ethanporcaro/eric-fulltext-meta huggingface dataset:
That Old Devil Called &apos;Statistics&apos;: Statistics Anxiety in University Students and Related Factors
Author: Levpušcek, Melita Puklek
Date: 2022-00-00
Type: Journal Articles
Subjects: Statistics Education,Anxiety,Test Anxiety,Gender Differences,Correlation,Scores,Self Concept,Mathematics Skills,Undergraduate Students,Student Attitudes,Mathematics Achievement,Rating Scales,Computation,Factor Analysis,Slavic Languages,Translation,Questionnaires,Foreign Countries

The present study investigated relationships between statistics anxiety (SA), trait anxiety, attitudes towards mathematics and statistics, and academic achievement among university students who had at least one study course related to statistics in their study programme. Five hundred and twelve students from the University of Ljubljana completed the Statistics Anxiety Rating Scale (STARS), State-Trait Anxiety Inventory, and answered questions about their perceptions of mathematics and statistics. The results showed below-average mean scores on the STARS dimensions, except for the Test and Class Anxiety with the average score around the midpoint of the scale. Female students reported higher levels of SA than male students did. The highest levels of SA were reported by students who perceived mathematics and statistics as a threat. The subscales of the STARS correlated positively with students' trait anxiety. Students who reported less enjoyment in mathematics in high school perceived statistics to be a less worthy subject and had a lower computation self-concept. Students who had better mathematics performance in high school and higher average study grades also reported a higher computation self-concept. In the present study, we translated the STARS questionnaire into Slovenian and confirmed the six-factor structure of the questionnaire. The results provide a basis for further research on statistics anxiety and further validation of the STARS questionnaire. The results can also aid statistics teachers in better understanding students' worries, fears, and attitudes towards statistics and in learning about the factors that affect students' statistics anxiety and their work in the course.
Factors Affecting Success in Solving a Stand-Alone Geometrical Problem by Students Aged 14 to 15
Author: Antunovic-Piton, Branka
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Grade 7,Grade 8,Success,Problem Solving,Geometry,Geometric Concepts,Mathematics Skills,Visualization,Symbols (Mathematics),Mathematics Instruction

This paper investigates and considers factors that affect success in solving a stand-alone geometrical problem by 182 students of the 7th and 8th grades of elementary school. The starting point for consideration is a geometrical task from the National Secondary School Leaving Exam in Croatia (State Matura), utilising elementary-level geometry concepts. The task was presented as a textual problem with an appropriate drawing and a task within a given context. After data processing, the key factors affecting the process of problem solving were singled out: visualisation skills, detection and connection of concepts, symbolic notations, and problem-solving culture. The obtained results are the basis of suggestions for changes in the geometry teaching-learning process.
The Effects of Mobile Game-Based Learning on Saudi EFL Foundation Year Students&apos; Vocabulary Acquisition
Author: Alhebshi, Amal Abdullah
Date: 2022-03-00
Type: Journal Articles
Subjects: Computer Games,Computer Assisted Instruction,Intensive Language Courses,Second Language Learning,Second Language Instruction,English (Second Language),Comparative Analysis,Language Tests,Vocabulary Development,Females,Pretests Posttests,Student Attitudes,Cognitive Ability,College Preparation,Undergraduate Study,Language of Instruction,Foreign Countries

Mastering vocabulary can be a challenge as a great deal of information is delivered in intensive English courses. This study investigates the effects of mobile games on EFL students' vocabulary acquisition via the &quot;Quizizz&quot; application. A total of 56 female foundation year students from a Saudi Arabian university participated in this study. The purpose of the study was to explore the students' attitudes, cognitive load and motivation concerning vocabulary acquisition. The study employed a mixed-methods approach. Two groups underwent a pretest and posttest to compare mobile game-based learning to traditional teaching methods. To examine the effect of this strategy on EFL students' perceptions, both the control and experimental groups answered an online questionnaire. In a semi-structured interview, 10 participants from the experimental group expressed their perceptions towards mobile game-based learning. The study's findings demonstrated that the experimental group outperformed the control group in the posttest results. It is noteworthy that although learners of the control group practiced vocabulary via the conventional teaching method, they showed a high level of agreement towards implementing digital gaming for vocabulary learning, similar to the experimental group. Furthermore, the experimental group expressed their acceptance of this strategy as an effective way of facilitating, retaining, and alleviating cognitive load during vocabulary learning. EFL teachers are, therefore, recommended to integrate mobile game-based learning into their vocabulary lessons.
Experiences of Slovenian In-Service Primary School Teachers and Students of Grades 4 and 5 with Outdoor Lessons in the Subject Science and Technology
Author: Novljan, Maruša
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Grade 4,Grade 5,Elementary School Students,Outdoor Education,Science Education,Technology Education,Teaching Experience,Incidence

