Miracle-dz/UniFAR-FTUs huggingface dataset:
AUGMENTING SENIOR SECONDARY ESL LEARNERS’ READING SKILLS THROUGH EXPLICIT INSTRUCTION OF METACOGNITIVE STRATEGIES

Reading and comprehending a text or selection in a language that is different from one’s native tongue can be a daunting task to many English as a Second Language (ESL) learners due to several reasons. Hence, teachers’ instructional strategies play a pivotal role in developing students’ reading skills. This study used a quasi-experimental design to discover the effects of using explicit or direct teaching of metacognitive strategies on the reading skills of students—comprehension skills and vocabulary. Forty grade 11 ESL students from a Chinese–Filipino school in Manila were selected through convenience sampling to be participants of the study. The performance of the two groups in comprehension and vocabulary was compared through pre-test and post-test. Using two-tailed t-test of dependent means, the significant difference between students’ performance in the reading comprehension test and the vocabulary test after the intervention was determined. Based on the results, there is no question that one’s comprehension and vocabulary size could be improved using explicit teaching of metacognitive strategies. The study has practical implications to the teaching of reading among ESL learners. Recommendations for future research are also provided in this paper.
Islamic Moral Judgement on Resuscitation Issue: Nursing Perspective

The primary goals of resuscitation are to preserve life, restore health, relieve suffering and limit disability. As nurses, executing the cardiopulmonary resuscitation (CPR) to a patient experiencing cardio-pulmonary arrest is essential in preserving life. However nurses face a dilemma in the decision making to either preserve the patient’s life or let the patient die naturally, if the patient’s autonomy as well as his family’s wish for a “do not resuscitate (DNR)” order. In this dilemma, the sanctity of life and the right to die is the main concern of this discussion. Islamic moral judgment, as the major concern here, should be studied as an alternative to analyse and provide a guideline that is in accordance with the Islamic teaching. Thus, this research is to provide the Islamic moral judgment on the resuscitation issue and its implication in nursing practices. The western ethics that represent the current practices on resuscitation is not included. The comparison was then made with the ultimate origin of Islamic teaching ie the Qur’an and Sunnah, as well as the notions of Muslim scholars on the subject. As the physician opines that CPR is to be beneficial to rescue a life, therefore refusing it may be considered as immoral. However, the DNR order is entirely acceptable if the doctor believes that CPR is futile and gives no benefit to the patient. The doctor has the authority to issue a DNR order if he is certain that the patient would not benefit from CPR without getting consent from the patient or his relative. Nursing implications: As nurses facilitate patients and family members in forming a decision about end of life hence engaging a comprehensive view of DNR based on Islamic teaching would provide an informed choice when advising a Muslim patient and family. The area to investigate would be on the degree of knowledge among nurses regarding the Islamic moral judgement on this matter is highly recommended for future management.
Influence of Performance Attributions on Discounting and Devaluing Among High School Students: Does Academic Self-esteem Mediate?

Although considerable research on psychological disengagement exists, there is less focus on the influence of performance attributions. The purpose of the present study was to investigate the extent to which performance attributions influence psychological disengagement, measured as discounting and devaluing; and whether academic self-esteem mediates the relationship. Four hundred and forty nine students (206 males and 243 females) whose age ranged from 15-19 years (M = 17.20, SD = 1.09) from 12 urban high schools in Mombasa, Kenya participated in the study. Using a questionnaire, participants’ performance attributions, academic self-esteem, discounting and devaluing were measured. Data collected were analyzed using SPSS. Findings show significantly higher discounting than devaluing; significant indirect effects of external attributions on devaluing; and of stable and unstable attributions on discounting and devaluing through academic self-esteem. Practical implications of findings and directions for future research are discussed.
EXPLORING A SENSE OF BELONGING AMONGST AFRICAN REFUGEES IN THE NORTH OF ENGLAND: WHAT INFLUENCES PARTICIPATION AND ENGAGEMENT

