ethanporcaro/eric-fulltext-meta huggingface dataset:
Religiosity and Emotional Intelligence on Muslim Student Learning Achievement
Author: Farhan, Fikri
Date: 2021-06-00
Type: Journal Articles
Subjects: Religious Factors,Emotional Intelligence,Islam,Academic Achievement,College Students,Learning Motivation

Learning achievement was one of the indicators often used to measure student success in learning. A comprehensive understanding of this topic requires contributions from a variety of disciplines. Recently, researchers are interested in examining the impact of religiosity and emotional intelligence on learning achievement. However, the study on this topic is inconclusive. This study aimed to examine the influence of religiosity and emotional intelligence on learning achievement by learning motivation as a mediating variable. This research was conducted with a quantitative approach. The data was collected through a questionnaire distributed to 122 students of the Management study program, Faculty of Business and Economics, Islamic University of Indonesia. The data was processed using SPSS analysis tools with hierarchical regression analysis techniques. The results demonstrated religiosity and emotional intelligence had a positive impact on learning motivation; learning motivation positively impacted learning achievement. Furthermore, learning motivation mediated the correlation between religiosity and emotional intelligence on learning achievement. The results offer practical implications for campus leaders; Campus leaders should instill religiosity and emotional intelligence in Muslim students to improve their learning achievement.
Meaningful Learning and the Integration of Responsible Management Education in the Business School Courses
Author: Gadelshina, Gyuzel
Date: 2018-06-00
Type: Journal Articles
Subjects: Business Administration Education,Teaching Methods,Instructional Effectiveness,Student Attitudes,College Freshmen,Global Approach,Interdisciplinary Approach,Core Curriculum,International Organizations,Simulation,Decision Making,Class Activities,Sustainable Development,Social Responsibility,Educational Principles,Foreign Countries

In recent years there has been an increasing interest in responsible management education. Integration of the principles of responsible management education (PRME) within the core curricula of business schools and management education-related institutions calls for the creation of innovative pedagogies and educational approaches. Responding to the inherent challenges associated with the development and implementation of education for sustainability within existing business-related education, this paper seeks to discuss a teaching initiative of introducing Model United Nations (Model UN) as a classroom activity for undergraduate students. The main purpose of research presented in this paper is to explore students' experience of engaging in Model UN debates around topics related to the sustainable development goals as defined in the UN 2030 Agenda for sustainable development (for example, youth unemployment, climate change, poverty, etc.). Model UN is traditionally known as an extra-curricular educational simulation of the United Nations where students play their roles as delegates from different countries and endeavour to solve real world issues using the policies and perspectives of their assigned country as well as policies and procedures of the United Nations. In this paper Model UN is proposed as a classroom engagement activity which assists undergraduate students in recognising the complexity of international negotiations and reflecting on challenges associated with the decision making process and how it affects the sustainability agenda on the individual and societal level. This paper seeks to provide a useful insight into the practical value of Model UN simulation as a means to facilitate meaningful learning on the course. It is suggested that experience of introducing Model UN as a core curricular activity, rather than one that is extra-curricular, will be of particular interest for educators who are involved in delivering sustainability-related courses or wishing to teach sustainability-related topics in globally responsible business-related education programs for undergraduate students. [This study was presented as an oral presentation in The International Conference on Modern Education Studies.]
Factors That Influence Emotional Disturbance among School Bullying Bystanders
Author: Adewoye, Segun Emmanuel
Date: 2021-04-00
Type: Journal Articles
Subjects: Emotional Problems,Bullying,Cognitive Processes,Emotional Response,Responsibility,Anxiety,Self Concept,Grade 6,Middle School Students,Student Attitudes

This study aimed to ascertain how the four domains of self-debasing cognitive distortion, namely personalisation, catastrophising, overgeneralisation and selective abstraction, could predict or inform emotional disturbance in the reactions of bystanders when witnessing bullying behaviour. We utilised purposive sampling to select 10 bystanders of school bullying for participation in the study and performed convenient sampling to select a research site. We conducted interviews that were recorded on a voice recorder and transcribed thereafter. Qualitative data was analysed through inductive thematic analysis. Our findings revealed that personalisation evoked bystanders' self-blame and feelings of guilt, catastrophising amplified their anxiety and fear, overgeneralisation induced and exacerbated their negative perception of school safety, and selective abstraction led to indirect co-victimisation. Based on our findings, we recommend that school psychologists, counsellors and behavioural healthcare service providers should teach victims of bullying, especially bystanders, how to recognise, challenge and reappraise negative and unhelpful thoughts and feelings related to their experiences.
Trust-Based Relational Intervention as a Trauma-Informed Teaching Approach
Author: Stipp, Brian
Date: 2021-04-00
Type: Journal Articles
Subjects: Trust (Psychology),Intervention,Teacher Student Relationship,Teacher Attitudes,Professional Development,Trauma,Incidence,Mental Health,Stress Management,Experienced Teachers,Inservice Teacher Education,Program Effectiveness,Low Income Students,Classroom Techniques,Elementary Secondary Education,Children

