ethanporcaro/eric-fulltext-meta huggingface dataset:
The Experience of Media Literacy Education of University Students and the Awareness They Have Gained: An Action Research
Author: Dolanbay, Hacer
Date: 2022-00-00
Type: Journal Articles
Subjects: Media Literacy,College Students,Foreign Countries,Critical Thinking,College Curriculum,Mass Media Effects

In the ongoing struggle with media and technology on the individual-society axis, the importance of having a say in social and political issues as active citizens and being able to express oneself in digital environments is increasing. For this reason, media literacy, which is a life skill, appears as a skill that should be maintained throughout life in both formal and informal environments. The aim of this study is to improve the media literacy awareness of university students. The participants of the research are 150 university students who are studying in different departments of three state universities in three underdeveloped cities in Turkey and have not previously received media literacy education. The data of the research, which was designed as action research, was collected in the 2021-2022 academic year within the scope of an international outsourced project. An eight-week media literacy training was completed by providing face-to-face and online training to the students three days a week. The data results of the training were collected through a semi-structured interview form and also by the evaluation of student activities. According to the results of the research, the media literacy awareness of the students studying at all three faculties, which was weak at the beginning, increased by strengthening after the education. Students have gained an important awareness about criticizing the media and questioning the media, and media production.
Association between Non-Verbal Intelligence and Academic Performance of Schoolchildren from Taza, Eastern Morocco
Author: Bouchefra, Said
Date: 2022-00-00
Type: Journal Articles
Subjects: Nonverbal Ability,Academic Achievement,Foreign Countries,Intelligence,Intelligence Tests,Adolescents,Second Language Learning,French,Mathematics Achievement

Interest in identifying factors influencing educational success is growing. It is often observed that a group of students share the same external variables (school environment) yet have different results, which states that individual variables have more impact on the determination of academic performance. Therefore, the present study aimed to substantiate this fact by investigating the association between non-verbal fluid intelligence and academic performance in a population of schoolchildren in Eastern Morocco. The investigation was a cross-sectional study based on a self-administered questionnaire. Items included the standard Raven's progressive matrices. Students' grades were collected from the administrative offices of the visited schools. Significant and positive correlations between the non-verbal intelligence scores and the school results were found: for the general average, the correlation was 0.574; for the school subject French, the correlation coefficient was 0.475; and for mathematics, we found a relatively low coefficient of 0.381. Non-verbal fluid intelligence significantly and positively predicted academic performance ([beta] = 0.574, p = 0.000). These results call for policymakers to implement the use of intelligence tests with school directors and teachers as a diagnostic tool to guide support efforts for low-achieving children and even to create pilot classes for the best-performing students.
Contrasting Profiles of Low-Performing Mathematics Students in Public and Private Schools in the Philippines: Insights from Machine Learning
Author: Bernardo, Allan B. I.
Date: 2022-00-00
Type: Journal Articles
Subjects: Public Schools,Private Schools,Low Achievement,Mathematics Achievement,Artificial Intelligence,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Socioeconomic Status,Prediction

Filipino students performed poorly in the 2018 Programme for International Student Assessment (PISA) mathematics assessment, with more than 50% obtaining scores below the lowest proficiency level. Students from public schools also performed worse compared to their private school counterparts. We used machine learning approaches, specifically binary classification methods, to model the variables that best identified the poor performing students (below Level 1) vs. better performing students (Levels 1 to 6) using the PISA data from a nationally representative sample of 15-year-old Filipino students. We analyzed data from students in private and public schools separately. Several binary classification methods were applied, and the best classification model for both private and public school groups was the Random Forest classifier. The ten variables with the highest impact on the model were identified for the private and public school groups. Five variables were similarly important in the private and public school models. However, there were other distinct variables that relate to students' motivations, family and school experiences that were important in identifying the poor performing students in each school type. The results are discussed in relation to the social and social cognitive experiences of students that relate to socioeconomic contexts that differ between public and private schools.
Teacher Creativity: When Professional Coherence Supports Beautiful Risks
Author: Massie, Marie-Hélène
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Creative Teaching,Creativity,Masters Programs,Creative Thinking,Faculty Development,Risk,Teaching Skills

