ethanporcaro/eric-fulltext-meta huggingface dataset:
A Path Analysis of Contact Styles, Relationship Satisfaction, and Internet Addiction among University Students
Author: Yazici-Kabadayi, Sema
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Addictive Behavior,Internet,Interpersonal Relationship,Satisfaction,Foreign Countries,Social Influences,Student Attitudes,Student Behavior

The purpose of the present study was to explore the relationship between internet addiction, relationship satisfaction, and Gestalt contact styles among university students. A sample from a university in Turkey was recruited, which included 373 university students (271 females, 72.7%), aged 15-55. We administered and assessed the Gestalt Contact Disturbances Scale, Young's Internet Addiction Test, and the Relationship Assessment Scale. The relations were explored using Pearson's correlation and path analysis. Results indicated that contact, dependent contact, final contact, and full contact has significantly effect relationship satisfaction. Also, contact, full contact, relationship satisfaction has significantly effect internet addiction. Dependent contact and final contact has no significant effect on internet addiction. The results provided a perspective on expanding the literature of Gestalt therapy and internet addiction. We have provided some suggestions for Gestalt therapists and counselors.
A Study of Adult Attitudes toward Online and Face-to-Face Counseling According to Self-Concealment, Multidimensional Perceived Social Support and Certain Demographic Variables during COVID-19 Pandemic
Author: Kara, Ece
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Adults,Attitudes,Counseling,Mental Health,Individual Characteristics,Foreign Countries,Counseling Techniques,Computer Mediated Communication,Videoconferencing,Social Isolation,Gender Differences

With the COVID-19 pandemic, people have become inclined to seek online counseling help in addition to face-to-face counseling. For individuals who need mental health services, social-physical isolation and quarantine decisions have rendered online counseling a necessity rather than an option. In this process, individuals needing mental health services may avoid seeking help due to their self-concealment tendencies or inadequate self-perceived social support. The present research explores whether online and face-to-face counseling are predicted by self-concealment level, multidimensional perceived social support, age, gender, and previous experience with face-to-face/online counseling. The study group comprises 508 adults aged 18 or above living in Turkey. The data were collected with the help of &quot;Online and Face-to-Face Counseling Attitudes Scale&quot;, &quot;Self-Concealment Scale&quot;, &quot;Multidimensional Scale of Perceived Social Support&quot;, and a &quot;Personal Information Form&quot;. Data analysis was based on Pearson's Product-Moment Correlation Coefficient and Multiple Regression Analysis. The results demonstrate that attitudes toward online counseling are predicted by self-concealment, perceived social support, age, and previous experience of online counseling. The findings also show that attitudes toward face-to-face counseling are predicted by self-concealment, perceived social support, gender, and previous experience with online and face-to-face counseling.
Examining Metacognitive Strategy Preferences of Students at Different Reading Proficiency Levels
Author: Firat, Tahsin
Date: 2023-00-00
Type: Journal Articles
Subjects: Achievement Tests,Foreign Countries,Secondary School Students,International Assessment,Cognitive Processes,Reading Strategies,Metacognition,Reading Skills,Reading Comprehension

The purpose of this study was to evaluate the distribution of students with varying levels of reading competence according to their selection of metacognitive methods from the 2018 Programme for International Student Assessment (PISA) survey. The research group consisted of 6,890 pupils from the Republic of Turkey who participated in the PISA 2018 study. The data were analyzed using the multivariate exploratory technique of correspondence analysis. In comparison to developing readers, skilled readers favored the metacognitive processes of summarizing, understanding and remembering, and evaluating believability. Awareness of appropriate metacognitive reading strategies should be emphasized in order to increase the reading comprehension of developing readers.
Examining the Relationship between Reading Motivation and Reading Comprehension Self-Efficacy Perception
Author: Bakkaloglu, Selva
Date: 2023-00-00
Type: Journal Articles
Subjects: Reading Motivation,Reading Comprehension,Self Efficacy,Elementary School Students,Student Attitudes,Grade 4,Foreign Countries

This study aims to investigate the relationship between the reading motivation and reading comprehension self-efficacy perceptions of fourth-grade students. The research model is the correlational survey model, one of the quantitative research methods. The study group of the research consists of 571 students studying in the fourth grade. The 'Reading Motivation Scale' and the 'Reading Comprehension Self-efficacy Perception Scale' were used as data collection tools. The SPSS statistical software program was used for the analysis of the data. Independent Samples T-Test and ANOVA, which are parametric tests, were used in the analysis of the data. When the results obtained in the study were examined, it was seen that the students' reading motivation total scores were at a 'good' level, and that there was no significant difference in their total scores according to the gender and Turkish report card grade variables. Similarly, it was concluded that the students' reading comprehension self-efficacy perception total scores were also at a 'good' level, and that there was no difference between students depending on the gender and Turkish report card grade variables. Finally, it was determined that there was a 'moderate' positive relationship between the students' reading motivations and their reading comprehension self-efficacy perceptions.
Mumbling as a Potential Marker of Posttraumatic Distress
Author: Daugherty, Timothy K.
Date: 2023-00-00
Type: Journal Articles
Subjects: Posttraumatic Stress Disorder,Symptoms (Individual Disorders),Speech Communication,College Students,Trauma,Measures (Individuals),Anxiety,Fear,Correlation,Sexual Abuse,Metacognition,Emotional Response,Emotional Disturbances,Screening Tests,Child Abuse

