ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploratory Study on Video Game Addiction of College Students in a Pandemic Scenario
Author: Gómez-Galán, José
Date: 2021-00-00
Type: Journal Articles
Subjects: Video Games,Addictive Behavior,College Students,COVID-19,Pandemics,Risk,Gender Differences,Social Media,Comorbidity,Mental Health,Foreign Countries

The use of video games has increased significantly in the last decade. The young population has always been more inclined to use them. However, the risks of addiction to them are growing with the access to the Internet and new digital devices, the lower cost of them, and the lack of parental control. On the other hand, a weird circumstance as the COVID-19 pandemic involves weeks-long confinements, which may significantly influence increased consumption. This study aims to know university students' situation in Spain regarding the problem described in this pandemic scenario. It analyzes the use of video games and whether addiction risks appearance, examining which factors are determinants of this behavior. The method is based on various statistical techniques: descriptive analysis, the association between variables, and logistic regression to check the phenomenon studied, which are predictive variables. As a result, high video game consumption during confinement was got, finding addiction patterns in 16.6%. The excessive use of social networks and being male show significant relevance. These results also show the existence of comorbidity, meaning that university students may suffer from psychological and psychiatric disorders linked to other consumptions. Health and academic authorities should consider this individual, social, and health problem and implement prevention, detection, and treatment programs.
Students&apos; Perceptions towards Using Mobile Application in Learning Speaking
Author: Soparno, Desica Rinanda
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Handheld Devices,Computer Oriented Programs,Second Language Learning,Second Language Instruction,English (Second Language),Speech Communication,Vocational Education

The study aimed to find out the students' perceptions and the factors influencing students' perceptions toward the use of mobile application in learning English particularly speaking. In the study, case study research method was used based on qualitative data. The data were collected through semi-structured interview forms and an observation sheet developed by the researchers. The participants were five vocational school students who were selected via purposive method in Surakarta, Central Java, Indonesia. The participants had been familiar with mobile application and they had been taught speaking English using mobile application by their teacher, so that they could give adequate information. The findings showed positive perception from the students toward using &quot;Learn English Conversation&quot; application in learning speaking. They declared that the use of Learn English Conversation application could facilitate them in practicing speaking, bring fun and enjoyable learning during the learning process. Moreover, their positive perceptions were influenced by several factors such as the flexibility and the new learning experience given by the mobile application, the ease to run the mobile application and unrequired a lot of internet quota when the students run the mobile application.
Perceptions of Educators about Teacher Placement and Appraisal in the Charter School Model
Author: Bakioglu, Aysen
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Placement,Charter Schools,Faculty Development,School Administration,Educational Quality,Guidelines,Professionalism,Content Analysis,Teacher Educators,Teacher Evaluation,Boards of Education,Teacher Effectiveness,Academic Achievement,Principals,Administrator Attitudes,Preschool Education,Elementary Secondary Education,Educational Change,Foreign Countries

The purpose of this study is to evaluate perceptions of Turkish educators about teacher placement and teacher appraisal in the Turkish education system context by identifying successful and problematic components of charter schools. Sequential explanatory mixed research method design was used; the qualitative part of the study was conducted with a group of 30 educators. The qualitative analysis was conducted through the content analysis method. The quantitative part of the study was conducted with a participant group of 583 educators. Frequency and percentage values were obtained by analyzing data. The major finding of the study was that most of participants except teachers approached positively the contribution to the quality of education, the success of students, professional development of the teachers and the professionalization of teaching when the teachers were employed and evaluated in terms of their performance by the school board. This board had a role in the management of the school and included some parents as members within the framework of charter school model. Teachers involved in this study reacted adversely to the framework related to their duties and job features and responsibilities that lead to the success of the charter school model.
What Do Secondary School Students Think about Experimental Practices in Science Lessons Taught in Distance Education?
Author: Bostan Sarioglan, Ayberk
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Science Education,Distance Education,COVID-19,Pandemics,Science Experiments,Foreign Countries,Barriers,Blended Learning

