ethanporcaro/eric-fulltext-meta huggingface dataset:
Debt Holding, Financial Behavior, and Financial Satisfaction
Author: Aboagye, Judith
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Money Management,Purchasing,Risk,Family Financial Resources,Student Financial Aid,Loan Repayment,Debt (Financial),Real Estate,Ownership,Role,Credit (Finance),Family Size,Marital Status,Age Differences,Gender Differences,Budgets,Educational Attainment

This study examined factors associated with financial satisfaction and found that financial behaviors/attitudes provide the strongest explanation for the total variance in financial satisfaction. While overspending had a strong negative association with financial satisfaction, having a higher risk tolerance, no difficulty with monthly bill payments, and savings in an emergency fund, were all positively associated with financial satisfaction. Households with student loan debts and homeowners with mortgage loans were also less likely to be satisfied with their overall financial situation. The findings underscore the important role of positive savings and spending behavior on overall financial satisfaction and the opportunity for financial counselors, educators, and coaches to focus on motivating clients to save and plan ahead.
Toward Establishing Entrepreneurship Education and Training Programmes in a Multinational Arab University
Author: Abdelkarim, Abbas
Date: 2019-01-00
Type: Journal Articles
Subjects: Entrepreneurship,Student Surveys,College Students,Foreign Countries,Training

This paper rests on a survey among students of Arab Open University (AOU) that covered 6,369 students from all branches (in eight countries) and across all four colleges. It endeavours to raise a case for introducing entrepreneurship education in AOU. The Survey results show a surprisingly high level of entrepreneurial intention among the students, and the overwhelming majority of them are demanding introduction of entrepreneurship education. The Paper uses results of the Survey to present how the students of AOU desire their entrepreneurship education and entrepreneurship training programmes to be organised, and to identify the target groups of each of the two programmes. Based on these results and on selected literature review of the concepts of entrepreneurship, entrepreneurship education and entrepreneurship training, an outline of entrepreneurship curricula and of teaching and training methods are suggested. Both curricula and methods advanced could be of relevance beyond the specific case of AOU.
The Effects of Natural Grass Turf on Some Motoric Characteristics of Young Soccer Players
Author: Caglayan, Atakan
Date: 2019-01-00
Type: Journal Articles
Subjects: Athletics,Athletes,Team Sports,Males,Foreign Countries,Pretests Posttests,Early Adolescents,Physical Education Facilities,Youth Clubs,Youth,Comparative Analysis

The aim of this study is to examine the effect of soccer training on natural turfs on strength, speed, power and balance characteristics in prepubertal children. Twenty-two male athletes chosen from the 12-13 age group who play soccer in the youth team of an amateur soccer club from Istanbul, Turkey volunteered to participate in our study. In the study, 30 m sprint, Y-balance, standing long jump and vertical jump tests were done as pre- and post-tests. The same training program was assigned to the players, who were separated into two groups. One group was trained on synthetic grass turf (SG) while the other group was trained on natural grass turf (NG) for eight weeks. As a result of the statistical analyses, significant improvements were observed in all parameters between pre-and post-test measurements of both SG and NG groups (p&lt;0.05). When the developmental differences of the groups were examined, statistical improvement was found in the standing long jump parameter in favor of the group that trained on Natural Grass turf (p=0.037). In conclusion, depending on the characteristics of the soccer game, enhancements were observed on both surfaces. However, the challenge effect of natural grass turf was more effective than that of synthetic grass turf on leg strength improvement. It is considered that as a result of continuing their soccer trainings on natural grass turfs, young players can improve their performance and can avoid possible injuries.
The Effects of Cognitive Learning and Imagination Training on the Balances of the 14-16 Years Old Handball Players
Author: Turan, Mehmet Behzat
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Outcomes of Education,Learning Processes,Imagination,Training,Performance,Adolescents,Athletes,Athletics,Perceptual Motor Coordination,Males,Control Groups,Experimental Groups,Skill Development

