ethanporcaro/eric-fulltext-meta huggingface dataset:
Best Practices of Fostering Undergraduates&apos; Cross-Cultural Competence Involving Training Them in Foreign Languages: Systemic Review
Author: Nozhovnik, Oleh
Date: 2022-00-00
Type: Journal Articles
Subjects: Best Practices,Undergraduate Students,Cultural Awareness,Teaching Methods,Classification,Second Language Learning,Second Language Instruction,Instructional Effectiveness,Content Analysis,Evaluation Methods,Foreign Countries,Class Activities,Technology Uses in Education,Educational Trends,Research Reports

The purpose of the study was to identify and categorise the criteria-specified instructional approaches to fostering undergraduates' cross-cultural skills involving training them in foreign languages and to evaluate their effectiveness and feasibility. It was a systemic review of the effectiveness type. The descriptive content analysis was used as a methodology within the study to analyse the relevant short-listed sources. The triangular assessment method (TAM) was applied by instructors from Ukraine to rate each approach's/programme/course's potential effectiveness and/or feasibility for the context of higher education in Ukraine. This review identified potentially effective and feasible approaches/programmes/courses that can be converged to produce more efficient instructional models for fostering undergraduates' cross-cultural skills. The selected approaches or courses or programmes could be categorised as technology-driven approaches, approaches based on classroom activities or using specific instruction models, psychological effect-driven approaches, and combined or converged approaches. The use of technology-driven approaches seems to be the emerging instructional trend specifically in training students' cross-cultural skills.
Knowledge, Skills and Attitude of Pre-Service Mathematics Teachers towards Higher-Order Thinking Skills
Author: Ahmat, Norhayati
Date: 2022-00-00
Type: Journal Articles
Subjects: Knowledge Level,Preservice Teachers,Mathematics Teachers,Thinking Skills,Foreign Countries,Student Attitudes,Mathematics Education,Teaching Methods,Teacher Education

This research was aimed to determine the level of knowledge, skills and attitude of pre-service Mathematics teachers in Universiti Pendidikan Sultan Idris (UPSI) towards higher-order thinking skills (HOTS) and whether the elements of HOTS were translated into the teaching courses. The research was also designed to analyze the relationship between the pre-service Mathematics teachers' exposure to HOTS through the teaching courses and their level of knowledge, skills and attitude towards HOTS. The study utilized a quantitative approach by administration of a survey to a simple random sample of 110 pre-service Mathematics teachers from UPSI. A questionnaire with five different parts was used as the research instrument with a reliability value of 0.979. The collected data were then analyzed using descriptive and inferential statistics. The descriptive statistics were used to determine the mean scores of the level of knowledge, skills and attitude among the pre-service Mathematics teachers, whereas inferential statistics using Pearson-r correlation was implemented to describe the relationship between the studied variables. The findings demonstrated that the knowledge and skills of pre-service Mathematics teachers towards HOTS were at a moderate level as opposed to their attitude and exposure to HOTS which were found to be at a high level. The data analysis using Pearson correlation illustrated a significant positive relationship with r = 0.727, r = 0.757 and r = 0.667 between the exposure to HOTS through the teaching courses and the level of knowledge, skills and attitude regarding HOTS of pre-service Mathematics teachers at UPSI, respectively. In conclusion, the research here indicates that pre-service Mathematics teachers in general, are positive towards the implementation of HOTS but they are lacking in terms of knowledge and skills. This research is useful in the field of Mathematics education as it can serve as a guidance to further enhance the knowledge, skills and attitudes especially for future Mathematics teachers in implementing HOTS effectively and improving the quality of the teaching program offered by the university indirectly.
Rethinking the Components of Regulation of Cognition through the Structural Validity of the Meta-Text Test
Author: Castillo-Diaz, Marcio Alexander
Date: 2022-00-00
Type: Journal Articles
Subjects: Schemata (Cognition),Decision Making,Undergraduate Students,Foreign Countries,Performance Based Assessment,Test Reliability,Metacognition,Factor Analysis,Item Analysis,Models

