ethanporcaro/eric-fulltext-meta huggingface dataset:
Relationship between Emotional Contagion and Leisure Benefits in Sports and Leisure: The Mediating Role of Leisure Involvement and Flow
Author: Wu, Yung-Hsuan
Date: 2022-00-00
Type: Journal Articles
Subjects: Recreational Activities,Athletics,Emotional Response,College Students,Program Effectiveness,Foreign Countries,Mental Health,Psychological Patterns,Correlation,Student Participation,Student Characteristics

The purposes of the study were to test the mediating role of leisure involvement and flow on the relationship between emotional contagion and leisure benefits in sports and leisure. The participants were college student in Taiwan selected by the purposive sampling method. Sports and Leisure Emotional Contagion Scale, Sports and Leisure Involvement Scale, Sports and leisure Flow Scale, and Sports and Leisure Benefits Scale, are used as instruments after compiled by authors, and retested using PLS-CFA. The CFA results showed that four scales have a good reliability and validity. The data were analyzed using PLS-SEM. Results of the study indicate that leisure involvement and flow had full mediating effects between emotional contagion and leisure benefits. The results could be applied in both sports and leisure area of mathematics instruction, and emotional contagion could elevate leisure benefits by leisure involvement and flow.
Impact of Academic and Non-Academic Service Quality on International Students Satisfaction in Chinese Universities
Author: Kalim, Usama
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Satisfaction,Foreign Students,College Students,Academic Support Services,Student Personnel Services,Program Effectiveness,Student Attitudes,Student Characteristics

Satisfied students are easy to retain and perform better in academics. That consequently affects higher educational institutions' success and reputation. To become a top higher educational institution, every institution tries to provide the best academic facilities and services to its students. However, non-academic services are not given equal importance in academic settings, which could significantly determine students' satisfaction. Therefore, this paper aims to examine the impact of academic and non-academic service quality on international student satisfaction in China. This study followed a deductive approach and is carried out in a non-contrived setting. The convenience sampling technique was used in the study for data collection. A total of 143 responses from the international students is received through an online survey. Descriptive and Structured Equation Modeling (SEM) analysis techniques were performed for analyzing the variables. The results indicate that both academic and non-academic service quality equally contributes to student satisfaction. The findings of this study reveal that non-academic services aspects are as important as academic services when it comes to affecting student satisfaction. This study highlights the significance of different service quality dimensions for student satisfaction which is sometimes not given equal importance in the educational environment. The trend of the internationalization of education in China is increasing rapidly. The higher educational institutions in China need to acknowledge different aspects of students' satisfaction to become a top higher-level educational destination for international students.
Correlation of First-Year Medical Students&apos; Performance in Case-Based Small-Group Discussions with Overall Academic Performance in the Department of Medical Physiology
Author: Banal, Rose Anna R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Medical Students,Academic Achievement,Case Method (Teaching Technique),Small Group Instruction,Discussion (Teaching Technique),Instructional Effectiveness,Grades (Scholastic)

Case-based small-group discussions (SGDs) are one of the teaching strategies used in the Department of Medical Physiology of the Pamantasan ng Lungsod ng Maynila College of Medicine. The purpose of this study was to investigate the relationship between the first-year medical students' grades in SGDs and their academic performance measured at the end of each shifting period and the end of the course. All 135 students were assessed and graded during clinical case SGDs. Correlational analyses indicate a significant relationship between the SGD grades and the students' grades in the written examination, shifting period medical physiology grades, and final medical physiology grades. SGDs are linked to improved academic performance, but further studies are needed to investigate other predictors of students' learning in medical physiology.
Relation between Mathematical Proof Problem Solving, Math Anxiety, Self-Efficacy, Learning Engagement, and Backward Reasoning
Author: Shimizu, Yuno
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Junior High School Students,Self Efficacy,Learner Engagement,Mathematical Logic,Validity,Mathematics Anxiety,Problem Solving,Geometric Concepts,Correlation,Grade 8,Foreign Countries