The purpose of this research was to explore a sense of belonging amongst African refugees in the North of England and what facilitates their participation and engagement. Using a narrative approach, auto-recorded semi structured interviews lasting between an hour to an hour and thirty minutes were conducted with 12 participants. Participants were accessed through two refugee organisations in two urban cities in the North of England. The findings from a thematic data analysis indicated participants express an orientation towards belonging in the UK. However, experiences of discrimination based on their perceived ‘refugee-ness’, ‘race’ and religious faith are expressed as barriers to developing a sense of belonging. The findings also suggested interactions and participating in certain spaces and places facilitate a sense of belonging. These include employment, sport arenas, school grounds and university, and religious spaces. Analysis also indicated a transnational belonging amongst participants by expressing simultaneous attachments to both their countries of origin and the UK. Media and political representations of refugees and asylum seekers were reported as a hindrance towards developing a sense of belonging due to labelling, selective reporting and generalisation of news reports on asylum seekers and refugees. Exclusionary asylum policies such as limited length of stay, detentions, restrictions on work and higher education are a barrier to participation and engagement in the UK. The notion of citizenship was not found to facilitate a sense of belonging. Participants perceptions and meaning of citizenship attainment are focused on the freedom to travel, rights and access to services and the citizenship requirements. The research findings illustrate the need for a focus on addressing the feelings of exclusion and discrimination to facilitate social cohesion rather than the implementations and imposition of stringent and exclusionary policies with the hope of facilitating social cohesion.
Evading Detection during Adolescence: The Role of Criminal Capital and Psychosocial Factors

Abstract Many adolescents engage in crime, but not all youth are caught by law enforcement. Previous work highlights the importance of criminal capital, or assets that help individuals evade police detection. Few studies have extended this work to adolescent offender populations or have considered the contribution of psychosocial and contextual factors to arrest avoidance. The current study uses data from a longitudinal study of first-time adolescent offenders to evaluate the contribution of criminal capital, psychosocial and contextual variables in predicting re-arrest. The results from the longitudinal random effect logit models confirm the contribution of established criminal capital variables in predicting arrest but also highlight the role of psychosocial predictors (future expectations and intelligence). Contextual factors such as parenting and neighborhood disorder had no association with the likelihood of re-arrest. These findings highlight several factors that help youth avoid re-arrest, and may exacerbate continued patterns of illegal behavior.
Curricular Knowledge Base of Nonnative English Language Teachers

Curricular knowledge, as one of the key components of teacher knowledge base, has received scant attention in second language teacher education. To address this gap, this study was conducted to explore the curricular knowledge base of Iranian English language teachers. Data were collected using a questionnaire developed based on the components of curricular knowledge cited in Roberts' (1998) model. The results indicated that the teachers possessed an appropriate knowledge of a few components of curricular knowledge. For example, they were aware of materials suitability and the structures of the lessons, could judge the content of the materials and translate the instructions in teachers’ manuals into practical activities, and were able to teach English as a Foreign Language textbooks. However, they showed a less developed knowledge base on half of the components of the curricular knowledge which comprised, inter alia, their cognizance of the content of the exams, cultural aspects of the textbooks, and learner-cantered activities. These findings imply that measures should be taken to help teachers fill the existing gaps in their curricular knowledge through teacher education courses.
An application of the integrated framework of legitimacy to the state courts context

