ethanporcaro/eric-fulltext-meta huggingface dataset:
Relationship between the Spiritual Intelligence and Self-Regulation Skills of Education Faculty Students
Author: Aydin, Davut
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Spiritual Development,Student Characteristics,Self Control,College Students,Preservice Teachers,Gender Differences,Place of Residence,Academic Achievement,Correlation

The purpose of this study is to reveal the relationship between the spiritual intelligence characteristics and self-regulation skills of the Education Faculty students. The study also examined the spiritual intelligence characteristics and self-regulation skills of students by gender, place of residence, and academic achievement. The research is a quantitative study carried out with the relational screening model. The study was performed with the data collected from 606 teacher candidates, consisting of 352 female and 254 male students, selected through stratified sampling among the students attending the Education Faculty of Ahi Evran University in the academic year of 2017-2018. In the data analysis, independent t-test, one-factor ANOVA, and Pearson moment-product correlation coefficient were used. As a result of the research, it is concluded that there is a low level of relationship between students' spiritual intelligence characteristics and self-regulation skills, and it doesn't differ by the gender and place of residence variables. On the other hand, it is another result of the research that there is no relationship between the spiritual intelligence characteristics and self-regulation skills of the students and academic achievement.
Distinguishing between Theory, Theoretical Framework, and Conceptual Framework: A Systematic Review of Lessons from the Field
Author: Kivunja, Charles
Date: 2018-00-00
Type: Journal Articles
Subjects: Research Proposals,Research Methodology,Teaching Methods,Research Skills,Academic Discourse,Guidelines,Generalization,Reliability,Credibility,Masters Theses,Doctoral Dissertations,Validity,Theory Practice Relationship

Across many years of teaching Research Methods and assessing many applications for admission into higher degree studies which require an understanding of theories, principles, strategies and skills needed to complete a higher degree such as a Masters or a PhD, one of the things I have found problematic for many students is the inability to articulate differences between theory, theoretical framework and a conceptual framework for a proposed research project. This paper uses experiential methodology to draw upon my experience in practice, and systematic literature review methodology to draw upon supporting scholarly literature by leaders in the field, to contribute to existing knowledge on the meaning of each of these concepts, and more importantly to distinguish between them in a study of Research Methods, and in particular as they relate to designing a research proposal and a thesis for a higher degree. The primary aim is to help the reader develop a firm grasp of the meaning of these concepts and how they should be used in academic research discourses. The review answers five questions. 1. What does each of these terms mean? 2. When and how should each be used? 3. What purposes does a theoretical framework serve? 4. How do you develop a theoretical framework for your research proposal or thesis? 5. What does a good theoretical framework look like?
Evaluation of Adult Environmental Awareness Behaviours in Terms of Social Learning Theory According to Perceptions of Primary and Secondary School Students
Author: Ata, Erol
Date: 2018-00-00
Type: Journal Articles
Subjects: Learning Theories,Positive Attitudes,Socialization,Elementary School Students,Secondary School Students,Attitude Change,Behavior Change,Role Models,Student Attitudes,Adults,Foreign Countries,Environment,Environmental Education,Gender Differences,Environmental Influences

It has been a well-known fact that educational activities are significant in approaches directed to permanent solutions for environmental problems. To grow individuals who have awareness on their surroundings and are conscious about environment can be considered as an effective way of dealing with these problems. It is necessary to inform individuals about environment and to make them have innovative perspectives, by having positive attitudes. That is, individuals must be encouraged to change their attitudes and behaviours in a positive way. It is not possible to realize these aims only by means of instructing them. Becoming role models for the young makes the process easier and provides permanent learnings. Within this context, Social Learning Theory (SLT), posited by Albert Bandura, argues that learning by observations and imitations are important for children to acquire new knowledge, attitudes or behaviours. The purpose of this current study was to evaluate the adult environmental awareness behaviours in terms of SLT according to perceptions of primary and secondary school students. The perceptions of students were examined in terms of some variables such as gender, school grade, school type, parents' educational background. Screening method was employed as a research design in this study. The population of the study was comprised of primary and secondary school students in Amasya city of Turkey. A questionnare developed by the researcher and called as &quot;Observation Questionnaire on Environmental Behaviours Displayed by Adults&quot; was employed in order to determine how they perceive the adults in terms of environment. Analysis of data revealed that students' perceptions towards adults' environmental awareness behaviours showed differences in terms of gender, whereas there weren't any significant differences in terms of school grade, school type and parents' educational background.
Work-Related Factors as Determinants of Self-Efficacy and Resilience among Selected Filipino Child Development Workers
Author: del Rosario, Katherine
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,Resilience (Psychology),Correlation,Child Development,Child Care,Child Caregivers,Preschool Teachers,Preschool Children,Individual Characteristics,Teacher Effectiveness,Teacher Attitudes,Work Environment,Job Satisfaction,Life Satisfaction,Resources,Needs

