ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of the Emotional Intelligence Levels of University Students Working Voluntarily in Special Olympics
Author: Çelik, Okan Burçak
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Emotional Intelligence,Measures (Individuals),Volunteers,Gender Differences,Empathy,Disabilities,Competition,Organizations (Groups),Foreign Countries,Self Control

The aim of this study was to investigate of the emotional intelligence levels of university students working voluntarily in Special Olympics. The research was designed with a descriptive survey model, one of the quantitative research methods. A total of 256 university students participated in the study. 135 students voluntarily worked in Special Olympic. 121 students didn't serve in Special Olympic. The emotional Intelligence Scale developed by Chan (2004) and used as Turkish by Aslan and Özata (2008) was employed as a data collection tool in the study. It was determined that the research data showed normal distribution. Then, it was decided that the parametric test was used. Independent samples T-test was preferred to compare the emotional intelligence levels of working voluntarily and non-working students in Special Olympics. Likewise, a t-test was used to investigate the emotional intelligence of volunteers according to gender. As a result of the analysis, it was determined that the scores of working voluntarily students were statistically higher in the emotional appraisal, positive regulation, empathic sensitivity, positive utilization sub-dimensions and general emotional intelligence scores than the non-working students in the organization. But, according to the gender variable, there was no statistically significant difference between the participants in both sub-dimensions and the whole scale. According to these results, it can be said that emotional intelligence levels of individuals who serve voluntarily in organizations for disabled people, like Special Olympics, were higher. Moreover, it can be deduced that there is no difference according to gender in the emotional intelligence levels of the participants working voluntarily in Special Olympics. [This article was presented as oral proceeding at the 17th International Sport Sciences Congress.]
&quot;Know-How&quot; to Spend Time in Home Isolation during COVID-19; Restrictions and Recreational Activities
Author: Güzel, Pinar
Date: 2020-00-00
Type: Journal Articles
Subjects: Disease Control,Recreational Activities,Emotional Response,Physical Health,Mental Health,Economic Factors,Family Relationship,Adults,Social Isolation,Stress Management,COVID-19,Pandemics

This study aims at identifying the emotional, physical, psychological, and social states of individuals who had to stay home for a while due to the measures taken to prevent the spread of the COVID-19 pandemic and to determine what kind of recreational activities they preferred during this period. We used a mixed research method and composed the study group of 479 consisting of 297 female and 182 male participants with a non-random, convenience sampling method. Data was collected through questionnaires of open-ended qualitative questions. Findings address that recreational activities during the long homestay in a pandemic have psychological, socio-cultural, and physical benefits. Social isolation during such circumstances is known to be limiting the physical mobility of individuals and it did so in this COVID-19 pandemic process. While the main activity source was of technology of the people attended this research, we also observed that they are aware of the variety and the benefits of recreational activities at the same time. The respondents stated that the coronavirus outbreak had negative effects in terms of economic, social, psychological, and physiological contexts, but with the outbreak; staying in social isolation had also positive effects on their family such as exploring new things together, happiness, and spending time effectively. One other remarkable aspect is that respondents reported that they would do recreational activities soon after the social isolation period ends. In the results of the research, it is suggested that it is necessary to resort to recreational activities in order to both reduce the spreading effect of the virus in isolation at home and to overcome this process with the least negative impact, and individual and institutional efforts should be made for this.
Interpretations of the 5th Grade (Ages 10-11) Turkish Students&apos; Historical Knowledge Based on Historical Sources
Author: Avarogullari, Ayten Kiris
Date: 2020-00-00
Type: Journal Articles
Subjects: History Instruction,Historical Interpretation,Primary Sources,Grade 5,Elementary School Students,Preadolescents,Foreign Countries,Social Studies,Prior Learning,Logical Thinking,Duplication,Emotional Response,Critical Reading

