ethanporcaro/eric-fulltext-meta huggingface dataset:
Addiction Levels toward the Internet: Empirical Evidence in College Students at Instituto Tecnológico De Sonora, México
Author: Navarro-Ibarra, Lizzeth
Date: 2020-00-00
Type: Journal Articles
Subjects: Addictive Behavior,Internet,College Students,Foreign Countries,Gender Differences

The purpose of the study focused on determining the level of internet addiction in university students and whether this differs by gender. Participants were 463 students who, at the time of applying the survey, were taking any of the school semesters in the different academic offerings at ITSON. The instrument used for the field work was Young's IAT scale (1998) and the statistical procedure for the measurement of data that allowed identifying the variance of the study phenomenon was exploratory factor analysis with Polychoric correlation matrices and ANOVA for gender difference contrast. The main findings point to the identification of a factorial structure of four factors that explain 50.35 % of the variance, in addition the highest percentage of cases that measure the level of internet addiction, was in the mild and moderate range. Finally, it was shown that there is no gender difference in addiction. The authors can point out that, because the participants were university students, this can be beneficial, since the institution where these young people study has the power to generate strategies aimed at preventing internet addiction. As an example of this, general training courses can include activities to develop a culture of proper use of the internet, taking advantage of the resource without making excessive use of it. Implementing strategies to prevent addiction, as well as programs to recover from an internet addiction, in themselves are projects that can be developed by the students themselves with the guidance of professionals on the subject.
Comparison of Primary School Pupils&apos; and Secondary School Students&apos; Opinions on Physical Education Classes in Slovakia
Author: Adamcak, Stefan
Date: 2020-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Elementary School Students,Secondary School Students,Student Attitudes,Physical Education,Foreign Countries,Gender Differences,Age Differences,Physical Activity Level,Athletics

This study analyses opinions of primary school pupils and secondary school students (boys and girls) on physical education classes in Slovakia. The survey was conducted in 21 Slovak towns with 6959 respondents -- 3606 primary school pupils and 3353 secondary school students. Average age of boys from primary schools was 14.32 years ± 0.35 years and girls was 14.28 years ± 0.39 years. Average age of boys from secondary schools was 18.22 years ± 0.25 years and girls was 18.56 ± 0.38 years. It was carried out in school year 2018/2019. The survey was based on inquiry created and evaluated by Gamo Banska Bystrica's programme TAP3. The survey results were analysed in terms of sex and age differences (chi-square statistic). It was established that popularity of Physical education (PE) classes declines with age. Almost 50 % of boys and girls stated they are active during PE classes, however their activity declines with age, and therefore they become more passive. More than 50 % of pupils and students always or mostly feel good during PE, when the main activities of the classes are games and fun. The most popular activity in PE classes is playing sports games, with the survey response frequency of 58.91 %. The least popular are gymnastic exercises, with the survey response frequency of 44.49 %. The significant difference was noted among particular groups of respondents in terms of statistical significance (p &lt; 0.01), especially from the point of view of the sex and age differences (primary school pupils vs. secondary school students).
Digitalization of Education in Modern Scientific Discourse: New Trends and Risks Analysis
Author: Frolova, Elena V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Publications,Scientific Research,Correlation,Academic Achievement,Information Technology,Independent Study,Instructional Leadership,Educational Attainment,Computer Assisted Testing,Computer Assisted Instruction,Technological Literacy,Faculty Development,Teaching Methods,Instructional Innovation,Trust (Psychology),Foreign Countries,Educational Trends,Trend Analysis