This descriptive associative study focused on work-related factors as determinants of self-efficacy and resilience among 58 purposively-sampled Child Development Workers (CDWs). It specifically aims to profile the CDWs based on various work-related variables, to determine their psychosocial needs, resources, levels of self-efficacy and resilience, and to verify the association and relationship of these variables in relation to self-efficacy and resilience. A questionnaire, comprised of questions on perceived needs and resources and work-related aspects, a modified version of Bandura's (2006) Teacher Self-Efficacy Scale, and Smith et al.'s (2008) Brief Resilience Scale, were group administered to the participants. Thereafter, results were analyzed using descriptive and correlation statistics. Results showed that respondents were divided almost equally between the low- and high-scoring groups in both self-efficacy and resilience. Notably, respondents' resilience and self-efficacy mean scores were relatively higher than the expected average score. Correlation further revealed moderate positive relationship between self-efficacy and resilience (r = 0.333). In terms of work-related factors, many of those with high self-efficacy and high resilience scores reported also having: (a) supportive barangay officials, (b) cooperative day care children's parents, (c) satisfaction with pupils, (d) job satisfaction, and (e) life satisfaction in general. As a conclusion, the majority of the 58 selected CDWs reported satisfaction in work-related factors related to the children they cater to, and also work and life in general. In addition, CDWs who had high scores in selfefficacy and resilience reported having support, cooperation and satisfaction.
The Effect of Motivation and Self-Efficacy on Math Studies in the Israeli Ministry of Education&apos;s Program &quot;Give Five&quot;
Author: Davidovitch, Nitza
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Motivation,Self Efficacy,Mathematics Education,High School Students,Secondary School Mathematics,Educational Change,Outcomes of Education,Gender Differences

Studying mathematics is an essential condition for acquiring an education in most fields such as all exact sciences, financial sphere, programming, etc. It enables students to choose from among a large variety of professions with significantly high chances of academic admission, mainly in fields such as engineering, natural sciences, and technology, as well as in a considerable part of the social sciences Hence, studying mathematics in high school is a critical and key factor for continued studies and for integration in many professions in the Israeli workforce. The current study sought to expand knowledge on the effect of students' psychological feelings, such as motivation and self-efficacy, in light of the &quot;Give Five&quot; reform initiated by the Ministry of Education implemented in 2015. The study examined the effects of the &quot;Give Five&quot; reform on student motivation and self-efficacy, while examining whether these influences were gender-dependent. The study confirmed a positive correlation between the degree of motivation to study mathematics and the level of self-efficacy, and no difference was found between males and females in their level of motivation and self-efficacy. Future recommendations include research into the significance of motivation and self-efficacy as a major determinant of scholastic success.
Emotional Intelligence Affect Social Adjustment Ability among Primary School Students
Author: Suyatno
Date: 2018-12-00
Type: Journal Articles
Subjects: Emotional Intelligence,Social Adjustment,Grade 5,Elementary School Students,Foreign Countries,Predictor Variables,Correlation,Test Validity,Test Reliability

The aim of this research was to find out the impact of emotional intelligence to the social adjustment ability of the primary students in Muhammadiyah Karangwaru Yogyakarta Elementary School. The population involved in this research is all of the 5th grade students of Muhammadiyah Karangwaru Yogyakarta, who are 80 students. The sampling technique used here was Sampling Jenuh which then resulted 54 students as the samples of the research. The writer used questionnaire in collecting the data of the research. The approach used in the research was expost facto quantitative. Meanwhile in analyzing the data, the writer used simple regression test and test requirement. The result of the reserach shows that there is a positive and significant impact of emotional intelligence towards the social adjustment ability of the students. The acceptance hypothesis is showed through regression anlysis of Fcal which is 21.495 with significancy is 0.000. It can be defined that the ability of the students' social adjustment can be improved through the improvement of their emotional intelligence. Based on the research result, this research suggests that it would be better if the learning process in the school gives more focus on the emotional intelligence formation which can affect to the development of social adjustment ability of the students. It is because the social adjustment ability constitutes a predictor of someone's successful life in the future.
Mediation Effect of Resilience on the Relationship between Self-Efficacy and Competitiveness among University Students
Author: Moke, Kingston, K.F.
Date: 2018-12-00
Type: Journal Articles
Subjects: Self Efficacy,Resilience (Psychology),Correlation,College Students,Competition,Mediation Theory,Foreign Countries