This study aims to determine the ways how the 5th grade (ages 10-11) students interpret historical knowledge based on historical sources. To study this student were given a worksheet containing historical sources and an open-ended question based on the historical sources. The data of this study is collected through one of the answers provided to the question by 150 students in elementary school. The data has been categorized under themes which have been created after study of students answers and related literature. The analysis of data demonstrate that pupils can interpret historical knowledge in the sources. Also it has been found that most of the pupils were able to synthesis their prior knowledge and information in the historical sources presented to them and were able reach personal conclusion. Yet some of the students tend to copy the information as is written on the historical source or respond emotionally. This study supports the idea that 5th grade (ages 10-11) students can read historical written sources and acquire historical information. Also this study gives information to social studies teachers on what consider when they prepare historical task for elementary school. Keywords Teaching history, social studies education, elementary school students, primary sources, historical reading.
Gender Differences in Academic Motivation: A Meta-Analysis
Author: Turhan, Nihan Sölpük
Date: 2020-00-00
Type: Journal Articles
Subjects: Gender Differences,Meta Analysis,Student Motivation,Academic Achievement,Foreign Countries,Measures (Individuals),Student Attitudes,High School Students,Middle School Students,College Students,Learning Motivation

The purpose of this study is to carry out a meta-analysis study on the results of the studies on the effect of gender on academic motivation in Turkey between 2004 and 2019. For this purpose, this study aims to present a comprehensive study in which the results of the studies on this matter were combined and extended by using meta-analysis method. The study contains the gender comparison by the size value of its effect on academic motivation and the sub-group analyses. In addition, meta-analysis study was made on the effect of gender on sub-dimensions of the academic motivation in the studies that were made by using the scale &quot;Academic Motivation Scale&quot; developed by (Bozanoglu, 2004). First of all, relevant studies were pooled in the meta-analysis study; then, 22 studies that comply with the research criteria were included in the analysis based on the total of academic motivation scale. The analysis based on the total point of academic motivation scale in the study contains 8010 students. 8 studies on the effect of gender on the sub-dimensions of academic motivation were included in the analysis. The analysis based on the sub-dimensions of academic motivation contains 3017 students. According to study findings, random effects model demonstrates that the effect of gender on the sub-dimensions of academic motivation is at low significance level (Cohen d value -0.07). In this study, analog ANOVA was employed for sub-group analysis by publication type and sample group of the research subject. Therefore, the sample group of the research subject differed by variance (Qb = 5.96, df= 2, p&lt;0.05). The effect of gender on exploration dimension (Cohen d value -0.12), self-transcendence dimension (Cohen d value -0.08), and dimension of using knowledge (Cohen d value -0.18) which are the sub-dimensions of academic motivation is at low significance level.
The Effects of Multiple Intelligences Training Program on Improving Reading Comprehension Skills of Reading of the Disabled Primary Six Students
Author: El Banna, Adel El Saied
Date: 2019-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Multiple Intelligences,Reading Comprehension,Elementary School Students,Students with Disabilities,Reading Difficulties,Reading Improvement,Learning Disabilities,Intelligence Quotient,Foreign Countries,Training Methods,Children,Males

This study was conducted to investigate the effectiveness of multiple intelligences training program on reading comprehension skills of reading disabled primary six students. Pre-test / Post-test / follow-up test were formed to collect data from the students. 60 students participated in the present study. Each student participant met the following established criteria to be included in the study: (a) a diagnosis of LD by teacher's referral. Neurological scanning results indicated that those individuals were neurologically deficient (b) an IQ score on the Mental Abilities Test (Mosa, 1989) between 90 and 118 (c) reading performance scores at least 2 years below grade level (d) absence of any other disabling condition. Results of this study indicates that Multiple Intelligence Theory based activities proved to be more helpful in achievement and retention of reading comprehension skills. Discussion of results, suggestions for further study, and implications were included.
The Effects of Brain Based Learning Approach on Study Habits and Test Anxiety among First Year Preparatory School Students with Learning Disabilities
Author: Nassar, Esam Gomaa Ahmed
Date: 2019-04-00
Type: Journal Articles
Subjects: Study Habits,Tests,Comparative Analysis,Test Anxiety,Measures (Individuals),Neurosciences,Brain Hemisphere Functions,Learning Disabilities,Students with Disabilities,College Preparation,Program Descriptions,Teaching Methods,Instructional Effectiveness,Student Improvement,Intelligence Quotient,Pretests Posttests