The paper presents the results of systematic review of modern scientific publications devoted to the digitalization of education. A review of Russian and foreign studies allows us to conclude that there is a relationship between high academic performance of students and the use of digital technologies. Other advantages of digitalization are: expanding the boundaries of &quot;self-directed learning&quot;, developing leadership in the pedagogical environment, creating conditions for the formation of individual educational trajectories of students, modernizing tools for assessing student knowledge, and also differentiating forms and methods for teaching. Based on a critical analysis of publications on this topic, the possible destructive consequences of digitalization of education are determined: ousting experienced teachers with insufficient digital competence from the educational space; information overload; an increase in cognitive distortions; a decrease in the effectiveness of training regarding the formation of interpersonal communication skills of students; the deepening of digital divide; the formalization and dehumanization of education. Compensators of educational space digitalization dysfunctions are distinguished: improving the teacher training and motivating system, digital content quality control, taking into account the regional specifics of educational systems, a combination of traditional and digital pedagogy, group collaboration, and digital trust. The paper substantiates the conclusion that digital technology is a necessary, but at the same time, insufficient condition for improving the quality of educational work and morale building activities. Based on the analysis of scientific publications, the authors determine the principles of digitalization of education: the formation of institutional conditions for supporting digital innovations, the consideration of situational factors, the resource support of educational organizations, and the priority of personal interests (subject-centered approach).
Adjective-Noun Order: An Error Analysis of Colombian Learners of English
Author: Connolly, Andrew John
Date: 2020-00-00
Type: Journal Articles
Subjects: Nouns,Form Classes (Languages),English (Second Language),Second Language Instruction,Second Language Learning,Foreign Countries,Comparative Analysis,Translation,Spanish,Error Analysis (Language),Contrastive Linguistics,Speech Communication,Writing (Composition),Teaching Methods,Cultural Awareness,Interference (Language),Syntax,Communicative Competence (Languages)

Adjective- noun order errors are a common occurrence throughout all levels of English language students. Based on professional experiences, existing literature and revisiting what some may consider archaic methodologies, this reflective article aims to analyse adjective-noun order errors among Colombian learners of English, understand why it presents such a challenge in the Colombian context and provide one possible teaching method to help reduce the number of adjective-noun order errors produced. To achieve such aims this article compares the rules for adjective-noun order in English and Spanish, describes the implications of the differences in adjective-noun order between the two languages for the Colombian learner and proposes translation as a teaching method to help Colombian learners of English reduce the frequency of these errors. Further investigation is needed to provide teachers with more insight into this problem; perhaps, focussing specifically on one of the two skills in which the error is produced, either writing or speaking.
Bringing Interactional Identities into the Study of Classroom Interaction in ELT Education
Author: Lucero-Babativa, Edgar
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Concept,Second Language Learning,Second Language Instruction,English (Second Language),Classroom Communication,Language Teachers,Correlation,Teacher Role,Foreign Countries,Interaction

This paper of a literature review presents the construct of interactional identities as part of the study of classroom interaction in English language teaching education. The paper defines interactional identities in the field of English language teaching. By listing studies on the matter, the relationship of this construct with classroom interaction is presented from global and local perspectives. Three reasons for studying interactional identities in the ELT field are discussed in the final part of the paper whose conclusions invite to incorporate this construct into the study of what teachers are and do for language learning and use in classroom interaction in English language teaching education.
More Evidence That Math Anxiety is Specific to Math in Young Children: The Correlates of the Math Anxiety Questionnaire for Children (MAQC)
Author: Szczygiel, Monika
Date: 2020-06-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Test Anxiety,Self Efficacy,Elementary School Students,Grade 1,Grade 2,Grade 3,Foreign Countries,Measures (Individuals),Mathematics Achievement,Language Skills,Polish,Correlation,Gender Differences,Young Children,Urban Schools,Public Schools

Although interest in math anxiety in young children has recently increased, the results of previous studies on math anxiety correlates are inconsistent. The article presents the results of two studies conducted among early school-age learners (6-11 years) where the Math Anxiety Questionnaire for Children (MAQC) was used. The results indicate that the MAQC score (a) positively and moderately/strongly correlates with math anxiety scores obtained with other scales, (b) positively and mainly moderately correlates with general and test anxiety, (c) and negatively and weakly/moderately correlates with math achievement. Negative, weak, and significant relationships between math anxiety and math achievement occur even if general and test anxiety are controlled. Moreover, the results of the group comparison test show that children with a high level of math self-esteem have lower math anxiety than children with medium math self-esteem and this effect is large. Children with medium and high Polish language self-esteem do not differ from each other in math anxiety. It may be concluded that math anxiety in young children is a specific kind of anxiety, and its correlates are similar to those in secondary school-age children, adolescents, and adults.
Learning Styles in University Students: Types of Strategies, Materials, Supports, Evaluation and Performance. Case Study
Author: Estrada, Francisco J. Pozuelos
Date: 2020-00-00
Type: Journal Articles
Subjects: Cognitive Style,College Students,Learning Strategies,Active Learning,Cooperative Learning,Models,Personal Autonomy,Teaching Methods

