ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of Health Sciences University Students&apos; Healthy Living Behavior Perceptions
Author: Malkoc, Nedim
Date: 2020-00-00
Type: Journal Articles
Subjects: Health Behavior,Comparative Analysis,Exercise Physiology,Health Sciences,Departments,Team Sports,Undergraduate Students,Student Attitudes,Nutrition,Stress Variables,Physical Activities,Interpersonal Communication,Psychology,Spiritual Development,Scores,Measures (Individuals),Foreign Countries

All of the behaviors that people exhibit in order to stay healthy both physically and psychologically and maintain their health during their lifetime are included in the definition of &quot;healthy life behavior&quot;. In this study, it was aimed to identify and compare the perceptions of healthy life behavior of students of the Department of Exercise and Sport Sciences and Psychology Department Students who study at the University of Health Sciences. A total of 199 students, 97 students from the sports science department (age: 19.84 ± 1.801, weight: 65.30 ± 12.460), and 102 students from the psychology department (age: 20.12 ± 1.916 weight: 60.17 ± 9.881) participated in the study. There was a statistically significant difference between the scale total scores of the participants and the dimensions of health responsibility, physical activity, nutrition, stress management, and the measurements of the students of sports science students and students of psychology sciences in terms of an increase in sport sciences students (p &lt; 0.05). There was no significant difference between the participants' interpersonal communication and spiritual development scores, which are the sub-dimensions of the scale (p &gt; 0.05). University education is an education period in which students can decide independently. These results showed that sports students and psychology sciences students' different undergraduate education also affected their healthy lifestyle behaviors. In this context, it is concluded that directing students of other departments of the university to exercise and sports activities will contribute to their perceptions of healthy lifestyle.
The Relationship between High School Students&apos; Internet Addiction, Social Media Disorder, and Smartphone Addiction
Author: Ramazanoglu, Mehmet
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,High School Students,Internet,Addictive Behavior,Social Media,Telecommunications,Handheld Devices,Information Technology,Information Science Education,Measures (Individuals),Gender Differences,Vocational High Schools,Predictor Variables,Foreign Countries

The purpose of this study is to examine the relationships between high school students' internet addiction, social media usage disorder, and smartphone addiction. The descriptive relational scanning model, one of the quantitative research methods, was used to determine this relationship. The research was carried out with 215 students who continue their education in the field of information technologies of 4 state vocational high schools in the province of Siirt in the 2018-2019 academic year. In this research, internet addiction, social media usage disorder, and smartphone addiction scales were used as data collection tools. The research data were analysed with the SPSS statistical calculation program. As a result of the research, it was observed that high school students' internet addiction, social media usage disorder, and smartphone addiction are moderate and similar in terms of gender and class levels. In the study, a positive relationship was found between high school students' internet addiction, social media usage disorder, and smartphone addiction. It was also found that all three problems were the predictors of each other. The findings were discussed with the literature along with some recommendations.
Critical Thinking Skills and Self-Efficiency Beliefs in Preservice Physical Education Teachers
Author: Dogan, Isa
Date: 2020-00-00
Type: Journal Articles
Subjects: Cognitive Tests,Critical Thinking,Thinking Skills,Self Efficacy,Preservice Teacher Education,Correlation,Physical Education Teachers,Measures (Individuals),Teacher Education Programs,Goodness of Fit,Teaching Methods,Classroom Techniques,Foreign Countries,Student Attitudes

The aim of this research is to determine the relationship between preservice physical education teachers' self-efficacy beliefs and critical thinking tendencies. For this purpose, our universe constitutes preservice physical education teachers studying at different universities in the 2018-2019 academic year. The research sample consists of 640 preservice teachers in total, 350 males and 290 females. Cities in which the preservice teachers are involved in the research and the universities where they are studying; It consists of 8 provinces: Bartin, Bolu, Çorum, Düzce, Karabük, Kastamonu, Sinop, Zonguldak. Within the scope of the research, &quot;California Critical Thinking Scale (CCTDI)&quot; and &quot;Teacher Self-Efficacy Scale&quot; were used to obtain the data collected from preservice teachers. The data collected for the purpose of the research were analyzed with the SPSS-25 statistical program. Structural equation modeling analyzes were carried out using the data collected from 640 participant groups using the AMOS-25 package program. As a result, students can be directed to earn these trends through activities aimed at gaining critical thinking skills and tendencies by rethinking physical education and sports school programs being implemented in our country. In this regard, university students can be given the opportunity to become highly critical individuals.
Teachers&apos; Knowledge of Special Educational Needs and Disability Students and Their Classroom Management Approaches
Author: Gyasi, Mercedes Nana Konadu
Date: 2020-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Special Needs Students,Equal Education,Students with Disabilities,Knowledge Base for Teaching,Teacher Certification,Gender Differences,Inclusion,Teacher Education Programs,Foreign Countries,Teacher Attitudes,Mainstreaming

