ethanporcaro/eric-fulltext-meta huggingface dataset:
How Grit Mediates the Relations between Personality and GPA in University Students?
Author: Aydin Sunbul, Zeynep
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Foreign Countries,Personality Traits,Individual Characteristics,Resilience (Psychology),Persistence,Grade Point Average,Correlation,Predictor Variables

The study tested the relationships between personality, grit and grade point averages (GPAs) among university students. The sample was 406 undergraduate students (299 females and 107 males) from three universities in Istanbul. The instruments used in the study were Grit-S and the Big-Five Inventory. The data were analysed through a path analysis. The results of the path analysis for the first model exploring the relationship between personality and GPA through the mediating role of grit showed that the model did not seem sufficiently applicable for the data. In the second model, grit and neuroticism were determined as independent variables predicting GPA, whereby it seemed that conscientiousness mediated this relationship. The results for the second model showed that the neuroticism has significantly negative relationship with grit; grit has significantly positive relation to conscientiousness and conscientiousness has a significantly positive relationship with GPA.
Designing an Independently Installed Educational Standard for &apos;Teacher Education&apos;
Author: Voloshina, Ludmila Nikolaevna
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Standards,Teacher Education,Educational Quality,Employer Attitudes,Teacher Role,Natural Sciences,Foreign Countries,Research Universities,Mathematics,Graduate Study,Undergraduate Study,College Graduates,Self Evaluation (Individuals),Elementary School Teachers,Teacher Competencies

The problem of creating self-established educational standards (SES) is considered by the authors associated with the need to ensure the quality of educational programs and quality of preparation of the future teacher to solve new professional problems. The present work is aimed at scientifically recognising the technology of designing SES. Research methods: theoretical (analysis, synthesis and modelling) and empirical: survey methods (questioning and interviewing). Based on the results of employers' satisfaction survey (n = 112), the quality of teacher training and self-assessment of the preparation of graduates of a pedagogical university (n = 123) to perform work functions were defined an algorithm for developing SES in the direction of 'Pedagogical education', including analytical and diagnostic, modelling and reflexive stages. In general, the technology of preparing and introducing an SES ensures the integration of pedagogical science and practice and the development of continuous pedagogical education in the context of a regional scientific and educational cluster.
Relationships between Self-Efficacy Beliefs, Engagement and Academic Performance in Math Lessons
Author: Ozkal, Nese
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Achievement,Grade 6,Grade 7,Grade 8,Self Efficacy,Learner Engagement,Student Attitudes,Secondary School Students,Predictor Variables,Student Behavior,Foreign Countries

This study investigated secondary school sixth, seventh and eighth graders' self-efficacy beliefs, engagement and disaffection in Math lessons and academic achievement in relation to learning Mathematics and Math performance. The study was conducted with the voluntary participation of 651 sixth, seventh and eighth graders attending secondary school. Research data were collected with the help of 'Engagement and Disaffection Scale', 'Self-Efficacy sub dimension' of 'Motivation Scale' related to learning and performance and students' Math first semester grades. It was identified in the study that students' self-efficacy beliefs in learning and performance in Math significantly and positively predicted their Math achievement. Behavioural and affective disaffection in Math lessons were found to predict Math achievement negatively. It was determined in the study that students' self-efficacy beliefs related to learning and performance in Math significantly predicted their behavioural and affective engagement in Math positively while predicting their behavioural and affective disaffection negatively.
Relationships among Senior School Students&apos; Self-Efficacy, Metacognition and Their Achievement in Chemistry
Author: Oyelekan, Oloyede Solomon
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Efficacy,Metacognition,Secondary School Students,Science Achievement,Chemistry,Foreign Countries,Constructivism (Learning),Correlation

Learners play very significant roles in the teaching-learning process. Irrespective of how teachers teach, learners often have their own ways of learning. Three hundred senior secondary school II students selected from 10 senior secondary schools in Ilorin, Nigeria participated in the study. Simple random sampling technique was used to select 30 students from each of the 10 purposively sampled senior secondary schools. Data were collected using three instruments, namely, Chemistry Self-Efficacy Questionnaire, Chemistry Metacognition Questionnaire and Chemistry Achievement Test with reliability indices of 0.83, 0.73 and 0.86, respectively. Answers were provided to four research questions each of which has a corresponding hypothesis. The hypotheses were tested at 0.05 level of significance using Pearson Product Moment Correlation, regression and analysis of variance. Findings from the study indicates significant positive relationship among senior secondary school students' Chemistry self-efficacy, metacognition and their achievement in Chemistry F(2, 297) = 332.482, p &lt; 0.05.
Relationship between Depression and Pathological Internet Use among University Students
Author: Ogachi, Fabio Maroma
Date: 2019-00-00
Type: Journal Articles
Subjects: Addictive Behavior,Gender Differences,Internet,Depression (Psychology),Incidence,Self Control,College Students,Foreign Countries,Measures (Individuals),Correlation,Pathology,Academic Aspiration,State Universities,Private Colleges