The aim of this study is to identify different learning styles in university students in the frame of university teaching carried out through innovative proposals for work and research projects, with inverted classroom dynamics (active and cooperative) and adopting a formative assessment that focuses on both the process and the students' outcomes. This proposal is complemented by the objective of determining the influence of different learning styles on the preference for the type of performance in university teaching. A hypothetico-deductive methodological design for exploratory and correlational purposes was followed. The sample consisted of total of 640 participants in university degree courses. The data were gathered using a questionnaire that grouped 46 items into five double-response dimensions, determined by the preference or position held by the students regarding the learning strategies, methods and techniques applied; material or resources used to carry out the teaching, as well as the integration of information and communication technologies (ICT); type of supports that were received in the process; instruments to carry out the assessment; and lastly, individual or team academic performance. The outcomes show an x-ray of four models according to the student's learning styles: individual, cooperative, dependent and autonomous. These are identified with four clusters in the sample of students selected for the study, which are associated with practical, conventional, critical and efficient student models. The conclusions explain that there are no pure models, as there are nuances that connect them in real classroom practice, but the level of student preference helps to measure the impact and confirms the improvement in teaching through university work projects.
Native Kalmyk Language and Creative Musical Abilities of Adolescents in Folk Musical Art: Features of Connection
Author: Sokalskiy, Eduard
Date: 2020-00-00
Type: Journal Articles
Subjects: Bilingual Students,Language Maintenance,High School Students,Folk Culture,Music,Cultural Maintenance,Languages,Creativity,Musical Instruments,Singing,Personality Traits,Ability,Language Usage,Native Speakers,Foreign Countries,Correlation

The present study takes an unconventional look at the challenges of bilingualism. High school students' level of the native Kalmyk language is viewed in connection to creative musical abilities (instrumental, vocal, choreographic) in the field of Kalmyk folk musical art. The vector of research is determined by the revitalization of the native language mostly lost due to J. Stalin's repressions. The research was carried out in three stages. First, the ethnopsychological questionnaire (the features of the «Self-concept» of a high school student's personality) developed by the authors were used together with other psychodiagnostic tools. Then, the subjects' performance was divided into four groups: from comprehensive versatility to latency and absence of creative abilities. At the third stage, an attempt was made to determine the connection between the level of the native Kalmyk language and the level of creative abilities in folk musical art. The statistical calculations were made using the Matt-Whitney non-parametric test. The obtained applied results give reason to view the Kalmyk language as an effective resource for educational, intellectual and ethnocultural development of the younger generation of the Republic of Kalmykia. As a result, the authors have identified a large potential for the development of creative musical abilities in adolescents (one in three showed a low level of the native Kalmyk language). This makes it possible to ultimately utilize the innovative resources of school-based language training using the national musical culture to unlock the creative potential of high school students. The study has identified a stable trend: there is a connection between the level of the native Kalmyk language and the level of a person's creative musical abilities in the field of folk musical art in the context of their ethnocultural identification. Other possible lines of research within the aforementioned area have been named considering the significant dominance of the right hemisphere of the brain, the polylinguistic focus of education, etc. The research strategy and the obtained results can also be used in other regions of the Russian Federation considering the multicultural composition of the population.
The Impact of Mindfulness-Based Yoga Interventions on Fifth-Grade Students&apos; Perceived Anxiety and Stress
Author: Stapp, Alicia Cooper
Date: 2020-06-00
Type: Journal Articles
Subjects: Physical Activities,Relaxation Training,Metacognition,Intervention,Program Effectiveness,Grade 5,Elementary School Students,Children,Anxiety,Stress Management,Males,Remedial Instruction,Teacher Attitudes,Transfer of Training,Self Management,Mental Health,Attention Deficit Hyperactivity Disorder,Classroom Techniques

With rising pressure and an increase in expected academic performance in schools across the United States, students are experiencing higher levels of stress than ever before. To address this issue, the present study examined the impact of mindfulness-based yoga interventions on fifth-grade students' perceived anxiety and stress levels through a mixed methods research approach. Quantitative data were collected from students through a pre- and post-questionnaire while qualitative data were garnered through an interview with the classroom teacher. Findings revealed that following the intervention period, students reported a slight increase in anxiety levels (1.9%) and a decrease in stress levels (9.29%). Particulrly, males in the remedial class displayed changes in both a decrease in anxiety (31.58%) and stress (16.68%) levels. Additionally, the following themes emerged from the qualitative data: (a) teacher perceptions of students' anxiety and stress in the classroom; (b) transfer of mindfulness-based yoga skills; and (c) creating a positive transition. These results suggest that mindfulness-based yoga can be a positive tool for the classroom to reduce students' anxiety and stress.
Motivation, Anxiety and Students&apos; Performance
Author: Ahmetovic, Emnijeta
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Gender Differences,Instructional Program Divisions,Middle School Students,High School Students,Adolescents,Measures (Individuals),Likert Scales,Classroom Communication,Predictor Variables,Student Motivation,Foreign Countries,Test Anxiety,Language Proficiency

