ethanporcaro/eric-fulltext-meta huggingface dataset:
Feminism, Gender Identity and Polarization in TikTok and Twitter
Author: Peña-Fernandez, Simon
Date: 2023-04-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Social Networks,Social Media,Electronic Publishing,Internet,Web Sites,Telecommunications,Video Technology,Feminism,Sexual Identity,Females,Social Attitudes,Political Attitudes,Differences,Youth,Activism,Language Usage

The potential of social media to create open, collaborative and participatory spaces allows young women to engage and empower themselves in political and social activism. In this context, the objective of this research is to analyze the polarization in the debate at the intersection between the defense of feminism and transsexuality, preferably among the young population, symbolized in the use of the term &quot;TERF&quot;. To do this, the existing communities on this subject on Twitter and TikTok have been analyzed with Social Network Analysis techniques, in addition to the presence of young people in them. The results indicate that the debates between both networks are not very cohesive, with a highly modularized structure that suggests isolation of each community. For this reason, it may be considered that the debate on sexual identity has resulted in a strong polarization of feminist activism in social media. Likewise, the positions of transinclusive feminism are very much in the majority among young people; this reinforces the idea of an ideological debate that can also be understood from a generational perspective. Finally, differential use between both social networks has been identified, where TikTok is a less partisan and more dialogue-based network than Twitter, which leads to discussions and participation in a more neutral tone.
Gendered Perspectives on Digital Skills and Digital Activities: Comparing Non-Binary and Binary Youth
Author: De Coninck, David
Date: 2023-04-00
Type: Journal Articles
Subjects: Gender Differences,Technological Literacy,LGBTQ People,Internet,Sexual Identity,Adolescents,Preadolescents,Young Adults,Foreign Countries,Programming,Information Processing,Interpersonal Communication,Interaction,Online Courses,Recreational Activities,Peer Influence,Family Influence,Self Efficacy,Computer Use,Well Being

Previous research on gender differences in young people's digital development has shown that boys and girls differ in frequency and type of internet use, but vital gaps in the literature remain. In recent years, gender is increasingly considered to be a multidimensional concept with a growing number of young people identifying as non-binary (i.e. genderfluid, an umbrella term for gender identities that are not conforming to the male/female dichotomy). Non-binary youth more frequently engage with a variety of digital risks such as misinformation, cyberbullying, and co-rumination than binary youth. Despite this, no research so far has investigated how digital development differs between non-binary and binary youth. In this online survey study among adolescents in six European countries (N=6,221), we focus on differences in digital skills and digital activities. Non-binary youth tend to make greater use of the internet for content creation and mental and physical health information than boys and girls. They also report greater content creation skills than boys and girls. Disparities in terms of entertainment and social relationship use are also found. Furthermore, findings on digital skills indicate that non-binary youth closely mirror boys in this regard. We conclude with recommendations for future research that should help bolster our understanding of how digital contexts may predict the development and well-being of non-binary youth.
The Correlation between School Administrators&apos; Solution-Focused Approach and Conflict Management Strategies
Author: Günçavdi-Alabay, Gizem
Date: 2023-03-00
Type: Journal Articles
Subjects: School Administration,Administrators,Problem Solving,Conflict Resolution,Preferences,Correlation,Gender Differences,Age Differences,Status,Elementary Secondary Education,Foreign Countries

This study aimed to determine whether there was a correlation between school administrators' solution-focused approach and their preferences for conflict management strategies. The research design of this study was the correlational survey, which is one of the quantitative research designs. The sample of this study included 248 school administrators, non-parametric tests and correlation analysis were used to analyze the data together with descriptive statistics. The results showed that there was a significant difference among groups of school administrators in terms of the variable of gender, age and seniority. The data relating to the solution-focused approach and conflict management strategies were analyzed and presented separately in detail. In terms of examining the correlations between solution-focused approach and conflict management strategies preferred by school administrators, Spearman's correlation analysis was conducted and the results showed that there were both positive and negative relationships among those variables.
The Effectiveness of Child-Centered Play Therapy on Behavior Problems of Children
Author: Göker-Özdemir, Gizem
Date: 2023-03-00
Type: Journal Articles
Subjects: Foreign Countries,Play Therapy,Behavior Problems,Behavior Modification,Disadvantaged Youth,Program Effectiveness,Interpersonal Competence,Psychological Patterns,Aggression,Anxiety,Low Income Groups,Young Children,Elementary School Students

