Educational Psychology

This study aimed to enhance critical thinking skills among sixth grade student with learning difficulties in mathematics in Jordan by using the CoRT programme. The pre-test-post-test control-group design was used in the study. There was one dependent variable in this study, is, the level of students' critical thinking skills. For this purpose, a critical thinking test was administered to a sample of 93 sixth grade student with learning difficulties in mathematics from schools in First Amman Educational Directorate in Jordan, before and after a threemonth training program. The participants of the sample were distributed into two groups. After that, one group was randomly chosen to be the experimental group, and the other one to be the control group. Results showed that the training programme had a very large -sized effect on the participants' critical thinking.

The objective of this study was to explore dimensions of oral language and reading and their influence on reading comprehension in a relatively understudied population-adolescent readers in 4th through 10th grades. The current study employed latent variable modeling of decoding fluency, vocabulary, syntax, and reading comprehension so as to represent these constructs with minimal error and to examine whether residual variance unaccounted for by oral language can be captured by specific factors of syntax and vocabulary. A 1-, 3-, 4-, and bifactor model were tested with 1,792 students in 18 schools in 2 large urban districts in the Southeast. Students were individually administered measures of expressive and receptive vocabulary, syntax, and decoding fluency in mid-year. At the end of the year students took the state reading test as well as a groupadministered, norm-referenced test of reading comprehension. The bifactor model fit the data best in all 7 grades and explained 72% to 99% of the variance in reading comprehension. The specific factors of syntax and vocabulary explained significant unique variance in reading comprehension in 1 grade each. The decoding fluency factor was significantly correlated with the reading comprehension and oral language factors in all grades, but, in the presence of the oral language factor, was not significantly associated with the reading comprehension factor. Results support a bifactor model of lexical knowledge rather than the 3-factor model of the Simple View of Reading, with the vast amount of variance in reading comprehension explained by a general oral language factor.

First and 2nd graders (N = 28?) receiving Title I services received 1 of 3 kinds of classroom reading programs: direct instruction in letter-sound correspondences practiced in decodable text (direct code); less direct instruction in systematic sound-spelling patterns embedded in connected text (embedded code); and implicit instruction in the alphabetic code while reading connected text (implicit code). Children receiving direct code instruction improved in word reading at a faster rate and had higher word-recognition skills than those receiving implicit code instruction. Effects of instructional group on word recognition were moderated by initial levels of phonological processing and were most apparent in children with poorer initial phonological processing skills. Group differences in reading comprehension paralleled those for word recognition but were less robust. Groups did not differ in spelling achievement or in vocabulary growth. Results show advantages for reading instructional programs that emphasize explicit instruction in the alphabetic principle for at-risk children. Learning to speak one's native language is a natural process in that explicit teaching is not required. Reading, in contrast, has been called an "unnatural act" (Gough & Hillinger, 1980) to emphasize the fact that one's writing system relates to speech in an arbitrary way and, therefore, has to be taught . What needs to be taught is the alphabetic principle: that letters in a word relate to speech in a conventional and intentional way. For many children, insight into this principle will develop through informal instruction at home and nondirective activities at school. However, as many as one in five children have difficulty learning to read Shaywitz, Fletcher, & Shaywitz, 1994). There may always be a small

This study determined the efficacy of integrating MALMATH and DESMOS in Conversational Strategic Intervention Material (CSIM) on students’ achievement of Grade 9 students of Pedro “Oloy” N. Roa Sr. High School, Cagayan de Oro City. It employed a combination of pre-test posttest quasi-experimental control group and qualitative research design using a 17-item teacher made test to assess students achievement and retention in mathematics and structured interview questionnaire to determine their perception in using CSIM. Three (3) intact Grade 9 classes were randomly assigned as the control group and the other two as experimental groups. The data collected was analyzed analysis of covariance (ANCOVA). Results of the analysis revealed that students who were exposed to CSIM with MALMATH and DESMOS have significantly higher achievement as compared to students who were exposed to conventional teaching method. Hence, the researcher concludes that CSIM with MALMATH and DESMOS integration is ef...

O projeto intitulado “Cinema, Papo e Profissao” esta vinculado as atividades de Extensao da Universidade Luterana do Brasil- Campus Torres e oferece o Servico de Orientacao profissional a estudantes concluintes do Ensino Medio e foi desenvolvido a partir da necessidade dos jovens de encaminharem seu futuro profissional em uma fase de indecisoes e incertezas: a adolescencia. O servico intenciona sensibilizar o jovem do ensino medio, especialmente do ultimo ano, para pensar criativa e coletivamente sua escolha profissional. As atividades sao desenvolvidas nas Escolas do Litoral Norte do Rio Grande do Sul e Sul de Santa Catarina, pelos alunos e alunas do curso de Psicologia da ULBRA Torres, sob a supervisao de uma professora do curso. A partir da exibicao de um filme que aborda a tematica da escolha profissional, e realizada uma discussao sobre o tema “Escolha Profissional” e, em seguida, explica-se o processo Orientacao Profissional (OP), deixando a criterio dos alunos e alunas a esco...

