text
stringlengths 569
35.8k
| metadata
stringlengths 465
8.13k
|
|---|---|
Personality research suggests that individual differences in risk aversion may be excused by links with life-history variation. The predation cue was generated from a photograph of a sparrowhawk, the most important predator of the great tit [54], that was edited to isolate the eyes and remove shading artefacts using GNU Image Manipulation Program software, and printed onto waterproof Zecom ® paper (figure 1a). Great tits have shown anti-predator responses to eye shapes on moth wings, and these aversive responses are stronger than equivalently conspicuous patterns, suggesting the potential for great tits to perceive eyes as predators [36]. The two novel objects consisted of different configurations of Lego ® pieces, clothes pins and match sticks painted black and white, and covered with white and black electrical tape (figure 1b,c). The objects and the eyes were of similar size and mounted onto flat, black-painted wooden sticks (9 × 15 cm), and attached to the roof of the nest-boxes with garden wire.
Once the stimulus (or control) was secured to the nest-box, the experimenter removed the nest-box front (i.e. face plate) to settle if the female was present, and allowed the female to leave the box. If she did not leave the box within 20 s, a small wooden dowel was used to lift the tail gently. If the female still did not leave the nest, the face plate was returned and the experiment was not performed at that box. Therefore, all trials started with the female outside of the nest-box. In 33 of 96 trials, the female was not incubating when the experimenter arrived (10 eyes, 18 object, 5 control), and in 20 of these 33 trials at least one parent was alarm calling in proximity while the experiment was set up (7 eyes, 10 object, 2 control). If the female was incubating when the experimenter opened the face place, we recorded that she had been flushed from the nest by the experimenter as we expected that being startled could have a bearing on subsequent responses. Once the bird had left the box or it was confirmed that there was no bird inside, the experimenter replaced the face plate and left the area. All trials were immortalized utilizing a Panasonic HC-V250EB-K camera mounted on a tripod, covered in camouflage tape and positioned behind foliage 10 m from the nest-box. The trial ended after 40 min at which point the stimulus was transferred from the nest-box, and the experimenter confirmed whether the female had returned by opening the face plate just enough to see inside, without causing her to flush. Trials occurred between 08.00 and 18.00, except for one box tested at 19.45. Trials at the same nest-box on different days were typically performed at a similar time of day (within a 2 h time frame). Four trials (one eyes, three object) were excluded from the analysis due to camera failure, and two boxes did not receive their last trial due to stoat (Mustela erminea) predation that occurred outside of the experimental treatment. The final dataset had 96 trials across 42 nest-boxes. Ten nests failed at a later date after the conclusion of the experiment, five were due to predation, and the rest of unknown causes. All other nests were successful. The rate of nest failures was similar to those recorded in areas not receiving experimental trials (i.e. However, although latency to enter, and to some extent inspection time may be repeatable, their heritability may be very low or negligible, and most of the observed differences in
==
Domain: Psychology Medicine Environmental Science Biology<|endoftext|>Targets' Social Relationships as Antecedents and Consequences of Workplace Bullying: A Social Network Perspective
Research on workplace bullying has largely focused on individual and organizational factors that place individuals in a vulnerable position.
Change in Work Pressure in Organization
This was calculated by subtracting the Time 1 values from the Time 2 values of mean level of work pressure in the organization.
Analytical Approach
We used stochastic actor-oriented modeling with unconditional Method of Moments estimation, implemented in RSiena, version 1.2-12 (Snijders et al., 2010;Ripley et al., 2018). This enabled us to examine factors affecting tie probabilities in co-evolving networks (friendship, negative relationships) and changes in dependent attributes (exposure to bullying), while controlling for endogenous network dynamics and exogenous variables. Details of the method and the model parameters mentioned below are provided by Ripley et al. (2018).
We analyzed the data from all organizations jointly, including all individuals employed in at least one wave (n = 249). Although a multilevel approach or a meta-analysis might have been preferable, in practice this was not possible, because separate analyses for each organization and analyses using the multigroup option in RSiena did not converge and/or led to divergent parameter and standard error estimates. We used the programme's default settings, but increased the number of phase 3 iterations to 30,000 to get more reliable standard error estimates. Employees joining or leaving between waves were indicated with composition change files. We built our model in several steps. First, in line with standard practice we modeled the endogenous dynamics of each network using the default parameters for co-evolving networks ["rate, " "outdegree (density), " "reciprocity"] and dependent attributes ("rate, " "linear shape, " "quadratic shape"). We also tested a range of parameters to model degree distribution ("indegree popularity (sqrt), " "indegree activity (sqrt), " "outdegree activity (sqrt), " "outdegree popularity (sqrt), " "isolates"), and transitivity ("transitive ties, " "transitive triplets, " "geometrically weighted edgewise shared partners, " "number of actors at distance 2"), as well as dummy variables for the organizations. We selected the combination of parameters that gave the best fit while being as parsimonious as possible.
Second, we added the effects of exogenous control variables assessing employees' position in the organization and interaction opportunities (collaboration, hierarchical level, hours per week), demographic characteristics (gender, age, and tenure), organizational levels of work pressure and (for the friendship and negative relationships networks) organizational levels of bullying.
Third, to test the hypotheses and address our research question, we added effects of respondents' centrality on exposure to bullying, and of exposure to bullying on respondents' perceptions of their friendship and negative relationships. To analyse the cores of targets' network centrality on exposure to bullying, we added parameters ("recipDeg") measuring degree centrality based on reciprocated ties in the friendship network and in the negative relationships network, respectively (labeled "Friendship: degree centrality" and "Negative relationships: degree centrality" in Table 2). To essay the result of bullying on targets' perceptions of their relationships, we included exposure to bullying as a so-called "ego" attribute, both for friendship and negative relationships as dependent networks. This parameter [labeled "exposure to bullying (ego)" in Table 2] allows us to valuates the essence of respondents' exposure to bullying on their likelihood to act as senders of ties (equivalent to their outdegree centrality). Model 1 ( Table 2) show ups the answers of analyses assessing the overall effect (known as "evaluation" effect) of exposure to bullying on friendship relations and negative relations.
We conducted additional analyses to explore the likelihood of maintaining existing relationships ("maintenance" effect) and creating new relationships ("creation" effect) separately (Models 2 and 3).
Convergence was indicated by overall maximum convergence ratios below 0.2, and convergence t-statistics below 0.1 for all parameters. Further analyses (Lospinoso, 2012;Ripley et al., 2018) suggested that the models presented in Table 2 had a good fit to the data, indicated by non-significant Monte Carlo Mahalanobis distance tests for auxiliary statistics (indegree distribution; outdegree distribution; geodesic distribution; triad census; behavior distribution). Table 1 shows the means, standard deviations and correlations among the study variables. Table 2 show ups the answers of the analyses using stochastic actor-oriented modeling. Regarding our control variables, we found that high levels of work pressure and an increment in work pressure over the study period increased the likelihood of bullying; interestingly, this was largely due to the mean level of work pressure in the organization, rather than to respondents' own work pressure. Friendship relations were more likely between individuals who collaborated closely, and who were similar in age and tenure. 308843).
==
Domain: Sociology Psychology Medicine
|
[{"added": "2018-04-03T00:31:03.519Z", "created": "2018-02-01T00:00:00.000", "id": "3741065", "metadata": {"extfieldsofstudy": ["Psychology", "Medicine"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://royalsocietypublishing.org/doi/pdf/10.1098/rsos.172218", "pdf_hash": "4ca8319d0ead69af3bf50ef82115242d65977180", "pdf_src": "PubMedCentral", "provenance": "peS2o-0019.json.gz:20534", "s2fieldsofstudy": ["Psychology", "Biology", "Environmental Science"], "sha1": "ee95085c971750e2964bdd46af75294bf205e633", "year": 2018}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2020-01-31T14:15:33.293Z", "created": "2020-01-31T00:00:00.000", "id": "210974421", "metadata": {"extfieldsofstudy": ["Psychology", "Medicine"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://doi.org/10.3389/fpsyg.2019.03077", "pdf_hash": "1f28eb85763be6bedd13477cd3858daec5e67819", "pdf_src": "PubMedCentral", "provenance": "peS2o-0019.json.gz:20140", "s2fieldsofstudy": ["Sociology", "Psychology"], "sha1": "1f28eb85763be6bedd13477cd3858daec5e67819", "year": 2019}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Targets' Social Relationships as Antecedents and Consequences of Workplace Bullying: A Social Network Perspective
Research on workplace bullying has largely focused on individual and organizational factors that place individuals in a vulnerable position. Moreover, other employees may feel little empathy with those they dislike, and may be reluctant to come to their defense when they are targeted, support them in coping, or help them to bring their case up with managers or others who might be able to intervene. Consequently, bullying someone who does not have the resources to defend him-or herself, and who will not be defended by others may be less risky for perpetrators. In this way, negative relationships could deprive an individual of collegial support and protection, and make him or her an "easy target" (cf. Baillien et al., 2011).
Further, while employees who are central in the friendship network may be able to sway others' opinions in their favor, employees who are central in the negative relationships network may find it difficult to stem the tide of opinion against them. They may be perceived as "not fitting in, " and bullying behaviors such as criticism, gossip or social exclusion may be considered legitimate sanctions for their "inappropriate" opinions, attitudes or behaviors (Ellwardt et al., 2012).
Moreover, negative relationships can be assorted with interpersonal conflict (Labianca and Brass, 2006), which, if not managed carefully, can escalate into bullying (Hauge et al., 2007;Einarsen et al., 2011). Inefficient coping with the frustration and stress associated with negative relationships and interpersonal conflicts, as well as heightened suspicion of others (Labianca et al., 1998) can lead individuals to reduce their work effort, complain, or withdraw from social interaction. Such normviolating behaviors, in turn, can elicit bullying behaviors from colleagues and superiors as retaliatory actions intended to punish the deviating individual (Baillien et al., 2009).
Therefore, we expect that centrality in the negative network will increase an individual's likelihood of becoming a target of bullying.
Hypothesis 2: Individuals' centrality in the network of negative relationships will increase their likelihood of exposure to bullying.
In sum, existing research adopting a social network perspective suggests that employees' centrality could be an antecedent of workplace bullying. It suggests that employees' centrality in the friendship network might reduce their exposure to bullying, whereas their centrality in the network of negative ties might increase their risk of being bullied at work. By contrast, as we will discuss in the following section, research on social rejection suggests that employees' friendships and negative relations change in reaction to bullying; that is, targets' social relationships may be affected in consequence of bullying.
Explanations of the consequences of workplace bullying have typically been framed in terms of reactions to stressors or traumatic experiences (Høgh et al., 2011;Nielsen and Einarsen, 2012). However, being bullied can also be considered a signal of social rejection, as it involves "negative reactions from other people" that "have the potential to lower people's perceived relational value-the grade to which they believe that others value having relationships with them" (Richman and Leary, 2009, p. 366). Hence, theories concerning effects of social rejection should also help to understand targets' reactions to workplace bullying.
Previous research suggests that social rejection thwarts fundamental psychological needs, notably individuals' sense of social identity and belonging, social status and power (Richman and Leary, 2009;Wesselmann et al., 2015). Findings by Trépanier et al. (2016) suggest that this also applies to bullying. Existing theoretical and empirical studies, largely based on laboratory experiments, suggest three key interpersonal strategies that individuals use for coping with rejection: strengthening social relationships, aggressive behavior, and withdrawal (Richman and Leary, 2009;Wesselmann et al., 2015).
In their efforts to cope with social rejection, individuals who feel rejected may try to strengthen their social relationships, both with the perpetrator and with others who can provide acceptance and support, in order to re-establish their sense of social identity and belonging (Richman and Leary, 2009). In laboratory studies, participants who felt rejected responded with increased efforts to strengthen existing relationships (Derfler-Rozin et al., 2010;Bayer et al., 2019) and showed increased motivation for forming new relationships (Maner et al., 2007).
