ethanporcaro/eric-fulltext-meta huggingface dataset:
The Roles of Life Satisfaction, Teaching Efficacy, and Self-Esteem in Predicting Teachers' Job Satisfaction
Author: Çevik, Gülsen Büyüksahin
Date: 2017-00-00
Type: Journal Articles
Subjects: Life Satisfaction,Teacher Effectiveness,Self Esteem,Job Satisfaction,Secondary School Teachers,High Schools,Correlation,Hierarchical Linear Modeling,Multiple Regression Analysis,Predictor Variables,Foreign Countries,Self Efficacy,Self Concept Measures

The current research aims to find out the extent to which high school teachers' life satisfaction, teaching efficacy, and self-esteem predict their job satisfaction. Research participants included a total of 358 teachers (age = 38.82; Ss = 6.73; range, 22-58), 222 males (62%) and 136 females (38%), employed in 21 public high schools in the city center of Adiyaman in Turkey. 50 participant teachers (14%) were single and 308 (86%) were married. Education levels of the participant teachers were as follows: 318 (88.8%) with a BA degree, 36 (10.1%) with a MA degree, 3 (0.8%) with an associate degree and 1 (0.3%) with a PhD. Years in service were as follows: (X-bar service years = 14.72; Ss = 7; range, 1-35). The data was collected through the &quot;Personal Information Form&quot;; &quot;Minnesota Job Satisfaction Scale&quot;; &quot;Satisfaction with Life Scale&quot;; &quot;Teacher Efficacy Scale&quot; and &quot;Rosenberg Self-Esteem Scale&quot;. Descriptive analyses, Pearson product-moment correlation, and hierarchical linear multi regression analysis were used in the analyses of quantitative data in the current research. Data analysis was conducted through IBM SPSS 15.0 software. Three different regression models were obtained upon hierarchical multi regression analysis of scores on Minnesota Job Satisfaction Scale. A review of R[superscript 2] values showed that Satisfaction with Life Scale explained 31% of Minnesota Job Satisfaction Scale (F[subscript (1,356)] = 162.991**); this was increased by 34% upon analyzing Teacher Efficacy Scale (F[subscript (2,355)] = 95.105**) and by 35% upon analyzing Rosenberg Self-Esteem Scale (F[subscript (3,354)] = 66.123**).
Association of Cognitive, Affective, Psychomotor and Intuitive Domains in Education, Sönmez Model
Author: Sönmez, Veysel
Date: 2017-00-00
Type: Journal Articles
Subjects: Models,Taxonomy,Mixed Methods Research,Correlation,Outcomes of Education,Cognitive Processes,Affective Behavior,Psychomotor Skills,Intuition,Surveys,Focus Groups

Problem statement: Educational goals are classified taxonomically as cognitive, affective, psycho-motor and intuitive. Can these classifications be associated? Sönmez's model represents an attempt for this. Purpose of Study: Is the model regarding the association of four domains developed by Sönmez supported significantly by empirical data? What are the views of the participants on this issue? Methods: Both qualitative and quantitative data were used together in this study. Findings and Results: A high level of significant and positive correlation was found between cognitive, psychomotor, affective and intuitive learning outcomes. Based on these findings, it can be stated that learning outcomes are not disconnected. That means when an individual learns a cognitive behavior he/she also learns other associated psychomotor, affective, and intuitive behaviors. Leaning is codded into four domains altogether. Conclusion and recommendations: This study revealed results supporting the model regarding the association of four domains as suggested by Sönmez. These results can be a proof of the hypothesis that behaviors of all domains are coded and learnt as a whole in the brain. Further comprehensive experimental and qualitative research can be done about this issue.
The Relationship between Perceived School Climate and the Adolescents' Adherence to Humanitarian Values
Author: Turhan, Muhammed
Date: 2017-00-00
Type: Journal Articles
Subjects: Adolescents,Social Values,Educational Environment,Secondary School Students,Gender Differences,Values Education,Foreign Countries,Correlation,School Activities,Achievement Need,Teacher Student Relationship,Student Attitudes

This study investigates the relationship between students' perception of school climate and their adherence to humanitarian values. To this end, the study group consisted of 1094 students in 21 secondary schools in Elazig province of Turkey. The &quot;School Climate Scale,&quot; developed by Çalik and Kurt, and the &quot;Humanitarian Values Scale,&quot; developed by Dilmaç, were used to collect data. The findings of the study indicated that female students have a higher level of adherence to humanitarian values. In addition, it was found that school activities towards values education have a significant effect on adherence to humanitarian values. It was concluded that teacher support, success orientation and safe learning environment-positive peer interactions, which are important components of positive school climate, positively affect adolescents' adherence to humanitarian values. In parallel with these findings, some recommendations were made, which can be applied to the building school environment for practitioners.
The Relationship between Good Readers' Attention, Reading Fluency and Reading Comprehension
Author: Yildiz, Mustafa
Date: 2017-00-00
Type: Journal Articles
Subjects: Attention,Reading Fluency,Reading Comprehension,Reading Ability,Reading Rate,Suprasegmentals,Word Recognition,Reading Skills,Grade 4,Elementary School Students,Correlation,Foreign Countries,Multiple Regression Analysis