This study sought to examine whether mumbling might, for some youths, arise among traumatic sequelae. College students provided retrospective reports of mumbling and completed standardized measures of trauma history and posttraumatic distress (Brief Trauma Questionnaire, Beck Anxiety Inventory for Primary Care, Toronto Alexithymia Scale, and the Brief Fear of Negative Evaluation Scale). Mumbling was associated with a higher likelihood of sexual abuse but not other forms of trauma. Several measures of distress were significantly elevated for those who reported mumbling (Fear of Negative Evaluation, Difficulty Identifying Feelings, Difficulty Describing Feelings, and Anxiety--with the first two accounting for significant specific variance). Findings suggest that mumbling in young people could be a sign that encourages screening for sexual trauma and distress.
Perception of Organizational Uncertainty as a Predictor of Teacher Inertia
Author: Akpolat, Tuba
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Motivation,Teacher Attitudes,Organizational Change,Foreign Countries,Ambiguity (Context),Predictor Variables,Adjustment (to Environment),Gender Differences,Public School Teachers,Private Schools,School Effectiveness

The ability of organizations to adapt quickly to change and take action in uncertain situations brought about by a crisis or change is vital for their development and continuity. Teachers, who are education workers, form the basis of the education system by producing education services. Therefore, the power of the education system to take action against uncertainties is determined by whether teachers take action in the face of uncertainties. The purpose of this study is to look into the impact of teachers' perceptions of organizational uncertainty on organizational inertia. An explanatory and predictive pattern, one of the correlational research designs, was used in the study. The study sample consists of 307 teachers, determined by a simple random sampling method from the teachers working in the Eyüp District of Istanbul. Organizational Inertia Scale and Organizational Uncertainty Scale were used as data collection tools. As a result of the research, it was seen that there were significant differences in the perception of inertia and organizational uncertainty according to the demographic characteristics of the teachers. However, it was concluded that teachers' perceptions of organizational uncertainty predicted their inertia attitudes.
Relationships between Cognitive Distortions and Adolescent Well-Being: The Mediating Role of Psychological Resilience and Moderating Role of Gender
Author: Sapmaz, Fatma
Date: 2023-00-00
Type: Journal Articles
Subjects: Well Being,Psychological Patterns,Resilience (Psychology),Sex Role,High School Students,Foreign Countries,Mental Health

While cognitive-behavioral theories emphasize cognitive biases that significantly impact people's negative emotional states, positive psychology studies emphasize positive sources of strength, such as psychological resilience, and their influence on achieving psychological well-being. In light of the centralised perspectives of both approaches towards mental health and relevant literature, there is noticeable emphasis in recent years on the use of integration models such as &quot;positive cognitive behavioural therapy&quot;. It is from this precipice that this study examined the concepts of &quot;cognitive distortions&quot;, &quot;psychological resilience&quot; and &quot;subjective well-being&quot;, all of which have been at the centre of studies carried out on cognitive behavioural and positive psychology. The study was carried out within the framework of a hypothetical model specifically concerning one of the most important stages of adolescence development. Furthermore, it aimed to examine psychological resilience as a mediator in the relationship between cognitive distortions and adolescent well-being, within the influence of sex as a moderated variable. 447 adolescents participated in the study. The data was collected using the &quot;Cognitive Distortions&quot;, &quot;Psychological Resilience&quot;, &quot;Adolescent Subjective Well-Being&quot; scales. In examining the hypothesis model, a phasal approach was used. It was determined that cognitive distortion, adolescents' well-being, and psychological resilience have a structural association. Results revealed that psychological resilience partially mediates the relationship between cognitive bias and adolescent well-being. Sex was not determined to have a moderated effect as a mediator.
Investigation of Self-Efficacy Perceptions and Professional Attitudes of Teachers Working in Special Education Schools
Author: Vosough Matin, Mehrossâdat
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,Private Schools,Special Schools,Gender Differences,Academic Rank (Professional),Preservice Teachers,Student Attitudes,Teacher Effectiveness,Special Education Teachers,Correlation,Teacher Competencies