ABSTRACT The current study uses data collected from defendants immediately after their hearings to test hypotheses regarding the relations among constructs relevant to perceptions of the state courts. Taking the Integrated Framework of Legitimacy as its guide, this research hypothesizes that trustworthiness assessments will mediate the effect of procedural fairness (as experienced from both the judge and court staff), distributive justice, and court performance on trust which will then mediate the effect of trustworthiness on willingness to engage. This research therefore contributes to the literature a test of the propositions of the framework in the state court context but further advances the literature by testing the invariance of the model across race, gender, and incarceration status. Thus, the current work tests differences, not only in the levels of these constructs but also in the magnitude and existence of relations among them, a generally overlooked aspect of courts research.
Comparing state anxiety and mindfulness between mindfulness and loving-kindness meditation whilst controlling for the effect of altruism and boredom

background Although it has been determined that mindfulness meditations are positively related to personality constructs such as conscientiousness, there is no clear evidence of whether personality can influence the effectiveness of mindfulness intervention. The aim of the current research was to investigate the immediate effects of single sessions of mindfulness meditation (MM) and loving-kindness meditation (LKM) on state anxiety and state mindfulness and establish whether there is a difference between the outcomes of the two practices. Altruism and boredom were used as covariates to observe whether they have a significant impact on the final results.
DESCRIPTIVE STUDY OF GRAMMAR LEARNING APPLIED BY STUDENTS OF ENGLISH DIPLOMA III STUDY PROGRAM ON THEIR PERSONALITY TYPES

This study attempted to find out (1) the most dominant personality of students at English Diploma III Study Program, (2) the most dominant grammar learning strategies applied by Sanguine, Choleric, Melancholic and Phlegmatic students at English Diploma III Study Program. Descriptive quantitative design was used in the study. In this study, the researcher used two questionnaires as the instrument. The instrument in the research was questionnaire. The first questionnaire adapted from Yusup (2013) to identify the students personality. The second one, the researcher used SILL version 7.0 adapted from Bayou’s research (2015) to know the use of grammar learning strategies at English Diploma III students.The result of present study shown that the most dominant personality was phlegmatic types. Then finding also indicate that, Sanguine students preferred to use the social strategy. Followed by the Choleric students preferred to use the memory strategy. The Melancholic students as well as the Phlegmatic students, these two types preferred to use the metacognitive strategy as their strategy when they learnt Grammar.
Examining the Extended Parallel Process Model for communicating about cardiovascular disease to an at-risk population utilising a think aloud methodology

Background: Previous research has raised a number of questions about the core propositions of the Extended Parallel Process Model (EPPM). Very few previous examinations of the model have included qualitative assessments. Methods: The current study utilised a mixed method approach to experimental test EPPM-based threat-to-efficacy ratios in health risk messages about CVD and the associated health behaviours among older adults (60+ years) who would be at an alleviated risk of CVD. The current focus is on the qualitative aspect of this assessment and utilised a think aloud methodology in order to gain greater insight into participants’ thinking and problem-solving processes when presented with EPPM-based communications about cardiovascular disease (CVD). 24 participants (4 per group; Female = 14; Age, M = 74.38, SD = 7.16) were randomly assigned to one of six EPPM threat-to-efficacy ratio CVD message groups. Results: A thematic analysis was conducted, and the important themes were those of different threat perceptions for varying CVD manifestations (heart disease versus stroke), and the role of comparative (versus personal) threat and efficacy perceptions for all participants. The difference between threat appraisals for stroke versus other CVD manifestations was a novel finding. Conclusions: For the EPPM and other theories of health risk and decision-making, the impact of comparative risk and social examples for individual threat and efficacy perceptions needs to be counted.
The Influence of Appearance-Related Teasing by Parents, Siblings, and Peers on Adolescents' Body Image with Appearance-Related Social Comparison as a Mediator