This study aimed to examine the relationship between fourth-graders' reading fluency, reading comprehension and attention. It was conducted using the relational screening model and included 132 fourth-graders with grade level adequate reading skills. The study results showed that good readers' attention had significant effects on reading speed, prosody, word recognition and comprehension, respectively. There is also a higher level of relationship between attention, reading speed and prosody. To improve good readers' prosodic reading skills and increase their reading speeds, attention-enhancing activities are needed.
Computerised Accounting Software; A Curriculum That Enhances an Accounting Programme
Author: Machera, Robert P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Accounting,Business Administration Education,Computer Software,College Curriculum,Foreign Countries,Undergraduate Students,Internship Programs,Focus Groups,Interviews,Student Attitudes,Qualitative Research

There has been an outcry in commerce and industry about students who fail to perform in the accounting department due to lack of &quot;practical accounting skills&quot;. It is from this background that the researchers were motivated to investigate the impact of a Computerised Accounting Software Curriculum that enhances an Accounting Programme. At Botho University a degree in Bsc Hons in Accounting is offered and it is perceived that the graduates of this programme will be all rounded after completing this qualification. The Accounting programme at Botho University includes all the aspects that are needed for a novice accountant. However, the only shortcomings are the inclusion of a Computerised Accounting Software Curriculum into this Accounting Programme. It is believed that higher education students experience problems during their internship semester as they are expected to use Computerised Accounting Software. This study investigates whether the students at Botho University who are enrolled for the Bsc Hons in Accounting Programme face any accounting software challenges during their internship period. The accounting software that students are expected to have knowledge include: spreadsheets software, quick-books and sage pastel accounting. Focus group and face to face interviews were used to collect data from students enrolled in the Bsc Hons in Accounting at Botho University Gaborone Campus, Maun and Francistown. The study focuses the students who were on the internship period. However the majority of the accounting students faces accounting software challenges and agreed that a Computerised accounting software curriculum should be proposed and implemented at Botho University in the Department of Accounting and Finance. This is done so in order to enhance the Accounting Programme and meets industry and commerce expectations.
A Preliminary Study on Gender Differences in Studying Systems Analysis and Design
Author: Lee, Fion S. L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Gender Differences,Systems Analysis,Systems Development,Undergraduate Students,Information Systems,Academic Achievement,Summative Evaluation

Systems analysis and design is a crucial task in system development and is included in a typical information systems programme as a core course. This paper presented a preliminary study on gender differences in studying a systems analysis and design course of an undergraduate programme. Results indicated that male students outperformed female students in general in this course. However, regarding the different study focuses of the course, female students performed better in information systems development methodologies and systems analysis, whereas male students worked better in systems design. Discussions have been raised to explain the findings and it was suggested longitudinal studies could be conducted for a more generalized conclusion.
The Teaching of Pragmatics by Native and Nonnative Language Teachers: What They Know and What They Report Doing
Author: Cohen, Andrew D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Pragmatics,Second Language Learning,Second Language Instruction,Comparative Analysis,Teacher Characteristics,Language Teachers,Language of Instruction,Teacher Attitudes,Sociocultural Patterns,Criticism,Language Usage,Statistical Analysis,Information Technology,Online Surveys

