ethanporcaro/eric-fulltext-meta huggingface dataset:
Irrational Beliefs in Romantic Relationships as the Predictor of Aggression in Emerging Adulthood
Author: Gündogdu, Rezzan
Date: 2018-03-00
Type: Journal Articles
Subjects: Foreign Countries,Interpersonal Relationship,Dating (Social),Intimacy,Misconceptions,Beliefs,Predictor Variables,Aggression,Young Adults,Undergraduate Students,Measures (Individuals),Psychological Patterns,Gender Differences,Statistical Analysis,Correlation,Multiple Regression Analysis

The purpose of this study is to examine irrational beliefs in romantic relationships as the predictor of aggression in emerging adults. The study is a quantitative study done using the relational survey model. The study group is composed of 351 fourth-year students, 201 females and 150 males, who were attending three universities in Central Anatolia during the 2016-2017 academic year. In order to collect the study data, 23-item &quot;KAR-YA Aggression Scale with four sub-dimensions (Physical Aggression, Hostility, Anger, Verbal Aggression) was used. 30-item &quot;Irrational Romantic Relationship Beliefs Inventory&quot; with six dimensions (Over Expectations, Use of Social Time, Mind Reading, Different Thinking, Physical Intimacy, Gender Differences) was used to determine the irrational beliefs in romantic relationships. Also, &quot;Personal Information Form&quot; was used to obtain the participants' personal and socio-economic information. The data collected was analyzed using the SPSS 18 package program. T-test analysis was conducted to find the correlation and the gender differences between aggression and irrational beliefs in romantic relationships, and multi-hierarchical regression analysis was conducted to determine whether irrational beliefs in romantic relationships predict aggression or not. When the study findings are examined, it is seen that males' aggression levels and their irrational expectation regarding the social and free time activities are higher. In addition, in explaining emerging adults' aggression sex is a significant predictor of different thinking and gender differences variables from the IRBI sub-dimensions.
Perceived Coach Attitudes and Behaviors Scale: Development and Validation Study
Author: Üzüm, Hanifi
Date: 2018-03-00
Type: Journal Articles
Subjects: Athletic Coaches,Attitudes,Behavior,Measures (Individuals),Athletes,Test Construction,Test Validity,Factor Analysis,Focus Groups,Expertise,Test Items,Semi Structured Interviews,Statistical Analysis,Goodness of Fit

The purpose of the study was to develop a scale, which will serve to determine how attitudes and behaviors of the coaches are perceived by the athletes. The scale, named as &quot;Perceived Coach Attitudes and Behaviors Scale&quot; (PCABS) was developed through various processes including exploratory and confirmatory factor analysis. Following the literature review process in the beginning stage, focus group interviews were conducted. As a result of literature review process and focus group interviews an item pool of 61 items was formed, and after gathering the opinions and critics of experts in the area of language and sports science, the final form of the scale was constructed. The exploratory factor analysis (EFA) on 200 athletes revealed a construct comprised of 25 items and 3 sub-dimensions. Subsequently, confirmatory factor analysis (CFA) conducted on 266 athletes confirmed the structural validity of the scale composed of 24 items and 3 sub-dimensions. The first sub-dimension named &quot;Characteristic Features,&quot; with an internal consistency value of 0.88, consisted of items 1, 2, 3, 4, 6, 7, 8, 9, 10, 11, 18, 20, and 23. The second sub-dimension named &quot;Knowledge and Skills Accumulation&quot; consisted of items 13, 14, 15, 16, 17, 19, 21, 22, and 24 had an internal consistency value of 0.86. The final sub-dimension named &quot;Being Fair&quot; consisted of 5th and 12th items with an internal consistency value of 0.56. Items 1, 2, 3, 4, 6, 7, 8, 9, 10, 18, 20 and 23 were reverse coded items of the scale. As a conclusion, the analysis revealed that &quot;Perceived Coach Attitudes and Behaviors Scale,&quot; with its three sub-dimensions and 24 items, is a structurally valid and reliable scale, can be used to identify the athletes' perceptions about their coaches.
Trends of Serious Games Research from 2007 to 2017: A Bibliometric Analysis
Author: Çiftci, Serdar
Date: 2018-02-00
Type: Journal Articles
Subjects: Educational Trends,Educational Games,Educational Research,Bibliometrics,Trend Analysis,Educational Technology,Intellectual Disciplines,Periodicals,Authors,Citation Analysis,Concept Mapping,Foreign Countries