Following the COVID-19 pandemic, which took the world under its influence, many countries, including our country, switched to distance education. During this period, students did not go to schools and lessons continued to be taught online remotely. In this study, it was aimed to investigate secondary school students' opinions about conducting experiments in science lessons in the distance education process. The study group consisted of 587 secondary school students receiving education in 24 schools located in different regions of Turkey. The form consisting of five open-ended questions used as the data collection tool was developed by the researchers. The descriptive content analysis method was used to analyse the data obtained. In the first question, in which the opinions of students about experiment practices in science lesson were investigated during the distance education process, the answers included in the theme of positive opinion were encountered the most. The greatest difficulty faced by students in conducting experiments in distance education was found to be related to the physical conditions they had. Among the expectations of the students, the most common response was related to increasing experimental practices in distance education. The students stated that they found conducting experiments face to face to be more effective and advantageous compared to conducting experiments in distance education. They also made various suggestions regarding the features of the experimental practices. In line with the results of this study, since it was determined that students found it more effective to do face-to-face experiments, it is thought that it would be appropriate to include experimental practices more, especially in lessons conducted face-to-face, at least in the classrooms where hybrid education is applied.
Visual Analogy as a Cognitive Strategy in the Architectural Design Process: Expert versus Novice Performance
Author: Chaabi, Mouloud
Date: 2021-00-00
Type: Journal Articles
Subjects: Expertise,Novices,Building Design,Logical Thinking,Architecture,Visual Aids,College Students

This study examined the use of analogy in architectural design. Its main goal was to provide an understanding of how experts and novices alike used visual analog thinking to generate satisfactory solutions during their design process. A series of controlled experiments were conducted in order to examine how this cognitive strategy contributes to improving the resolution of design problems in each group of participants. Students and architects were asked to solve a set of unusual design problems. They were stimulated by exposure to visual images, and were given explicit instructions for using the analogy. The results showed that novices and experts were able to reason by visual analogy and used deep analogies. It was found out that the experts identified and recovered analogies from out-of-domain images. Novices, however, identified a large number of out-of-domain images, but recovered the analogies of out-of-domain and out-domain images to the same extent. Novices, unlike experts, did not add constraints to the initial design problem, but produced a large number of solutions. These results were found significant implications for the teaching of architectural projects.
Improving Equitable Student Outcomes: A Transformational and Collaborative Leadership Development Approach
Author: Braun, Donna
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Improvement,Leadership Training,Equal Education,Educational Practices,Outcomes of Education,Learning Processes,Correlation,Leadership Styles,Transformational Leadership,Cooperation,Elementary School Students,Middle School Students,High School Students,English,Language Arts,Academic Achievement,Mathematics Achievement,Achievement Tests,Administrator Attitudes,Capacity Building

Building on exploratory research (Braun et al., 2017), this study assessed how Core Leadership Practices (CLP), implemented through leadership development training, related to increased equity in student learning. Results confirmed a significant (p&lt;0.05, medium to large effect sizes) positive increase in student learning for students who had been underserved (i.e., focal groups) and their peers at 93% of school data sets. Correlation analyses revealed a significant (p&lt;0.05) relationship between the presence of the CLPs and increases in learning outcomes and educational equity. Findings suggest that development of shared leadership focused on continuous improvement can be used to increase equitable outcomes for students.
Scientific Impact of the Turkish Educational Dissertations
Author: Aslan, Aydin
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Dissertations,Periodicals,Citations (References),Outcome Measures,Educational Research,Doctoral Programs,Public Colleges

This study investigates the impact of the Turkish educational dissertations through the scientific impact criterion dealing with the scientific publications extracted from the dissertations in peer-reviewed indexed journals and their citation counts. 124 dissertations completed in 12 Turkish public universities between 2014 and 2017 were selected through criterion sampling. Authors' websites, ERIC, Google Scholar, Researchgate, ScienceDirect and Web of Science databases were scanned to identify the scientific publications extracted from the dissertations, whereas Google Scholar, Researchgate and Web of Science databases were searched to determine their citation counts. 64 scientific publications were extracted from 124 dissertations, no information was found for 60 dissertations. Furthermore, only 34 of 64 scientific publications were cited and the total number of citations was 115. Since most of these publications and their citation counts were seen in the low impact factor indexed journals, it can be concluded that the scientific impact of these dissertations is low. Due to the core contributions of the field of education to the other fields, some suggestions were made to increase the scientific impact of the Turkish dissertations in line with the concrete findings of this study.
Investigating the Variable of Spiritual Inclination&apos;s Moderating Effect between Teachers&apos; Perceived Stress Levels and Common Anxieties
Author: Okan, Nesrullah
Date: 2021-00-00
Type: Journal Articles
Subjects: Religious Factors,Correlation,Stress Variables,Stress Management,Anxiety,Preschool Teachers,Elementary School Teachers,Middle School Teachers,High School Teachers,Teacher Characteristics,Foreign Countries