This study aimed to evaluate the mediation role of resilience on the link between self-efficacy and competitiveness among university students in Malaysia. One hundred and thirty-six participants from several universities in Malaysia were recruited to respond to an online form consisted of the following scales: adapted versions of brief resilience scale from Smith et al, self-efficacy scale from Biemann, Kearney and Marggraf, and Personal Development Competitive Attitude Scale from Ryckman, Hammer, Kaczor and Gold. Data was analyzed by using SPSS with PROCESS Macro and full mediation has been observed. Bias-corrected bootstrap confidence interval test indicated that the indirect effect of self-efficacy on competitiveness was significant and the Sobel test had confirmed the significance of the mediation. Further discussion, limitation and suggestion are discussed in the end of the paper.
M-Learning in an Undergraduate Business Program: A Recruitment Strategy, Student Perceptions, and Mixed Realities
Author: Wardley, Leslie J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Handheld Devices,Business Schools,Computer Assisted Instruction,Student Recruitment,Undergraduate Students,Teaching Methods,Teacher Attitudes,College Faculty,Technological Literacy,Foreign Countries

The purpose of the study described in this paper was to explore student views (n=136) on the use of Apple iPad technology within various in-class courses offered by a School of Business at a small Ontario university and the overall effectiveness of a recruitment message by the School focused on mobile learning. The results of the study are as follows: (1) over half of the students had not heard about the offer of a free iPad before they enrolled at the University; (2) students expressed positive and negative views regarding the use of iPads in their face to face classes; and (3) differences between the students' and their instructors' use of iPads may have contributed to student frustration with the learning curve experienced by some faculty.
Mentoring Experiences, Issues, and Concerns in the Student-Teaching Program: Towards a Proposed Mentoring Program in Teacher Education
Author: Galamay-Cachola, Susan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mentors,Student Teachers,Student Teaching,Preservice Teacher Education,Cooperating Teachers,Pedagogical Content Knowledge,Feedback (Response),Teacher Effectiveness,Teacher Student Relationship,Student Educational Objectives,Modeling (Psychology)

Mentoring involves the process of experienced teachers teaching and guiding student-teachers on the different aspects of the teaching-learning process. This study aimed to determine the mentoring experiences of cooperating teachers and student-teachers using quantitativequalitative design. Survey questionnaires based on Hudson's model were distributed and interviews were conducted among cooperating teachers and student-teachers. Means, standard deviations, t-test for independent samples and paired samples t-test were used to analyze the data. Qualitative responses were analyzed and categorized thematically. Findings indicate that the cooperating teachers perceived they greatly mentored student-teachers in terms of personal attributes, system requirements, pedagogical knowledge, modeling, and feedback which were validated by the student-teachers except in the area of system requirements wherein they were mentored moderately. The study concluded that the cooperating teachers mentored to a great extent the student-teachers. Provision of continuing professional education for cooperating teachers to enrich their skills on mentoring studentteachers and more time for post-conference were recommended.
Artificial Intelligence and the Student Experience: An Institutional Perspective
Author: Khare, Kriti
Date: 2018-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Science Education,Information Technology,Academic Achievement,Academic Support Services,Grading,Academic Advising,Student Evaluation,Technology Uses in Education,Models,Higher Education,College Students,Educational Experience,Tutoring,Teaching Methods,Computer Mediated Communication

The paper outlines the potential for Artificial Intelligence (AI) to positively impact student success. This will be approached from a student life-cycle perspective, taking an integrated view of the student experience and identifying where AI can be most beneficial. Current usages of AI in education will be considered, in addition to those being experimented with and those still being considered. The paper will view the adoption of AI in education from a comprehensive perspective, considering technological, social, political, economic, cultural and ethical factors, providing a frame for understanding of the benefits and constraints of the most intelligent of information technology in the educational realm. AI has started to emerge in educational institutions in the form of chat bots that are being used to provide student services as well as providing learning supports. Automated paper grading has started to be used, while academic advising and assessment are being trialed.
Analysis of the Relationship between Ego Identity Status and Personality Traits and General Self-Efficacy with Structural Equation Modeling
Author: Turan, Mehmet Behzat
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Concept,Personality Traits,Physical Education,Team Sports,Preservice Teachers,Preservice Teacher Education,Structural Equation Models,Foreign Countries,Self Efficacy,Correlation,Measures (Individuals),Extraversion Introversion,Neurosis,Personality Measures,Student Attitudes,Prediction,Academic Achievement,Self Concept Measures,Self Esteem

