ethanporcaro/eric-fulltext-meta huggingface dataset:
Students&apos; Argumentation Performance in Online Learning Environments: Bridging Culture and Gender
Author: Ranjbaran, Fatemeh
Date: 2023-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Online Courses,Feedback (Response),Peer Evaluation,Essays,Cultural Influences,Gender Differences,College Students,Writing Assignments,Revision (Written Composition),Foreign Countries

Performing complex tasks such as writing an argumentative essay and providing high-quality argumentative peer feedback are challenging for higher education students. This study aims to explore whether and how students' argumentation performance during peer feedback activities and essay writing is related to their culture and gender. In this exploratory study, 240 students participated from a Dutch university. Since this study was conducted in a Dutch context, students' culture was categorized as either Dutch or non-Dutch. Both Dutch and non-Dutch students followed an online module for three consecutive weeks and completed three tasks each week. In week one, students wrote an argumentative essay. In week two, students were invited to provide two sets of feedback on two peers' essays. In week three, students were requested to revise their essays based on the received feedback from peers. Finally, students' culture and gender were collected. The results showed that non-Dutch students provide higher-quality feedback than Dutch students in terms of justifying the identified problem in the essays. Similarly, non-Dutch students outperformed Dutch students regarding their essay writing performance by providing deeper arguments against the position, justifications for arguments against the position, and responses to counter-arguments. Although the overall differences between Dutch and non-Dutch students in peer feedback and argumentative essays were not significant between males and females, non-Dutch male students provided more affective feedback than Dutch male students. The results of this study provide insights for teachers regarding how to support international students in performing complex skills such as peer feedback and argumentative essay writing.
Modeling Affective Response to Interactive Feedback in STEM Education E-Learning Activities
Author: Carranza Rogerio, Brenda
Date: 2023-00-00
Type: Journal Articles
Subjects: Affective Behavior,Feedback (Response),STEM Education,Electronic Learning,Learning Activities,Technology Integration,College Students,Engineering Education,Foreign Countries,Interaction,Student Reaction,Models,Emotional Response,Educational Technology

The growing integration of technology into education, particularly in the STEM fields, has tended to focus on its objective advantages, ignoring its affective potential. To explore this potential, based on some principles of &quot;Kansei/Affective Engineering,&quot; an initial analysis was conducted considering 501 interventions in a conversation among six students about a previous e-learning experience. The analysis revealed the need for personalized feedback, a self-adapted pace, and the possibility to express. Based on the identified needs, three activities (&quot;applets&quot; based on &quot;dynamic reasoning&quot; and contextualized in the movement of the Sun) were designed to explore the &quot;affective value&quot; of the tool through the feedback it provided. Thirteen engineering students at a Japanese university participated in the experiment and the results were analyzed considering the type (&quot;task-focus/constructivist,&quot; &quot;self-focus/motivational&quot;) and purpose of the feedback, as well as some indicators based on the Instructional Feedback Orientation Scale. The model constructed for each student revealed that those who attributed a higher value to feedback showed a greater relation between the purpose of the feedback received and the reaction selected (&quot;completion&quot;-positive, &quot;correction&quot;-negative). Furthermore, it was found that the proposed model can inform future designs based on the potential of the feedback to promote positive reactions.
Exploring EFL Teacher&apos;s Agency and Self-Efficacy in Their Professional Practice among Indonesian EFL Teachers
Author: Utami, Artine Ayu
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Self Efficacy,Teacher Attitudes,Teaching Conditions,Aspiration,Faculty Development,Teacher Competencies,Secondary School Teachers

Studies on language teachers' agency and self-efficacy have shown that both are essential elements of teachers' identities and practices. However, only some researchers have explored how teachers perceive their agency and self-efficacy in the Indonesian context. Thus, this study aimed to investigate how English teachers perceive their agency and self-efficacy in their teaching practices and environments. This study employed a mixed method study in which both quantitative and qualitative data were utilized to answer the inquiry. The results shed light on how teachers perceive agency with school conditions, how they perceive their self-agency, and their aspiration to become agentic teachers. It was revealed that the majority of the teachers perform professional development to stimulate their agency and efficacy. Challenges were also explored in this article. The evidence of this study imparts policy and practice implications as well as future research direction to gain a deeper understanding of teachers' agency and efficacy as well as to foster the practice in school contexts.
Video Clip and Its Impact on Students&apos; Academic Performance in Learning Creative Nonfiction
Author: Cruz, Mary Anne C. Dela
Date: 2023-00-00
Type: Journal Articles
Subjects: Video Technology,Academic Achievement,Creative Writing,Nonfiction,High School Students,Instructional Materials,Writing Instruction,Gender Differences,Age Differences,Pretests Posttests,Foreign Countries,Instructional Effectiveness