This research aims to examine in the context of the structural equation model the moderating effect of spiritual orientation on the relationship between the situation of common anxiety and the levels of perceived stress in individuals who teach at different types of schools. Similarly, addressing teachers' perceived stress levels, common anxieties, and spiritual orientations in the context of various demographic variables is an aim of the present study. The research universe included teachers working at various school levels in the 2018-2019 school year in the Anatolian side of the Province of Istanbul. The research sample consisted of 268 teachers from different school levels. Data were obtained using scales for perceived stress, common anxiety, and spiritual orientation and a form on demographic information. In line with the aims of this research, Pearson product-moment correlation analysis and path analysis were used. As a result of the analysis, it was concluded that the variables of stress and anxiety were in a negative and significant relationship with the variable of spiritual orientation (r1=-0.305; r2=-0.227; p&lt;0.001). As a result of the path analysis, spiritual orientation was seen to have a moderating effect on the relationship between perceived stress and common anxiety. The research has been discussed and finalized in light of the literature. Click or tap here to enter text.
Investigation of Parents&apos; Authenticity Levels in Terms of Need for Social Approval, Self-Liking, Self-Competence and Some Variables
Author: Çetin, Sura
Date: 2021-00-00
Type: Journal Articles
Subjects: Parents,Psychological Needs,Social Desirability,Self Esteem,Competence,Personal Autonomy,Young Children,Predictor Variables,Foreign Countries

In the study, it was aimed to examine whether the levels of authenticity of the parents are predicted by the need for social approval, self-liking, and self-competence. 308 parents (223 females, 85 males), whose children attend kindergarten and primary schools, participated in the study. Research data were collected by researcher applying the measurement tools (Authenticity Scale, Need for Social Approval Scale, Two-Dimensional Self-Esteem Scale). Pearson correlation and independent samples t-test were used to data analyse. It was concluded that the authenticity levels of the parents were predicted by the need for social approval, self-liking and self-competence. In addition, it was found that the authenticity levels of the parents did not differ significantly according to gender, education level and the state of sharing their child's photo on social media.
The Online Learning Academic Achievement of Chinese Students during the COVID-19 Pandemic: The Role of Self-Regulated Learning and Academic Entitlement
Author: Dai, Yan
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,COVID-19,Pandemics,Academic Achievement,Expectation,Self Management,Self Efficacy,Metacognition,Gender Differences,Prior Learning,Goal Orientation,Questionnaires,Learning Strategies,Undergraduate Students,Foreign Countries,Predictor Variables

In the spring semester of 2020, all Chinese higher education institutions delivered courses online across the nation in response to the COVID-19. This study explores Chinese college students' self-regulated learning, academic entitlement, and academic achievement during the transitioning from face-to-face to online learning environments during this special time. Structure equation modeling was conducted, and results indicate that academic entitlement associates with students' online learning academic achievement. Whereas self-regulated learning does not relate to academic achievement in the online learning setting. Additionally, academic entitlement is marginally associated with academic achievement only among male students, while self-regulated learning is not a significant predictor for both genders. However, self-regulated learning is marginally linked with higher academic achievement among students who do not have previous online learning experiences but not among those who took online courses before.
Mediating Effect of Organizational Identification on the Relationship between Leader-Member Exchange and Organizational Commitment among Primary School Teachers
Author: Dinçman, Müzeyyen Petek
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Administrator Relationship,Identification (Psychology),Teacher Attitudes,Work Attitudes,Foreign Countries

The aim of this research in correlational survey model is testing the mediating effect of organizational identification on the relationship between leader-member exchange and organizational commitment by the use of structural equation model. The study group of the research consists of 391 teachers working at 21 different primary schools in Çankaya province of Ankara and selected by simple random sampling method. Data of the study was obtained by using Leader-Member Exchange Scale (LMXS), Organizational Identification Scale (OIS) and Organizational Commitment Scale (OCS). In the research descriptive analyses (mean, standard deviation, ratio and frequency), Pearson product-moment correlation, single factorial CFA, first-order CFA were carried out and for mediating analysis structural equation modal (SEM) was used. The results revealed that the level of leader-member exchange is &quot;Very high&quot;, organizational commitment is &quot;Medium&quot; and Organizational identification is &quot;High&quot;. According to Pearson product-moment correlation analysis, significant positive relationships were found between variables. The results of path analysis also showed that in the relationship between leader-member exchange and organizational commitment, organizational identification has &quot;partial mediating&quot; effect. A number of suggestions have been offered to practitioners and researchers in line with the results obtained from the research.
Development of Students&apos; Views on the Demarcation between Science and Pseudoscience
Author: Biçer, Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Students,Grade 8,Beliefs,Scientific Literacy,Knowledge Level,Concept Formation,Evidence,Scientific Research,Persuasive Discourse,Teaching Methods,Science Instruction,Foreign Countries