This paper evaluates P-12 American school teachers' perceptions of a six-session training that used the trauma-informed Trust-based Relational Intervention (TBRI) system with teachers in one socioeconomically vulnerable school district during the 2018-19 school year. The research questions explored the training participants' (n=41) opinions about the TBRI training, as well as the opinions of the school district's veteran teachers (n=52) about trends related to student and teacher mental health in schools over the last five years. The training participants found the TBRI training series socially acceptable and valuable. Veteran teachers in the district where the study was conducted reported increased levels of emotional distress in students and in themselves.
The Bright and Dark Sides of Emotional Intelligence: Implications for Educational Practice and Better Understanding of Empathy
Author: Akamatsu, Daisuke
Date: 2021-04-00
Type: Journal Articles
Subjects: Emotional Intelligence,Empathy,Educational Practices,Aggression,Bullying,Prosocial Behavior,Personality Traits,Well Being,Social Support Groups,Social Cognition,Student Motivation,Intention,Correlation

In recent years, educational practitioners have become more aware of the importance of cultivating students' social and emotional skills, in order to facilitate adaptation beyond academic contexts. Emotional intelligence (EI), the ability to regulate one's own and others' emotions appropriately, has often been targeted in educational interventions. Previous studies suggest that EI promotes various positive social outcomes such as social support, prosocial behaviour, and subjective well-being. However, a growing body of research has also shown that EI may sometimes lead to antisocial behaviours such as indirect aggression and support for others' retaliation, but this &quot;darker side&quot; of EI tends to be overlooked. We argue that emotional intelligence without empathy can bring about manipulative or aggressive behaviour, and highlight the need to explore further how EI interacts with other personality traits in determining different social outcomes. This review addresses both the &quot;bright&quot; and the &quot;dark&quot; side of EI, aiming to offer a comprehensive, balanced perspective on its adaptive functions. Based on Reinforcement Sensitivity Theory (RST), our paper proposes that there might be a common mechanism by which EI links to both prosociality and aggression. Our analysis leads to the conclusion that researchers need to elaborate on the motivational mechanism underlying the behaviours of emotionally intelligent individuals, while teachers would be well-advised to pay attention to the motivations that support students' socially adaptive behaviours.
Examining the Underlying Components of C-Test Performance Using a Cognitive Process Model
Author: Khoshdel, Fahimeh
Date: 2017-03-00
Type: Journal Articles
Subjects: Cloze Procedure,Language Tests,Test Items,Difficulty Level,Undergraduate Students,English (Second Language),Foreign Countries,Construct Validity

In the current study, the validity of C-Test is investigated using the construct identification approach. Based on construct identification approach, the factors which are deemed to affect item difficulty in C-Test items were identified. To this aim, 11 factors were selected to enter into Linear Logistic Testing Model (LLTM) analysis to reconstruct C-Test item difficulties using the difficulty of the underlying factors. The 11 factors explained only 12% of the variance in item difficulties. Findings revealed that content words, inflections, and the frequency of the mutilated words had the greatest impact on C-Test item difficulty.
Story as Advocacy: Preservice Teachers Discover Resilience, Purpose, and Identities of Well-Being
Author: Farnsworth, Megan
Date: 2021-04-00
Type: Journal Articles
Subjects: Advocacy,Preservice Teachers,Resilience (Psychology),Well Being,Rural Schools,Story Telling,Mental Health,Social Emotional Learning,Family Relationship,Religious Factors,Self Concept,Preservice Teacher Education

Utilising narrative inquiry in a teacher preparation programme, the author examined ways that rural preservice teachers explored their resilience through writing stories of overcoming obstacles. The presented research investigated links among resilience, purpose, and advocacy for social justice. Data for this study (16 female, rural students) were collected, analysed, and interpreted through Social Emotional Learning and cultural lenses. Results demonstrate that participants recognised both internal and external supports needed to navigate obstacles. The external resources of extended families and religion helped students to mediate trauma. The internal resources of affirming experiences heightened self-insight and generated new outcomes helped students mediate identity confusion. These resources were needed for agency, which enabled students to challenge power inequities in relationships and expand identities of well-being. Sharing stories of resilience may decrease stigma, increase community resources, and be a vital source of sustaining educators' mental health.
Metacognition Researches in Turkey, Japan and Singapore
Author: Kesici, Ayse Elitok
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Metacognition,Cultural Differences,Problem Solving,Educational Research,English (Second Language),Second Language Learning,Reading Comprehension,Elementary Secondary Education,Reading Instruction,Reading Skills,Intelligence,Reading Strategies