The aim of this study was to examine foreign language classroom anxiety and motivation to speak in English as a foreign language with respect to gender and grade level as well as their effects on students' EFL performance. The research sample comprised 160 (middle and high school) students. Foreign Language Classroom Anxiety Scale (FLCAS) and the Speaking Motivation Scale were used to collect the data. The results showed that foreign language classroom anxiety and intrinsic motivation were negatively associated with each other, while extrinsic motivation and amotivation were significantly positively associated with foreign language classroom anxiety. Even though there was an insignificant difference between the males' and females' motivation to speak English as a foreign language, foreign language classroom anxiety was significantly affected by gender. The outcomes of a one-way MANOVA revealed that grade level had no effect on the combined dependent variables of foreign language classroom anxiety, while it had a significant effect on speaking motivation. Furthermore, the findings indicated that overall intrinsic motivation and intrinsic motivation to experience stimulation were significant predictors of the students' EFL achievement, whereas communication apprehension as a foreign language classroom anxiety factor was in a negative association with the students' EFL achievement. The study provides instructors with guidelines on how to make their classrooms an environment conducive to the development of higher levels of speaking motivation and lower levels of anxiety with the aim of improving their students' performance.
Working with (Post)Theories to Explore Embodied and (Un)Recognized Emotional Labor in English Early Childhood Education and Care (ECEC)
Author: Mikuska, Éva
Date: 2020-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Child Care,Teaching Methods,Young Children,Early Childhood Teachers,Educational Policy,Emotional Response,Knowledge Base for Teaching,Foreign Countries,Child Development,School Readiness,Accountability,Child Caregivers,Job Skills,Postmodernism,Affective Behavior,Student Needs

Technocratic accountability, which is impacting ECEC practices in England, is where the government favors evidence-based knowledge to work with children. As a result, the emotional aspect of ECEC work and emotional labor have become increasingly complex and are sometimes unrecognized. In this paper we highlight the importance of more relational, connected, and embodied ways to work with young children. Analyzing qualitative semi-structured interview data from two projects, we focus on emotional labor using poststructuralist and posthuman affect theory. We use data from the first project to analyze narratives from ECEC practitioners, highlighting the relationship between government policies and dominant discourses. The second project notes entanglements with human and other-than-human bodies enacted with affect theory, which reveals embodied other-than-human productions of emotional labor generating alternative ways to explore ECEC work. By engaging with these two theoretical and conceptual positions, we offer a different perspective to consider ECEC professional knowledge(s) and reveal the ways these can shed an alternative light on professional practice. The resultant analysis allows us to reconsider knowledge-making practices in ECEC and challenge existing Cartesian dualistic thinking which separates &quot;care&quot; and &quot;education.&quot;
The Institution of Honorary Supervisors in the System of Public Education of the Russian Empire in the First Half of the 19th Century (The Case of the Kharkov Educational District): Duties, Career, Social Status, and Education Level. Part 1
Author: Degtyarev, Sergey I.
Date: 2020-00-00
Type: Journal Articles
Subjects: Supervisors,Public Education,Educational History,Foreign Countries,Supervisory Methods,Administrator Role,Supervisor Qualifications,Volunteers

This paper offers an insight into some of the key practices associated with the operation of the institution of honorary supervisors in the system of public education of the Russian Empire in the first half of the 19th century. Only a member of the noble estate could be an honorary supervisor. These functionaries were an important part of the empire's public education system. They oversaw the work of uyezd (district) schools and provided them with financial assistance. Honorary supervisors were not salaried but could be awarded a high title and receive a major state award for their efforts, which could significantly raise their social status. Honorary supervisors had a wide purview over the operation of the schools they oversaw. They took part in resolving facilities issues and attended examinations and monthly teacher meetings. These functionaries could also petition senior management for the remuneration or punishment of particular school functionaries. Conversely, honorary supervisors with a negligent attitude toward their duties could legitimately face dismissal by the university administration.