ethanporcaro/eric-fulltext-meta huggingface dataset:
The Ego Depletion and Its Relationship with the Future Anxiety among the University Female Students
Author: AlHarbi, Bassam
Date: 2021-00-00
Type: Journal Articles
Subjects: Females,College Students,Anxiety,Self Concept,Foreign Countries,Correlation,Predictor Variables,Psychological Patterns

The study aims to identify the degree of ego depletion and future anxiety and the relationship between both of them among the university female students. Researchers relied on the descriptive correlation method and prepared an ego depletion and future anxiety scale, and implement it on the study sample that consists of (560) female students at the Princess Alia University College after ensuring the appropriateness of their Seikometric characteristics. The study results found a statistically significant positive correlation between the ego depletion and future anxiety among the study sample, and the degree of ego depletion and future anxiety came medium. Results also showed that ego depletion acts as a good predictor of the future anxiety. In light of these results the study recommended the school administrations to provide students with the study environment that challenges their capabilities and provide them with the psychological safety to deal successfully with the future anxiety.
The Impact of Micro Teaching Lessons on Teacher Professional Skills: Some Reflections from South African Student Teachers
Author: Msimanga Mothofela Richard
Date: 2021-00-00
Type: Journal Articles
Subjects: Microteaching,Teaching Skills,Reflection,Foreign Countries,Student Teachers,Preservice Teacher Education,Grouping (Instructional Purposes),Group Dynamics,Cooperative Learning,Student Attitudes

Micro lessons in teacher education are intended to empower student teachers by developing skills which are necessary in their teaching careers. The study used student teachers' reflections to explore how participation in micro lessons develops skills which are key in the teaching profession. Experiential learning theory was the theoretical framework for this study. Purposive sampling was used to select 14 fourth year Bachelor of Education student teachers. A focus group interview was used to collect data which was narratively analysed. The findings revealed that micro lesson presentations can develop student teachers' skills when there are different forms of progression in micro lesson presentations; micro lesson presentations should progress from friendship groupings, random groupings, and peer presentations. Participation in micro lessons develops teacher professional skills such as lesson planning, craft of teaching, how to use resources, reflection, decision making, time management, responsibility and professional conduct.
The Impact of Burnout on the Academic Achievement of Saudi Female Students Enrolled in the Colleges of Health Sciences
Author: Alshobaili, Alanoud M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Burnout,Academic Achievement,Females,College Students,Student Characteristics,Allied Health Occupations Education,Correlation,Place of Residence,Marital Status,Intellectual Disciplines,Medical Education,Nursing Education,Pharmacy

Objectives: The objectives of this study were to investigate the impact of burnout on the academic achievement of female students in the colleges of health sciences and to explore on their educational levels of study regarding burnout. Methods: Purposive sampling technique was used in this study and a sample size of 540 Saudi female students was chosen to participate in this study. The tools used were Maslach Burnout Inventory--General Survey for Students MBI--GS (S) to measure the level of burnout and a socio-demographic questionnaire were administered on participants. The MBI0-GS (S) proved internal consistency reliability at 0.86 across many samples. Results: The level of burnout among participants was 51.9%. Some 27.2% of the participants experienced mild burnout, while 14.4% showed moderate levels of burnout. Only 6.5% of participants displayed a high level of burnout, and they were among the Colleges of Pharmacy (25.0%) and Dentistry (10.1%). Conclusions: The study findings showed no association between burnout and academic achievement and no relationship between burnout and the academic level of study. Only the students of the College of Pharmacy suffered from high levels of burnout.
Gender Inequality, Stress Exposure, and Well-Being among Academic Faculty
Author: Elliott, Marta
Date: 2021-00-00
Type: Journal Articles
Subjects: Gender Bias,Equal Opportunities (Jobs),Teacher Salaries,College Faculty,Women Faculty,Women Administrators,Work Environment,Well Being,Social Influences,Stress Variables,Family Work Relationship,Predictor Variables,Collegiality,Peer Relationship,Teacher Administrator Relationship,Gender Differences,Psychological Patterns,Job Satisfaction,Deans