The purpose of this study was to investigate the effects of brain-based learning approach on study habits and test anxiety among first year preparatory school students with learning disabilities. 60 students participated in the present study. Each student participant is of low achievement scores on one or more standardized tests or subtests within an academic domain (i.e., at least 1.5 standard deviations [SD] below the population mean for age. For collecting and analysing data, Study Habits Test, and Test Anxiety scale were employed. The program was designed based on the three basic fundamentals of brain-based learning, namely 'orchestrated immersion', 'relaxed alertness', and 'active processing'. The brain-based learning program was conducted to the whole class by their actual teacher during the actual lesson period for 8 weeks with 45-minute sessions conducted three times a week. The results of this study showed that the brain-based learning approach was effective in improving study habits and relieving test anxiety of students in experimental group, compared to the control group whose individuals did not receive such a training. Results, recommendations and conclusion were included and discussed.
The Validity and Reliability Study of Therapeutic Alliance Scale: Psychological Counselor Version
Author: Kandemir, Mehmet
Date: 2020-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Psychotherapy,Counselors,Psychological Services,Factor Structure,Factor Analysis,Construct Validity,Test Reliability

This study aimed to design a measurement tool for measuring the therapeutic alliance skills of the experts providing psychological counseling services. For the preliminary validity and reliability study of the Therapeutic Alliance Scale, 224 people working as psychological counselors were reached. After the preparation of the data for analysis and establishing the hypotheses, exploratory factor analysis was conducted in the study. As a result of the analysis, the Kaise-Meyer-Olkin (KMO) value was found as 0.90, and the Barlett test was determined as X[superscript 2] = 1343.61 (p &lt;0.00). The scale was found to have a three-factor structure as a result of the exploratory factor analysis and varimax rotation techniques carried out. In the factor analysis conducted to determine the construct validity of the therapeutic alliance scale, which could measure the three-factor dimension. For reliability, Cronbach's alpha internal consistency coefficients were analyzed, and as a result, the coefficients for the first, second, and third factors were found as 0.86, 0.87, and 0.68, respectively. After that, first and second level confirmatory factor analysis were done. As a result of the first analysis, the values were found as Chi-Square/Degree of Freedom (563, 114 / 167) = 3.72 and RMSEA= 0.08. Also, the fit coefficients obtained for the tested model were CFI = 0.91, GFI = 0.91, IFI = 0.90, NFI = 0.89, and TLI = 0.91. Similar results were obtained in the second level confirmatory factor analysis.
The Teachers&apos; Needs for Medical English in the Faculty of Medicine at Abdelhamid Ibn-Badis University
Author: Adli, Fatima Zohra
Date: 2019-04-00
Type: Journal Articles
Subjects: English for Special Purposes,Medical Schools,Universities,Teacher Attitudes,Second Language Learning,Needs Assessment,Language Attitudes,Second Language Instruction,Language of Instruction,College Faculty,Medical School Faculty,Course Descriptions,Foreign Countries