Schaefer, Mallary Kay, M.S., Department of Human Development and Family Science, College of Human Development and Education, North Dakota State University, November 2011. The Influence of Appearance-Related Teasing by Parents, Siblings, and Peers on Adolescents' Body Image with Appearance-Related Social Comparison as a Mediator. Major Professor: Dr. Elizabeth Blodgett Salafia Body image refers to how individuals experience and perceive their bodies and can be affected by many factors, including peers and family members. Adolescence is a time when body image concerns are emphasized due to the bodily changes of puberty as well as increased internalization of cultural ideals and pressure to adhere to those ideals. Appearance-related teasing is one particular sociocultural factor that is gaining attention in the research field due to the emphasis placed on appearance during adolescence. The current study examined how appearance-related teasing by peers, parents, and siblings affected young adolescents' body image both directly and indirectly via social comparison. Further, because body image is a multidimensional construct and can include body dissatisfaction and drive for muscularity, the present study examined both of these constructs separately. I collected self-report questionnaires from 73 adolescent girls and 67 boys in middle school. I used Pearson correlations, linear regression, and mediation analyses to examine these hypotheses. First, I hypothesized that adolescents who were teased about their appearance by at least one of their parents would also have siblings who teased them. I found significant correlations between both fathers' and mothers' teasing and siblings' teasing, suggesting that parents arc modeling teasing behaviors to their children. Second, I hypothesized that appearance-related teasing by fathers, mothers, peers, and siblings would each be associated with body dissatisfaction for girls and drive for muscularity for boys. My findings indicated that mothers', fathers', peers', and siblings'
Revisiting the Relationship Between Work Role Stress and Employee Outcomes in Indian Organizations: Moderating Role of Core Self-evaluation

Abstract The present research was aimed at exploring the effect of work role stressors and core self-evaluation (CSE) on important employee outcomes of job satisfaction, organizational citizenship behaviour (OCB) and turnover intentions. Another important objective of this study was to investigate whether CSE acts as a moderator in the above-mentioned relationship between work role stressors and employee outcomes. The sample of the study was 347 professionals from 5 sectors. The results of the hierarchical multiple regression revealed that work role stress was negatively related to both job satisfaction and OCB but positively related to turnover intentions. Further, CSE was found to be positively related to job satisfaction and OCB but negatively related to turnover intentions. The support was also found for the stress buffering effect of CSE in the prediction of job satisfaction and turnover intentions. The result of the present research finds support for the job demands-resources (JD-R) model and contributes to the existing literature by focusing on the fact that the negative effects of work role stressors on employee outcomes can be alleviated by personal resources which act as a buffer to weaken this effect. The results of the study highlight the importance of selecting the employees with high CSE, especially for the demanding jobs.
Häusliche Lernumwelt und Spracherwerb in den ersten Lebensjahren

Die sprachlichen Fähigkeiten und Fertigkeiten von Kindern sind von großer Bedeutung für ihre kognitive, sozial-kognitive und sozial-emotionale Entwicklung. Zugleich stellen sie einen bedeutsamen Mediator von Schulleistungsdisparitäten in Zusammenhang mit dem familiären Hintergrund der Kinder dar [1]. Gerade in den ersten Lebensjahren ist die Familie die zentrale Lernumwelt für Kinder (u. a. [2]): In keiner anderen Lebensphase prägen Eltern die Erfahrungen des Kindes so sehr wie in dieser Zeit [3], die zugleich eine wichtige Basis für vielfältige spätere Entwicklungen legt. Dabei erweisen sich – über individuelle Kindermerkmale hinaus – sowohl Prozessmerkmale der familiären Lernumwelt, z. B. Qualität des elterlichen Interaktionsverhaltens [4], gemeinsames Lesen von Bilderbüchern [5], als auch „distalere“ strukturelle Charakteristika der Familie, z. B. elterliche Bildung, Einkommen [6], als bedeutsam für den kindlichen Spracherwerb.
Chinese International Students’ Sense of Belonging in North American Postsecondary Institutions: A Critical Literature Review

Since 2000, an increasing number of Chinese international students have been entering North American universities, and many have experienced issues with a sense of belonging, which can in turn impact their academic, social performance, and psychological wellbeing. However, there is limited research on this topic that is exclusively focused on Chinese international students. Therefore, in order to establish the direction that future research should take, a thorough literature review has been conducted with the aim of exploring those students’ perceptions and experiences regarding sense of belonging, establishing the factors that shape this phenomenon, and identifying the impact it has on students and institutions.
You can believe your eyes: measuring implicit recognition in a lineup with pupillometry

