ethanporcaro/eric-fulltext-meta huggingface dataset:
Do Social Science Students Value Empirical Research? Answers from a Canadian and Dutch Investigation
Author: McConnell, William
Date: 2013-01-00
Type: Journal Articles
Subjects: Foreign Countries,Social Sciences,Investigations,Statistical Analysis,Methods Courses,Educational Research,Student Attitudes,Likert Scales,College Students,Relevance (Education),Comparative Analysis,Comparative Education

Although students in the social sciences perceive quantitative methods courses negatively, this need not mean that they devalue empirical research, or lack capacity to become informed consumers of research. To explore this possibility, we administered two measures to Canadian students (n = 194) enrolled in first-year social science courses, and to Dutch criminology students (n = 156) enrolled in a bachelor's or master's program. While students in each country expressed low interest in engaging in research, they expressed significantly higher appreciation of the value of research. Further, we found a small-medium positive correlation between education and appreciation of research in the Dutch sample. We propose that while experiential research activities have little impact on students' interest in conducting research, they likely add to students' appreciation of the importance of research.
Disentangling the Effects of Student Attitudes and Behaviors on Academic Performance
Author: Janssen, Susan
Date: 2014-07-00
Type: Journal Articles
Subjects: Student Attitudes,Student Behavior,Academic Achievement,Performance Factors,Economics Education,Student Motivation,Academic Ability,Homework,Predictor Variables,Predictive Validity,Student Surveys,Grade Point Average,Regression (Statistics),Achievement Need,Study Habits,Statistical Analysis

The interplay among motivation, ability, attitudes, behaviors, homework, and learning is unclear from previous research. We analyze data collected from 687 students enrolled in seven economics courses. A model explaining homework and exam scores is estimated, and separate analyses of ability and motivation groups are conducted. We find that motivation and ability explain variation in both homework and exam scores. Attitudes and behaviors, such as procrastination and working with others directly, affect homework score, but not exam score. These effects are not the same within all motivation and ability groups. Given that homework is the strongest predictor of exam score, we conclude that graded homework is beneficial to learning, and attitudes and behaviors related to homework may have an indirect benefit for exam performance. Suggestions are made as to how homework and course design might be managed to help students at different ability and motivational levels maximize learning.
Regular Lecture Quizzes Scores as Predictors of Final Examination Performance: A Test of Hypothesis Using Logistic Regression Analysis
Author: Wambuguh, Oscar
Date: 2013-01-00
Type: Journal Articles
Subjects: Lecture Method,Tests,Scores,Predictor Variables,Hypothesis Testing,Regression (Statistics),Performance Based Assessment,Grades (Scholastic),Formative Evaluation,Feedback (Response),Test Wiseness,College Students

Student academic success in school demands acquisition of specific skill sets that emphasize self-assessment, monitoring, adjustment, self-control, and motivation; the courage and ability to adopt efficient learning strategies; and resiliency in case of academic difficulties. As hypothesized, data from the present study demonstrates that student performance in routine lecture quizzes can predict performance in the final examination and successfully completing a course. Course data accumulated from several courses taught by the same instructor in the last five years (n=1,294) were used in this analysis. The results generally indicate that: (1) performance in the quizzes is positively correlated with performance in the final examination; (2) students who attain a score of 70% or more in the quizzes are nine times as likely to pass the final examination with the same or higher score compared to those who do not. However, achieving better grades of a high &quot;B&quot; and above requires lecture quiz scores 80% and above; and (3) students attaining passing grades of 90% and over in the quizzes are three times as likely to pass the final examination with a similar or higher score; while students who attain a failing grade of 59% or less in the quizzes are twenty-five times as likely to fail the final examination compared to those who passed. These results emphasize the critical role played by educators in the adoption of frequent course assessments as an integral part of instruction; the importance of educator engagement in providing routine formative feedback to students; the importance of students' self-evaluation and staying on track with course material as the course progresses; and the need for students to be proactive in seeking help early in the semester to understand course content and improve their test taking skills.
Motivation to Learn and Teacher-Student Relationship
Author: Koca, Fatih
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Motivation,Teacher Student Relationship,Learning Motivation,Literature Reviews,Young Children,Self Determination,Expectation,Academic Achievement