This study examines the tendencies of studies carried out using text mining methods under the title of &quot;serious game&quot;. A query was run for the &quot;serious game&quot; keyword in the Web of Science search engine to acquire the data. The study included publications that were scanned in the SCI-EXPANDED, SSCI and A&amp;HCI indices between 2007-2017. Information could be acquired for a total of 1431 publications. Firstly, the obtained data were cleansed of erroneous and unnecessary information by way of a pre-process. According to the data set cleansed of errors, the total number of common citations was 12701, number of citations per publication was 8.88, whereas h-index was determined as 51. Analyses were carried out by examining all &quot;serious games&quot; publications on the basis of: year, author, journal/symposium name, keywords, research areas and common citation parameters. According to the results, there was a continuous increase over time in the number of publications and citations. Even though &quot;serious games&quot; is a topic that is frequently studied in the field of education technology studies in fields such as psychology, health care sciences, environmental sciences, ecology, public environmental occupational health, rehabilitation, business economics and psychiatry shows that &quot;serious game&quot; is also a popular topic for studies in different disciplines.
How Distorted Thinking Influence Arab Children Academic Achievement in Israel?
Author: Gith, Emad
Date: 2018-03-00
Type: Journal Articles
Subjects: Arabs,Academic Achievement,Foreign Countries,Parent Child Relationship,Correlation,Family Counseling,Academic Aspiration,Parent Attitudes,Negative Attitudes,Social Change,Culture Conflict,Collectivism,Secondary School Students,Questionnaires,Statistical Analysis,Cultural Traits,Cultural Differences

The purpose of the current study was to examine the relation between the parents Cognitive Distortion and Arab children academic achievements in Israel. 52 fifth grade Arab Children and their parents from Israel were participated. The results indicated that parent's cognitive distortion related negatively to children academic achievements; there is a negative correlation between father's Cognitive distortion and children academic achievements and between mother's Cognitive distortion and children academic achievements. The current research concluded that Parent's Cognitive distortion has a greater relationship with children academic performance. The researchers recommend that appropriate measures, including cognitive mutual counseling program (parents and Children) should be put in place for the Children to achieve both their short-term and long-term educational goals.
Facilitating Discussion of Theory and Practice in Education Seminars
Author: Herrmann, Bailey
Date: 2018-00-00
Type: Journal Articles
Subjects: Seminars,Theory Practice Relationship,Action Research,Critical Thinking,Transformative Learning,Practicums,Student Teaching,Preservice Teachers,Educational Theories,Educational Practices,Teaching Methods,Student Attitudes,Videoconferencing,Computer Mediated Communication,Group Discussion,Vignettes

Field experience seminars, discussion-based courses paired with school-based practicum experiences, provide a space for teacher candidates to discuss the theories they study in their university classes and the practices they observe and implement in their school placements. This article describes an action research study that examines teaching techniques that promote discussion in English education seminar courses. The purpose of this research was to collaboratively develop teaching approaches that would help teacher candidates bridge ideas about theory and practice in their development as aspiring teachers. The conversations that challenged the teacher candidates to think critically and theoretically about their classrooms were transformative moments in our seminar classes.
Preparing for College Success: Exploring Undergraduate Students&apos; Perceptions of the Benefits of a College Reading and Study Skills Course through Action Research
Author: Howard, Christy M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Study Skills,Skill Development,Reading Skills,Action Research,Program Effectiveness,Student Needs,Success,College Entrance Examinations,Scores,Transfer of Training,Student Surveys

The purpose of this study was to examine undergraduate students' perceptions of the benefits of a college reading and study skills course. Researchers have found that even with increased emphasis on college readiness, many students continue to enter college unprepared for the rigorous academic expectations they may face. With this in mind, this study was designed to examine the perceptions of students entering college and being enrolled in a &quot;support&quot; course based on their SAT scores. Findings revealed that participants valued learning study skills and strategies that supported their understanding of course material before, during, and after the reading process. In addition, participants valued strategies that would transfer across courses in the university setting. This action research study provides the opportunity to consider how instructors can support students' experiences in support courses through resources and strategies to support student success in college and beyond.
How Will You Contribute? A Look at an Instructional Strategy to Improve Student-Centered Learning
Author: Kenney, Christine
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Student Centered Learning,College Faculty,Student Behavior,Undergraduate Students,Learner Engagement,Audio Equipment,Group Discussion,Student Participation,Classroom Environment,Self Concept,Learning Processes,Child Development,Course Descriptions,Modeling (Psychology)

The dreaded blank stares, looking down at a phone, or the student who falls asleep. University instructors know students who demonstrate these behaviors and have watched them disengage during class. Students might wish to engage, but may not know how. The purpose of this article is to examine the use of contribution strategies with undergraduate students in an effort to foster their engagement in class. Through a semester-long study, students' usage of seven contribution strategies within course discussions was examined through frequencies and audio recordings. Findings reveal that students incorporated the seven contribution strategies into course discussions however they did so at varying levels. Implications for the research suggest that when given the opportunity to actively contribute students do so; however, the instructor must foster an environment where active contribution is possible and valued.
Connected Teens: Measuring the Impact of Mobile Phones on Social Relationships through Social Capital
Author: Vidales-Bolaños, María-José
Date: 2017-00-00
Type: Journal Articles
Subjects: Adolescents,Telecommunications,Handheld Devices,Interpersonal Relationship,Social Capital,Social Environment,Questionnaires,High School Students,Secondary School Students,Foreign Countries,Student Attitudes,Statistical Analysis,Self Concept,Self Esteem,Regression (Statistics)