Environmental, cultural, and social issues are becoming increasingly complex, and the educational context is no exception to this trend. The relevance of teachers' creativity in examining situations from different angles, in imagining new approaches, in adapting to the varied needs of students, and in training them so that they too can grasp the teeming complexity seems obvious. However, creativity sometimes seems to be taken for granted among teachers and educational programs leave a gap around this theme. Since the scientific literature tends to show that teachers' creativity is still little explored in educational contexts, this doctoral research studies its manifestations within a group of teachers enrolled in a professional master's program in preschool and elementary education (Université de Sherbrooke, Canada). Within the framework of this program, each one elaborates a professional development project over a three-year period. Using a variety of authentic data sources (observations in natural occurring situations, reflective writing by participants, and semi-structured interviews), their creative process is documented and analyzed. This multiple-case study (n = 9) that draws on the concept of creativity as related to that of professional coherence reveals that the pursuit of greater professional coherence not only enables the implementation of creative skills to foster teachers' professional development, but also elicits beautiful risk-taking.
The Behavioral, Emotional, and Social Skills Inventory (BESSI): Psychometric Properties of a German-Language Adaptation, Temporal Stabilities of the Skills, and Associations with Personality and Intelligence
Author: Lechner, Clemens M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Personality Traits,Measures (Individuals),Psychometrics,Intelligence,German,Test Reliability,Test Validity,Factor Structure,Foreign Countries

Social, emotional, and behavioral (SEB) skills comprise a broad set of abilities that are essential for building and maintaining relationships, regulating emotions, selecting and pursuing goals, or exploring novel stimuli. Toward an improved SEB skill assessment, Soto and colleagues recently introduced the Behavioral, Emotional, and Social Skills Inventory (BESSI). Measuring 32 facets from 5 domains with 192 items (assessment duration: [approximately]15 min), BESSI constitutes the most extensive SEB inventory to date. However, so far, BESSI exists only in English. In three studies, we comprehensively validated a novel German-language adaptation, BESSI-G. Moreover, we expanded evidence on BESSI in three ways by (1) assessing the psychometric properties of the 32 individual skill facets, in addition to their domain-level structure; (2) providing first insights into the temporal stabilities of the 32 facets over 1.5 and 8 months; and (3) investigating the domains' and facets' associations with intelligence, in addition to personality traits. Results show that BESSI-G exhibits good psychometric properties (unidimensionality, reliability, factorial validity). Its domain-level structure is highly similar to that of the English-language source version. The facets show high temporal stabilities, convergent validity with personality traits, and discriminant validity with fluid and crystallized intelligence. We discuss implications for research on SEB skills.
Interest-Ability Profiles: An Integrative Approach to Knowledge Acquisition
Author: Hyland, William E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Vocational Interests,Cognitive Ability,Learning Processes,Profiles,Scores,Personality Traits,Intelligence,Verbal Ability,High School Students,Spatial Ability,Career Development

Cognitive abilities and interests both play an important role in guiding knowledge acquisition, but most previous studies have examined them separately. The current study used a large and representative dataset to integrate interests and abilities using a person-centered approach that examines how distinct profiles of interests and abilities relate to individual strengths and weaknesses in knowledge. Two key findings emerged. First, eight interest-ability profiles were generated from Latent Profile Analysis (LPA), which replicated and extended the interrelations of interests and abilities found in previous studies using variable-centered approaches. Second, each profile's strongest knowledge scores corresponded to their strongest abilities and interests, highlighting the importance of interest-ability profiles for guiding the development of knowledge. Importantly, in some domains, the lower ability profiles were actually more knowledgeable than higher ability profiles. Overall, these findings suggest that people learn best when given opportunities to acquire knowledge relevant to both their interests and abilities. We discuss how interest--ability profiles inform integrative theories of psychological development and present implications for education and career development.
Adversity Quotient Promotes Teachers&apos; Professional Competence More Strongly than Emotional Intelligence: Evidence from Indonesia
Author: Widodo, Widodo
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Competencies,Emotional Intelligence,Resilience (Psychology),Organizational Culture,Citizenship,COVID-19,Pandemics,Elementary School Teachers