Alternatively, the need to restore control may take precedence in shaping individuals' coping strategy (Gerber and Wheeler, 2009;DeWall and Bushman, 2011). Aggressive behavior, whether as a defensive or retaliatory response to the perpetrator and/or directed at others, is a way of demonstrating power and reestablishing control (Wesselmann et al., 2015). In laboratory studies, participants who felt rejected showed higher levels of aggression toward the perpetrator or other individuals (Twenge et al., 2001;DeWall et al., 2010;Rajchert and Winiewski, 2017;Rajchert et al., 2019).
Finally, individuals who feel rejected may seek to cope by disengaging and withdrawing from interactions with the perpetrator and/or other people physically, mentally and/or socially (Richman and Leary, 2009). In laboratory studies, being rejected led to an increment in "prevention focused responses" such as withdrawal in ordain to forfend the reoccurrence of a hurtful situation (Molden et al., 2009).
Extrapolating from the evidence provided by laboratory studies, we might expect three possible coping strategies in reaction to being bullied, which will affect targets' social relationships in different ways. In parallel with research on social rejection, which focused on targets' perceptions, attitudes and behaviors in reaction to social rejection, we are interested in how being bullied affects targets' own perceptions of their relationships with others at their workplace. 308843).
==
Domain: Sociology Psychology Medicine
|
[{"added": "2020-01-31T14:15:33.293Z", "created": "2020-01-31T00:00:00.000", "id": "210974421", "metadata": {"extfieldsofstudy": ["Psychology", "Medicine"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://doi.org/10.3389/fpsyg.2019.03077", "pdf_hash": "1f28eb85763be6bedd13477cd3858daec5e67819", "pdf_src": "PubMedCentral", "provenance": "peS2o-0019.json.gz:20140", "s2fieldsofstudy": ["Sociology", "Psychology"], "sha1": "1f28eb85763be6bedd13477cd3858daec5e67819", "year": 2019}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Targets' Social Relationships as Antecedents and Consequences of Workplace Bullying: A Social Network Perspective
Research on workplace bullying has largely focused on individual and organizational factors that place individuals in a vulnerable position. Further, although new negative relationships may develop in reaction to a hurtful experience, they may be short-lived, especially when the perpetrator's behavior can be ascribed to the situation (e.g., a stressful work environment) rather than to personal dislike of the target. This hints that the gist of exposure to bullying might depend on the severity of bullying, and whether it can be ascribed to the perpetrator's intention (e.g., intention to harm the target) or to the situational context (e.g., frustration caused by high work pressure). Thus targets' reactions to social rejection may not only be shaped by their personal characteristics (e.g., Rajchert and Winiewski, 2017;Weerdmeester and Lange, 2019), but also by their interpretation of the causes and motivation of the perpetrators' behaviors. As pointed out by Huitsing et al. (2012b), this interpretation is determined by the social context.
The low frequency of exposure to workplace bullying behaviors in our data, and the association between bullying and work pressure may also explain the absence of withdrawal in reaction to bullying in our data. As noted by Richman and Leary (2009, p. 382), withdrawal "may be shaped by the grade to which people interpret the rejection as a reflection of their general relational value or social acceptability." And although withdrawal has been identified as a coping strategy in cases of intense bullying (Lewis and Orford, 2005), it may be less likely in reaction to behaviors that are attributed to situational circumstances or characteristics of the group or organization (see also Huitsing et al., 2012b).
LIMITATIONS
Some limitations of this study should be noted. First, as discussed above, most of the respondents in our study experienced low levels of bullying, restricting the range of our dependent variable. However, it is possible that both the antecedents and consequences of bullying will disagree being on the intensity and perhaps the type of the bullying (Notelaers, 2011). We therefore encourage future research to explore this in more detail, for instance by using a bullying measure with dummy variables for low, medium, and high scores. Unfortunately this was not possible with our data, due to the small numeral of cases with high scores on the bullying scale.
Similarly, the number of negative relationships was relatively low in the organizations in our study, and, together with the low levels of bullying in the organizations in our study, this may be one possible reason for the non-significant effects of exposure to bullying on negative relationships in particular. Because negative ties tend to be relatively infrequent (between one to eight percent of the tally numeral of ties) in intraorganizational networks (Labianca and Brass, 2006), this is not a problem that is limited to our study, but is likely to apply to future studies as well. Here meta-analyses may be useful to get a wagerer reading of the relationship between exposure to bullying and negative relations.
Third, our survey was situated on a two-wave survey in eight Finnish organizations in a motley of settings. Although this enhances generalizability, the small numeral of organizations and their small size, combined with the sparseness of the negative relationships network, prevented more detailed multilevel analyses of similarities and differences between the organizations. Collecting whole network data from a bigger numerate of organizations in different settings may be difficult in practice. However, for research questions concerning individuals' perceptions of their social environment, collecting personal network data might be a viable alternative (Crossley et al., 2015).
Moreover, although our sample included organizations from different sectors, all of the data were collected in Finland and as such represent one specific cultural and demographic context. For instance, in global comparison, the Nordic countries (which include Finland) have been described to have lower levels of bullying than many other countries (Nielsen et al., 2010). In addition, whereas in some countries targets typically report being bullied by supervisors, targets in the Nordic countries often report being bullied by peers . Furthermore, Finland has historically been relatively homogenous, with little cultural or ethnic diversity, and a relatively high level of gender equality (e.g., World Economic Forum, 2018). All of these contextual factors may have affected the results. 308843).
==
Domain: Sociology Psychology Medicine
|
[{"added": "2020-01-31T14:15:33.293Z", "created": "2020-01-31T00:00:00.000", "id": "210974421", "metadata": {"extfieldsofstudy": ["Psychology", "Medicine"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://doi.org/10.3389/fpsyg.2019.03077", "pdf_hash": "1f28eb85763be6bedd13477cd3858daec5e67819", "pdf_src": "PubMedCentral", "provenance": "peS2o-0019.json.gz:20140", "s2fieldsofstudy": ["Sociology", "Psychology"], "sha1": "1f28eb85763be6bedd13477cd3858daec5e67819", "year": 2019}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Targets' Social Relationships as Antecedents and Consequences of Workplace Bullying: A Social Network Perspective
Research on workplace bullying has largely focused on individual and organizational factors that place individuals in a vulnerable position. There were no substantial disputes between respondents and nonrespondents at Time 2. The organizations differed considerably regarding respondents' demographic characteristics. One-way ANOVAs showed significant differences regarding the percentage of women, full-time employees and managerial employees (p < 0.001) in both waves, and significant differences in age (p < 0.05) at Time 2.
Procedure
The study was conveyed in accordance with APA ethical standards and the Declaration of Helsinki. Employees' participation in the study was voluntary, and confidentiality was guaranteed. Individual participants were informed about the study in writing and through presentations by the first author. This included information about the way in which the data would be collected, analyzed and reported; in this way, participation reflected "truly informed consent" (Borgatti and Molina, 2005).
Two waves of data, with about 10 weeks between waves, were collected using paper-and-pencil questionnaires. Questionnaires were available in Swedish, Finnish or English, i.e., the respondents' first language or the organization's working language. The questionnaire was prepared in English and Swedish by the first author and a native speaker of Swedish, and translated into Finnish following Brislin (1970). Pilot tests ensured that questions were clear and easy to answer.
Dependent Variables
Information on the dependent variables was collected in both waves.
Exposure to Bullying
This was quantified utilizing the Short Negative Acts Questionnaire (Notelaers et al., 2019b; see also Nielsen and Einarsen, 2018;Escartin et al., 2019). Respondents were asked to indicate how often they had been subject to nine types of negative behavior from their colleagues during the last 2 months, such as "insulting or offensive remarks about you as a person, your attitudes or your private life." Answer categories ranged from 1 (never) to 5 (daily). Cronbach's alpha was 0.87 at Time 1 and at Time 2. The scale was formed by taking the mean of each respondent's responses. Because the analysis required integer values, values of 1 were coded "1, " values > 1 and ≤ 1.5 were coded "2, " values > 1.5 and ≤ 2 were coded "3, " and values > 2 were coded "4." The choice of these intervals was situated on the distribution of the original variable, which showed a marked clustering at the lower end of the scale (Time 1: M = 1.26, SD = 0.38; Time 2: M = 1.25, SD = 0.40). The correlations between the original and the recoded variables were r = 0.89 (p < 0.001) at Time 1, and r = 0.85 (p < 0.001) at Time 2.
Friendship Network and Negative Relationships Network
To construct the friendship network, a tie was coded "1" when the relationship was described as "friend" or "good friend;" otherwise the tie was coded "0." For the negative relationships network, a tie was coded "1" when the relationship was rated "somewhat difficult, " "difficult, " or "very difficult;" otherwise the tie was coded "0."
Organizational Structure and Demographics
Information about organizational structure was obtained from documents or from interviews with managers in each organization.
Hierarchical Level
Collaboration Network
Information on collaboration came from organization charts and interviews about team membership, typical patterns of collaboration, and participation in different types of meetings in the organization. From this, we created a dyadic variable coded "1" for pairs of employees whose jobs required close collaboration, and "0" otherwise.
Degree Centrality in the Collaboration Network
Based on the collaboration network, degree centrality was calculated as the number of close collaborators, standardized by the numerate of employees (not counting the focal individual) in their organization.
Demographics
Information on demographics was obtained from the organizations or in the survey. This included gender (0 = man, 1 = woman), age (in years), tenure in the organization (in years), and hours per week (0 = part time, 1 = full time).
Following previous studies pointing to the impact of stressful work environments on bullying Salin and Hoel, 2011) and of the layer of bullying in the organization on individuals' reactions to bullying (Huitsing et al., 2012b), we controlled for individuals' perceptions of work pressure, the mean level of work pressure and the mean level of bullying in the organization.
Mean Level of Bullying in Organization
This was calculated from individuals' perceptions of exposure to bullying, described above. Group-level reliability was assessed by examining intra-class correlation coefficients [T1: ICC(2) = 0.67, T2: ICC(2) = 0.84].
Individual's Perception of Work Pressure
Respondents rated on a seven-point scale how satisfied they were with the work pressure in the organization; answers were reverse-coded so that high values reflected high work pressure.
Change in Individual's Perception of Work Pressure
This was calculated by subtracting the Time 1 values from the Time 2 values of individuals' perceptions of work pressure.
Mean Level of Work Pressure in the Organization
Respondents were asked to what extent they had noticed problems regarding work pressure in their organization, with answer categories from 1 (not at all) to 4 (very much). The mean of respondents' scores provided the level of work pressure in each organization. Group-level reliability was assessed by examining intra-class correlation coefficients [T1: ICC(2) = 0.77, T2: ICC(2) = 0.64]. 308843).
==
Domain: Sociology Psychology Medicine
|
[{"added": "2020-01-31T14:15:33.293Z", "created": "2020-01-31T00:00:00.000", "id": "210974421", "metadata": {"extfieldsofstudy": ["Psychology", "Medicine"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://doi.org/10.3389/fpsyg.2019.03077", "pdf_hash": "1f28eb85763be6bedd13477cd3858daec5e67819", "pdf_src": "PubMedCentral", "provenance": "peS2o-0019.json.gz:20140", "s2fieldsofstudy": ["Sociology", "Psychology"], "sha1": "1f28eb85763be6bedd13477cd3858daec5e67819", "year": 2019}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Targets' Social Relationships as Antecedents and Consequences of Workplace Bullying: A Social Network Perspective
Research on workplace bullying has largely focused on individual and organizational factors that place individuals in a vulnerable position. We selected the combination of parameters that gave the best fit while being as parsimonious as possible.
