ethanporcaro/eric-fulltext-meta huggingface dataset:
Emotional Intelligence and Social-Emotional Learning: An Overview
Author: Basu, Anamitra
Date: 2011-09-00
Type: Journal Articles
Subjects: Emotional Intelligence,Perception,Psychological Patterns,Self Concept,Cognitive Processes,Self Control,Interpersonal Competence,Cooperation,Assertiveness,Communication Skills,At Risk Students,Socialization,Emotional Development

The term "EI (emotional intelligence)" was first used in 1990 by Salovey and Mayer. EI involves: (1) the ability to perceive accurately, appraise and express emotion; (2) the ability to access and/or generate feelings when they facilitate thought; (3) the ability to understand emotion and emotional knowledge; and (4) the ability to regulate emotions to promote emotional and intellectual growth. Adequate interpersonal skills are an important component of EI. Social skills include: interpersonal behaviors needed to make and keep friends, such as joining in and giving compliments; peer-related social skills valued by classmates, such as sharing and working cooperatively; teacher-pleasing social skills related to academic success, such as listening and following directions; self-related behaviors, such as following through and dealing with stress; communication skills, such as attending to the speaker; and assertiveness skills. IE may be as important as or even more important than cognitive intelligence. Many learners, particularly those at risk of school failure, do not possess the social-emotional skills needed to be emotionally intelligent. Social-emotional learning enables learners to effectively understand process, manage and express the social and emotional aspects of their lives.
Does Early Kurmanji Speaking Bilingualism Lead to Better Academic Performance? The Role of Working Memory and Reading Performance
Author: Seadatee-Shamir, Abootaleb
Date: 2011-09-00
Type: Journal Articles
Subjects: Foreign Countries,Short Term Memory,Reading Achievement,Bilingualism,Young Children,Indo European Languages,Predictor Variables,Grade 3,Females,Factor Analysis,Reading Tests,Speech Communication,Monolingualism

The relationship among WMC (working memory capacity), reading performance and academic achievement is both logically and theoretically undisputable. However, what may not be as obvious is that such capacity and performance, and as a result, achievement, could be higher among ECBL (early childhood bilingual) students. To reaffirm the obvious and explore what may not be so obvious in some quarters, two groups of randomly selected female third graders (200 Farsi speaking and 200 Farsi and Kurmanji speaking) were tested and compared on these characteristics. The measures used were Riding's instrument for measuring WMC and Kormi-Nouri and associates' tests of reading performance. Moreover, academic achievement was defined to be the average of scores obtained by students at their final school exams in math, science and Farsi. Analysis of regression was then performed to determine which construct served as the best predictor of academic achievement in both groups. Based on the results, ECBL girls were superior to their ML (monolingual) counterparts in all three areas. Findings also showed that both WMC and reading performance are strong predictors of school achievement for both groups. However, the memory capacity was the strongest predictor of achievement for both groups. Possible links among bilingualism and better WMC and reading performance are discussed in order to explain the better school achievement by ECBL students. (Contains 4 tables.)
The MCCI (Millon College Counseling Inventory) in an Ethnically Diverse Student Population
Author: Dornheim, Liane
Date: 2011-08-00
Type: Journal Articles
Subjects: Psychometrics,Item Analysis,Replication (Evaluation),Ethnic Diversity,Student Diversity,Counseling Services,Robustness (Statistics),Cultural Differences,Counseling Techniques,College Students,Student Characteristics

This study examined psychometric properties of the MCCI (Millon College Counseling Inventory) (T. Millon, Strack, C. Millon, & Grossman, 2006), as applied to students from ethnically and culturally diverse backgrounds. The sample (N = 209, Mean age = 23.81, 74% identified as ethnic minority) was derived from students presented for counseling services in a large southeastern state university. Cronbach alpha analyses across all scales were robust; the overall mean alpha coefficient was 0.73, with the vast majority demonstrating alpha coefficients of 0.70 or higher. An analysis of principal components was conducted, as well to examine the instrument's underlying factor structure. This yielded a seven-component solution explaining 70.15% of the total variance. Communalities ranged from 0.403 to 0.876 and the rotated component pattern demonstrated simple structure. In summary, when applied to an ethnically diverse sample, the MCCI yielded a performance reflective of the original standardization sample, suggesting its appropriateness for use with an ethnically diverse student body. (Contains 4 tables.)
A Discussion of a Unique Collaboration Model between Schools
Author: de Klerk, Werner
Date: 2011-09-00
Type: Journal Articles
Subjects: Focus Groups,Interviews,Questionnaires,Research Projects,Partnerships in Education,Educational Cooperation,Institutional Cooperation,Rural Urban Differences,Program Effectiveness,Program Evaluation,Aptitude Treatment Interaction,International Educational Exchange,Administrator Attitudes,Parent Attitudes,Teacher Attitudes,Foreign Countries