The increase in aggressive behavior during adolescence has led to both research on aggression and the identification of various types of aggression by considering aggression as a multidimensional structure. One of these is relational aggression. In this context, this study aims to examine the mediating role of forgiveness in the relationship between high school students' emotion regulation difficulties and relational aggression. The relational screening method and basic mediation model were used in the study. The study group of the research consists of 1012 students attending public high schools in the center of Eskişehir in the 2021-2022 academic year. The study used the Relational Aggression in Friendship Relationships Scale Adolescent Form, the Difficulty in Emotion Regulation Scale, and the Forgiveness Scale for Adolescents. According to the study's findings, adolescents' forgiveness is directly and negatively predicted by difficulties in emotion regulation. Relational aggression is directly and negatively predicted by forgiveness. The total effect of difficulties in emotion regulation on relational aggression was .19. When the mediator variable, forgiveness, is included in the model, the total effect decreases to .17, which is significant. The indirect effect of forgiveness on adolescents' difficulty in emotion regulation and relational aggression was found to be significant. The partial mediating role of forgiveness was found to be significant, but its effect level was low. In conclusion, all these findings indicate that high school students' difficulty in emotion regulation is a risk factor for relational aggression, while forgiveness is a protective factor.

This study aimed at comparing the psychometric properties of three measures of burnout administered in 320 Greek primary school teachers, namely the Maslach Burnout Inventory (Maslach and Jackson 1982), the Burnout Measure (Pines and Aronson 1988) and the Copenhagen Burnout Inventory (Kristensen et al. 2005). Confirmatory factor analysis tested a three-factor solution for each inventory, consistent to the respective theory. Results yielded a reasonably good model fit for the MBI, and merely acceptable model fit for the BM and the CBI. Overall the findings suggest that the MBI is more appropriate instrument for assessing teachers' burnout compared to the MB and the CBI, which presented not so well-defined inner structure and highly correlated subscales. 

In order to test the mediating role of perceived competence between each goal orientation (i.e. task and ego orientations) and intrinsic motivation in a motivational sequence in the context of university education, two models based on the cognitive evaluation theory and the achievement goal theory were tested with 276 Bolivian undergraduate students (138 males, 138 females), who completed Spanish versions of instruments designed to assess motivation, perceived competence, and positive emotions and interest. Two models were found with structural equation modeling techniques, one for ego orientation and one for task orientation. Results showed that perceived competence acts as a good mediator in the relation between ego orientation and intrinsic motivation, and as a partial mediator in the relation between task orientation and intrinsic motivation.

In psychology, anxiety is one of the most common phenomena that has long been studied. Cognitive Test Anxiety is the term used to describe the emotional and psychological reactions people have when they are about to take an exam or test. The objective of this study is to identify the cluster using research variables-gender, stream, residence and CTA (Cognitive Test Anxiety) for assessing predictor significance in cluster formation. To achieve those objectives the researcher used a descriptive survey approach and took 363 arts and science postgraduate students from Sidho-Kanho-Birsha University as sample. As a statistical technique, the researcher has used a two-step clustering approach to classify the entire sample into distinct clusters. Variables such as residence, gender and stream were identified as contributors to distinct clusters and their influence on CTA. The study's conclusions showed that as the clusters grow, from 2 to 10 clusters the residence, gender, stream and CTA as predictors become highly significant. Therefore, it can be opined that change of predictors with respect to residence and gender are very high, stream is mediocre, and CTA is low for small clusters but becomes high for large number of clusters.

Carnegie Corporation's Advancing Literacy program is dedicated to the issues of adolescent literacy and the research, policy, and practice that focus on the reading and writing competencies of middle and high school students. Advancing Literacy reports and the Time to Act series of publications are designed to encourage local and national discussions, explore promising ideas, and incubate models of practice. For more information visit www.carnegie.org/literacy.

High school students with high-incidence disabilities and struggling writers face considerable challenges when taking writing assessments designed for college entrance. This study examined the effectiveness of a writing intervention for improving students’ performance on a college entrance exam, the writing assessment for the ACT. Students were taught a planning and composing strategy for successfully taking this test using the self-regulated strategy development (SRSD) model. A true-experiment was conducted where 20 high school students were randomly assigned to a treatment ( n = 10) or control ( n = 10) condition. Control students received ACT math preparation. SRSD instruction statistically enhanced students’ planning, the quality of their written text (including ideas and analysis, development and support, organization, and language use), the inclusion of argumentative elements in their compositions, and the use of transition words in written text. Limitations of the study, futu...

This study tested whether writing skills, knowledge, motivation, and strategic behaviors (within the context of robust writing instruction) each made a statistically unique contribution to predicting fifth-grade students' (123 girls, 104 boys) composition quality and length on a persuasive writing task involving source material, after variance due to other predictors and control variables (reading comprehension, gender, class, and school effects) were controlled. With one exception, writing skills, knowledge, motivation, and strategic behaviors each accounted for statistically unique variance in predicting compositional quality. The exception involved writing knowledge, which did not make a unique contribution in the fall but did in the spring, when a topic knowledge measure was added. In addition, writing motivation, and strategic behaviors accounted for unique variance in composition length in the fall, and writing knowledge did so in the spring.

This article reviews research on motivation in the academic domain of writing situated within a social cognitive perspective. First we summarize major findings related to 4 theorized components of human motivation-self-efficacy beliefs or perceived competence, mastery and performance goal orientations, task interest and value, and attributions for success and failure. For each component we also offer general instructional recommendations gleaned from the literature. Next we discuss how these components play a role in writing motivation, with particular emphasis on self-efficacy for writing skills versus writing tasks. Then we present findings from studies that have examined the motivational characteristics of individuals who struggle with writing, including those with disabilities, and interventions designed to enhance motivation to write. Finally, we offer suggestions for future research in writing motivation.