The present paper presents the results of a survey on outdoor lessons conducted by teachers of the subject Science and Technology in the 4th and 5th grades of primary school in the school's vicinity. It examines differences between teachers themselves and between teachers and students, as well as the ideas and limitations of outdoor lessons. The study included 70 in-service primary school teachers of the 4th and 5th grades and 154 students of the 4th grade and 151 students of the 5th grade of primary school. The data were obtained with two questionnaires: an e-questionnaire for teachers and a paper-pencil questionnaire for students. The results show that 13 per cent of teaching time in the subject Science and Technology consists of outdoor lessons. Statistically significant differences were found between teachers with different amounts of teaching experience, while differences in the quantity of outdoor lessons did not arise among teachers of different school strata and among teachers who had an early experience with outdoor lessons in the vicinity of school themselves as students compared to teachers who had no such experience. The teachers had several specific and general ideas for outdoor activities for the thematic sets of the Science and Technology curriculum and reported similar difficulties in planning outdoor lessons to those reported in other countries. The results of the research show that the teachers report the use of outdoor lessons in the vicinity of school more often than recalled by the students. The students reported that such activities typically take place about twice a year, mostly in playgrounds, meadows, and forests. The results provide an insight into the state of the teachers' initiatives for outdoor lessons in the subject Science and Technology and indirectly offer opportunities to reflect and act on outdoor lessons from different perspectives.
The Efficacy of Completing Form-Focused Tasks Collaboratively vs Individually: Utilizing Interventionist Dynamic Assessment to Quantify Learning Gains
Author: Scotland, James
Date: 2022-03-00
Type: Journal Articles
Subjects: Grammar,Teaching Methods,Achievement Gains,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Cooperative Learning,Undergraduate Students,Males,Semitic Languages,Comparative Analysis,Pretests Posttests,Task Analysis,Instructional Effectiveness,Intervention,Evaluation Methods,Student Evaluation

Many language teachers employ collaborative learning within their classrooms. However, expectations surrounding the efficacy of working collaboratively need to be empirically verified. This study employed dynamic assessment to investigate whether learners who are situated within an undergraduate Qatari EFL context learn second language grammatical structures more effectively by working either collaboratively with their peers or individually. Interventionist dynamic assessment was used to quantify the extent of the learning gains made by male Arabic undergraduate EFL learners (N = 52) three times (pretest, posttest, and delayed posttest) over a 12-week period. In between the pretest and the posttest, six form-focused treatment tasks were administered. The experimental group (n = 20) completed the tasks collaboratively with their peers; a comparison group (n = 16) completed the tasks individually; and a control group (n = 16) did not complete the tasks. The target structures were the simple past passive and the present continuous passive. A Mood's median test (Mood, 1954) found no statistically significant differences between the collaborative condition and the individual condition. Although measuring emergent abilities which are still in the process of developing provided a more complete picture of the efficacy of working collaboratively, the lack of a statistically significant difference between the performances of the experimental and comparison groups for both target structures suggests that working collaboratively is not statistically more effective in facilitating learners' linguistic development than working individually.
Saudi Students&apos; Attitudes to the Use of Subtitles to Improve Their Listening Skills
Author: Alzamil, Abdulrahman
Date: 2022-03-00
Type: Journal Articles
Subjects: Listening Skills,Visual Aids,Second Language Learning,Second Language Instruction,Student Attitudes,Semitic Languages,English (Second Language),Positive Attitudes,Video Technology,Undergraduate Students,Learning Processes,Foreign Countries,Skill Development,Listening Comprehension,Teaching Methods

The role of subtitles in improving listening skills is a controversial issue in the literature of second language (L2) learning. This study attempted to investigate L2 learners' attitudes to the use of subtitles when watching English audio-visual materials. Investigating L2 learners' attitudes to the use of subtitles may have implications for designing listening courses in education organisations around the world. The study recruited 63 Saudi third-year students from an English department at a Saudi university. The data was collected by means of a closed-ended questionnaire containing 23 Likert-scale items. The results indicated that most participants: a) agreed that listening skills are important; b) had more positive attitudes to the use of English subtitles (captions) than to Arabic subtitles; c) expressed positive attitudes to people who use articles; and d) acknowledged that the use of captions had a greater positive impact on L2 learning than either Arabic subtitles or no subtitles at all.
Examining the Mediating Role of Altruism in the Relationship between Empathic Tendencies, the Nature Relatedness, and Environmental Consciousness
Author: Yurtsever, Nudar
Date: 2022-00-00
Type: Journal Articles
Subjects: Correlation,Altruism,Empathy,Conservation (Environment),Preschool Teachers,Teacher Attitudes,Measures (Individuals),Kindergarten,Foreign Countries,Environment