This study sought to establish the relationship between depression and pathological internet use (PIU) among university students in Kenya. The study used correlational design to establish the relationship between the variables. The target population was university students in Kenya. Convenience sampling was used to sample students from one public university and one private university. A total of 400 respondents participated in the study. Young's Internet Addiction Test and Beck Depression Inventory were adapted to measure PIU and depression, respectively. The findings revealed a prevalence of 16.8% of PIU and a prevalence of 23.6% of depression. The findings also revealed that female students were likely to be pathological internet users compared to male students. It was concluded that there was need to identify and help the affected students exercise moderation and self-control when using the internet in order for them to achieve their academic and lifetime goals.
Preschool Curriculum Implementation in Ethiopia: The Case of Selected Woredas Preschools
Author: Addisu, Kumsa Megersa
Date: 2019-00-00
Type: Journal Articles
Subjects: Preschool Curriculum,Curriculum Implementation,Kindergarten,Teacher Attitudes,Principals,Administrator Attitudes,Teaching Methods,Course Descriptions,Instructional Materials,Recordkeeping,Educational Policy,Teaching Guides,Foreign Countries,Validity,Reliability,Educational Objectives

The purpose of this study was to investigate the practice of preschool curriculum implementation in selected woredas of South West Shoa Zone. For this study, descriptive survey research design was used. Data were gathered from 49 O-Class, 9 kindergartens, 192 teachers, 58 principals, 12 cluster supervisors and 4 woreda education experts. The findings of the study revealed that the objectives of the curriculum were unable to address all domains of children's development, the contents lack relevance to prepare children for life and learning ahead. In addition, appropriate instructional methods, materials, assessment and record keeping systems that guarantee the proper implementation of the curriculum were not employed. On the other hand, the major factors that can affect the implementation of preschool education in schools are generally related to lack of textbooks, teachers' guides, syllabuses, policy documents and manuals, and lack of uniformity on the implementation of the program.
Perceptions of the Impact of Quality Professional Development on the Sustainability of a One-to-One Computing Initiative at the High School Level
Author: Morrison, Kerry
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Development,Educational Quality,21st Century Skills,Pedagogical Content Knowledge,Technological Literacy,Sustainability,Self Efficacy,Computer Uses in Education,Coaching (Performance),Teacher Attitudes,High School Teachers,Educational Practices,Nontraditional Education,Laptop Computers,Time Management,Value Judgment,Statewide Planning

It has been said that education is the key to success, and today's youth are tomorrow's human resources. This is the 21 century; and students, who will be the human resources of tomorrow, are being prepared for jobs that may not even exist today. Legislators, policy makers, and researchers have encouraged methods to ensure teachers deliver high quality instruction, including requiring that teachers complete specific training, possess a minimum level of content knowledge, and use curriculum materials and professional development resources available from schools and districts. As a result, teachers need to be exposing students to lessons that are technologically enhanced as they prepare students for the future. This study is a qualitative analysis of a survey and interviews that seek to examine the impact of quality professional development and teacher exposure to technology on the sustainability of one-to-one computing initiatives. This study is supported by the following theories: the Technological Pedagogical Content Knowledge (TPACK) framework and Bandura's self-efficacy theory. This study discussed the impact of the TPACK framework and Bandura's self-efficacy theory on the sustainability of a one-to one computing initiative. The key findings in this study were that content-driven professional development, clear expectations for technology use in classrooms, and the availability of school-based instructional coaches can impact the sustainability of a one-to-one computing initiative. As is defined by Bandura's self-efficacy theory, teachers are more likely to implement technology in the classroom that can sustain a one- to-one computing initiative if they are confident in their ability to use technology. This study also discussed recommendations for practice that school districts can use as they sustain a one-to-one computing initiative.
Teachers&apos; and Parents&apos; Knowledge about Disabilities and Inclusion in Nigeria
Author: Barrio, Brenda L.
Date: 2019-04-00
Type: Journal Articles
Subjects: Inclusion,Students with Disabilities,Educational Policy,Case Studies,Knowledge Level,Teacher Attitudes,Student Attitudes,Foreign Countries,Faculty Development,Educational Resources,Knowledge Base for Teaching,Parent Participation,Parent Education

