Applied Psychology : Proceedings of the 2015 Asian Congress of Applied Psychology (ACAP 2015)

"This is the conference proceedings for the 2015 Asian Congress of Applied Psychology (ACAP 2015), hosted by Aventis School of Management, Singapore. It includes papers by a group of international academics and researchers. It covers the most recent research findings in the fields of Psychology, especially in the applied areas that have a bearing on policies."-- Cover Front Matter Title Page Copyright Preface ACAP Advisory Board Table of Contents Subjective norms of the intention to use green sustainable transportation: A case study of In-Trans shuttle bus facility and travel mode choice of Pembangunan Jaya University students in Bintaro Jaya 1. Introduction 2. Literature Review 3. Methodology 4. Findings 5. Limitation of the Study 6. Conclusion and Future Direction Acknowledgements References Psychological safety and organisational performance in Indonesian companies: Preliminary findings 1. Introduction 2. Theory and Hypotheses Development 2.1. Psychological safety 2.2. Organisational performance 3. Method 3.1. Sample and procedure 3.2. Measures 3.3. Analysis 4. Results 5. Discussion 6. Limitation and Future Research Acknowledgments References Exploring the relationship between attitude similarity, likeability, and construal of student leaders 1. Introduction 1.1. The similarity-attraction link 1.2. Similarity and leadership 1.3. Construal level theory 1.4. Social distance 1.5. Social distance and leadership 1.6. Similarity as a measure of social distance 1.7. The present research 2. Method 2.1. Participants 2.2. Design 2.3. Materials 2.3.1. Attitudes survey 2.3.2. Similarity manipulation 2.3.3. Construal level 2.3.4. Likeability 2.4. Experimental session 3. Results 3.1. Preliminary analyses 3.1.1. Reliability analysis 3.1.2. Factor analysis 3.1.3. Manipulation check 3.1.4. Hypotheses testing 4. Discussion 4.1. Summary of findings 4.2. Implications and contribution 4.3. Limitations and future research 4.4. Conclusion References Counselling in an in-patient set-up: Role in mainstream healthcare 1. Introduction 1.1. Mental health in mainstream healthcare 1.2. Consultation liaisons with psychological interventions 1.3. Review of the role of counselling in in-patient departments 1.3.1. Critical care and emergency 1.3.2. Gastroenterology 1.3.3. Gynaecology 1.3.4. Nephrology 1.3.5. Neurology/neurosurgery 1.3.6. Oncology and palliative care 1.3.7. Orthopaedics and rheumatology 1.3.8. Paediatrics 1.3.9. Surgery 1.4. Role of psychological support for caregivers 2. Methodology 2.1. Rationale 2.2. Study sample 2.3. Outcome measures 2.3.1. Rate of referrals 2.3.2. Stakeholders’ experiences 2.3.2.1. Patient satisfaction 2.3.2.2. Caregiver satisfaction 2.3.2.3. Treating medical experts’ feedback 2.4. Statistical and analysis methods 3. Results 3.1. Rate of referrals 3.2. Stakeholders’ experiences 3.2.1. Patient satisfaction 3.2.1.1. Psycho-education 3.2.1.2. Catharsis 3.2.2. Caregiver satisfaction 3.2.2.1. Managing distress 3.2.2.2. Reducing caregiver burden 3.2.3. Treating medical experts’ feedback 3.2.3.1. Patient receptivity 3.2.3.2. Treatment adherence 3.2.3.3. Coping and adjustment to illness or medical condition 3.2.3.4. Resilience building 3.3. Relationship between patient and caregiver satisfaction 4. Discussion 5. Implications References Exploring the relationship between abstract mindedness, self-regulation and prosocial behaviour 1. Introduction 1.1. Mindsets, prosocial behaviour and self-regulation 1.1.1. Abstract and concrete mindsets 1.1.2. Abstract mindedness and prosocial behaviour 1.1.3. Self-regulation 1.1.3.1. Self-regulation and prosocial behaviour 1.1.3.2. Abstract mindedness and self-regulation 2. The Present Study 3. Methodology 3.1. Participants and design 3.2. Measures 3.2.1. Mindset activation tasks 3.2.2. Self-regulation measure 3.2.3. Prosocial behaviour measure 3.2.4. Demographics form 4. Procedure 5. Results 5.1. Preliminary analyses 5.2. Hypothesis testing 5.2.1. Hypothesis 1 5.2.2. Hypothesis 2 5.2.3. Hypothesis 3 5.2.4. Hypothesis 4 6. Discussion 6.1. Limitations and future directions 7. Conclusion References Appendix A Appendix B Appendix C Appendix D Appendix E Appendix F Appendix G The path analytic models of 2 X 2 classroom goal structures, achievement goals, achievement emotions and self-regulated learning of Hong Kong undergraduates in their English study 1. Introduction 1.1. 