,
Knowledge about specific things to change, General knowledge of self improvement), Valuing the process of
personal growth (Valuing process, outcomes of personal growth), and Intentional Behaviour. PGI is an acquired
skill set for self-improvement across life domains. It is comprised of four components:
♦ Readiness for Change (ability to assess one’s own psychological preparedness to engage in personal
growth processes);
♦ Planfulness (ability to be strategic and organized in self-change efforts);
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♦ Using Resources (ability to identify and access resources external to the self, such as other people and
materials) and
♦ Intentional Behavior (actual follow-through, or doing of self-change plans and behaviors).
These four components operate synergistically, rather than sequentially, to optimize personal growth
(Robitschek et al., 2009). From the review, it was found that Personal Growth Initiative is correlated with many
variables like psychological well-being, career exploration, family functioning, parental alcoholism, mental
health, self-efficacy etc.
1.3 Construct of Self-Efficacy
Over the past 20 years, self-efficacy has become one of the most widely studied variables in the educational,
psychological, and organizational sciences (Scherbaum, Charash & Kern, 2006). Self efficacy is a construct
which describes the confidence of an individual in their own abilities. Self-Efficacy makes a difference to how
people feel, think and act. People with high self-efficacy choose to perform more challenging tasks. They set
themselves higher goals and stick to them. Actions are preshaped in thoughts and once an action has been taken,
highly self-efficacious people invest more effort and persist longer than those low in self-efficacy. When
setbacks occur, they recover more quickly and remain committed to their goals (Bandura, 1997).
Self-efficacy is usually understood as being either task specific or domain specific. In recent years, a derivative
of self-efficacy called general self-efficacy (GSE) has been developed (Scherbaum, Charash & Kern, 2006).
Generalized self-efficacy (GSE) refers to a broad and stable sense of personal competence to deal effectively
with a variety of stressful situations (Sherer et al., 1982). GSE is the overall belief in one’s ability and Specific
self-efficacy is task related. General self-efficacy (GSE) reflects a generalization across various domains of
functioning in which people judge how efficacious they are. GSE is a universal construct, which means that it
characterizes a basic belief that is inherent in all individuals (Luszczynska, Scholf and Schwarzer, 2005). GSE
refers to global confidence in one’s coping ability across a wide range of demanding or novel situations (Sherer
at al, 1982).
GSE is a situation-independent competence belief. GSE has been conceptualized as a relatively stable
generalized belief that an individual can marshal the resources needed to deal with the challenges that he or she
experiences. That is, GSE is a trait-like belief in one’s competence. GSE is a theoretically and practically useful
construct for the educational and organizational domains (Scherbaum, Charash & Kern, 2006).
1.4 Purpose of the Study
The purpose of the study was to determine if there would be any relationship between Personal Growth Initiative
and Self-Efficacy. It was also investigated to what extent self-efficacy predicted total PGI and its four
dimensions.
1.5 Research Questions
The study was carried out to find answers to the following questions:
What is the relationship between PGI and Self-Efficacy?
What is the impact of self-efficacy on total PGI and its four dimensions?
1.6 Hypothesis of the study
H1- There exist a significant relationship between Personal Growth Initiative and Self-Efficacy.
H2- Self-efficacy has significant impact on Total Personal Growth Initiative.
H3- Self-Efficacy has significant impact on ‘Readiness for Change’ dimension of Personal growth initiative.
H4- Self-Efficacy has significant impact on ‘Planfulness’ dimension of Personal growth initiative.
H5-Self-Efficacy has significant impact on ‘Using Resources’ dimension of Personal growth initiative.
H6- Self-Efficacy has significant impact on ‘Intentional Behaviour’ dimension of Personal growth initiative.
2. Research Design and Methodology
2.1 Variables- PGI was taken as dependent and self-efficacy was taken as independent variable.
2.2 Method- Descriptive Survey Method with Ex-Post Facto research design was used.
2.3 Sample- In the present study, a sample of 960 university postgraduates of three Universities i.e. Kurukshetra
University, Kurukshetra, Maharshi Dayanand University, Rohtak and Chaudhary Devi Lal University, Sirsa
from Harayana state in India was taken.