The schools located in many township and rural areas of South Africa struggle to provide a high standard of education, because many of the inhabitants of these areas are very poor and there is, thus, a lack of the funding required for the necessary educational equipment. The Afri Twin project, started by Jayne Martin, addresses this problem. The project is collaboration among a British school, a South African town/city school and a school from a rural community in South Africa. The aims of the research project were to determine the benefits of the Afri Twin project and to investigate a unique interaction among a British school, a South African Model C School and a rural school. Data were collected through focus group interviews, in-depth interviews and questionnaires. Data analysis led to the emergence of four major themes with categories and subcategories. The conclusion underlined the cultural tolerance that is established through the Afri Twin project as well as the importance of financial support for promoting an improved learning environment. (Contains 1 footnote.)
The Ability of Conceptual Monitoring and the Quality of Working Memory at Children With Calculation Difficulties
Author: Arsic, Sladjana
Date: 2011-07-00
Type: Journal Articles
Subjects: Mathematics Achievement,Learning Disabilities,Arithmetic,Control Groups,Experimental Groups,Word Lists,Short Term Memory,Test Results,Computation,Mathematics Skills,Grade 3,Elementary School Students,Attention,Cognitive Processes,Mathematical Concepts,Cognitive Ability

Calculia is considered to be the ability of performing arithmetic operations, the preconditions for the development of mathematical skills in the complex functioning of psychological functions represented in neuro-anatomical systems, as well in the interaction with the environment. Problems in acquiring arithmetic skills can be described as difficulties in counting as well as developmental dyscalculia. Reported prevalence rate for this problem in general population is 6%-10%. The most common difficulties in counting are: difficulties in logic, difficulties in planning, perseverance of inappropriate (responses) procedures and poor understanding of arithmetic operations. This paper aims to identify the influence of assessed arithmetic skills and to clarify to what extent the assessed cognitive skills affect each other in children with difficulties in counting. The relations between the level of working memory and acquiring of arithmetic skills, between the attention and the conceptual observation, and also between planning ability and acquiring of arithmetic skills have been assessed within the study goals. The tested sample consists of 84 third-grade pupils of general population divided into an experimental and a control group. The subjects of the experimental group were chosen according to the discrepancy between general intellectual competences, general achievement at school and success in the filed of mathematics expressed by school marks. Following tests of neuropsychological test battery were used: (1) Taylor's word list-Rey test; and (2) Trail-making-TMTa/b test. The results have been analyzed regarding qualitative test results, as well as the aspect of previous knowledge in the studies dealing with dyscalculia. The results of the studies indicate that there is statistically a significant difference in effectiveness of assessed cognitive characteristics of working memory, attention and planning abilities between experimental and control group (sample) (p less than 0.01). The subjects of experimental group, i.e., those with difficulties in counting and the results given, show that there is poor effectiveness but positive connection of moderate intensity among assessed cognitive characteristics (p less than 0.01). (Contains 4 tables and 4 figures.)
Perception Accuracy of Biases in Self and in Others
Author: Brycz, Hanna
Date: 2011-09-00
Type: Journal Articles
Subjects: Foreign Countries,Bias,Observation,Self Concept,Attitudes,Accuracy,Motivation,Self Control

Three studies showed that the group of observers accurately recognized biases in other people's behaviors while the group of actors was unable to detect the same biases in their own behaviors. The logic and inevitability of biases influenced the estimations of the former. Biases which were positive, beneficial, logical and non-threatening for the self but at the same time uncontrollable were perceived as more accurate by the group of actors. The correlations among the characteristics of biases themselves and between characteristic of biases and the accuracy are suggested as possible explanations. The theoretical background of the studies is embodied as well in tendency-oriented theories (Kahneman &amp; Tversky, 1973; Fiske &amp; Taylor, 1984; Kruglansky, 1989) as in new stream of accuracy theories (Haselton &amp; Buss, 2000; Funder, 1995; Levesque, 1997; Simson, Ickes, &amp; Grich, 1999). (Contains 2 tables and 4 figures.)
Animal Metaphor in Cognitive Linguistics
Author: Rouhi, Mehri
Date: 2011-10-00
Type: Journal Articles
Subjects: Contrastive Linguistics,Figurative Language,Animals,Psycholinguistics,Models,Indo European Languages,Comparative Analysis,Classification,Cultural Influences,Role,Cognitive Mapping,Topology

