ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Job Satisfaction and Job Performance: A Study on Sports Industry
Author: Ertekin, Alpaslan Baki
Date: 2021-00-00
Type: Journal Articles
Subjects: Job Satisfaction,Job Performance,Athletics,Foreign Countries,Questionnaires,Gender Differences,Professional Personnel

The aim of this research is to determine the relationship between job performance and job satisfaction of individuals working in the sports industry. The sample of the study consisted of 423 people (317 males and 106 females), who work in the sports industry in Istanbul and selected by purposeful sampling method. In the study, in addition to the personal information form, the &quot;Minnesota Job Satisfaction Scale&quot; developed by Weiss et al. (1967) and adapted to Turkish by Baycan (1985), the &quot;Job Performance Scale&quot; developed by Kirkman and Rosen (1999) to determine the job performance of employees and adapted to Turkish by Çöl (2008) were used as data collection tools. In the analysis of the data, independent t-test, ANOVA and Pearson Correlation analyses were performed. The results of the analysis determined that individuals did not differ according to their gender in both their job satisfaction levels and their job performance. It was determined that there was a significant difference in the &quot;External Satisfaction&quot; sub-dimension of the job satisfaction scale according to marital status, and there was a statistical difference in the &quot;Internal Satisfaction&quot; and &quot;External Satisfaction&quot; sub-dimensions of the job satisfaction scale according to the working hours of the participants in the workplace. Moreover, it was determined that there was no significant difference according to the marital status of the participants and the duration of their work. Finally, it was determined that there was a positive and low-level relationship between the sub-dimensions of the job satisfaction scale and the job performance scale. As a result, it was determined that the job satisfaction and job performance levels of the individuals differed according to their socio-demographic characteristics, and the higher their job satisfaction, the higher their job performance.
The Relationship between Communication Skills and Career Awareness: An Example of Sports Sciences Faculty Students
Author: Çakir, Veli Ozan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Communication Skills,Correlation,Career Awareness,Athletics,College Students,Gender Differences,Instructional Program Divisions,Career Readiness,Self Esteem

The main aim of the research was to determine the relationship between communication skills and career awareness of individuals studying at the faculty of sports sciences. This study was performed according to the relational screening model. The study group of the research consisted of a total of 386 students, 215 males and 171 females, studying at Istanbul University-Cerrahpasa Faculty of Sports Sciences. In addition to the personal information form in the research, the &quot;Communication Skills Evaluation Scale (CSES)&quot; was developed by Korkut (1996) and the &quot;Career Awareness Scale (CAS)&quot; was developed by Yasar and Sunay (2019) were used as data collection tools. It was accepted that the research data showed a normal distribution according to the skewness and kurtosis values. After the research data showed normal distribution, t-test, ANOVA and Pearson correlation test were applied in the analysis. In the research results, no significant difference was found between the communication skills of Sport Sciences students according to their gender and grade levels. However, a significant difference was determined between the sub-dimensions of career awareness according to the variables of individuals' gender and class. As a result of the research, a positive moderate relationship was determined between communication skills and career awareness. Considering that as the communication skills of the students studying at the faculty of sports sciences increase, their career awareness will increase, it is recommended that more studies be conducted to increase the communication skills of the students.
The Effects of Exergames on the Attitudes of Secondary School Female Students towards Physical Education
Author: Birinci, Yakup Zühtü
Date: 2021-00-00
Type: Journal Articles
Subjects: Exercise,Physical Activities,Physical Education,Teaching Methods,Dance,Females,Grade 8,Secondary School Students,Program Effectiveness,Student Attitudes,Foreign Countries,Video Games

Growing studies show that exergames (EG) which can combine physical activity (PA) and games is an effective educational tool in physical education (PE). The purpose of this research was to evaluate the effect of dance-based EG on the attitude of 8th grade female students towards PE. The research group consists of 15 female students who are educated in the 8th grade of secondary education in the public school of Bursa province. Participants performed dance-based EG for 80 minutes (3 sets of 20 minutes sessions, 10 minutes rest between sessions), 3 days a week for 8 weeks. Music and dance content were changed after each 20-minute game. Participants answered the Physical Education and Sports Attitude Scale (PESAS) before the first exergame session and at the end of 8 weeks. Shapiro-Wilk and Kolmogorov-Smirnov tests were used to determine whether the variables are normally distributed. Mann-Whitney U test was used for pairwise comparisons, Kruskal-Wallis Analysis of Variance was used for multiple comparisons. The relationships between the variables were examined with the Spearman-correlation coefficient. A statistically significant difference was found between the participants' PESAS pre-test and post-test scores (p = 0.001). Based on the results of the study it can be concluded that dance-based EG is useful for developing positive attitudes towards PE among female students.
&quot;This Is the End.&quot; A Case Study of a Japanese Learner&apos;s Experience and Regulation of Anxiety
Author: Sano Nakao, Naoko
Date: 2022-00-00
Type: Journal Articles
Subjects: Emotional Response,Second Language Learning,Anxiety,Self Control,English (Second Language),Negative Attitudes,Student Motivation,Coping,Language Skills,Barriers,Learning Strategies,Student Attitudes,Foreign Countries