The purpose of this research is to examine the effects of imagination and cognitive learning exercises, which are applied to increase the success of elite handball players, on their balance skills. The research group consists of a total of 36 voluntary male athletes, 18 of which are the control group and 18 of them are the experimental group, aged between 14 and 16, with at least 5 years of sports experience, who have been playing handball in Kayseri Youth Sports Club. For the study group, 8-day, 30-minute cognitive training and imagination study program was applied as two sets per day. No exercise was applied to the control group. Static and dynamic balance tests were applied to all of the participants (study and control group at the beginning and end of the study. According to the results of the analysis performed at the end of the study, a significant difference was found between the post-test results of all balance parameters of the experimental and control groups (p &lt;0.05). When the pre-test and post-test results of the control group were compared, there was a significant difference between the scores of Static, Level8, Level4 and Oscillation CE (p&lt;0.05) and there was no significant difference between Level2 and Oscillation OE (p&gt;0.05). When the pre-test and post-test results of the experimental group were compared, a significant difference was found between all equilibrium parameters (p&lt;0.05). As the result, it was found that cognitive imagination programs have positive effects on learning the balance skills in handball players under the light of the obtained findings.
An Examination of Concentration and Mental Toughness in Professional Basketball Players
Author: Dereceli, Çagatay
Date: 2019-01-00
Type: Journal Articles
Subjects: Attention Control,Resilience (Psychology),Athletes,Team Sports,Performance,Young Adults,Foreign Countries,Cognitive Ability,Self Esteem,Scores

This study was carried out to investigate the concentration and mental toughness of professional basketball players. A total of 290 professional basketball players aged 16-26 years who played in the Turkish Basketball First and Second Leagues participated in the study. The &quot;Sport Mental Toughness Questionnaire (SMTQ-14)&quot; developed by Sheard et al. (2009) was used to determine mental toughness levels of the basketball players participating in the study, and the &quot;Letter Cancellation Task&quot; scale developed by Kumar and Telles (2009) was used to determine their concentration levels. Data were analyzed by using the Kolmogorov-Smirnov test, an independent samples t-test, and one-way analyses of variance (ANOVA). Results show that the concentration ability of the basketball players did not significantly differ in terms of gender, age and sports age. There were statistically significant differences in overall mental toughness, confidence and control. The players' mental toughness and confidence scores differed significantly based on sports age. It is interesting to find that overall mental toughness was higher in the basketball players with a sports age of 1-5 years. According to their positions in the play, the players' concentration ability was found to be significantly different between guards and pivots in favor of the guards. The concentration ability of the players playing at the guard position was higher than that of the players playing at other positions. Overall mental toughness and its sub-dimensions had no significant differences according to the positions. However, it is striking that overall mental toughness scores and its sub-dimension scores were high in guards and pivots.
Characteristics of Rental Real Estate Investors during the 2000s
Author: Seay, Martin C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Real Estate,Money Management,Housing,Correlation,Decision Making,Income,Family Financial Resources,Economic Climate

Using data from the 2001, 2004, and 2008 panels of the Survey of Income and Program Participation (SIPP), this research examines the characteristics of households that invested in rental real estate during the 2000s. Given the tumultuous real estate market during that decade, rental real estate investment was investigated during the early part of the housing market boom (2001), the height of the boom (2004), and after the market began to decline (2008). Results reveal relative stability with slight investment increases in rental real estate (4.57% in 2001 to 5.00% in 2004 to 5.08% in 2008), and several investor demographic and financial characteristics consistently associated with the investment decision. Evidence of potential over-reliance on real estate investment by some households indicates that financial planners should work to educate clients who invest, or are seeking to invest, in real estate. Education would emphasize that overweighting portfolios with real estate could be deleterious to client's wealth goals in times of slow rental or depreciating housing markets.
Credit Card Usage among College Students in China
Author: Yao, Rui
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Credit (Finance),Foreign Countries,Money Management,Knowledge Level,Parent Child Relationship,Correlation,Student Characteristics,Student Attitudes

Credit cards have become a common method of payment for college students in China. It is important that they form good credit card usage behaviors and build a good credit history early in their financial life. Using data collected from 10 universities in China, results of this study found that being financially dependent on their parents is negatively associated with Chinese college students' ability to pay their credit card bills. The study also found that students with a high level of financial knowledge were less likely to take cash advances on their credit card. Implications for financial educators and parents as well as policymakers were provided.
&quot;I Think I Can Get Ahead!&quot; Perceived Economic Mobility, Income, and Financial Behaviors of Young Adults
Author: Szendrey, Julie
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Mobility,Occupational Mobility,Income,Money Management,Young Adults,Credit (Finance),Age Differences,Educational Attainment,Employment Level,Gender Differences

This research examined how perceived economic mobility (PEM) relates to domain-specific behaviors of financial management, specifically cash management, credit management, and savings and investment, for a sample of 1,245 young adults age 18-34. Using data collected by an online survey administration organization, research results indicated a significant positive relationship between PEM and the financial behaviors of cash management and savings and investment. Control variables of income level, family of origin's perceived (FOP) income level, age, gender, education level, and employment also showed varying levels of significance across the three financial behaviors. Findings, to be considered in financial policy-making, indicated significant interactions between PEM and FOP income levels for cash management and between PEM and current income for credit management.
The East African Higher Education Area: A Global or Regional Higher Education Space?
Author: Oanda, Ibrahim O.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geographic Regions,Higher Education,International Cooperation,Treaties,Student Mobility,Politics of Education,Alignment (Education),Global Approach,Enrollment,Educational Trends,Governance