Over the past twenty years, the high penetration of mobile phones as a means of interpersonal communication, especially among adolescents, has facilitated access to broader social environments outside their own family. Through the extension of their social environment, teenagers are able to establish new and more extensive relationships, while facing risks that may negatively affect their socialization process. The aim of this article was to find out how computer-mediated communication helps or obstructs the creation of social capital between teenagers, and what are the consequences of its use for this age group. To achieve this, an index of social capital was developed in the study, designed to determine the positive or negative impact of certain components of mobile mediated communication in the creation of this intangible resource. Questionnaires were distributed among Spanish adolescents of secondary and high school age, from different public and private schools of Navarre. Furthermore, the study considered the adolescents' own perceptions about the incidence of the use of mobile phones in their social relationships. As reflected in the results, to identify the components of mediated communication that significantly affect social capital it is necessary to conduct an objective measurement of this resource.
ELT Teacher Trainees&apos; Self-Perceptions and Awareness of the Pronunciation Skill, and Their Attitudes towards Its Instruction
Author: Gürsoy, Esim
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Student Attitudes,Teaching Methods,Pronunciation,Instruction,Suprasegmentals,Self Concept,Difficulty Level,Language Skills,Semi Structured Interviews,Positive Attitudes,Teacher Education,Foreign Countries,Mixed Methods Research,Questionnaires,Preservice Teachers

Having received the stamp of an &quot;often neglected&quot; element in second language teaching, opinions of English Language Teaching (ELT) Teacher Trainees (TT) taking pronunciation as an explicit instruction course seem to be neglected in research advocated in this field as well. Moreover, features of pronunciation (segmentals and suprasegmentals), contributing to the development of this skill are minimally approached in a limited number of studies. Thus the present study aims at revealing ELT TTs' self-perceptions toward the pronunciation skill, attitudes toward its instruction, and their awareness regarding the difficulty and importance of the features of pronunciation skill. Using a mixed-methods research design, quantitative data was collected via a questionnaire from 111 teacher trainees and qualitative data was gathered via semi-structured interviews conducted with 11 participants. The overall results revealed that TTs have positive self-perceptions regarding the pronunciation skill and positive attitudes towards its explicit instruction. TTs' awareness of segmental and suprasegmental features was found to be different in some aspects and their awareness of the difficulty of suprasegmentals was dubious. Yet, participants consider segmentals as an easy feature of the pronunciation skill.
Research of Social Skills of Children Who Attend to Kindergarten According to the Attitudes of Their Mothers
Author: Gürbüz, Eda
Date: 2018-03-00
Type: Journal Articles
Subjects: Foreign Countries,Kindergarten,Preschool Children,Interpersonal Competence,Mothers,Parent Attitudes,Gender Differences,Employment Level,Family Structure,Child Rearing,Parent Influence,Statistical Analysis,Parenting Styles,Parent Surveys,Likert Scales

In this study, 5-6-year-old children who attend to kindergarten were researched if there is a difference in their level of social skills according to their mothers' attitudes, their gender, mother's employment status, the number of the children in the family, and to the caretaker. The study group was formed of 354 children who attend to kindergarten in the city centre of Mersin, Turkey and their mothers. &quot;Social skills evaluation scale on children&quot; developed by Atas, Efe- Cinar and Tatar (2016) was used to evaluate social skills of the children and &quot;parents' attitude scale&quot; developed by Karabulut, Demir and Sendil (2008) was used to evaluate mothers' child bringing-up attitudes. Dual variance analyse was used to understand if children's social skill level becomes different or not according to their mothers' attitudes, their gender, employment status, the number of the children in the family, and to the caretaker. The source of the meaningful difference among groups as a result of the variance analyse was examined via Tukey HSD test. Level of significance in the research was accepted as 0,05. According to research result, general social skills become different according to mothers' attitudes. The children whose mothers are democratic and permissive seem to have higher social skills than the children whose mothers are authoritative and protective.
Teacher Learning during Transition from Pre-Service to Novice EFL Teacher: A Longitudinal Case Study
Author: Bulut Albaba, Melike
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Education Programs,Beginning Teachers,Case Studies,Student Teacher Attitudes,Educational Environment,Practicums,Teaching Experience,Longitudinal Studies,Communities of Practice,Foreign Countries,Teacher Attitudes,Teaching Methods,Psychological Patterns,Qualitative Research,Semi Structured Interviews

