ethanporcaro/eric-fulltext-meta huggingface dataset:
Emotional Intelligence and Perfectionism among Gifted and Non-Identified Students
Author: Ozdogan, Dilek
Date: 2023-04-00
Type: Journal Articles
Subjects: Emotional Intelligence,Academically Gifted,Personality Traits,Correlation,Foreign Countries,Grade 4,Grade 5,Grade 6,Student Characteristics

The current study comparatively examines the emotional intelligence and perfectionism of gifted and non-identified students. A total of 857 students participated in the study. Data were collected through the Positive and Negative Perfectionism Scale, which measures students' perfectionism levels and the Bar-On Emotional Quotient Inventory Youth Version EQ-i:YV, which measures students' emotional intelligence. Our findings indicate that gifted students' scores in the intrapersonal and adaptability subdimensions of emotional intelligence and their overall scores in emotional intelligence are higher than those of non-identified students; while non-identified students' average score of positive perfectionism is higher than that of the gifted students. Additionally, we found a negative correlation between positive impression and negative perfectionism in the non-identified group, while the correlation between these variables was positive amongst the gifted participants. Our findings may help design successful educational and guidance programmes for the gifted and their non-identified peers and in-service programmes for their teachers and counsellors.
Medical Students&apos; Empathy during the COVID-19 Pandemic: A Cross-Sectional Study
Author: Triffaux, Jean-Marc
Date: 2023-04-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Medical Students,Empathy,Mental Health,Anxiety,Depression (Psychology),Correlation,Affective Behavior,Perspective Taking,Emotional Response,Fiction,Gender Differences,Foreign Countries

Several authors have underlined the negative consequences of the COVID-19 pandemic on mental health in several populations, including medical students, such as increases in anxiety, depression and burnout symptoms. Furthermore, previous studies showed that anxiety and depressive symptoms are positively associated with affective empathy and negatively associated with cognitive empathy. Given the adverse pandemic effects highlighted by several authors, the present study sought to determine whether medical students' empathy has been potentially impacted, with higher affective empathy and lower cognitive empathy score in the pandemic cohort compared to pre-pandemic cohorts. Medical students (n = 395) were recruited during the COVID-19 pandemic and completed the &quot;Interpersonal Reactivity Index&quot; (IRI) and the &quot;Basic Empathy Scale&quot; (BES). This cohort was then compared with two pre-pandemic cohorts (one used the BES [n = 1168], and the other used the IRI [n = 342]). Similar results were found on both scales: the pandemic cohort displayed significantly higher scores in affective empathy and personal distress (affective empathy domain) and, surprisingly, significant higher scores in cognitive empathy, fantasy, and perspective-taking (cognitive empathy domains). As stressed by previous studies, we posited that the higher scores in affective empathy, personal distress, and fantasy might indicate emotional difficulties. The paper concludes with the identification of empathy components that should be promoted in the curriculum of medical students.
A Model for Implementing Learner-Generated Filmmaking into Undergraduate Teaching and Assessment
Author: Murray, Rose
Date: 2023-04-00
Type: Journal Articles
Subjects: Film Production,Learning Activities,Student Evaluation,Performance Based Assessment,Teaching Methods,Interdisciplinary Approach,Foreign Countries,Digital Literacy,Communication Skills,Cooperation,Group Activities,Peer Evaluation,College Students

This article describes a model and online resources for including learner-generated videos as part of an assessment portfolio, and a suggested schedule for a week-long filmmaking workshop. The rationale behind the guide was to enable teaching staff with limited filmmaking experience to embed a novel, authentic, and enjoyable assessment activity into their programmes which can allow learners to combine academic research with a variety of transferable skills; such as communication, collaboration and digital literacy. Ideas presented could be implemented within a variety of degree programmes at minimal financial cost.
Investigating Students&apos; Career-Readiness in the Agricultural Sciences: A Phenomenological Case Study
Author: Parrella, Jean A.
Date: 2023-05-00
Type: Journal Articles
Subjects: Career Readiness,Agricultural Education,Employment Potential,Career Counseling,Information Seeking,Skill Development,Student Experience,Information Sources,Undergraduate Students,Soft Skills,Social Networks

The agricultural industry lacks qualified workers, suggesting students may not participate in opportunities that effectively develop their employability skills. We used a phenomenological case study approach to investigate Texas A&amp;M University College of Agriculture and Life Sciences students' career-readiness and factors influencing career-readiness. We conducted interviews with 19 juniors and seniors. Open coding procedures revealed five emergent themes--&quot;Career Advice-Seeking Behavior,&quot; &quot;Employability Skills Development,&quot; &quot;Network Establishment,&quot; &quot;Relevant Experiences,&quot; and &quot;Personal Growth.&quot; Findings indicate that students do not take advantage of University resources to help them with career preparation. Findings also revealed a lack of employability skills development, especially relating to students' communication and science communication skills. Students identified high-impact experiences they believed improved their employability skills. We recommend strategies for educators to improve agriculture students' career-readiness and offer research recommendations to examine career-readiness factors that may help prepare students to meet 21st century agricultural workforce demands.
Investigation of the Mathematical Connection&apos;s Ability of 9th Grade Students
Author: Rafiepour, Abolfazl
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Problem Solving,Grade 9,Secondary School Students,Foreign Countries,Mathematical Concepts,Mathematics Education,Females

