Copyright and all rights therein are retained by authors or by other copyright holders.All persons copying this information are expected to adhere to the terms and constraints invoked by each author's copyright.Exploratory analyses at Phase II suggested family related adverse events as the most stressful events and showed that most of the problem behaviors, self-debasing cognitive errors, and neuroticism were higher among adolescents who had experienced family, personal, or school related adverse event.
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Math anxiety has been defined by Richardson and Suinn (1972) as “unpleasant feelings, specifically, those of tension and anxiety that impede an individual’s ability to manipulate numbers and solve math problems in a variety of situations (pg.
At Phase II pilot study (N = 303; Boys = 139, Girls = 164) was conducted to establish the psychometrics (reliability estimates, validity coefficients, internal consistencies etc.) of the scales and to explore the relationship between the study variables.
Findings provided support for good validity and reliability coefficients for the study scales.
Primary and secondary data was collected from 54 healthcare leaders.
Results suggest that EI is statistically and significantly related to leadership effectiveness.Environmental factors including support in high school, the manner by which math is taught (e.g., giving students plenty of examples), and doing well at math (e.g., having good marks in math) were significantly related to the level of math anxiety experienced by students even after controlling for general and test anxiety.The implications of these findings for better understanding which individuals may be at risk for developing math anxiety are discussed, in addition to the creation of programs and tutorials to decrease math anxiety.Public domain secondary data from the General Social Survey were used in the study.The three age groups under investigation were Millennials, Generation X, and the Boomer generation.A purposive convenient sample of 663 adolescents (aged 11 to 19 years) was administered with Adverse Life Event Scale (ALES; devised in the present study), School Children problem Scale (SCPS; Saleem & Mehmood, 2011), Sajjad Verbal Intelligence Test Urdu (SVITU; Hussain, 2000), Raven’s Standard Progressive Matrices (RSPM; Raven, 2000), Children Negative Cognitive Errors Questionnaire (CNCEQ; Leitenberg, Yost, & Carroll-Wilson, 1986), How I Think Questionnaire (HIT-Q; Barriga, Gibbs, & Potter, 2001), and NEO-Five-Factor Inventory (NEO-FFI; Costa & Mc Crae, 1992) to meet the objectives of the study.Comprising on three Phases, ALES was developed and HIT-Q was translated At Phase I.The study assumed EI and the Big Five personality traits (conscientiousness, agreeableness, openness, and extraversion) would positively link to each other as well as leadership effectiveness, and predicted a negative relationship between neuroticism and leadership effectiveness.This study addressed the need for empirical studies that considered the impact of EI and personality on leadership performance and effectiveness (Farnia & Nafukho, 2016).Implications for practice, HRD, leadership, and healthcare are discussed, as are future recommendations for research.I employ big data and computational models to address pressing issues, including privacy risks, psychometrics, online mass persuasion, and psychological profiling.