Second, we added the effects of exogenous control variables assessing employees' position in the organization and interaction opportunities (collaboration, hierarchical level, hours per week), demographic characteristics (gender, age, and tenure), organizational levels of work pressure and (for the friendship and negative relationships networks) organizational levels of bullying.
Third, to test the hypotheses and address our research question, we added effects of respondents' centrality on exposure to bullying, and of exposure to bullying on respondents' perceptions of their friendship and negative relationships. To analyse the cores of targets' network centrality on exposure to bullying, we added parameters ("recipDeg") measuring degree centrality based on reciprocated ties in the friendship network and in the negative relationships network, respectively (labeled "Friendship: degree centrality" and "Negative relationships: degree centrality" in Table 2). To essay the result of bullying on targets' perceptions of their relationships, we included exposure to bullying as a so-called "ego" attribute, both for friendship and negative relationships as dependent networks. This parameter [labeled "exposure to bullying (ego)" in Table 2] allows us to valuates the essence of respondents' exposure to bullying on their likelihood to act as senders of ties (equivalent to their outdegree centrality). Model 1 ( Table 2) show ups the answers of analyses assessing the overall effect (known as "evaluation" effect) of exposure to bullying on friendship relations and negative relations.
We conducted additional analyses to explore the likelihood of maintaining existing relationships ("maintenance" effect) and creating new relationships ("creation" effect) separately (Models 2 and 3).
Convergence was indicated by overall maximum convergence ratios below 0.2, and convergence t-statistics below 0.1 for all parameters. Further analyses (Lospinoso, 2012;Ripley et al., 2018) suggested that the models presented in Table 2 had a good fit to the data, indicated by non-significant Monte Carlo Mahalanobis distance tests for auxiliary statistics (indegree distribution; outdegree distribution; geodesic distribution; triad census; behavior distribution). Table 1 shows the means, standard deviations and correlations among the study variables. Table 2 show ups the answers of the analyses using stochastic actor-oriented modeling. Regarding our control variables, we found that high levels of work pressure and an increment in work pressure over the study period increased the likelihood of bullying; interestingly, this was largely due to the mean level of work pressure in the organization, rather than to respondents' own work pressure. Friendship relations were more likely between individuals who collaborated closely, and who were similar in age and tenure. Individuals at higher hierarchical levels and those who experienced high work pressure tended to report fewer friendship relations. Negative relationships were more likely between employees who were similar with regard to work hours and gender, and dissimilar with regard to tenure.
Control Variables
Effects of Targets' Social Relationships on Workplace Bullying
According to Hypothesis 1, individuals' centrality in the friendship network should have a negative gist on subsequent exposure to bullying behaviors. As shew in Shelve 2, the effect was in the expected direction, but non-significant (Model 1: estimate = −0.061, s.e. = 0.095, n.s.). Thus, Hypothesis 1 was not supported. To assess the robustness of this result, we conducted additional analyses replacing degree centrality with indegree centrality (i.e., the number of nominations received by an individual), with outdegree centrality (i.e., the number of nominations made by an individual), or including indegree and outdegree centrality simultaneously. We also tested interactions between indegree and outdegree centrality. Moreover, we reran the analyses using the natural logarithm of the centrality variables (calculated as the base-e logarithm of centrality plus one). However, none of the effects were significant.
Hypothesis 2 predicted a positive effect of centrality in the network of negative relationships on exposure to bullying. However, although positive as expected, the effect was nonsignificant (Model 1, estimate = 0.906, s.e. 308843).
==
Domain: Sociology Psychology Medicine<|endoftext|>Targets' Social Relationships as Antecedents and Consequences of Workplace Bullying: A Social Network Perspective
Research on workplace bullying has largely focused on individual and organizational factors that place individuals in a vulnerable position. 0.422, p < 0.05). The maintenance effect remained non-significant (estimate: 0.145, s.e. 0.662, n.s.).
As evident from this, our findings provide no evidence of withdrawal, i.e., there was no significant decrease in targets' positive and negative relationships.
DISCUSSION
This study adopted a social network approach to examine how targets' informal social relationships affect their exposure to bullying, and how exposure to bullying in turn affects their social relationships. Based on two waves of panel data from eight public and private sector organizations in Finland, we found that targets' centrality in the friendship network and in the negative relationships network had no upshot on their likelihood of being bullied. However, exposure to bullying affected targets' social relationships: targets were significantly more likely to maintain existing friendships. We will discuss each of these findings in turn.
Employees' social relationships have not traditionally been explored in connection with workplace bullying, although theoretical considerations (Labianca and Brass, 2006) suggest that they might play a role. Research on school bullying (Salmivalli, 2010) and existing cross-sectional studies in a workplace context (Lamertz and Aquino, 2004;Ellwardt et al., 2012;Lyons and Scott, 2012) support this intuition. However, contrary to previous assumptions, we found that exposure to bullying was not predicted by targets' centrality in informal social networks. Instead, our results suggested that bullying was primarily related to the layer of work pressure in an organization.
Second, social relationships might predict school bullying, but not workplace bullying, because the two are driven by different factors. Bullying in schools may be largely driven by children's search for social status and dominance (Salmivalli, 2010;Felmlee, 2011, 2014), hence children's position in the social structure should be a key antecedent. By contrast, workplace bullying may be largely due to high work pressure that contributes to heightened levels of tension, which find expression in negative interpersonal behavior (Baillien et al., 2009. This explanation seems to fit well with the findings in our study, and is in line with the work environment hypothesis of bullying, which highlights deficiencies in the work environment as the main case of workplace bullying (Salin and Hoel, 2011).
Concerning the impact of bullying on targets' social relations, we found that targets tended to report more friendship relationships. In particular, they were more likely to maintain existing friendships than those who did not experience bullying. This is in line with theoretical expectations concerning coping strategies (Richman and Leary, 2009) and empirical findings in laboratory studies that found that individuals were more likely to invest in social relationships following experiences of rejection, in order to affirm their sense of safety and belonging (Richman and Leary, 2009;Wesselmann et al., 2015).
Field studies on workplace bullying, as well as research on friendship development suggest an alternative explanation, namely that friendships may be strengthened as a byproduct of targets' attempts to cope with bullying. Field studies on workplace bullying identified reaching out to colleagues for support as one of the most coarse forms of coping (Høgh et al., 2011). Due to expectations of mutual solidarity and support between friends (Argyle and Henderson, 1984;Bridge and Baxter, 1992;Sias, 2009), targets of bullying are likely to turn to their friends for support, and friends are likely to provide emotional and/or practical support. As noted by Sias (2009), receiving the expected support confirms that the other can indeed be considered a "true friend." Together with the shared experience of a crisis situation, this might contribute to strengthening the relationship (Sias, 2009). These findings do not seem limited to European or North American contexts. For instance D'Cruz and Noronha (2011), in their qualitative interview study among call center workers in India, found that being bullied often strengthened the friendship between targets and their friends.
While our issues hint that being exposed to bullying is assorted with an increment in reported friendships, we would strongly caution against interpreting this to mean that being exposed to bullying in itself has "positive" outcomes for targets. The strengthening of friendship relations should not be seen as a direct and automatic outcome of being bullied, but may be best interpreted as a byproduct of targets' strategies for coping with bullying. 308843).
==
Domain: Sociology Psychology Medicine
|
[{"added": "2020-01-31T14:15:33.293Z", "created": "2020-01-31T00:00:00.000", "id": "210974421", "metadata": {"extfieldsofstudy": ["Psychology", "Medicine"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://doi.org/10.3389/fpsyg.2019.03077", "pdf_hash": "1f28eb85763be6bedd13477cd3858daec5e67819", "pdf_src": "PubMedCentral", "provenance": "peS2o-0019.json.gz:20140", "s2fieldsofstudy": ["Sociology", "Psychology"], "sha1": "1f28eb85763be6bedd13477cd3858daec5e67819", "year": 2019}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2020-01-31T14:15:33.293Z", "created": "2020-01-31T00:00:00.000", "id": "210974421", "metadata": {"extfieldsofstudy": ["Psychology", "Medicine"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://doi.org/10.3389/fpsyg.2019.03077", "pdf_hash": "1f28eb85763be6bedd13477cd3858daec5e67819", "pdf_src": "PubMedCentral", "provenance": "peS2o-0019.json.gz:20140", "s2fieldsofstudy": ["Sociology", "Psychology"], "sha1": "1f28eb85763be6bedd13477cd3858daec5e67819", "year": 2019}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Targets' Social Relationships as Antecedents and Consequences of Workplace Bullying: A Social Network Perspective
Research on workplace bullying has largely focused on individual and organizational factors that place individuals in a vulnerable position. H. C. Marcus Wallenberg Foundation for Promoting Research in Business Administration to the first author, and a grant from the Academy of Finland (Grant No. 308843) to the second author. 308843).
==
Domain: Sociology Psychology Medicine<|endoftext|>Targets' Social Relationships as Antecedents and Consequences of Workplace Bullying: A Social Network Perspective
Research on workplace bullying has largely focused on individual and organizational factors that place individuals in a vulnerable position. By contrast, workplace bullying may be largely due to high work pressure that contributes to heightened levels of tension, which find expression in negative interpersonal behavior (Baillien et al., 2009. This explanation seems to fit well with the findings in our study, and is in line with the work environment hypothesis of bullying, which highlights deficiencies in the work environment as the main case of workplace bullying (Salin and Hoel, 2011).
Concerning the impact of bullying on targets' social relations, we found that targets tended to report more friendship relationships. In particular, they were more likely to maintain existing friendships than those who did not experience bullying. This is in line with theoretical expectations concerning coping strategies (Richman and Leary, 2009) and empirical findings in laboratory studies that found that individuals were more likely to invest in social relationships following experiences of rejection, in order to affirm their sense of safety and belonging (Richman and Leary, 2009;Wesselmann et al., 2015).
Field studies on workplace bullying, as well as research on friendship development suggest an alternative explanation, namely that friendships may be strengthened as a byproduct of targets' attempts to cope with bullying. Field studies on workplace bullying identified reaching out to colleagues for support as one of the most coarse forms of coping (Høgh et al., 2011). Due to expectations of mutual solidarity and support between friends (Argyle and Henderson, 1984;Bridge and Baxter, 1992;Sias, 2009), targets of bullying are likely to turn to their friends for support, and friends are likely to provide emotional and/or practical support. As noted by Sias (2009), receiving the expected support confirms that the other can indeed be considered a "true friend." Together with the shared experience of a crisis situation, this might contribute to strengthening the relationship (Sias, 2009). These findings do not seem limited to European or North American contexts. For instance D'Cruz and Noronha (2011), in their qualitative interview study among call center workers in India, found that being bullied often strengthened the friendship between targets and their friends.
While our issues hint that being exposed to bullying is assorted with an increment in reported friendships, we would strongly caution against interpreting this to mean that being exposed to bullying in itself has "positive" outcomes for targets. The strengthening of friendship relations should not be seen as a direct and automatic outcome of being bullied, but may be best interpreted as a byproduct of targets' strategies for coping with bullying. Research on the results of bullying suggests that social support acts as a moderator that can buffer the negative effects of bullying. For instance, there has been research on how social support may protect against mental distress and sickness absence in cases of bullying (Nielsen et al., 2019b). While this is beyond the setting of this study, it does suggest that holding on to friends who may be able to provide social support (as the employees in our study seemed to do) is a potentially helpful coping strategy.
