ethanporcaro/eric-fulltext-meta huggingface dataset:
Effect of Peer Teaching on the Academic Achievement of Fourth Grade Primary School Students
Author: Babayigit, Özgür
Date: 2022-00-00
Type: Journal Articles
Subjects: Peer Teaching,Grade 4,Elementary School Students,Foreign Countries,Program Effectiveness,Academic Achievement

This research aims to examine the effect of peer teaching on the academic success of primary school fourth grade students. The biggest difference of this research from other researches is the application of a different method in peer teaching. This research is in the pretest-posttest experimental design with an unequal control group. The research sample consists of fourth-grade students in a primary school in the province of Alanya, Antalya, Turkey. There are two fourth-grade classes in the primary school. One of these classes was determined as the experimental group and the other as the control group. There are 32 students in the experimental group. There are 28 students in the control group. The primary school fourth grade academic achievement test developed by the researchers was used as a data collection tool. The research was carried out in December 2021 and January 2022. A seven-week application was made in the fourth grade of a primary school in Alanya as part of the study project. Students in the fourth grade of a primary school participated in an experimental technique. SPSS 25 program was used in the analysis of the data. The statistical test computed was a t-test analysis, indicating that the peer teaching experimental group have a mean of 62,96 on the academic achievement scale. But the control group has a mean of 47,85, a difference of 15,11 points between the two groups. The two-tailed significance test indicates a two-tailed p-value of p=0,001. This p value is statistically significant because it is less than alpha =0,05. Peer teaching increased students' academic achievement significantly.
An Input Lexicon for Familiar Numbers
Author: Lochy, Aliette
Date: 2022-00-00
Type: Journal Articles
Subjects: Number Concepts,Cognitive Processes,Scheduling,Word Recognition,Mathematics Skills,Reaction Time,Accuracy,College Graduates,History Instruction,Foreign Countries,Scores

Neuropsychological case-studies suggested that dates and encyclopedic numbers may be processed differently than unknown numbers. However, this issue was seldom investigated in healthy participants. Therefore, it is unclear whether known dates are read like words (as lexical items), or like numbers (each position strictly defines digits' values in a base-10 system). Here, we compared dates to unknown numbers in an experiment using a paradigm from the word recognition literature. We assessed the wordsuperiority effect by testing experts (students/ teachers in History) with dates. A 4-characters stimulus (xxxx; letters or numbers, half known/unknown) was presented centrally, masked, and followed by 2 characters above and below the mask, at position 2 (xXxx) or 3 (xxXx) in an alternative-forced-choice recognition task. Both accuracy and reaction times were better for dates than unknown numbers, similarly to the results obtained with words by comparison to non-words. However, this effect was modulated by position in the string. These results show a &quot;date-superiority effect&quot; revealing that dates are processed differently than unknown numbers, and suggest that similar orthographical mechanisms might be used to process dates and words.
A Systematic Review of Secondary Students&apos; Attitudes towards Mathematics and Its Relations with Mathematics Achievement
Author: Wen, Run
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Students,Mathematics Instruction,Student Attitudes,Mathematics Achievement,Journal Articles,Emotional Response,Attitude Measures,Mathematics