When children enter school for the first time, they encounter a variety of new challenges that include creating positive relationships with peer groups and adults as well as learning to meet the demands of a wide range of cognitive, social, and academic tasks (Baker, 2006; Birch &amp; Ladd, 1997; Pianta, Steinberg, &amp; Rollins, 1995). Infants and young children appear to be mobilized by curiosity and driven by an intense need to explore, interact with, and discover their environment Therefore, understanding and documenting the importance of young children's motivation to learn is very important. Motivation to learn refers to a competence acquired through general experience that is predominantly stimulated through modeling, communication of expectations, and direct instruction or socialization by significant others (Brophy, 1987). This review of the literature focuses on the importance of young children's motivation to learn in their academic and social competencies, the effects of the quality of teacher-student relationships on their motivation to learn, and the implications for students who exhibit poor motivation in the early years at school years through the lenses of Self-Determination and Expectancy-Value for Achievement Motivation theories.
Party Secretaries in Chinese Higher Education Institutions: What Roles Do They Play?
Author: Jiang, Hua
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Politics,Social Systems,Higher Education,Administrator Role,Questionnaires,Statistical Analysis,Factor Analysis,Political Power,Decision Making,College Administration

The Chinese political party in power is the Communist Party. In higher education institutions the Party secretary is a ubiquitous presence. The purpose of this study was to answer the question, &quot;What roles do Party secretaries play?&quot; The Party committee headed by the Party secretary in an institution is supposed to lead the institution. To understand the Chinese higher education system, it is necessary to understand what roles Party secretaries play. A questionnaire was designed and distributed to institution Party secretaries in 15 provinces. KMO analysis and Barlett's sphericity test results indicated the distribution of response values was adequate for factor analysis, which was conducted to answer the research question. Data analysis results indicate that there are four roles Party secretaries play: decision maker, administrator, coordinator, and political power representative. This study provides empirical evidence on what roles Party secretaries play, filling an obvious gap in the literature on Chinese higher education institution administration.
Can the Mentoring and Socialization of Pre-Service Teachers Improve Teacher Education?
Author: Vumilia, Philbert L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Mentors,Socialization,Teacher Education,Educational Improvement,Preservice Teachers,Teaching Methods,Student Surveys,Student Attitudes,Educational Quality,Teacher Supervision,Lesson Plans,Teacher Collaboration,Self Control,Social Support Groups,Practicums,Communication Skills,Positive Attitudes,Case Studies,Statistical Analysis,Foreign Countries,Observation,Likert Scales

The goal of this study was to determine whether the processes of mentoring and socialization that take place during block teaching practice (BTP) in Tanzania can improve the quality of teacher education. In this essay, &quot;mentoring&quot; refers to all activities geared toward guiding, counseling, monitoring, supervising, and supporting teacher trainees involved in BTP. Teacher trainees were asked in a survey to rate their experiences with mentors and state whether pre-service mentoring programs could improve quality education in school classrooms and in teacher preparation colleges. The findings indicate that mentoring practices benefitted all individuals involved in BTP. Teacher trainees benefitted from mentors' models of lesson planning and collaborative teaching, which additionally provided social support. Mentoring strengthened teacher trainees' confidence, self-control, lesson preparation, and classroom presentations. The study also revealed several challenges that students, teachers, and their mentors experience during BTP.
Fostering Effective Leadership in Foreign Contexts through Study of Cultural Values
Author: Schenck, Andrew D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Transformational Leadership,Cultural Influences,Social Values,Beliefs,Compliance (Psychology),Traditionalism,Correlation,Global Approach,Self Concept,Sex Fairness,Rewards,Punishment,Attitude Measures,Individualism,Leadership Effectiveness,Foreign Countries,Surveys

While leadership styles have been extensively examined, cultural biases implicit within research methodologies often preclude application of results in foreign contexts. To more holistically comprehend the impact of culture on leadership, belief systems were empirically correlated to both transactional and transformational tendencies in public schools from 38 different countries. Results revealed that desires to obey authority and tradition are strongly correlated to both leadership styles. These values may clarify expectations, thereby facilitating effective leadership and organizational behaviors on a global scale. Respect for others, a desire to work for social good, and a need to act both independently and creatively were significantly related to the transformational approach. These values indicate that an individualistic and egalitarian self-concept fosters transformational behaviors. Finally, lack of gender egalitarianism and emphasis on monetary gain predicted the presence of transactional strategies, suggesting that clear role differentiation is required to successfully utilize rewards and punishments. Collectively, study of cultural beliefs yielded new insights for the enhancement of educational leadership, training, and evaluation.
A Dynamic Systems Approach to Internationalization of Higher Education
Author: Zhou, Jiangyuan
Date: 2016-00-00
Type: Journal Articles
Subjects: Systems Approach,International Education,Higher Education,Global Education,Outcomes of Education,Universities,Guidelines,Program Descriptions,Strategic Planning,Institutional Mission