This study investigates the role of emotions in second language learning, in particular, that of anxiety. Research has shown that positive and negative emotions are interrelated and that negative emotions are negatively correlated with motivation. It is, therefore, important to investigate how learners regulate their emotions. In this case study, one learner was closely observed over a period of 13 years. This learner claims that he has been feeling strong anxiety while learning English, but also that his negative emotion was the source of motivation to proactively study the language. The research used three types of data: (a) language learning historical records, (b) in-depth interviews, and (c) two questionnaires: the Foreign Language Classroom Anxiety Scale and the Strategy Inventory for Language Learning questionnaire. The results reveal the intense experience of the learner's emotions, as well as the significant shifts therein. It also unearths some of the sources of his emotional experiences and how he regulated these experiences. An important observation was the positive contribution that negative emotions had on some aspects of the participant's learning.
Critical Thinking and Effective Personality in the Framework of Education for Sustainable Development
Author: Merma-Molina, Gladys
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Thinking,Personality Traits,Sustainable Development,Foreign Countries,Measures (Individuals),Self Concept Measures,Self Efficacy,Self Esteem,Scores,Elementary School Students,Problem Solving,Decision Making Skills

According to UNESCO, critical thinking (CT) is a strategic skill for the 21st century, as it is associated with attitudes of personal and social change and improvement. Based on this, the objectives of this study were (1) to find out the possible relationships between CT and effective personality (EP) and (2) to determine the extent to which EP predicts the development of CT in children and adolescents. The research approach was quantitative, correlational and predictive. The sample consisted of 562 Spanish students. The measurement instruments were: (1) the Critical Thinking Disposition Inventory and (2) the Efficacy Personality Questionnaire. The main findings showed that there is a positive relationship between EP and CT, with the traits &quot;being enthusiastic&quot;, &quot;developing positive self-esteem&quot; and &quot;having self-confidence&quot; correlating most strongly with CT. The regression analysis shows that EP influences the development of students' CT. There were no significant differences according to sex, and Primary Education students obtained higher CT scores. It is concluded that the better the promotion of EP, the greater the CT development will be. This suggests the need to design educational programmes for the improvement of EP, especially in adolescents.
An Evidence-Based Study on Teaching Computer Aided Design in Higher Education during the COVID-19 Pandemic
Author: Dagman, Andreas
Date: 2022-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Computer Assisted Design,COVID-19,Pandemics,Engineering Education,College Freshmen,Distance Education,Electronic Learning,Student Attitudes,Well Being,Computer Software,Computer Mediated Communication

The pandemic has had a major effect on engineering education, transforming both current and future teaching practice. The physical meetings between student and teacher have during the pandemic been replaced by online contact and recordings of lectures and demonstrations. In this paper, the focus is on computer aided design (CAD) teaching for first-year engineering students. CAD is a topic usually characterized by a close contact by student and teacher, with hands-on instruction at the computer using the CAD software. In the paper, the experiences and learnings from the rapid shift to on-line teaching in CAD are summarized and discussed, and learnings and takeaways for a redesign of future CAD teaching are discussed. Both the students' learning and their mental wellbeing are evaluated. It is found that on a general level, the students were satisfied with the online teaching and rated it as better or equal to traditional teaching. However, there is still room for improvement, since some students found the situation stressful and pointed out the difficulty to ask questions online. The findings are based on a student survey, existing literature, and the authors own teaching practices during the pandemic.
Distance Education for Supporting &quot;Day One Competences&quot; in Meat Inspection: An E-Learning Platform for the Compulsory Practical Training of Veterinarians
Author: Tinacci, Lara
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,Veterinary Medical Education,Veterinary Medicine,Electronic Learning,Food,Job Skills,Food Processing Occupations,Course Content,Online Courses,COVID-19,Pandemics,Instructional Effectiveness,Undergraduate Students,Foreign Countries