Teachers' professional competence has become a popular issue since the COVID-19 pandemic. Therefore, this study investigates teachers' professional competence, in terms of emotional intelligence (EI), adversity quotient (AQ), and organizational citizenship behavior (OCB), when teachers need to deal with abnormal situations, such as the COVID-19 pandemic. Moreover, this study also seeks to explore the relationship of EI and AQ with teachers' professional competence mediated by OCB. The research data were collected through a questionnaire using a Likert scale from 589 participants: elementary school teachers in Indonesia were chosen through accidental sampling. The data analysis used structural equation modeling (SEM), complemented by common method bias, correlational, and descriptive analysis. The result shows that EI, AQ, and OCB have a significant relationship with teachers' professional competence. However, AQ more strongly promotes teachers' OCB and professional competence than EI does. In addition, OCB mediates the relationship between EI and AQ with teachers' professional competence. Accordingly, a new model regarding the relationship of EI and AQ with teachers' professional competence mediated by OCB was confirmed. Therefore, it is suggested that teachers' professional competence can increase through EI, AQ, and OCB. Hence, the new empirical model deserves to be discussed, adapted, and even adopted by practitioners and researchers to develop the professional competence of teachers in the future.
Age-Related Changes and Reorganization of Creativity and Intelligence Indices in Schoolchildren and University Students
Author: Razumnikova, Olga
Date: 2022-00-00
Type: Journal Articles
Subjects: Creativity,Intelligence,Elementary School Students,College Freshmen,Academic Achievement,Psychometrics,Creativity Tests,Children,Young Adults,Age Differences,Verbal Ability,Freehand Drawing,Executive Function,Task Analysis,Intelligence Tests

Despite the lasting interest towards the relationship between intelligence and creativity, comparably less attention is paid to its age-related changes. Our paper considers the organization of fluid intelligence and psychometric indicators of creativity and is based on the experimental data obtained for children aged 11 (n = 99) and for young adults (n = 77). We used two figural and verbal tasks with and without time limit. We found that the age-related differences in creativity are dependent on the context and the type of testing. The young adults were different from the children, having higher indicators of verbal and figurative creativity, except for the originality of the drawings created within the Incomplete Figures test, and having considerably higher test results for fluid intelligence. These age-related differences, together with the discovered closer relationship between the creativity indicators in the young adults group compared to the children, might suggest insufficient contribution of the components of the executive control of information selection (inhibition, shifting, and updating), which had not fully formed in eleven-year-olds. The comparison of the various indicators of creativity suggests that the most complex task for the children was the composition of an original sentence by joining nouns from various semantic categories.
Developmental Assessment of Visual Communication Skills in Primary Education
Author: Simon, Tünde
Date: 2022-00-00
Type: Journal Articles
Subjects: Visual Literacy,Communication Skills,Skill Development,Elementary School Students,Performance Based Assessment,Foreign Countries,Art Education,Student Evaluation,Geometric Concepts,Spatial Ability,Computer Assisted Testing

In this paper, we describe subskills of visual communication based on the skill structure outlined in the Common European Framework of Visual Literacy. We have developed this Framework further through assessing the development of subskills related to visual communication in the &quot;produce&quot; and &quot;respond&quot; domains of CEFR-VC in primary school grades. We developed and validated online digital assessment tools to facilitate the introduction of authentic assessment as a standard practice in curriculum development. The results of this study include the definition of its components, development of innovative tools for their assessment, and description of the development of its subskills in the &quot;produce&quot; and &quot;respond&quot; domains. Our tests for the &quot;respond&quot; domain of the visual literacy framework were administered in the eDia interactive diagnostic testing environment in Grades 4-6 (ages 10-12 years) of the Hungarian primary school system. The tools for the second experiment about the &quot;create&quot; domain of visual communication were developed in the GeoGebra free educational software environment and tested major components of the &quot;produce&quot; domain of visual communication in primary Grades 5-8 (ages 11-14 years). Results show increasing attainment in subskills through the age groups in the &quot;produce&quot; domain and less significant or no development in the &quot;respond&quot; domain, which is underrepresented in Hungarian art education curricula. Development is unrelated to school achievement in non-art disciplines, showing the distinctiveness of the visual domain, and is weakly related to gender and digital literacy. Using our subskill descriptions and the assessment tools, teachers may select those subskills that they find most important to develop during the limited teaching time for visual arts. The paper ends with suggestions to enhance visual communication as a cross-curricular competency that develops visual-spatial intelligence.
CLIL in Colombia: Challenges and Opportunities
Author: Mosquera Pérez, Jhon Eduardo
Date: 2022-00-00
Type: Journal Articles
Subjects: Content and Language Integrated Learning,Foreign Countries,English (Second Language),Barriers,Affordances,Faculty Development,Language Teachers

&quot;Content and Language Integrated Learning&quot; or &quot;CLIL&quot; as it is most commonly referred to, is an innovative methodology that has been gaining interest in the last few years.Although at first its implementation might appear to be something simple, as there is a tendency to think that for the successful application of CLIL based lessons it is only necessary to impart classes in English, in fact, there is a series of elements that language teachers and scholars should consider before reducing such an innovative approach to that simplistic view. In light of this, in this reflective article I address some of the challenges and opportunities that may arise when implementing CLIL in Colombia. Firstly I present a general theorization of CLIL. Secondly, I reflect on three of the challenges as well as on three the opportunities for the implementation of said approach in our national context. Finally, I present the conclusions and some possible research venues revolving around this field.
Constructing Critical Thinking Scenarios in Online Legal English Classes
Author: Roberto-Flórez, Eliana Edith
Date: 2022-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Learning,Second Language Instruction,Inferences,Decision Making,Prior Learning,Communication Skills,Legal Education (Professions),Critical Thinking,Vignettes,Private Colleges,Foreign Countries,Thinking Skills,Diaries,Student Attitudes,Problem Solving,Journal Writing,Case Studies,Intervention,Online Courses