In this study, fundamental researches on &quot;metacognition&quot; in Turkey, Japan and Singapore between the years of 2010 and 2020 were examined and conclusions were made in terms of comparative education. For this purpose, the data of the research was collected by document scanning method and the data were analyzed using the document review technique, which is one of the qualitative research method techniques. Years of studies, countries, objectives, research methods, sample working group, data analysis methods and results; it has been examined according to comparative education approaches and data collection techniques. As a result, quantitative research methods are seen to be frequently used in researches on metacognition in these three countries. It has been determined that experimental studies are the main research patterns of the metacognition studies conducted in three countries. Metacognitive awareness scales are the most used data collection tools in all three countries. Considered in general; the research made about metacognition in Singapore Turkey and Japan shows that the studies investigating the relationship between students' problem-solving skills and metacognition are in majority. Researches examining the relationship between metacognition and foreign language teaching are also widely discussed.
Cognitive Diagnostic Assessment: Issues and Considerations
Author: Javidanmehr, Zahra
Date: 2017-10-00
Type: Journal Articles
Subjects: Cognitive Tests,Diagnostic Tests,Educational Assessment,Second Language Learning,Psychometrics,Cognitive Measurement,Models,Statistical Analysis,Foreign Countries,High Stakes Tests,Reading Tests,College Entrance Examinations,English (Second Language)

Cognitive Diagnostic Assessment (CDA) is a type of educational assessment that is designed to measure specific knowledge structures and processing skills in students so as to provide information about their cognitive strengths and weaknesses (Leighton &amp; Gierl, 2007). CDA has been instrumental in turning the attention of practitioners to more diagnostic, descriptive, and fine-grained levels of feedback. Different statistical, psychometric models, called Cognitive Diagnostic Models (CDMs), have been proposed to extract this kind of information from both diagnostically and non-diagnostically designed tests. These models provide two sets of information to the test users: information on mastery/non-mastery patterns of sub-skills for test-takers and information on the diagnostic power of test items. Due to its novelty and relative complexity of its procedures, cognitive diagnostic assessment is still far from achieving its proper place in educational assessment. This paper aims at providing an easy-to-grasp account of CDA's theoretical foundation and its procedures of test analysis. The present paper first focuses on what and why of CDA in education and second language acquisition. In this part, theoretical underpinnings of CDA, psychometric models of practicing the analyses, model selection, and studies in SLA are presented. The second section presents how these foundations are put into practice in a stepwise manner. Four main steps are delineated in conducting a CDA analysis. The procedural steps are then exemplified using real data for analysis. The paper concludes with an account of the limitations and untapped areas in CDA.
Construction and Validation of a Tool for Measuring English Teacher Candidates&apos; Professional Knowledge: Certification Policy and Practice Evidence from Teacher-Education University in Iran
Author: Kiany, Gholam-Reza
Date: 2017-10-00
Type: Journal Articles
Subjects: Foreign Countries,Test Construction,English (Second Language),Language Teachers,Preservice Teachers,Teacher Certification,Licensing Examinations (Professions),Teacher Competency Testing,Knowledge Base for Teaching,Teacher Educators,Test Validity

Teacher evaluation and certification is a proper approach taken to assess teacher knowledge base and to guarantee that teacher candidates are qualified and have met particular teaching standards. To this end, teacher-education university (i.e., Farhangian University) of Iran recently adopted a teacher evaluation and certification policy, nationally called ASLAH, which mandates all teacher candidates to earn a teaching certification by passing a comprehensive exam. The purpose of the present mixed-method study was to describe the development and validation of 'a written assessment framework', as one of the requirements of ASLAH project, that would measure English teacher candidates' professional knowledge and competency to teach English. The data were collected through a series of interviews with teacher educators and subject-matter experts (N=15), questionnaire surveys that involved 320 English language teachers, and test performance of 62 English teacher candidates. First, the study dealt with the development of the hypothesized framework that included items assessing teacher Content-Knowledge (CK) competency by virtue of nine domain-specific courses recommended by experts' qualitative and quantitative data. The items were empirically determined for content specification and validity, item difficulty and item discrimination. An initial piloting of the newly developed tool to teacher candidates showed tests as valid and reliable instruments for measuring teachers' CK competency. Perceived 'fairness', 'consequences', and 'quality of the results' of the present certification policy and practice were also explored from the eyes of all participants. The results showed that they were not negative about the possible test consequences and fairness. However they did not appear to be strongly positive about the practicality of teacher evaluation and certification project in the present context of teacher-education university. Policy recommendations and implications of the findings were discussed.
Prevalence of Academic Resilience of Social Science Students in Facing the Industry 5.0 Era
Author: Rachmawati, Indriyana
Date: 2021-06-00
Type: Journal Articles
Subjects: Incidence,Resilience (Psychology),Social Sciences,Competence,Self Esteem,Self Control,Foreign Countries,College Students,Self Efficacy