Parents and many other stakeholders usually complain about equity and inclusivity of students with special educational needs (SEN) in the mainstream schools. The purpose of the study was to find out the level of teachers' knowledge of special educational needs and disability students and their classroom management procedures and strategies. The study adopted qualitative paradigm and a descriptive approach to gather data and were thematically analysed. The findings showed that teachers' knowledge of special educational needs and disability students was very limited. It revealed teachers' lack of in-depth knowledge of inclusivity, enacted and operational policies and their application, and the classroom management procedures and management of students with special educational needs. It is recommended that teachers be examined appropriately and certified before allowing them to teach in schools. Teachers who are already teaching should be updated with the current trend of educational issues including inclusivity, equity and gender sensitivity.
University Students&apos; Attitudes toward the Formal Integration of Facebook in Their Education: Investigation Guided by Rogers&apos; Attributes of Innovation
Author: Almohtadi, Reham Mohammad
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Technology Integration,Social Media,Foreign Countries,Technology Uses in Education,Undergraduate Students,Educational Innovation

The aim of the study was to examine students' attitudes toward the formal integration of Facebook in their education at Al-Hussein Bin Talal University and to examine the relationship between their attitudes and their perceptions of Facebook's attributes. The investigation was guided by Rogers' (2003) attributes of innovation. A descriptive method was adopted in which a questionnaire was used to collect data from 99 undergraduate university students from the college of education. The results show that the students have positive and high attitudes toward the formal integration of Facebook in their teaching. In addition, the students have positive perceptions of Facebook in terms of its relative advantage, ease of use, compatibility, trialability, and observability. Furthermore, Regression analysis showed that 46% of the variance of the students' attitudes toward the formal integration of Facebook in their education can be accounted for by its linear relationship with the five independent variables: relative advantage, ease of use, compatibility, trialability, and observability. Based on the results, set of recommendations were provided.
Interdisciplinary Connections: Evaluating Collaboration between AFNR and Leadership, Mathematics, and Science Educators
Author: Pauley, Catlin M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Agricultural Education,Foods Instruction,Natural Resources,Teacher Collaboration,Program Effectiveness,Leadership Training,Mathematics Instruction,Science Instruction,STEM Education,Hunger,Social Problems,Vocational Education

Agriculture, food, and/or natural resources (AFNR) content offers a tremendous context for interdisciplinary teaching and learning. Collaboration between AFNR and core content area educators has been recommended to increase interdisciplinarity in school-based AFNR Education; however, existing research lacks an empirical investigation of the relationship between interdisciplinary collaboration and outcomes associated with interdisciplinary teaching in school-based AFNR Education. Therefore, the current study explores the scope of collaboration between AFNR, leadership, mathematics, and science educators and the relationship between collaboration and interdisciplinary teaching in school-based AFNR Education. Findings indicate opportunities to initiate and strengthen interdisciplinary communities of practice through purposeful interactions, especially regarding length of interactions between AFNR and core content area educators. Recommendations for practitioners, teacher educators, and researchers are provided.
Use of &quot;Be&quot;-Forms as Topic Markers in Interlanguage
Author: Nam, Bora
Date: 2020-00-00
Type: Journal Articles
Subjects: Russian,Interlanguage,English (Second Language),Second Language Learning,Transfer of Training,Verbs,Native Language,Grammar,Korean,Comparative Analysis,Language Universals,Linguistic Theory,Language Proficiency,Correlation,Oral Language,Undergraduate Students,Work Environment,Employees,Task Analysis

This paper investigated the &quot;be&quot;-insertion phenomenon in L2 English. L2 learners often insert &quot;be&quot;-forms before thematic verbs, creating nontargetlike forms (e.g. &quot;She is love ice cream&quot;). Based on L2 data from learners of topic-prominent L1s, a group of researchers have claimed that such &quot;be&quot;-forms are topic markers transferred from the L1s. As L1 transfer cannot be supported without comparing different L2 groups, however, this study examined the explanatory adequacy of the Topic Marker Hypothesis by comparing the Korean and Russian EFL learners at different proficiency levels. Their oral production and grammaticality judgment suggests that regardless of the L1, &quot;be&quot;-forms could mark topics in the early stages of interlanguage, supporting full access to UG. Due to L1 transfer, however, &quot;be&quot;-insertion by the Korean group was more relevant to topic marking while that of the Russian group was more relevant to encoding agreement. These findings show complicated interplay between L1 transfer and UG.
Utterance-Based Measurement of L2 Fluency in Speaking Interactions: A Constructionist Approach
Author: Choi, Jungyoun
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Language Fluency,Second Language Instruction,English (Second Language),Speech Communication,Audio Equipment,Language Usage,Sentence Structure,Teaching Methods,Foreign Countries,Middle School Students,Grade 8,Task Analysis