This study aims to investigate students' mathematical connection ability in solving the problem of mathematical and correlation between indicators of mathematical connection ability. This research is correlation research. The sample of the study is 35 girls' students in the 9th grade in a middle school in Kerman province (south-east of Iran). Data collection is done by giving a test on mathematical connection skills. The variables in this study are indicators of mathematical connection ability, namely the connection between mathematical concepts, connections between mathematics and other sciences, and connections between mathematics and everyday life. Spearman's correlation coefficient was used to analyze the data after calculating the score and percentage of test answers. The findings showed that qualification of students in the indicator of the connection between mathematical concepts was good enough (69%), in the indicator of the connection between mathematics and other sciences was also good enough (66%), and the indicator of the connection between mathematics and everyday life was not enough (42%). Also, the results of Spearman's correlation coefficient showed that there is a significant relationship between both indicators of mathematical connection ability. Therefore, the connection between mathematics and everyday life of Students must be improved.
Key Issues and &quot;Push/Pull&quot; Messaging on South East Asian Education Agency Websites
Author: Rust, Dylan
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Web Sites,Study Abroad,Educational Practices,Ethics,Deception,Higher Education

As more students from South Asia seek to study at overseas universities, they increasingly contract the services of local education agencies to facilitate their choice of institutions and their application process. This study seeks to better understand the nature of the relationship between South Asian education agencies and students who wish to study abroad. By using qualitative content analysis of education agency websites from five South Asian countries, this study identifies key issues of potentially unethical practices committed by these agencies. It also identifies the most prevalent &quot;push/pull&quot; factors that South Asian agencies use to encourage students to study overseas as well as the most common services that agencies use to support students. The findings indicate that there are widespread ethical issues amongst education agencies and that students are most motivated to study abroad for quality education that may lead to emigration. The implications of this study are then discussed.
Why Teach? Exploring the Motivations and Expectations of First-Year, Alternatively Certified Agriscience Teachers
Author: LaRose, Sarah E.
Date: 2023-05-00
Type: Journal Articles
Subjects: Teacher Motivation,Expectation,Alternative Teacher Certification,Agriculture Teachers,Agricultural Education,Science Education,Beginning Teachers,Self Efficacy,Career Choice,Decision Making,Teacher Background

School-Based agricultural education increasingly depends upon alternatively certified (AC) teachers to teach agriculture across the United States. Understanding why these individuals become teachers is an important step to better recruit and retain educators who do not complete traditional preparation programs. The purpose of our study was to explore the backgrounds, motivations, and expectations of AC agriscience teachers joining the profession. Our study was guided by the social cognitive career theory and utilized a qualitative phenomenological approach. We interviewed seven AC agriscience teachers in Florida during their first-year teaching to explore their journey into teaching agricultural education. Six major themes were found, including background and interest in agriculture, positive teaching self-efficacy expectations, positive teaching outcome expectations, right location and right time, exciting but challenging, and more than expected. We recommend providing support programs tailored for AC agriscience teachers that are guided by the similar backgrounds, motivations, and expectations of AC teachers.
Principal Components of Students&apos; Difficulties in Mathematics in the Purview of Flexible Learning
Author: Sibaen, Nick W.
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Education,COVID-19,Pandemics,Barriers,Learning Problems,Educational Technology,Access to Computers,Online Courses,College Students,Educational Environment,Distance Education,Teaching Methods,Teacher Competencies,Foreign Countries,College Mathematics,Internet,Place of Residence,Technological Literacy,Advanced Courses,Majors (Students)