This article describes the outcome and significance of studies in the area of writing conducted from 1999 to 2003 by the Center on Accelerating Student Learning (a multisite research center involving Vanderbilt University, Columbia University, and the University of Maryland). The basic purpose of the Center was to identify effective instructional practices for primary-grade students with special needs and children at risk for academic difficulties. As part of this effort, researchers at the University of Maryland surveyed primary-grade teachers nationwide to determine how they teach writing (providing a description of the context in which struggling writers learn to compose), examined the impact of extra handwriting and spelling instruction as a means for preventing writing difficulties, and assessed the effects of explicitly teaching young struggling writers strategies for planning and writing text.

There is considerable concern that students do not develop the writing skills needed for school, occupational, or personal success. A frequent explanation for this is that schools do not do a good job of teaching this complex skill. A recent meta-analysis of true-and quasi-experimental writing intervention research (S. addressed this issue by identifying effective instructional writing practices. The current review extends this earlier work by conducting a meta-analysis of single subject design writing intervention studies. The authors located 88 single subject design studies where it was possible to calculate an effect size. They calculated an average effect size for treatments that were tested in 4 or more studies, using a similar outcome measure in each study. This resulted in the identification of 9 writing treatments that were supported as effective. These were strategy instruction for planning/ drafting, teaching grammar and usage, goal setting for productivity, strategy instruction for editing, writing with a word processor, reinforcing specific writing outcomes, use of prewriting activities, teaching sentence construction skills, and strategy instruction for paragraph writing.

In an effort to identify effective instructional practices for teaching writing to elementary grade students, we conducted a meta-analysis of the writing intervention literature, focusing our efforts on true and quasi-experiments. We located 115 documents that included the statistics for computing an effect size (ES). We calculated an average weighted ES for 13 writing interventions. To be included in the analysis, a writing intervention had to be tested in 4 studies. Six writing interventions involved explicitly teaching writing processes, skills, or knowledge. All but 1 of these interventions (grammar instruction) produced a statistically significant effect: strategy instruction (ES ϭ 1.02), adding self-regulation to strategy instruction (ES ϭ 0.50), text structure instruction (ES ϭ 0.59), creativity/imagery instruction (ES ϭ 0.70), and teaching transcription skills (ES ϭ 0.55). Four writing interventions involved procedures for scaffolding or supporting students' writing. Each of these interventions produced statistically significant effects: prewriting activities (ES ϭ 0.54), peer assistance when writing (ES ϭ 0.89), product goals (ES ϭ 0.76), and assessing writing (0.42). We also found that word processing (ES ϭ 0.47), extra writing (ES ϭ 0.30), and comprehensive writing programs (ES ϭ 0.42) resulted in a statistically significant improvement in the quality of students' writing. Moderator analyses revealed that the self-regulated strategy development model (ES ϭ 1.17) and process approach to writing instruction (ES ϭ 0.40) improved how well students wrote.

There is considerable concern that the majority of adolescents do not develop the competence in writing they need to be successful in school, the workplace, or their personal lives. A common explanation for why youngsters do not write well is that schools do not do a good job of teaching this complex skill. In an effort to identify effective instructional practices for teaching writing to adolescents, the authors conducted a meta-analysis of the writing intervention literature (Grades 4 -12), focusing their efforts on experimental and quasi-experimental studies. They located 123 documents that yielded 154 effect sizes for quality of writing. The authors calculated an average weighted effect size (presented in parentheses) for the following 11 interventions: strategy instruction (0.82), summarization (0.82), peer assistance (0.75), setting product goals (0.70), word processing (0.55), sentence combining (0.50), inquiry (0.32), prewriting activities (0.32), process writing approach (0.32), study of models (0.25), grammar instruction (-0.32).

Many students find writing extremely difficult and frustrating because they are not able to learn and apply the strategies used by skilled writers. Self-Regulated Strategy Development (SRSD) is a comprehensive, flexible model that explicitly helps students learn to manage the writing process. An extensive body of research has documented that SRSD consistently increases content knowledge, writing quality, strategic behavior, self-regulation skills, self-efficacy, and motivation among students of varying ages and ability levels, but especially those with learning disabilities. Further, these improvements are maintained over time and generalized across settings, genres, people, and media. In this article, common challenges with writing are reviewed, the SRSD model is presented, and an illustration of how a persuasive writing strategy was taught to a small group of fifth-and sixth-grade students is offered.

Many young people are beginning to feel isolated because of their mental and emotional decline. Perceptions of mental health can encapsulate a person’s ability to enjoy life and find a balance between health activities and efforts to achieve mental resilience. Mental health is a symptom of emotions and shows effective adaptation to a host of needs. From this perspective, this study was conducted to find ways and means of maintaining mental health among urban youth. The major objectives to conduct this study were to identify the means through which urban adolescents achieve their good mental health and to identify the impact of adolescent’s mental health on quality of life and school performance. Students of 11, 12 and first year bachelors’ were taken as sample. Descriptive method was conducted to find out the results and SPSS technique was used to analyze data. It was seen that many adolescents show common traits os stress and apply common means and strategies to cope their anxiety.

