ethanporcaro/eric-fulltext-meta huggingface dataset:
Black Men and the College Admission Essay: Creating a Counter-Narrative
Author: Williams, Michael R.
Date: 2021-00-00
Type: Journal Articles
Subjects: African American Students,College Admission,Essays,College Applicants,Racial Bias

As a practitioner who has scored many admission essays, the author has noticed that numerous colleges and universities include questions that seek to expose and evaluate students' interactions with diversity, equity, and inclusion. Frequently, applicants are encouraged to disclose a difficult moment in their life and share how they overcame it. The approach to college admission undoubtably affects a wide array of students. This article is focused solely on how those practices impact Black men. The way the author approaches this issue is framed by his positionality; the support he provides to Black men; and the ways he works to push back against the deficit model used most frequently to examine the recruitment, retention, and matriculation of Black males in higher education. With that in mind, take a step back and consider the ways these questions work to uphold and support existing structures of inequity while also erasing the unique identities of applicants, particularly Black males.
Populations of Special Intersections
Author: Grady, Megan
Date: 2021-00-00
Type: Journal Articles
Subjects: College Admission,Student Recruitment,COVID-19,Pandemics,Minority Group Students,Educational Change

There is no doubt that 2020 has put a number of professions through their paces--college admission and recruitment included. The longer it takes to secure widespread COVID relief, the worse the economic situation becomes. These challenges are broad, sweeping, and beyond the scope of one institution's individual strategies. One framework has shown up time and time again to offer clarity. Intersectionality: An intellectual framework championed by Black, queer, and Latinx feminist scholars in the 1970s, and popularized by Kimberlé Crenshaw in a 1991 law article, claims that identities like race, gender, and class can not be examined in isolation. They must be considered as reinforcing stressors that compound the level of oppressing forces an individual might navigate. This article presents how to apply intersectionality to the college admission process.
What Are Students Thinking?
Author: Paterson, Jim
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Student Attitudes,College Bound Students,College Choice,Decision Making,Educational Counseling,Educational Change

COVID-19 has changed the college search and selection process. Transforming the focus according to student need will continue to be important to support and recruit the next class. Some experts say the pandemic will forever change higher education and young people's attitudes about it, but others believe the crisis has shown most colleges can adapt and thrive, as long as they are aware of the various student mindsets. This article looks at what students are thinking when it comes to how they are approaching searching and selecting colleges.
REV-OPOLY: A Study on Educational Board Game with Web-Based Augmented Reality
Author: Nordin, Noradila
Date: 2022-01-00
Type: Journal Articles
Subjects: Educational Games,Electronic Learning,Computer Simulation,Undergraduate Students,Foreign Countries,Student Attitudes

The use of technology in education is believed to enhance students' learning experience. Technology such as Augmented Reality (AR) is increasingly used in the classroom through the use of gamification. This study aims to examine students' experience in using a board game with web-based Augmented Reality named REV-OPOLY in their learning. REV-OPOLY's theme is on the emerging technology revolution concepts where in this board game, players can buy, rent and sell technologies through question cards to gain the opportunity to own the technology. AR is implemented into the game as the play pieces and part of the play cards. The respondents are the undergraduate students enrolled in Computer Application in Management course in Universiti Utara Malaysia. In this qualitative study, respondents will be tested through pre-test and post-test to compare the effectiveness and efficacy of REV-OPOLY compared to traditional methods of self-revision. The findings showed that 98.8% of the respondents are interest-ed in using REV-OPOLY in learning and 86.1% of them are satisfied with the structure of the game, mainly the multiplayer aspects of it (95.3%) which enforce interaction and discussion among the players (89.5%) and 93.0% agreed that they can learn better through the game as an informal learning medium. In this study, REV-OPOLY has shown to have received positive feedback from the respondents. Further research is required to assess the students' learning outcomes and experience of REV-OPOLY.
Relationship between Cardiovascular Endurance and Mental Toughness among Academy Mokhtar Dahari (AMD) Football Players
Author: Latif, Rozita Abdul
Date: 2022-01-00
Type: Journal Articles
Subjects: Physical Fitness,Human Body,Resilience (Psychology),Athletes,Team Sports,Training,Correlation,Psychological Patterns,Adolescents,Mental Health,Emotional Response,Foreign Countries