The study focused on the use of video clips as instructional material and its impact on learning Creative Non-Fiction among Humanities and Social Sciences students in Subic National High School. The researchers used an experimental research design that involved a control group and an experimental group with a total of 60 participants. The researchers utilized a researcher-made pre-test and post-test and a survey questionnaire. The pre-test and post-test results of the control group and experimental group both showed a significant increase. Results show that the experimental group achieved a very satisfactory remark after receiving treatment which is the use of video clips presentation in learning Creative Nonfiction. Moreover, students perceived that video clips with subtitles will serve as better instructional material because they help them in learning Creative Nonfiction, understand difficult concepts, keep them engaged, and motivate them to suit their learning style. The study concluded that there is a significant difference in learning Creative Nonfiction according to the students' gender and age profile. The researchers strongly recommend that teachers should be encouraged to use video clip presentations as a supplementary tool for better academic achievement and teachers can also integrate the use of video clips in other subjects if it is applicable and suitable.
The Relationship between Epistemological Beliefs and Technological, Pedagogical, and Content Knowledge (TPACK)
Author: Açikgöz, Bedriye
Date: 2023-00-00
Type: Journal Articles
Subjects: Correlation,Technological Literacy,Pedagogical Content Knowledge,Epistemology,Elementary School Teachers,Teacher Attitudes,Social Studies,Teacher Characteristics,Age Groups,Teaching Experience,Gender Differences,Educational Attainment,Public School Teachers,Secondary School Teachers,Measures (Individuals),Foreign Countries,Scores

Changing developments in the 21st century have also affected technology and the epistemological beliefs of teachers. For this purpose, the epistemological beliefs and Technological, Pedagogical, and Content Knowledge (TPACK) levels of primary school teachers and social studies teachers, gender, age, professional seniority, educational status, branch variables, and the relationship between epistemological belief and TPACK were examined in this study. The study group of the research consists of primary school teachers working in public primary school and social studies teachers working in public secondary schools in the provinces and districts of Istanbul, Antalya and Isparta. The selection of the study was made with the appropriate sampling method, which is one of the nonaccidental sampling methods. 178 primary school teachers and 48 social studies teachers participated in the research. Independent sample t-test, Kruskal-Wallis test and Pearson Correlation Analysis were used in data analysis. According to the results obtained from the research, both primary school and social studies teachers have a high level of belief in the sub-dimension of effort. It was observed that both primary school teachers and social studies teachers had high TPACK levels. Considering the epistemological belief scale, no significant difference was observed according to the age, education level and professional seniority of the primary school teachers. There was no significant difference in social studies teachers according to the gender variable. According to the results obtained from the TPACK scale and its sub-dimensions, a significant difference was observed in terms of gender and professional seniority of primary school and social studies teachers. A low level of positive correlation was found between the effort scores of the primary school teachers and TK, CT, TPK, TCK and TPACK total scores.
Impact of Chinese College Students&apos; Professional Identity on Their Academic Achievement: Career Maturity as a Mediator
Author: Zhang, Pei Gang
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Professional Identity,Academic Achievement,Vocational Maturity,Prediction,Influences

This study investigated college students' career maturity as a mediator of the effect of professional identity on academic achievement. The researchers developed a structural equation model and a research hypothesis using the Chinese college students' professional identity scale, career maturity scale, and academic achievement scale. After experts' revision and confirmatory analysis, the 3 scales had sufficient reliability, validity, and fit. The researchers distributed electronic questionnaires to students in 4 universities in Jilin Province, China, and participants responded using 5-point Likert-type scales. The researchers collected 1,104 valid questionnaires. According to the analysis, college students' professional identity is a positive predictor of their academic achievement, and career maturity partially mediates the influence of professional identity on academic achievement. Therefore, improving Chinese college students' professional identity may improve their academic achievement, and professional identity can have a positive effect on academic achievement through career maturity. University administrators and teachers should enhance the career maturity of college students and promote their professional development.
Adulthood Begins in Preschool: Meaningful Curriculum in Support of Increased Independence for Individuals with Autism
Author: Gerhardt, Peter F.
Date: 2023-01-00
Type: Journal Articles
Subjects: Autism Spectrum Disorders,Curriculum,Skill Development,Intervention,Preschool Education,Elementary Secondary Education,Child Development,Student Needs,Relevance (Education),Adolescent Development,Adults,Daily Living Skills,Behavior Problems,Behavior Modification,Behavior Development,Students with Disabilities,Student Participation,Transitional Programs,Risk