For a significant number of students, attitudes towards mathematics decrease notably during secondary education. Thus, there is an urgent need to improve students' mathematics attitudes because attitudes may negatively affect conceptual understanding of mathematics or mathematics performance. However, without a clear unified construct of mathematics attitudes, the ambiguity surrounding this construct prevents researchers from drawing broad conclusions about how to improve students' overall mathematics attitudes. Therefore, we conducted a systematic review of 95 studies focused on mathematics attitudes to clarify the construct and measurement of mathematics attitudes, and to provide a holistic picture of the relations between mathematics attitudes and math achievement. The review suggested the adoption of a multidimensional definition that regards mathematics attitudes as a combination of specific mathematical cognitions (value, gender roles/beliefs, confidence, self-concept), affects (enjoyment, anxiety), and behavioural intentions (i.e., willingness and tendency to spend more time learning mathematics subjects). The review then explored the relations between each subdimension of attitudes and mathematics performance. In general, anxiety and gender roles were negatively correlated with mathematics performance (r = -0.27 to -0.48; -0.21) whereas enjoyment, self-concept, confidence, perceived value, and behavioural intentions were positively related to achievement (r = 0.27 to 0.68; 0.21 to 0.76; 0.34 to 0.42; 0.11 to 0.30; 0.21 to 0.34, respectively). Thus, mathematics attitudes appear to comprise three components with several subdimensions that each uniquely contribute to mathematics achievement. Going forward, researchers of mathematics attitudes should (1) specify the components of mathematics attitudes used to guide their investigation; (2) adopt measures in line with their chosen components, and (3) investigate how each subdimension of mathematics attitudes uniquely and cumulatively contribute to mathematics ability
&quot;Best of Both Worlds&quot;: Alumni Perspectives on Honors and the Liberal Arts
Author: Taylor, Angela King
Date: 2022-00-00
Type: Journal Articles
Subjects: Liberal Arts,Honors Curriculum,Alumni,Outcomes of Education,Education Work Relationship,Educational Experience,College Graduates,Job Skills,21st Century Skills,Research Universities

This study explores the extent to which skills acquired through liberal arts curricula facilitate immediate post-graduate employment of honors college alumni. Using qualitative methods and semi-structured interviews (n = 16), authors examine the honors college experience and the attainment of skills through the lens of graduates (2017-2020) at a large research institution. Results indicate that while honors alumni identify certain skills that helped them realize initial employment, they were often unable to translate and apply these skills in professional workplaces, particularly nonacademic ones. Data further suggest that liberal arts skills (communication, research competence, critical reasoning, intercultural competence, interdisciplinary inquiry, disciplinary methods, and intellectual engagement) can be cultivated within honors colleges at large universities and are not particular to traditional liberal arts colleges. By focusing on earliest career experience rather than cumulative, this study is an essential contribution to outcomes-related discourse in the field of honors education.
Dutch Honors Alumni Looking Back on the Impact of Honors on Their Personal and Professional Development
Author: Kool, Arie
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Honors Curriculum,Alumni,College Graduates,Individual Development,Professional Development,Job Applicants,Career Development,Student Educational Objectives

This study considers the value of honors programs by investigating alumni perspectives of learning goals relative to personal and professional development. Using a longitudinal cross-sectional survey instrument, authors track participants (n = 79) for four consecutive years (2017-2021). Qualitative measures indicate the importance of freedom to develop within the curricula, stimulus to experiment and shape one's own path, and insights and inspirations resultant of rigorous study. Respondents identify certain learning goals (i.e., ability to look beyond boundaries and show initiative and guts) to be critical in their personal and professional development but question the role of the honors certificate in job applications. While data indicate post-graduate employment (&lt;18 months) for the majority (62%) of alumni, nearly 23% in post-graduate study (a high percentage in Dutch universities of applied sciences), and 5% in trainee programs or apprenticeships, authors do not know to what extent employers use the honors certificate as a criterion for recruiting a candidate. Further investigation into the role and status of the honors certificate during job application is needed, including the viewpoint of employers.
Perceptual and Number Effects on Students&apos; Initial Solution Strategies in an Interactive Online Mathematics Game
Author: Lee, Ji-Eun
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Solving,Electronic Learning,Mathematics Activities,Game Based Learning,Middle School Students,Mathematics Education,Algebra

