ethanporcaro/eric-fulltext-meta huggingface dataset:
Impact of Perfectionism and Self-Compassion Feelings of Undergraduate Students on Their Foreign Language Speaking Anxiety
Author: Sönmez, Görsev
Date: 2021-08-00
Type: Journal Articles
Subjects: Second Language Learning,Undergraduate Students,Personality Traits,Anxiety,Language Skills,Speech Communication,Self Concept,Correlation,English (Second Language),Second Language Instruction,Foreign Countries,Student Attitudes

Foreign language anxiety is an important research topic in the field of foreign language education and speaking is accepted as the most anxiety-provoking language skill. Therefore, present study aims at investigating the extent that perceived feelings of perfectionism and self-compassion of undergraduate students affect their speaking anxiety. For this purpose 200 undergraduate students participated in the study. A mixed method design was adopted with the administration of both quantitative and qualitative instruments. Quantitative data were gathered through three scales (Self-compassion scale, Multidimensional perfectionism scale and Second language speaking anxiety scale). With the aim of strengthening quantitative data with more in-depth questions, eight voluntary participants were administered open-ended questions. The findings of the study indicated that perfectionism and self-compassion do not correlate both with each other and with foreign language speaking anxiety. However, findings of qualitative data revealed divergent results. The impact of the feelings of perfectionism and self-compassion on foreign language speaking anxiety were discussed together with the implications for a variety of parties.
Adapting Pathway Programs to the Virtual World: Insights from the Chicago Eyes on Cancer Response to COVID-19-Related Disruptions to Training
Author: Mekinda, Megan A.
Date: 2021-08-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Cancer,School Closing,Online Courses,High School Students,Undergraduate Students,At Risk Students,Program Effectiveness,Access to Education,Biomedicine,Career Readiness,Research Skills,Research Training,Minority Group Students,Low Income Students,First Generation College Students,Students with Disabilities,Females,Educational Technology,Technology Uses in Education,Synchronous Communication,Asynchronous Communication

Since spring 2020, the COVID-19 pandemic has disrupted development of the next generation of cancer researchers and physicians, forcing pathway programs across the nation to cancel, postpone or reinvent education and training activities. Accordingly, the University of Chicago Medicine Comprehensive Cancer Center's Chicago EYES (Educators and Youth Enjoy Science) on Cancer program was converted to a fully-online format, which prioritized flexibility for the 26 high school and undergraduate trainees, from underrepresented backgrounds, who were eligible to participate. Evaluation data suggest that the program's redesign successfully preserved trainees' access to intellectual, social and financial support despite the pandemic, with 88% of trainees meeting, and most exceeding, program requirements. Data also suggest positive outcomes for trainees, particularly with regard to their understanding of careers in biomedicine, their commitment to and confidence in planning for a research career, and their readiness and self-confidence as researchers. In the immediate term, our experiences offer practical insights for our colleagues similarly challenged to provide high-quality cancer research training within the context of COVID-19. In the long term, the success of our online programming can be leveraged to extend enrichment opportunities to program alumni, partner schools and other priority groups as a permanent component of the Comprehensive Cancer Center's broad cancer education strategy.
Best Practices to Support Early-Stage Career URM Students with Virtual Enhancements to In-Person Experiential Learning
Author: Michel, Brittany C.
Date: 2021-08-00
Type: Journal Articles
Subjects: Undergraduate Students,First Generation College Students,High School Students,Minority Group Students,Disproportionate Representation,Student Satisfaction,Program Effectiveness,Synchronous Communication,Virtual Classrooms,COVID-19,Pandemics,Summer Programs,Outreach Programs,STEM Education,Scientific Research,Science Careers,Cancer,Hands on Science,Critical Thinking,Self Efficacy,Research Training,Experiential Learning

