Learned Resourcefulness Research Articles

Examining the importance of academic-specific self-compassion in the academic self-control model

ABSTRACTThe aim of this investigation was to determine whether an academic-specific self-compassion scale would share stronger bivariate relationships with academic-focused variables, act as a stronger unique predictor of university adaptation than a general measure of self-compassion, and moderate the relationship between general and academic resourcefulness. A convenience sample of 422 undergraduates completed measures assessing general learned resourcefulness, academic self-efficacy, failure attributions, academic goal focus, academic resourcefulness, academic self-compassion, and university adaptation. As hypothesized, academic self-compassion shared a stronger relationship with academic resourcefulness than a general measure of self-compassion; academic self-compassion independently predicted university adaptation along with academic resourcefulness and expected GPA; and, unlike general self-compassion, academic self-compassion did not moderate the relationship between general and academic resourcefulness, providing support for academic self-compassion being a type of academic self-control that is “emotion-oriented.” The value of using academic-specific versus global constructs when assessing academic outcomes is discussed.

THE MEDIATION ROLE OF PROBLEM SOLVING SKILLS ON THE RELATIONSHIP BETWEEN LEARNED RESOURCEFULNESS AND LONELINESS

The aim of the study was to examine the mediation role of problem solving skills on the relationship between learned resourcefulness and loneliness. Mediation model tested using data collected from 211 Turkish university students. Rosenbaum’s Self-Control Schedule, Problem-solving Inventory, and UCLA Loneliness Scale were used to collect the data in this study. The effect of learned resourcefulness on loneliness and the mediation role of problem solving skills in this relationship were analyzed by hierarchical multiple linear regression analysis. The significance of the mediation of problem solving skills was examined by the Sobel test. Analyses revealed that learned resourcefulness predicted loneliness significantly, and that problem solving skills showed full mediation in this relationship. When the effects of problem solving skills were controlled, learned resourcefulness could not predict loneliness, significantly. Findings of the study emphasized that the use of only cognitive strategies could relatively be less effective to reduce loneliness. However, using cognitive coping strategies, such as learned resourcefulness, along with behavioral processes could help weaken loneliness. Therefore, in the psycho-educational programs or counseling sessions, it would be useful to implement interventions that enhance problem solving skills whose behavioral aspect outweighs, and cognitive skills such as learned resourcefulness. The significance and limitations of the findings were discussed. Article visualizations:

THE PREDICTIVE POWER OF UNIVERSITY STUDENTS’ ALIENATION TO THE LEARNED RESOURCEFULNESS

The aim of this study is to determine the predictive power of students’ perception of alienation (weakness, anomy, meaninglessness, isolation) over students’ learned resourcefulness perception. The participants of this research are 820 university students at Bozok University in Turkey during 2013-2014 school years. In the research Student Alienation Scale and Learned Resourcefulness Scale were used. Student Alienation Scale has four sub scales which are weakness, anomy, meaninglessness, isolation. Learned Resourcefulness Scale has one dimension. A simple linear regression analysis was carried out to identify how the perception of alienation of students affects (predicts) the learned resourcefulness perception of the students. It is concluded that there is a significant positive and low-level relationship between students’ alienation perception and learned resourcefulness perception. According to the results, it can be said that, 7 % of the total variance in the students’ perception of learned resourcefulness results from their weakness perception. Also 1 % of the total variance in the students’ perception of learned resourcefulness results from their anomy perception. And 2 % of the total variance in the students’ perception of learned resourcefulness results from their meaninglessness perception. Finally 2 % of the total variance in the students’ perception of learned resourcefulness results from their isolation perception.