The study aims to determine the differentiation status of teachers working in private education institutions towards the teaching profession and their self-efficacy levels according to gender and professional seniority. For this purpose, 236 teachers working in private education institutions in Ankara, Mersin, and Konya provinces were randomly assigned to the study group. A comparative correlational design was used in the study. As a data collection tool; In order to measure the attitude towards the teaching profession, the &quot;Attitude Scale&quot; developed by Askar and Erdem in 1987 and the &quot;Teaching Competence Scale&quot; developed by Sünbül and Arslan (2006) were used. In the study, teacher candidates' perceptions of teaching efficacy were found to be medium, whereas their professional attitudes were found to be high. It has been understood that the attitudes and self-efficacy perceptions of the participant special education teachers towards the teaching profession differ according to their gender and professional seniority. Finally, significant relationships were found between special education teachers' attitudes toward the teaching profession and their self-efficacy perceptions.
Sociable in Someone Else&apos;s Shoes: A Review of Drama as Social Skills Training for Elementary School Children
Author: Van Berkel, Annet Johanna Maria
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Prevention,Mental Health,Well Being,Stress Management,Drama,Interpersonal Competence,Skill Development,Program Effectiveness,Elementary School Students,Creative Activities,Role Playing

The Dutch Central Government wants to focus on preventing mental health issues and the educational system needs to play a role in that process. Research has already shown that art therapy has significant positive results on mental wellbeing, so the question was asked whether arts in the education could help relief mental health stress of children. Specific attention for the effects of drama on social skills of children is justified, because higher social skills are associated with lower psychosocial stress, which in turn seems to be related to improved mental health. This study is a meta-analysis on current research, which was then compared to older meta-analyses on the same topic. Results are promising and consistent with earlier meta-analyses. The average effect size of the current research was found to be 1.174 in current research, but more empirical research on the relationship between drama and social skills is needed to warrant a decisive conclusion.
Research on Exploring and Integrating Ideological-Political Elements in College Public English Textbooks
Author: Du, Yanxia
Date: 2023-00-00
Type: Journal Articles
Subjects: Ideology,Political Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Textbooks,Undergraduate Students,Nonmajors,Cultural Awareness,Intercultural Communication,Units of Study,Grammar,Language Usage,Foreign Countries,Teaching Methods,Linguistic Input,Linguistic Theory

As a public compulsory course for Non-English majors in colleges and universities, College Public English should not only develop students' language and cross-cultural communication skills, but also cultivate their correct outlook on life, values, world and native land emotion, which is consistent with the ideological-political goals of the course. English textbook is the guarantee for the smooth progress of English teaching, and more importantly, it is an important carrier to practice Chinese teaching ideas. This paper mainly focuses on how to integrate ideological-political elements into English teaching from textbook perspective. It discusses the measures of integrating ideological-political education into College English courses from four aspects: teaching objectives, unit themes, and knowledge points, grammatical structure and word explanation. It is finally pointed out that exploring and integrating ideological-political elements in textbooks is the key link to realize ideological-political education in College Public English courses.
The Social Studies and Science Pre-Service Teachers&apos; Experiences of Creative Comics for Environmental Education
Author: Senturk, Mehmet
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Studies,Science Teachers,Preservice Teachers,Creativity,Cartoons,Teaching Methods,Environmental Education,Instructional Materials,Creative Writing

The aim of the study is to reveal the experiences of social studies and science preservice teachers on the use of creative comics in the teaching of subjects related to environmental education. Since this study focuses on the pre-service teachers' experiences was used phenomenology design. A totally of 65 pre-service teachers participated in the study (35 social studies teacher candidates, and 30 science teacher candidates). Within the scope of the research, environmental education was given to pre-service teachers during one semester. This education process also includes creating and using creative comics in environmental education. Semistructured interviews and observations were used as data collection methods. Thematic analysis method was used in the analysis of the data. The results of the research show that creative comics can be used as an alternative teaching material in environmental education. According to pre-service teachers, creative comics enrich the learning environment. Results of the research, teachers need to pay attention to some issues for efficient use of creative comics. When using creative comics, teachers should keep students away from competition and negative criticism, which can negatively affect creativity.
Digital Teaching and Learning: Exploring Primary School Teachers&apos; Approaches, Sources of Concern &amp; Expectations
Author: Karaferye, Figen
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Technology Uses in Education,Elementary School Teachers,COVID-19,Pandemics,Educational Policy,Distance Education,Teacher Education,Teaching Experience

