A cross-cultural examination of the Aggression Questionnaire-Short Form among Egyptian and Omani adolescents.

The psychometric properties of an Arabic version of the Aggression Questionnaire-Short Form (AQ-SF) were examined in 2 samples of Egyptian and Omani adolescents. Confirmatory factor analysis (CFA) revealed that the 4-factor model had adequate fit to the data of both samples, whereas the unidimensional and hierarchical models did not. Multigroup CFAs revealed culture invariance for the AQ-SF 4-factor model when the 2 samples were compared for each gender. The analysis also revealed gender invariance for the AQ-SF 4-factor model within the Omani sample. However, the analysis showed partial gender invariance for the AQ-SF 4-factor model within the Egyptian sample. A latent mean analysis showed consistent gender differences on Physical Aggression in the male direction when males and females were compared across and within both samples. The AQ-SF correlated positively and significantly with peer nominations but did not correlate with a measure of social desirability.

Garrison’s model of self-directed learning: preliminary validation and relationship to academic achievement

In this project, 119 undergraduates responded to a questionnaire tapping three psychological constructs implicated in Garrison’s model of self-directed learning: self-management, self-monitoring, and motivation. Mediation analyses showed that these psychological constructs are interrelated and that motivation mediates the relationship between self-management and self-monitoring. Path modeling analyses revealed that self-management and self-monitoring significantly predicted academic achievement over two semesters with self-management being the strongest predictor. Motivation significantly predicted academic achievement over the second semester only. Implications of these findings for self-directed learning and academic achievement in a traditional classroom setting are discussed (AU)

En este trabajo, 119 estudiantes posgraduados fueron evaluados de acuerdo con un cuestionario que mide tres constructos psicológicos implicados en el modelo de Garrison sobre aprendizaje autodirigido: autogestión, autoseguimiento, y motivación. Los análisis de mediación mostraron que estos constructos psicológicos están interrelacionados y que la motivación media en la relación entre autogestión y autoseguimiento. Los análisis de Path modeling indicaron que la autogestión y el autoseguimiento predecían significativamente el logro académico a lo largo de dos semestres en los que la autogestión era el mejor indicador. La motivación predecía significativamente el éxito académico sólo a lo largo del segundo semestre. Se discuten las implicaciones que estos resultados pueden tener sobre el aprendizaje autodirigido y el éxito académico en el contexto de un aula tradicional (AU)

Garrison's model of self-directed learning: preliminary validation and relationship to academic achievement.

In this project, 119 undergraduates responded to a questionnaire tapping three psychological constructs implicated in Garrison's model of self-directed learning: self-management, self-monitoring, and motivation. Mediation analyses showed that these psychological constructs are interrelated and that motivation mediates the relationship between self-management and self-monitoring. Path modeling analyses revealed that self-management and self-monitoring significantly predicted academic achievement over two semesters with self-management being the strongest predictor. Motivation significantly predicted academic achievement over the second semester only. Implications of these findings for self-directed learning and academic achievement in a traditional classroom setting are discussed.