Research shows that internationalization of higher education is a process rather than an end product. This paper applies the Dynamic Systems Theory to examine the nature and development of internationalization of higher education, and proposes that internationalization of higher education is a dynamic system. A dynamic framework of internationalization of higher education is therefore proposed. Internationalization of higher education has five levels--Global, National, Institutional, Program, and Personal Levels, and each level has five components--Purposes, Outcomes, Programs, Approaches, and Projects. Each level has a Developmental Range depending on the dynamic relationships between factors at this level. The Initial State, Attractor State, and Control Parameters are other key factors in examining internationalization of higher education at individual levels. A &quot;snapshot&quot; and a wheel of internationalization of Stockton University are further discussed as examples of applying a dynamic systems approach to internationalization of higher education. This dynamic framework of internationalization provides theoretical and practical implications for defining, developing, and strengthening internationalization of higher education.
Doing Things Differently: Using the ABCD Method to Negotiate with Local Leaders in Community Engagement Projects
Author: Chinyowa, Kennedy C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Community Development,Theater Arts,Secondary Schools,Case Studies,Community Involvement,Surveys,Community Leaders,Foreign Countries

The Laedza Batanani Project has been regarded as the pioneering experiment that paved the way for other prominent African Theatre for Development (TFD) projects such as Kamiriithu in Kenya, Murewa in Zimbabwe, Kumba in Cameroon and Marotholi Travelling Theatre in Lesotho. Laedza Batanani (1974-6) aimed at awakening the creative potential of villagers in the Bokalaka region of Botswana. As the Setswana term for the project implies, &quot;laedza batanani&quot; sought to raise the community's consciousness by enabling villagers to participate in their own development and replace apathy with collective action. However, in spite of its best intentions, Kidd and Byram (1982) report that nothing happened at the end of the Laedza Batanani experiment. Why? They attribute the failure to the dual nature of TFD projects, their intention to create critical awareness among participants on the one hand, and to disseminate dominant ideologies that tend to domesticate participants on the other. This paper seeks to demonstrate how best to negotiate with community leaders or gatekeepers without overshadowing the primary beneficiaries of TFD projects. Drawing illustrations from a baseline survey workshop held with community leaders in the Eastern Cape Province, the paper shows how the Asset Based Community Development (ABCD) method could be perhaps the most effective strategy for initiating sustainable community driven TFD projects. The ABCD strategy rests on the premise that local communities can drive their own development by identifying and mobilizing their own existing, and often unrecognized assets. [Paper presented at the International Conference on Arts, Culture, Heritage and the National Development Plan: Vision 2030 hosted by Tshwane University of Technology, Faculty of the Arts, Pretoria (South Africa), 1-3 October 2014.]
Do Employees' Perceptions on Authentic Leadership Affect the Organizational Citizenship Behavior?: Turkish Context
Author: Yesilkaya, Mukaddes
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Employee Attitudes,Leadership,Government Employees,Behavior,Reliability,Factor Analysis,Structural Equation Models,Correlation,Multivariate Analysis,Statistical Analysis

The aim of this study is to analyze the relationship between employees' perceptions on authentic leadership and organizational citizenship behavior. In this context, it was carried out a research on four-hundred public employees. The data from this study were analyzed via an appropriate statistical program and evaluated. Based on the findings from the analyses, there were positively and significant relationship between the participants' perceptions on authentic leadership and organizational citizenship behavior; it was determined that perceptions on authentic leadership have affected the organizational citizenship behavior meaningfully.
Proactive and Reactive Aggressive Behavior in Bullying: The Role of Values
Author: Jara, Natalia
Date: 2017-02-00
Type: Journal Articles
Subjects: Aggression,Bullying,Role,Personality Traits,Self Esteem,Violence,Correlation,Neurosis,Moral Values,Social Values,Personality Measures,Measures (Individuals),Self Concept Measures,Statistical Analysis,Structural Equation Models,Secondary School Students,Foreign Countries,Likert Scales

The study of violence and bullying in schools is a line of scientific research that has contributed significantly to knowledge on human aggressiveness, especially in children and adolescents. This article shows that there are two patterns of aggressive behavior: proactive and reactive. Both are present in bullying, as are other psychological aspects pertaining to the individuals involved, such as basic personality traits, self-esteem and values. This study links both proactive and reactive behavioral patterns to involvement and non-involvement in school bullying. The results reveal that basic personality traits, such as neuroticism, have a direct impact on proactive and reactive bullying, as do the social and individual dimensions of self-esteem and social and moral values. These findings confirm that variables relating to personal and social values are, in turn, related to proactive and reactive aggressive behavior in bullying for those involved and not involved in bullying. However, they also highlight that while aggressors engage in more proactive aggressive behavior, reactive aggression is more frequent among victims.
Achievement Emotions and Achievement Goals in Support of the Convergent, Divergent and Criterion Validity of the Spanish-Cognitive Test Anxiety Scale
Author: Sánchez-Rosas, Javier
Date: 2017-02-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Academic Achievement,Psychological Patterns,Emotional Response,Predictive Validity,Attitude Measures,Test Anxiety,Likert Scales,Questionnaires,Correlation,Statistical Analysis,Goal Orientation,Psychological Testing