The main purpose of this study was to examine the relationship between cardiovascular endurance and mental toughness among football players of Academy Mokhtar Dahari (AMD). Twenty players were selected as respondents. Data were collected using Yo-Yo test level 1 and Mental Emotional Bodily Toughness (MeBTough) Questionnaires (Mark, 2008). This study showed that cardiovascular endurance parameters were good (M=2064.00, SD=251.45), while mental toughness measures appeared moderate (M=126.55, SD=15.10). Moreover, this study has indicated no significant relationship between cardiovascular endurance and mental toughness (r=0.38, p&gt;0.05). Analyze showed that a 10-week athlete's training does not significantly influence the relationship between cardiovascular endurance and mental toughness even if the athletes have attained high cardiovascular endurance. The result showed that the duration of the training, experience, and effort to enhance both physiological and psychological skills needed to improve mental toughness among sports players.
&apos;That Degree Has to Wait&apos;: A Case Study of Distance Education Adult Students in Malaysia
Author: Im, Bok Guat
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Students,Higher Education,Distance Education,Student Attitudes,Barriers,Family Influence,College Attendance,Enrollment,Employment,Family Income,Costs,Responsibility,Decision Making

Obtaining a bachelor's degree is often conceived as the ultimate goal for post-secondary and diploma students. However, this goal is not always immediately available or accessible for students. Delays in higher education enrolment have considerable disadvantages for students as they are often associated with lower graduation rates and lower socio-economic status. This paper seeks to identify the reasons why students delay their bachelor's degree enrolment. Adult students currently pursuing higher education or recently graduated from higher education and who have had a gap between their post-secondary/diploma and higher education were recruited as the respondents for this study. The research adopted a qualitative approach using the in-depth interview as a research instrument. Twelve adult learners were identified and interviewed for this study. Data collected were analysed using Nvivo version 12. The analysis revealed three main rationales as causes of delayed enrolment in higher education. The rationales were financial, family and work reasons. Of these three, financial reasons were the main rationale behind the delay of academic enrolment and subsequent attainment. It was further found that these reasons were not a stand-alone cause as they were linked with other rationales in contributing to the students' decision to delay their higher education enrolment.
Use of the Chemical SWOT Methodology to Enable Students to Analyse and Discuss the Socio-Scientific Issues in the Classroom
Author: Cha, Jeongho
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Research Methodology,Scientific Methodology,Data Collection,Data Analysis,Science Process Skills,Science and Society,Organic Chemistry,College Students,Science Activities,Teaching Methods,Problem Solving,Science Instruction

One of the challenges that science teachers face is the lack of strategy/method to train students in data collection and developing analytical skills, which are pre-requisites to resolve socio-scientific problems and an important element in scientific literacy. In this activity, the SWOT analysis proposed by the Stanford Research Institute in the United States is modified and carried out in a class of university students to teach them how to analyse data and make decisions in the context of socio-scientific issues related to the use of parabens and triclosan, which are chemicals with potential adverse effects that are widely used in everyday products. The participants consist of 31 students, who are enrolled in the environmental and analytical chemistry programme at Universiti Malaysia Terengganu in Malaysia. Data is gathered from the essays submitted by the students to the course coordinator at week seven of their lessons. The findings show that students have positive response towards the implemented activity. After weighing all strength, weakness, opportunity and threat attributes, most students seem to support the use of those chemicals despite their risks and implications to health and the environment, albeit with greater awareness and prudence. This SWOT activity may potentially be used as an alternative instructional tool to promote discussion and resolution of socio-scientific issues in the classroom.
Reformulation of Competency Development of Lecturers of State Islamic Religious Universities in Indonesia after COVID-19
Author: Mujiburrahman
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Islam,Religious Colleges,Teacher Competencies,College Faculty,Teacher Qualifications,Educational Legislation,Educational Technology,Technology Uses in Education

The study of the competency of lecturers in Indonesia cannot be separated from the study of state intervention in education. State hegemony occurs in the form of formalization of regulations governing the improvement of capabilities and competences of lecturers. Research shows that the presence of Law No. 14 of 2005 and Government Regulation No. 37 of 2009 has been used as an implementation juridical foothold to encourage the increase of qualifications and competences of lecturers at State Islamic Religious Colleges (PTKIN) in Indonesia in general, and in UIN Ar-Raniry and UIN Bandung specifically. A qualitative-quantitative combination research design was applied in this research with data set approaches through documentation studies, observations, in-depth interviews, and questionnaires. This research establishes that the development of lecturer competence in PTKIN is in line with and not contradictory to the national education system and strengthens the content of Law No. 14 of 2005 and Government Regulation No. 37 of 2009. The qualifications and competences of lecturers at PTKIN have improved, but there is still a treat of implementation of regulations that have not been maximally felt by the lecturers. Upgrading the qualifications and competences of lecturers well and maximally, substantially affects PTKIN lecturers in improving the performance, professionalism and quality of academic benefits for students. These logical consequences have a positive impact on the transformation of education in the PTKIN environment after COVID-19, where learning processes and academic services can run online based on information technology.
Key Factors Influencing Graduation on Time among Postgraduate Students: A PLS-SEM Approach
Author: Muthukrishnan, Priyadarshini
Date: 2022-01-00
Type: Journal Articles
Subjects: Predictor Variables,Time to Degree,Graduate Students,Structural Equation Models,Foreign Countries,Self Management,Research Skills,Student Personnel Services,Supervisory Methods,Student Motivation