This article discusses the feasibility of the East African Community Higher Education area (EACHEA) as a common higher education space for the East African Partner states. Attempts to establish the EACHEA have been in process since the passing of the Arusha Convention treaty on 5 December 1981. The treaty was subsequently revised in Cape Town, South Africa, in June, 2002 and amended in Dakar, Senegal, in June 2003. The Arusha convention was not an isolated development. UNESCO facilitated the signing of similar regional conventions for other regions of the world with the objective of facilitating greater mobility of students and professionals. From the perspective of UNESCO, facilitating mobility was important to provide educational and cultural continuity from the colonial to the post-colonial era, given that colonialism had provided the ideological anchorage on the character of first-generation higher education institutions. The emergence of the European higher education area (EHEA) through the Bologna process and the desire of the EHEA countries to recreate Bologna like-processes in other parts of the world through instruments such as tuning provided further political and intellectual justification to accelerate the process of realising the EACHEA. The European Union, through the African Union Commission (AUC) has supported the Arusha convention process and greater regionalization and harmonization of higher education systems in the continent. Publicly-funded bodies, such as the German Academic Exchange program (DAAD) have supported the development of quality assurance systems and qualification frameworks that have facilitated the establishment of the EACHEA. With such external support to the EACHEA comparative to local initiatives, and given historical and contemporary contexts, this article addresses itself to a crucial question: Whose higher education area is the EACHEA? And, what needs is it going to serve? Will the activities of the EAHEA area be more focused on global higher education needs while ignoring local needs and contexts?
The Ontology of Mention: Contexts, Contests, and Constructs of Academic Identity among University of Zambia Faculty
Author: Chipindi, Ferdinand M.
Date: 2018-00-00
Type: Journal Articles
Subjects: College Faculty,Professional Identity,Foreign Countries,Neoliberalism,Educational Change,Faculty Publishing,Periodicals,Peer Relationship,Universities,Governance,Research,Financial Support,Audits (Verification),Accountability,Academic Rank (Professional),Teacher Attitudes

This paper examines the implications of the neoliberal reforms of higher education in Zambia for the professional lives faculty at the University of Zambia (UNZA). It draws on interviews with junior faculty--in their positions for less than 10 years--to argue that their conception of academic identity illustrates the problem of the &quot;ontology of mention&quot; (Broudy, 1986; Lungwangwa, 2000), which contends that faculty do not 'exist' in academia unless they publish and are recognized in the publications of other scholars. We also discuss the context under which these academics negotiate their positions in the academy, including material and managerial forces. We argue that junior faculty members in Zambia find themselves torn between the expectation to produce knowledge and the inability of the state to fund their research.
Educational Policy Borrowing in the Cameroonian Higher Education System: A Debatable Paradigm from Stakeholders&apos; Perspectives
Author: Eta, Elizabeth Agbor
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Policy Formation,Higher Education,Stakeholders,National Standards,International Cooperation,Developing Nations,Poverty,Educational Finance,International Organizations,Economic Development,Academic Degrees,Program Implementation

Educational policy borrowing is almost the norm in today's policy making, partly because of globalisation, the rise in information and communication technology, and the involvement of external stakeholders in higher education governance. However, the reasons, applications, and results obtained from the adoption and implementation of borrowed policies may result in debates among educational stakeholders because of varying perspectives across contexts, and across individuals. This article discusses, from a general perspective, the perspectives of higher education stakeholders in Cameroon towards policy borrowing; and analyses a specific case of policy borrowing via the adoption and implementation of Bologna Process ideas in this context. The findings discussed in this paper, both from the general standpoint and in terms of this specific case, indicate that policy borrowing is a controversial phenomenon in Cameroon's higher education system. Although our contribution in this article is to the analytical strand of policy borrowing as a phenomenon, this article nonetheless has implications for the normative approach, considering that policy borrowing as a practice is part and parcel of today's policy making.
Motivations of Faculty Engagement in Internationalization: An Agenda for Future Research
Author: Nyangau, Josiah Zachary
Date: 2018-00-00
Type: Journal Articles
Subjects: College Faculty,International Education,Higher Education,Teacher Attitudes,Teacher Motivation,Futures (of Society),Tenure,Rewards,Faculty Promotion,Decision Making,Comparative Education,Global Approach,Social Problems,Reputation,Foreign Countries