for their schooling have been the focus of much recent research and have been shown to significantly influence important aspects of their cognitive engagement and academic achievement. This paper presents the results of a qualitative investigation into the nature and characteristics of students' social and academic goals, reporting the results of a series of structured, semistructured, and conversational interviews with students and teachers in primary and secondary schools in New South Wales, Australia. Interviews were designed to determine what goals students have and how the goals relate to each other, as well as various aspects of their cognitive engagement and academic achievement. Participants were 86 students, aged 12 to 15 years (635k Anglo-Australian), and 12 teachers from 8 schools in the Sydney metropolitan region. Results confirm that students in this sample have academic and social goals congruent with those identified in other contexts and other studies. These goals, as the literature has indicated, are salient correlates of students' motivation, cognitive engagement, and academic performance. The study further confirms that students can and do hold multiple social and academic goals in academic context, supporting the validity of a multiple goal, or interactionist, approach to goal studies. The study also supports academic and social goals as two distinct classes of goals, and it confirms the distinction between maladaptive and adaptive goals. An appendix charts students' goal descriptions and associated behaviors, affective reactions, and interview statements. (Contains 87 references.) (SLD)

Метою викладання дисципліни є засвоєння студентами необхідної сукупності знань про зарубіжну літературу ХІХ століття доби романтизму. Завданням вивчення навчальної дисципліни є: - здійснення загального огляду розвитку літератур європейських країн і США; - усвідомлення специфіки художніх творів в контексті літературного процесу ХІХ століття

The purpose of research is analyze understanding ability of mathematic concept and knowing implementation of learning using quantum learning with learning media of Adobe Flash. Quantum Learning Model is learning model that emphasize in student activity and concept understanding. The research subject was student grade X science Senior High School Sunan Kalijogo. The data collection was used by observation and test. The data of test was used to know mathematic concept understanding using quantum learning model and learning media of Adobe Flash. And the result of observation was teacher activity and student activity. It was used to know how the learning can be realized using quantum learning model and learning media of Adobe Flash. The result of research showed that mathematic concept student understanding using quantum learning model and learning media of Adobe Flash was classified at good category with 81.4% percentage. Then, the passing scores of learning was classified in very good...

Generational academic underachievement is a recurring educational crisis in Nigeria, particularly among economically disadvantaged communities. This paper investigates the root causes and socio-cultural dynamics fueling this cycle and proposes evidence-based solutions to break the pattern and foster academic excellence. Drawing from educational theories, national data, and policy reviews, the paper explores systemic issues such as poverty, weak educational infrastructure, cultural limitations, and governmental inefficiencies. It concludes with actionable recommendations aimed at empowering families, reforming institutions, and reimagining Nigeria's educational future.

Pengajaran dan Pembelajaran dewasa ini perlu merangkumi keseluruhan aspek perkembangan pelajar. Pembangunan minda dan intelek pelajar haruslah seiring dengan perkembangan dan keperluan rohani, jasmani serta emosi. Perancangan akademik masa kini juga mencadangkan supaya pengajaran dan pembelajaran kursus-kursus perlu mengandungi elemen kemahiran berkomunikasi, ketrampilan berfikir, semangat kerja berpasukan dan pembelajaran sepanjang hayat. Penekanan kepada pengluasan serta kepelbagaian kaedah pengajaran dan pembelajaran ini, pada prinsipnya, adalah selaras dengan cita-cita pendidikan dan falsafah UKM semenjak awal penubuhannya, iaitu untuk melahirkan siswazah berfikiran luas serta seimbang. Kajian ini bertujuan untuk meneroka pelaksanaan “experiential learning” dan “service learning” ke atas pelajar UKM serta melihat bagaimana kaedah-kaedah baharu ini dapatdilaksanakan dalam kursus yang bersifat kemahiran generik di UKM. Kajian penyiasatan kualitatif ini melibatkan tiga kumpulan pel...

The study examines the effects of subject streams and teaching experience on environmental education awareness and emotional intelligence of 168 teacher educators. Results of the study reveal high environmental education awareness and emotional intelligence among teacher educators. Significant differences are observed in environmental education awareness in relation to subject streams and teaching experience. The effect of teaching experience is significant on emotional intelligence but is insignificant in relation to subject streams. The correlation analysis depicts no significant relationship between environmental education awareness and emotional intelligence of teacher educators.

The purpose of this study is to investigate the relationships among 8th grade secondary school students' selfregulation strategies, motivational beliefs, attitudes towards English course and English academic achievement. In this study, correlational survey method was used. The 949 8th grade secondary school students determined by stratified sampling method formed the sample of the study. In this study, "Motivational Strategies for Learning Questionnaire" and "Attitude Scale for English Course" were used as data collection tools. In this study, Pearson Product Moment Correlation Coefficient and stepwise regression analysis were used for data analysis. As a result of the study, it was found that there is a moderate, positive and significant relationship between students' TEOG English achievement and self-regulation, cognitive strategy, self-efficacy, intrinsic value and attitudes towards English course; and there is a low, positive and significant relationship between students' TEOG English achievement and students' test anxiety. It was found that students' intrinsic goal orientation, self-efficacy perceptions and attitudes towards English course predict 43.9% of the variance in students' self-regulation strategies, while test-anxiety does not significantly predict self-regulation strategies. It was found that the students' self-regulation strategies (self-regulation, cognitive strategies), motivational beliefs (self-efficacy, test anxiety, intrinsic value) and attitudes towards English course can predict 55.2% of the variance of their English academic achievement. In this respect, it may be suggested that teachers and students to be trained on motivational strategies through various training activities and seminars.