Concerning the use of digital technologies in education, the COVID-19 pandemic acted as a catalyst for rethinking educational policies. With the shift to emergency remote teaching, schools experienced a paradigm shift in delivering education. School leaders and teachers found themselves in the necessity of quick adaptation to various new modes, from using digital/online platforms to responding to the needs and expectations of their students. The experience led to contingency plans in the process and shed some light on the future-oriented plans and scenarios in education, which accelerated the use of digital technologies in education. In parallel with those, professional development courses and support provided for teachers have grown in number, variety, and extent. In this regard, the current study aims to examine primary school teachers' approaches to digital teaching &amp; learning, their sources of concern, and their expectations from effective professional development courses based on their remote/digital teaching experiences. A focus group, a qualitative research method, was used in the study with a sample of primary school teachers. The findings were revealed under four themes: Transition to digital teaching &amp; learning; obstacles of the digital environment as a teacher/learner; opportunities of the digital environment as a teacher/learner; expectations from PD opportunities.
Effects of Feedback Loop Model on Teachers&apos; Attitudes, Self-Efficacy and Classroom Practices towards Formative Assessment
Author: Ole, Faith Celeste B.
Date: 2023-00-00
Type: Journal Articles
Subjects: High School Teachers,Teacher Attitudes,Self Efficacy,Educational Practices,Formative Evaluation,Feedback (Response),Looping (Teachers),Models,Positive Attitudes,Self Esteem,Beliefs,Foreign Countries,Psychological Patterns,Attitude Change

This research endeavor that aimed to determine the changes in the Senior High School (SHS) teachers' attitudes, self-efficacy, and classroom practices toward formative assessment (FA) as they implemented Feedback Loop Model (FLM) in their Physics classes was examined to assess any improvement in their attitudes, self-efficacy and teachers' FA practices. Using a concurrent triangulation design to address the objectives of this study, a convenient sampling method was employed. Out of the 23 teacher-participants who attended the webinar series on FLM, only 3 Physics teachers agreed and participated in the follow-up process, which requires implementing FLM in their classrooms. These teachers approved recording their online classes, which were used for observation by external observers or cross-examiners. Likewise, they agreed to keep journals or reflections as they implemented the FLM in their Physics classes. Results have shown that teachers' attitudes, self-efficacy, and classroom practices on FA were affected significantly, leading to positive attitudes toward utilizing the assessment and improved self-confidence in applying FA in their classes. Teachers were also able to manifest and build a classroom environment that supports formative assessment, signifying the positive effect of the FLM. Therefore, it is suggested that FLM be recommended to strengthen the use of FA by conducting more professional development programs. This way, teachers would have opportunities to refine their strategies and enhance collaboration and professional growth.
Examining Lebanese Secondary Students&apos; Biology Learning Loss Due to the Economic Crisis and COVID-19 Pandemic
Author: Shaaban, Eman
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Achievement Gains,Secondary School Students,Biology,Science Achievement,School Closing,Grade 12,Grade 11,Grade 10,Course Content

The economic crisis and the COVID-19 pandemic since 2019 forced both public and private schools in Lebanon to close for an extended period of time. Many topics were suspended from the curriculum due to decreasing the number of learning days. The predominant causes of learning loss are lengthy gaps or cutouts in students' education. This study aims to investigate the impact of school closure on students' learning, specifically the learning loss in biology at the secondary level during the period between 2019-2022. This is a mixed research: qualitative data was collected through document analysis to compare the topics covered in biology and the official exams for grade 12-Life Science section during the last two academic years with those covered and implemented before the dual crisis; and quantitative data through teachers' questionnaire implemented to address the biology learning loss. The results revealed a huge learning loss in biology, more than 50 % of the biology program was not covered in grades 10, 11-S and 12-LS, and a decline in the quality of the official exams. Similar results were obtained in a parallel study addressing Lebanese secondary students' learning loss in mathematics. [This research was presented at ICSES conference held in Antalya between 10 and 13 November, 2022.]
Burnt out by Underinvestment: Why University Professional Staff Suffer amidst the Australian Work-Integrated Learning System
Author: Wheeldon, Anita Louise
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Work Experience Programs,Investment,College Administration,Administrators,Burnout,Measures (Individuals),Scores,Educational Finance,Barriers

Work-Integrated Learning (WIL) is perceived as important by universities and industry for equipping students with employability skills. This study contributes to the literature by using a methodological approach that visualises the sustained underinvestment in WIL by both universities and industry, which leaves professional staff who administer WIL placements with the burden of maintaining and stabilising the WIL system. Consequently, WIL administrators feel burnt out. Through a systems thinking methodology, extant literature is combined with empirical data collected from WIL administrative staff across multiple disciplines at 12 Australian universities. Influence diagramming visualises how WIL administrators are positioned in a burnout loop within a Growth and Underinvestment systems dynamic archetype. As such, no matter how hard WIL administrators strive to deliver quality WIL experiences, their efforts are systemically undermined by an underinvestment in job resources, insufficient industry placement opportunities, unproductive relationships with colleagues, and poor student preparedness for WIL.