STEM training of college-bound and college students has reliably employed hands-on experiential learning by placing students in on-campus research settings. Dana-Farber/Harvard Cancer Center's Young Empowered Scientists for ContinUed Research Engagement (DF/HCC's YES for CURE) program introduces Massachusetts high school and college students from underrepresented populations to cancer research by immersing them in scientific and nursing research environments. Amidst the COVID-19 pandemic, the 2020 summer program was re-designed and delivered virtually for 45 students. Because the program spans three years, we could evaluate the experiences of 18 students (cohort 2) who completed the 2019 (pre-pandemic) and 2020 (pandemic) summer programs. Analysis of cohort 2 data revealed three areas where students felt their competence improved with virtual programming (i.e., effective communication of ideas, access to high caliber speakers, engagement with program leaders) and two areas where it declined significantly (i.e., engaging other students, learning lab material). Additionally, student-reported competence to perform 21 scientific research and seven critical thinking processes were not negatively impacted by the virtual transition. Herein, we describe the adaptation of DF/HCC's YES for CURE program to a virtual format and the impact on students as a resource for institutions interested in enhancing their STEM training programs with virtual programming.
Investigation of Body Perception and Personality Traits of Individuals According to Their Sporting Status
Author: Sahin, Mustafa
Date: 2021-08-00
Type: Journal Articles
Subjects: Self Concept,Human Body,Physical Characteristics,Individual Characteristics,Personality Traits,Athletics,Exercise,Physical Activity Level,Motivation,Adolescents,Adults,Foreign Countries,Correlation

This study aims to examine the body perception and personality traits of individuals who regularly do sports and those who do not. The research was conducted with 222 people who were reached by an convenient sampling method. Participants were provided with a personal information form prepared to obtain demographic information, Body Image Scale to measure body perception, and Adjective Based Personality Test to measure personality traits via Google Forms. The data obtained were analyzed using the SPSS 22.0 program. To measure whether the body perception and personality traits differ according to the regular exercise variable, an independent t-test was applied. According to the analysis result; body perception, extraversion, conscientiousness, and openness to experience differ significantly between individuals who do regular sports and those who do not. While body perception differs in favor of individuals who do not practice sports; Extraversion, conscientiousness, and openness to experience differ in favor of individuals who do sports regularly. Agreeableness and neuroticism do not differ significantly. The findings were discussed based on the literature, and suggestions for further research were presented. [This full text was presented at the 4th Academic Sports Research Congress hosted by the Academic Sports Research Association in Trabzon on 7-9 October 2020.]
Pandemic PD: Sustaining Inquiry and Community amid K-12 Uncertainty
Author: Marcolini, Jessica P.
Date: 2021-08-00
Type: Journal Articles
Subjects: Professional Development,COVID-19,Pandemics,Virtual Classrooms,Electronic Learning,Active Learning,Inquiry,STEM Education,Institutes (Training Programs),Teacher Workshops,Communities of Practice,Partnerships in Education,Participant Satisfaction,Self Efficacy,Elementary School Teachers,Secondary School Teachers

We describe a long-standing weeklong K-12 STEM teacher workshop that shifted to a virtual platform in 2020. We re-engaged former participants during this STEM Institute with goals of (1) modeling ways to connect best practices for STEM education gained in previous workshops to a virtual environment, (2) providing space for teacher reflection on their virtual learning implementation during Spring 2020 without sufficient planning time, (3) offering collaborative planning time as they prepared for the Fall 2020 semester, and (4) supporting Southwest Florida STEM teachers through community building during the institute. We continued to focus our delivery (previously in person now virtually) on the 5E model (BSCS, 1987). Drawing upon past participant surveys and anecdotal data from previous years, facilitators addressed teachers' need for tools and lessons they could implement in their own virtual classes in the fall with plenty of time to listen and learn from each other. Here we discuss our virtual STEM Institute structure in contrast to previous years, virtual tools demonstrated by facilitators and teacher participants, and facilitator experiences and outcomes during the virtual workshop. We provide both qualitative and quantitative summary data from participant surveys on satisfaction with STEM Institute components related to the goals described.
Success of Distance Learning during 2020 COVID-19 Restrictions: A Report from Five STEM Training Programs for Underrepresented High School and Undergraduate Learners
Author: Fung, Ellen B.
Date: 2021-08-00
Type: Journal Articles
Subjects: Distance Education,Electronic Learning,Virtual Classrooms,COVID-19,Pandemics,STEM Education,Biomedicine,Research Training,Data Interpretation,Program Effectiveness,Summer Programs,Youth Programs,Internship Programs,Outreach Programs,Mentors,Undergraduate Students,High School Students,Minority Group Students,Disproportionate Representation,Student Satisfaction,Student Interests