The urgent need for English instruction at the faculty of medicine, Mostaganem University, motivated us to investigate the teachers' needs for medical English. In this prospect, an in-depth needs analysis was conducted to know the &quot;teachers' of medicine&quot; needs for English in order to make an appropriate course design for them. Accordingly, a set of procedures were taken in which a questionnaire was elaborated to investigate the learners' profiles, their target needs, and their learning styles. Furthermore, an interview with the responsible for medical English was held to determine the way the learning process should be conducted. Moreover, a placement test consolidated by a classroom observation was used to reveal the learners' strengths and weaknesses regarding the language. The results of the needs analysis were exploited and interpreted to elaborate a suitable course design for the teachers of medicine at Abdelhamid Ibn Badis University to equip them with the linguistic tool to be able to use English as a medium in their researches and to attend international conferences. Finally, an official implementation of the suggested course design for medical professionals in the academic setting was proposed as a first attempt to introduce English to the faculty of medicine.
The Awe in Awesome in Education Abroad
Author: Thomas, Kristin L.
Date: 2020-04-00
Type: Journal Articles
Subjects: Student Attitudes,Academic Advising,Study Abroad,Educational Experience,Travel,Grounded Theory,Guidelines,College Students,Foreign Countries,Student Adjustment

Few have examined how students perceive or make sense of their formal educational travel experiences, resulting in a dearth of knowledge about perceived educational value of experiences. To rectify this situation, this study addressed how students make meaning during their education abroad (EA) experience. Employing a constructivist grounded theory approach, students were found to process their experiences through four meaning-making structures labeled, &quot;Seeking Novelty,&quot; &quot;Actually Being,&quot; &quot;Securing/Blending,&quot; and &quot;Living in a State of Awe,&quot; all of which contributed to experiencing awe during their EA experience. The authors propose the Education Abroad Meaning-Making Framework, which can be used to understand students' experiences while on EA and to serve as a theoretical foundation upon which further research on EA can be conducted. They also discuss implications of the Framework for pre- and post-experience advising, program, and curriculum development.
An Examination of Relationship between Teachers&apos; Self-Efficacy Perception on ICT and Their Attitude towards ICT Usage in the Classroom
Author: Coban, Omur
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Efficacy,Correlation,Teacher Attitudes,Technology Integration,Information Technology,Technological Literacy,Classroom Techniques,Foreign Countries,Teacher Characteristics,Professional Development,Positive Attitudes,Learning Processes

The aim of this study is to examine the relationship between teachers' self-efficacy perception on ICT and their attitude to ICT usage in the classroom. For this purpose, two scales were used: 'Teachers' Self-efficacy Perception on ICT Scale' and the 'Teachers' Attitude towards ICT Usage Scale'. A total of 42,307 teachers took part in this study. Mean, standard deviation, Pearson correlation and linear regression analyses were used to analyse the collected data. A significant relationship was found between teachers' self-efficacy perception on ICT and their attitude towards ICT usage in their classrooms. According to the findings, it can be said that if teachers' self-efficacy level is high, teachers can use ICT in the learning process effectively and they can develop themselves in ICT use. Moreover, they can improve class management while using ICT. [Paper presented at the World Conference on Education Science (10th, Prague, Czech Republic, Feb 1-3, 2018).]
Academics as Arbiters: Promoting Equity and Cultural Responsibility in Group-Based Study Abroad
Author: Johnstone, Christopher
Date: 2020-04-00
Type: Journal Articles
Subjects: College Faculty,Equal Education,Experiential Learning,Study Abroad,Cultural Awareness,Student Participation,Disproportionate Representation,Self Concept,Teacher Student Relationship,Groups,Inclusion,Student Diversity,Student Attitudes,Undergraduate Students,First Generation College Students,Minority Group Students,Grants,Hispanic American Students,Asian American Students,African American Students