A study was conducted using a correlational screening model to determine the mediating effect of altruism in the relationship between empathic tendencies, the nature relatedness and environmental consciousness. The participants of the study, selected via random cluster sampling design, are composed of 305 pre-school teachers working in pre-schools and kindergartens in a city located in Turkey's Aegean region. The 'Empathic Tendency Scale', 'Altruism Scale', 'Nature Relatedness Scale', and 'Environmental Consciousness Scale' were used as data collection tools. The analyses of the sub-purposes were carried out using the PROCESS macro (Model 4) developed by Andrew Hayes using the SPSS infrastructure. When the study results were examined, the indirect effects of the empathic tendency on nature relatedness and environmental consciousness were found to be significant. Thus, altruism was the mediator for the relationship between the empathic tendency and nature relatedness ([beta]=0.13, 95% BCA CI [0.08; 0.19]) and for the relationship between emphatic tendency and environmental consciousness ([beta]=0.36, %95 BCA CI [0.18; 0.57]).
Saudi Politeness: Request and Apology in the Context of Study and Work at King Abdulaziz University: A Pragmatic Study
Author: Farrag, Nahed Moussa
Date: 2022-03-00
Type: Journal Articles
Subjects: Pragmatics,Speech Acts,College Faculty,Correlation,Language Tests,Foreign Countries,Teaching Experience,Social Status,Syntax,Language Usage,Peer Relationship,Females,Single Sex Colleges

The present study investigates the frequently used speech acts related to positive and negative politeness techniques employed in requests and apologies by faculty members at King Abdulaziz University. Social interaction on University Campus reflects Hejazi culture located in the Western Region of Saudi Arabia. The significance of the study arises from its focus on university-life interaction between faculty members as it provides an investigation of positive and negative politeness strategies. The paper tries to answer two questions: (1) Is there a relationship between the faculty's years of experience and the request strategies employed?; and (2) Is there a relationship between the faculty years of experience and the apology strategies used? To answer these questions, a Discourse Completion Test was developed and given to 30 faculty members. The findings of the study show that social power, which is derived from having more years of experience, affects the request and apology strategies used among Saudi female faculty members. Faculty members of an older generation tend to use syntactically more extended sentences in requests compared to their younger colleagues, to alleviate the sense of their social power and save others' sense of face. In contrast, the more youthful faculty members tended to use syntactically longer sentences in apologies compared to their older colleagues to show more respect. The study was conducted in Women Campus, and it is recommended to implement it on a larger scale with more participants to get more complete results.
The Impact of Raising Awareness of Arabic and English Word Order Differences on Arabs&apos; English Use
Author: Bukhari, Shahinaz Abdullah
Date: 2022-03-00
Type: Journal Articles
Subjects: Metalinguistics,Contrastive Linguistics,Semitic Languages,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Pretests Posttests,Language Variation,Foreign Countries,Undergraduate Students,Syntax,Transfer of Training,Error Analysis (Language),Language Teachers,Teacher Attitudes,Scores,Language Styles,Native Language,Language Usage

English is a language with a rigid word order, whereas Arabic is more flexible. Canonical English word order is often a challenge for users whose first language is flexible. This study explores how Arabic learners transfer their knowledge of Arabic word order styles into the English language, and it compares Arabic learners' use of English word order before and after raising learners' awareness of Arabic and English word order differences. The significance of this study is manifested in its employment of both Error Analysis and Contrastive Analysis to determine priorities for efforts. The study employed an action research design to investigate the impact of adapting Galperin's teaching model alongside explicit teaching of differences in Arabic and English word order. Four Arabic English language teachers and 142 Saudi students participated in the present study. The participating students were taking a beginning-level English course at a Saudi university. Through mixed-method approaches, the findings of the pretest and posttest showed that some learners used their knowledge and experience of Arabic standard and slang word order to compose sentences in English. This study concludes that the intervention helps Arabic learners avoid committing word order errors, as the posttest scores are better than the pretest scores at a statistically significant level.
Adaptation of the Academic Motivation Scale for Future Professionals in Physical Education and Sports
Author: Pavlova, Iuliia
Date: 2022-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Learning Motivation,Test Construction,Physical Education,Athletics,Psychometrics,Test Validity,College Students,Test Reliability,Foreign Countries,Gender Differences