Gender inequalities in salary, rank and access to leadership positions characterize institutions of higher education and disadvantage women faculty. Differential exposure to noxious working conditions and restricted access to social resources may underlie these inequalities by detracting from women faculty's well-being, thereby perpetuating the status quo. This study applies stress process theory to analyze this inequitable state of affairs, treating gender as a social status in higher education that predicts differential exposure to stressors and access to resources. Stressors and resources, in turn, predict faculty well-being. Stressors include micro-aggressions and work-life conflict, and resources include collegiality with peers and support from administrators. Survey data were collected from academic faculty at a mid-sized Western university in the U.S. Results indicate that women faculty experience micro-aggressions and work-life conflict more often than men, and report less supportive relationships with their deans. Moreover, microaggressions and work-life conflict are positively associated with psychological distress and job dissatisfaction, while dean support has the opposite associations. Open-ended responses supplement the quantitative findings with vivid examples of how these phenomena play out in individual faculty members' lives. Implications for how institutions of higher education might introduce change to address these findings are discussed.
Academic Rank and Position Effect on Academic Research Output -- A Case Study of Ariel University
Author: Eckhaus, Eyal
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Rank (Professional),Research Universities,College Faculty,Goodness of Fit,Faculty Publishing,Citations (References),Faculty Promotion,Tenure,Correlation,Research,Administrator Role,Structural Equation Models,Organizational Climate,Productivity,Foreign Countries

The aim of this study is to explore the effects of professional factors (academic rank and academic-administrative role) and home-unit-related factors (affiliation and number of faculty members in the faculty) on faculty members' research output, measured by number of citations. Research literature on operations research in the academia reflects a dual approach to the association between number of citations and research quality, although it is generally concurred that the number of citations is taken into consideration in assessments for promotion and tenure, and represents a measure of publication quality. The association between faculty members' administrative roles and their academic output is explored for the first time in this study. We collected data on four citation-related variables for 315 senior faculty members, as well as their affiliation, academic rank, and administrative/academic role, if any. Structural Equation Modeling (SEM) was employed to test the model's goodness of fit. Findings show that faculty affiliation, academic rank, and academic-administrative role affect number of citations. The association between number of citations per faculty, engagement in administrative tasks, and the number of faculty members in the faculty has significant implications for faculty promotion policies and the &quot;price&quot; faculty members pay for assuming administrative duties, especially in the early years of their academic career. Furthermore, the faculty also plays an important role in academic outputs, and its organizational climate may promote or disrupt research-oriented academic careers.
Academics&apos; Experience of Implementing E-Learning in a South African Higher Education Institution
Author: Maphalala, Mncedisi Christian
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Program Implementation,Program Effectiveness,Electronic Learning,Technology Integration,Curriculum Development,Technical Support,Access to Computers,Internet,Integrated Learning Systems,Technological Literacy,Expectation,Foreign Countries

This study sought to explore the experiences of academics with the use of e-learning to support teaching and learning at a South African university. The theory underpinning the study was the Unified Theory of Acceptance and Use of Technology (UTAUT). The study adopted a qualitative design using ten purposively selected academic staff and one IT specialist at a South African university. Semi-structured interview was used to gather the data that were used to answer the research questions. Data were analysed using thematic content analysis. The following themes resulted from the analysis: technical support and training for e-learning; Information Communication Technology infrastructure and internet accessibility; uptake of e-learning and the use of the Learning Management System; content development for e-learning; and evaluation of teaching effectiveness using e-learning. Based on the findings, periodic updates and training on the new changes should be made to the university's e-learning platforms, provision of timely technical support to academics in order to sustain positive user experiences of e-learning were recommended.
Student Voice in an Extended Curriculum Programme in the Era of Social Media: A Systematic Review of Academic Literature
Author: Chukwuere, Joshua Ebere
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Social Media,Higher Education,Educational Experience,Outcomes of Education,Databases,Research Reports,Teaching Methods,College Students,Audiences,College Faculty,College Administration,Educational Change,Organizational Change,Foreign Countries,Student Unions,Information Systems,Disadvantaged,Access to Education,Program Descriptions,Transitional Programs