The paper focuses on how nonnative teachers of a target language (NNTs) deal with pragmatics in their classes. It starts with a discussion of what pragmatics entails. Next, issues relating to the teaching of pragmatics are identified, such as the language background of the teacher, comparisons between second- (L2) and foreign-language (FL) instruction, and the potential role of digital media and other means in providing models for pragmatic behavior. Then, an international survey is presented which probed into the experiences of NNTs of various languages while teaching the pragmatics of their language of instruction. A total of 113 teachers were asked to indicate what they taught with regard to pragmatics, 30 native-language teachers (NTs) and 83 NNTs. They were also asked to report on their experience as teachers of L2 and FL pragmatics (e.g., if they encountered classroom moments when they did not feel like an authority on some aspect of pragmatics, what they did about it). Since pragmatics is a meeting of language and culture, the teacher respondents were asked to assess their knowledge regarding pragmalinguistics (i.e., the language forms) and sociopragmatics (sociocultural knowledge). In addition, they were asked to give their opinion regarding similarities and differences between the teaching of FL as opposed to L2 pragmatics, as this traditional dichotomy gives way to a more hybrid reality in an increasingly globalized world. Similarly, they were asked about their methods for teaching pragmatics (e.g., their use of digital media and their handling of dialect differences). Finally, they were asked to suggest areas in which they would like to see research conducted that would inform the teaching of pragmatics. The paper reports the findings from the study, including statistical differences in reported teaching of criticism, sarcasm, and cursing, as well as in the use of digital media and in having students gather data on pragmatics.
Deconstructing the &quot;I&quot; and &quot;SLA&quot; in ISLA: One Curricular Approach
Author: Leow, Ronald P.
Date: 2016-00-00
Type: Journal Articles
Subjects: Role,Second Language Learning,Learning Processes,Language Research,Teaching Methods,Definitions,Cognitive Processes,Second Language Instruction,Computer Assisted Instruction

Instructed second language acquisition (ISLA) has been referenced in the larger field of the SLA literature for over two and a half decades. Currently, there are several theoretical underpinnings accounting for processes assumed to play a role in ISLA and quite an impressive number of studies have empirically addressed some aspect(s) of ISLA. Recently, a lengthy and relatively cohesive treatise of this substrand of SLA research in relation to both theoretical, empirical, and pedagogical perspectives has been published in two books (cf. Leow, 2015a; Loewen, 2015), and a new model of the L2 learning process in ISLA has been proposed (Leow, 2015a). These publications are timely and important given that the concept of ISLA not only needs to be clearly defined but also situated contextually. To this end, this article (a) revisits current definitions of ISLA in the SLA literature with the aim of identifying specific features of ISLA that underlie such definitions, (b) deconstructs ISLA by probing deeper into what comprises the terms &quot;instructed&quot; and &quot;SLA&quot; in ISLA, (c) provides a brief summary of the cognitive processes and variables postulated by the theoretical underpinnings of ISLA and pertinent empirical research, (d) recommends that ISLA be observed from one curricular approach together with its empirical and pedagogical ramifications, and (e) provides some measure of direction future ISLA research may follow.
Standardization of the Self Control and Self-Management Skills Scale (SCMS) on the Student of University of Najran
Author: Al-Smadi, Marwan Saleh
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Control,Self Management,Measures (Individuals),Foreign Countries,College Students,Psychometrics,Test Validity,Test Reliability,Factor Analysis

This study aimed to standardize self-control and self-management skills (SCMS), Mezo 2009 , on students in the university of Najran And to identify the psychometric properties of the scale in the Arab Environment the society of Najran University student by taking a number of Procedures (Validity and reliability of the Scale ) and to get the Arabic version of self-control and self-management skills (SCMS; Mezo, 2009). Where the scale was applied on a sample of (288) students to verify truthfulness exploratory factorial, as well as cubits on a sample of 120 students to verify the genuineness of consistency, the results of Exploratory Factor Analysis, where self-control and the skills of self-management for scale (Mezo, P. 2009) was applied after making some modifications for the items of the third dimension, and to verify the factorial validity has been conducted. Exploratory Factor Analysis of the responses of the study sample, it was conducted a factor analysis of the items of this scale in a way the Principal Component analysis. The results of the study showed that the self-control and self-management skills scale for Mezo, P. 2009 was enjoyed with factorial validity where it was reached to two factors: the first factor, a pure factor loading (80.4%) of the variation where all items of the scale has been loaded except the first item &quot;When I work toward something, it gets all my attention&quot; and the second factor: Is also a pure factor loading (59.5%) of the variation where loading of items of each of the first and the second of sub-scales in the original version of the scale on this factor, while one item only of the third sub-scale in the original scale was not loaded. In the light of this the first factor was named self-evaluating and reinforcing, and consists of 10 items, and the second factor: self-monitoring, and consists of (6) items, so the results of the study showed there is a theoretical building behind this scale, which is an acceptable indication of the validity of the scale in the Arab environment.
The Effect of Teacher Training on the Learning Styles of Prospective Teachers of Social Studies
Author: Özdemir, Nevin
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Cognitive Style,Preservice Teachers,Social Studies,Instructional Effectiveness,Longitudinal Studies,Measures (Individuals),Gender Differences,Undergraduate Students,Foreign Countries,Pretests Posttests,Statistical Analysis