2.4 Research Instruments- In the present study following tools were used for data collection:
2.4.1 PGIS-II by Robitschek et al (2009)-The scale included both cognitive as well as behavioural components.
There are four subscales on the PGIS-II: Cognitive Components (Readiness for Change, Planfulness),
Behavioural Components (Using Resources and Intentional Behavior). There are 16 items in all the four
subscales and statements are presented subscale wise. All items are positively worded and given a score of ‘0’,
‘1’, ‘2’ , ‘3’, ‘4’ and ‘5’ for Disagree Strongly, Disagree Somewhat, Disagree a Little, Agree a Little, Agree
Somewhat and Agree Strongly respectively. A total score ranges from 0 to 80 showing low personal growth
3. Journal of Education and Practice www.iiste.org
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initiative to moderate and high personal growth initiative. The test-retest reliability of original PGIS-II ranges
from .61 to .77 for American sample. The Cronbach Alpha for the current study was 0.741.
2.4.2 General Self-Efficacy Scale by Yildrim and Ilhan(2010)- The scale was originally developed by Sherer et al
(1982). In the present study, for the purpose of measuring general self-efficacy, SGSES by Yildrim and
Ilhan(2010) was used as it is the most recent adaptation of SGSES. The total 17-item on a five point Likert scale
represented three aspects underlying the scale: (i) Initiative (9 items)-which is the willingness to initiate the
behaviour (ii) Persistence (5 items)- which is the perseverance in the face of adversity (iii) Effort (3 items)-
which is the willingness to expend the effort in completing the behaviour. There were 17 items measured on a 5-
point Likert Scale scores range from ‘1’, ‘2’, ‘3’, ‘4’ and ‘5’ for Strongly Disagree, Disagree, Neither Agree nor
Disagree, Agree and Strongly Agree respectively. The total score ranges from 17 to 85 and higher scores indicate
a higher level of belief in one’s self-efficacy. The Cronbach Alpha for the entire scale was 0.80 and the test-
retest reliability was 0.69. The Cronbach Alpha for the current study was 0.714.
2.5 Procedure for Data collection- The research instruments were administered on the subjects personally by the
researcher herself. The respondents were informed that the information given by them would be kept
confidential and would be used for research purpose only. They were asked to follow the instructions given on
each questionnaire. They took about 30 minutes to fill the questionnaires. The sheets were collected back on the
spot. The response rate of filled in questionnaires was 85%.
2.6 Statistical Techniques- Frequency, Percentages, Pearson correlation coefficient and Stepwise regression
analysis was used and data was analyzed by using SPSS 18.0 version.
3. Analysis and Interpretation
3.1 Demographic Characteristics of the Sample
Table-1.1: Demographic Characteristics
Characteristics of the sample Frequency Percentages
Gender Male 295 36
Female 523 64
Age Group 20-24 Years 732 89
Above 24 Years 86 11
Locality Urban 417 51
Rural 401 49
University KUK 266 32
MDU 292 36
CDLU 260 32
Faculty Science 238 29.1
Education 185 22.6
Social Science 173 21.1
Commerce & Management 222 27.1
Department Mathematics 114 13.9
Computer Science 125 15.3
Education 94 11.5
Physical Education 90 11.0
Economics 101 12.3
Public Administration 72 8.8
Commerce 108 13.2
Business Administration 114 13.9
Total 818 100.0
3.2. Relationship of Personal Growth Initiative with Self-Efficacy
In order to find answer of the first research question, the relationship of total PGI dimensions of Personal Growth
Initiative with dimensions of Self-Efficacy was computed through Pearson Correlation Coefficients.
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Table- 1.2 Relationship of Personal Growth Initiative with Self-Efficacy
Dimensions of PGI/Dimensions of Self-Efficacy Initiative Persistence Effort
Readiness for Change -.111**
.001
.138**
.000
.167**
.000
Planfulness -.189**
.000
.120**
.001
.304**
.000
Using Resources .112**
.001
.101**
.004
.098**
.005
Intentional Behaviour -.196**
.000
.145**
.000
.335**
.000
Total PGI -.151**
.000
.177**
.000
.331**
.000
**Correlation is significant at the 0.01 level (2-tailed)
From the table 1.2, it is clear that effort dimension of self-efficacy is positively correlated with intentional
behaviour dimension of personal growth initiative with r=0.335 (N-818, p=0.000). The Planfulness dimension of
PGI is also found to be positively correlated with effort dimension of self-efficacy (r= 0.304). Initiative
dimension of self-efficacy is found to be inversely related to intentional behaviour and Planfulness dimensions of
PGI with r= -0.196 and -0.189 respectively. Total PGI is found to be positively correlated with persistence and
effort dimension of self-efficacy with r= 0.177 and 0.331 respectively.