This study investigated the effects of: (1) proximal grouping of numbers; (2) problem-solving goals to make 100; and (3) prior knowledge on students' initial solution strategies in an interactive online mathematics game. In this game, students transformed an initial expression into a perceptually different but mathematically equivalent goal state. We recorded students' solution strategies and focused on the productivity of their first steps--whether their initial action led them closer to the goal. We analyzed log data within the game from 227 middle-school students solving four addition problems and four multiplication problems consisting of a total of 1,816 problem-level data points. Logistic regression modeling showed that students were more likely to use productive initial solution strategies to solve addition and multiplication problems when: (1) proximity supported number grouping; (2) 100 was the problem-solving goal; and (3) students had higher prior knowledge in mathematics. Furthermore, when problem-solving goals were non-100s, students with lower prior knowledge were less likely to use productive initial solution strategies than students with higher prior knowledge. The findings of the study demonstrated that perceptual and number features influenced students' initial solution strategies, and the effect of number features on initial solution strategies varied by students' prior knowledge. Results yield important implications for designing instructional activities that support mathematics learning and problem-solving.
No Influence of Masked Priming on the Multiplication Fact Retrieval in a Result Verification Task
Author: Didino, Daniele
Date: 2022-00-00
Type: Journal Articles
Subjects: Priming,Multiplication,Task Analysis,Cognitive Processes,Numbers,Equations (Mathematics),Comparative Analysis,Interference (Learning),Reaction Time,Adults,Young Adults,Foreign Countries,Computer Software,Computer Assisted Testing,Recall (Psychology)

In three experiments, we used a masked prime in a verification task to investigate the processing stages occurring during multiplication fact retrieval. We aimed to investigate the retrieval process by overlapping its execution with the processing of a masked prime consisting of a number. Participants evaluated the correctness of multiplication equations, where the result was preceded by a masked prime (presented for 30 ms, with different stimulus onset asynchrony between the operands and the prime). Decade consistency and relatedness of the prime were manipulated. For example, given the equation 4 x 7 = 28, the prime could be: a neighbor either decade consistent (24) or inconsistent (32), or an unrelated number either decade consistent (23) or inconsistent (31). We expected that the feature of the prime (relatedness or decade consistency) that generates interference depends on the processing stage reached when the prime is processed. Although Experiment 1 showed promising results, Experiments 2 and 3 suggest that the pattern found in Experiment 1 was a false positive. Overall, the paradigm used in this study (i.e., masked prime with a verification ask) does not seem to produce a stable interference during the retrieval process.
The Effect of the COVID-19 Pandemic on Mindfulness of Women Academics: A Qualitative Study
Author: Tasçi, Gülsah
Date: 2022-00-00
Type: Journal Articles
Subjects: College Faculty,Females,Metacognition,Pandemics,COVID-19,Experience,Work Environment,Family Environment,Leisure Time,Foreign Countries

COVID-19, which turned into a global pandemic, has spread worldwide in a short time and adversely affected individuals and countries economically, socially, and psychologically; academics are not an exception to this situation. Academics are one of the groups that feel the situation most clearly in this period. This study aims to investigate the impact of the COVID-19 pandemic on the mindfulness of women academics. The study employed the phenomenological design, one of the qualitative research methods, to understand the experiences of women academics more deeply. The study group of the research consisted of 11 women academics who were selected using the criterion sampling method to achieve the maximum diversity in working in state and private universities with different titles. Due to the difficulties caused by the pandemic in conducting face-to-face meetings, the data were collected through semi-structured online interviews that lasted almost 45-50 minutes. The study's main question was &quot;What are the family, work, and personal life experiences of women academics from a mindfulness perspective during the COVID-19 pandemic?&quot; Phenomenological analysis was used to analyze the qualitative data. According to findings, two main points emerged about the structure and essence of the phenomenon: Cognitive and emotional, and they were divided into sub-dimensions as pre- COVID-19 and post-COVID-19 periods. The results detailed the impact of women academics' experiences during the COVID-19 process on their mindfulness.
The Examination of Teachers&apos; Perceptions Relating to Job Satisfaction: A Mixed-Method Study
Author: Bozkurt, Bayram
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Job Satisfaction,Public School Teachers,Work Environment,Work Attitudes