The abrupt migration of educational institutions into a more flexible mode of learning due to the COVID-19 pandemic has undoubtedly resulted in students' difficulties. Such difficulties specific to mathematics flexible learning are generalized in this quantitative study. Using Principal Component Analysis, seven (7) factors were identified as the emerging students' difficulties. Further analyses reveal a moderate degree of seriousness for most of the components. However, the standard deviation suggests that the students' responses are spread across the measuring scale, indicating that the severity of difficulties experienced by other students is higher than moderate. Further comparison of such ratings shows that for students enrolled in advanced and major mathematics courses, difficulties emanating from inadequate learning materials and support, and difficulty in submitting requirements on time are more pronounced. These intertwined difficulties generally stem from the lack of planning and preparation, at the same time from the nature of mathematics as being complex, abstract, and notational. By considering these difficulties, adjustments may be prioritized by students and teachers in the hope of improving the current state of mathematics flexible learning. These improvements will eventually lead to sustainable and fully stable online academic programs that may be offered even after the pandemic.
Private Tuition in Cambodia: Evidence from Urban and Rural Upper Secondary Schools
Author: Chim, Vutheavy
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 12,High School Teachers,High School Students,Teacher Attitudes,Student Attitudes,Principals,Administrator Attitudes,Rural Urban Differences,Rural Schools,Urban Schools,Public Schools,Tutoring,Teacher Characteristics,Intellectual Disciplines,Barriers,Teaching Conditions

This study compares private tuition (PT) patterns and perceptions regarding teaching and learning in public schools versus PT classes in urban and rural Cambodia. Using quantitative data from 108 tutors and 165 12th graders, followed by 21 interviews that included principals, we find that urban students are the main drivers of PT; they trust the quality of tutors they are familiar with, while their rural peers view PT as more effective when provided by their teachers. Nonetheless, examination reform may have prompted more students to seek PT with tutors who could provide adequate knowledge and skills, as opposed to their teachers. Furthermore, hurried teaching was perceived as a common response to dealing with inadequate instructional time and the pressures of trying to implement a learner-based approach. This investigation provides new insights into issues relating to teacher professionalism and students' choice of PT in Cambodia.
Pathways to Credentials: Does the Timing of Earning an Industry Certification in High School Influence Postsecondary Educational Outcomes?
Author: Glennie, Elizabeth
Date: 2023-05-00
Type: Journal Articles
Subjects: Career Pathways,Credentials,Certification,High School Students,Outcomes of Education,College Readiness,Grade 9,Educational Attainment,Vocational Education,College Enrollment,Time Factors (Learning)

Earning industry certifications helps people prepare for jobs in a range of careers. Doing so in high school may help students prepare for college as well. Using administrative data on two cohorts of first-time 9th graders in Florida, we examined whether earning a certification was associated with postsecondary enrollment and degree attainment and whether the timing of the certification influenced that relationship. Earning a certification in high school prepared students for success in both 2-year and 4-year colleges. However, the patterns of certifications and college enrollment and degree attainment differed based on when students earned the certification. For early earners the certification was more closely associated with enrollment and attainment at 4-year colleges; for later earners, the certification was closely associated with enrollment and attainment in 2-year colleges.
Toward a Theoretical Framework for Task Design in Mathematics Education
Author: Radmehr, Farzad
Date: 2023-00-00
Type: Journal Articles
Subjects: Guidelines,Instructional Design,Ethnography,Teaching Methods,Mathematics Instruction,Mathematics Education,Learning Processes,Inclusion,Cognitive Ability,Social Influences,Affective Behavior,Educational Research,Task Analysis,Culturally Relevant Education,Prior Learning,Thinking Skills,Mathematics Teachers,Cognitive Processes,Inquiry

Task design is an important element of effective mathematics teaching and learning. Past research in mathematics education has investigated task design in mathematics education from different perspectives (e.g., cognitive and cultural) and offered a number of (theoretical) frameworks and sets of principles. In this study, through a narrative research in the form of autoethnography, I reflected on my past teaching and research experience and proposed a (theoretical) framework for task design in mathematics education. It contains four main principles: (a) inclusion, (b) cognitive demand, (c) affective and social aspects of learning mathematics, and (d) theoretical perspective(s) toward learning mathematics. This framework could be used as a tool for critically reflecting on current practices in terms of task design in teaching mathematics and research in mathematics education. It may also contribute to ongoing research in mathematics education about task design and enable or enhance opportunities for dialogue between lecturers, teachers, and researchers about how to design rich mathematical tasks for teaching and research purposes.
Using Self-Efficacy Theory to Design Arduino Instruction for Novices: A Replication Study
Author: Johnson, Donald M.
Date: 2023-05-00
Type: Journal Articles
Subjects: Self Efficacy,Computer Science Education,Instructional Effectiveness,Novices,College Students,Introductory Courses,Student Attitudes,Student Interests,Knowledge Level