3.3 Impact of Self-Efficacy on Total PGI
In order to study the impact of independent variable (Self-Efficacy) on dependent variable (PGI) Stepwise
Method of regression was used. The stepwise method adds predictor variables to the regression that best
correlate with the dependent variable and subtracts predictor variable that least correlate.
Table- 1.3 Regression Model for studying the impact of Dimensions of Self-Efficacy on Total PGI
Model R R2
Adjusted R2
Std. Error of the Estimate Durbin-Watson
1 .331a
.110 .109 10.10617 1.533
2 .353b
.125 .123 10.02721
3 .375c
.141 .138 9.94127
a. Predictors: (constant), Effort
b. Predictors: (constant), Effort, Initiative
c. Predictors: (constant), Effort, Initiative, Persistence
d. Dependent variable: Total PGI Score
In the table 1.3, R value indicates the multiple correlation coefficients between all the independent (predictor)
variables and dependent variable. The R2
value indicates how well a set of variables explains variation in the
dependent variable and is an accurate value for sample drawn. The Adjusted R2
adjusts for a bias in R2
and is
considered a better population estimate (George and Mallery, 2008). From the table, it can be analyzed that
effort is the determinant factor which has a significant impact on the variation in overall personal growth
initiative scores and 10.9% of variance in the scores of PGI is explained by Effort dimension of self-efficacy. It
was also analyzed that the three dimensions of self-efficacy i.e. Effort, initiative and persistence together
accounted for 13.8% of variance in the scores of personal growth initiative. The Standard Error of Estimate is a
measure of variability of the multiple correlations. The Durbin-Watson test is applied to show that there is an
independence of errors in the model and its value should lie between1 to 3. In the table, the Durbin-Watson value
is 1.533 which lies in the acceptable limit showing independence of errors in the model.
Table-1.4 ANOVA Summary of Regression Model for Predicting Total PGI on the basis of
Dimensions of Self-Efficacy
Model Sum of Squares Df Mean Square F Sig.
1. Regression
Residual
Total
10286.576
83341.973
93628.549
1
816
817
10286.576
102.135
100.716 .000a
2. Regression
Residual
Total
11684.370
81944.179
93628.549
2
815
817
5842.185
100.545
58.105 .000b
3. Regression
Residual
Total
13181.838
80446.711
93628.549
3
814
817
4393.946
98.8829
44.460 .000c
5. Journal of Education and Practice www.iiste.org
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a. Predictors: (Constant), Effort
b. Predictors: (Constant), Effort, Initiative
c. Predictors: (Constant), Effort, Initiative, Persistence
d. Dependent Variable: Total PGI Score
The ANOVA tests the significance of each regression model to see if the regression predicted by the independent
variables explains a significant amount of the variance in the dependent variable (Hinton, Brownlow, McMurray
and Cozens, 2004). From the ANOVA table 1.4, it is analyzed that F-values for all the three models are
significant(F=100.716, 58.105, 44.460, p=.000) which states that variance in the dependent variable (PGI) due to
independent variable (Dimensions of self-efficacy) is not due to chance factor but it really exists. Hence from
this we can say that there exists a significant relationship between the dimensions of Self-Efficacy and PGI.
TABLE- 1.5 Coefficients Summary for Predicting Total PGI on the basis of Dimensions of Self-Efficacy
Model
Unstandardized Coefficients
Standardized
Coefficients
t Sig.