In this study, it is aimed to investigate the partial mediating effect of ego identity status and personality traits on general self-efficacy levels of physical education and sports teacher candidates. To do that, a model showing possible relationships between these variables was established and this model was tested by using structural equation modeling. The sample of the study consisted of 578 students in the freshmen, sophomore, junior, and senior years in the Physical Education Sports Teaching Departments of universities Erciyes, Mehmet Akif, Dumlupinar, and Ahi Evran. The Socio-Demographic Information Form created by the researchers, General Self-Efficacy Scale adapted to Turkish by Aypay (2010), Ego Identity Status Scale adapted by Oskay (1998), and Eysenck Personality Questionnaire adapted to Turkish by Karanci et al. (2007) were used as the data collection tools. SPSS 22 program and Structural Equation Modeling/AMOS/Path Diagram program were used for data analysis. Firstly, the measurement models were tested and the proposed measurement model proved to be able to use to test the structural model. The structural model proposed based on the validated measurement models were then tested and verified. The fit indices of the model established in the study were found to be good and the coefficients obtained were found to be statistically significant. According to the results obtained about the structural model, it was found that there was a significant relationship between the general self-efficacy with ego identity status and personality traits, and that the ego identity status and personality traits predict the general self-efficacy in an advanced level. As a result, it is thought that the general self-efficacy levels of the students will increase with the positive development of ego identity status and personality traits, and this increase will enable the students to increase their academic achievement and self-confidence, as well as will make them more active in the society.
Doctoral Supervision in North America: Perception and Challenges of Supervisor and Supervisee
Author: Denis, Constance
Date: 2019-00-00
Type: Journal Articles
Subjects: Graduate Students,Doctoral Programs,Supervision,Foreign Countries,Supervisors,Supervisor Supervisee Relationship

The completion rate for graduate studies is around 50% in some programs, and several authors suggest that doctoral supervision in a key factor in explaining this. Existing research on doctoral education reveals an uneven international landscape made up of the perceptions of both doctoral students and their supervisors. In the French-speaking North American context, exploration of doctoral supervision practices still remains unchartered. As a part of the first author?s doctoral thesis, interviews were conducted with 20 supervisors and 20 doctoral students from 8 different faculties. The purpose of these interviews was to capture their perceptions and experiences around doctoral supervision, and to explore with them the main issues related to doctoral supervision. Four dimensions for framing doctoral supervision have emerged from these interviews: a) scientific, b) personal, c) administrative and d) professional. Three main issues stretch along a timeline: 1) admission into a doctoral program, 2) mastering of scientific writing, and 3) employability. This study is an attempt to unpack the complexity of doctoral supervision and, in doing so, to construct a shared language for all concerned parties. The overall purpose of the doctoral research is to identify practices that support effective doctoral supervision and reduce the dropout rate.
Counselling Services and Career Choice among Senior Secondary School Students in Uyo Education Zone in Akwa Ibom State
Author: Bassey, Offiong James
Date: 2018-00-00
Type: Journal Articles
Subjects: Counseling Services,Career Choice,Foreign Countries,Career Exploration,High School Seniors,Career Guidance,Educational Counseling,Occupational Information,Evaluation,School Counseling,Correlation

The concept of Counselling, Career Choice, Occupational Information, Appraisal Service, Vocational Guidance, Educational Guidance, and Career Day/Week were reviewed. A random sampling of 490 students selected from ten secondary schools was used. Statistics used were Pearson's Product Moment Correlation (PPMC) and Multiple Regression. It was found out that Occupational Information, Appraisal Service, Vocation Guidance, Educational Guidance, and Career Day/Week have significant relationship with Career Choice of Senior Secondary School Students. Keywords: Education, Guidance and Counselling, Career Choice, Vocational Guidance, Career Day/Week.
K-12 Learning Theory: Understanding Conditions of Empowerment and Conflict Resolution
Author: McBath, Gabrielle L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Conflict Resolution,Interaction,Communication Skills,World Views,Self Control,Accountability,Teacher Empowerment,Teacher Characteristics,Teacher Administrator Relationship

In U.S. K-12 academia, Conditions of Empowerment and Conflict Resolution are interlinked. Covey's (1991, 2004a, 2004b) Conditions of Empowerment and Short's et al. (1993, 1994a, 1994b), 3 articles of Conflict Resolution connect these two examples. Covey (1991, 2004a, 2004b) suggests educational stakeholders start with the element of trust, while deriving from an honorable character. Drucker's philosophy mirrors this as well (Cohen, 2010). In order for a school district to assess empowerment for long-term goals, one must look at the strength of the faculty, not administration's in isolation. This would disregard personality traits or behavioral styles of employees. This study assessed Covey's (1991, 2004a, 2004b) Conditions of Empowerment; they include, 1. Character (i.e., Abundance Mentality), 2. Skills (i.e., communication, effective interaction, and listening with intent), 3. Win-Win Agreements, 4. Self-Supervision, and the five steps toward Accountability. Short's articles (1993, 1994a, 1994b) reveal that empowerment includes conflict resolution. Teacher-empowerment is a main criterion of managing faculty expectations and preventing unnecessary conflict in the K-12 school district. This is achieved by shared- responsibility and consistent positive communication. However, future research is needed to assess how teachers perceive empowerment from administrators.