This research aimed to determine and develop 8th grade students' views on the demarcation between science and pseudoscience. In this context, the study was designed with convergent parallel design which is a mixed research method. The study group for the quantitative dimension was composed of 32 8th graders in a secondary school in Akdeniz district of Mersin province. The study group for the qualitative dimension consisted of six students selected from among these 32 students by purposeful sampling method. As data collection tools, Pseudoscience Belief Scale which consisted of 21 questions and a semi-structured interview form composed of nine questions were used. During the data analysis, statistical calculations were done by using the SPSS package program for the quantitative dimension. Content analysis method was used to categorize qualitative as codes and themes. Based on the study results, it was observed that the pseudoscientific beliefs were not based on gender and it was found that students' pseudoscientific beliefs decreased with the implementation in which the argumentation method was used.
Online Course Adaptation Process of Suzuki Early Childhood Education Program
Author: Sever, Gülsah
Date: 2021-00-00
Type: Journal Articles
Subjects: Music Education,Infants,Toddlers,Educational Technology,Technology Uses in Education,Online Courses,Teaching Methods,Parent Participation,Interaction,Barriers,Teacher Attitudes,Preschool Teachers,Conventional Instruction

The global pandemic has caused some sudden changes in education. The Suzuki Early Childhood Education (SECE), which aims at the musical education of babies (0-3) and conducts the lessons face-to-face, is one of the areas most affected by the pandemic. Due to the nature of babies, in these lessons, where digital technology is rarely involved, questions emerged about how the process is managed. The purpose of this research is to identify SECE teachers' views on online courses and their practices. Qualitative research method was used in the research. The researcher attended online classes organized by the Mexico Suzuki Association and made interviews. Content analysis was performed. It was found that online adaptation was easy due to the systematic structure of the SECE; in addition, managing the process was convenient thanks to the active participation of the parent; however, playing together, interaction, learning from each other and group studies could not be done as required; finally, there were deficiencies in tone and aural studies due to the lack of instruments. Overall, teachers were found to prefer face-to-face and interactive education.
Understanding Coaches&apos; Access to Support Teaching and Learning: Three Coach-Principal Dyads&apos; Perspectives
Author: Saclarides, Evthokia Stephanie
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Barriers,School Districts,Coaching (Performance),Educational Strategies,Leadership Styles,Elementary Schools,Faculty Development,Teacher Improvement,Locus of Control,School Policy,Classroom Environment

This interview study employs a distributed leadership perspective to explore three coach-principal dyads' perspectives on: (1) the strategies coaches use to gain entry to teachers' classrooms; (2) the barriers that impede coaches' access; and (3) the supports that facilitate coaches' access. Results indicate that the principals were largely unaware of the various strategies their coaches leveraged to gain entry to teachers' classrooms, the range of barriers their coaches encountered while striving to gain access, and the variety of supports that could enhance coaches' access. Implications for school districts and future research are discussed.
Masters of Fate or Victims of Circumstances? Connecting Communication Centers with Locus of Control
Author: Schwartzman, Roy
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Support Services,Communication Skills,Locus of Control,Student Empowerment,Undergraduate Students,Peer Teaching,Tutors,Minority Group Students,Minority Serving Institutions,Consultation Programs,Supervisors,Academic Achievement

Longstanding research correlates locus of control (LOC)-- the sense of self-empowerment (internal orientation) versus feeling influenced by events others control (external orientation)--with self-motivation, persistence, high academic achievement, and workplace success. In study 1, undergraduate peer tutors (n = 31) at a midsize, doctoral-granting, minority-serving university completed a variant of the teacher locus of control (TLOC) survey, which measures the degree of internal/external LOC orientation in educational settings. In study 2, communication center supervisors (n = 12) and undergraduate peer tutors (n = 13) from 14 institutions nationwide completed a qualitative survey describing how they approach consultations with student clientele. The studies found: (1) Supervisors exhibited slightly higher external LOC than peer tutors, indicating a keener sense of restrictions on their personal agency and deferring more to specific procedures as solutions to challenging situations. (2) Small but statistically significant correlations were found between a tutor's self-identified race and LOC orientation. White tutors more readily attributed levels of achievement to the nature of the student (external LOC); nonwhite tutors treated achievement levels more as products of the consultation techniques (internal LOC). (3) Qualitative data show that communication center personnel must balance the tensions between different LOC orientations, perhaps by ranging across the continuum from highly internal to highly external.