Academic resilience is an individual's academic resilience in facing academic pressure. In fact, in the industry 5.0 era resilience is needed by individuals to face various challenges in the future. This study determined the prevalence of academic resilience of Social Science students in facing the industry 5.0 era. This research employed survey design. The sample was 116 students of Social Sciences who were selected using proportional stratified random sampling technique. The data collection used academic resilience questionnaire. It was tested for validity and reliability with a KMO and Bartlett's Test value of 0.741. The data was analyzed descriptively. Students' academic resilience was shown by having competence, self-confidence, character, commitment, interest, and self-control to overcome difficult situations at hand. Commitment is an important aspect for individuals to be tough in academic situations.
Formation of Motivation to Learn the Vocation-Related Language
Author: Vlada, Nikitina
Date: 2021-03-00
Type: Journal Articles
Subjects: Second Language Learning,Russian,Teaching Methods,Student Motivation,Foreign Students,Job Skills,Language Proficiency,Higher Education

The current situation on the global education market bears the need for new approaches to learning Russian as a foreign language. The innovation concerns both professors and students' activity. The success in comprehension of scientific language is largely dependent on students' motivation to study the vocation-related language. The article covers the methodological basis of the approach which may improve preparatory department students' motivation to study.
Professional Development of an Educational Psychologist in the System of Psychological and Counseling Service of the University
Author: Anatoliyevna Repkina, Yulia
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Professional Development,Psychologists,Educational Psychology,Higher Education,Career Development,School Counseling,Entry Workers,Employment Qualifications,Counselor Training,Counselor Qualifications

The priority goal of modernizing the Russian education system is to ensure a high quality of knowledge. The psychological and counseling service is capable of implementing many qualitative changes in the higher education system. The development of the psychological and counseling service is due to its role in the modernization of Russian education, on the one hand, and the growing need for educational psychologists, on the other. The outflow of psychologists from the education system negatively affects the quality of the services and the image of the psychological and counseling service in education and society as a whole. Consequently, the career and personal development of a psychologist in the educational organization of higher education requires special research. The psychological support for an entry-level psychologist is necessary during the period of his/her professional development. The peculiarities of the psychological and counseling service require that a psychologist independently identify the directions and priorities of professional activity and show initiative in organizing the work and assessing its effectiveness. This, as a rule, is difficult for an entry-level educational psychologist. Certain difficulties for an entry-level psychologist are associated with the specifics of professional psychological and counseling activity. The tools of the professional activity of a trained psychologist are the personal and professional qualities, skills and abilities. Therefore, specific requirements are imposed on the personal and professional qualities of a psychologist. At the same time, in the professional environment, there are no unified standards for the personality of a psychologist and criteria for assessing the degree of his/her professionalism. Despite the constant updating of research in the field of psychological support for education, the identification of the necessary conditions for the training of a high-level specialist, the contradiction between the demand of modern society for a well-trained specialist and the insufficient level of readiness of young specialists for productive professional activity is deepening. An educational psychologist beginning to work at a university turns out to be unable to interact in a professional environment and experiences difficulties in establishing contacts with students and their parents.
Formation and Development of the Italian Vocal School from 16th to 19th Centuries
Author: Martynova, Yulia Aleksandrovna
Date: 2021-03-00
Type: Journal Articles
Subjects: Educational History,European History,Foreign Countries,Singing,Music Education,Opera

The article is devoted to the development and formation of the Italian vocal schools in the era of the New Age. The most important aspects of the development of the Italian vocal school are the domination of castrate singers in the 18th century and their gradual ousting in the era of the romantic opera formation. During the 20th century, the internationalization of Italian opera and vocal teaching methods take place. The study is based on a complex of historical methods. The materials are of interest to researchers of vocal technology and cultural history.
Formation of Foreign-Language Communicative Competence at the Scientific Language Lessons
Author: Nikitina, Ekaterina
Date: 2021-03-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Communicative Competence (Languages),Science Instruction,Russian,Teaching Methods,Pragmatics,Educational Objectives,Models

The article proves that formation of foreign-language communicative competence is one of the core objectives of teaching Russian as a foreign language. The author proves that foreign-language communicative competence is a complex construct which includes linguistic, substantive, and pragmatic competences. Preparatory departments are to create an educational model that would provide formation of foreign-language communicative competence.