Student voice in this digital age and across higher learning institutions is increasing exponentially with the function of social media. Student voice provides a vibrant communication pathway to extended curriculum programme students in higher education institutions. Social media ensures active participation of extended curriculum programme students in generating views and ideas that define the higher learning environment and experience towards better learning conditions and outcomes. A systematic literature review was used in gathering scientific papers through trusted academic databases. The systematic literature review was conducted between the period of 1 April 2019 and 28 September 2019, by looking into the contents of articles covering the current research objectives. The study's findings show that social media provides an effective and instant spread of the extended curriculum programme students' voice across higher education learning institutions. It also allows the students in the extended curriculum programme to engage with each other and the institutional management promptly. Social media promotes extended curriculum programme students' voice in reaching the right audience at the right time. The results of this study are key for extended curriculum programme students, lecturers, and university management in understanding and applying social media effectively and in bringing transformation to South African higher education institutions and beyond.
Sub-Sahara Africa&apos;s Higher Education: Financing, Growth, and Employment
Author: Amin, Aloysius Ajab
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Access to Education,Educational Finance,Enrollment Rate,Unemployment,Education Work Relationship,Labor Market

Although higher education plays a vital role in the socio-economic development of Sub-Saharan Africa, enrollment in universities in the region is unexpectedly low compared to other regions. However, Sub-Saharan African countries have made strides in increasing access to higher education amidst constraints and challenges. The efforts have led to increases in enrollment and what many countries did not anticipate is the increase in unemployment from the greater output of students. In this study, we use panel data from eleven Sub-Saharan African countries for 2000-2018 to analyze the relationship between higher education and unemployment. A panel fixed effect model was estimated, and the results indicate that unemployment has a negative and significant effect on higher enrollment. Besides, higher education enrollment has a significant but negative effect on employment. Per capita income significantly affects enrollment into higher education and has the expected sign. The estimates further show that government expenditures on higher education play a significant role in the demand for places in higher education.
Knowledge Mapping on Temperament in Early Childhood: A Visualized Analysis Using Cite Space
Author: Yurtçu, Meltem
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Networks,Young Children,Personality Traits,Network Analysis,Research,Child Development,Journal Articles,Child Health,Risk,Personality Studies,Citations (References),Geographic Location,Foreign Countries

In this study, the social network structure of the studies conducted in the early childhood towards the concept of temperament was examined. The research was considered as a descriptive study since it examined the relation between the existing studies according to the citations. The concept of temperament in early childhood has taken its place in the literature as a concept that began to be studied in 1955. 1025 studies on this subject in the Web of Science database were examined. Studies conducted between 1975-2020 were analyzed. In this study, Cite Space program, one of the social network analysis programs, was used. Documents were examined in relation to co-citations by authors, journals, countries and sources. As a result of the examinations, it was concluded that the most cited country was the United States, the most cited author Mary K. Rothbart, and the most cited journal Child Development. As a result of examining the co-references in the documents, 18 clusters named using the LLR (log-likelihood) algorithm were obtained. The names of the clusters and the most cited articles were determined in accordance with the network structure. At the same time, it is possible to see which clusters are more active in which periods and when the co-citations are analyzed according to the references and which articles are referred to more frequently. The current studies on this subject have been included in child obesity risk, postnatal plasticity revisited and extended and dispositional negativity clusters. With the results of this research, a map of information is presented to the researchers who want to study on the subject of temperament in early childhood. It can direct the researchers according to their sub-fields. It gives information about important sources, authors, and journals about the subject of interest, according to the tendency of the researcher. In addition, the researcher could see current issues or what topics the literature lacks. Therefore, as with this topic, authors can obtain detailed information about the subject area with such bibliometric studies while choosing the field of study.
Building an Attitude Scale about E-Learning among Isra University Students According to the Item Response Theory in Measurement
Author: Al-Dlalah, Mohammad
Date: 2021-00-00
Type: Journal Articles
Subjects: Attitude Measures,Test Construction,Test Reliability,Test Validity,Item Response Theory,Undergraduate Students,Student Attitudes,Electronic Learning,Social Media,Foreign Countries

Nowadays, E-learning is one of the most inevitable technique and learning approach, because it offers indispensable advancement of the education process. Furthermore, it supports and enhances many facets of the learning process. This study aimed to build an attitude scale about e-learning among Isra University students according to the item response theory (IRT) in measurement. To achieve the study's objectives, the main dimensions of the scale were identified, and 44 items were unevenly formatted. The tool was applied to 550 students who were social media users at Isra University. After analyzing the participants' responses according to IRT, the final form of the scale consisted of 29 items that were divided into three main dimensions. The reliability of the scale was 0.94%, while the scale had multiple indications of validation.
Perceptions of Teachers about the Curriculum: A Metaphor Analysis
Author: Bas, Gokhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Positive Attitudes,High School Teachers,Public Schools,Secondary School Curriculum,Concept Formation,Figurative Language,Foreign Countries