The purpose of this study is to examine the effects of four-year-long undergraduate education on the learning styles of prospective teachers of social studies. This study was conducted in accordance with longitudinal method, which is one of the research designs used in developmental psychology researches. The study was conducted with the participation of 70 prospective teachers of social studies who studied at Ondokuz Mayis University Faculty of Education between 2009 and 2013 and who volunteered to participate in the study. The learning styles of prospective teachers were found by using Kolb's learning styles inventory in the first and last years of their undergraduate education. When the data from this assessment tool were analyzed, it was found that undergraduate education did not cause a significant difference in the perception (concrete experience-abstract conceptualization) and processing (reflective observation-active experimentation) ways in the learning styles of prospective teachers and similar results were found when the variable of gender was taken as the basis.
Variations in Developmental Patterns across Pragmatic Features
Author: Li, Qiong
Date: 2016-00-00
Type: Journal Articles
Subjects: Pragmatics,Second Language Learning,Longitudinal Studies,Semantics,Speech Acts,Interlanguage,Coding,Native Language,Contrastive Linguistics,Indonesian,Language Research,English,Language Usage,Literature Reviews

Drawing on the findings of longitudinal studies in uninstructed contexts over the last two decades, this synthesis explores variations in developmental patterns across second language (L2) pragmatic features. Two synthesis questions were addressed: (a) What are the variations in developmental patterns across pragmatic features?, and (b) What are the potential explanations for the variations? In response to the first question, previous studies showed that L2 pragmatic development is a non-linear, dynamic process, with developmental paces varying across pragmatic features (Ortactepe, 2013; Taguchi, 2010, 2011, 2012; Warga &amp; Scholmberger, 2007). These studies revealed that some aspects of pragmatic features (e.g., semantic strategies of speech acts) develop faster than others (e.g., lexical features such as mitigators). In response to the second question, three potential explanations were identified to account for the developmental variations: (a) language-related, (b) situation-dependent, and (c) learner-related explanations, with three subcategories for the language-related explanation: (a) the functions of pragmatic features, (b) the frequency of availability of target features, and (c) the similarity and difference between languages with respect to the target feature.
Input Manipulation, Enhancement and Processing: Theoretical Views and Empirical Research
Author: Benati, Alessandro
Date: 2016-00-00
Type: Journal Articles
Subjects: Language Processing,Linguistic Input,Second Language Learning,Intervention,Teaching Methods,Second Language Instruction,Grammar,Action Research,Discourse Analysis,Transfer of Training,Individual Differences

Researchers in the field of instructed second language acquisition have been examining the issue of how learners interact with input by conducting research measuring particular kinds of instructional interventions (input-oriented and meaning-based). These interventions include such things as input flood, textual enhancement and processing instruction. Although the findings are not completely conclusive on whether these instructional interventions have an impact on acquisition, it is clear that we have witnessed a shift in the field from the original question &quot;Does instruction make a difference?&quot; to the more specific question &quot;Does manipulating input make a difference?&quot; In this article, the key classroom-based research conducted to measure the relative effects of different types of enhancement and manipulation is reviewed. Three main research foci are considered: (a) research measuring the effects of saturating the input with the target form (input flood), (b) research measuring the effects of different types of textual enhancements to draw learners' attention to the target form, and (c) research measuring input restructuring to improve interpretation and processing of target forms or structures (processing instruction).
Unconscious Motivation. Part II: Implicit Attitudes and L2 Achievement
Author: Al-Hoorie, Ali H.
Date: 2016-00-00
Type: Journal Articles
Subjects: Learning Motivation,Second Language Learning,Social Desirability,Predictor Variables,Student Attitudes,Academic Achievement,Self Concept,Correlation,Low Achievement,High Achievement,Profiles,Second Language Instruction,English (Second Language),Self Evaluation (Individuals),Tests,Multivariate Analysis,Measures (Individuals),Foreign Countries,Males,Anxiety,Likert Scales

This paper investigates the attitudinal/motivational predictors of second language (L2) academic achievement. Young adult learners of English as a foreign language (N = 311) completed several self-report measures and the Single-Target Implicit Association Test. Examination of the motivational profiles of high and low achievers revealed that attachment to the L1 community and the ought-to L2 self were negatively associated with achievement, while explicit attitudes toward the L2 course and implicit attitudes toward L2 speakers were positively associated with it. The relationship between implicit attitudes and achievement could not be explained either by social desirability or by other cognitive confounds, and remained significant after controlling for explicit self-report measures. Explicit-implicit congruence also revealed a similar pattern, in that congruent learners were more open to the L2 community and obtained higher achievement. The results also showed that neither the ideal L2 self nor intended effort had any association with actual L2 achievement, and that intended effort was particularly prone to social desirability biases. Implications of these findings are discussed. [For &quot;Unconscious Motivation. Part I: Implicit Attitudes toward L2 Speakers,&quot; see EJ1134374.]