The information age witnessed the democratisation of education with an exponential growth in the enrolment of postgraduate students in almost all universities around the world. However, high attrition and low completion rates among students have been an immense threat to the key performance of the university system. The main purpose of this study was to investigate the influence of institutional support, supervisory practices, and students' self-management and research skills on postgraduate students' motivation to graduate on time (GOT). The data were collected from 191 postgraduate students from three universities in Malaysia using a survey questionnaire. The quantitative data were analysed using the PLS-SEM approach. The results revealed that research skills, institutional support and self-management skills significantly influenced the postgraduate students' motivation to GOT. Furthermore, research skills were identified as the strongest predictor of the motivation to GOT. Additionally, research skills mediated the relationships between institutional support, students' self-management skills and postgraduate students' motivation to GOT. However, supervisory practices toward GOT were not supported either by direct or indirect effect. The study has far reaching implications for the postgraduate students, supervisors, and institutions of higher learning.
Mathematical Readiness of Freshmen Engineering Students (K-12 2020 Graduates) in Eastern Visayas in the Philippines
Author: Perante, Wenceslao
Date: 2022-01-00
Type: Journal Articles
Subjects: College Readiness,College Freshmen,Engineering Education,Foreign Countries,Mathematics Achievement,Mathematics Instruction,Mathematics Tests,Calculus

This study assessed the mathematical and analytical readiness of the incoming first-year college engineering students (K-12 2020 graduates) in Eastern Visayas in the Philippines. First-year engineering students (n=177) participated in the College Math Readiness Test (CMRT), a questionnaire on mathematics subjects that covered Precalculus, Analytical Geometry, Series and Mathematical Induction, Trigonometry, and Basic Calculus: Limits and Continuity, Derivatives, and Integration. The findings indicate that 43% of the respondents were mathematically-college-ready (MCR) and 57% were not-mathematically-college-ready (NMCR). Regarding the NMCR, 39% fared fairly and 18% fared poorly in the CMRT. This suggests that remedial support for mathematics for this group may be required for them to be college-ready for an engineering course. The respondents had the lowest correct mean score for the Integration subjects: Evaluating Differential Equations (15%), Evaluating Definite Integrals (16%), and Solving Area Between Curves (19%). The results of the ranking of the Senior High Schools (SHS) showed that 13 SHS with at least 2 takers and 24 SHS with single takers need to improve their quality of teaching to enhance the mathematical competence of their graduates. The findings of this study were used to identify remediation areas and recommendations to improve the students' college mathematical and analytical readiness.
Student Affairs and Services during COVID-19 in Africa: Mitigating the Pandemic&apos;s Impact on Student Success
Author: Schreiber, Birgit
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Equal Education,Higher Education,Student Personnel Services,Social Influences,Cultural Influences,Student Needs,School Closing,Student Personnel Workers,Decision Making,Costs,Delivery Systems,Student Characteristics,Barriers,Financial Support,Access to Computers,Participative Decision Making

The COVID-19 pandemic has highlighted the challenges that present obstacles to equitable learning and development in higher education in various parts of the world. African higher education and Student Affairs and Services (SAS) are faced with a set of challenges that are in part related to the resources within the institutions and in part due the sociocultural context into which the institutions are embedded. It is with this background that this study explores the impact of COVID-19 on SAS in Africa, as part of a wider lens on SAS across the globe. The study was conducted with an online survey which generated 781 responses of Student Affairs practitioners from across the globe, of which 118 were from the African continent. The data show SAS's critical role in mediating the various domains within and beyond the higher education institution that impact on student success. The domains that impact on student success include the students' personal experiences, the public domain, the sociocultural community and familial milieu, and the institutional/SAS domain. Thus, this article discusses SAS's critical role in mediating the impact of these four domains on the student living and learning experience. The purpose of this article is to discuss the data and to use the data to gain insights into the way SAS has played a role in mitigating the impacts of COVID-19 in four domains relevant for student success. Based on our findings, a systemic-contextual model is proposed that illustrates the relevance of four domains that need to synergise for students to be successful. Our data suggests that while SAS and universities do a great deal to support students in their learning, factors in the public domain, factors in the sociocultural community and familial milieu need to be conducive to learning to enable more student success in Africa.
Adaptation of Student Support Services Considering COVID-19: Adjustments, Impact, and Future Implications
Author: Dunn-Coetzee, Munita
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Student Personnel Services,Foreign Countries,Delivery Systems,Mental Health,Adjustment (to Environment),Access to Computers,Students with Disabilities,Technology Uses in Education,Equal Education,Career Exploration,Student Personnel Workers,Stress Variables