Providing adequate proof is one essential mathematical method, but it is a difficult task for many school-age students. While previous studies have revealed the cognitive factors of proving the proof, the function of affective factors and learning engagement has been largely unexplored. This study examined the effects and processes associated with math anxiety, self-efficacy, engagement, and backward reasoning on the provision of proof when solving math problems about geometric similarity. A survey was conducted on 160 junior high school students, from which it was found that: (a) self-efficacy was indirectly and directly positively associated with the provision of proof when solving math problems and was mediated by math anxiety and backward reasoning; (b) math anxiety was indirectly and negatively associated with the provision of proof when solving difficult proof problems and was mediated by backward reasoning; (c) the use of backward reasoning was positively associated with the provision of proof when solving proof problems; (d) cognitive engagement was indirectly and positively associated with the provision of proof when solving proof problems and was mediated by self-efficacy and backward reasoning. The results suggest that improving cognitive engagement, self-efficacy, and backward reasoning may be effective in the provision of proof when solving proof problems.
Navigating the New Normal: Teaching in the Time of COVID
Author: Craig, Clay M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Electronic Learning,Technology Uses in Education,COVID-19,Pandemics,Class Size,Educational Benefits,Barriers,Preferences,Delivery Systems,In Person Learning,Blended Learning,Synchronous Communication,Asynchronous Communication,Computer Mediated Communication,Videoconferencing,Electronic Mail,Group Discussion

The importance of staying relevant when teaching communication and advertising courses is hardly a new concept nor is the use of modern and evolving technologies to achieve this goal. However, empirically assessing college students' perceptions of online learning when it is a forced choice is an underexplored area. To address this gap and consider the perspectives of diverse student populations, this paper analyzes data collected from a large communication class at a Hispanic serving institution. The purpose of this research is to better understand students' perceptions of teaching technologies, class sizes, benefits and hindrances of online learning, preferred course delivery methods, social adaptations, and perceptions of how their university has handled the transition. Data revealed face-to-face courses were the most desired modality with no race or first-generation (FG) differences; however, gender differences were present. Class size impacted modality preference as well as preference for the inclusion of specific online tools. Additionally, a longitudinal comparison of student data between 2018 and 2020, before and after the onset of the global pandemic, revealed significant differences in student preparedness, faculty interaction, and institutional communication.
Knowing, Thinking, and Learning: Fostering Critical Thinking in Undergraduate Psychology Classes
Author: Dandotkar, Srikanth
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Thinking,Undergraduate Students,Psychology,Beliefs,Epistemology,Learning,Prediction,Persuasive Discourse,Knowledge Level

We examined the relationship between the levels of sophistication (high-sophisticated and low-sophisticated) of students' domain general epistemic beliefs and an important component of students' critical thinking skills--their ability to evaluate arguments. Participants evaluated arguments and took an epistemic belief survey before recalling arguments in a Surprise Recall task. Our findings suggest that students' general beliefs about the speed of knowledge acquisition predicted how well they evaluated arguments and their memory for critical argument elements (i.e., claim-predicates). Implications of this connection between argument analysis and epistemic beliefs in the context of improving students' critical thinking skills are discussed.
Supporting Students with Disabilities to Be Successful in an Online Learning Environment
Author: Gullo, Dana
Date: 2022-00-00
Type: Journal Articles
Subjects: Students with Disabilities,COVID-19,Pandemics,Online Courses,Community Colleges,Two Year College Students,Student Attitudes,Barriers,Student Adjustment,Learning Management Systems,Educational Technology,Mental Disorders,Knowledge Level,Student Personnel Services,Accessibility (for Disabled),Academic Persistence,Graduation Rate,Attitudes toward Disabilities,Social Bias,Coping,Affordances

This study examined the factors that contributed to students with disabilities' positive and challenging experiences transitioning to remote learning in the spring 2020 semester due to the COVID-19 pandemic at a small, two-year community college located in the Midwestern United States. The study administered a confidential survey to students with disabilities to learn about their positive and challenging experiences and concluded with an interview with the Vice President for Academic Affairs to gain additional insight into the college's timeline and transition procedures to remote learning. This study discovered both positive and challenging experiences with remote learning for students with disabilities. The positive experiences were comfort with the learning management software Blackboard, ease of access to grades, instructor helpfulness with accommodations, and images and video instructional materials utilized in their courses. The challenges discovered were related to faculty and peer communication, testing services, confidence with remote learning, and lack of knowledge about Student Accessibility Services. The data concluded that students diagnosed with a mental health disability were less aware of Student Accessibility Services than students with other disabilities. The recommendations outlined in this study will help higher education institutions, faculty, and student Accessibility Services Offices design effective approaches in supporting students with disabilities' accommodation needs when taking online courses.
Flexible and Precariat Form of Employment Policies at Higher Education in Turkey
Author: Balyer, Aydin
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Adjunct Faculty,Teacher Attitudes,Temporary Employment,Teaching Conditions,Personnel Policy,Universities,Employment Problems,Part Time Faculty,Teacher Rights