Employee motivation is one of the major issues faced by every organization. It is the major task of every manager to motivate his subordinates or to create the "will to work" among the subordinates. It should also be remembered that a worker may be immensely capable of doing some work; nothing can be achieved if he is not willing to work. Motivation involves getting the members of the group to pull weight effectively, to give their loyalty to the group, to carry out properly the purpose of the organization. This paper aims to find out the employees level of employee motivation associated with nature of job and working atmosphere. Hence this studies also focusing on the employee motivation among the employees of The American College, Madurai. The data needed for the study has been collected from the employees through questionnaires and through direct interviews. Analysis and interpretation has been done by using the statistical tools and data"s are presented through tables and charts.

The 1C citations in this annotated bibliography reflect diverse persp ctives on curriculum integration and the arts. Annotations of periodicals, journal articles, books, school curriculum guides, and program guides are included. Section 1 provides 34 citations on general interdisciplinary concepts from curriculum design to implementation. Section 2 offers 30 citations on interdisciplinary education in relation to the arts and art education. Section 3 presents 36 citations on interdisciplinary curriculum units and lesson plans with arts as a focus. Section 4 contains eight citations that cover interdisciplinary curriculum units and lesson plans from disciplines other than the arts. The final section provides nine citations of anecdotal and empirical studies on the attitudes and perceptions of administrators, teachers, aAd students who have experienced interdisciplinary learning. (CK)

Le comportement oriente vers un but possede des caracteristiques observables : I'effort ou I'energie deployee pour atteindre le but, la persistance malgre les obstacles et la flexibilite face aux changements de circonstances. C'est de I'adaptation dont il sera question dans ce texte. La recherche a demontre que les individus qui preparent la poursuite de leurs buts au moyen d'une planification specifique obtiennent plus de succes que ceux qui se contentent d'une intention vague 2 (comme desirer atteindre le but). Neanmoins, la poursuite des buts necessite egalement une grande flexibilite afin que I'individu s'adapte aux differents contextes (recension des ecrits : . Cette souplesse peut-elle etre menacee advenant une planification trop rigide ou une trop grande tenacite dans la poursuite du but? 11 ne s'agit pas ici de la tenacite qui consiste en une augmentation de I'effort devant une difficulte (Wright, 1996), mais de la tenacite ou de la rigidite qui pourrait provenir de la planification prealable de la demarche vers le but desire.

Teacher-rated classroom engagement and student self-reported motivation for mathematics were used to predict mathematics scores in 3rd and 5th grade. Students were grouped based on a combination of biological sex and SES quintiles resulting in 10 independent groups. The mathematics achievement patterns were predicted based upon a combined within-group model. Results indicated female mathematics achievement was not significantly related to self-reported mathematics motivation but was related to classroom engagement. In males, mathematics motivation was not significantly related to achievement for lowest SES males; however, there was a significant relationship for highest quintile class males. Conversely, classroom engagement was significant for lower class males and was not significantly related for highest quintile SES males. Implications of the results are discussed.

If a qualified and motivated teaching force is key to achieving the Education 2030 goals, teacher career structures may represent a powerful leverage to improve teachers’ motivation. What is the relation between teacher motivation and organization of careers? What models of teacher career organization exist around the world? Which are most successful according to available research? What lessons can be drawn for the design and implementation of career ladder systems? Drawing on the experience of a wide range of countries, this book explores the links between career structures and teacher motivation, identifying different models of teacher career organization and related implementation challenges. It offers valuable guidance to educational planners and human resource managers seeking ways to make the teaching career more attractive to potential candidates and to motivate those already on the job.

BACKGROUND Many studies have described perfectionism and low self-esteem as traits associated with eating disorders (ED). More recently, research has shown the role played by worry, rumination, control and metacognitive beliefs. This paper investigates the role played by cognitive and metacognitive variables in the psychopathological mechanism of eating disorders, assuming that not only perfectionism and low selfesteem but also metacognitive beliefs and processes can discriminate between controls and EDs. METHOD The Structured Clinical Interview for DSM, the Multidimensional Perfectionism Scale, the Rosenberg Self-Esteem Scale, the Anxiety Control Questionnaire, the Penn State Worry and the Metacognition Questionnaire were administered to the samples. RESULTS Results suggested that metacognitive factors like negative beliefs about worry, uncontrollability and danger, need for control, and worry should be added to the body of cognitive factors underlying ED composed by the classical ...

Abstract: This study was carried out to assess the utilization of micro-teaching laboratory on Mathematics performance for the training of teachers in Faculty of Education, Adamawa State University, Mubi. The study adopted quasi-experimental design. The instrument used for this research work was an achievement test designed on mathematics known as Mathematic Achievement Test (MAT). The Mathematics Achievement Test (MAT) was used as pretest, to establish the group equivalence of the experimental and control groups. The instrument for data collection was validated, in the initial draft of the instrument were submitted to expert in the department of Science Education in Adamawa State University Mubi. The analysis involved statistical testing of the hypotheses stated in the study. The level of significance adopted was P < 0.05. The 0.05 level of significance forms the basis for retaining or rejecting each hypothesis.The data was obtained on the achievement of students exposed to the ...