This study aimed to examine the perceptions of job satisfaction of teachers working in public schools. A concurrent design is one of the mixed methods research designs where qualitative and quantitative research methods are used together. The research was designed with the phenomenology pattern, one of the qualitative research designs, and the hatch pattern, which is one of the quantitative research types. The data in the qualitative part of the research were analyzed by content analysis method. The data in the quantitative part was analyzed with statistical methods such as mean and standard deviation. While the sample of the quantitative part consists of 324 teachers, in the qualitative part, 43 teachers determined from the same sample constitute the study group. The quantitative results showed that the teachers had a high level of internal satisfaction and a moderate external satisfaction perception. It has been concluded that teachers have a medium level of job satisfaction perception in all job satisfaction. The qualitative results revealed that the teachers had negative views on social prestige, adequate pay, being appreciated by the manager, and positive views on being satisfied with the workplace, being satisfied with the manager, and feeling conscientious about their work. It is expected that the research results will provide data for both policymakers in education and school administrators who affect teacher job satisfaction in practice. It can be recommended that the policy-makers and school administrators increase job satisfactors such as wages, rewards, and dignity that can increase their job satisfaction.
Perfectionism and Honors Students: Cautious Good News
Author: Feenstra, Jennifer S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Personality Traits,Honors Curriculum,Time Management,Stress Variables,Anxiety,Well Being,Academic Achievement,Undergraduate Students,Grade Point Average,Psychological Patterns,Adjustment (to Environment),Correlation,Aspiration

Psychoeducational research differentiates adaptive and maladaptive forms of perfectionism. This study considers personal-strivings and evaluative-concerns perfectionism in relation to procrastination, stress, anxiety, well-being, and academic achievement among students (n = 147) of all undergraduate levels and across disciplines, with honors representing a little over a quarter. While results show evaluative-concerns perfectionism to positively correlate to stress and anxiety and negatively correlate with well-being, no correlation is found relative to procrastination and GPA. Conversely, personal-strivings perfectionism negatively correlates with procrastination and stress and positively with well-being and GPA. Honors students show a higher degree of the more adaptive personal-strivings perfectionism than their undergraduate counterparts but do not differ in the maladaptive form. Data suggest that this is good news for honors students: they have more adaptive perfectionism and are in no more danger from its maladaptive type than other students.
Mindfulness in Teaching and Job Burnout: The Mediating Role of Self-Efficacy
Author: Aslan Gördesli, Meltem
Date: 2022-00-00
Type: Journal Articles
Subjects: Metacognition,Teacher Burnout,Self Efficacy,Correlation,Work Environment,Teacher Attitudes,Classroom Techniques,Goodness of Fit,Faculty Development,Burnout,Measures (Individuals),Foreign Countries

Job burnout is a problem characterized by physical and mental problems caused by intense working conditions. In recent years, many teachers on a global scale have stated that they have experienced job burnout. It is known that many teachers who experience job burnout report sleep, fatigue, desire to quit work, low level of professional satisfaction and wellbeing. Although it is known that there are negative relationships between mindfulness, self-efficacy in classroom management, and job burnout, no research has been encountered to examine these concepts in the context of education. This study examined the mediating role of classroom management self-efficacy in the relationship between classroom mindfulness and teacher burnout. The research sample consists of 288 teachers, 185 women (64.2%) and 103 men (35.8%). In the preliminary analysis, for detecting multicollinearity Harmon's Single Factor Test and for normality Skewness and Kurtosis were tested. The goodness of fit values of the tested model was found as X[superscript 2] / df=1.17, CFI=0.99, TLI=0.99, GFI=0.99 and RMSEA=0.03. Since the path between mindfulness and job burnout in teaching is significant in the model, it is understood that self-efficacy in classroom management is a partial mediator in the relationship between mindfulness in teaching and job burnout. Mindfulness in the teaching profession is believed to play a key role in both self-efficacy in classroom management and burnout in the profession. For this reason, mindfulness in the classroom should be included in both in-service teacher training and professional development.
The Adaptation of Adult Interpersonal Acceptance-Rejection Scale into Turkish and the Examination of Its Psychometric Properties
Author: Turgut, Tugba
Date: 2022-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Peer Acceptance,Rejection (Psychology),Self Esteem,Self Concept Measures,Psychological Patterns,Validity,Foreign Countries,Cultural Traits,Intimacy,Factor Analysis,Reliability,Factor Structure,Correlation,Life Satisfaction,Adults,Turkish,Translation,Undergraduate Students,Student Attitudes,Metropolitan Areas