A replication study was conducted to determine the effectiveness of an instructional treatment based on self-efficacy theory when used with novice Arduino microcontroller users. Students (n = 32) in an introductory university agricultural systems technology course participated in a lesson on Arduino microcontrollers, circuit breadboarding, and Arduino programming which included four hands-on practice tasks, designed to provide students with positive mastery, vicarious and social persuasion experiences. Next, students completed a laboratory activity and were provided additional opportunities for mastery, vicarious, and social persuasion experiences. The one-group pretest-posttest design indicated the instructional treatment had significant (p &lt; 0.001) and large effects in increasing students' interest in Arduino, breadboarding self-efficacy, programming self-efficacy, and Arduino knowledge. These findings were consistent with the original study and provided additional evidence for self-efficacy theory as an effective model for developing instruction for novice Arduino users. Students' written comments provided additional insight concerning the instructional treatment.
Test Anxiety: Prevalence and Factors Associated with Test Anxiety among Form Four School Students in Malaysia
Author: Pachaiappan, Sukunah
Date: 2023-00-00
Type: Journal Articles
Subjects: Test Anxiety,Incidence,Student Characteristics,Predictor Variables,Gender Differences,Ethnicity,Foreign Countries,Secondary School Students,Socioeconomic Status,Family Income,Stress Variables

Students who suffer from test anxiety go through a stressful and unpleasant experience that could harm their physical and mental health long term. This study examines the prevalence of test anxiety in Malaysia and investigates the association of test anxiety with socio-demographic factors. A cross-sectional survey comprising demographic data and the FRIEDBEN Test Anxiety Scale (FTAS) questionnaires were used. Of the 371 students who responded, 46% of the students reported a low level of test anxiety, almost 20% a high level of test anxiety, and 34% a medium level of test anxiety. Further analyses suggest that test anxiety is significantly predicted by factors such as gender and ethnicity. These findings can help the education system including the Ministry of Education, schools, teachers, and parents to better understand the scope of the problem and the groups of students who are most affected. Potential policy implications as well as possible interventions to help students are discussed.
The Impact of Undergraduate Research Experience Intensity on Measures of Student Success
Author: Chamely-Wiik, Donna
Date: 2023-04-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Student Experience,Grade Point Average,Time to Degree,Grouping (Instructional Purposes)

Despite the growing interest to provide research engagement opportunities to undergraduate students, few studies have investigated how engagement &quot;intensity&quot; impacts measures of student success. A quasi-experimental, matched-subject design was employed to study differences between varying levels of research experience intensity (i.e., Experienced, Novice, Control groups) on Graduating GPA, Time to Graduate, and type of post-graduation experience. Results indicated that experienced students had significantly higher graduating GPAs than novice or control students, and both research groups had significantly lower time to graduate than the control group. Findings also indicated experienced student researchers are significantly more likely to progress to graduate school than either novice research or control students. Implications for implementing research initiatives are discussed.
Preparing School Counseling Trainees in Professional Legislative Advocacy
Author: Mullen, Patrick R.
Date: 2023-04-00
Type: Journal Articles
Subjects: Advocacy,Counselor Training,Intervention,Self Efficacy,Legislation,Educational Policy,Policy Formation,College Faculty,Counselor Educators,Self Esteem,Outcomes of Education,Student Attitudes,Knowledge Level,Pretests Posttests,Professional Identity,School Counselors,School Counseling,Instructional Effectiveness,Attitude Measures,Field Trips

Professional legislative advocacy is a pathway to improve the field of education as it may lead to policy changes that impact schools and the profession directly. Higher education faculty have the opportunity to infuse in their students the skills and confidence to become advocates for their respective disciplines. In this study on an approach to teaching, we developed a training intervention to teach and build school counseling trainees' confidence for engaging in professional legislative advocacy and evaluated its effectiveness in an initial study. Compared to pretest scores, the participants had significant gains in knowledge, skills, and attitudes related to professional legislative advocacy after the training intervention. Their posttest scores were also higher than a sample of school counselor trainees who did not participate in the training. We discuss the implications of these findings and suggested research directions.
Mixed Messages: A Disciplinary(?) Response to Physics Lab Reports
Author: Fisher, Rick
Date: 2023-04-00
Type: Journal Articles
Subjects: Undergraduate Students,Literacy,Physics,Science Laboratories,Reports,Rhetoric,Writing (Composition),Writing Instruction,Protocol Analysis,Scientific Research,Foreign Countries,Feedback (Response),Reading Processes

Efforts to promote disciplinary literacy can help students integrate knowledge with ways of doing and being within disciplinary settings. Yet, effectively facilitating disciplinary literacy, even within an upper-level undergraduate physics course like the one studied here, is surprisingly hard. This article qualitatively analyzes an instructor's responses to student lab reports and finds that his comments to students focused on issues of correctness, often at the expense of larger rhetorical concerns of the text. Analysis also suggests that the instructor was thinking about many rhetorical aspects beyond surface-level errors as he read. Together, these findings suggest that efforts to promote disciplinary literacy, especially related to writing instruction, benefit from recognizing the layered contexts of activity in which writing and responding to lab reports take place. These findings hold value for secondary and postsecondary literacy instruction; in broad terms, this study may serve as a cautionary tale by illuminating the overlapping and competing value systems involved in disciplinary literacy efforts.