This study aims to examine Child-Centered Play Therapy's effect on reducing behavioral problems in five- and six-year-old children living in Istanbul. The study was conducted with 20 children from socioeconomically disadvantaged families. Families applied for support to a play therapy room established in a primary school. A pre-test and post-test control group design is used. Child-Centered Play Therapy sessions were implemented in the experimental group for eight weeks as individual sessions. Data due to the children's behavior problems were collected from parents via the &quot;Social Competence and Behavior Evaluation-30 Scale&quot; and the family pre-interview form. Mann Whitney-U Test and Wilcoxon Test analyzed data. Results of the experimental group (ingroup analyses) show a significant difference between pre-test and post-test scores of social competence, anger aggression, and anxiety withdrawal subscales, as hypothesized. However, analyses of between groups' post-test comparisons show significant differences only in the social competence subscale. Between groups, post-test scores, comparisons of anger-aggression, and anxiety withdrawal subscales showed no significant differences. The results are discussed; additionally, observations of the researcher as a play therapist are presented.
The Effect of Design Thinking on the Creative Thinking of Physical Education and Sports Teachers
Author: Cengiz, Caner
Date: 2023-02-00
Type: Journal Articles
Subjects: Foreign Countries,Design,Thinking Skills,Physical Education Teachers,Physical Education,Team Sports,Creative Thinking,Preservice Teachers,Teacher Education Programs,Comparative Analysis,Service Learning,Measures (Individuals),Student Attitudes,Pretests Posttests,Instructional Effectiveness

This study was conducted to examine the effect of design thinking on the creative thinking of physical education and sports teacher candidates. The research group of the study, which was created by using the pretest-posttest single-group experimental design, consisted of 14 women and 15 men, who were studying at Ankara University, Faculty of Sport Sciences, Physical Education and Sports Teaching Program and taking the Community Service Practices lesson in the fall semester of the 2022-2023 academic year and it consisted of 29 students in total. As a data collection tool, the &quot;How Much You Have Created Scale&quot; developed by Whetton and Cameron (2002) and adapted into Turkish by Aksoy (2004) and the &quot;Demographic Information Form&quot; prepared by the researchers were used. In this study, the Stanford design thinking model was applied to physical education and sports teacher candidates for 9 weeks in the community service practices lesson. According to the results of the analysis, it was observed that there was a significant change in the pre-test and post-test scores of the physical education and sports teacher candidates from the creative thinking scale after the application. The findings reveal that the design thinking approach is effective in developing the creative thinking of physical education and sports teacher candidates.
Let&apos;s Talk Series: Binge-Watching vs. Marathon. The Duality in the Consumption of Episodes from the Grounded Theory
Author: Martínez-Serrano, Eva
Date: 2023-04-00
Type: Journal Articles
Subjects: Television,Foreign Countries,Grounded Theory,Experience,Need Gratification,Anxiety,Social Behavior,Behavior Patterns,Psychological Patterns,Cognitive Processes

Binge-watching refers to the consecutive viewing of episodes of a fictional series, usually of the drama genre, in a single session. The approaches to its background, practice, and effects are diverse and controversial. Using a qualitativeexploratory approach analysed with Grounded Theory, this paper studies the experience of binge-watching users from data collected from a sample of 20 individuals combined with techniques such as group meetings, in-depth interviews and projective techniques. Results lead to the identification of two underlying patterns of behaviour associated with the consumption of dramatic content: planned binge-watching and unplanned binge-watching. Planned binge-watching is the intentional consumption of more than two consecutive episodes of a fictional series whose psychological effects are mainly gratification based on evasion. Planned series consumption has a socializing effect, especially among young people. Unplanned binge-watching is the unintentional and spontaneous chained viewing of more than two episodes of a fiction series. The viewing unit is each individual episode, linked to the next by the curiosity aroused by the plot. The psychological effects are gratification derived from evasion, followed by a feeling of guilt derived from the loss of control. The study concludes with the formulation of seven hypotheses for empirical verification, academic and professional implications, and future lines of research.
Onlife Identity: The Question of Gender and Age in Teenagers&apos; Online Behaviour
Author: Serrate-Gonzalez, Sara
Date: 2023-04-00
Type: Journal Articles
Subjects: Adolescents,Foreign Countries,Internet,Behavior,Sex,Age,Self Concept,Computer Mediated Communication,Decision Making,Stereotypes,Standards,Social Media,Social Networks,Females