There has been a gradual move toward the inclusion of students with disabilities in Nigeria promoted by the National Policy of Education, as well as polices emerging from UNESCO; however, the infrastructure and resources to make inclusion happen are generally lacking. Based on this report and the need for more information on teachers' and parents' understanding about disabilities and inclusion as demonstrated in the literature, this study explored disability-related knowledge and understanding among teachers and parents in Nigeria. Specifically, using an exploratory case study including quantitative and qualitative data, this research was designed to explore teachers' and parents' knowledge about and understanding of students with disabilities and inclusion in the southwest region of Nigeria. Findings revealed that there is a need for more teacher and parent training in Nigeria regarding students with disabilities, especially as their willingness to support students who are struggling is positive. This willingness is a key component and first steps for moving schools and communities in Nigeria toward more inclusive environments.
Teaching and Coaching Caregivers in a Guatemalan Orphanage to Promote Language in Young Children
Author: Hatcher, Allison
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Caregivers,Early Intervention,Coaching (Performance),Residential Institutions,Institutionalized Persons,Language Impairments,At Risk Persons,Early Childhood Education,Caregiver Child Relationship,Spanish Speaking,Caregiver Training,Child Language,Delayed Speech,Developmental Delays,Caregiver Attitudes,Preschool Children

Providing evidence-based early intervention (EI) to caregivers is an effective way to promote development in young children. EI services in the United States have decreased risk factors associated with language impairment (LI) as they help improve both short and long-term outcomes for both caregivers and children. The positive results for EI services in the U.S. may generalize to Latin American countries, namely Guatemala. Guatemala has one of the weakest education systems in its region as well as poor access to early childhood services for low-SES and other disadvantaged groups. The purpose of this study was to provide brief EI services to a Guatemalan orphanage by training caregivers to implement naturalistic language support strategies with the young children they care for who are at risk for language impairment. Results indicate a brief caregiver-implemented intervention program was effective for teaching caregivers to implement language support strategies. Recommendations are made for future research as well as implications for policy and practice. Additional research is needed to determine how to facilitate maintenance over time.
Convergent and Concurrent Validity of the Lithuanian Version of the Behavioral and Emotional Rating Scale-2 Teacher Rating Scale
Author: Nordness, Philip D.
Date: 2019-04-00
Type: Journal Articles
Subjects: Behavior Rating Scales,Foreign Countries,Test Validity,Indo European Languages,Translation,Behavior Problems,Child Behavior,Questionnaires,Screening Tests,Secondary School Students,Secondary School Teachers

Given the increasing international calls for more strength-based assessment, there is a need for European schools, mental health programs and family service agencies to identify psychometrically sound instruments in their native languages. The purpose of this study was to examine the convergent and concurrent validity for [?] the Behavioral and Emotional Rating Scale-2 Teacher Rating Scale (BERS-2; Epstein, 2004) as translated into Lithuanian by comparing it with the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997) and the Emotional and Behavioral Screener (EBS; Cullinan &amp; Epstein, 2013). The results showed moderate to large correlations across all of the instruments, which would suggest that the Lithuanian version of the BERS-2 Teacher Rating Scale may be an appropriate strength-based assessment for use in Lithuania.
Exploring Relationships between Teacher Training and Support Strategies for Students Utilizing Augmentative and Alternate Communication
Author: Andzik, Natalie R.
Date: 2019-04-00
Type: Journal Articles
Subjects: Augmentative and Alternative Communication,Students with Disabilities,Special Education Teachers,Teacher Education,Teacher Student Relationship

Schools in the United States support a large group of students requiring the assistance of augmentative and alternate communication (AAC). It is currently unknown what types of training and supports special education teachers require or are receiving to meet the needs of these students. A convenience sample of 3,200 teachers was surveyed about the following topics: (a) number and description of students who do not have a proficient way of communicating, (b) the efforts employed by teachers to support AAC adoption, and (c) the type and length of training the teachers had specific to supporting students who need communication supports. Researchers found a statistically significant association between the amounts of training the teacher received and the communication functionality of their students. In addition, teachers with more training tend to utilize a wider variety of support strategies and certain types of training may be more effective for specific modes of communication.
Self-Regulated Learning Strategies and School Performance in Higher and Lower Students in Secondary and Preparatory School
Author: Emagnaw, Alemayehu Belay
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Strategies,Secondary School Students,High Achievement,Low Achievement,Correlation,Foreign Countries,Grade 9,Grade 10,Grade 11,Grade 12,Individual Characteristics,Metacognition,Planning,Self Management