This intervention study investigates the effects of teacher autonomy support on basic psychological needs, self-determined motivation for giving physical education classes and satisfaction from engaging in physical activity. The sample consisted of 61 students (32 in the experimental group and 29 in the control group), aged 12 to 14 years. Two physical education teachers were part of the group, one who was trained to give autonomy-support classes and the other used the usual class model. The experimental group teacher gave classes based on the autonomy support style, while his control group counterpart did not follow any model. The students, assessed before and after the 8-month intervention, were measured for perception of interpersonal teaching style, basic psychological needs, self-determined motivation and satisfaction from engaging in physical activity. The results showed that the experimental group exhibited higher indices for autonomy, competence and relatedness, self-determined motivation and satisfaction from engaging in physical activity, when compared to the control group. The study provides evidence of the effectiveness of programs that support autonomy in physical education classes, emphasizing the importance of pedagogical strategies and educational programs that promote the development of basic psychological needs, self-determined motivation and its positive consequences in relation to physical education classes.

This book is thus primarily addressed to parents, caregivers, adults from all categories involved in the domestic/ communal upbringing and education of children, as well as the school environment, teachers, school counselors, authors of school programs and textbooks, as well as therapists, counselors, and coaches outside the school system engaged in support and intervention activities with children to prepare them for adult life through personal development. Of course, it is also addressed to the academic environment, teaching staff and students from the socio-human sphere, who prepare professionals for the fields of education, psychology/psychotherapy, social assistance, etc.
The book posits that the foundational skills, values, and attitudes developed during childhood are crucial in shaping a person's future trajectory. By embedding both personal and social development into the structure of early education and upbringing, we empower children to become not only successful individuals but also responsible and compassionate members of society.
In essence, the book advocates for a paradigm shift in how we view and approach personal development. It calls for an early and integrated focus on cultivating both personal and social dimensions, laying a solid foundation for a life that is not only successful in the traditional sense but also rich in purpose and connection. The sophisticated relationship between personal and social development is not just a concept but a lived reality, essential for the well-being of both individuals and communities. By fostering personal and social development in childhood, parents, teachers, counselors, therapists equip children with the essential tools they need to confront the challenges of life. They learn to:
– Cultivate self-awareness and emotional intelligence: Understanding their own thoughts, feelings, and motivations empowers them to make informed decisions and build healthy relationships.
– Develop resilience and coping mechanisms: They gain the ability to overcome challenges, adapt to change, and manage stress effectively.
– Embrace empathy and social responsibility: They learn to consider the perspectives of others, foster positive relationships, and contribute meaningfully to their communities.
The insights presented in this book have profound implications for education, parenting and therapeutic practices. They can play a pivotal role in nurturing personal development in children with the goal of personal success and social integration in adulthood by:
- Creating, fostering a safe and encouraging space where children feel valued, respected, and empowered to explore their potential.
– Encouraging and providing opportunities for children to engage in activities that spark their curiosity, develop their talents, and build their self-confidence.
– Modeling positive values and behaviors, demonstrating empathy, compassion, and social responsibility through our own actions, setting a strong example for children to follow.
Interventions and support should be tailored to the child's specific needs and developmental stage, also requiring open and ongoing communication between all stakeholders to monitor progress and address any challenges. By recognizing the interconnectedness of these three spheres and adopting a coordinated, holistic approach, we can empower children to embark on a complex and sinuous process/ way of personal growth that paves the way to a successful and fulfilling adulthood.

It is commonly accepted that Pedagogical Content Knowledge (PCK) has a topic-specific nature. However, its implementation in teacher education programmes has remained generic and tacit. This paper reports on an attempt to improve the quality of PCK in chemistry pre service teachers in a specified topic-chemical equilibrium. By locating PCK at a topic level, a refined theoretical description of the construct sensitive to the specificity of the topic is suggested and its validity argued. The refined description is grounded on the notion of transformation of topic-specific concepts to PCK, and the identification of components that enable such a transformation. The components were identified as Learners' Prior Knowledge, Curricular Saliency, What makes a topic easy or difficult to understand, Representations including analogies and Conceptual Teaching Strategies. The extent to which the explicit teaching of these five components influences the improvement of the quality of PCK within Chemical Equilibrium was determined in an intervention with 16 physical science pre-service teachers. The impact of the intervention was determined through mixed methods. The intervention resulted in a significant (99% confidence) overall improvement of the quality of PCK within chemical equilibrium. The findings signal a reciprocal relationship between PCK and the pedagogical transformation of concepts, where the latter was previously reported to result from PCK. Recommendations with regard to constructing PCK at a topic level in teacher education programmes are suggested with particular reference to the South African context.

Elementary schools in many countries record an unequal representation of male and female teachers with female teachers in huge majority. At the same time, numerous studies reveal that girls generally outmatch boys in the majority of school subjects. Consequently, possible effects of teacher-pupil gender interaction are becoming an important topic in studies on pupils' school achievement. The aim of the present study was to examine the proposed teacher-pupil gender interaction effect on pupils' school achievement in Croatian elementary schools. The nationwide sample of pupils and their teachers from all 844 Croatian elementary schools was used. There were 48,232 pupils at the age 10 and 46,196 pupils at the age 14 in the research. Two types of pupils' school achievement measures were assessed-school marks and standardized knowledge tests for almost all subjects in school curriculum. Results indicate that girls generally outmatch boys by school marks, whereas results are equivocal when standardized tests were used. The teachers' gender effect measured by knowledge of their pupils reveal the superiority of female teachers, but only on standardized achievement tests. The interaction effects of teachers' and pupils' gender on school achievement are generally insignificant. The stability of these results was confirmed in both age cohorts and assumption that differences in boys' and girls' school achievement are related to teachers' gender cannot be supported within Croatian elementary education.

