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Like father, like son. Intergenerational transmission of economic status through the channel of personality

100%
Keller T.
Szociologiai Szemle (Sociological Review)
|
2008
|
vol. 18
|
issue 4
32-47
EN
In his paper the author demonstrates that in the intergenerational similarities of earning there is an indirect effect which can be observed through the intergenerational similarities in personality traits. Using the data of the Hungarian Household Panel Survey he decomposes the correlation coefficient in earning between the head of the household and his/her child. He also points out that personality traits are an important determinator of wages even beside human capital variables. Because personality may be shaped by success or failure on the labour market, he tries to analyse the data of those persons without labour market experience. The results show that personality has a long-term effect on wages.
2

ROLE OF TEACHER SUPPORT, STUDENTS’ NEED SATISFACTION, AND THEIR PSYCHOLOGICAL CAPITAL IN ENHANCING STUDENTS’ SELF-REGULATED LEARNING

88%
Sava S. L., Vîrgă D., Paloș R.
Studia Psychologica
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2020
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vol. 62
|
issue 1
44 – 57
EN
Because self-regulated learners do better in university and tend to be successful students, many authors consider that the development of self-regulatory learning skills in students has to become a priority for higher education. The present study aimed to investigate the explanatory role of psychological capital, as a personal resource, over and above teacher support and needs satisfaction, in relation to students’ preference for self-regulating their learning (i.e., using cognitive strategies and self-regulation in academic learning). Data were collected from a convenience sample made up of 236 Romanian first-year students of psychology. Hierarchical multiple regressions indicated that psychological capital has an important role, over teacher support and the need for competence satisfaction, in the explanation of the students’ preference for self-regulating their learning. From the practical perspective, research findings support educational practice interventions in enhancing self-regulation learning, because all three explored variables are changeable or malleable and can be fulfilled or improved through training.
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