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1

INFLUENCE OF THE LEVEL OF SELECTED SELF SYSTEM COMPONENTS ON DECISION MAKING IN THE EXPERIMENTAL PDG SITUATION

100%
Kovacova E., Sarmany-Schuller I.
Studia Psychologica
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2008
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vol. 50
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issue 1
11-30
EN
We used the experimental no-zero sum Prisoner's Dilemma Game (PDG) to discover the regulatory function of self-esteem and self-efficacy in decision-making in regard to the cooperative and/or competitive behavior. The experimental sample consisted of 80 students from different types of secondary schools between the ages 16 -19, AM = 17.00, SD = 1.15, who were administered the Rosenberg self-esteem scale, RSES (Rosenberg, 1965) and General self-efficacy scale, GSES (Jerusalem, Schwarzer, 1981) prior to the PDG implementation. 20 girl and 20 boy dyads, based on a voluntary selection, completed a set of 20 PDG games. We did not discover any significant relation between the selected self system concepts and decision-making in PDG. The result on the significance level p > 0.05 was also determined within the level comparison of L (cooperative)/P (competitive) choice in the whole PDG set between the groups of adolescents with a different level of self-esteem/self-efficacy. In accordance with the L and P choice frequency in the individual games we detected stabilization in the strategy choice during choices 10 - 19: in persons with high self-efficacy towards cooperation, in persons with low self-efficacy towards competitiveness. The preferred strategy corresponded to the initial choice. Also determined was decision-making stability in adolescents with high self-assessment, and that towards competitive strategy during choices 6 - 10. On the other hand, persons with low self-esteem level had a tendency to higher risk, and to search for optimal behavior strategy throughout the whole PDG set. We interpret the findings from the viewpoint of social-cognitive theory and conceptual self-esteem determination.
2

IMPACT OF STUDENTS' COGNITIVE STYLE CHARACTERISTICS ON THE PERCEPTION OF BARRIERS IN ONLINE EDUCATION

100%
Sarmany-Schuller I., Simuth J.
Studia Psychologica
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2006
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vol. 48
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issue 3
265-272
EN
Problems of the barriers perception in on-line education were studied through motivation level and cognitive style in a sample of the undergraduates in Slovakia. We administered the motivation scale PMT (Pardel et al., 1984), two dimensions of cognitive styles: a Slovak version of category width (C-W, Pettigrew, 1958), cognitive style index CSI (Allinson, Hayes, 1996) and an original scale for the online learning barriers (OLB) in 5 categories: technology, communication with teachers, communication with classmates, learning activities, study materials. The results pointed out the main problems concerning the cognitive style category width (C-W), broad categorization perceives little variability of learning activities, lack of communication with classmates as well as limited possibilities to compare knowledge and skills with classmates as the obstacles. No significant impact of the analytical-intuitive cognitive style on barriers perception was noted.
3

SELF-EFFICACY AND ITS RELATION TO SELECTED FACTORS OF ACHIEVEMENT MOTIVATION IN ADOLESCENT BOYS AND GIRLS

100%
Kovacova E., Sarmany-Schuller I.
Studia Psychologica
|
2006
|
vol. 48
|
issue 2
183-195
EN
On a sample of 165 adolescents (101 girls and 64 boys) we followed the relationship between the areas of achievement motivation in view of extreme values of self-efficacy and the presence of intersex differences using the Scale of General Successfulness, the Motivation Achievement Questionnaire and the Work and Family Orientation Questionnaire which differentiatedly inform about four areas of achievement motivation: (1) work - speaks of determination assiduously to work, (2) 'mastery' - of an extra measure of success in activity, (3) competition - of yearning to succeed in competitive situations, (4) avoidance of success. A characteristic trait of adolescents with high self-efficacy is a high measure of achievement motivation, they show greater determination to work assiduously, to succeed in competitive situations, have a tendency to be more successful in activities and from the aspect of their achievement, they cope better with situations involving a moderate state of tension. On the contrary, adolescents experiencing anxiety to a more intensive degree, with a negative effect on their performance, show a low level of self-efficacy. Our results point to intergender differences in the influence of the level of self-efficacy on the areas followed in these adolescents. We interpret the findings from the aspect of the effect of gender role within the socialization process.
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