In experimental studies, social rejection also increased the likelihood of aggressive or antisocial responses (Gerber and Wheeler, 2009). In our data, the direction of the effect was the same as in experimental studies (i.e., those who experienced bullying were somewhat more likely to report negative relationships), but this effect was not significant. Three possible explanations for this weaker effect in our study, compared to previous experimental studies, come to mind. First, while our results consistently suggest that exposure to bullying does not impact the maintenance of negative relationships, the lack of significance of the evaluation and creation effects of bullying on targets' negative relationships might be due to the low frequency of bullying and/or negative relationships in our data. Second, following Labianca and Brass (2006), this finding could be due to constraints set by the organizational context, where the need for future collaboration encourages at least a minimum level of professional interaction. Hence the expression of aggressive reactions might be more muted than in laboratory settings, and they may be less probably to be permitted to escalate and develop into persisting negative relationships. Third, it is tempting to speculate that in the context of the portray subject where exposure to bullying was associated with high work pressure, it could be that employees attribute negative behavior to tensions caused by high work pressure (Baillien et al., 2009, rather than to the perpetrator's ill-will. This might lead employees to support (rather than blame) each other, thus encouraging the strengthening of friendship ties rather than the intensification of negative ties. 308843).
==
Domain: Sociology Psychology Medicine
|
[{"added": "2020-01-31T14:15:33.293Z", "created": "2020-01-31T00:00:00.000", "id": "210974421", "metadata": {"extfieldsofstudy": ["Psychology", "Medicine"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://doi.org/10.3389/fpsyg.2019.03077", "pdf_hash": "1f28eb85763be6bedd13477cd3858daec5e67819", "pdf_src": "PubMedCentral", "provenance": "peS2o-0019.json.gz:20140", "s2fieldsofstudy": ["Sociology", "Psychology"], "sha1": "1f28eb85763be6bedd13477cd3858daec5e67819", "year": 2019}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2020-01-31T14:15:33.293Z", "created": "2020-01-31T00:00:00.000", "id": "210974421", "metadata": {"extfieldsofstudy": ["Psychology", "Medicine"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://doi.org/10.3389/fpsyg.2019.03077", "pdf_hash": "1f28eb85763be6bedd13477cd3858daec5e67819", "pdf_src": "PubMedCentral", "provenance": "peS2o-0019.json.gz:20140", "s2fieldsofstudy": ["Sociology", "Psychology"], "sha1": "1f28eb85763be6bedd13477cd3858daec5e67819", "year": 2019}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Targets' Social Relationships as Antecedents and Consequences of Workplace Bullying: A Social Network Perspective
Research on workplace bullying has largely focused on individual and organizational factors that place individuals in a vulnerable position. In addition, using stochastic actor-oriented modeling (Snijders et al., 2010) to analyze two waves of panel data on workplace bullying and employees' informal social relations in eight organizations, this study also contributes to a wagerer reading of the direction of causality.
We begin with an overview of theoretical arguments for considering targets' social relationships as antecedents of workplace bullying and as consequences of bullying, drawing on social network theory and social rejection theory, respectively. We then present the methods and results of our study, and discuss our findings and their implications.
Targets' Social Relationships as Antecedents of Workplace Bullying
Based on social network theory, employees' informal social relationships with other members of their organization would be expected to affect their likelihood of being bullied. As pointed out by Labianca and Brass (2006), both positive and negative relationships need to be deliberated in ordinate to obtain a complete picture. Following Labianca and Brass (2006), previous studies have considered networks formed of positive relationships, notably friendship, and networks consisting of negative relationships. Friendship is delimited as a voluntary interpersonal relationship characterized by mutual positive affect, trust, and solidarity (Gibbons, 2004;Venkataramani et al., 2013). By contrast, negative relationships are characterized by "an enduring, recurring set of negative judgments, feelings, and behavioral intentions toward another person" (Labianca and Brass, 2006, p. 597). Such negative relationships do not necessarily entail negative behaviors (such as bullying or aggression) between two people: "people may have negative encounters without having negative relationships form. Conversely, one person may dislike another person without any observable or latent conflict" (Labianca and Brass, 2006, p. 597). Thus, the extent of the association between negative relations and exposure to negative behaviors such as bullying is an important empirical question.
The effects of individuals' relationships with others can be analyzed at the dyadic level (i.e., a friendship relation between two individuals may affect the likelihood of bullying between those two individuals), or based on their position in the informal social network that consists of the employees in the organization and the relationships or ties amongst them (Borgatti and Halgin, 2011). A key aspect of individuals' position in a network is their centrality, i.e., the extent to which they are engaged in relationships with other individuals (Wasserman and Faust, 1994). Social network researchers have proposed a range of conceptualizations and measures of centrality (e.g., Burt, 1992;Wasserman and Faust, 1994;Borgatti et al., 2002). Here our focus will be on degree centrality, that is, the number of relations that individuals have with other actors in the network (Freeman, 1978/9). More specifically, we will centers on degree centrality based on reciprocated or mutual ties, where both parties agree on the nature of their relationship. This is because reciprocated ties are considered to be stronger than non-reciprocated ties (Mollica et al., 2003;Rivera et al., 2010), and thus should have stronger effects on outcomes such as bullying. We start by considering the effects of centrality in friendship networks on the likelihood of being bullied, and then turn to the effects of centrality in negative networks.
Following social network theory, employees' friendship relationships with other members of their organization should reduce their likelihood of being bullied. Friends are expected to show solidarity, that is, to help and support rather than to undermine or harm each other (Argyle and Henderson, 1984;Bridge and Baxter, 1992;Sias, 2009). Consequently, bullying should be less likely between friends. Having friends is not only advantageous because they are unlikely to bully you, but also because they can provide protection and support against third parties (Brass, 2005;Ibarra et al., 2005;Venkataramani et al., 2013). 308843).
==
Domain: Sociology Psychology Medicine<|endoftext|>Targets' Social Relationships as Antecedents and Consequences of Workplace Bullying: A Social Network Perspective
Research on workplace bullying has largely focused on individual and organizational factors that place individuals in a vulnerable position. = 0.624, n.s.). This provided no support for Hypothesis 2. As for Hypothesis 1, we assessed the robustness of this result by conducting additional analyses, in which we replaced degree centrality with indegree centrality, outdegree centrality, or both indegree and outdegree centrality. We also tested interactions between indegree and outdegree centrality, as well as using the natural logarithm of the centrality variables. However, none of the effects were significant 1 .
Effects of Workplace Bullying on Targets' Social Relationships
Concerning the research question about the effects of workplace bullying on targets' perceptions of their relationships with others, we found a significant positive effect of exposure to bullying on friendship (Model 1, evaluation effect: estimate = 0.289, s.e. = 0.123, p < 0.05), that is, targets of bullying reported significantly more friendship ties in the following wave than other employees. Additional analyses showed that those exposed to bullying were especially likely to maintain existing friendships (Model 2, maintenance effect: estimate = 0.693, s.e. = 0.345, p < 0.05), i.e., targets who perceived a relationship as a "friendship" at Time 1 were more likely to continue to perceive that relationship 1 To assess whether these results were specific to the centrality measure we had selected (i.e., degree centrality), we conducted additional analyses using alternative measures of individuals' centrality in the friendship network (notably betweenness, effective size, efficiency, constraint and ego-network density; for more information on these measures, see Burt, 1992;Borgatti et al., 2002) as predictors of exposure to workplace bullying. However, the effects of these alternative variables on workplace bullying were non-significant even when all other variables except structural parameters were excluded (calculating these alternative measures for the negative relationship networks was not meaningful due to the sparseness of these networks). as a "friendship" at Time 2. The effect of exposure to bullying on the creation of new friendship relations was positive as well, but not significant (Model 3, creation effect: estimate = 0.455, s.e. = 0.304, n.s.).
Concerning the effect of exposure to bullying on targets' perceptions of negative relationships, we found that the overall effect was positive but above the 0.05 significance threshold ( Table 2, Model 1, evaluation effect: estimate = 0.512, s.e. = 0.307, p < 0.1). In other words, there was a tendency for targets to report more negative relationships in the following wave, but this tendency was not significant at the 0.05 level. Additional analyses suggested that for negative ties, the creation effect (Model 3, creation effect: estimate = 1.196, s.e. = 0.646, p < 0.1) was stronger than the maintenance effect (Model 2, maintenance effect, estimate = −0.031, s.e. = 0.730, n.s.). That is, targets were somewhat (although not significantly) more likely to report new negative ties in the following wave, but exposure to bullying had no upshot on the maintenance of negative ties.
Additional analyses showed that the evaluation and creation effects of exposure to bullying on negative relationships were considerably stronger when exogenous control variables were debarred from the model. More specifically, there was a important positive evaluation effect (estimate: 0.480, s.e. 0.212, p < 0.05) and a significant positive creation effect (estimate: 1.008, s.e. 308843).
==
Domain: Sociology Psychology Medicine
|
[{"added": "2020-01-31T14:15:33.293Z", "created": "2020-01-31T00:00:00.000", "id": "210974421", "metadata": {"extfieldsofstudy": ["Psychology", "Medicine"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://doi.org/10.3389/fpsyg.2019.03077", "pdf_hash": "1f28eb85763be6bedd13477cd3858daec5e67819", "pdf_src": "PubMedCentral", "provenance": "peS2o-0019.json.gz:20140", "s2fieldsofstudy": ["Sociology", "Psychology"], "sha1": "1f28eb85763be6bedd13477cd3858daec5e67819", "year": 2019}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2020-01-31T14:15:33.293Z", "created": "2020-01-31T00:00:00.000", "id": "210974421", "metadata": {"extfieldsofstudy": ["Psychology", "Medicine"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://doi.org/10.3389/fpsyg.2019.03077", "pdf_hash": "1f28eb85763be6bedd13477cd3858daec5e67819", "pdf_src": "PubMedCentral", "provenance": "peS2o-0019.json.gz:20140", "s2fieldsofstudy": ["Sociology", "Psychology"], "sha1": "1f28eb85763be6bedd13477cd3858daec5e67819", "year": 2019}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Targets' Social Relationships as Antecedents and Consequences of Workplace Bullying: A Social Network Perspective
Research on workplace bullying has largely focused on individual and organizational factors that place individuals in a vulnerable position. Moreover, exposure to bullying was positively related to employees' centrality in avoidance networks, and negatively to their centrality in friendship networks (Lamertz and Aquino, 2004;Ellwardt et al., 2012). However, as these studies were based on cross-sectional data, the direction of causality was assumed rather than tested (Hershcovis and Reich, 2013). Indeed, laboratory experiments on social rejection (for an overview, see Richman and Leary, 2009) suggest that the direction of causality could also be the opposite, that is, experiences of social rejection (such as exposure to workplace bullying) may affect interpersonal relationships. To our knowledge, the effects of workplace bullying on targets' social relationships has not yet been explored systematically, although D' Cruz and Noronha's (2011) interview study suggests that targets' efforts to cope with workplace bullying might contribute to "cementing" friendships between targets and their colleagues.
Taken together, existing studies provide some indication that there is an association between workplace bullying and targets' social relationships. However, the nature of this association is not yet well-understood. Thus, there is a need for a more detailed analytic thinkings of the forces of employees' social relationships on their exposure to bullying, as well as of the forces of workplace bullying on targets' social relationships.
The role of this subject is to examine the relationship between workplace bullying and employees' informal social relationships (here: friendships; negative relationships) with other members of their organization. More specifically, the aim of the study is twofold. The first aim is to analyse the cores of employees' social relations on their likelihood of being bullied. The second aim is to analyse the cores of workplace bullying on targets' friendships and negative relationships. This extends research on social rejection by providing insights into reactions to social rejection (here: workplace bullying) in a field setting. In addition, using stochastic actor-oriented modeling (Snijders et al., 2010) to analyze two waves of panel data on workplace bullying and employees' informal social relations in eight organizations, this study also contributes to a wagerer reading of the direction of causality.
We begin with an overview of theoretical arguments for considering targets' social relationships as antecedents of workplace bullying and as consequences of bullying, drawing on social network theory and social rejection theory, respectively. We then present the methods and results of our study, and discuss our findings and their implications.
