ethanporcaro/eric-fulltext-meta huggingface dataset:
Are Self-Talk and Mental Toughness Level Prerequisites besides the Kick Boxing Education Level in Athletes?
Author: Yalcin, Yasemin
Date: 2021-00-00
Type: Journal Articles
Subjects: Athletes,Athletics,Sport Psychology,Competition,Resilience (Psychology),Inner Speech (Subvocal),Self Motivation,Self Efficacy,Psychological Characteristics,Young Adults,Adolescents,Gender Differences,Predictor Variables,Performance Factors,Success,Foreign Countries

The aim of this study is to determine the relationship between self-talk and mental toughness levels of kickboxers and to compare the differences between the self-talk and mental toughness of the athletes according to the independent variables obtained from the personal information of the athletes participating in the research. The study group of the research consists of athletes who participated in kickboxing competitions in Turkey (n=223). 120 (53.8%) of the athletes are women and 103 (46.2%) are men. In the study, the &quot;Self-Talk Questionnaire&quot; adapted to the Turkish athlete population by Engür (2011) and the &quot;Sport Mental Toughness Questionnaire&quot; adapted to Turkish by Altintas and Bayar Koruç (2016) is used. It is decided whether the data met the prerequisites of the parametric tests by examining the Skewness and Kurtosis values (normal distribution of the data) and the Levene test (equality of variance) results. As a result, correlation analysis is used to determine the relationships between the variables, and t-test and ANOVA analyses are used to determine the differences. As a result of the research, it is determined that there is a positive and significant relationship between self-talk and mental toughness. Mental toughness is accepted as a term that trainers, managers and athletes attach importance to, and it is considered a prerequisite for sportive success. The fact that there is a positive and significant relationship between self-talk and mental toughness suggests that self-talk is also a predictor of performance. At the point of achieving success, the inner messages that the athlete will give themselves will increase their mental toughness and will be reflected in the sports environment, training or competition.
Educational Change in Saudi Arabia: Insights from One USA/KSA Teacher Professional Development Collaborative
Author: Bentahar, Adil
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Elementary Secondary Education,Higher Education,Cultural Differences,International Programs,Partnerships in Education,English (Second Language),Language Proficiency,Leadership Training,Teacher Collaboration,Best Practices,Educational Change,Program Effectiveness,Experiential Learning,Barriers

Teacher professional development (PD) programs ideally evaluate how professional learning experiences empower teachers to be effective change agents in their disciplines and communities. The Khbrat [&quot;experiences&quot; in Arabic] program is a year-long, global teacher PD initiative launched by the Saudi Ministry of Education. The goal is to change the mindset of Saudi teachers through immersive experiences in the U.S. K-12 schools and university academic culture so that they can participate as effective &quot;change agents&quot; in the transformation of Saudi schools. Our mixed-methods study examined the impact of the Khbrat program on Saudi teachers' leadership, classroom experiences, and sociocultural levels; the findings inspire new directions for program design with key insights into teacher PD program evaluation.
A Common Framework for Artificial Intelligence in Higher Education (AAI-HE Mode)
Author: Jantakun, Thiti
Date: 2021-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Higher Education,Technology Uses in Education,Models,Interaction,Users (Information),College Students,Campuses,Databases,Knowledge Management

This research aims to 1) Develop a common framework for artificial intelligence in higher education (AAI-HE model) and 2) Assess the AAI-HE model. The research process is divided into two stages: 1) Develop an AAI-HE model, and 2) Assessment the model. The sample consists of five experts chosen through purposive sampling. The data is analyzed by means and standardized deviations statistically. The research result shows that 1) the AAI-HE model consists of seven key components which are 1.1) User Interactive Components and Technology of AI, 1.2) Components and Technology of AI, 1.3) Roles for Artificial Intelligence in Education 1.4) Machine Learning and Deep Learning 1.5) DSS Modules 1.6) Applications of Artificial Intelligence in Education, and 1.7) AI to enhance campus efficiencies, and 2) The result of the assessment of the AAI-HE model is rated as absolutely appropriate overall.
Academic Advisors in Australian Higher Education: Perceptions, Role Identities, and Recommendations
Author: Dollinger, Mollie
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Advising,Faculty Advisers,Higher Education,Role Perception,Professional Identity,Reflection,Teamwork,Success,Academic Achievement,College Students,Research Universities,Foreign Countries