This paper reports qualitative research on constructing critical thinking scenarios in online legal English classes at a private university in Colombia. This study aimed to enhance law students' critical thinking skills development in EFL (English as a Foreign Language) classroom through virtual tools by implementing a descriptive case analysis. Data were gathered through a journal, a survey and a focus group. It was demonstrated that when students are trained in critical thinking, they learn to develop specific abilities such as reasoning, making proposals, identifying and solving problems, making inferences, making decisions according to their prior knowledge and the context needs. Furthermore, the strategies contributed to improving students' communication skills in the foreign language.
EFL Students&apos; Experiences Using ICT in Their English Learning Processes: A Narrative Study
Author: Silva-Perdomo, Julian Dario
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Second Language Learning,English (Second Language),Information Technology,Technology Uses in Education,Student Attitudes,Personal Narratives,Technology Integration

This article presents the results of a narrative analysis that looked into some EFL students' experiences related to their English learning processes and the use of ICT (Information and Communication Technologies). The study was carried out at a university in southern Colombia. The main objective was to understand the participants' experiences in the institutional English courses at a university while using ICT during their language learning process. The data was collected through in-depth interviews and life stories. The English students' experiences are relevant to validating a new teaching tool or strategy in a specific context. The main conclusion indicates that ICT in language teaching needs to be articulated with other appropriate tools, practices, methodologies, and approaches to achieve meaningful learning. [Note: The page range (141-165) shown on the PDF is incorrect. The correct page range is 141-166.]
EFL Teachers&apos; Cognitions about Teaching Speaking Skills
Author: Adem, Habtamu
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,Second Language Instruction,Teacher Attitudes,Speech Skills,Secondary School Teachers,Speech Instruction,Language Skills,Gender Differences,Teaching Experience,Foreign Countries

The main purpose of this study was to explore EFL teachers' cognitions about teaching speaking. To achieve the purpose, a sequential mixed-methods research strategy was employed. A questionnaire was administered to 192 secondary and preparatory school English teachers while an interview was conducted with four teachers. Descriptive and bivariate analyses were computed for the analysis of the quantitative data, and a qualitative content analysis was used for the qualitative data. The findings revealed that speaking was not the skill teachers enjoyed teaching and learners liked to learn. The teachers considered speaking as the weakest part of their learners. To most of the teachers, learning speaking was different and difficult from learning other language skills. The teachers regarded group discussion as the most effective classroom activity. The teachers' self-concept was optimistic, but they were pessimistic about the students' interest in learning to speak. It was found that most teachers' beliefs were primarily influenced by prior teaching experiences. The teachers ranked the relationship between their beliefs and the classroom practices as fair. Teachers thought the teaching of speaking was predominantly influenced by learner-related factors. Moreover, there were teachers' beliefs that showed statistically significant relationships to their gender and year of teaching experience. The study concludes that the teaching of speaking is still one of the disregarded areas of English language teaching.
Motivation Factors of Candidates Teachers for Their Professions
Author: Yarim, Mehmet Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teachers,Student Motivation,Occupational Aspiration,Teaching (Occupation),Career Choice

The purpose of this research is to determine the motivation factors of teacher candidates regarding the teaching profession. For this purpose, this study was designed with a cross-sectional scanning model, since the data collection process was carried out in one go. The research was designed with phenomenology, one of the qualitative research designs. The study group consists of 20 teacher candidates studying in various departments of Atatürk University Kazim Karabekir Faculty of Education in the 2021-2022 academic year. The data obtained with the semi-structured interview form were analyzed with the help of content analysis. According to the results of the research, teacher candidates are more positively motivated by internal factors related to the teaching profession. Almost all of the negative motivational factors are exogenous. It is seen that these motivational factors affect the attitudes and perceptions of teacher candidates towards their profession. It can be ensured that competent teachers who are motivated by their work can be trained by increasing the motivational elements that are seen as positive by the novice teachers and by reducing the elements that are seen as negative. In this way, significant gains can be achieved at the point of achieving educational goals.