The field of studies in metacognition points to some limitations in the way the construct has traditionally been measured and shows a near absence of performance-based tests. The Meta-Text is a performance-based test recently created to assess components of cognition regulation: planning, monitoring, and judgment. This study presents the first evidence on the structural validity of the Meta-Text, by analyzing its dimensionality and reliability in a sample of 655 Honduran university students. Different models were tested, via item confirmatory factor analysis. The results indicated that the specific factors of planning and monitoring do not hold empirically. The bifactor model containing the general cognition regulation factor and the judgment-specific factor was evaluated as the best model (CFI = 0.992; NFI = 0.963; TLI = 0.991; RMSEA = 0.021). The reliability of the factors in this model proved to be acceptable ([omega] = 0.701 &amp; 0.699). The judgment items were well loaded only by the judgment factor, suggesting that the judgment construct may actually be another component of the metacognitive knowledge dimension but having little role in cognition regulation. The results show initial evidence on the structural validity of the Meta-Text and give rise to information previously unidentified by the field which has conceptual implications for theorizing metacognitive components.
Number of Response Options, Reliability, Validity, and Potential Bias in the Use of the Likert Scale Education and Social Science Research: A Literature Review
Author: Kusmaryono, Imam
Date: 2022-00-00
Type: Journal Articles
Subjects: Likert Scales,Social Science Research,Rating Scales,Group Discussion,Research Reports,Measurement Techniques,Item Analysis,Reliability,Validity,Educational Research

This study reviews 60 papers using a Likert scale and published between 2012-2021. Screening for literature review uses the PRISMA method. The data analysis technique was carried out through data extraction, then synthesized in a structured manner using the narrative method. To achieve credible research results at the stage of the data collection and data analysis process, a group discussion forum (FGD) was conducted. The findings show that only 10% of studies use a measurement scale with an even answer choice category (4, 6, 8, or 10 choices). In general, (90%) of research uses a measurement instrument that involves a Likert scale with odd response choices (5, 7, 9, or 11) and the most popular researchers use a Likert scale with a total response of 5 points. The use of a rating scale with an odd number of responses of more than five points (especially on a seven-point scale) is the most effective in terms of reliability and validity coefficients, but if the researcher wants to direct respondents to one side, then a scale with an even number of responses (six points) is possible. more suitable. The presence of response bias and central tendency bias can affect the validity and reliability of the use of the Likert scale instrument.
Natural Disaster Education in School: A Bibliometric Analysis with a Detailed Future Insight Overview
Author: Saregar, Antomi
Date: 2022-00-00
Type: Journal Articles
Subjects: Natural Disasters,Environmental Education,Literacy,Educational Trends,Educational Research,Bibliometrics,Citations (References),Citation Analysis,Periodicals,Authors,Crisis Management,Instructional Design

In some places of the world, disasters occur virtually every day. If disasters are not properly foreseen, they may result in many fatalities. This research aims to examine the growth and pattern of literature on natural disaster education in schools. This analytical strategy combines quantitative and statistical methods to discover trends, assess quality, and track development. A total of 216 documents were chosen from the 403 documents collected. Following 2015, there was a considerable increase in four-year publications. Authors from the United States contributed to 45 papers with 37% citations and ranked first, followed by authors from Japan (31 documents; 15% citations) and Indonesia (31 documents) with rankings citations below the top 10. Most publications were published in the International Journal of Disaster Risk Reduction (12 docs; Q1 Scimago Journal Rank 1.1 (SJR 1.1)). The Journal of Child Psychology and Psychiatry and Allied Disciplines had the most citations (100; Q1 SJR 3.6) and was ranked first in its discipline. The existing core literature on school education on natural disasters demonstrates that this topic is developing rapidly, but with insufficient international research collaboration. Research cooperation in this area must be strengthened to better the global response to natural disaster mitigation, which should begin in schools worldwide. There is a need to widen the scope of study in this field to include natural disaster preparedness education in the school curriculum, assessments, learning media, disaster response education, and instructional designs. Finally, disaster education in schools must be addressed as soon as possible to contribute to disaster preparedness.
A Protocol for a Systematic Review and Meta-Analysis on Social Presence
Author: Mykota, David
Date: 2022-00-00
Type: Journal Articles
Subjects: Literature Reviews,Meta Analysis,Holistic Approach,Academic Achievement,Student Satisfaction,Online Courses,Teacher Student Relationship,College Faculty,College Students,Instructional Design,Teacher Behavior,Effect Size