The phenomenon of AM (animal metaphor) can be discussed based on the class-inclusion model in cognitive linguistics. In this article, we try to prove that this kind of metaphor accords more with this model than with correspondence model of Lakoff. It does not mean that the correspondence model is not valid in this regard, but we argue that depending on the nature of this kind of metaphor, class-inclusion model can explain some of its characteristics better than the other models. The correspondence model assumes that metaphors are essentially analogical in character. Also, it suggests that mappings are one-to-one and structurally consistent. Invariance principle of this model states that metaphorical mappings preserve the cognitive topology (that is, the image schema structure) of the source domain, in a way consistent with the inherent structure of the target domain. But, the class-inclusion model does not treat metaphors as analogies rather the source is treated as prototypical instantiation of a larger, newly created super-ordinate category, which is seen then as encompassing both source and target domains. This newly created category uses a prototypical member as an exemplar. We tried to compare these two models in explaining AM in Persian.
The Effect of Instructing Cognitive and Metacognitive Strategies on the Academic Progress of Ilam Medical University Students
Author: Abdolhosseini, Amir
Date: 2011-10-00
Type: Journal Articles
Subjects: Medical Students,Foreign Countries,Pretests Posttests,Metacognition,Sampling,Medical Education,Nursing Education,Family (Sociological Unit),Health,Occupational Safety and Health,Teaching Methods,Statistical Analysis,Academic Achievement,Grade Point Average,Instructional Effectiveness,Control Groups,Majors (Students),College Students

This study reviewed the effect of instructing cognitive and metacognitive strategies on the academic progress of Medical Sciences of Ilam University students. The research is quasi-experimental including a pre-test and a post-test. The population of the research includes the students of Medical Sciences of Ilam University. The sample includes 120 students selected using multi-stage random sampling method from four majors of nursing, occupational health, family health and medicine. All the participants had passed at least two semesters. The participants participated in six cognitive and metacognitive strategies classes held by the researcher. The data were analyzed using descriptive and inferential statistical methods (independent and dependent t-tests) and variance analysis using SPSS (statistical package for the social sciences) (version 13) software. The results showed that instructing cognitive and metacognitive strategies positively affected students' academic progress and proved to be an effective learning method. The average of GPAs (general point averages) of experimental and control groups were significantly different. Instructing the strategies was significantly different across majors and genders. (Contains 6 tables.)
Using the Calculator as a Support to Generate a Meaning for Self-Learning Division
Author: Ruiz Ledesma, Elena Fabiola
Date: 2011-10-00
Type: Journal Articles
Subjects: Calculators,Arithmetic,Mathematics Instruction,Elementary School Mathematics,Elementary School Students,Grade 4,Independent Study,Constructivism (Learning),Problem Solving,Teamwork,Worksheets,Instructional Effectiveness,Foreign Countries

This document shows the use of the calculator to assist in solving different divisions of students in fourth grade of elementary school, through the interaction in its components (divisor, dividend, quotient and remainder). Worksheets were used with a constructivist approach, which provided the student self-assessment tests. The teacher's role was helpful when deemed necessary, in order to develop in students' self-directed learning in an environment of problem-solving and teamwork. This study used a divide-by-sides method, which was effective to understand the conventional algorithm of the division and move from the division of one number in the divisor to the double-digit divisor, without losing the sense that it involves. In the testing study, various methodological tools were used. (Contains 6 figures.) [The author in this study was supported by IPN (Institute Polytechnic National).]
Relationship between Religious Orientation (Internal-External) With Methods of Overcoming Stress in Students of Islamic Azad University of Abhar
Author: Jafari, Alireza
Date: 2011-10-00
Type: Journal Articles
Subjects: Academic Achievement,Majors (Students),Associate Degrees,Research Design,Coping,Religion,Religious Factors,Stress Variables,Foreign Countries,Questionnaires,Undergraduate Students,Bachelors Degrees,Scores,Security (Psychology),Problem Solving,Self Control,Student Needs,Emotional Response