Collinearity
Statistics
B Std. Error Beta Tolerance VIF
1 (Constant)
Effort
38.113
1.698
1.980
.169 .331
19.251
10.036
.000
.000 1.000 1.000
2 (Constant)
Effort
Initiative
43.364
1.642
-.205
2.417
.169
.055
.321
-.123
17.942
9.741
-3.729
.000
.000
.000
.992
.992
1.008
1.008
3 (Constant)
Effort
Initiative
Persistence
39.107
1.444
-.258
.461
2.634
.175
.056
.118
.282
-.155
.135
14.848
8.269
-4.598
3.893
.000
.000
.000
.000
.908
.933
.875
1.101
1.072
1.143
Dependent Variable: Total PGI Score
In the table 1.5, the Unstandardized Coefficients B column gives the coefficients of the independent variables in
the regression equation for each model. The Standardized Beta Coefficients provide a measure of the
contribution of each variable to the model. These values represent the contribution of each independent variable
to the dependent variable. The t and p values provide an indication of the impact of each independent variable on
dependent variable. A large absolute t- value and small p value suggests that a predictor variable is having a
large impact on the criterion variable. Table 1.5 reveals the coefficient summary of stepwise regression. During
the stepwise regression analysis, it is found that effort dimension of self-efficacy is the major contributor in the
variation in PGI as it is clear from the value of standardized Beta Coefficient. The Tolerance value and VIF
(Variation Inflation Factor) are the ways to check the problem of Multicollinearity among variables. From the
table, it can be seen that the Tolerance value lies between 0.875 to 0.933, which is above 0.1 and VIF lies
between 1.072 to 1.143 which is below 10 which show that there is not any multi-collinearity in the data. Thus
from this table it can be analyzed that in self-efficacy, effort comes out be major contributor and is being
followed by initiative and persistence.
3.4 Impact of Self-Efficacy on ‘Readiness for Change’ Dimension of Personal Growth Initiative
Table-1.6 Regression Model for Predicting ‘Readiness for Change’ Dimension of PGI on the basis of Self-
Efficacy
Model R R2
Adjusted R2
St. Error of Estimate Durbin-Watson
1 .167a
.028 .027 3.37704
1.5032 .193b
.037 .035 3.36274
3 .230c
.053 .049 3.33775
a. Predictors: (Constant), Effort
b. Predictors: (Constant), Effort, Initiative
c. Predictors: (Constant), Effort, Initiative, Persistence
d. Dependent Variable: Readiness for Change
From the table 1.6, it can be examined that the three dimensions of self-efficacy i.e. effort, initiative and
persistence explain 4.9 % of variation in readiness for change dimension of personal growth initiative.
6. Journal of Education and Practice www.iiste.org
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Table-1.7 ANOVA for Predicting ‘Readiness for Change’ Dimension of PGI on the basis of Self-Efficacy
Model Sum of Squares Df Mean Square F Sig.
1. Regression
Residual
Total
268.101
9305.973
9574.073
1
816
817
268.101
11.404
23.509 .000a
2. Regression
Residual
Total
358.032
9216.042
9574.073
2
815
817
179.016
11.308
15.831 .000b
3. Regression
Residual
Total
505.658
9068.415
9574.073
3
814
817
168.553
11.141
15.130 .000c
a. Predictors: (Constant), Effort
b. Predictors: (Constant), Effort, Initiative
c. Predictors: (Constant), Effort, Initiative, Persistence
d. Dependent Variable: Readiness for Change
From the ANOVA table 1.7, it is analyzed that F-value is significant which states that the explained variance in
the Readiness for change dimension of PGI due to dimensions of self-efficacy is not due to chance factor but it
really occurs.
Table-1.8 Coefficient Summary for Predicting ‘Readiness for Change’ Dimension of PGI
on the basis of Self-Efficacy
Model Unstandardized
Coefficients
Standardized
Coefficients
t Sig.
Collinearity Statistics
B Std. Error Beta Tolerance VIF
1(Constant)
Effort
11.086
.274
.662
.057 .167
16.757
4.849
.000
.000 1.000 1.000
2 (Constant)
Effort
Initiative
12.418
.260
-.052
.811
.057
.018
.159
-.097
15.320
4.598
-2.820
.000
.000
.005
.992
.992
1.008
1.008
3(Constant)
Effort
Initiative
Persistence
11.081
.198
-.069
.145
.884
.059
.019
.040
.121
-.129
.133
12.531
3.374
-3.644
3.640
.000
.001
.000
.000
.908
.933
.875
1.101
1.072
1.143
Dependent Variable: Readiness for Change
From the table 1.8, it was investigated that persistence and initiative dimensions of self-efficacy had significant
positive impact on the total score of readiness for change dimension of PGI as t-value of Beta coefficient is
significant for all the three models.