Previous research has evidenced the importance of student and staff interactions as critical functions to support student success at university. Increasingly, academic advising units support these interactions. However, while common throughout North American contexts, little is known about the implementation of such units internationally. In this paper, we use a case study methodology to discuss the introduction of an academic advising team at an Australian university to explore how staff adjusted to these new roles and their reflections on how others perceived them. We use reflective diaries submitted by the advisors (n = 11) to analyze how their role identities formed over time and suggested recommendations for supporting teams in the future.
A Strength-Based Inventory for Assessing the Needs for Academic Advising of University Students in Hong Kong
Author: Siu, Andrew M. H.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Needs,Academic Advising,College Students,Test Validity,Cultural Relevance,Test Reliability,Student Characteristics,Student Behavior,Student Attitudes,Social Support Groups,Empowerment,Time Management,Expectation,Interpersonal Competence,Identification (Psychology),Values,Academic Persistence

This study aims to develop and validate a strength-based instrument for assessing the academic advising needs of university students in Hong Kong using the Appreciative Advising Inventory (AAI) as a blueprint. We reviewed the content validity and cultural relevance of the AAI and developed a 37-item AAI Hong Kong Version (AAI-HK). We conducted Rasch analysis and principal component analysis. The AAI-HK has four stable and reliable factors (social competence and support; positive identity and participation; positive values; and commitment to learning and study), which represent key strengths of university students. Four AAI-HK subscales demonstrate good reliability. We found significant differences in AAI-HK scores between students who are under academic probation or not and between students who are local or nonlocal.
High Impact Practices and Professional School Acceptance in Health Science Concentrations
Author: Richard, Lori H.
Date: 2021-00-00
Type: Journal Articles
Subjects: Allied Health Occupations Education,Graduate Study,Selective Admission,Health Sciences,Undergraduate Study,Success,Grade Point Average,Active Learning,Learner Engagement,Competence,Capstone Experiences,Study Abroad,Portfolios (Background Materials),Electronic Publishing,Service Learning,Internship Programs,Student Research,Cooperative Learning,College Admission,Majors (Students),Specialization

Graduate-level professional health care programs have a highly selective admissions process. Applicants can distinguish themselves by participating in High Impact Practices (HIPs) to enhance their undergraduate experience and academic and professional success. The variables analyzed in this study included acceptance, grade point average (GPA), minor attainment, items from the National Survey of Student Engagement (NSSE), and HIPs. Results of the analysis indicate a significant positive association between professional school acceptance and GPA, minor attainment, and capstone course completion. Data analysis suggests specific HIPs correlate with admission to desired graduate programs, and implications for advising students with this goal are discussed.
Children&apos;s Meeting with Classics in the &quot;Eternity Library&quot;: An Example of Intertextual Reading
Author: Oryasin, Melda
Date: 2021-00-00
Type: Journal Articles
Subjects: Classics (Literature),Childrens Literature,Reading Instruction,Reading Comprehension,Fiction,Science Fiction,Authors,Literary Genres

In this study, children's meeting with the classics through Mavisel Yener's work named &quot;Eternity Library&quot; will be exemplified by discussing intertextual relations. The study is qualitative and descriptive. By using intensive sampling, which is one of the purposeful sampling types, the aforementioned children's book was chosen because it refers to the classics in a diverse, rich and intense manner in the context of intertextuality. The data were collected through document analysis and analyzed with descriptive analysis. In order to ensure its validity and reliability, the features of the determined classification were clearly drawn, the appropriateness of the classifications and quotations was paid attention to, the determined quotations were analyzed and revised at different times, and the final form was given. In the analyzed book, inter-author, interwork, inter-genre, explicit and implicit references were found in the context of intertextuality, and it was determined that these references were mostly structured through the classics. It was concluded that the work examined in the study directed children to the classics with its rich intertextual references. It can be said that the work examined is a good example in terms of both breaking the negative view of the classics and effectively adding these works to the reading process of children.
Navigating College with MAAPS: Students&apos; Perceptions of a Proactive Advising Approach
Author: Van Jura, Matt
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Academic Advising,Models,Academic Achievement,First Generation College Students,School Holding Power,Low Income Students,College Students,Student Experience,Intervention,Learner Engagement,Program Effectiveness