In 2020, STEM training programs across the country were challenged to provide support to students during a nation-wide shutdown of research institutions in response to the COVID-19 pandemic. Five U.S. high school science internship programs funded by the Doris Duke Charitable Foundation, with a history of collaboration, developed innovative strategies for distance-learning (DL) opportunities during the pandemic. Forty under-represented high school and undergraduate students were paired with scientific mentors at one of the programs for a DL scientific internship. Summer training combined synchronous and asynchronous programming with research projects adapted for DL success. Ninety-five percent of students who participated were satisfied with the training experience, nearly identical to exit survey responses from 2019 when our programs were held in-person. More students were interested in pursuing a career in research at the end of the program and credited the DL experience with increasing interest in research careers. Some DL elements were ideal for underrepresented youth, including a more flexible schedule and elimination of cost and time for travel. While the lack of in-person instruction challenged our ability to create a strong student community, we found that preparation, communication, and flexibility were key elements to these successful DL programs. The increased emphasis on interpretation and analysis of data, rather than data collection, enhanced student learning. This manuscript highlights the changes made to our curricula, elements which were most successful, and recommends strategies for future distance-learning programming.
Levels of Peer Relationships of Atypically and Typically Developing Children in Preschool Education
Author: Sahbaz, Ümit
Date: 2021-08-00
Type: Journal Articles
Subjects: Foreign Countries,Peer Relationship,Preschool Children,Inclusion,Preschool Education,Correlation,Prosocial Behavior,Anxiety,Antisocial Behavior,Hyperactivity,Special Needs Students,Student Characteristics,Student Behavior,Aggression,Social Isolation

The aim of the present study was to determine peer relationship levels of preschool children showing atypical and typical development. The study group consisted of 60 children with atypical development and 60 children with typical development who participated in the inclusion practices in the formal preschools and nursery classes of primary schools in the city centers of Burdur and Isparta and in Soma district of the city of Manisa in the 2012-2013 and 2013-2014 academic years. The data was collected using the Child Behavior Scale developed by &quot;Ladd and Profilet (1996)&quot;. The data were were analyzed by t-test and correlation calculations. The results of the study showed significant correlations between developing prosocial behavior, being anxious-fearful with peers, developing asocial behavior and hyperactivity among the peer relationships of the children with typical and atypical development attending preschool education.
A Task-Based Teaching Approach with Multiple Intelligences Features in Developing Chinese Students&apos; Speaking Competency
Author: Xu, Jiajun
Date: 2021-06-00
Type: Journal Articles
Subjects: Multiple Intelligences,Second Language Learning,Second Language Instruction,Student Attitudes,Teaching Methods,Speech Communication,Accuracy,Language Fluency,Pretests Posttests,Language Tests,Undergraduate Students,Comparative Analysis,Music,Logical Thinking,Mathematics Skills,Student Improvement,Task Analysis,Learning Processes,Foreign Countries,Language Proficiency