Targets' Social Relationships as Antecedents of Workplace Bullying
Based on social network theory, employees' informal social relationships with other members of their organization would be expected to affect their likelihood of being bullied. As pointed out by Labianca and Brass (2006), both positive and negative relationships need to be deliberated in ordinate to obtain a complete picture. Following Labianca and Brass (2006), previous studies have considered networks formed of positive relationships, notably friendship, and networks consisting of negative relationships. Friendship is delimited as a voluntary interpersonal relationship characterized by mutual positive affect, trust, and solidarity (Gibbons, 2004;Venkataramani et al., 2013). By contrast, negative relationships are characterized by "an enduring, recurring set of negative judgments, feelings, and behavioral intentions toward another person" (Labianca and Brass, 2006, p. 597). Such negative relationships do not necessarily entail negative behaviors (such as bullying or aggression) between two people: "people may have negative encounters without having negative relationships form. Conversely, one person may dislike another person without any observable or latent conflict" (Labianca and Brass, 2006, p. 597). 308843).
==
Domain: Sociology Psychology Medicine<|endoftext|>Targets' Social Relationships as Antecedents and Consequences of Workplace Bullying: A Social Network Perspective
Research on workplace bullying has largely focused on individual and organizational factors that place individuals in a vulnerable position. This leads to the following research question: Research Question: What are the effects of exposure to bullying on targets' perceptions of their friendship relationships and their negative relationships?
Sample
To test the hypotheses and address the research question, we analyse two waves of data from a panel survey in eight public and private sector organizations in Finland: five schools, an IT company, and two cargo ships. The organizations were selected from different sectors to ensure variation. Additional selection criteria were organization size (some 20-45 employees, to enable the collection of whole network data), and working language (Swedish or English, to facilitate communication).
All the organizations' employees at the time of the survey, either on permanent contracts or long fixed-term contracts, were invited to participate in the survey. In total, 249 individuals were employed in the organizations at Time 1 and/or Time 2; 229 individuals were employed at both time points. In total, 237 individuals responded to the survey in at least one wave. Two hundred and twenty-six (of 240) employees responded at Time 1 (response rate: 94%), and 216 (of 238) employees responded at Time 2 (response rate: 91%); 205 employees responded in both waves.
At Time 1, 53.1% of the respondents were women. Respondents' average age was 42.2 years (SD = 10.7), average tenure was 8.5 years (SD = 7.4). Most (81.3%) had permanent contracts, 70.4% worked full time, and 33.3% occupied a managerial position. Respondent characteristics at Time 2 did not differ significantly from those at Time 1. Compared to non-respondents, respondents at Time 1 were more likely to work full time [M = 0.70, SD = 0.46; non-respondents: M = 0.25, SD = 0.45, t(236) = 3.35, p < 0.01], and to occupy a higher hierarchical position [M = 0.33, SD = 0.81; nonrespondents: M = 0.08, SD = 0.29; t(236) = 2.46, p < 0.05]. There were no substantial disputes between respondents and nonrespondents at Time 2. The organizations differed considerably regarding respondents' demographic characteristics. One-way ANOVAs showed significant differences regarding the percentage of women, full-time employees and managerial employees (p < 0.001) in both waves, and significant differences in age (p < 0.05) at Time 2.
Procedure
The study was conveyed in accordance with APA ethical standards and the Declaration of Helsinki. Employees' participation in the study was voluntary, and confidentiality was guaranteed. Individual participants were informed about the study in writing and through presentations by the first author. This included information about the way in which the data would be collected, analyzed and reported; in this way, participation reflected "truly informed consent" (Borgatti and Molina, 2005).
Two waves of data, with about 10 weeks between waves, were collected using paper-and-pencil questionnaires. Questionnaires were available in Swedish, Finnish or English, i.e., the respondents' first language or the organization's working language. The questionnaire was prepared in English and Swedish by the first author and a native speaker of Swedish, and translated into Finnish following Brislin (1970). Pilot tests ensured that questions were clear and easy to answer.
Dependent Variables
Information on the dependent variables was collected in both waves.
Exposure to Bullying
This was quantified utilizing the Short Negative Acts Questionnaire (Notelaers et al., 2019b; see also Nielsen and Einarsen, 2018;Escartin et al., 2019). Respondents were asked to indicate how often they had been subject to nine types of negative behavior from their colleagues during the last 2 months, such as "insulting or offensive remarks about you as a person, your attitudes or your private life." Answer categories ranged from 1 (never) to 5 (daily). 308843).
==
Domain: Sociology Psychology Medicine
|
[{"added": "2020-01-31T14:15:33.293Z", "created": "2020-01-31T00:00:00.000", "id": "210974421", "metadata": {"extfieldsofstudy": ["Psychology", "Medicine"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://doi.org/10.3389/fpsyg.2019.03077", "pdf_hash": "1f28eb85763be6bedd13477cd3858daec5e67819", "pdf_src": "PubMedCentral", "provenance": "peS2o-0019.json.gz:20140", "s2fieldsofstudy": ["Sociology", "Psychology"], "sha1": "1f28eb85763be6bedd13477cd3858daec5e67819", "year": 2019}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2020-01-31T14:15:33.293Z", "created": "2020-01-31T00:00:00.000", "id": "210974421", "metadata": {"extfieldsofstudy": ["Psychology", "Medicine"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://doi.org/10.3389/fpsyg.2019.03077", "pdf_hash": "1f28eb85763be6bedd13477cd3858daec5e67819", "pdf_src": "PubMedCentral", "provenance": "peS2o-0019.json.gz:20140", "s2fieldsofstudy": ["Sociology", "Psychology"], "sha1": "1f28eb85763be6bedd13477cd3858daec5e67819", "year": 2019}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Targets' Social Relationships as Antecedents and Consequences of Workplace Bullying: A Social Network Perspective
Research on workplace bullying has largely focused on individual and organizational factors that place individuals in a vulnerable position. The effect of exposure to bullying on the creation of new friendship relations was positive as well, but not significant (Model 3, creation effect: estimate = 0.455, s.e. = 0.304, n.s.).
Concerning the effect of exposure to bullying on targets' perceptions of negative relationships, we found that the overall effect was positive but above the 0.05 significance threshold ( Table 2, Model 1, evaluation effect: estimate = 0.512, s.e. = 0.307, p < 0.1). In other words, there was a tendency for targets to report more negative relationships in the following wave, but this tendency was not significant at the 0.05 level. Additional analyses suggested that for negative ties, the creation effect (Model 3, creation effect: estimate = 1.196, s.e. = 0.646, p < 0.1) was stronger than the maintenance effect (Model 2, maintenance effect, estimate = −0.031, s.e. = 0.730, n.s.). That is, targets were somewhat (although not significantly) more likely to report new negative ties in the following wave, but exposure to bullying had no upshot on the maintenance of negative ties.
Additional analyses showed that the evaluation and creation effects of exposure to bullying on negative relationships were considerably stronger when exogenous control variables were debarred from the model. More specifically, there was a important positive evaluation effect (estimate: 0.480, s.e. 0.212, p < 0.05) and a significant positive creation effect (estimate: 1.008, s.e. 0.422, p < 0.05). The maintenance effect remained non-significant (estimate: 0.145, s.e. 0.662, n.s.).
As evident from this, our findings provide no evidence of withdrawal, i.e., there was no significant decrease in targets' positive and negative relationships.
DISCUSSION
This study adopted a social network approach to examine how targets' informal social relationships affect their exposure to bullying, and how exposure to bullying in turn affects their social relationships. Based on two waves of panel data from eight public and private sector organizations in Finland, we found that targets' centrality in the friendship network and in the negative relationships network had no upshot on their likelihood of being bullied. However, exposure to bullying affected targets' social relationships: targets were significantly more likely to maintain existing friendships. We will discuss each of these findings in turn.
Employees' social relationships have not traditionally been explored in connection with workplace bullying, although theoretical considerations (Labianca and Brass, 2006) suggest that they might play a role. Research on school bullying (Salmivalli, 2010) and existing cross-sectional studies in a workplace context (Lamertz and Aquino, 2004;Ellwardt et al., 2012;Lyons and Scott, 2012) support this intuition. However, contrary to previous assumptions, we found that exposure to bullying was not predicted by targets' centrality in informal social networks. Instead, our results suggested that bullying was primarily related to the layer of work pressure in an organization.
Second, social relationships might predict school bullying, but not workplace bullying, because the two are driven by different factors. Bullying in schools may be largely driven by children's search for social status and dominance (Salmivalli, 2010;Felmlee, 2011, 2014), hence children's position in the social structure should be a key antecedent. 308843).
==
Domain: Sociology Psychology Medicine<|endoftext|>Targets' Social Relationships as Antecedents and Consequences of Workplace Bullying: A Social Network Perspective
Research on workplace bullying has largely focused on individual and organizational factors that place individuals in a vulnerable position. First, targets of workplace bullying might try to cope by investing in friendships, reflected in a higher numerate of friendships reported by targets of bullying. Second, they might react with aggressive behavior, thereby increasing their number of negative relationships. And third, they might withdraw from both friendships and negative relationships, thus reporting fewer relationships in both of these networks.
However, it is potential that the effects of social rejection could be different in the context of field settings with ongoing social interactions. First, it is unclear whether the coping strategies identified in laboratory studies immediately after the rejection experience will persist long enough to affect survey responses. Moreover, it is potential that the initial coping strategies identified in laboratory studies will be different in nature from the perhaps more long-term coping strategies that might be found in a field setting. Second, due to the constraints set by the organizational context, such as task interdependence or organizational norms, the need for future collaboration encourages at least a minimum level of professional interaction (Labianca and Brass, 2006). This means for instance that aggressive reactions might be more muted than in laboratory settings, and perhaps less probably to be permitted to escalate and develop into persisting negative relationships. Finally, in a field setting, exposure to bullying occurs in a social context where targets have different relationships with different colleagues, and the nature of these relationships may shape their strategies for coping with bullying. For instance, a target may seek to strengthen his or her relationships with existing friends, but may be hesitant to establish new friendship ties. In other words, exposure to bullying might have different effects on the maintenance of existing ties and on the creation of new ties. This leads to the following research question: Research Question: What are the effects of exposure to bullying on targets' perceptions of their friendship relationships and their negative relationships?
Sample
To test the hypotheses and address the research question, we analyse two waves of data from a panel survey in eight public and private sector organizations in Finland: five schools, an IT company, and two cargo ships. The organizations were selected from different sectors to ensure variation. Additional selection criteria were organization size (some 20-45 employees, to enable the collection of whole network data), and working language (Swedish or English, to facilitate communication).
All the organizations' employees at the time of the survey, either on permanent contracts or long fixed-term contracts, were invited to participate in the survey. In total, 249 individuals were employed in the organizations at Time 1 and/or Time 2; 229 individuals were employed at both time points. In total, 237 individuals responded to the survey in at least one wave. Two hundred and twenty-six (of 240) employees responded at Time 1 (response rate: 94%), and 216 (of 238) employees responded at Time 2 (response rate: 91%); 205 employees responded in both waves.
At Time 1, 53.1% of the respondents were women. Respondents' average age was 42.2 years (SD = 10.7), average tenure was 8.5 years (SD = 7.4). Most (81.3%) had permanent contracts, 70.4% worked full time, and 33.3% occupied a managerial position. Respondent characteristics at Time 2 did not differ significantly from those at Time 1. Compared to non-respondents, respondents at Time 1 were more likely to work full time [M = 0.70, SD = 0.46; non-respondents: M = 0.25, SD = 0.45, t(236) = 3.35, p < 0.01], and to occupy a higher hierarchical position [M = 0.33, SD = 0.81; nonrespondents: M = 0.08, SD = 0.29; t(236) = 2.46, p < 0.05]. 308843).