This study aims to adapt the Adult Interpersonal Acceptance Rejection Scale to Turkish culture and examine the validity and reliability of the Turkish version of this scale. 653 university students selected by the convenience sampling method constitute the study sample. The original factor structure of the scale was examined by confirmatory factor analysis. The results revealed that the original factor structure of the Adult Interpersonal Acceptance-Rejection Scale was confirmed in the Turkish sample. The internal consistency of the scale items was associated with the Cronbach's alpha reliability coefficient and was calculated as 0.908. In addition, Cronbach's alpha values were 0.915 for the mother acceptance sub-dimension, 0.909 for best friend acceptance sub-dimension, and 0.911 for the romantic partner acceptance sub-dimension. Correlation coefficients were calculated between the Adult Interpersonal Acceptance Rejection Scale and the Two-Dimensional Self-Esteem Scale, the Interdependent Happiness Scale, and the Life Satisfaction Scale to prove the validity of the criterion. The results showed that the sub-dimensions of the scales were significantly related. These results show that the Turkish version of the Adult Interpersonal Acceptance Rejection Scale is a valid and reliable measurement tool that can be used for research purposes to determine the levels of interpersonal acceptance and rejection of adult individuals.
The Effectiveness of the Post-Divorce Psychological Support Program (PDPSP) on Divorced Individual Adjustment Levels: A Pilot Study at Women
Author: Karadeniz Özbek, Selda
Date: 2022-00-00
Type: Journal Articles
Subjects: Divorce,Social Support Groups,Females,Adjustment (to Environment),Program Effectiveness,Foreign Countries,Individual Characteristics,Symptoms (Individual Disorders),Grief,Psychological Patterns,Self Concept,Trust (Psychology),Intimacy

The study examines the effect of the Post-divorce Psychological Support Program (PDPSP) on the adjustment levels of divorced individuals. The program developed by the researchers was conducted with a group of 8 divorced women. This research was designed according to a quasi-experimental method with an unequalized control group model. 55 participants were called to pre-interview, and 16 of them were selected according to the eligibility criteria. The group was divided into two randomly, group A was assigned as experimental, and group B was noted as the control group. The 11-week program (PDPSP) was applied to the experimental group, at the end of the time, the Fisher's Divorce Adjustment Scale was given to the groups again. The study revealed that PDPSP was found to be effective on the individuals' level of adjustment to divorce. Professionals working with divorced individuals can benefit from this program.
The Impact of Outdoor Activity Based Values Education Program on the Effective Citizenship Values of Students
Author: Yildirim, Yusuf
Date: 2022-00-00
Type: Journal Articles
Subjects: Middle School Students,Grade 6,Recreational Activities,Outdoor Education,Values Education,Citizenship,Values,Parents,Teachers,Program Implementation,Opinions

The present study was carried out to examine the impact of the outdoor activity-based values education program on the effective citizenship values of sixth-grade secondary school students. In addition, the implementation process for the outdoor activity-based values education program was examined within the context of student, teacher, and parent opinions. The study was carried out within the scope of the exploratory sequential mixed pattern from among the mixed design patterns utilizing both the qualitative and quantitative data collection methods. The quantitative data were obtained from the implementations using the &quot;effective citizenship values scale&quot;. In contrast, the qualitative data were obtained from students, teachers, and parents via the semi-structured interview forms. It was concluded as a result of the study that the implemented values education program positively impacts the students' effective citizenship value levels. Furthermore, it was also reported that the study enabled learning through doing and living, resulted in permanent learning, positively impacted student behaviors, and improved students' values.