In 2016, State University (a pseudonym) implemented a proactive advising approach known as Monitoring Advising Analytics to Promote Success (MAAPS). The initiative was designed to improve academic achievement and retention measures for first-generation students and students from limited-income backgrounds. Using a qualitative methodological design, the purpose of this study was to learn about students' experiences with MAAPS advisors and their overall perceptions of the program. Findings confirm prior research that suggests some students may benefit from advisors' proactive communications and holistic approach. However, the design and implementation of MAAPS discouraged many from participating in the initiative, highlighting several implications for improved future practice.
Remote Academic Advising Using Synchronous Technology: Knowledge, Experiences, and Perceptions from Students
Author: Wang, Charles Xiaoxue
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Advising,Synchronous Communication,Computer Mediated Communication,Videoconferencing,Technology Integration,Undergraduate Students,Late Adolescents,Student Attitudes,Student Experience,Student Characteristics,Predictor Variables,Age Differences,Gender Differences,Program Implementation,Emergency Programs,Barriers,COVID-19,Pandemics,Knowledge Level,Public Colleges

When COVID-19 struck, higher education experienced major disruptions. Important functions like academic advising were no exception, and the traditional face-to-face model shifted online with remote academic advising (RAA), which uses synchronous communication technologies (e.g., Zoom, Microsoft Teams, Google Meets). In this quantitative research study, 569 students completed an online survey that produced 539 sets of valid data for analysis. Findings showed no significant differences in students' knowledge or experiences with RAA according to their demographic independent variables such as gender, age, ethnicity, major, and RAA experiences. However, significant differences in student opinions on RAA were found among different age and gender groups. The paper identifies barriers to implementing RAA with suggestions to overcome these barriers when utilizing RAA.
Should Students with AP Credit Repeat Coursework in College? A Multilevel Analysis
Author: Hurt, Sheila F.
Date: 2021-00-00
Type: Journal Articles
Subjects: Advanced Placement Programs,College Credits,Course Selection (Students),Grades (Scholastic),Required Courses,High School Students,College Readiness,College Entrance Examinations,Predictor Variables,Correlation

Research on the Advanced Placement (AP) program generally shows that students scoring 4s and 5s on AP exams outperform their non-AP peers in subsequent college courses. However, faculty and academic advisors often suggest that students with AP credit should repeat prerequisite courses in college before attempting advanced coursework. We compared grades of 20,409 students in 42 subsequent courses across three groups: students who used AP credit as a prerequisite, students who earned AP credit but repeated the prerequisite courses in college, and students without AP credit. Results with two-level cross-sectional multilevel modeling showed that AP students performed similarly in subsequent courses whether they chose to repeat prerequisites or not; both groups outperformed non-AP students with similar academic backgrounds.
Students&apos; Perception of Lecturers&apos; Behaviors in the Learning Environment
Author: Noori, Abdul Qawi
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Characteristics,Student Attitudes,Positive Attitudes,College Faculty,Teacher Behavior,Teacher Student Relationship,Interaction,Professionalism,Classroom Environment,Learning Motivation,Academic Achievement,Foreign Countries

This study aims to investigate the perception of undergraduate students about their lecturers' behaviours in their learning environment. Behaviour is the explanation of observable outcomes and interaction between students and instructors. Behaviour can be positive, negative, effective or ineffective, and the way in which lecturers behave with their students in the learning environment may affect their learning experience and motivation. A Quantitative research design was employed in conducting the study. A questionnaire with 27 items was used to collect data from 140 randomly selected respondents from Takhar University, Afghanistan. SPSS version 25.0 was used to analyze the data. Descriptive statistics and inferential statistics, i.e., Independent Samples t-test and One-Way ANOVA were employed in data analysis. The findings indicate that the students had a positive perception about their lecturers' behaviours in the learning environment. The study also revealed that there did not appear to be any statistically significant differences in participants' responses by their gender or the classes they took. The findings of the current study may lead to policies with regard to lecturers' behaviours and inform instructors to improve classroom practices in the learning environment.
The Role of Agile Teams in the Delivery of Distance Education in Saudi Universities Amid the COVID-19 Crisis: Qualitative Data Analysis
Author: Al-Hamdan, Amal Rashed
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Distance Education,College Students,Teaching Methods,Educational Technology,Technology Uses in Education,Teamwork,Computer Software,Higher Education,Online Courses,Delivery Systems,Labor Market,Citizenship Education,Educational Change