This study examines L2 fluency in speaking interactions based on the number and type of utterances. The participants were 25 Korean eighth-grade learners of English as a foreign language. They performed five communicative tasks in groups, and their speaking interactions were audio-recorded and analyzed to measure the frequencies of sentence-level and word-level utterances. Results showed that learners of different levels of L2 fluency greatly varied in their frequencies of sentence-level utterances. Construction-based analyses found that the frequency variation in sentence-level utterances was primarily attributable to the transitive construction and a small set of intransitive constructions. Further investigation of the transitive complementation patterns suggested that L2 learners' use of the nominal complementation [V+NP] became more productive as they expanded their repertoires of transitive complementation in developmental sequence based on a set of complementation clusters. Regarding these acquisitional patterns of the constructions in respect to L2 fluency development, the present study concludes with pedagogical implications and suggestions for future studies.
Online Distance Learning in Higher Education: E-Learning Readiness as a Predictor of Academic Achievement
Author: Torun, Emel Dikbas
Date: 2020-00-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Higher Education,Learning Readiness,Predictor Variables,Academic Achievement,Online Courses,Self Efficacy,Computer Literacy,Internet,Self Management,Learning Motivation,College Freshmen,English (Second Language),Second Language Learning,Public Colleges

The purpose of this study was to examine the relationship between e-learning readiness and academic achievement in an online course in higher-level education. The survey method was employed when collecting the study data, and the data-collection instrument used was the E-Learning Readiness Scale. The scale comprises 33 items and six sub-dimensions, including (1) computer self-efficacy, (2) internet self-efficacy, (3) online self-efficacy, (4) self-directed learning, (5) learner control, (6) motivation toward e-learning. The study participants comprised 153 freshmen who were taking an online English as a Foreign Language course. A relational model is proposed in this study to measure the predicted levels of readiness on academic achievement in online learning. Reliability analysis, Pearson correlation, linear regression analysis, and structural equation modelling were used to analyze and model the study data. Results indicated that self-directed learning is the strongest predictor of academic achievement, while motivation toward e-learning was found to be another predictor of academic achievement. Internet/online/computer self-efficacy and learner control were not found to be among significant predictors of academic achievement. It is concluded that, especially with the spread of Covid-19 worldwide, education is currently switching from face-to-face to online learning in an immediate and unexpected way; therefore e-learning readiness has to be carefully taken into consideration within this new educational paradigm.
The Impact of Program Structure and Goal Setting on Mentors&apos; Perceptions of Peer Mentorship in Academia
Author: Haqqee, Zeeshan
Date: 2020-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Goal Orientation,Mentors,Student Volunteers,Value Judgment,Student Leadership,Personal Autonomy,Program Design,College Seniors,College Freshmen,Peer Relationship,Foreign Countries,Expectation,Helping Relationship,Skill Development,College Credits,Student Unions

Many peer mentorship programs in academia train senior students to guide groups of incoming students through the rigors of postsecondary education. The mentorship program's structure can influence how mentors develop from this experience. Here, we compare how two different peer mentorship programs have shaped mentors' experiences and development. The curricular peer mentorship program was offered to mentors and mentees as credited academic courses. The non-curricular program was offered as a voluntary student union service to students and peer mentors. Both groups of peer mentors shared similar benefits, with curricular peer mentors (CMs) greatly valuing student interaction, and non-curricular peer mentors (NCMs) greatly valuing leadership development. Lack of autonomy and lack of mentee commitment were cited as the biggest concerns for CMs and NCMs, respectively. Both groups valued goal setting in shaping their mentorship development, but CMs raised concerns about its overemphasis. Implications for optimal structuring of academic mentorship programs are discussed.
The Role of Trust in Student Perceptions of University Sexual Assault Policies and Services
Author: Marques, Olga
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Trust (Psychology),School Policy,Sexual Abuse,Victims of Crime,Self Disclosure (Individuals),Student Personnel Services,Foreign Countries,Barriers,Violence,Females

Many post-secondary institutions are developing policies and programs aimed at improving responses to sexual assault experienced by students. In some areas, such as Ontario, Canada, the government has mandated post-secondary institutions to do so. However significant these initiatives, they are predicated on the assumption that students trust, and want to engage with, the university following sexual violence. This study explores students' perceptions of sexual assault policies and services on one mid-size university campus focusing specifically on how trust factors into reporting sexual victimization and using services. Findings show that students believe that sexual assault policies and programs exist, but this does not mean students are willing to use such resources or that they even trust that their university has students' needs and interests at the fore. This paper discusses policy and programmatic considerations for building student trust in their post-secondary institutions to encourage student use of campus support.
The Perceived Effects of Specified Singer Gestures on Singers&apos; Vowel Production
Author: Lee, Hanna
Date: 2019-00-00
Type: Journal Articles
Subjects: Singing,Males,College Students,Vowels,Nonverbal Communication,Acoustics,Motion,Majors (Students),Nonmajors