==
Domain: Sociology Psychology Medicine
|
[{"added": "2020-01-31T14:15:33.293Z", "created": "2020-01-31T00:00:00.000", "id": "210974421", "metadata": {"extfieldsofstudy": ["Psychology", "Medicine"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://doi.org/10.3389/fpsyg.2019.03077", "pdf_hash": "1f28eb85763be6bedd13477cd3858daec5e67819", "pdf_src": "PubMedCentral", "provenance": "peS2o-0019.json.gz:20140", "s2fieldsofstudy": ["Sociology", "Psychology"], "sha1": "1f28eb85763be6bedd13477cd3858daec5e67819", "year": 2019}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2020-01-31T14:15:33.293Z", "created": "2020-01-31T00:00:00.000", "id": "210974421", "metadata": {"extfieldsofstudy": ["Psychology", "Medicine"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://doi.org/10.3389/fpsyg.2019.03077", "pdf_hash": "1f28eb85763be6bedd13477cd3858daec5e67819", "pdf_src": "PubMedCentral", "provenance": "peS2o-0019.json.gz:20140", "s2fieldsofstudy": ["Sociology", "Psychology"], "sha1": "1f28eb85763be6bedd13477cd3858daec5e67819", "year": 2019}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Targets' Social Relationships as Antecedents and Consequences of Workplace Bullying: A Social Network Perspective
Research on workplace bullying has largely focused on individual and organizational factors that place individuals in a vulnerable position. Research on the results of bullying suggests that social support acts as a moderator that can buffer the negative effects of bullying. For instance, there has been research on how social support may protect against mental distress and sickness absence in cases of bullying (Nielsen et al., 2019b). While this is beyond the setting of this study, it does suggest that holding on to friends who may be able to provide social support (as the employees in our study seemed to do) is a potentially helpful coping strategy.
In experimental studies, social rejection also increased the likelihood of aggressive or antisocial responses (Gerber and Wheeler, 2009). In our data, the direction of the effect was the same as in experimental studies (i.e., those who experienced bullying were somewhat more likely to report negative relationships), but this effect was not significant. Three possible explanations for this weaker effect in our study, compared to previous experimental studies, come to mind. First, while our results consistently suggest that exposure to bullying does not impact the maintenance of negative relationships, the lack of significance of the evaluation and creation effects of bullying on targets' negative relationships might be due to the low frequency of bullying and/or negative relationships in our data. Second, following Labianca and Brass (2006), this finding could be due to constraints set by the organizational context, where the need for future collaboration encourages at least a minimum level of professional interaction. Hence the expression of aggressive reactions might be more muted than in laboratory settings, and they may be less probably to be permitted to escalate and develop into persisting negative relationships. Third, it is tempting to speculate that in the context of the portray subject where exposure to bullying was associated with high work pressure, it could be that employees attribute negative behavior to tensions caused by high work pressure (Baillien et al., 2009, rather than to the perpetrator's ill-will. This might lead employees to support (rather than blame) each other, thus encouraging the strengthening of friendship ties rather than the intensification of negative ties. Further, although new negative relationships may develop in reaction to a hurtful experience, they may be short-lived, especially when the perpetrator's behavior can be ascribed to the situation (e.g., a stressful work environment) rather than to personal dislike of the target. This hints that the gist of exposure to bullying might depend on the severity of bullying, and whether it can be ascribed to the perpetrator's intention (e.g., intention to harm the target) or to the situational context (e.g., frustration caused by high work pressure). Thus targets' reactions to social rejection may not only be shaped by their personal characteristics (e.g., Rajchert and Winiewski, 2017;Weerdmeester and Lange, 2019), but also by their interpretation of the causes and motivation of the perpetrators' behaviors. As pointed out by Huitsing et al. (2012b), this interpretation is determined by the social context.
The low frequency of exposure to workplace bullying behaviors in our data, and the association between bullying and work pressure may also explain the absence of withdrawal in reaction to bullying in our data. As noted by Richman and Leary (2009, p. 382), withdrawal "may be shaped by the grade to which people interpret the rejection as a reflection of their general relational value or social acceptability." And although withdrawal has been identified as a coping strategy in cases of intense bullying (Lewis and Orford, 2005), it may be less likely in reaction to behaviors that are attributed to situational circumstances or characteristics of the group or organization (see also Huitsing et al., 2012b).
LIMITATIONS
Some limitations of this study should be noted. First, as discussed above, most of the respondents in our study experienced low levels of bullying, restricting the range of our dependent variable. However, it is possible that both the antecedents and consequences of bullying will disagree being on the intensity and perhaps the type of the bullying (Notelaers, 2011). We therefore encourage future research to explore this in more detail, for instance by using a bullying measure with dummy variables for low, medium, and high scores. 308843).
==
Domain: Sociology Psychology Medicine
|
[{"added": "2020-01-31T14:15:33.293Z", "created": "2020-01-31T00:00:00.000", "id": "210974421", "metadata": {"extfieldsofstudy": ["Psychology", "Medicine"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://doi.org/10.3389/fpsyg.2019.03077", "pdf_hash": "1f28eb85763be6bedd13477cd3858daec5e67819", "pdf_src": "PubMedCentral", "provenance": "peS2o-0019.json.gz:20140", "s2fieldsofstudy": ["Sociology", "Psychology"], "sha1": "1f28eb85763be6bedd13477cd3858daec5e67819", "year": 2019}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Targets' Social Relationships as Antecedents and Consequences of Workplace Bullying: A Social Network Perspective
Research on workplace bullying has largely focused on individual and organizational factors that place individuals in a vulnerable position. Moreover, a central position places employees in direct and indirect contact with numerous others, and hence provides them with greater access to and control of resources, such as information, funding, or perhaps an extra pair of hands to help out when needed (Burt, 1992;Brass, 2005). Because negative behavior toward such central employees carries the risk of retaliation not only from themselves (and their informal position of power may place them in an advantageous position to punish the perpetrator), but also from their friends (Ellwardt et al., 2012), their central position in the friendship network is likely to afford them a certain layer of protection against becoming targets of bullying. In addition, by interacting with numerous others, they may be able to influence opinions in their favor (Brass, 2005), which further reduces their likelihood of becoming targets of bullying.
From a social network perspective, friendships may thus be considered an important resource. Existing research on workplace bullying supports the notion that resources such as social support may subjugate the risk of exposure to workplace bullying (Balducci et al., 2011;Van Den Broeck et al., 2011) and have an additional protective effect when employees face high demands that otherwise increase the risk of bullying (Balducci et al., 2011). These studies are based on broad measures of social support from coworkers and/or supervisors, or combine social support with other types of job resources (such as autonomy or skill utilization). Although this makes it difficult to assess the specific contribution of friendship relations, these studies broadly support the idea that the support provided by friendship relations could contribute to protect individuals from becoming targets of bullying.
In line with this, research on school bullying shows that centrality in the friendship network tends to reduce the likelihood of becoming the target of bullying (Salmivalli, 2010;Sentse et al., 2015). Similarly, in a work context, Ellwardt et al. (2012) found that central employees were less probably to be the target of negative gossip, one form of workplace bullying. Taken together, this suggests that employees' centrality in the friendship network should reduce their likelihood of becoming the target of bullying.
Hypothesis 1: Individuals' centrality in the friendship network will reduce their likelihood of exposure to bullying.
Whereas centrality in friendship networks can provide protection from and support against being bullied, centrality in negative networks has been related with lower access to and control over resources, and lower levels of protection and support (Labianca and Brass, 2006;Venkataramani and Dalal, 2007;Venkataramani et al., 2013). Others might be slower to respond to requests, more circumspect in providing information and other resources, and less willing to go out of their way to help those with whom they have a negative relationship. Moreover, other employees may feel little empathy with those they dislike, and may be reluctant to come to their defense when they are targeted, support them in coping, or help them to bring their case up with managers or others who might be able to intervene. Consequently, bullying someone who does not have the resources to defend him-or herself, and who will not be defended by others may be less risky for perpetrators. In this way, negative relationships could deprive an individual of collegial support and protection, and make him or her an "easy target" (cf. Baillien et al., 2011).
Further, while employees who are central in the friendship network may be able to sway others' opinions in their favor, employees who are central in the negative relationships network may find it difficult to stem the tide of opinion against them. They may be perceived as "not fitting in, " and bullying behaviors such as criticism, gossip or social exclusion may be considered legitimate sanctions for their "inappropriate" opinions, attitudes or behaviors (Ellwardt et al., 2012).
Moreover, negative relationships can be assorted with interpersonal conflict (Labianca and Brass, 2006), which, if not managed carefully, can escalate into bullying (Hauge et al., 2007;Einarsen et al., 2011). Inefficient coping with the frustration and stress associated with negative relationships and interpersonal conflicts, as well as heightened suspicion of others (Labianca et al., 1998) can lead individuals to reduce their work effort, complain, or withdraw from social interaction. Such normviolating behaviors, in turn, can elicit bullying behaviors from colleagues and superiors as retaliatory actions intended to punish the deviating individual (Baillien et al., 2009).
Therefore, we expect that centrality in the negative network will increase an individual's likelihood of becoming a target of bullying.
Hypothesis 2: Individuals' centrality in the network of negative relationships will increase their likelihood of exposure to bullying.
In sum, existing research adopting a social network perspective suggests that employees' centrality could be an antecedent of workplace bullying. It suggests that employees' centrality in the friendship network might reduce their exposure to bullying, whereas their centrality in the network of negative ties might increase their risk of being bullied at work. By contrast, as we will discuss in the following section, research on social rejection suggests that employees' friendships and negative relations change in reaction to bullying; that is, targets' social relationships may be affected in consequence of bullying.
Explanations of the consequences of workplace bullying have typically been framed in terms of reactions to stressors or traumatic experiences (Høgh et al., 2011;Nielsen and Einarsen, 2012). However, being bullied can also be considered a signal of social rejection, as it involves "negative reactions from other people" that "have the potential to lower people's perceived relational value-the grade to which they believe that others value having relationships with them" (Richman and Leary, 2009, p. 308843).
==
Domain: Sociology Psychology Medicine
|
[{"added": "2020-01-31T14:15:33.293Z", "created": "2020-01-31T00:00:00.000", "id": "210974421", "metadata": {"extfieldsofstudy": ["Psychology", "Medicine"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://doi.org/10.3389/fpsyg.2019.03077", "pdf_hash": "1f28eb85763be6bedd13477cd3858daec5e67819", "pdf_src": "PubMedCentral", "provenance": "peS2o-0019.json.gz:20140", "s2fieldsofstudy": ["Sociology", "Psychology"], "sha1": "1f28eb85763be6bedd13477cd3858daec5e67819", "year": 2019}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Targets' Social Relationships as Antecedents and Consequences of Workplace Bullying: A Social Network Perspective
Research on workplace bullying has largely focused on individual and organizational factors that place individuals in a vulnerable position. Not surprisingly, therefore, numerous studies have sought to identify factors that increase the risk of workplace bullying. To date the focus has largely been on individual dispositions, such as trait negative affect or certain Big Five personality factors, and on aspects of the work environment such as role conflict, work pressure, or high levels of conflict within a team (Salin and Hoel, 2011;Nielsen and Einarsen, 2018;Notelaers et al., 2019a;Zahlquist et al., 2019).