A meaningful curriculum is one that is individualized, inclusive of the individual's unique needs and interests, and focused on building independence in current and future environments. A meaningful curriculum addresses an individual's needs and prioritizes instructional programs based on what is, potentially, most important to their lives and not simply a somewhat arbitrary list of isolated skills. A meaningful curriculum is one that puts as much emphasis on skill acquisition outside of the classroom as it does on skill acquisition within the classroom or school. Unfortunately, the use of meaningful curricula to educate autistic students would seem to be something of a rarity, which may help to explain the consistently poor outcomes that individuals with autism and related disorders experience in adulthood. In this article, the authors make recommendations that may help practitioners to mitigate these outcomes by providing instruction in curricula that place a focus on adaptive behavior skills, the intersection of the individual, respectful intervention, and an emphasis on these important topics beginning in preschool, and increasing in importance and complexity across the lifespan.
Excessively Positive Narratives Diminish Autistic People of All Ages
Author: Liu, Nicholas
Date: 2023-01-00
Type: Journal Articles
Subjects: Autism Spectrum Disorders,Attitudes toward Disabilities,Social Bias,Misconceptions,Applied Behavior Analysis,Intervention

Evolving discourse about autistic individuals swims in murky territory, with ongoing debates over how the autistic community should represent itself and how the neurotypical population should engage with them. One tendency that has emerged is the depiction of autistic individuals as kind and well-intentioned but also simpleminded and guileless. This, in combination with the dominant imagery of autistic individuals as children, has created an atmosphere in which all autistic individuals are stripped of their human complexity by the neurotypical gaze, and by extension are not given the fulfillment, support, and resources needed to make possible a life of sufficient quality.
Predictive Model for Clustering Learning Outcomes Affected by COVID-19 Using Ensemble Learning Techniques
Author: Nuankaew, Wongpanya Sararat
Date: 2023-00-00
Type: Journal Articles
Subjects: Outcomes of Education,COVID-19,Pandemics,Learning Strategies,Academic Achievement,Electronic Learning,Technology Uses in Education,Foreign Countries,College Students

The influence of COVID-19 has caused a sudden change in learning patterns. Therefore, this research studied the learning achievement modified by online learning patterns affected by COVID-19 at Rajabhat Maha Sarakham University. This research has three objectives. The first objective is to study the cluster of learning outcomes affected by COVID-19 at Rajabhat Maha Sarakham University. The second objective is to develop a predictive model using machine learning and data mining technique for clustering learning outcomes affected by COVID-19. The third objective is to evaluate the predictive model for clustering learning outcomes affected by COVID-19 at Rajabhat Maha Sarakham University. Data collection comprised 139 students from two courses selected by purposive sampling from the Faculty of Information Technology at the Rajabhat Maha Sarakham University during the academic year 2020-2021. Research tools include student educational information, machine learning model development, and data mining-based model performance testing. The research findings revealed the strengths of using educational data mining techniques for developing student relationships, which can effectively manage quality teaching and learning in online patterns. The model developed in the research has a high level of accuracy. Accordingly, the application of machine learning technology obviously supports and promotes learner quality development.
Improving the Methodological, Analytical, and Cultural Impact of Behavior Analysis via Utilization of Group Design Methods and Statistical Analyses
Author: Dixon, Mark R.
Date: 2023-01-00
Type: Journal Articles
Subjects: Applied Behavior Analysis,Groups,Statistical Analysis,History,Inclusion,Research Design

The multi-decade debates within the field of behavior analysis as to the possible value and threat of group design methodology and statistical analyses on the purity of the field have weakened the discipline's maximal impact on the world. This paper rebukes the concerns and suggests that through such adoption behavior analysis may likely better achieve its world-changing ideals, and pragmatic initiatives. We begin with a historical trace of the current debate and describe the pros and cons to design/analysis inclusion, frame such matters within the context of contemporary issues which applied behavior analysts find themselves concerned, and ultimately put forward means by which broader, and perhaps more impactful, research questions can be asked and interpreted.
Supervision Strategies for Treatment Fidelity and Job Satisfaction in Applied Behavior Analysis Services
Author: Saunders, Melissa S.
Date: 2023-01-00
Type: Journal Articles
Subjects: Supervision,Fidelity,Job Satisfaction,Applied Behavior Analysis,Autism Spectrum Disorders,Child Behavior,Intervention,Behavior Modification,School Personnel

Supervising behavior technicians in the implementation of services derived from the science of applied behavior analysis with children diagnosed with autism spectrum disorder (ASD) is a common practice for behavior analysts. However, there is limited training available on supervision strategies for those applying this model of services. Lack of training can lead to ineffective and inconsistent supervisory practices, resulting in low rates of job satisfaction for supervisees and variable fidelity in treatment implementation. The quality of supervision can improve job satisfaction and treatment fidelity. This study was conducted using a nonconcurrent multiple baseline design across participants to evaluate the effects of an evidence-based approached to supervision on treatment fidelity and job satisfactory for three behavior technicians providing services for a child with ASD. Each of the three technicians demonstrated improved levels of treatment fidelity and increased job satisfaction across several facets of their job during the intervention and maintenance phase. Implications of these findings, limitations of this study, and suggestions for future research are included.
The Effect of Out-of-School Learning Activities on Gifted Students&apos; Affective and Behavioral Tendencies towards the Environment
Author: Ayaydin, Yakup
Date: 2023-00-00
Type: Journal Articles
Subjects: Gifted,Academically Gifted,After School Programs,Learning Activities,Affective Behavior,Student Behavior,Foreign Countries,Conservation (Environment),Climate,Knowledge Level,Middle School Students,Student Attitudes