2 x 2 classroom goal structures 1.2. Achievement emotions 2. Literature Review 2.1. Classroom goal structures and achievement goals 2.2. Achievement goals and self-regulated learning 2.3. Classroom goal structures and achievement emotions 2.4. Achievement emotions and self-regulated learning 2.5. Hypotheses 3. Method 3.1. Participants 3.2. Procedure 3.3. Instruments 4. Results 4.1. Descriptive statistics and correlational analysis 4.2. Reliability analysis 4.3. Confirmatory factor analysis 4.4. Path analysis of classroom goal structures, achievement goals and self-regulated learning 4.5. Path analysis of classroom goal structures, positive achievement emotions and self-regulated learning 4.6. Path analysis of classroom goal structures, negative achievement emotions and self-regulated learning 5. Discussion 5.1. Path model of classroom goal structures, achievement goals and self-regulated learning 5.2. Path model of classroom goal structures, positive achievement emotions and self-regulated learning 5.3. Path model of classroom goal structures, negative achievement emotions and self-regulated learning 6. Conclusion References Digital identity: The transparency of the self 1. Introduction 2. Conceptual Background 3. Trends in Digital Identity Research 4. Research-in-Progress Summary 5. Discussion References The impact of classroom climate on undergraduates’ self-regulated learning and perceived competence with motivation as mediator 1. Introduction 2. Literature Review 2.1. Classroom climate 2.2. Self-determined motivation 2.3. Self-regulated learning 2.4. Perceived competence 2.5. Hypotheses 3. Method 3.1. Participants 3.2. Procedures 3.3. Instrumentation 3.3.1. Survey of classroom learning structures (scls) 3.3.2. Academic motivation scale (ams-c 28) 3.3.3. Motivated strategies for learning questionnaire (mslq) 3.3.4. Academic self-regulated learning scale (a-srl-s) 3.3.5. Perceived competence questionnaire 4. Results 4.1. Descriptive statistics and correlational analysis 4.2. Multiple regression analysis 5. Discussion 5.1. The relationship between autonomy support and motivation 5.2. The relationship between mastery evaluation and motivation and self-regulated learning strategies 5.3. The relationship between motivation and task value and perceived competence 6. Conclusion References The structural relationships of Chinese values, self-others oriented achievement motives, achievement emotions and self-regulated learning in Hong Kong 1. Introduction 2. Literature Review 2.1. Chinese values and achievement motives 2.2. Achievement motives and achievement emotions 2.3. Achievement emotions and self-regulated learning 3. Research Hypotheses 4. Method 4.1. Design 4.2. Participants 4.3. Instruments 4.4. Procedures 5. Results 5.1. Descriptive statistics 5.2. Reliability 5.3. Confirmatory factor analysis 5.4. Path analysis 5.5. Structural equation modeling (SEM) 6. Discussions 6.1. The relationship between Chinese values and achievement motives 6.2. The relationship between achievement motives and achievem entemotions 6.3. The relationship between achievement emotions and self-regulated learning 6.4. Structural relationship among Chinese values, self-others oriented achievement motives, achievement emotions and self-regulated learning 7. Limitation 8. Suggestions for Further Study 9. Conclusion References Perceived Chinese parenting beliefs and styles as antecedents on Hong Kong undergraduates’ learning and achievement with self-other achievement motives as mediator 1. Introduction 2. Literature Review 2.1. Perceived Chinese parenting beliefs and styles 2.2. Self-other achievement motives 2.3. Learning strategies 2.4. Perceived learning competence 2.5. Hypotheses 3. Method 3.1. Participants 3.2. Procedures 3.3. Design 3.4. Instrumentation 4. Results 4.1. Descriptive statistics and correlational analysis 4.2. Reliability estimates 4.3. Multiple regression analysis 5. Discussion 5.1. The relationship between perceived Chinese beliefs and styles and self-other achievement motives 5.2. The relationship between self-other achievement motives and learning strategies 5.3. The relationship between learning strategies and perceived learning competence and academic performance 6. Conclusion References The path model of parenting style, attachment style, self-regulation and Smartphone addiction 1. Introduction 1.1. Smartphone addiction 1.2. Parenting style 1.3. Attachment style 1.4. Self-regulation 1.5. Self-esteem 2. Research Hypotheses 3. Methods 3.1. Participants 3.2. Instrumentations 3.2.1. The Chinese Parental Authority Questionnaire (CPAQ) 3.2.2. Chinese Relationship Styles Questionnaire (CRSQ) 3.2.3. Short Self-regulation Questionnaire (SSRQ) 3.2.4. Improved version of Chinese Rosenberg Self-esteem Scale 3.2.5. Smartphone Addiction Scale (SAS) 4. Result 4.1. Descriptive statistics and correlational analysis 