Effect of learned resourcefulness on learning-centered leadership: a field research

Amac- Hayat boyu ogrenmenin gun gectikce onem kazandigi gunumuzde, cevresine fayda saglayan, sorumluluk sahibi olan, bilgiye dayali karar veren, ogrenimi motive eden, ogrenmeyi destekleyen ogrenme merkezli liderlere olan ihtiyac da artmaktadir. Ogrenme merkezli liderler, ogrenme icin ortak bir vizyon gelistirir ve ogrenim gelisimi icin destekleyici bir ortam yaratir. Tum bu ozelliklere sahip olan kisilerin zorluklarla basa cikma azimlerinin yuksek ve ustun bir sekilde sorunlari cozme stratejilerine sahip olmasi gerektigi dusunulmektedir. Literaturde de ogrenilmis gucluluk konusu son zamanlarda oldukca ilgi gormektedir. Bu calismanin amaci ogrenilmis guclulugun ogrenme merkezli liderlik uzerindeki etkisini ele almaktir. Yontem- Arastirma verileri, bir devlet universitesinde okuyan ogrencilere anket teknigi ile uygulanarak elde edilmistir. Bulgular- Veriler SPSS programina girilerek frekans analizi, korelasyon analizi ve regresyon analizlerine tabi tutulmustur. Sonuc- Yapilan analizler sonucunda degiskenler arasinda anlamli iliskiler oldugu ve ogrenilmis guclulugun ogrenme merkezli liderlik uzerinde pozitif etkiye sahip oldugu sonucuna ulasilmistir.

LEARNED RESOURCEFULLNESS AND MENTAL HEALTH: PSYCHOMETRIC ANALYSIS OF UKRAINIAN VERSION OF SELF-CONTROL SCHEDULE

The mental health is recognized the most important components of a high quality of life that allow people to consider their lives meaningful, to be active and creative members of society. However, the problem of relationship between mental health and personality resources n the context of lerarned resourcefulness theory remains unresolved The aim of the article is a psychometric analysis of the Ukrainian version of the Self-Control Schedule and assessment relationships between learned resourcefulness and indicators of mental health on a students’ sample (n = 450). It is shown that at the first stage from the scale were withdrawn items low in absolute value in latent factor loadings, at the second stage — the possible correlations were identified by the modification indices. These correlations were included into the model and improved it (χ2/df = 0.98; RMSEA = 0.00; SRMR = 0.03; NFI = 0.91; NNFI = 1.00; CFI = 1.00). The 12 items were left and shaped the final version of the scale in the one-factor decision. The final scale was characterized by sufficient internal consistency (α = 0,68; ωB = 0.71) and test-retest reliability (r = 0,79). It was found that students with high levels of rarely showed negative behavioral responses (r = -0,13; p = 0,01) and more used cognitive assessment of stress (r = 0,34; p <0,001). The future research in this field is outlined.

Creating a conceptual model for family caregivers of older adults intervention research: A narrative review of learned resourcefulness, resourcefulness, and the transtheoretical model

Providing and maintaining optimal care is challenging for older family caregivers who are caring for disabled older adults. Learned Resourcefulness can facilitate family caregivers' self-help strategies, and Resourcefulness can facilitate help-seeking from others. However, little is known about how older family caregivers can effectively maintain and adapt self-help and help-seeking strategies over time, especially as the dynamic nature of caregiving for disabled older adults demands change. To this end, the Transtheoretical model (TTM) provides useful constructs that address family caregivers' readiness to change their self-help and help-seeking behaviors. This paper reviews relevant literature regarding Learned Resourcefulness, Resourcefulness, and the TTM. The proposed conceptual model incorporates constructs from the TTM integrated with Learned Resourcefulness and Resourcefulness strategies to aid in the development and testing of interventions that are designed to promote the quality of life and health of older family caregivers while they are providing care to disabled older adults.

Women in Higher Education: Exploring Stressful Workplace Factors and Coping Strategies

For women administrators in higher education, workplace factors like managing multiple roles; work bleeding into personal life; issues with leadership; discrimination and marginalization; and role insufficiency (i.e., ambiguity in work roles and reduced sense of control) contribute to increased workplace stress. Individual coping responses are often determined by how stressors are perceived indicating whether an individual will effectively or ineffectively manage a stressor. The purpose of this study was to examine the relationship between stress and health risk among women in administrative roles in higher education with a particular focus on coping strategies employed. The results suggest that women administrators are employing effective strategies when dealing with daily work stressors and have developed a degree of learned resourcefulness; however, health data indicate long-term potential for mental health issues. Further results suggest a dichotomous view of the role of leadership as both a cause of stress and a strategy for effectively managing stress.