This study investigates the effect of out-of-school activities on gifted students' affective and behavioral tendencies. Mixed method research with a single group pre and post-test experimental design was used in this study. Twenty-five gifted students from Turkey-Istanbul participated in this study. &quot;Environmental Affect Scale&quot; and &quot;Environmental Behavior Scale&quot; were used, and semi-structured interviews were conducted. Results showed that out-of-school activities positively affected the students' affective and behavioral tendencies toward the environment. It was also found that the awareness of students on environmental problems increased, and they began to produce their solutions to these problems.
The Theory of Planned Behaviour and the Entrepreneurial Intention of University Students
Author: Bayona-Oré, Sussy
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Entrepreneurship,Intention,Behavior Theories,Attitudes,Behavior Standards,Self Management

Businesses generate employment and are recognised as catalysts for the economy. A person who creates and manages a business is an entrepreneur and in a continually changing and complex environment, people capable of creative and innovative thinking will tend to become more entrepreneurial. Running a business successfully requires skills and knowledge, and universities are centres where students can acquire the knowledge and skills that enable them to become entrepreneurs. The purpose of this research was to determine the effect of attitude (ATT), subjective norms (SN), and perceived behavioural control (PBC) on the entrepreneurial intention (IE) of Peruvian university students enrolled during the period 2019-2020 and pursuing a variety of career paths. This study is quantitative, cross-sectional, and causal. The sample involved 642 students. The Theory of Planned Behaviour (TPB) is used to explain entrepreneurial intention. Confirmatory factor analysis (CFA) was employed for data analysis. The findings show that subjective norms and perceived behavioural control have a positive effect on entrepreneurial intention. Accordingly, it is suggested that the structure of academic programmes be improved to enhance the competencies and skills of future job creators.
Nutrition Awareness of Middle School Students in the Early Adolescence Period
Author: Ok, Merve
Date: 2023-00-00
Type: Journal Articles
Subjects: Nutrition Instruction,Early Adolescents,Middle School Students,Knowledge Level,Grade 8,Foreign Countries,Body Composition,Eating Habits,Student Attitudes,Health Behavior,Obesity,Water,Physical Health

Healthy nutrition is essential in preventing possible diseases and treating existing diseases by controlling their course. Based on this importance, adolescence is one of the periods to be considered. Adolescence is a fundamental determinant of healthy life in adulthood and old age. Healthy nutrition awareness gained in this period will raise awareness of the adolescent individual herself/himself and the people around her/him. This research aimed to determine the nutrition awareness of middle school students in early adolescence. According to the phenomenology, the research was conducted with eight volunteer students in the 8th grade in a public middle school in the Central Anatolia region in Turkey. Data were collected through semi-structured interviews with each student individually using the &quot;Interview Form about Nutrition Awareness in Adolescence Period&quot; prepared by the researchers. The data were analyzed by using content analysis. As a result of the research, it was determined that the nutrition awareness of middle school students in the early adolescence period was low. In this context, increasing middle school students' nutrition awareness was recommended.
Self-Regulated Learning and Digital Literacy: Relationship with Conceptual Understanding of Excretory System
Author: Rusdi
Date: 2023-00-00
Type: Journal Articles
Subjects: Independent Study,Digital Literacy,Scientific Concepts,Human Body,Biology,Mastery Learning,Secondary School Science,High School Students,Foreign Countries

Biology learning in the 21st century makes students understand concepts, including excretory system learning. Selfregulated learning is how students learn independently, with digital literacy skills, which should be maintained as students must control their use of technology and information in learning. This research aimed to analyze the relationship between self-regulated learning with the conceptual understanding of the excretory system and digital literacy with the conceptual understanding of the excretory system. Then also, the relationship between self-regulated learning and digital literacy as a whole with the conceptual understanding of the excretory system in a high school with a post-pandemic learning situation. This research was held for two months, from March until April 2022, in SMAN 6 Jakarta, involving 94 students of class XI Science as samples. A descriptive correlational study was chosen, while questionnaires and tests were used as instruments. The hypothesis test shows a multiple linear regression model in Y=-12.495+0.345X[subscript 1]+0.680X[subscript 2] with the model significance of 0.000 and 0.062 as relationship linearity, then concludes that there is a positive relationship which is significant and linear between self-regulated learning and digital literacy simultaneously with excretory system conceptual understanding.