4.2. Reliability analysis 4.3. Confirmatory factor analysis 4.4. Path Analysis of parenting style, attachment style, self-regulation, self-esteem and smartphone addiction 4.5. Result summary of path analysis 5. Discussion 5.1. The relationship between parenting style and attachment style to self-regulation 5.2. Impulse-control in smartphone addiction 5.3. Goal setting behaviour in smartphone addiction 6. Limitations 7. Implications 8. Conclusion References Effectiveness of sponsorship in swimming competitions: An application of limited capacity model of mediated message processing 1. Introduction 2. Literature Review 3. Method 4. Findings and Discussion 5. Conclusion References Structural equation modeling of Chinese parenting predicting Hong Kong secondary school students’ learning strategies with achievement emotions and achievement goals as mediators 1. Literature Review 1.1. Chinese parenting 1.2. Positive achievement emotions 1.3. 3x2 achievement goals 1.4. Learning strategies 1.5. Chinese parenting, achievement goals and achievement emotions 1.6. Achievement emotions, achievement goals and learning strategies 2. The Present Study 3. Method 3.1. Participants 3.2. Procedure 3.3. Instruments 3.4. Chinese Parenting Questionnaires 3.5. Positive Achievement Emotions Questionnaire 3.6. Achievement Goal Questionnaire 3.7. Learning Strategies Questionnaire (MSLQ) 4. Results 4.1. Descriptive statistics and correlation analysis 4.2. Confirmatory factor analysis 4.3. Path analysis 4.3.1. Path analysis with Chinese parenting, positive achievement emotions and learning strategies 4.3.2. Path analysis regarding Chinese parenting, achievement goals and learning strategies 5. Structural Equation Modelling (SEM) 5.1. SEM of Chinese parenting, positive achievement emotions, achievement goals and learning strategies 6. Discussion 7. Research Implications 8. Limitation and Suggestions for Further Studies References The relations of parental acceptance-rejection, 3 X 2 academic achievement goals, social achievement goals, life satisfaction, and learning strategies for undergraduates in Hong Kong 1. Introduction 2. Literature Reviews 2.1. Concepts of interpersonal acceptance-rejection theory 2.2. Parental acceptance and rejection and goals orientations 2.2.1. Parental acceptance-rejection and academic achievement goal 2.2.2. Parental acceptance-rejection and social achievement goal 2.3. Goals orientations and learning strategies 3. Methodology 3.1. Participants and sampling method 3.2. Instruments 3.2.1. Adult Parental Acceptance Rejection Questionnaire (PARQ) 3.2.2. 3 X 2 Achievement Goal Questionnaire (AGO) 3.2.3. Social Achievement Goal Orientation Scale (SAGOS) 3.2.4. Motivated Strategies for Learning Questionnaire (MSLQ) 3.2.5. Satisfaction with Life Scale (SWLS) 4. Results 4.1. Descriptive statistics 4.2. Reliability analysis 4.3. Validity analysis 4.5. Structural equation modelling (SEM) 5. Discussion 5.1. The relationship between parental acceptance-rejection and 3 X 2 academic achievement goals 5.2. The relationship between parental acceptance-rejection and social achievement goals 5.3. The relationship between 3 X 2 academic achievement goals and motivated strategies of learning 5.4. The relationship between social achievement goals and motivated strategies of learning 5.5. The relationship between parental acceptance-rejection and life satisfaction 5.6. Structural equation modelling 5.7. Limitations and suggestions References The structural relationship of perceived academic support and self regulatedlearning: The mediating role of achievement emotions and academic motivation 1. Introduction 2. Literature Review 2.1. Perceived academic support 2.2. Achievement emotions 2.3. Academic motivation 2.4. Self-regulation learning strategies 2.5. Perceived academic support and achievement emotions 2.6. Perceived academic support and academic motivation 2.7. Achievement emotions and self-regulation learning strategy 2.8. Academic motivation and self-regulation learning strategy 2.9. Hypothesis 3. Method 3.1. Participants 3.2. Procedure 3.3. Instrumentation 4. Results 4.1. Reliability 4.2. Validity 4.3. Path analysis 4.4. Structural equation modeling 5. Discussion 5.1. The relationship between the PPAS and academic motivation 5.2. The relationship between the PTAS and academic motivation 5.3. The relationship between PPAS, PTAS and PFAS 5.4. Limitation 5.5. Conclusion References Participant motivation: A comparison of male and female athletes competing at the 2009 World Masters Games 1. Introduction 2. Research Aim 3. Methods 3.1. Sample and instrument 3.2. Statistical analysis 4. Results 5. Discussion References