The Effectiveness of Empowerment Program on Increasing Self-Esteem, Learned Resourcefulness, and Coping Ways in Women Exposed to Domestic Violence

ABSTRACTThis study was conducted to assess the effectiveness of empowerment program on increasing self-esteem, learned resourcefulness, and coping ways in women exposed to domestic violence. This experimental study was conducted between October 2012 and June 2014 in the obstetrics and gynaecology departments of the Giresun Maternity Hospital, and at the Family Counseling Center (FCC) in Turkey. Sixty women who agreed to participate in the study were randomly assigned into two groups. Data were collected by the Coopersmith Self-Esteem Inventory (SEI), The Rosenbaum's Learned Resourcefulness Scale (RLRS), and the Ways of Coping Inventory (WCI). The assessment of the women before and after the empowerment program showed that women in the intervention group showed significant improvements in the SEI, RLRS, and WCI scores compared with controls. These results suggest that the empowerment program is an effective practice for increasing the levels of self-esteem, learned resourcefulness, and coping ways of women exposed to domestic violence.

Mediating role of psychiatric symptoms on the relationship between learned resourcefulness and life satisfaction among Turkish university students

ObjectiveThe transition from high school to higher education can be stressful for some students. Stressful situations can put individuals at risk of developing adverse psychological problems. The aim of the current study was to investigate the mediating role of psychiatric symptoms in the relationship between learned resourcefulness and life satisfaction of university students.MethodData were collected from 389 (285 women, 73.26%) Turkish university students from first year through senior year. To collect data, Rosenbaum's Learned Resourcefulness Scale, Satisfaction with Life Scale, and Brief Symptom Inventory were administered during a class period. A structural equation modelling (SEM) methodology was utilised to assess associations among variables.ResultsThe SEM results indicated that the hypothesised model provided a good fit to the data. The findings revealed that learned resourcefulness as a psychological strength influenced life satisfaction both directly and indirectly via the mediating effect of psychiatric symptoms. In other words, highly resourceful university students reported low level of psychiatric symptoms, which in turn were associated with life satisfaction.ConclusionsThe implications of the findings were discussed in terms of cultural factors and intervention strategies for the enhancement of learned resourcefulness and life satisfaction among university students.

Effect of the Cognitive-Behavioral Prevention Program on Levels of Depression Symptoms Among Working Adolescents in Turkey.

The current study was conducted to determine the effect of the Cognitive-Behavioral Prevention Program (CBPP) on levels of depression symptoms, ability to cope with stress, and automatic negative thought patterns among working adolescents in Turkey. The CBPP was conducted once per week for eight sessions and then once per month for six sessions. Data were collected using the Beck Depression Inventory, Automatic Thoughts Questionnaire, and Rosenbaum's Learned Resourcefulness Schedule. Observations were made prior to administration of the CBPP, upon conclusion of the program, and at 6 and 12 months. Chi-square and t tests were used for data analysis. Mean age of participants was 15.85, and they worked a mean 10.84 hours per day. After taking part in the CBPP, participants displayed a decrease in levels of depression symptoms, an increase in their ability to cope with stress, and diminished automatic negative thoughts (all p = 0.001), thus indicating that they benefited from the program and its effectiveness continued through 12-month follow up. [Journal of Psychosocial Nursing and Mental Health Services, 54(7), 43-51.].

Effects of Resourcefulness on Sleep Disturbances, Anxiety, and Depressive symptoms in Family Members of Intensive Care Unit Patients

The study aimed to investigate the relationships among psychological distresses, resourcefulness, sleep disturbances, anxiety and depressive symptoms in family members of intensive care unit (ICU) patients. A cross-sectional, descriptive correlational design was employed. Using structural equation modeling (SEM) approach, relationships among factors, mediators, and outcomes were analyzed. The SEM explained 59% of the variances in depressive symptoms and 36% in anxiety. Family members with greater learned resourcefulness had fewer sleep disturbances, depressive and anxiety symptoms. Nursing professionals need to detect psychiatric disease of family members and must be especially vigilant with people who have low resourcefulness and sleep disturbances.