The field of international and comparative education continues to evolve and grow in new and exciting directions. A substantial amount of research exists pertaining to institutional rationales of internationalization. However, little empirical research has focused on why academics engage in activities with international dimensions, especially when this work is not recognized and rewarded in tenure and promotion decisions. This contribution, based on the findings of a larger study, examines motivations of faculty engagement in internationalization and suggests an agenda for future research.
&quot;What Can I Offer America?&quot; A Postcolonial Analysis of Faculty Motivations and Perceptions in North-South University Partnerships
Author: Mlambo, Yeukai Angela
Date: 2018-00-00
Type: Journal Articles
Subjects: Universities,Partnerships in Education,College Faculty,International Education,International Cooperation,Knowledge Economy,Teacher Attitudes,Institutional Cooperation,Global Approach,Power Structure,Cultural Awareness,Foreign Policy,Educational History,Foreign Countries

International university partnerships are a prevalent internationalization strategy for both North American and African higher education institutions, yet the predominance of discourses that reflect the inequities of the global knowledge economy among participants perpetuate the very challenges that they are designed to address. Using a postcolonial framework, this study provides a critical analysis of qualitative interviews conducted with faculty members from one West African and one U.S. university participating in an international higher education partnership. The paper examines the motivations and perceived benefits of the partnership among participants at both institutions. It argues that the history of inequitable relationships perpetuated by globalization continues to shape understandings and pose challenges to achieving mutuality in North-South university partnerships. Findings show, for both institutions, motivations for partnership participation are based on the expectations and anticipated benefits to their institution as well as an alignment with the individual's personal goals and objectives. Furthermore, perceptions of power imbalances between participants at the two institutions are evident. Despite the partnership's intent for mutuality and reciprocity, the narratives of both West African and U.S. participants reinforce inequitable hierarchies. However, they also highlight opportunities for working toward greater mutuality and intercultural learning through North-South partnerships. Recommendations for cultivating reciprocity in North-South university partnerships are provided.
Diary Keeping in Writing Education
Author: Dincel, Betul Keray
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Diaries,Student Journals,Writing Skills,Writing Instruction,Self Expression,Language Teachers,Preservice Teachers,Reflective Teaching,Individual Development,Self Management,Skill Development

One of the many types of texts that can be used in writing education is the diary. In this study, the opinions of the Turkish language teacher candidates about diary keeping and their diaries kept for two months in which they could freely express their thoughts were analyzed. It is a qualitative study in which thirty-four participants' diaries were examined, and semi-structured interviews were conducted with seventeen randomly selected candidates. It is observed that the topics dealt by the teacher candidates in their diaries mainly focused on themes such as education-teaching activities, life, feelings, thoughts, relatives, nature, important days, diary, problems, personal development, and writing skills. The emerging codes from these interviews were grouped as: Diary, problems, personal development, and writing skills. The results of this research reveal that candidates who regularly keep a diary begin to question their lives and try to manage them better. Moreover, it was shown that diary keeping, which is regular writing, has an important role in the development of writing ability.
Indirect Coercive Transfer and Educational Copying under Dictatorship: The Case of Tunisia
Author: Jules, Tavis D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Authoritarianism,Labor Market,Classification,Foreign Countries,Technology Transfer,Educational Change,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Educational Policy,Student Mobility,Education,Cooperation,International Cooperation,Power Structure,Educational History,Comparative Education,Higher Education,Models

The proposed paper seeks to add a different dimension to the educational borrowing, lending, and transfer literature by examining the consequences of educational reforms that are implemented under dictatorships and their lasting impacts. In using Tunisia as an example, we assess the effects of the 2008 Licence-Maitrise-Doctorat ([LMD] Bachelor-Master-PhD) reform under Tunisia's former dictator, Zine El Abidine Ben Ali (from 1987 to 2011). The use of coercive transfer and subsequent implementation of LMD reforms by Ben Ali's government were in response to the creation of the European Higher Education Area in 1999 under the Bologna Declaration, which was adopted by twenty-nine European countries. The justification for the indirect coercive transfer of the Bologna model was to ensure the quality of higher education, to encourage student and teacher mobility, to facilitate both the equivalence of diplomas and young people's integration into the labor market. In what follows, we seek to construct a typology of the consequence of wholesaling adopting a reform without tailoring it to the local needs. In this typology, we account for the processes of policy mobilization, local articulation and ownership, structural factors, and path dependency by discussing the power relations through which indirect coercive transfer occur. In doing this, methodologically, we use a comparative-historical approach to Tunisia's higher education policy discourse. Theoretically, we seek to advance the literature of indirect coercive transfer by concluding as to the different factors that should be considered in North-South policy borrowing and transfer.