Study abroad is a high impact practice, touted as a tool for developing global and intercultural awareness. In 2017/18, of the nearly 350,000 U.S. students who studied abroad, sixty-five percent participated in &quot;short-term&quot; programs (IIE, 2018). Short-term programs are often administered as group opportunities, in which students undertake experiential education activities with fellow classmates in a host country. In this study, students from populations that have been historically under-represented in study abroad reflected on their experiences within group programs by centering their unique identities and analyzing how particular identities influenced their experiences within the group and host country. Experiences ranged from agentic and empowering to prejudicial and isolating. For example, some students relied on faculty members to mediate interactions among and between the group and host society. In some cases, instructors provided supportive facilitation while, in others, instructors avoided challenging confrontations and difficult conversations. The group itself, and the group leader, are critical units of analysis for understanding the educational and cross-cultural dimensions of study abroad.
Alcohol Expectations of Short-Term, Faculty-Led Trip Leaders: A Survey of Current Practices
Author: Overby, Jeffrey W.
Date: 2020-04-00
Type: Journal Articles
Subjects: College Students,Study Abroad,Drinking,School Policy,Teacher Responsibility

Although a growing body of research examines alcohol consumption among American university students during study abroad, there is little to no research on alcohol-related policies and behavior by faculty leaders during study abroad. This research reports survey results from 66 U.S. colleges and universities on the current state of formal policies for faculty-led trip leaders. The quantitative findings reveal: 1) 93.9% of responding institutions allow trip leaders to consume alcohol during short-term, faculty-led study abroad trips; and 2) even those institutions that discourage faculty consumption with students allow such consumption in certain situations, including group dinners, winery and brewery tours, religious ceremonies, and receptions. The qualitative findings reveal three themes: 1) faculty should exhibit responsible consumption; 2) drinking with students is discouraged but allowed in certain situations; and 3) faculty leaders are never allowed to purchase alcohol for students. The manuscript concludes with a call for additional research on several topics.
Mindfulness and Resilience as Predictors of Job Burnout among Nurses in Public Hospitals
Author: Elkady, Ayman Abdelgalil M.
Date: 2019-06-00
Type: Journal Articles
Subjects: Metacognition,Resilience (Psychology),Burnout,Nurses,Hospitals,Correlation,Foreign Countries,Measures (Individuals),Predictor Variables

The purpose of this study was to investigate the combined effects of two variables, namely, mindfulness and resilience on one outcome measure, namely, job burnout, as well as investigating the relative contribution of mindfulness and resilience to job burnout among nurses in public hospitals. Additionally, the aim was to find out if there were relationships between and among mindfulness, resilience and job burnout in nurses in public hospitals. The sample was composed of 130 nurses (all of them were females). The average age was 26.4 years (SD=8.23). Quantitative survey research was employed. The independent variables are mindfulness and resilience, while the dependent variable is job burnout. The Freiburg Mindfulness Inventory (FMI) (Walach et al., 2006), The Connor Davidson-Resilience Scale (CD-RISC). (Connor &amp; Davidson, 2003), and Maslach Burnout Inventory (1996-2016) were employed for data collection. Findings indicated that there were significant correlations between mindfulness, resilience and job burnout. On the other hand, job burnout was found to be negatively correlated with resilience. The two independent variables (mindfulness and resilience) when put together yielded a coefficient of multiple regression (R) of 0.764 and a multiple correlation square of 0.621. This shows that 62.1% of the total variance in job burnout of those who participated in the study is accounted for by the combination of mindfulness and resilience.
Misunderstandings about and Misapplications of Plagiarism Techniques
Author: Mansy, Mahmoud A.
Date: 2019-06-00
Type: Journal Articles
Subjects: Plagiarism,Misconceptions,Citations (References),Periodicals,Authors,Writing for Publication,Deception,Computer Software,Information Sources,College Students,Researchers,Ethics

Plagiarism is regarded as the act of &quot;taking credit for or benefitting from somebody else's ideas, words, concepts, formulations, etc. without giving due credit by means of referencing or quoting, and presenting work for personal benefit which does not contain individual authorship (Brown University Writing Centre 2015). In this paper, I will present to you some misunderstandings about and misapplications of plagiarism techniques. And how some journals and universities use tools to detect something they call &quot;Citations Ratios&quot; instead of plagiarism.