Obtaining a Veterinary Surgeon degree relies on the acquisition of &quot;Day One Competences&quot; (DOCs), among which professional skills related to meat inspection are acquired during visits to abattoirs. In 2020, lockdown measures due to COVID-19 pandemic limited on-site practical training. The present study describes the creation of an e-learning course on bovine and swine slaughtering as an alternative tool for compulsory DOCs achievement within the course &quot;Inspection and control of food of animal origin&quot; during the fourth year of the Veterinary Medicine degree program (Department of Veterinary Sciences of the University of Pisa). Academics and external professionals took part on the planning and development of the learning material. Video pills, consisting of shooting of the slaughtering coupled with trainers' descriptive explanations, were produced. The perceived effectiveness of course contents, trainers' communication skills and technical quality were assessed with a questionnaire. The developed e-learning platform consisted of four main sections (Introduction, Swine slaughtering, Bovine slaughtering and Additional topics), integrated by multiple-choice questions for the student's self-assessment. According to students' assessment, the platform, of high technical quality, effectively condensed contents on meat inspection. Despite the unique and irreplaceable role of practical training in the achievement of the professional skills included in the veterinary curriculum, the e-learning course may concur in providing DOCs and is in line with the adoption of a modern teaching model where e-learning resources engage students in deeper learning approaches.
Smartphones and Learning: An Extension of M-Learning or a Distinct Area of Inquiry
Author: Hartley, Kendall
Date: 2022-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Technology Integration,Educational Research,Computer Use,Computer Simulation,Self Determination,Independent Study

The smartphone has become an integral part of the education landscape. While there has been significant smartphone research in education under the guise of m-learning, the unique role of the device suggests that m-learning may not be an appropriate characterization. The purpose of this paper is to review the use of m-learning as a primary descriptor for smartphone- and learning-related research. In support of this goal, the paper reviews the definitions associated with m-learning, smartphones, and related technologies from the perspective of educational research. In addition, a review of author keywords of research on smartphones in education is used to provide context to the classification of the research. Finally, three theoretically guided smartphone programs are presented as evidence of the unique nature of smartphone and learning research. This review concludes with recommendations for the characterization of future research.
What Do Preschool Teachers and Parents Think about the Influence of Screen-Time Exposure on Children&apos;s Development? Challenges and Opportunities
Author: Monteiro, Rita
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Parent Attitudes,Television Viewing,Handheld Devices,Child Development,Play,Technology Uses in Education,Language Acquisition,Preschool Children,Foreign Countries

Children's exposure to screens has been increasing in recent years and so has the concern about its impact on children's development. This study aims to analyze preschool teachers' and parents' views on the influence of screen-time exposure on children's development. Semi-structured interviews with preschool teachers (n = 9), as well as data from a previous quantitative study, based on an online questionnaire applied to parents of children in preschool (n = 266) were used for data collection. For this study, eminently of qualitative nature, the following dimensions were analyzed: children's habits of exposure to screens at home, changes in children's play habits at school, strategies/methodologies used by preschool teachers, use of technologies at school and children's language development. The results from the study with parents show that screen-time exposure of children is between 1 h to 2 h of television per day, mostly to watch cartoons. Parents also report that most of the children use vocabulary in other languages at home. Most preschool teachers agreed that children are changing their play habits and mainly their behaviors and attitudes, influenced by screen-time exposure. They believe that language development is also changing, mentioning more language problems in children. Changes in pedagogic strategies and specialized training on educational technology are needed to get closer to children's interests.
Factors Associated with School Effectiveness: Detection of High- and Low-Efficiency Schools through Hierarchical Linear Models
Author: García-Jiménez, Jesús
Date: 2022-00-00
Type: Journal Articles
Subjects: School Effectiveness,Predictor Variables,Identification,Hierarchical Linear Modeling,Social Influences,Cultural Influences,Socioeconomic Status,Academic Achievement,Family Influence,Foreign Countries,Grade 2,Elementary School Students