The main objective of current study was to determine the opinions of adjunct faculty members regarding the flexible and precariat form of employment policies at universities in Turkey. The research was conducted qualitatively. The participants were 16 adjunct faculty members who were chosen with purposive sampling method. An interview technique was implemented in order to obtain data, and content analysis method was used to analyze the data. Results revealed that this form of employment policy causes organizational, academic and personal problems. As for organizational problems, it causes to prioritize financial points of views rather than academic expectations. Regarding personal problems, adjunct faculty members are underpaid, overworked, ignored regarding their professional development. Also academic and scientific knowledge production are ignored. Students do dot respect adjunct faculty members. It is recommended that this kind of employment policy should be reconsidered and full-time employment should be preferred.
Quality of Administrative Services in Higher Education
Author: Rizos, Spiridon
Date: 2022-00-00
Type: Journal Articles
Subjects: College Administration,Educational Quality,Total Quality Management,College Students,Student Satisfaction,Expectation,Foreign Countries,Performance Based Assessment,Reliability,Quality Assurance,Empathy,Student School Relationship

This study investigates the quality of higher education institutes' (HEIs') administrative services by assessing student satisfaction in the context of Total Quality Management (TQM). Differences between students' perceptions and expectations of administrative service quality are examined and discussed. A questionnaire survey was developed employing the SERVQUAL service quality model, the results of which were further enhanced by the application of importance-performance analysis (IPA). All five dimensions of the model were explored (reliability, assurance, tangibles, empathy, and responsiveness) with data from the 104 students from five Greek HEIs who participated in the survey. The results of the IPA complemented the survey research by enabling recommendations for importance and performance. The study's findings indicate that students' expectations are not met by the administrative services provided at the time of examination. A gap is observed between perceptions and expectations on all dimensions, indicating the necessity to make improvements to enhance service quality.
Inclusive Leadership in a Centralized Educational System
Author: Charalampous, Constantia
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Special Needs Students,Inclusion,Special Education,Mainstreaming,Leadership,Centralization,Action Research

Special Unit students at a secondary education school in Cyprus were to be included in an action research project. Its primary objective was to study the challenges the headmaster/leader or other school leader faces while attempting to involve Special Unit students in the school's leadership, which was based on an inclusive leadership approach. The researchers concluded that Cyprus' centralized educational system is the biggest impediment. The primary research methods used to carry out the action research were interviews, focus groups, and observations. 85 teachers, 210 students, and 15 parents participated in the 8-month research, which was conducted in a secondary school in Cyprus with a special unit. By completing the research process, the researchers finally concluded that the solution to the problem might be the recruitment of an inclusive leadership model, which aims to use decentralized inclusive practices.
Tensions in the Provision of Higher Education and Training in Psychology: A Case Study into Their Exposure by COVID-19
Author: Innes, J. M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Psychology,Case Studies,COVID-19,Pandemics,Teaching Methods,Educational Change,College Faculty,Counselor Training,Futures (of Society),Foreign Countries,Graduate Students,Undergraduate Students,Educational History,Scientific Research,Educational Development,Private Colleges,Educational Trends,Trend Analysis,Mental Health,Health Services,Information Technology,Artificial Intelligence,Mental Disorders,Standards,Education Work Relationship