The study aimed to achieve three objectives: 1) to identify the Multiple Intelligences (MI) perceived by Heilongjiang International University (HIU) students, 2) to develop and implement a task-based English speaking course with MI features, and 3) to evaluate the extent the developed English speaking course contributes to the improvement of HIU students' speaking abilities based on complexity, accuracy, and fluency (CAF) components. The study was carried out with 30 experimental and 30 control group students at Heilongjiang International University, China. Data were collected by a questionnaire survey, the pre-test and post-test, and the final tests focusing on complexity, accuracy, and fluency components. The data were analyzed using the primary statistical measurements by identifying the Mean (M) and the Standard Deviation (SD), and the significance level. The results indicated that with regard to HIU students' self-perceived MI, Music Intelligence was perceived higher, while the Logical-mathematical Intelligence was perceived lower. As for the students' speaking ability, the results indicated that there was improvement found between the pre-test and the post-test in the COMPLEXITY with the significance value of 0.001, the ACCURACY significance value was 0.002, and the FLUENCY significance value was 0.001. The conclusion is that the task-based teaching practices with MI features contribute to the improvement of students' speaking abilities in terms of complexity, accuracy and fluency. The findings are followed by some implications for teaching and learning.
Literary Characters and Their Verbal Mimicry through the Prism of Gestalt Analysis
Author: Morozova, Iryna
Date: 2021-06-00
Type: Journal Articles
Subjects: Speech Communication,Verbal Communication,Social Status,Literary Devices,Self Concept,Imitation,Syntax,Sociolinguistics,Discourse Analysis,Dialogs (Language)

The paper represents a fragment of a multi-year project focused on everyday speech interaction and, particularly, on verbal mechanisms of granting speech efficiency and effectiveness. The introductory statement of the research is more precise the speaker organizes his/her message verbally, the easier it is understood by the listener. Special attention is paid to the methodological approach to verbal identification of literary characters' social strata. The paper also elicits how Gestalt analysis can be successfully applied to different practical linguistic tasks. Hence, the article deals with the advantages of Gestalt, used for unmasking the virtual speaker's social identity and his social status. Besides, a close study of speech situations has revealed some cases when the speaker tries to play a verbal trick on the audience, thus consciously or unconsciously imposing a false image and hiding his/her true identity. The phenomenon of speech imposters, discovered in literary dialogues termed &quot;speech, or verbal mimicry,&quot; while the speakers who use such verbal masks are called &quot;mimics.&quot; In the presented research, two types of mimicry are distinguished: progressive and regressive speech mimicry. Hence, the characters' speech was analyzed through the prism of his/her actual or imposed social status, which allowed to single out sufficiently reliable syntactic indicators of the speaker's real social profile.
Measuring &quot;Crabs in a Bucket&quot; Phenomenon at Schools: A Scale Development Study
Author: Çavus, Baris
Date: 2021-08-00
Type: Journal Articles
Subjects: Test Construction,High School Teachers,Teacher Attitudes,Foreign Countries,Test Validity,Factor Analysis,Test Reliability,Teaching Conditions

The purpose of this research was to develop a &quot;Crabs in a Bucket at Schools Scale&quot; (CBSS) measuring the perceptions of teachers regarding crab mentality in educational organizations. The data of the study was collected in 2019-2020 academic year from high school teachers working at different high schools of Aydin province, located in Aegean Region in Turkey. In order to provide the validity of the measurement tool, content and construct validity analyses were performed. So as to provide content validity, the item pool was subjected to expert view and expert panel. Following this, the data was collected from high school teachers by using the 44-item draft scale and then, the data was subjected to construct validity analysis. For construct validity, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were performed by using separate datasets (305 participants for EFA and 279 participants for CFA). In an effort to provide the reliability of the scale; Cronbach Alpha, Spearman-Brown and Guttman Split-Half coefficients were calculated. As a result of the analyses, it was concluded that the scale comprised a 27-item and 2 factor (&quot;individual factors sub-dimension&quot; and &quot;organizational factors sub-dimension&quot;) structure, and the psychometric properties of CBSS was quite valid and reliable. [This study is part of the doctoral dissertation written by the corresponding author and it was presented as an abstract paper in International Pegem Conference on Education (IPCEDU) held in Turkey between September 16-19, 2020.]
Research Method Trends Related to Cognitive Development in 3-6 Ages between 2008-2018 Years in Turkey
Author: Akar, Tuba
Date: 2021-08-00
Type: Journal Articles
Subjects: Foreign Countries,Research Methodology,Cognitive Development,Young Children,Child Development,Theses,Journal Articles,Cognitive Ability,Skill Development,Cognitive Style,Play,Parent Attitudes,Preschool Children