The purpose of this research was to examine teachers' perceptions regarding the concept of curriculum through metaphor analysis. In this research, &quot;phenomenology research design&quot; was adopted. The participants of the research consisted of volunteering teachers (n = 261) working in ten public high schools in the province of Nigde, Turkey. The data obtained in the research were analysed through content analysis. According to the findings of the research, the teachers were seen to produce a total of 48 well-structured metaphors for curriculum concept, which were then grouped under five conceptual categories as guide, problem, system, complex structure, and need. Also, it was found that the teachers produced mostly positive metaphors about the concept of curriculum.
Determination of Reinforcement Usage Strategies during Literacy Education of Teachers Working with Students with Multiple Disabilities in Turkey
Author: Çetin, Müzeyyen Eldeni?z
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Literacy Education,Teaching Methods,Reinforcement,Students with Disabilities,Multiple Disabilities,Teacher Attitudes,Student Motivation,Student Interests,Student Behavior,Observation,Program Effectiveness,Special Schools,Special Education Teachers

In this study, it is aimed to determine the opinions of teachers working with students with multiple disabilities about the way in which they determine and use reinforcements during literacy education. The research was designed based on the qualitative research design, and the data was collected from 5 male and 15 female teachers using the semi-structured interview technique. The data obtained from the interviews were analyzed using the descriptive analysis technique. As a result of the research, it was found that teachers working with students with multiple disabilities mostly stated that the use of reinforcers is important. They also emphasized that their use also motivates students, helps them to gain positive behavior, and makes education effective and permanent. Most of the teachers expressed that they make observations while determining the reinforcement suitable for their students. It was found that the teachers used the observations to take the interests, needs, likes and wishes of their students into account. It was discovered that they mostly determined the effect of the reinforcer they used for students through observation and that teachers preferred food and beverage, activity, symbol, toy and game reinforcers in general. It was revealed that teachers working with students with multiple disabilities use observation method in determining the reinforcers for their students and evaluate their effects and that they do not use other methods. Moreover, they do not give much room to use and diminish reinforcement tariffs.
Effect of Teachers&apos; Self-Efficacy on their Attitude towards the Implementation of Multicultural Education Literacy in Harari Government Secondary Schools
Author: Tezera, Debela
Date: 2021-01-00
Type: Journal Articles
Subjects: Self Efficacy,Teacher Attitudes,Curriculum Implementation,Multicultural Education,Foreign Countries,Secondary School Teachers,Teaching Methods

This study is aimed to investigate effect of teachers' self-efficacy on their attitude towards the implementation of Multicultural Education literacy (MCEL) in Harari Region Secondary Schools. To realize this descriptive survey design with the quantitative approach is adopted. One hundred, teachers are selected by using stratified random sampling technique and then the simple random sampling technique. Data are collected through closed-ended questionnaires. Descriptive and inferential statistical data analysis is employed. The finding showed that the practice of MCEL in school was medium and teachers' self-efficacy toward implementations of MCEL in the schools was found statistically significant. Self-efficacy in the implementation of MCEL was a statistically significant predictor of teacher's attitude and practices toward the implementation of MCEL in the schools respectively. Self-efficacy contributed 17% on attitude and 26 % to practices in the implementation of MCEL had a positive impact. Self-efficacy of teachers toward MCEL had a statistically significant moderate positive relationship with teachers' practices of MCEL. Self-efficacy had a positive impact on the attitude of teachers and practices of teachers in the implementation of MCEL. Based on the findings, it was concluded the study presented for further research in the field and policy action to prepare teachers in multicultural setting curricula and multicultural educators influencing the development of cultural tolerance, mutual understanding, and unity among diverse students. Hence, it was recommended that organizing panel discussion in order to improve self-efficacy and attitude of teachers from multicultural perspectives in line with implementation of multicultural education through media to build tolerance, mutual respect, build positive attitudes, and national building practices among student in the schools. Further implications and directions for future study are forwarded.