Artificial intelligence (AI) is one of the fastest growing technologies today. Its extraordinary scope and capabilities have led people of all ages and abilities to employ it in many of their activities. Language learning is a lifetime experience that could benefit from the use of AI and thus it is worth exploring people's awareness of this technology and its implications. Thus, this study aims to explore attitudes to AI chatbots and its usability in language learning in Saudi Arabia. The results showed favorable attitudes among most participants towards using AI chatbots in language learning. ChatGPT, Google Translate, and Duolingo are the AI chatbots best recognized and viewed as the most usable among the participants. AI is heavily incorporated in language learning technologies (LLTs) and chatbots. It seems that the merits of employing AI chatbots in language learning are greater than the drawbacks. Further research is needed to explore the challenges, potential threats and future expectations related to the application of AI chatbots in language learning.

L'objectif de ce chapitre est de présenter l'état d'avancement d'une série de recherches originales développée depuis quatre années par les auteurs, dans le cadre de travaux sur la prise de décision. Ces auteurs se sont intéressés plus particulièrement à l'un des biais cognitifs les plus connus en sciences cognitives : l'effet de dotation. Ces recherches pluridisciplinaires se situent au carrefour de quatre disciplines : l'économie expérimentale, la psychologie cognitive et développementale, le droit et l'anthropologie. Après avoir brièvement rappelé ce qu'est l'effet de dotation et exposé les principales explications classiques, nous présenterons une nouvelle étayée sur la base d'une série d'études. Nous serons conduits à prendre en compte le droit et, plus spécifiquement, le droit coutumier. Il nous faudra également disposer d'une compréhension anthropologique fine pour comprendre la société dans laquelle ces études ont été conduites. C'est à Taller que l'on doit, à notre connaissance, la première définition de l'effet de dotation : « This pattern-the fact that people often demand much more to give up an object than they would be willing to pay to acquire it-is called the endowment effect » . En d'autres termes, les sujets vont accorder une valeur plus importante à un bien qu'ils possèdent qu'à un même bien qui ne leur appartient pas.

Penelitian ini bertujuan untuk mengetahui secara empirik hubungan antara kualitas interaksi sosial atasan-bawahan dan persepsi terhadap kompensasi dengan komitmen organisasi pada member perusahaan multi level marketing PT. Herbalife Indonesia. Hipotesis yang diajukan pada penelitian ini adalah ada hubungan antara kualitas interaksi sosial atasan-bawahan dan persepsi terhadap kompensasi dengan komitmen organisasi. Artinya, semakin tinggi kualitas interaksi sosial atasan-bawahan dan persepsi terhadap kompensasi maka semakin tinggi pula komitmen organisasi yang dimiliki, begitupun sebaliknya. Populasi penelitian berjumlah 76 subyek adalah member multi level marketing PT. Herbalife region Jember. Analisis data penelitian ini dilakukan dengan uji kuantitatif melalui metode analisis regresi dua prediktor untuk menguji hipotesis mayor dan teknik korelasi parsial untuk menguji hipotesis minor. Sebelum pengujian hipotesis, dilakukan uji asumsi yaitu uji normalitas dan uji linearitas. Hasil p...

M. Agung Rahmadi. 2025. "Determinants Model of Quran Memorization Ability"
This dissertation examines the determinants model of Quran memorization ability using 515 samples from two Quran memorization schools, namely Daarul Qur’an Islamic Boarding School in Tangerang and the Islamic Centre Medan educational foundation. The research is motivated by the low Quran memorization ability among students in such schools based on literature review. Therefore, the researcher tests the determinants of Quran memorization ability in the form of path influences of emotional intelligence, social support, self-adjustment moderated by goal orientation towards students' Quran memorization ability. To test the model, the researcher employs a quantitative approach with confirmatory factor analysis (CFA), and structural equation modeling (SEM).
The research findings indicate that the determinants model of Quran memorization ability is categorized as a good fit. SEM test results show chi-square 867.410 ≥ 605.667 (adequate), probability 0.000 ≤ 0.05 (adequate), GFI 0.877 ≤ 0.90 (marginal fit), AGFI 0.845 ≤ 0.90 (marginal fit), CFI 0.938 ≥ 0.90 (good fit), TLI 0.926 ≥ 0.90 (good fit), CMIN/DF 1.736 ≤ 2.0 (good fit), and RMSEA 0.044 ≤ 0.08 (good fit). RMSEA is 0.044 ≤ 0.08. Furthermore, the measurement results also indicate a significant combined influence of emotional intelligence, social support, self-adjustment, and goal orientation on students' Quran memorization ability. Specifically: (a) Emotional intelligence significantly influences students' Quran memorization ability with a critical ratio (c.r.) value of 2.734 ≥ 1.967 or probability (p) value of 0.006 ≤ 0.05, contributing 22.9% (R Square = 0.229). (b) Social support significantly influences students' Quran memorization ability with a critical ratio (c.r.) value of 2.755 ≥ 1.967 or probability (p) value of 0.006 ≤ 0.05, contributing 21.5% (R Square = 0.215). (c) Self-adjustment significantly influences students' Quran memorization ability at the boarding schools with a critical ratio (c.r.) value of -2.236 ≥ 1.967 or probability (p) value of 0.025 ≤ 0.05, contributing 30.4% (R Square = 0.304). (d) Goal orientation significantly influences students' Quran memorization ability at the boarding schools with a critical ratio (c.r.) value of -2.124 ≥ 1.967 or probability (p) value of 0.034 ≤ 0.05, contributing 19.3% (R Square = 0.193). This implies that higher emotional intelligence, social support, self-adjustment, and goal orientation lead to better Quran memorization ability among students.
The results of the determinant model testing for Quran memorization ability above support the statement by V. Sabrina et.al, B. Dubuc, and Alawiyah Wahid regarding the determinants of Quran memorization skills, which include factors such as emotional intelligence, social support, self-adjustment, and goal orientation. These factors have been empirically validated with data from taḥfīẓ students.