In language teacher education literature, attention is predominantly centered on the content of teacher learning and cognition. The process of teacher learning and cognitive change over time remains relatively underexplored. For instance, despite its importance in career trajectory, there is limited empirical evidence on the transition process from English language teacher education programmes to the early years of teaching. Existing studies suggest that novice teachers experience a lack of preparedness to teach after completion of the teacher education programmes and encounter many challenges in implementing what they were taught at teacher education programmes. This article presents the preliminary findings on five case studies exploring teacher learning through participation in school communities in the context of teaching English as a foreign language. The student teachers were interviewed before and during the practicum which was a part of their pre-service teacher education programme, and they were followed up with further interviews in the initial years of teaching. The findings showed that in a context where the school practices conflicted with the teacher's educational ideals, student teacher participation in the school community fostered adaptation towards conventional language teaching practices at schools. The study has implications for research and practice in language teacher education.
The Role of Extensive Reading in the Development of Phonological Processing
Author: Nisanci, Sinan
Date: 2017-00-00
Type: Journal Articles
Subjects: Role,Phonology,Language Processing,Second Language Learning,Grade 11,High School Students,Word Recognition,Student Placement,Language Tests,Foreign Countries,Computer Assisted Testing,Pretests Posttests,Language Proficiency,Decision Making,Reading Processes,English (Second Language),Task Analysis,Second Language Instruction,Comparative Analysis,Reading Comprehension,Grade 9,Statistical Analysis

The present study aims to investigate the role of extensive reading in the acquisition of implicit phonological knowledge. Through extensive exposure to print, L2 learners can improve their phonological processing skills, and this could contribute to their word recognition fluency. On the basis of the Oxford Placement Test, 30 9th graders and 30 11th graders studying at a selective state high school in Istanbul were selected to participate in the study. Students in the 9th grade followed an extensive reading program for a full semester. Participants were given a lexical decision task in which they had to decide whether the string of words they were shown on a computer screen could be acceptable words in English or not. Pre- and post-test performances of the groups were compared to test if the extensive reading program contributed to their accumulation of knowledge on phonotactic constraints. The results showed that the group which read extensively differed significantly, and notwithstanding their lower proficiency, the groups' performance on the post-test did not reveal any significant difference, implying that extensive exposure to print benefited L2 learners even at the beginner levels. As this is a relatively new research perspective on extensive reading, there is need for further research.
Language Learners&apos; Feelings about Pragmatics in Action
Author: Üstunbas, Ümran
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Pragmatics,College Students,Student Attitudes,Language Usage,English (Second Language),Qualitative Research,Control Groups,Teaching Methods,Figurative Language,Experimental Groups,Comparative Analysis,Pretests Posttests,Applied Linguistics,Language Proficiency,Instructional Effectiveness,Foreign Countries,Statistical Analysis,Quasiexperimental Design

This paper presents the findings of a quasi-experimental study designed to examine the possible effect of explicit or implicit teaching of pragmatic routines regarding the significance of exploring ways to foster interlanguage pragmatic competence considering the fact that language learners, at least, could benefit the real-life language use presented them since they do not have many opportunities to communicate in the target language. In sense, 134 tertiary level EFL learners were recruited as participants in treatment and control groups and taught predetermined target routines appropriately for their assigned groups. Following a five-week treatment session, a post-test was administered to the participants in order to evaluate the effect of the treatment on comprehension, and their spoken discourse was analyzed to detect the effect of the treatment on production. Qualitative data of the study were comprised of participants' reflections based on the use of metaphors related to the pragmatic routines and their effects. Thus, the study provides findings to review a highly discussed issue in applied linguistics and offers further data employing an elaborate research method: using metaphors.
Perceptions of Science Teachers on Implementation of Seven Principles for Good Practice in Education by Chickering and Gamson in Courses
Author: Ugras, Mustafa
Date: 2018-03-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Attitudes,Educational Principles,Best Practices,Foreign Countries,Science Education,Teacher Surveys,Interviews,Measures (Individuals),Mixed Methods Research,Junior High Schools,Secondary School Teachers

The present study aimed to determine the perceptions of science teachers on the implementation of the seven principles for good practice in education by Chickering and Gamson in their courses. Seven principles for good science education were used as a data collection tool in the survey. &quot;The seven principles for good practice in science education scale&quot; for teachers was used as the data collection instrument in the study. &quot;The seven principles for good practice in science education scale&quot; is the adapted form of the &quot;Seven Principles for Good Practice in Education: Faculty Inventory&quot; developed by Chickering and Gamson into Turkish language and junior high school science courses. The scale was applied to 285 science teachers employed in Elazig province in Turkey and interviews were conducted with 45 teachers. Analysis of the study data demonstrated that the surveyed teachers implemented each of these seven principles at different levels. Conducted interviews revealed the examples of different strategies adopted by the teachers in implementing the above-mentioned seven principles.