3.5 Impact of Self-Efficacy on ‘Planfulness’ Dimension of Personal Growth Initiative
Table-1.9 Regression Model for Predicting ‘Planfulness’ Dimension of PGI on the basis of Self-
Efficacy
Model R R2
Adjusted R2
Std. Error of Estimate Durbin-Watson
1 .304a
.093 .091 4.41780
1.6092 .345b
.119 .117 4.35576
3 .355c
.126 .123 4.34112
a. Predictors: (Constant), Effort
b. Predictors: (Constant), Effort, Initiative
c. Predictors: (Constant), Effort, Initiative, Persistence
d. Dependent Variable: Planfulness
From the table 1.9, it was examined that the three dimensions of self-efficacy i.e. effort, initiative and persistence
explained 12.3% of variation in ‘Planfulness’ dimension of personal growth initiative. It was also found that
effort dimension is the strongest predictor of Planfulness domain of PGI and is followed by initiative and
persistence.
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Table-1.10 ANOVA Statistics of Regression Model for Predicting ‘Planfulness’ Dimension of PGI
on the basis of Self-Efficacy
Model Sum of Squares Df Mean Square F Sig.
1. Regression
Residual
Total
1624.392
15925.867
17550.259
1
816
817
1624.392
19.517
83.230 .000a
2. Regression
Residual
Total
2087.527
15462.732
17550.259
2
815
817
1043.764
18.973
55.014 .000b
3. Regression
Residual
Total
2210.136
15340.123
17550.259
3
814
817
736.712
18.845
39.092 .000c
a. Predictors: (Constant), Effort
b. Predictors: (Constant), Effort, Initiative
c. Predictors: (Constant), Effort, Initiative, Persistence
d. Dependent Variable: Planfulness
From the ANOVA table 1.10, it is analyzed that F-value for regression model is significant which states that the
explained variance in ‘Planfulness’ dimension of PGI due to dimensions of self-efficacy is not due to chance
factor but it really happens.
Table-1.11Coefficient Summary for Predicting ‘Readiness for Change’ Dimension of PGI
on the basis of Self-Efficacy
Model Unstandardized Coefficients Standardized Coefficients
T Sig.B Std. Error Beta
1 (Constant)
Effort
10.351
.675
.865
.074 .304
11.960
9.123
.000
.000
2 (Constant)
Effort
Initiative
13.373
.642
-.118
1.050
.073
.024
.290
-.163
12.737
8.775
-4.941
.000
.000
.000
3 (Constant)
Effort
Initiative
Persistence
12.155
.586
-.133
.132
1.150
.076
.025
.052
.264
-.184
.089
10.568
7.682
-5.430
2.551
.000
.000
.000
.011
Dependent Variable: Planfulness
From the table 1.11, it is clear from the Beta coefficients that Effort (.264) dimension of self-efficacy has
positive and linear relationship with Planfulness dimension of PGI followed by initiative(-.184) , having inverse
relation) and persistence(.089). The t-value of Beta coefficient is significant for all the models which show that
contribution made by these dimensions of self-efficacy is significant. It was also analyzed that effort domain of
self-efficacy is the strongest predictor of ‘Planfulness’ dimension of PGI.
3.6 Impact of Self-Efficacy on ‘Using Resources’ Dimension of Personal Growth Initiative
Table-1.12 Regression Model for Predicting Using Resources Dimension of PGI on the basis of Self-Efficacy
Model R R2
Adjusted R2
Std. Error of the Estimate Durbin-Watson
1 .112a
.012 .011 3.25823 1.698
2 .156b
.024 .022 3.24073
a. Predictors: (Constant), Initiative
b. Predictors: (Constant), Initiative, Effort
c. Dependent Variable: Using Resources
From the table 1.12, it was revealed that two dimensions of self-efficacy i.e. initiative and effort contribute to 2.2%
of variance in ‘Using Resources’ dimension scores of PGI. The persistence dimension was excluded by stepwise
regression analysis as it was not found to influence significantly Using Resources dimension of PGI.
8. Journal of Education and Practice www.iiste.org
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Table- 1.13 ANOVA for Regression Model for predicting ‘Using Resources’ Dimension of PGI
on the basis of Self-Efficacy
Model Sum of Squares Df Mean Square F Sig.