Keywords: Determinant Model, Quran Memorization Ability, Emotional Intelligence, Social Support, Self-Adjustment, Goal Orientation, Quran Memorization Students

Recent studies have shown that the emotional design of learning materials raises the positive emotions of learners, which in turn facilitates the learning process and creates enjoyment. Accordingly, the research aimed to identify the effectiveness of a Program Based on Principles of Emotional Design Theory for Instruction in Enhancing Learning Well-being and Reducing Cognitive Fatigue among a Sample of Deaf and Hard of Hearing Students at University. Research sample consisted of (25) deaf and hard of hearing students in the fourth year at academic year (2021/2022), with an average age (24.16 ± 2.38). The researcher used List of Emotional Design Principles for Instruction, the Program Based on Principles of Emotional Design Theory for Instruction, learning well-being scale, and the cognitive Fatigue scale prepared by the researcher and Raven Coloured Progressive Matrices test. In the statistical analysis of data, the researcher depended on the Mann-Whitney test, Wilcoxon test, and the effect size. The Results of the Research indicated that a Program Based on Principles of Emotional Design Theory for Instruction in Enhancing Learning Well-being and Reducing Cognitive Fatigue among a Sample of Deaf and Hard of Hearing Students at University, also the results indicated that the effect size of the program in improving learning well-being and reducing cognitive Fatigue is large. The results were discussed and interpreted in the light of the theoretical framework and previous studies. The research recommended the need to focus on evoking the positive emotions of students within the learning environment; Because of its importance in achieving learning objectives, improving learning motivation, learning well-being, and reducing their cognitive Fatigue.

Program Overview: The Office of the Command Surgeon enables and synchronizes health engagement activities utilizing the whole of government approach to enhance regional health preparedness and increase our partner nations’ military and security forces’ medical capabilities

Adapun masalah yang dibahas dalam skripsi ini adalah upaya orangtua dalam membina kecerdasan spiritual anak dalam keluarga di Desa Hutapuli Kecamatan Siabu Kabupaten Mandailing Natal, karena di desa ini tampak terlihat kurangnya kepedulian orangtua terhadap peningkatan kecerdasan spiritual anak dalam keluarga. Kemudian faktor penghambat yang mempengaruhi kecerdasan spritual anak dalam keluarga di Desa Hutapuli Kecamatan Siabu Kabupaten Mandailing Natal. Tujuan penelitian ini adalah untuk mengetahui upaya orangtua dalam membina kecerdasan spiritual anak dalam keluarga di Desa Hutapuli Kecamatan Siabu Kabupaten Mandailing Natal, dan faktor penghambat yang mempengaruhi kecerdasan spritual anak dalam keluarga di Desa Hutapuli Kecamatan Siabu Kabupaten Mandailing Natal. Penelitian ini menggunakan pendekatan kualitatif yaitu penelitian yang dilakukan dengan mengamati fenomena di sekitarnya dan menganalisisnya dengan menggunakan logika deskriptif yaitu dengan menggambarkan dan menginterpre...

The Development of a Bilingual Program in the Heart of Iowa In the article, the author reviews the process of programmatic change as services for limited English proficient (LEP) students at Woodbury Elementary School in Marshalltown, Iowa progressed from a pull-out English as a Second Language (ESL) program to a transitional bilingual program, and ultimately to an inclusive bilingual model. The author recounts the early stages of the program, its growth and history, and the conditions which led to the change. The author also provides a detailed snapshot of the current program, including goals, various implementation issues and their resolutions, and a summary of student performance results. Continual evolution of the program as well as attempts to address current challenges is also discussed.

El propósito del presente trabajo es analizar las etapas progresivas de construcción del conocimiento hasta lograr el grado de dominio o "mastery" de un experto. Tomando como base la vida y obra del escritor, se intenta descubrir mediante el material obtenido, los procesos cognitivos que forman parte del poder creativo del autor y de sus habilidades metacognitivas. Para ello, se consideraron los conceptos fundamentales en el estudio del aprendizaje y la pericia del experto desarrollados por D. A. Norman (1985) en sus trabajos sobre la experticia. Asimismo, se tomaron como marco referencial para el presente estudio las teorías de la Inteligencias Múltiples de Howard Gardner (2001) y de la Inteligencia Triárquica de R. stemberg (1985). La metodología de trabajo utilizada permitió combinar varias disciplinas: la psicología cognitiva, la informática educativa y la literatura. Toda la información obtenida está basada en forma exclusiva en la búsqueda de información en la web.Fa...