The presence of cyberspace in the lives of young people is such that we can no longer distinguish between online and offline spheres. They live a process of onlife development that is not always equitable in terms of gender. This paper aims to account for the online behaviour of Spanish adolescents according to gender and age, the decisions they make when constructing their virtual identity, and the effects that this has on them. A quantitative study has been carried out at a national level (N=2,076, 12-18 years old) following a non-experimental ex post facto design by means of a survey study. The results show that there are gender differences in the preference for one or other social network. A high percentage of girls make different choices when it comes to their online presence. Unlike boys, girls state that their virtual self and their behaviour significantly influence the opinion that they have of themselves and their need to feel integrated. In conclusion, the decisions that adolescents make when creating their virtual selves do not only have negative consequences derived from poor management, but are also plagued by mandates and stereotypes that determine how they should be and what they should do online; something that is especially pressing for girls.
Selfies and Videos of Teenagers: The Role of Gender, Territory, and Sociocultural Level
Author: Regueira, Uxía
Date: 2023-04-00
Type: Journal Articles
Subjects: Adolescents,Sexual Identity,Individual Differences,Public Schools,Secondary School Students,Foreign Countries,Photography,Video Technology,Social Media,Portraiture,Sex,Social Influences,Cultural Influences,Social Networks,Handheld Devices,Geographic Location,Family Environment,Personal Autonomy,Power Structure,Behavior,Social Class,Intention,Self Expression

Social networks integrate adolescent daily life by configuring modes of socialisation, negotiation and self-representation through different practices that operate as subjectivation resources and condition the gender experience. The objective of this study is to explore the production of selfies and videos among adolescents from Puebla (Mexico) and Galicia (Spain) from a gender, territorial, and sociocultural perspective. A survey study was carried out using an online questionnaire designed ad hoc and applied to 6,654 adolescents (14-17 years), with different gender identities, from public secondary schools in Puebla and Galicia. The results show that the selfie is a more widespread practice among adolescents than video, with revealing differences in its production. Similarities are evident in the level of preparation and the motivations that lead to these practices. Gender differences are found in their production in terms of intentions, materialities, and body expression. The family's sociocultural level and the territory are visualised as realities that affect the production of these practices. The conclusions point to a transition of knowledge and meanings between the selfie and video and the relevance of analysing gender experience on social networks in light of the forms of power they exercise there.
The Student Self-Assessment Paradigm in MOOC: An Example in Chinese Higher Education
Author: Duan, Tingting
Date: 2023-04-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Student Evaluation,College Students,MOOCs,Higher Education,Foreign Countries,Formative Evaluation,Technology Uses in Education,Lifelong Learning,Models

Although scholars have proposed many types of self-assessment methods. There are still many teachers in China who consider that student self-assessment is &quot;difficult to implement&quot;. This paper aims to optimize the assessment of MOOC learning, and to establish an integrated student self-assessment paradigm with &quot;student-centered, teacher, and peer auxiliary&quot;. We started by selecting nine key factors that influence the implementation of self-assessment in MOOCs. Then, we clarified the relationship between the nine factors by using the interpretative structure model (ISM) and the MICMAC analysis, and a six-level paradigm of integrated student self-assessment was established. Moreover, we put forward the following suggestions to optimize student self-assessment in MOOC learning. First, it's necessary to consider student self-assessment in MOOCs as a formative assessment method. Second, universities should enhance student awareness of self-assessment through publicity. Third, institutions of higher education could set up assessment courses to enhance the quality of assessment of students. Fourth, schools should optimize the environment of student self-assessment with the help of technology. This study is of great significance for students to make self-assessment become the basis of online learning and thus perfect the research on MOOC learning.
Prediction of Pre-Service Teachers&apos; Academic Self-Efficacy through Machine Learning Approaches
Author: Yildiz, Hatice
Date: 2023-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Academic Achievement,Self Efficacy,Artificial Intelligence,Prediction,Beliefs,Learner Engagement,Burnout,Foreign Countries,Measures (Individuals),Intention,Student Attitudes

The aim of this study was to investigate the extent to which pre-service teachers' belief in academic engagement, student burnout, and proactive strategies predicts academic self-efficacy through machine learning approach. The study group consisted of 446 pre-service teachers at Sivas Cumhuriyet University, Faculty of Education. The Academic Self-Efficacy Scale, Academic Involvement Scale, Maslach Burnout Inventory-Student Scale, and Proactive Strategy Scale were used for data collection. In data analysis, two different machine learning approaches were used; linear regression and artificial neural networks (ANNs). As a result of the regression analysis, a positive, and significant relationship was found between the academic self-efficacy of pre-service teachers, their academic engagement, and proactive strategy. Also, there was a negative and significant relationship between pre-service teachers' academic self-efficacy and academic burnout. Considering the results of the regression analysis, academic engagement, academic burnout, and proactive strategy together explained 38% of academic self-efficacy. When the ANNs results were examined, it was seen that these three variables explained 77% of academic self-efficacy. Therefore, it was understood that ANNs perform better than multiple regression in predicting academic self-efficacy.
Scale Development and Validation Study on the Using YouTube as a Learning Environment in Secondary Education According to the Technology Acceptance Model
Author: Dogan, Fatih
Date: 2023-01-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Video Technology,Social Media,Educational Environment,Secondary School Teachers,Student Attitudes,Technology Uses in Education,Intention,Foreign Countries,COVID-19,Pandemics,Distance Education,Factor Analysis,Test Reliability