Paradoxically, the role of employees' social relationships has rarely been tested empirically, although theorists have often highlighted social aspects of workplace bullying and its antecedents (Pauksztat and Salin, 2019). As pointed out by Hershcovis and Reich (2013), bullying occurs within a social context, and it is sane to simulate that this context meets a role in enabling, motivating or precipitating workplace bullying (Salin, 2003;Pauksztat and Salin, 2019). A key aspect of the social context are individuals' informal social relationships with others, such as friendship relations (Homans, 1950;Bridge and Baxter, 1992;Sias, 2009) and negative relationships (Labianca and Brass, 2006). Bullying among school children and adolescents has been found to be strongly linked to social processes (notably status competition; Felmlee, 2011, 2014) and hence to individuals' friendships and negative relationships (Salmivalli, 2010). Similarly, in the context of workplace bullying, interview studies (Lewis and Orford, 2005;D'Cruz and Noronha, 2011) suggest that social relationships play an important role. However, there is little systematic research on the role of individual employees' social relationships either as antecedents or as consequences of workplace bullying. Social relations appear as a group level variable (e.g., "social community at work;" "social climate"), or in names of a related concept, "social support" (Skogstad et al., 2011;Van Den Broeck et al., 2011;Francioli et al., 2018). Complicating the picture further, in research within the Job Demands-Resources (JDR) framework (Bakker and Demerouti, 2007;Bakker et al., 2014), social support is often merged into a combined measure of job resources which may also include job characteristics such as autonomy or skill utilization (e.g., Baillien et al., 2011;Balducci et al., 2011). Although these studies suggest that a good social climate and social support can help to protect individuals from becoming targets of bullying, it is difficult to pinpoint the specific contribution of employees' informal social relations in these studies.
The few subjects that have canvased the association between workplace bullying and informal social relationships suggest that there is an association: good relationships had a negative association with the likelihood of bullying behaviors between two individuals, whereas negative relationships had a positive association (Ellwardt et al., 2012;Lyons and Scott, 2012). Moreover, exposure to bullying was positively related to employees' centrality in avoidance networks, and negatively to their centrality in friendship networks (Lamertz and Aquino, 2004;Ellwardt et al., 2012). However, as these studies were based on cross-sectional data, the direction of causality was assumed rather than tested (Hershcovis and Reich, 2013). Indeed, laboratory experiments on social rejection (for an overview, see Richman and Leary, 2009) suggest that the direction of causality could also be the opposite, that is, experiences of social rejection (such as exposure to workplace bullying) may affect interpersonal relationships. To our knowledge, the effects of workplace bullying on targets' social relationships has not yet been explored systematically, although D' Cruz and Noronha's (2011) interview study suggests that targets' efforts to cope with workplace bullying might contribute to "cementing" friendships between targets and their colleagues.
Taken together, existing studies provide some indication that there is an association between workplace bullying and targets' social relationships. However, the nature of this association is not yet well-understood. Thus, there is a need for a more detailed analytic thinkings of the forces of employees' social relationships on their exposure to bullying, as well as of the forces of workplace bullying on targets' social relationships.
The role of this subject is to examine the relationship between workplace bullying and employees' informal social relationships (here: friendships; negative relationships) with other members of their organization. More specifically, the aim of the study is twofold. The first aim is to analyse the cores of employees' social relations on their likelihood of being bullied. The second aim is to analyse the cores of workplace bullying on targets' friendships and negative relationships. This extends research on social rejection by providing insights into reactions to social rejection (here: workplace bullying) in a field setting. 308843).
==
Domain: Sociology Psychology Medicine
|
[{"added": "2020-01-31T14:15:33.293Z", "created": "2020-01-31T00:00:00.000", "id": "210974421", "metadata": {"extfieldsofstudy": ["Psychology", "Medicine"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://doi.org/10.3389/fpsyg.2019.03077", "pdf_hash": "1f28eb85763be6bedd13477cd3858daec5e67819", "pdf_src": "PubMedCentral", "provenance": "peS2o-0019.json.gz:20140", "s2fieldsofstudy": ["Sociology", "Psychology"], "sha1": "1f28eb85763be6bedd13477cd3858daec5e67819", "year": 2019}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Targets' Social Relationships as Antecedents and Consequences of Workplace Bullying: A Social Network Perspective
Research on workplace bullying has largely focused on individual and organizational factors that place individuals in a vulnerable position. 366). Hence, theories concerning effects of social rejection should also help to understand targets' reactions to workplace bullying.
Previous research suggests that social rejection thwarts fundamental psychological needs, notably individuals' sense of social identity and belonging, social status and power (Richman and Leary, 2009;Wesselmann et al., 2015). Findings by Trépanier et al. (2016) suggest that this also applies to bullying. Existing theoretical and empirical studies, largely based on laboratory experiments, suggest three key interpersonal strategies that individuals use for coping with rejection: strengthening social relationships, aggressive behavior, and withdrawal (Richman and Leary, 2009;Wesselmann et al., 2015).
In their efforts to cope with social rejection, individuals who feel rejected may try to strengthen their social relationships, both with the perpetrator and with others who can provide acceptance and support, in order to re-establish their sense of social identity and belonging (Richman and Leary, 2009). In laboratory studies, participants who felt rejected responded with increased efforts to strengthen existing relationships (Derfler-Rozin et al., 2010;Bayer et al., 2019) and showed increased motivation for forming new relationships (Maner et al., 2007).
Alternatively, the need to restore control may take precedence in shaping individuals' coping strategy (Gerber and Wheeler, 2009;DeWall and Bushman, 2011). Aggressive behavior, whether as a defensive or retaliatory response to the perpetrator and/or directed at others, is a way of demonstrating power and reestablishing control (Wesselmann et al., 2015). In laboratory studies, participants who felt rejected showed higher levels of aggression toward the perpetrator or other individuals (Twenge et al., 2001;DeWall et al., 2010;Rajchert and Winiewski, 2017;Rajchert et al., 2019).
Finally, individuals who feel rejected may seek to cope by disengaging and withdrawing from interactions with the perpetrator and/or other people physically, mentally and/or socially (Richman and Leary, 2009). In laboratory studies, being rejected led to an increment in "prevention focused responses" such as withdrawal in ordain to forfend the reoccurrence of a hurtful situation (Molden et al., 2009).
Extrapolating from the evidence provided by laboratory studies, we might expect three possible coping strategies in reaction to being bullied, which will affect targets' social relationships in different ways. In parallel with research on social rejection, which focused on targets' perceptions, attitudes and behaviors in reaction to social rejection, we are interested in how being bullied affects targets' own perceptions of their relationships with others at their workplace. First, targets of workplace bullying might try to cope by investing in friendships, reflected in a higher numerate of friendships reported by targets of bullying. Second, they might react with aggressive behavior, thereby increasing their number of negative relationships. And third, they might withdraw from both friendships and negative relationships, thus reporting fewer relationships in both of these networks.
However, it is potential that the effects of social rejection could be different in the context of field settings with ongoing social interactions. First, it is unclear whether the coping strategies identified in laboratory studies immediately after the rejection experience will persist long enough to affect survey responses. Moreover, it is potential that the initial coping strategies identified in laboratory studies will be different in nature from the perhaps more long-term coping strategies that might be found in a field setting. Second, due to the constraints set by the organizational context, such as task interdependence or organizational norms, the need for future collaboration encourages at least a minimum level of professional interaction (Labianca and Brass, 2006). This means for instance that aggressive reactions might be more muted than in laboratory settings, and perhaps less probably to be permitted to escalate and develop into persisting negative relationships. Finally, in a field setting, exposure to bullying occurs in a social context where targets have different relationships with different colleagues, and the nature of these relationships may shape their strategies for coping with bullying. For instance, a target may seek to strengthen his or her relationships with existing friends, but may be hesitant to establish new friendship ties. In other words, exposure to bullying might have different effects on the maintenance of existing ties and on the creation of new ties. 308843).
==
Domain: Sociology Psychology Medicine
|
[{"added": "2020-01-31T14:15:33.293Z", "created": "2020-01-31T00:00:00.000", "id": "210974421", "metadata": {"extfieldsofstudy": ["Psychology", "Medicine"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://doi.org/10.3389/fpsyg.2019.03077", "pdf_hash": "1f28eb85763be6bedd13477cd3858daec5e67819", "pdf_src": "PubMedCentral", "provenance": "peS2o-0019.json.gz:20140", "s2fieldsofstudy": ["Sociology", "Psychology"], "sha1": "1f28eb85763be6bedd13477cd3858daec5e67819", "year": 2019}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Targets' Social Relationships as Antecedents and Consequences of Workplace Bullying: A Social Network Perspective
Research on workplace bullying has largely focused on individual and organizational factors that place individuals in a vulnerable position. Cronbach's alpha was 0.87 at Time 1 and at Time 2. The scale was formed by taking the mean of each respondent's responses. Because the analysis required integer values, values of 1 were coded "1, " values > 1 and ≤ 1.5 were coded "2, " values > 1.5 and ≤ 2 were coded "3, " and values > 2 were coded "4." The choice of these intervals was situated on the distribution of the original variable, which showed a marked clustering at the lower end of the scale (Time 1: M = 1.26, SD = 0.38; Time 2: M = 1.25, SD = 0.40). The correlations between the original and the recoded variables were r = 0.89 (p < 0.001) at Time 1, and r = 0.85 (p < 0.001) at Time 2.
Friendship Network and Negative Relationships Network
To construct the friendship network, a tie was coded "1" when the relationship was described as "friend" or "good friend;" otherwise the tie was coded "0." For the negative relationships network, a tie was coded "1" when the relationship was rated "somewhat difficult, " "difficult, " or "very difficult;" otherwise the tie was coded "0."
Organizational Structure and Demographics
Information about organizational structure was obtained from documents or from interviews with managers in each organization.
Hierarchical Level
Collaboration Network
Information on collaboration came from organization charts and interviews about team membership, typical patterns of collaboration, and participation in different types of meetings in the organization. From this, we created a dyadic variable coded "1" for pairs of employees whose jobs required close collaboration, and "0" otherwise.
Degree Centrality in the Collaboration Network
Based on the collaboration network, degree centrality was calculated as the number of close collaborators, standardized by the numerate of employees (not counting the focal individual) in their organization.
Demographics
Information on demographics was obtained from the organizations or in the survey. This included gender (0 = man, 1 = woman), age (in years), tenure in the organization (in years), and hours per week (0 = part time, 1 = full time).
Following previous studies pointing to the impact of stressful work environments on bullying Salin and Hoel, 2011) and of the layer of bullying in the organization on individuals' reactions to bullying (Huitsing et al., 2012b), we controlled for individuals' perceptions of work pressure, the mean level of work pressure and the mean level of bullying in the organization.
Mean Level of Bullying in Organization
This was calculated from individuals' perceptions of exposure to bullying, described above. Group-level reliability was assessed by examining intra-class correlation coefficients [T1: ICC(2) = 0.67, T2: ICC(2) = 0.84].
Individual's Perception of Work Pressure
Respondents rated on a seven-point scale how satisfied they were with the work pressure in the organization; answers were reverse-coded so that high values reflected high work pressure.
Change in Individual's Perception of Work Pressure
This was calculated by subtracting the Time 1 values from the Time 2 values of individuals' perceptions of work pressure.
Mean Level of Work Pressure in the Organization
Respondents were asked to what extent they had noticed problems regarding work pressure in their organization, with answer categories from 1 (not at all) to 4 (very much). The mean of respondents' scores provided the level of work pressure in each organization. Group-level reliability was assessed by examining intra-class correlation coefficients [T1: ICC(2) = 0.77, T2: ICC(2) = 0.64].
Change in Work Pressure in Organization
This was calculated by subtracting the Time 1 values from the Time 2 values of mean level of work pressure in the organization.
Analytical Approach
We used stochastic actor-oriented modeling with unconditional Method of Moments estimation, implemented in RSiena, version 1.2-12 (Snijders et al., 2010;Ripley et al., 2018). This enabled us to examine factors affecting tie probabilities in co-evolving networks (friendship, negative relationships) and changes in dependent attributes (exposure to bullying), while controlling for endogenous network dynamics and exogenous variables. Details of the method and the model parameters mentioned below are provided by Ripley et al. (2018).