1 Regression
Residual
Total
109.324
8662.725
8772.049
1
816
817
109.324
10.616
10.298 .001a
2 Regression
Residual
Total
212.646
8559.403
8772.049
2
815
817
106.323
10.502
10.124 .000b
a. Predictors: (Constant), Initiative
b. Predictors: (Constant), Initiative, Effort
c. Dependent Variable: Using Resources
From the ANOVA table 1.13, it is found F-values of both regression models are significant which meant that the
explained variance in ‘Using Resources’ dimension of PGI due to initiative and effort is not by chance but it
really happens.
Table-1.14 Coefficient Summary for predicting ‘Using Resources’ Dimension of PGI on the basis of Self-
Efficacy
Model Unstandardized
Coefficients
Standardized
Coefficients
t Sig.
Collinearity Statistics
B Std. Error Beta Tolerance VIF
1.(Constant)
Initiative
8.554
.057
.416
.018 .112
20.585
3.209
.000
.001 1.000 1.000
2. (Constant)
Initiative Effort
6.475
.062
.171
.781
.018
.054
.121
.109
8.289
3.494
3.137
.000
.001
.002
.992
.992
1.008
1.008
Dependent Variable: Using Resources
From the above table 1.14, it is found that initiative domain of self-efficacy is the greater contributor with beta
coefficient .121 and is followed by effort with beta coefficient .109. The t-value is significant which means the
variance explained by these two dimensions of self-efficacy is significant.
3.7 Impact of Self-Efficacy on ‘Intentional Behaviour’ Dimension of Personal Growth Initiative
Table-1.15 Regression Model for Predicting ‘Intentional Behaviour’ dimension of PGI on the basis of Self-
Efficacy
Model R R2
Adjusted R2
Std. Error of the Estimate Durbin-Watson
1 .335a
.112 .111 3.50094
1.7502 .374b
.140 .138 3.44775
3 .388c
.151 .147 3.42881
a. Predictors: (Constant), Effort
b. Predictors: (Constant), Effort, Initiative
c. Predictors: (Constant), Effort, Initiative, Persistence
d. Dependent Variable: Intentional Behaviour
From the table 1.15, it is revealed that 14.7 % of variance in intentional behaviour dimension of PGI is
accounted for by three dimensions of self-efficacy i.e. Effort, initiative and persistence. It can also be said that
effort is the major factor that has a significant impact on the variation in scores of intentional behaviour
dimension of PGI. The Durbin-Watson Value (1.750) lies in acceptable limits showing that there is an
independence of errors in the table.
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Table-1.16 ANOVA for Regression Model for predicting ‘Intentional Behaviour’ Dimension
of PGI on the basis of Self-Efficacy
Model Sum of Squares Df Mean Square F Sig.
1 Regression
Residual
Total
1264.178
10001.363
11265.542
1
816
817
1264.178
12.257
103.143 .000a
2 Regression
Residual
Total
1577.660
9687.881
11265.542
2
815
817
788.830
11.887
66.361 .000b
3 Regression
Residual
Total
1695.531
9570.010
11265.542
3
814
817
565.177
11.757
48.072 .000c
a. Predictors: (Constant), Effort
b. Predictors: (Constant), Effort, Initiative
c. Predictors: (Constant), Effort, Initiative, Persistence
d. Dependent Variable: Intentional Behaviour
From the above table 1.16, it is interpreted that F-values for all regression models are (F=103.143, 66.361,
48.072, p=0.000) significant. It means that the variance explained by the three dimensions of self-efficacy is not
due to chance factor but it really exists.
Table- 1.17 Coefficient Summary for predicting ‘Intentional Behaviour’ Dimension of PGI
on the basis of Self-Efficacy
Model Unstandardized Coefficients Standardized Coefficients
t Sig.
Collinearity Statistics
B Std. Error Beta Tolerance VIF
1. (Constant)
Effort
8.612
.595
.686
.059 .335
12.557
10.156
.000
.000 1.000 1.000
2. (Constant)
Effort
Initiative
11.098
.569
-.097
.831
.058
.019
.320
-.167
13.355
9.813
-5.135
.000
.000
.000
.992
.992
1.008
1.008
3. (Constant)
Effort
Initiative
Persistence
9.904
.513
-.112
.129
.908
.060
.019
.041
.289
-.193
.109
10.902
8.520
-5.781
3.166
.000
.000
.000
.002
.908
.933
.875
1.101
1.072
1.143
Dependent Variable: Intentional Behaviour
From the table 1.17, it was analyzed that effort domain of self-efficacy is the greater contributor with beta
coefficient .289 and is followed by initiative with beta coefficient .193 and persistence with beta coefficient .109.