In today's technologies, in line with the needs of the age, social platforms have taken their place in education with increasing importance day by day. Especially in the pandemic process, which requires distance education, the tendency to social media has increased. Therefore, the attitudes of secondary school students towards the use of YouTube for learning purposes have gained importance. For this reason, it is aimed to develop the YouTube Usage Scale (YUS), which can be used to determine secondary school students' attitudes toward YouTube use. Thus, in the study, it was foreseen to determine the behavioral intentions of secondary school students to use YouTube as a Learning Resource and to reveal the factors affecting this behavioral intention. The research population consists of all secondary school students studying in the Malazgirt district of Mus province, located in the eastern part of Turkey, in the 2018-2019 academic year. The sample of the study is represented by 644 students selected by the random sampling method. The content validity of the YUS was provided by expert opinion. The construct validity was validated by exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). For content validity, a 47-item draft YUS was submitted to the opinion of a group of 14 experts in the field. The content validity of the 42-item YUS was ensured. In the construct validity studies of YUS, EFA was performed with a total of 644 secondary school students studying in the 5th, 6th, 7th and 8th grades. CFA was carried out with the participation of 311 secondary school students excluding the EFA sample group. EFA showed that YUS consisted of 4 sub-dimensions and 25 items. The Cronbach's alpha coefficient was found to be 0.91 in the reliability analysis of YUS. Also, in reliability studies, it was determined that the subscales had summability and no response bias. The fit-order between the four-factor structure determined as a result of EFA and the sample data was examined using the AMOS 24.0 program within the framework of the Technology Acceptance Model (TAM). First- and second-order confirmatory analysis models were used in the data-model fit calculations. As a result of the study, the validity and reliability of the 24-items YUS scale were produced. Thus, the structures explaining the behavioral factors of secondary school students were defined, and the relationship of these structures with other factors was determined.
The Impact of Principals&apos; Transformational Leadership and Teachers&apos; Organizational Commitment on Teachers&apos; Teaching Effectiveness in Ethnic Areas of China: Taking Gender as a Moderator
Author: Huang, Hu
Date: 2023-03-00
Type: Journal Articles
Subjects: Likert Scales,Principals,Ethnic Groups,Minority Groups,Transformational Leadership,Gender Differences,Labor Turnover,Teacher Administrator Relationship,Teacher Effectiveness,Males,Leadership Styles,Geographic Regions,Elementary School Teachers,Teacher Attitudes,Age Differences,Faculty Mobility,Foreign Countries,Job Satisfaction

Guangxi is a border area where ethnic minorities are distributed, with poor economic development foundation, slow growth, relatively traditional, high turnover rate and outdated education. The purpose of the study was to evaluate the impact and to identify the path of principals' transformational leadership on teachers' teaching effectiveness in ethnic autonomous region of China. A regression analysis survey design was adopted to collect the data from the teachers of elementary schools. Based on 5-point Likert Scale of 771 questionnaires from Guangxi Province of China, the survey concluded: (1) principals' transformational leadership, teachers' organizational commitment, and teachers' teaching effectiveness differed significantly by gender and age, (2) principals' transformational leadership significantly influenced teachers' teaching effectiveness, in addition, teachers' organization commitment can partially mediate the effects, (3) gender can moderate the path of principals' transformational leadership to teachers' organization commitment, specifically, male teachers carry more weight. The study findings may serve as a guide for further research on management and leadership of leaders and members in educational organizations.
Intersectionality of Self-Reported Food Insecurity and Perceived Stress of College Students at a Land-Grant Southeastern Higher Education Institution during the COVID-19 Pandemic
Author: OoNorasak, Kendra
Date: 2023-00-00
Type: Journal Articles
Subjects: Intersectionality,Measurement Techniques,Hunger,Stress Variables,College Students,Land Grant Universities,COVID-19,Pandemics,Mental Health,Student Employment

College food insecurity (FI) and poor psychosocial health are prevalent public health issues in the U.S., yet often overlooked. Since the COVID-19 pandemic, repercussions on these critical inequity issues remain unclear. During the summer months of 2020, this cross-sectional survey examined associations between students' self-reported FI and perceived stress (PSS-10), one aspect of poor psychosocial health. Among respondents, 31.3% were food insecure and 37.8% were laid off or temporarily furloughed. This study adds important findings about college FI and perceived stress to the limited literature regarding college student health during the pandemic. A more rigorous study design with a larger, nationally or regionally representative sample is recommended for future studies. To address both complex issues of college FI and stress, a multifaceted interdisciplinary approach, well-supported by college administrators, would be warranted.