ABSTRACT As pupil size is affected by cognitive processes, we investigated whether it could serve as an independent indicator of target recognition in lineups. Participants saw a simulated crime video, followed by two viewings of either a target-present or target-absent video lineup while pupil size was measured with an eye-tracker. Participants who made correct identifications showed significantly larger pupil sizes when viewing the target compared with distractors. Some participants were uncertain about their choice of face from the lineup, but nevertheless showed pupillary changes when viewing the target, suggesting covert recognition of the target face had occurred. The results suggest that pupillometry might be a useful aid in assessing the accuracy of an eyewitness’ identification.
Animated Pedagogical Agent’s Roles and English Learners’ Prior Knowledge: The Influence on Cognitive Load, Motivation, and Vocabulary Acquisition

viii Note to Reader . viii CHAPTER ONE: 1INTRODUCTION . 1 Statement of the Problem . 3 Purpose of the Study . 4 Significance of the Study . 5 Research Questions . 7 Research Hypotheses . 7 Delimitations . 10 Limitations . 11 Description of the Chapters . 12 CHAPTER TWO: LITERATURE REVIEW . 13 Preview . 13 Conceptual Framework . 13 First Construct: Animated Agent in Multimedia Design . 14 1. Social agency theory . 14 2. Theory-grounded guidelines for designing computer-based scaffolds . 15 The expert models . 16 The peer models . 17 Summary of the first construct . 18 Second Construct: Learners Prior Knowledge . 18 Summary of the second construct . 19 Third Construct: Second Language Acquisition (SLA). 20 1. Cognitive learning theory for SLA . 20 2. Interactionist SLA theory . 21 Summary of the third construct.22 The Literature Review . 23 First: Animated Pedagogical Agents (APAs) . 25 ii APA in systematic literature review . 25 APA in experimental research . 27 1. APA’s Presence . 27 2. APA’s Visual Appearance . 29 3. APA’s Roles.31 4. APA’s Narration and Voice . 32 5. APA and Cognitive Load . 34 6. APA and Motivation . 36 Summary of APA literature review . 37 Second: learners’ prior knowledge . 38 Prior knowledge effects in APA research . 38 Proficiency level effects in CALL research . 39 Summary of APA and prior knowledge literature review . 39 Third: SLA in CALL research . 40 Multimedia for ESL learners . 41 APA for ESL learners . 42 Summary of SLA in CALL literature review . 43 INSTRUCTIONAL DESIGN . 44 First: The Instructional Design (ID) . 44 1. Gagne’s Events of Instruction . 45 2. Keller’s motivational model . 46 3. Multimedia design principles and cognitive load effects . 48 Second: The visual design of the tutorial and APA . 50 Tutorial design . 50 APA Design . 53 1. Expert Agent Design . 53 2. Peer Agent Design . 53 Third: Method and Techniques in Language Teaching . 54 CHAPTER THREE:METHOD . 56 Preview . 56 Participants . 57 Research Design.60 Apparatus . 61 Measures . 62 1) Demographic Survey . 62 2) Cognitive Load . 62 3) Motivation . 63 4) Vocabulary Acquisition . 64 Data Collection Procedure . 65 Pre-study . 65 Pilot Test . 65 Main Study . 67 iii Data Analysis . 69 Internal Validity . 70 Validity of the Agents’ Appearance . 71 CHAPTER FOUR:RESULTS . 72 Research Question 1 . 74 Research Question 2 . 78 Research Question 3 . 83 Summary . 86 CHAPTER FIVE: DISCUSSION . 89 Overview of The Problem . 89 Major Findings . 90 Findings Related to The Literature . 95 Implications.100 Theoretical Implications . 100 Practical Implications.100 Limitations and Further Research . 101 Conclusion . 106 REFERENCES .