The global pandemic caused by COVID-19 has impacted every facet of our lives and challenged service delivery to students within Higher Education Institutions (HEIs). The Centre for Student Counselling and Development (CSCD) at Stellenbosch University (SU), South Africa, is situated within the Division of Student Affairs (DSAf) and the centre's reflective practitioners had to respond to the challenge of altering services to ensure continuous support to the SU community. The CSCD aims to provide the SU community with psychological, developmental and support services, with the focus on critical engagement, advocacy, personal growth, and optimising graduate potential. The CSCD has been functioning virtually since mid-March 2020. Each of the Centre's five units had to respond to both the challenges and opportunities to adhere to social distancing and to accommodate students who did not have access to online devices. All support sessions -- whether it be academic, social justice, career, social work, psychotherapy, crisis management, with individuals or with groups -- had to be done virtually or via telephone. This depended on a student's choice and practical reality in terms of space, privacy, and connectivity. This article aims to firstly share the risks and opportunities of rapidly shifting to an online supportive environment, as well as how each unit within the centre had to adjust its functioning to ensure minimum impact on student relationships and interactions. It secondly aims to portray the implications the rapid shift had on the centre's practitioners and the lessons learned during the process. Sharing these lessons might empower other HEIs in Africa too. Lastly, considering the imperative shift to online functioning caused by the COVID-19 pandemic, this article concludes with a discussion on the implications for the future functioning of the CSCD.
School Burnout in Middle School Students: Role of Problem Solving Skills, Peer Relations and Perceived School Experiences
Author: Güler, Gökhan
Date: 2022-00-00
Type: Journal Articles
Subjects: Middle School Students,Burnout,Problem Solving,Peer Relationship,Student Experience,Predictor Variables,Foreign Countries,Grade 7,Grade 8,Gender Differences,Age Differences

Purpose: The purpose of this study is to examine the relationships between middle school students' school burnout, problem-solving skills, peer relationships, and perceived school experiences and to determine the predictive power of perceived school experiences, problem-solving skills, and peer relationships on academic burnout. Method: The research was created based on the survey model. The sample of the study composed of 2538 secondary school students (1257 girls and 1281 boys) who attended ten official secondary schools during the 2018-2019 academic year. In the research, &quot;Elementary School Student Burnout Scale for Grades 6-8&quot;, &quot;Problem Solving Inventory for Children at the Level of Primary Education&quot;, &quot;Peer Relationship Scale&quot; and &quot;Perceived School Experiences Scale&quot; were used. Pearson Product Moment Correlation Analysis and Multiple Hierarchical Regression Analysis were used for the statistical analysis of the study. &quot;p[less than or equal to]0.05&quot; was considered as the significance level for the study. Findings: According to the study results, it was determined that there are significant relationships between the predicted variable and the predictor variables. Significant predictors of the school burnout score were determined to be variables of gender and age, school engagement, academic motivation, confidence in problem-solving skills, self-control, avoidance, self-disclosure and loyalty subscales, respectively. Implications for Research and Practice: The importance of including activities related to protective factors in individual and group counselling services planned to prevent or reduce students' school burnout was emphasized. Risk factors that may affect school burnout are discussed and recommendations are made for further research.
The Effect of Machiavelli Leadership on Destructive Organizational Behaviors through Mediation Job Stress
Author: Hammali, Abdolhakim
Date: 2022-00-00
Type: Journal Articles
Subjects: Leadership Styles,Elementary School Teachers,Teaching Conditions,Stress Variables,Organizational Culture,Social Behavior,Leadership Effectiveness,Antisocial Behavior,Authoritarianism,Foreign Countries

The purpose of this study was to investigate the effect of Machiavelli leadership on destructive organizational behaviors through mediation job stress. This study is an applied and correlation research method based on structural equation modeling. 191 elementary school teachers of Sarbaz city were studied by stratified random sampling method. To collect information, three questionnaires were used: Machiavelli leadership, job stress and destructive organizational behaviors. For data analysis the Pearson correlation coefficient and structural equation modeling were used by SPSS and Lisrel software. Based on the results the direct effect of Machiavelli leadership on destructive organizational behaviors, the direct effect of Machiavelli leadership on job stress and the direct effect of job stress on destructive organizational behaviors was positive and significant. The indirect effect of Machiavelli leadership on destructive organizational behaviors was also positive and significant with the mediator role of job stress. Thus, can conclude that managers with high Machiavelli increase staff job stress and job stress, in turn, increases destructive organizational behaviors.