The purpose of this study is to examine selected perceptual measurements of the effects of four specified singer gestures on male collegiate singers' (N = 27) performance on the [u] vowel. Two of these singer gestures involved inactive stationary gestures and two other gestures involved active gestures. In addition to inactive and active gestures, using both hands and only one hand was imbedded in the four gestures. Finally, singers were audio recorded using their most preferred gesture. After collectively singing the [u] vowel with each gesture, each male singer individually rated each gesture on a 1-10 Likert scale according to quality of resonance. The choir was audio recorded during each motion, and expert listeners (N = 12) rated the randomized audio files on quality of resonance. The results indicated that singers and expert listeners both rated the active two-handed gesture as eliciting the most resonant sound and the stationary one-handed gesture as eliciting the least resonant sound. Expert listeners rated the recording as most resonant when singers chose individually preferred gestures.
Readiness for Organizational Change Scale: Validity and Reliability Study = Örgütsel Degisime Hazir Olma Ölçegi: Geçerlik ve Güvenirlik Çalismasi
Author: Çaliskan, Ömer
Date: 2019-00-00
Type: Journal Articles
Subjects: Organizational Change,Readiness,Foreign Countries,Construct Validity,Test Reliability,Public Schools,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Measures (Individuals)

Readiness for organizational change has been extensively studied in the extant literature over the past years, and scholarly attention towards it continues to increase. Turkish researchers also utilize readiness for organizational change concept to examine the change practices enacted by Ministry of National Education. The purpose of this study is to conduct a cross-cultural adaptation of Readiness for Organizational Change (RFOC) scale into Turkish education setting. The participants of the current study included 335 teachers employed at K-12 public schools located in different provinces of Turkey. To test the construct validity of Turkish-adapted RFOC scale, Confirmatory Factor Analysis (CFA) was performed. The results of CFA revealed that four-factor RFOC model provided good fit with the data. The internal consistency estimates of RFOC in terms of Cronbach Alpha ranged between 0.69 and 0.89. The reported estimates indicated that Turkish form of RFOC scale can be regarded as a reliable and valid instrument to measure change-readiness level of school teachers in Turkish context.
Study-Work-Life Balance of International Students in the Context of Temporal Boundaries
Author: O'Mahony, Megan A.
Date: 2019-05-00
Type: Journal Articles
Subjects: Foreign Students,Graduate Students,Student Attitudes,Socialization,Withdrawal (Psychology),Social Isolation,Family Work Relationship,Educational Experience,Family Relationship,Time Management,Masters Programs,Social Media,Student Mobility,Friendship,Interpersonal Relationship,Maintenance

The goal of this qualitative study was to examine the experience of study-work-life balance among international students who were separated from their family both geographically and temporally. Using 10 semi-structured interviews with postgraduate students and thematic analysis, several themes were identified. These included boundary management shifts due to study/work demands and time zone differences. In addition, students reported social and personal challenges (in terms of family's expectations, relationships maintenance, socialization in host country). Temporal boundaries contributed to social withdrawal and isolation among students, many of which were heavily reliant on their own family network for support. The findings strengthen the argument that time difference impacts the boundary management and social experience of international students.
The Authentic Athletic-Academic Model: An Interdisciplinary Approach to Educate and Empower Alternative High School Students
Author: Hall, LaTreese V.
Date: 2019-05-00
Type: Journal Articles
Subjects: Athletics,Models,Interdisciplinary Approach,Nontraditional Education,High School Students,Student Empowerment,At Risk Students,Student Motivation,Self Efficacy,Social Development,Emotional Development,Authentic Learning,Student Projects,Active Learning

Over the past 50 years, the number of alternative schools for at-risk students have increased exponentially. However, the research concerning the students that attend these institutions has been, at best, unhurried. Even more wanting is the research regarding the development and critical evaluation of educational interventions that can motivate and educate these students. The purpose of this paper is to propose an original, interdisciplinary framework aimed at increasing the positive student outcomes of alternative high school students. Drawing on the insights of sociology, psychology, and athletics, the &quot;Athedemic&quot; (Authentic Athletic-Academic) model integrates authentic teaching of academic subjects, athletics, social and emotional learning, and health for a more comprehensive educational approach to improve the student experience and empower youth in alternative educational settings. Future directions of alternative school research are considered.