The individual's learning process begins with birth and continues with discoveries in the living spaces. The curiosity-driven learning process is the basis of cognitive development, and nowadays, much research is being done to understand this development field. Determining the focal point of research on cognitive development in preschool in Turkey has shed light on the work to be done later. This study consists of theses and articles written in development and education related to the field of cognitive development in children aged 3-6. The study consists of 53 studies chosen randomly from the scientific research published between the years 2008-2018 within the field of cognitive development in 3-6 aged children. The keywords of &quot;cognitive development, mental development, cognition&quot; were applied while searching through the Higher Education Council Theses Center and The Turkish Academic Network and Information Center (ULAKBIM). Twenty-four theses that have been in Higher Education Council Theses Center and 29 articles in The Turkish Academic Network and Information Center (ULAKBIM) were reviewed using content analysis through a form that includes subject areas, data collection tools used in the research, data analysis methods, references, and sample characteristics. In this study, it was found that academic studies of early childhood were focused on 60-72 months. It has been observed that there has been an increase in the number of studies conducted on children aged 0-2 years. The increase in the number of new academic studies on this period, which is critical for brain development, will also prepare a strong ground for understanding and developing the later stages of early childhood.
The Role of Teacher Autonomy and School Climate on Goal Orientations for Teaching
Author: Ertem, Hasan Yücel
Date: 2021-08-00
Type: Journal Articles
Subjects: Professional Autonomy,Educational Environment,Goal Orientation,Elementary School Teachers,Middle School Teachers,High School Teachers,Teacher Characteristics,Teacher Attitudes,Teacher Behavior,Predictor Variables,Public Schools,Private Schools,Foreign Countries

Goal orientations of teachers for teaching are significant in shaping educational settings such that they are linked to some school concepts. The curriculum and teaching autonomy of teachers is related to the teachers' goal orientation. Further, school climate that is shaped by behaviors of teachers, students, and administrators affects the goal orientations for teaching. The aim of this study is to reveal the role of teachers' autonomy behavior and perceptions of school climate on their goal orientations for teaching. The study was designed as correlational study. The participants consisted of 284 teachers in public and private schools. Instruments were &quot;goal orientation scale for teaching&quot;, &quot;school climate scale&quot;, and &quot;teacher autonomy scale&quot;. Multiple Hierarchical Regression Analysis method was used to analyze data. The results indicated that school climate was more powerful of and significant predictor of goal orientation than teacher autonomy. Further, teacher autonomy and school climate predicted dimensions of goal orientation for teaching, which were mastery, performance-approach, work-avoidance, and student relations. The study made a contribution to teacher education and school effectiveness literature by revealing factors related to teachers' goal orientations for teaching.
Mediating Role of Work-Life Balance and Job Satisfaction in the Relationship between Person-Job Fit and Life Satisfaction among Teachers
Author: Ordu, Aydan
Date: 2021-08-00
Type: Journal Articles
Subjects: Family Work Relationship,Job Satisfaction,Life Satisfaction,Correlation,Personality Theories,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Foreign Countries

This study aims to determine the intermediary role of work-life balance (WLB) and job satisfaction (JS) in the relationship between person-job (PJ) fit and life satisfaction (LS) based on perceptions of teachers. A total of 401 teachers working in schools in Denizli province were included in the study. The Person-Job Fit Scale, Work-Life Balance Scale, Job Satisfaction Scale, and Life Satisfaction Scale were employed to collect data. Based on the results of correlation analysis, positive significant relationships were found between all variables. Structural equation model analyses showed that JS and WLB together can play a full intermediary role in the relationship between PJ fit and LS. When the mediating roles of these two variables were examined separately, and it was identified that JS had a full mediating role and WLB had a partial mediating role in the relationship between PJ fit and LS.