The purpose of the research was to adapt the Academic Motivation Scale in the context of investigating students' motivation to study physical education and sports, including the assessment of psychometric properties and experimental validation of the model tool. In this study, a combination of quantitative and qualitative research methods was used. After comparison with alternatively possible models, the seven-factor model showed the highest correspondence. The test-retest factors were above 0.7 for all subscales, indicating high reliability of the questionnaire. The analysis of the participants' results revealed that the highest indicators were for extrinsic and identified regulation and internal motivation related to knowledge acquisition. The obtained version of the Academic Motivation Scale is a valid instrument and has acceptable psychometric properties and can be used to study the learning motivation of university students, in particular future specialists in physical education and sports.
An Overview of High School Student&apos;s Self-Esteem in Relation to Parent and Peer Attachment
Author: Migena, Kecaj
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Students,Parent Child Relationship,Attachment Behavior,Self Esteem,Security (Psychology),Adolescents,Student Attitudes,Correlation,Peer Relationship,Individual Development,Well Being,Foreign Countries

Attachment is the emotional bond between the infant and the primary caregiver that has a tremendous impact throughout their life. The current study aimed to explore the attachment of adolescents to parents and peers, their relationship and the impact on the development of self-esteem in adolescents aged between 16 and 18 years. The sample (N = 561) was randomly selected and data were collected across males (N = 250) and females (N = 311) from high schools. The method used in this study is the descriptive research design and data were collected using questionnaires about attachment and self-esteem. The results indicated that, overall, there was a correlation between parent attachment and peer attachment to self-esteem in adolescents. It turned out that attachment to parents shows a significant relationship with self-esteem regarding peer attachment. According to the research findings, we can conclude that a secure parent attachment contributes to a secure peer attachment and high self-esteem. The findings of this study can serve as an empirical basis for taking initiatives that focus on improving the psychosocial well-being of adolescents.
The Relationship between Self-Esteem and Approval Dependence in University Students: The Serial Mediation of Interaction Anxiety and Insight
Author: Saruhan, Vildan
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Esteem,Peer Acceptance,College Students,Anxiety,Predictor Variables,Social Behavior,Foreign Countries,Interpersonal Relationship

This research examined the serial mediating effect of interaction anxiety and insight into the relationship between self-esteem and approval dependence in university students. The research group comprised 511 volunteer university students, of whom 78,7% were females and 21,3% were males. Research data was collected via &quot;The Two-Dimensional Self-Esteem Scale&quot;, &quot;The Scale of Interpersonal Relationship Dimensions&quot;, &quot;Interaction Anxiousness Scale&quot;, and &quot;Insight Scale&quot;. In analysing the data, descriptive statistics were examined and the relationship between variables was calculated using the Pearson correlation coefficient. The bootstrap method was used to test the mediation model. The mediation analysis results revealed that interaction anxiety and insight functioned as mediation variables in the relationship between self-esteem and approval dependence. According to the findings, an increase in self-esteem causes a decline in interaction anxiousness, which causes an increase in insight, which in turn leads to a decline in approval dependence. Findings related to the model that was tested were discussed following the literature. Suggestions for researchers and field practitioners were listed.
The Way University Students Cope with Real-World Problems: Daydreaming
Author: Canpolat, Murat
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Coping,Attention Control,Foreign Countries,Psychological Patterns,Student Attitudes,Content Analysis

Daydreaming is a type of mental time travel into the future. Although many cultures consider daydreaming a waste of time, the vast majority of people spend part of the day daydreaming. The age at which daydreaming is most intense is self-reported to be between 17 and 29. In this qualitative research, I wanted to find out what university students' daydreams are, who is in their most intense daydreaming phase, and how these daydreams affect their lives. To this end, I conducted qualitative interviews with 41 university students aged 19 and 27. As a result of the thematic analysis, I identified the following three key themes: &quot;daydreaming&quot;, &quot;positive aspects of daydreaming&quot;, and &quot;negative aspects of daydreaming&quot;. Within the framework of the findings, I provided practical advice for professionals offering psychological help.
Advice for Academician Mothers with Only Child: &quot;I Wish He Had a Brother&quot;
Author: Batmaz, Hasan
Date: 2022-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Phenomenology,Mothers,Parent Child Relationship,Family Size,Siblings,Teacher Characteristics,Content Analysis,Spouses,Foreign Countries

The purpose of this research is to reveal what kind of reactions academic mothers get from having a only child and their thoughts on having a child again. In this study, descriptive phenomenology design, one of the qualitative research designs, was used. The study group of research was composed of 9 academician mothers (32-51 age range; age range at marriage: 22-35; duration of the marriage; between 7-23 years) with an only child (5-25 age range), using the criterion sampling method, which is one of the purposive sampling methods. Inclusion criteria for the research; They are academicians who have a child of at least 5 years old and have only child. A semi-structured interview was used to collect the data. Content analysis was used to analyze the data collected. As a result of the analysis, the theme of &quot;I wish he had a brother&quot; was reached. As a result, it has been seen that academic mothers with one child are supported by their spouses to have one child; however, most of them want to have a second child. tap here to enter text.