Learned Resourcefulness and Burnout Levels of English Teachers

The aim of this study was to examine the relationships between some individual characteristics, learned resourcefulness and burn out on the one hand and the relationships between burn out and learned resourcefulness on the other. The participants in this research included 163 English teachers teaching in the schools located in Malatya. The participants were asked to anonymously fill out a questionnaire involving three parts which respectively investigated their background, burnout level and learned resourcefulness (Rosenbaum’s Learned Resourcefulness Scale and Maslach Burnout Inventory). The findings indicated that more than half of the teachers possess moderately high level of learned resourcefulness and they are experiencing burnout at moderate level in three aspects of MBI. In addition, the analysis suggested an inverse relationship between learned resourcefulness and the three burnout subscales: as learned resourcefulness increases, emotional exhaustion, depersonalization and lack of personal accomplishment decrease. Furthermore; the independent variables (age, gender, and marital status) were not found to be significant in learned resourcefulness and any of the burnout dimensions. “The school type” is the only variable which was found to be significant in the three burnout sub-dimensions. Results are discussed in the light of current literature and suggestions were provided.

The Relationship Between Learned Resourcefulness and Job Satisfaction: A Research on Staff of Higher Education in Turkey

The independent variable “Learned Resourcefulness” was measured by using the “Learned Resourcefulness Scale” developed by Rosenbaum and the dependent variable “Job Satisfaction” was measured by using the “Short Form Minnesota Satisfaction Questionaire” developed by Weiss, Dawis, England and Lofguist. It is expected that, this study will contribute to the existing literature through analyzing the relationship between learned resourcefulness levels in higher education staff and job satisfaction.

Investigation of Learned Resourcefulness Level of Teachers According to Some Variables

The aim of the present study was to investigate the levels of learned resourcefulness of teachers who work in mainstream schools and in schools for children with learning difficulties or disabilities according to some variables. The sample size consist of a total of 340 teachers made up of 174 who worked in SEN schools and 166 who worked in mainstream schools participated voluntarily in this research. To collect information about socio- demographic of teachers Personal Information Form prepared by the investigator and Rosenbaum's Learned Resourcefulness Scale were used in this study. The results of this study showed that there were no found significant differences between learned resourcefulness, gender, marital status, school type and age groups of teachers, while there were significant differences between learned resourcefulness, exercise hour and the environment they live.

Effect of Cognitive-Behavioral-Theory-based Skill Training on Academic Procrastination Behaviors of University Students

This study examined the effectiveness of a cognitive-behavioral theory (CBT) psycho-educational group program on the academic procrastination behaviors of university students and the persistence of any training effect. This was a quasi-experimental research based on an experimental and control group pretest, posttest, and followup test model. Twenty-six students participated in the research, with 13 each in the experimental and control groups. The Academic Procrastination Scale (APS), Melbourne Decision-Making Questionnaire I-II, Rosenbaum’s Learned Resourcefulness Scale, State-Trait Anxiety Inventory, and Beck Depression Inventory were administered for the synchronization of the two groups in the selection process. The APS was used to collect quantitative data from the participants. In the analysis of the quantitative data, analysis of covariance and t-test were used for statistical analyses. The qualitative data were collected via a general evaluation form of group processes, and thematic analysis was applied to the collected data. It was observed that CBT-based skill training decreased university students’ academic procrastination behaviors and had a long-term effect on the students.

Psychological predictors of mental toughness in elite tennis: an exploratory study in learned resourcefulness and competitive trait anxiety.

The purpose of this study was to examine the extent to which two constructs, learned resourcefulness and competitive trait anxiety, measured by the Self-Control Schedule and Sports Competition Anxiety Test, respectively, predicted mental toughness on the Sports Mental Toughness Questionnaire among male and female elite tennis players. The participants included two NCAA Division 1 (U.S.) intercollegiate tennis teams comprising eight male (M age = 19.4 yr., SD = 1.2) and eight female (M age = 20.9 yr., SD = 1.4) players and their respective head coaches (N = 2, M age = 28 yr., SD = 5.7). Results of regression analyses indicated that learned resourcefulness was the primary predictor of athlete self-rated mental toughness and that competitive trait anxiety was relatively unrelated to coach and athlete-rated mental toughness. The positive significant relationship between mental toughness and learned resourcefulness suggests that the latter may be an integral component of mental toughness, at least among elite tennis players. Further research is needed to examine related components of mental toughness, including learned resourcefulness, and to determine the effectiveness of interventions that increase mental toughness to optimal levels, particularly as a function of sport type.