The t-value is significant which means that the variance explained by these dimensions of self-efficacy is
significant. The tolerance value and VIF lie in acceptable limits which mean that there is no Multicollinearity.
4. Hypotheses Testing
From the analysis, it was found that H1, H2, H3, H4 and H5 were supported as self-efficacy was found to have
significant impact on ‘total PGI’, ‘Readiness for Change’, ‘Planfulness’, ‘Using Resources’ and ‘Intentional
Behaviour’ dimensions of Personal growth initiative. H1, H3 and H5 were strongly supported.
5. Findings of the Study
The main findings of the study were
1) Persistence and Effort dimensions of self-efficacy were significantly and positively correlated with total PGI
and its four dimensions.
2) Initiative dimension of self-efficacy showed unexpectedly inverse relationship with total PGI and its three
dimensions i.e. Readiness for change, Planfulness and Intentional Behaviour.
3) The results of the study indicated that 13.8% of variance in total PGI scores is accounted for by self-Efficacy
and major contribution towards variance in total PGI was ‘Effort’ dimension of Self-Efficacy.
4) The findings revealed that 4.9% of the variance in ‘Readiness for Change’ is caused by dimensions of self-
efficacy.
5) The three dimensions of Self-Efficacy i.e. Effort, Initiative and Persistence caused 12.3% of the variance in
‘Planfulness’ dimension of Personal Growth Initiative.
6) It was found that 2.2% of variance in ‘Using resources’ dimension of PGI is accounted for by two dimensions
of self-efficacy i.e. Initiative and Effort.
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7) The results also showed that three dimensions of self-efficacy i.e. Effort, Initiative and Persistence caused
14.7% of variance in ‘Intentional Behaviour’ dimension of Personal growth Initiative.
6. Conclusion and Discussions of the Study
The findings of the study show that self-efficacy plays an important role in predicting overall Personal Growth
Initiative and its dimensions. ‘Planfulness’ and ‘Intentional Behaviour’ dimensions of PGI were found to be
significantly predicted by self-efficacy. Thus to bring intentional self-change, a person should have beliefs in
his/her capabilities that he/she can bring that change. The person has to make appropriate plans and strategies to
bring intentional change in the behaviour. The findings of the study also state that Effort dimension of self-
efficacy is the major contributor in predicting overall PGI as well as its dimensions. It is of utmost importance in
taking initiative for self-change. Without intentional efforts, an individual cannot bring change in intentional
growth process. The findings of the present study is a pointer to the fact that present education system need to be
rejuvenated through introduction of new courses which should be creativity oriented so that it can enhance
students’ beliefs towards intentional growth. The policy makers, government, university teachers, educationists
and counselors should work together to develop intervention programmes that could improve the self-efficacy
for taking personal growth initiative among our students as PGI is a sine-qua-non for human development and
survival.
References
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About the Authors
Hemant Lata Sharma is working as Head and Dean, faculty of Education, Maharshi Dayanand University,
Rohtak, Haryana (India). She is having an experience of more than 25 years in teaching and administration. She
has published many papers in International and National Journals. She has also presented paper in International
Conference in U.S.A. (Texas, SITE) and participated in International workshop organized by SITE, 2012 in
Texas. She has presented many papers in National Seminars and Conferences also. She has delivered many
lectures in Refresher and Orientation Courses in different universities. She has written three books also. She is
the member of many Governing bodies and Councils of National importance. Her areas of interests are
Educational Technology, Distance Education and Teacher Education etc.
11. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.16, 2013
135
Ritu Rani is working as Senior Research fellow in the Department of Education, Maharshi Dayanand University,
Rohtak, Haryana (India). She has presented papers in national seminars. She has published papers in National
and International Journals. She is presently working on the constructs of Personal Growth Initiatives and self-
efficacy. Her areas of interests are Educational Psychology and Educational technology.
She can be contacted at E-mail- ritu537@rediffmail.com
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