Based on the control-value theory of achievement emotions and theory of achievement goals, this research provides evidence of convergent, divergent, and criterion validity of the Spanish Cognitive Test Anxiety Scale (S-CTAS). A sample of Argentinean undergraduates responded to several scales administered at three points. At time 1 and 3, the sample responded to scales designed to assess their adoption of mastery and performance goals. At time 2, they responded to the SCTAS and items assessing their anxiety and shame in class, and their enjoyment, hopelessness, shame, and anxiety experienced in exam. Results demonstrated the convergent and divergent validity of the S-CTAS through correlations with other class and test emotions scales measuring outcome and activity-emotions. Furthermore, the findings verified the criterion validity of the S-CTAS by estimating the predictive influence of achievement goals on cognitive test anxiety and other emotions, and in turn the effects of cognitive test anxiety and these emotions on achievement goals.
More Questions than Answers: Assessing the Impact of Online Social Networking on a Service-Learning Project
Author: Moeller, Mary R.
Date: 2013-01-00
Type: Journal Articles
Subjects: Service Learning,Social Media,Cross Cultural Training,Cultural Pluralism,American Indian Students,Mentors,Preservice Teachers,Intercultural Communication,Communication Skills,Skill Development,Program Evaluation,Reflection,Statistical Analysis,Boarding Schools,College Students,Computer Mediated Communication,Student Surveys,Teacher Surveys,High School Students,College Faculty

This article details the evolution and results of a service-learning project designed to extend cross-cultural relationships via online social networking between students at a U.S. Bureau of Indian Education boarding school and teacher candidates in a required diversity course. The goals for the partnership included helping Native American students identify personal strengths through mentoring relationships, and encouraging teacher education candidates to develop their intercultural communication skills. We assessed the project using qualitative and quantitative measures: identification of significant themes emerging from teacher candidates' reflections; comparison of recurring reflection themes to stages of Bennett's Developmental Model of Intercultural Sensitivity; and statistical analysis of candidate responses on Cushner's Inventory of Cross-Cultural Sensitivity. The analysis reveals challenges and opportunities for student and candidate learning and stimulates questions that shape future directions for service-learning in an increasingly digitized world.
Reader's Response: Describing and Analyzing Quantitative Data
Author: McGrath, April L.
Date: 2013-01-00
Type: Journal Articles
Subjects: Statistical Data,Instruction,Online Courses,Electronic Learning,Teaching Methods

The work of Harris and Martin (2012) on student motivations for choosing to complete online courses provides information on an important area of development within post-secondary education. As noted by the authors, online learning is an expanding field and learning more about why students choose online courses and their experiences in such courses is critical to the development of online courses. The researchers had a sizable dataset (n = 644) and I looked forward to reading the results produced by such a large sample, but as a reader there were times when I was confused by the results. I think it is worth highlighting this confusion so that scholars publishing in [&quot;International Journal for the Scholarship of Teaching and Learning&quot;] &quot;IJ-SoTL&quot; can reflect on how to present quantitative data in ways that remain clear to all readers.
East versus West: Effectiveness of Knowledge Acquisition and Impact of Cultural Dislocation Issues for Mainland Chinese Students across Ten Commonly Used Instructional Techniques
Author: Rajaram, Kumaran
Date: 2013-01-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Educational Trends,Trend Analysis,Student Diversity,Asians,Business Administration Education,Instructional Effectiveness,Teaching Methods,Questionnaires,Preferences,Lecture Method,Familiarity,Cultural Influences,Undergraduate Students,Likert Scales,Data Analysis,Student Surveys

The research analyses the new trend of training culturally diverse students in western style business education in Singapore where a substantial number of mainland Chinese students enroll in business courses. Building on ideas by Hosfede (1984), Morey and Frangioso (1998) and Rodrigues (2004), 402 mainland Chinese students who were enrolled in Singaporean business training programs provided differential ratings of the learning effectiveness, familiarity, comfort and ease of knowledge transfer for each of the ten commonly used instructional strategies previously investigated by Rodrigues (2004) based on a questionnaire. Both &quot;active&quot; and &quot;passive&quot; instructional techniques facilitate effective learning and acquiring of knowledge for these Chinese mainland students, although the literature reports that lectures are the most preferred technique for these students.