This study explored the relationship between religious orientation (internal-external) and the ways of coping stress (problem-based and emotion-based) in the students of IAU (Islamic Azad University), Abhar Branch. Religion with internal origin is comprehensive and has well-organized principles. However, religion with external origin is a device to meet needs as relaxation, sociability, security, self-justification and job position. The research design was casual-comparative and the sample size included 250 BA (baccalaureate) and associate degree students that were chosen randomly in 1,384 students studying in different majors in IAU, Abhar Branch. Research instruments were ROS (religious orientation scale) (internal-external) and WOC (ways of coping questionnaire). After test administration, 50 students that had the lowest scores were known as internal religious-oriented and 50 students who got the highest scores were known as external religious-oriented. Then, the coping ways (problem-based and emotion-based) in the two groups were considered. T-test was implemented to analyze data. The findings, on the whole, approved the research hypotheses asserting that students with internal religious orientation used the problem-based coping way in a higher degree than external religious-oriented ones. Also, the external religious-oriented students used the emotion-based coping way more than the counter group. In relation to the four minor research hypotheses, there was a significant difference between the means of the two groups with internal and external religious orientation in each of the sub-scales of the emotion-based coping way (confrontation, self-control, escaping and avoidance). (Contains 5 tables.)
When Parents Divorce: A Protocol Suggestion in Cases of Adversial Divorces
Author: Sara, Bernardelli
Date: 2011-11-00
Type: Journal Articles
Subjects: Depression (Psychology),Divorce,Parents,Family Structure,Attachment Behavior,Parent Child Relationship,Conflict,Intervention,Counseling Techniques,Psychotherapy,Parent Education,Interpersonal Relationship,Empathy

The experience of divorce influences life of children involved and there could be short- and long- term consequences (Dykeman, 2003). Researches showed that divorce can negatively change quality of attachment between children and parents, especially if maternal depression and high percentage of chronic conflict between parents attend (Fabbro, Bernardelli, Castagna, Domenichini, Gamba, & Zanolla, 2009); negative effects could concern psychological well-being and school performance of children (Dykeman, 2003). Parents have difficulties to consider that when marital relationship is broken, they will always be parents: This process must be handled. The aim of the present work was to create a protocol for divorced families, where interventions for both parents and children are suggested. The main idea is that there are different phases in the divorce experience and each phase is characterized by specific interventions. The problem is to help families to find new ways to live "together" to grow children, where "to find" means "to create". It is important to clarify reasons, stop conflicts and pass ambivalences (Vegetti Finzi, 2005). (Contains 2 tables and 2 figures.)
A Multi-Level Model of Moral Thinking Based on Neuroscience and Moral Psychology
Author: Jeong, Changwoo
Date: 2011-11-00
Type: Journal Articles
Subjects: Neurosciences,Cognitive Processes,Brain,Biology,Philosophy,Psychology,Moral Issues,Moral Development,Systems Approach,Models,Cognitive Structures

Developments in neurobiology are providing new insights into the biological and physical features of human thinking, and brain-activation imaging methods such as functional magnetic resonance imaging have become the most dominant research techniques to approach the biological part of thinking. With the aid of neurobiology, there also have been several studies on the biological processes of human moral thinking in moral psychology. For instance, some researchers have tried to discover patterns of brain activation when a person copes with moral dilemmas. In this paper, the authors suggest the level-structure of moral thinking from the most abstract level to the most biological-physical level and reductionism in the philosophy of science is introduced as a framework for analysis. Moreover, with the level-based structural approach and framework of reductionism, this paper tries to discover the practical value of our model for moral development and education. (Contains 1 figure.)
Sustainability Smarts: Applying the Core Principles of Sustainability on Campus
Author: Association of College Unions International (ACUI)
Date: 2011-01-00
Type: Collected Works - General
Subjects: Sustainable Development,Campuses,Sustainability,Educational Principles,Position Papers,Financial Support,Student Leadership,Student Development,Environmental Education,Environmental Standards,Energy Management,Economic Impact,Social Responsibility,Educational Practices,Program Descriptions,Program Design,Program Development

Sustainability, sustainable, green, eco-friendly--these are more than just buzz words. These are words that are now entangled in the daily fabric of life. Kids are learning about sustainability in primary schools, more students are studying environmental concerns in college, and people of all ages are making attempts to be green, from recycling to volunteering to buying hybrid vehicles. As the green movement grew around the world, it also gained ground on college campuses. Student organizations focused on implementing green practices, institutions hired sustainability coordinators, and construction projects started to revolve around the variety of sustainable features. Campuses should begin to consider the core principles of sustainability, often referred to as the triple bottom line--environmental, economical, and social. Only when being sustainable in all three principles is a program, building, or campus achieving the triple bottom line. This publication features three articles, one discussing each aspect of the triple bottom line. Contents include: (1) A Blueprint for Green Design (Elizabeth Stringer); (2) Funding Sustainability Initiatives on Campus (Justin Rudisille and Krista Harrell-Blair); and (3) For the Greater Good: Examining the Growth of a Sustainable Student Leader on a College Campus (Elizabeth Stringer). Individual papers contain tables.