The objective of this study is to investigate the role of agile teams in the service delivery of Saudi higher education amid the COVID-19 crisis. The qualitative design of this study allows for an open-ended data collection instrument defined by a semi-structured interview process and thematic data analysis. The study employs a purposive strategy to sampling whereby direct engagements are administered between the author and individual participants. The study therefore analyzes data inductively and reports results where codes are defined, patterns are identified, and themes are generated. The first theme is that the future of Saudi higher education is learner-focused. The second theme is that the value of agile teams increases in the level of operational complexity of distance education. The third theme is that the COVID-19 crisis has left a permanent impact on the way higher education is delivered. The fourth theme is that the agility features of adaptability and responsiveness are highly desirable in Saudi higher education settings. The fifth and the last theme is the great potential for agile teams in the delivery of distance education to enhance learners' labor market competitiveness while augmenting their sense of responsible citizenship. The study implies that agile teams have great potential in the service delivery of Saudi higher education.
An Application for Persuasive Communication Instruction in Turkish Education
Author: Asar, Ahmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Persuasive Discourse,Interpersonal Communication,Grade 7,Propaganda,Public Relations,Advertising,Communication Skills,Knowledge Level,Readiness,Literacy,Turkish

The learning outcomes concerning the characteristics of persuasive communication are specified within Turkish curriculum from 4th grade onward. Depending on the field and purpose, persuasive communication exhibits different characteristics. Turkish language education program addresses such general characteristics of media texts as cultural transmission, interpretation, elucidating, entertaining and persuading. In Turkish courses, activities regarding the characteristics of persuasive education are not implemented. Therefore, this particular study primarily aimed to provide activities concerning persuasive communication instruction with the aim of assisting secondary school students analyze and interpret media texts. In this mixed methods study, the data were collected through literature review, pre-post test and course activities towards persuasive communication used in education, public relations, advertisement and propaganda. The activities were carried out with 14 voluntary students attending 7th grade in a Turkish state school. Pre and post-test activities were assessed by two experts. The results were keyed into SPSS 18 program. The data were analyzed via paired sample t-test and Wilcoxon Test together with students' opinions. Based on students' performances evaluated prior to, during and after the activity, it has been concluded that learning towards the characteristics of persuasive communication occurs with a significant level. As a result, teaching the characteristics of persuasive communication in Turkish lessons should be considered.
Reasons for Manuscript Rejection at Internal and Peer-Review Stages
Author: Adib, Souhail
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing for Publication,Periodicals,Scientific Research,Guidelines,Criteria,Publishing Industry,Peer Evaluation

The noble aim of publishing an article is to drive the wheel of scientific research forward; pragmatically speaking, though, and that is the case of many authors, a publication is a set criterion for their graduation or promotion. When publishing an article is mentioned, authors tend to contemplate rejection. Some fear rejection to the point of refraining from drafting the manuscript. To identify the most common reasons why submissions are rejected, internally by the journal editors (also referred to as preview or screening stage), and externally by the blind reviewers, we analysed the preview and review comments of 100 rejected submissions to the &quot;International Journal of Education and literacy Studies&quot; (&quot;IJELS&quot;) in the period between 2018 and 2020. The results of inductive thematic analysis indicated that the main reasons why submissions were rejected at the preview stage were problems with originality, poor language, scope, format, and organization. At the review stage, the main reasons were methodology, organization, language, insignificance, and literature review. Additionally, other less common reasons why manuscripts were rejected were that they lacked clear and conventional result reports, in-depth discussions, and thick conclusions, relevant, current, and impactful references among others to be discussed in this article. Many of these issues are, of course, fixable and future authors are highly encouraged to go through this paper and treat it as a guideline that will improve the quality of their manuscripts, and therefore, they will stand higher chances of acceptance.
Academic Achievement and Delay: A Study with Italian Post-Graduate Students in Psychology
Author: Barattucci, Massimiliano
Date: 2021-10-00
Type: Journal Articles
Subjects: Academic Achievement,Time to Degree,Graduate Students,Student Motivation,Student Characteristics,Study Habits,Attendance,Personal Autonomy,Student Satisfaction,Course Organization,Educational Background,Correlation,Questionnaires,Foreign Countries

Using the Biggs' 3P learning model and correlational design, this study explores the relationship between students' individual characteristics and course perceptions, approach to study, and academic outcomes, which account for the differences in academic achievement and student delay. 612 Italian students of a master's degree in psychology participated by completing a questionnaire with measures of Presage (prior school background, motivation, self-efficacy, course perceptions), Process (approach to study, class attendance and autonomy in learning) and Product of learning (achievement, delay, satisfaction). Regression analysis and Structural Equation Modelling showed that prior school background directly predicts achievement and delay, while motivation, self-efficacy, teaching and workload perceptions, jointly predict achievement through approach to study. The results underlined differences between on time and delayer students that should be given due consideration by academic institutions in order to develop correct processes and practices that support students on their academic path.