The purpose of this research is to report the protocol for a systematic review and meta-analysis of the construct of social presence. Protocols for systematic reviews and meta-analysis are desirable as they offer a more knowledgeable and transparent conceptualization of a study so methods can be appraised and suggestions for modifications provided. The focused purpose outlined in the protocol is to systematically review and statistically summarize, thru meta-analysis (i.e., the study of studies), the research literature on social presence within higher education. The objectives of the systematic review are i) to determine the holistic effects that social presence has on student learning and student satisfaction outcomes across studies, and ii) what study characteristics (i.e., course design elements, instructor behaviors', and online learning environments) explain and moderate the variability in the results. The study protocol outlines the aims, objectives, and methods used to conduct the study and collect and analyze the data. The publication of the research protocol is an accountable process that mitigates research duplication while allowing for a more informed understanding of the prospective program of research. As such, with the completion of the systematic review and meta-analysis, the higher education online community will benefit from a more strategic and knowledgeable conceptualization of what constitutes social presence and how best to incorporate it into quality online learning environments.
Patterns of Teaching Presence during One Semester of a Large Online Graduate Nursing Course
Author: Baker, Micah
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Large Group Instruction,Online Courses,Web Based Instruction,Graduate Students,Nursing Education,Teaching Experience,Communities of Practice,Inquiry,Asynchronous Communication,College Faculty,Teaching Assistants

Extensive research supports the claim that student-instructor interaction is an essential element of successful online teaching. It is less clear, however, whether teaching presence is discipline-specific, or how it may be affected by the personal and professional background of individual instructors. This article describes the quantitative portion of a mixed methods study to analyze patterns of commenting behaviours in a graduate-level, online nursing course. Following the Community of Inquiry theoretical framework (Garrison, Anderson &amp; Archer, 2000), we compare experienced and inexperienced instructors, and specifically focus on how teaching presence evolved over a fifteen-week course. Our findings indicate that teaching experience affects the types and density (number per post) of comments used by teachers. Experience played a role in how density and overall level of activity evolved as the semester progressed. No differences in teaching presence emerged when comparing instructions for each assignment, but there were differences when comparing instructions to teacher posts. [The publication year on the pdf is incorrect, the correct year is 2022.]
Amotivation: A Key Predictor of College GPA, College Match, and First-Year Retention
Author: Norvilitis Jill M.
Date: 2022-10-00
Type: Journal Articles
Subjects: College Students,Student Motivation,Success,School Holding Power,College Freshmen,Grade Point Average,Low Achievement,Student Attitudes,Student Satisfaction,Student Adjustment,Learning Motivation,Measures (Individuals)

Two studies examined the relationships between motivational orientation, college student success, and first-year retention. In Study 1, 523 college students completed measures of motivational orientation and student success. Results indicated that intrinsic and extrinsic motivation were positively related to college GPA, student-university match and adjustment to college. In contrast, amotivation was negatively related to these dependent variables. Study 2 examined a mediational model in which motivational orientation, most consistently amotivation, predicted lower college student GPA and poorer college match. These, in turn predicted a decrease in first-to-second-year retention among 385 first-year college students. These results suggest that colleges may wish to address amotivation among students as a way to enhance student success and retention.
An International Comparison Study Exploring the Influential Variables Affecting Students&apos; Reading Literacy and Life Satisfaction
Author: Chung Hyewon
Date: 2022-10-00
Type: Journal Articles
Subjects: Comparative Education,Predictor Variables,Literacy,Life Satisfaction,Foreign Countries,Achievement Tests,Secondary School Students,International Assessment,Reading Achievement,Artificial Intelligence,Statistical Analysis,Student Characteristics,Teacher Characteristics,Institutional Characteristics

The Program for International Student Assessment (PISA) aims to provide comparative data on 15-year-olds' academic performance and well-being. The purpose of the current study is to explore and compare the variables that predict the reading literacy and life satisfaction of U.S. and South Korean students. The random forest algorithm, which is a machine learning approach, was applied to PISA 2018 data (4,677 U.S. students and 6,650 South Korean students) to explore and select the key variables among 305 variables that predict reading literacy and life satisfaction. In each random forest analysis, one for the U.S. and another for South Korea, 23 variables were derived as key variables in students' reading literacy. In addition, 23 variables in the U.S. and 26 variables in South Korea were derived as important variables for students' life satisfaction. The multilevel analysis revealed that various student-, teacher- or school-related key variables derived from the random forest were statistically related to either U.S. and/or South Korean students' reading literacy and/or life satisfaction. The current study proposes to use a machine learning approach to examine international large-scale data for an international comparison. The implications of the current study and suggestions for future research are discussed.
How Different Are Girls and Boys as Bullies and Victims? Comparative Perspectives on Gender and Age in the Bullying Dynamics
Author: Gomes, Ana
Date: 2022-10-00
Type: Journal Articles
Subjects: Gender Differences,Victims,Bullying,Age Differences,Elementary School Students,Antisocial Behavior,Intervention,Teacher Role,Foreign Countries,Student Characteristics,Public Schools,Private Schools