This study attempted to examine whether there were differences between high-achieving and low achieving students on self regulation strategies. Three hundred adolescents participated (Mean age = 17.4 years) to measure their own self regulated learning strategies and collected their academic scores from the record office of the schools. The analysis of the data showed that self regulated learning strategies have statistically significant contribution to the students' school performance. The results of the general MANOVA (Multivariate Analysis of Variance) tests showed that the mean differences for those with high and low achiever were statistically significant for the academic self-efficacy (F = 4.349, p &lt; 0.05), self regulation (F = 4.746, p &lt; 0.05), intrinsic value (F = 3.741, p &lt; 0.05),and time management attitude (F = 7.947, p &lt; 0.05) self regulated learning.
Aided by Adderall: Illicit Use of ADHD Medications by College Students
Author: Rolland, Amber D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Drug Abuse,Attention Deficit Hyperactivity Disorder,College Students,Stimulants,Clinical Diagnosis,Drug Therapy,Health,Risk,Incidence,Racial Differences,Gender Differences,Ethnicity,Age Differences,Extracurricular Activities,Mental Health,Mental Disorders,Stress Management,Competition,College Admission,Motivation,Psychological Patterns,Social Attitudes,Grade Point Average,Scholarships

&quot;I don't know that many kids that have done coke, none that have tried crack, and only a few that have dropped acid. I can't even count all of the ones who've taken Adderall&quot; (Stice). This statement made in an interview by a freshman art history major at the University of Maryland, College Park, in 2007 effectively highlights a still growing problem among undergraduate students in the United States: the nonmedical use of stimulant medications prescribed to treat Attention Deficit Hyperactivity Disorder (ADHD) as &quot;study aids.&quot; Even as early as 2004, up to twenty percent of college students had used Adderall or Ritalin, both drugs used to treat ADHD, according to a report released by the National Center on Addiction and Substance Abuse (Stice). This phenomenon of abusing prescription stimulant medications is well-documented not only in research literature but also in numerous news articles. A 2009 NPR article documented the increasingly prevalent use of ADHD medications by college students to help them study and included commentary from Martha J. Farah, director at the Center for Cognitive Neuroscience at the University of Pennsylvania, who described the behavior as &quot;worrisome&quot; due to the drugs' serious side effects and the potential for addiction (Trudeau). In 2012 The New York Times published just a small fraction of the submissions they received after inviting students to share personal accounts of taking prescription medications for academic purposes, and almost all of them were written by high school students or recent graduates (Schwartz). In 2016, CBS News published a story titled &quot;Adderall misuse rising among young adults,&quot; making it clear that this problem has not lessened in the decade or so that has passed since publication of the 2007 article describing the growing trend of &quot;young people taking prescription drug abuse to college&quot; (Kraft; Stice).
Teaching Teachers to Use Constructivist Approaches: A Proposal
Author: Vaishali
Date: 2019-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),National Curriculum,Teaching Methods,Foreign Countries,Student Centered Curriculum,Inservice Teacher Education,Teacher Educator Education,Learning Processes,Classrooms,Class Activities,Secondary School Teachers

Emerging research suggest that our education system must move towards learner centred curriculum and teaching methods. Following these suggestions, National Curriculum Framework (NCF) of 2005 emphasized on practicing learner centred approaches in teaching-learning i.e. constructivist approaches, and National Council for Teacher Education (NCTE) regulations 2014 suggested to make constructivist approaches based teaching-learning activities as an essential component of B.Ed. curriculum. In context to these initiatives, two important questions appear in our minds, whether those teachers already in teaching profession are familiar with constructivist approaches, and what challenges these teachers face regarding use of constructivist approaches in teaching-learning processes? Present paper tries to answer these two very important questions. The paper further presents a proposal to support awareness of teachers, and develop skills in practicing constructivist approaches based teaching-learning processes
The Role of Parental Involvement Impact on Career Decisions Making among Senior Secondary School Student in Selected Province of Bhutan
Author: Jamba, Sangay
Date: 2019-00-00
Type: Journal Articles
Subjects: Parent Influence,Parent Participation,Foreign Countries,Parents,Career Choice,Decision Making,Secondary School Students,Parent Role,Interpersonal Relationship

The present research was carried out to forecast the protagonist of parental involvement in the Career Decision making among students of Senior Secondary School. This study was basically descriptive method used to acquire important and accurate information. The main objectives were to analyze the inter-relationship between career decision making and perceived parental involvement of senior secondary school of Bhutan. And another objective was to study the role of perceived parental involvement on the relationship between career decisions making among students of senior secondary school. The investigator selected 300 senior secondary school students through convenient sampling technique. For the collection of data the investigator used Career Decision making scale, developed by Dr. Kirandeep Singh in 2014 and Parental Involvement tool developed by Dr. Vijayalaxmin Chouhan and Mrs. Gunjan Ganotra Arora in 2009. For the purpose of drawing out the results the investigator used statistical techniques like Coefficient of Correlation and Regression Analysis were used. The outcome showed that a significant negative relationship exists between Career Decision Making and Parental Involvement of senior secondary school students of Bhutan. Also, parental involvement plays a significant predictor role in the career decision making of school students.