We discuss developments in higher education in Australia through the lens of the impact of the COVID-19 pandemic upon the provision of education and training in the discipline of psychology. Since its inception in universities after World War II, psychology educators in Australia have continually dealt with different, often conflicting, goals and with different methods and institutions in the regulation, accreditation, and process of the education of psychologists. These include the goals of training in practice, training in science, the administration of organisations and the concepts of profit and 'value' pulling teachers and students in different directions, and in the employment of graduates in multiple roles with different expectations held by the public and government. The impact of COVID-19 since 2020, rapid developments in technology, and the likely continuing changes in the sector that ensue, can be viewed as sources of magnification of the difficulties. Implications are drawn from the case study of psychology in Australia to highlight similarities and differences with psychological education in other countries and serve to illuminate possible futures for higher education in Australia and abroad.
The Pandemic and the Welfare of International Students: Abandonment or Policy Consistency?
Author: Ramia, Gaby
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Foreign Students,Student Welfare,Educational Policy,Foreign Countries,Financial Policy,Student Attitudes,Student Employment,Psychological Patterns,Student Costs

In its response to COVID-19 in 2020, the Australian Government excluded international students from the temporary financial assistance it offered most permanent residents. This article examines the status of international student welfare as a policy question before and during the pandemic, and discusses post-pandemic policy implications. It draws on pre- and during-COVID-19 survey data from international students in Sydney and Melbourne. We argue that the pandemic highlighted and exacerbated an existing policy absence, rather than constituting a fresh abandonment of international students. Since the Dawkins changes in the early 1990s, international students have been officially treated in policy as consumers, not as 'social citizens'. This made many of them vulnerable to socio-economic shocks, given widespread dependence on precarious employment and insecure private income sources. The central policy implication is that, to avoid disproportionate welfare diminutions in future crises, the government needs to align the treatment of international and domestic students.
Review of Australia&apos;s Response to International Student Needs during the COVID-19 Pandemic
Author: Freeman, Brigid
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Student Needs,College Students,COVID-19,Pandemics,Educational Policy,Content Analysis

During 2020 and beyond, coronavirus disease has profoundly disrupted global economic, health and higher education systems. As universities shuttered campuses and businesses locked down, Australia's export education sector stalled. Many international students who were able to return home, did so, while those who could not, would experience varying levels of support and exclusion. Government policies and practices during 2020 are analysed alongside research literature and media reports to provide an overview of how the COVID-19 pandemic affected the Australian higher education sector and international students. Specifically, the analysis addresses the emerging and emergent impact of this pandemic on the public higher education sector and its international education activities and proposes corresponding recommendations for systemic and institutional recovery. These recommendations call for increased government fiscal and welfare support, strengthened regulatory safeguards, extended post-study work rights, progress regarding foreign qualifications recognition, and institution-level strategies. A long and varied list of sources chronicles events.
International Education Recovery through Scholarships: A Case for a New Approach
Author: Barker, Joanne
Date: 2022-00-00
Type: Journal Articles
Subjects: International Education,Scholarships,Universities,COVID-19,Pandemics,Economic Factors,Study Abroad,Decision Making,Student Recruitment,Selective Admission,Program Development,Income,Educational Finance,Foreign Countries,Barriers,College Choice,Corporations,Financial Support

With the Australian international borders closed to international students due to the Coronavirus disease (COVID-19), Australian universities have experienced unanticipated financial losses. At the same time, many international students who would have chosen to study in Australia instead chose to enrol in universities in the US, UK and other countries where the borders opened earlier. The long-term effects of this are unknown, but with borders finally now open again, Australia will need to re-establish itself as a destination of choice for international students. An opportunity to establish a prestigious international scholarship program may be created by the recent sale of the universities' collective investment in IDP Education Pty Ltd. The income generated by this sale could create a source of funding for an international scholarship program which would create goodwill and help to diminish the reputation of Australian international education as predominantly revenue-driven.
Decolonising Aboriginal and Torres Strait Islander Research
Author: Bowrey, Kathy
Date: 2022-00-00
Type: Journal Articles
Subjects: Decolonization,Indigenous Populations,Foreign Countries,Research,Educational Policy,Higher Education,Integrity,Financial Support,School Policy

There is an important but unwieldy research policy infrastructure designed to engage with Aboriginal and Torres Strait Islander research and researchers. This framework links the key performance indicators and policies of funders and institutions to researchers and communities. In this article, we explain the relevant policies and targets, with a view to showing how sector regulation interconnects in practice and identifying ways to strengthen institutional commitments to meaningful engagement with, and implementation of, Aboriginal and Torres Strait Islander research policy. We suggest next steps that are needed to help researchers comply with funder and institution-mandated obligations and to empower Indigenous Peoples to make informed decisions about the benefits of research collaboration with universities.