Bullying involves aggressive behaviors with the intention to harm others, including manifestations of systematic abuse of power. Two types of bullying can be considered: physical and psychological. Students may get involved in bullying dynamics as bullies, victims, or both--aggressive victims. The literature defines bullying as a global phenomenon, affecting both girls and boys. Therefore, Portuguese schools are no exception, with several studies from North to South of the country demonstrating the presence of bullying in schools, both in elementary and middle schools. The aim of this study is to elaborate the differences and experiences by both genders, boys and girls, in the current dynamics of school bullying. Thus, answering the question--how different are girls and boys as bullies and victims? In addition, it intends to impart the acquired knowledge and raise awareness of the implications of this social context in which Portuguese children are currently involved. The results obtained from a sample of 1147 students attending the 1st cycle of Portuguese education (elementary schools) were in line with previous studies. In order to enrich the literature, bullies, victims, and aggressive victims were characterized in detail. Finally, the importance of the adults' intervention, especially teachers, was highlighted.
The Mediating Role of Self-Regulation in the Relationship between Parenting Behaviors and Early Mathematical Development in Peruvian Preschool Children
Author: Malaspina, Martín
Date: 2022-10-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Preschool Education,Mathematics Skills,Child Rearing,Self Management,Parenting Styles,Predictor Variables,Self Control

A significant way to contribute in the analysis of deficiencies in school performance, a known issue particularly in mathematics, is by delving into children's development of informal mathematics during their early childhood, and thus have better elements to intervene in a more timely, effective manner. From this point of view, this study analyzes how the relationship between parenting behavior and early mathematics can be mediated by the development of self-regulation in children. The sample of the study is made of 85 students, between 5 and 6 years old, who are in their last year of preschool in two public schools in Lima. The instruments used are the Spanish translations of the Test of Early Mathematics Ability--3, Head-Toes-Knees-Shoulders task and Parent Behavior Inventory. The main results show that self-regulation in children and their caregivers' parenting behavior are significant predicting variables in early mathematical development. Specifically, the findings suggest that self-regulation in children can significantly mediate the relationship between the dimension of support/engagement in parenting behavior and the development of early mathematics in children during preschool.
Factors That Affect the Morale of Employees in the Institution of Higher Learning in South Africa
Author: Khumalo, Njabulo
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Morale,Foreign Countries,College Faculty,Job Satisfaction,Feedback (Response),Work Environment,Promotion (Occupational),Communication (Thought Transfer),Faculty Workload

The paper focuses on assessing and identifying the factors that affect the morale of employees in the institution of higher learning in South Africa. Employee morale is a drive to keep the organisation growing and achieve its objectives. In the worldwide ranking there are two institutions of higher learning that are featured in the top 250 of the universities which could be the result that employees are engaged in their institutions. However, it is imperative to maintain or improve more by understanding and dealing with the factors that may contribute negatively in the institutions of higher learning in SA. A quantitative approach was utilised for the paper and a questionnaire was constructed to collect data from 108 academics and support staff. A stratified approach method wad used and divide participant into groups academics and support employees. All data collected was analysed using SPSS version 22 and the findings of the paper reveals that the level of employee morale was very low and further reveals that management support and feedback, conditions of work, remuneration packages, benefits, promotion processes and recognition, communication and understanding of policies as well as treatment and workload were the crucial factors affect the morale of employees. The paper recommends that all institutions of higher learning to review their own policies and ensure that all stakeholders of their institutions understand them effectively. Similar research should be conducted in other institutions of higher learning as well in order to generalise or enrich the findings of the present paper which serve as a wake-up call.
Cost Sharing and Funding of International Student Career Services: Public-Private Partnerships in the German Context
Author: Schueller, Jessica
Date: 2022-09-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Foreign Students,Student Mobility,Career Counseling,Employment Services,Financial Support,Costs,School Business Relationship

In some countries, employers are viewed as beneficiaries of international student mobility and thus as a funding source for supporting international student programming. In this study, higher education institutions in Germany were surveyed about career services for international students. From the responding institutions (n=141, 33.6%), one key result revealed that over 10% of career services for international students at German universities are funded in whole or in part by local employers, regional development agencies, or employer associations. This cost-sharing model exhibits that employers are increasingly active in providing support and that there is a tendency to fund services instead of scholarships.