This study explored the self-regulated writing process of EFL learners in the context of China. Drawing upon the writing diaries written by 109 Chinese university EFL learners, the study examined how Chinese EFL learners self-regulated their writing in the pre-, while-, and post- writing phases. The findings showed that the learners went through ten processes (i.e., goal setting, knowledge activation, strategic planning, environmental preparation, organizing ideas and structures, preparing for good mental states, monitoring, controlling, reflection, and reaction) in the three writing phases to self-regulate not only their cognition, but also their behaviours, and the learning context/environment. Subprocesses of each of the ten processes were also identified. This study expanded self-regulated learning theory and L2 writing theory and contributed to a better understanding of how EFL learners learn to write. It is expected to inform L2 writing teaching, and to shed light on future L2 writing research.
Influences of Emotional Intelligence and Self-Regulation on Attitude towards Unethical Work Behaviour among Academic Staff of Selected Tertiary Institutions in Nasarawa State (Published)
As custodian of knowledge and agents of change, the academics has a responsibility to demonstrate ethical behavior, maintain a professional working environment and provide services with a benevolent and caring attitude. In recent time, there has been an upsurge in the rate of unethical work behavior among academic staff which is becoming alarming. Despite all that is required of them with regard to ethics and discipline, a critical observation of the conduct of some academic staff in Nigeria has revealed a departure from this norm. Therefore, the study set out to examine the roles of emotional intelligence and self-regulation on attitude towards unethical work behavior among academic staff of Nigerian tertiary institutions. This study is an ex-post facto survey, with attitudes towards unethical behavior as a dependent variable and emotional intelligence and self-regulation as major independent variables. The study sample comprised two hundred and fifty members of academic staff randomly selected from the three selected tertiary institutions in Nasarawa State. The instrument of data collection for this study is questionnaire and were analysed using Statistical Package for the Social Sciences (SPSS) software. The study revealed that emotional intelligence, self-regulation, age, gender and educational qualification contribute significantly to variance in attitude towards unethical work behavior. Recommendation includes that proper orientation and refresher workshop should be enhanced to include value analysis, with regard to ethical principles that may be unclear to academic staff. The analysis should include basic explanations of professional ethics.
WHAT IT MEANS TO WORK HARD FOR CAREER PROGRESSION: A STUDY OF CORPORATE MANAGERS IN GHANA (Published)
Managerial career success is largely a function of two important career experiences: human capital, including hard work, and organizational support sponsorship. Whereas attracting and obtaining sponsorship reflects a more political explanation for career success, hard work represents a merit based and psychological explanation. However, little attention has been given to research that explores internally generated facets and psychological factors of hard work which facilitate career success. Using qualitative approach, this study was therefore conducted to explore managers’ conceptualization of hard work for career progression and success. Fifty-eight managers drawn from twelve public and private organizations in Ghana completed an open ended questionnaire on what it means to work hard for their career progression. Thematic content analysis of the data showed that four main themes underlie hard work for career progression: motivation and goal/achievement orientation; work capability/efficacy; work commitment/perseverance; and investing maximum input/extra effort. Findings are discussed within the frameworks of career achievement motivation, goal setting, self-efficacy and self-regulation theories.