School effectiveness is a topic of interest addressed by numerous research projects focused on clarifying which variables contribute to the explanation of educational performance. This research aims to find out to what extent social, cultural, and academic variables at the student and school levels, as perceived by families, influence performance, and to evaluate the relevance of high residual and gross score criteria in the selection of effective or ineffective schools. Census data from diagnostic evaluations of the Mathematical Reasoning and Linguistic Communication of students in a certain Spanish region, over five academic years, have been used. The multilevel hierarchical analyses carried out have enabled the detection of centers of high and low efficiency, as well as the identification of which factors, related to the idiosyncrasy of the students and the educational center they attend, significantly influence the performance of the students. It was concluded that the socioeconomic and cultural level of the families, the family expectations, the commitment to reading and the educational agreement were significant variables in the explanation of the students' educational performance, and that the residual score of the educational centers was a valid criterion to estimate their level of effectiveness once the socio-cultural factors have been controlled.
Prospective Primary Teachers&apos; Professional Noticing in Non-Formal Learning Environments: The Case of a Mathematics Fair
Author: Xenofontos, Constantinos
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Observation,Informal Education,Student Teachers,Mathematics Activities,Methods Courses,Instructional Design,Educational Games,Student Teacher Attitudes,Reflection,Essays,Outcomes of Education

Research around mathematics teachers' professional noticing has been largely contextualised by the formal setting of the classroom. In addressing the lack of relevant studies in non-formal learning environments, this paper draws on student teachers' observations within a Mathematics Fair, which was part of a mathematics methods module of a primary education undergraduate programme. Working in pairs, 64 student teachers designed interactive mathematical games which upper primary school pupils had the opportunity to play in an event having taken place at our university. In this study, we analyse student teachers' individual reflective essays written after the Fair, where they discussed important, in their view, incidents and observations. Employing a thematic analysis approach, we identified four themes discussed by students: the task; learning; teaching; non-formal environment. We conclude with the implications for teacher education and suggestions for future research.
A Study to Evaluate Students&apos; Performance, Engagement, and Progression in Higher Education Based on Feedforward Teaching Approach
Author: Saeed, Nagham
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Achievement,Learner Engagement,College Students,Teaching Methods,School Holding Power,Foreign Countries,Introductory Courses,Feedback (Response)

Learners who enter higher education (HE) at the foundational level are susceptible to many challenges that impact their performance, engagement, and progression. Not all students who enter HE at the foundational level will progress and attain their course qualifications. In addition, many university lecturers struggle to give effective support to their students. This study focuses on feedforward teaching approaches that define ways to enhance learning by using advanced organisational strategies to offer relevant supporting concepts and meaningful verbal material. To date, there are insufficient literature reviews on feedforward approaches to facilitate students' subsequent learning. Providing better academic support for students and a strong foundation for independent learning is the focus of this paper. Therefore, the main contributions of this paper are identifying the key feedforward features and suggesting effective feedforward approaches. This study was undertaken to rigorously implement feedforward approaches that would support groups of students in modules at the foundational entry-level. At the end of module delivery, different students' data sets were analysed related to the progression rates, standard deviation, and mean. In addition, the student satisfaction questionnaire (module evaluation survey) and feedback survey were also considered for engagement and retention purposes. The outcomes from this exercise suggest that feedforward approaches allow students to increase their overall effort when attempting summative assessments and, thus, improve their performance, engagement, and retention.
Exploring How Secondary STEM Teachers and Undergraduate Mentors Adapt Digital Technologies to Promote Culturally Relevant Education during COVID-19
Author: Kier, Meredith Weaver
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Undergraduate Students,STEM Education,Educational Technology,Culturally Relevant Education,COVID-19,Pandemics,Mentors,Minority Group Teachers,Technology Uses in Education,Cooperation,Distance Education

The COVID-19 global pandemic presented unprecedented challenges to K-16 educators, including the closing of educational agencies and the abrupt transition to online teaching and learning. Educators sought to adapt in-person learning activities to teach in remote and hybrid online settings. This study explores how a partnership between middle and high school teachers in an urban school district and undergraduate STEM mentors of color leveraged digital tools and collaborative pedagogies to teach science, technology, and engineering during a global pandemic. We used a qualitative multi-case study to describe three cases of teachers and undergraduate mentors. We then offer a cross-case analysis to interpret the diverse ways in which partners used technologies, pedagogy, and content to promote equitable outcomes for students, both in remote and hybrid settings. We found that the partnership and technologies led to rigorous and connected learning for students. Teachers and undergraduates carefully scaffolded technology use and content applications while providing ongoing opportunities for students to receive feedback and reflect on their learning. Findings provide implications for community partnerships and digital tools to promote collaborative and culturally relevant STEM learning opportunities in the post-pandemic era.