Learned Resourcefulness and Coping with Stress in Mothers of Children with Disabilities

Problem Statement: Research has indicated that some mothers can cope with stressful life conditions and continue their lives normally, whereas others are unable to overcome such challenging conditions. Recent research has shown that mothers of children with disabilities are likely to know more about why some mothers have relatively well-adjusted lives despite stressful conditions, as well as why they cope better with these conditions than others. However, to date, studies in Turkey have only concentrated on the degree to which mothers of children with disabilities feel stress and which coping ways they use to curb the negative effects of stress. Purpose of the Study: This study aimed to examine the relationships between learned resourcefulness and ways of coping with stress. Methods: The study sample consisted of 222 mothers of children attending special education institutions during the 2011–2012 academic year in Sakarya, Turkey. The Self-Control Schedule and Ways of Coping Inventory were used to assess learned resourcefulness and coping strategies, the relationships among which investigated using Pearson

Caregiver Burden, Health Status, and Learned Resourcefulness of Older Caregivers

As caregivers undertake caregiving responsibilities over a long period of time, the burdens placed on them could lead to undue stress and affect their health. This correlation study examined the current situations and relationships among caregiver burden, health status, and learned resourcefulness (LR) of older caregivers who care for disabled older adults, and predicted the important factors that affect their caregiver burden. In all, 108 older caregivers were recruited from home care services of two hospitals. Structured questionnaire interviews were applied to collect data: the Caregiver Burden Scale, the SF-36 Health Survey (SF-36), and the Rosenbaum's Self-Control Schedule. Results indicated that the caregiver burden was negatively correlated with physical health, mental health, and LR. Physical and mental health were positively correlated with LR. The predictors of caregiver burden included LR, health status, economic status, and activities of daily living, which accounted for 58.60% of the total caregiver burden variance.

Examination of High School Students’ Learned Resourcefulness: A Review of Gender, Parental Attitudes, and Values

High school education is a process involving quite challenging life situations such as university entrance exam preparation, career choice, as well as autonomy development. While some students overcome with the difficulties successfully, the others might not demonstrate the same skills. The differences among students are explained with learned resourcefulness. Many factors such as the relationships with parents have an effect to develop learned resourcefulness. In this study, determination of the predictive power of gender, parental attitudes, and values on learned resourcefulness of high school students were aimed. The study is designed according to the survey model. The sample consisted of 420 (F=202; M=218) high school students studying in different schools in Istanbul. Parental Attitude Scale, Rosembaum’s Learned Resourcefulness Scale, Schwartz Value Scale, and personal information sheet were used as measurements. Results showed that gender, parental attitudes and values had predictive power on learned resourcefulness. It was also gained that mother and father educational levels had significant effects on learned resourcefulness, whereas number of siblings and birth order did not yield any effects. The result indicated that effects of parents’ on their children must be investigated in terms of cultural themes.

A Research on the Learned Resourcefulness and Psychological Vulnerability Levels of the School of Physical Education and Sports Students

Article History: Received 20.03.2014 Received in revised form 14.05.2014 Accepted 25.05.2014 Available online 10.08.2014 This is a descriptive research conducted for determining the relationship between the learned resourcefulness and psychological vulnerability levels of the School of Physical Education and Sports students. Research group is composed of 206 students who have studied in the School of Physical Education and Sports of Sakarya University in 2013-2014 academic year. Rosenbaum’s Learned Resourcefulness Scale (RLRS) was used to determine the learned resourcefulness level and Psychological Vulnerability Scale was used to determine the psychological vulnerability level in the research. The data on characteristics of students was obtained from the Personal Information Form (PIF) developed by the researcher. T test, one-way ANOVA and Pearson Product-Moment Correlation Coefficient were used for the analysis of the learned resourcefulness and psychological vulnerability levels of the university students. Statistical Package for the Social Sciences (SPSS) 15.0 was used in the analyses. As the result of the research, no significant difference determined between the learned resourcefulness levels in terms of gender, sibling number, parental attitudes and socioeconomic level. Besides, the relationship between the learned resourcefulness and psychological vulnerability scores of the university students was found insignificant. © 2014 IOJES. All rights reserved