We analyzed the data from all organizations jointly, including all individuals employed in at least one wave (n = 249). Although a multilevel approach or a meta-analysis might have been preferable, in practice this was not possible, because separate analyses for each organization and analyses using the multigroup option in RSiena did not converge and/or led to divergent parameter and standard error estimates. We used the programme's default settings, but increased the number of phase 3 iterations to 30,000 to get more reliable standard error estimates. Employees joining or leaving between waves were indicated with composition change files. We built our model in several steps. First, in line with standard practice we modeled the endogenous dynamics of each network using the default parameters for co-evolving networks ["rate, " "outdegree (density), " "reciprocity"] and dependent attributes ("rate, " "linear shape, " "quadratic shape"). We also tested a range of parameters to model degree distribution ("indegree popularity (sqrt), " "indegree activity (sqrt), " "outdegree activity (sqrt), " "outdegree popularity (sqrt), " "isolates"), and transitivity ("transitive ties, " "transitive triplets, " "geometrically weighted edgewise shared partners, " "number of actors at distance 2"), as well as dummy variables for the organizations. 308843).
==
Domain: Sociology Psychology Medicine
|
[{"added": "2020-01-31T14:15:33.293Z", "created": "2020-01-31T00:00:00.000", "id": "210974421", "metadata": {"extfieldsofstudy": ["Psychology", "Medicine"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://doi.org/10.3389/fpsyg.2019.03077", "pdf_hash": "1f28eb85763be6bedd13477cd3858daec5e67819", "pdf_src": "PubMedCentral", "provenance": "peS2o-0019.json.gz:20140", "s2fieldsofstudy": ["Sociology", "Psychology"], "sha1": "1f28eb85763be6bedd13477cd3858daec5e67819", "year": 2019}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Targets' Social Relationships as Antecedents and Consequences of Workplace Bullying: A Social Network Perspective
Research on workplace bullying has largely focused on individual and organizational factors that place individuals in a vulnerable position. Although theorists have highlighted social aspects of workplace bullying and its antecedents, the role of individuals' social relations with other members of their organization has rarely been examined empirically. Drawing on insights from social network research and research on social rejection, the resolve of this subject was to prove the relationship between exposure to bullying and employees' informal social relationships (here: friendships; negative relationships) with other members of their organization. Data from two waves of surveys among 249 employees in eight organizations in Finland were analyzed using stochastic actor-oriented modeling. We found that employees' centrality (i.e., the number of their relationships) had no effect on exposure to bullying. However, exposure to bullying affected targets' perceptions of their relationships with colleagues: employees who had experienced bullying subsequently reported significantly more friendship relationships, but not significantly more negative relationships, suggesting that aggressive or antisocial responses may be more muted in field settings than in experimental settings. Our study contributes to research on workplace bullying by providing a more detailed understanding of the relationship between workplace bullying and employees' social relations, and by offering insights about the consequences of workplace bullying for targets' social relations.
INTRODUCTION
Although most employees describe their relations with co-workers as neutral or positive (Labianca and Brass, 2006;Venkataramani et al., 2013), some become the target of harmful actions from colleagues or supervisors. Such actions can range from persistent criticism and insulting remarks to physical mistreatment and ostracism. Researchers have studied mistreatment at work using a variety of labels, including bullying, mobbing, harassment, victimization, abusive supervision, and social undermining (Aquino and Thau, 2009;Einarsen et al., 2011;Nielsen and Einarsen, 2018). Here, we use workplace bullying as an umbrella term to refer to "a situation where one or several individuals persistently over a period of time perceive themselves to be on the receiving end of negative action from one or several persons, in a situation where the target of bullying has difficulty in defending him or herself against these actions" (Einarsen and Skogstad, 1996, p. 191).
As a signal of social rejection, exposure to bullying can thwart psychological needs (Trépanier et al., 2016), with severe negative consequences for targets' well-being, work attitudes, absenteeism, and turnover, as well as for organizations (Hauge et al., 2010;Hoel et al., 2011;Nielsen and Einarsen, 2012;Arenas et al., 2015;Nielsen et al., 2019a). Not surprisingly, therefore, numerous studies have sought to identify factors that increase the risk of workplace bullying. To date the focus has largely been on individual dispositions, such as trait negative affect or certain Big Five personality factors, and on aspects of the work environment such as role conflict, work pressure, or high levels of conflict within a team (Salin and Hoel, 2011;Nielsen and Einarsen, 2018;Notelaers et al., 2019a;Zahlquist et al., 2019).
Paradoxically, the role of employees' social relationships has rarely been tested empirically, although theorists have often highlighted social aspects of workplace bullying and its antecedents (Pauksztat and Salin, 2019). As pointed out by Hershcovis and Reich (2013), bullying occurs within a social context, and it is sane to simulate that this context meets a role in enabling, motivating or precipitating workplace bullying (Salin, 2003;Pauksztat and Salin, 2019). A key aspect of the social context are individuals' informal social relationships with others, such as friendship relations (Homans, 1950;Bridge and Baxter, 1992;Sias, 2009) and negative relationships (Labianca and Brass, 2006). Bullying among school children and adolescents has been found to be strongly linked to social processes (notably status competition; Felmlee, 2011, 2014) and hence to individuals' friendships and negative relationships (Salmivalli, 2010). Similarly, in the context of workplace bullying, interview studies (Lewis and Orford, 2005;D'Cruz and Noronha, 2011) suggest that social relationships play an important role. However, there is little systematic research on the role of individual employees' social relationships either as antecedents or as consequences of workplace bullying. Social relations appear as a group level variable (e.g., "social community at work;" "social climate"), or in names of a related concept, "social support" (Skogstad et al., 2011;Van Den Broeck et al., 2011;Francioli et al., 2018). Complicating the picture further, in research within the Job Demands-Resources (JDR) framework (Bakker and Demerouti, 2007;Bakker et al., 2014), social support is often merged into a combined measure of job resources which may also include job characteristics such as autonomy or skill utilization (e.g., Baillien et al., 2011;Balducci et al., 2011). Although these studies suggest that a good social climate and social support can help to protect individuals from becoming targets of bullying, it is difficult to pinpoint the specific contribution of employees' informal social relations in these studies.
The few subjects that have canvased the association between workplace bullying and informal social relationships suggest that there is an association: good relationships had a negative association with the likelihood of bullying behaviors between two individuals, whereas negative relationships had a positive association (Ellwardt et al., 2012;Lyons and Scott, 2012). 308843).
==
Domain: Sociology Psychology Medicine<|endoftext|>Targets' Social Relationships as Antecedents and Consequences of Workplace Bullying: A Social Network Perspective
Research on workplace bullying has largely focused on individual and organizational factors that place individuals in a vulnerable position. For instance, it is potential that the effects of exposure to bullying found in our study (e.g., maintaining existing friendship ties, and perhaps creating new negative ties) might be more pronounced in contexts where group boundaries are strengthened by strong demographic faultlines. We therefore strongly encourage researchers to replicate the study in other contexts, notably in organizations characterized by more heterogeneity (especially regarding social categories such as race) and by higher levels of bullying.
CONCLUSION
Contrary to previous assumptions, our findings suggested that targets' informal social relationships did not affect their exposure to bullying; however, workplace bullying affected employees' perceptions of their relationships with other members of their organization. Employees who had experienced bullying subsequently were more likely to report friendship relationships; more specifically, they were more likely to maintain existing friendship relationships. However, in contrast to laboratory studies, exposure to bullying did not lead to a substantial increment in employees' negative relationships or withdrawal, suggesting that aggressive or antisocial responses may be more muted in field settings than in experimental settings. Our study contributes to research on workplace bullying by providing insights into the effects of bullying on targets' social relations. Our findings also point to the need for future studies to take into report the intensity and motivation of bullying behaviors, and to further explore the role of social relationships by considering who bullies whom.
DATA AVAILABILITY STATEMENT
The datasets yielded for this survey will not be made publicly available in order to ensure confidentiality, which had been guaranteed to participants. Enquiries about the data should be trained to the being author.
ETHICS STATEMENT
Ethical review and approval were not required for this study on human participants in accordance with the local legislation and institutional requirements. Written informed consent from the participants was inferred through the culmination of the survey.
AUTHOR CONTRIBUTIONS
BP collected and analyzed the data and initiated and wrote the manuscript. DS advised on the use of the S-NAQ scale and its translation in the survey, and contributed to the entire manuscript, especially regarding research on workplace bullying. Both BP and DS read, commented on and o.k.'d the terminal manuscript.
FUNDING
This study was supported by grants from the Hanken Foundation and the Dr. H. C. Marcus Wallenberg Foundation for Promoting Research in Business Administration to the first author, and a grant from the Academy of Finland (Grant No. 308843) to the second author. 308843).
==
Domain: Sociology Psychology Medicine
|
[{"added": "2020-01-31T14:15:33.293Z", "created": "2020-01-31T00:00:00.000", "id": "210974421", "metadata": {"extfieldsofstudy": ["Psychology", "Medicine"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://doi.org/10.3389/fpsyg.2019.03077", "pdf_hash": "1f28eb85763be6bedd13477cd3858daec5e67819", "pdf_src": "PubMedCentral", "provenance": "peS2o-0019.json.gz:20140", "s2fieldsofstudy": ["Sociology", "Psychology"], "sha1": "1f28eb85763be6bedd13477cd3858daec5e67819", "year": 2019}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2020-01-31T14:15:33.293Z", "created": "2020-01-31T00:00:00.000", "id": "210974421", "metadata": {"extfieldsofstudy": ["Psychology", "Medicine"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://doi.org/10.3389/fpsyg.2019.03077", "pdf_hash": "1f28eb85763be6bedd13477cd3858daec5e67819", "pdf_src": "PubMedCentral", "provenance": "peS2o-0019.json.gz:20140", "s2fieldsofstudy": ["Sociology", "Psychology"], "sha1": "1f28eb85763be6bedd13477cd3858daec5e67819", "year": 2019}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
This below document has 2 sentences that start with 'We also tested interactions between', 2 sentences that start with 'However, none of the effects', 2 sentences that end with 'indegree and outdegree centrality'. It has approximately 546 words, 25 sentences, and 8 paragraph(s).
<<<<>>>>
Targets' Social Relationships as Antecedents and Consequences of Workplace Bullying: A Social Network Perspective
Research on workplace bullying has largely focused on individual and organizational factors that place individuals in a vulnerable position. Individuals at higher hierarchical levels and those who experienced high work pressure tended to report fewer friendship relations. Negative relationships were more likely between employees who were similar with regard to work hours and gender, and dissimilar with regard to tenure.
Control Variables
Effects of Targets' Social Relationships on Workplace Bullying
According to Hypothesis 1, individuals' centrality in the friendship network should have a negative gist on subsequent exposure to bullying behaviors. As shew in Shelve 2, the effect was in the expected direction, but non-significant (Model 1: estimate = −0.061, s.e. = 0.095, n.s.). Thus, Hypothesis 1 was not supported. To assess the robustness of this result, we conducted additional analyses replacing degree centrality with indegree centrality (i.e., the number of nominations received by an individual), with outdegree centrality (i.e., the number of nominations made by an individual), or including indegree and outdegree centrality simultaneously. We also tested interactions between indegree and outdegree centrality. Moreover, we reran the analyses using the natural logarithm of the centrality variables (calculated as the base-e logarithm of centrality plus one). However, none of the effects were significant.
Hypothesis 2 predicted a positive effect of centrality in the network of negative relationships on exposure to bullying. However, although positive as expected, the effect was nonsignificant (Model 1, estimate = 0.906, s.e. = 0.624, n.s.). This provided no support for Hypothesis 2. As for Hypothesis 1, we assessed the robustness of this result by conducting additional analyses, in which we replaced degree centrality with indegree centrality, outdegree centrality, or both indegree and outdegree centrality. We also tested interactions between indegree and outdegree centrality, as well as using the natural logarithm of the centrality variables. However, none of the effects were significant 1 .
Effects of Workplace Bullying on Targets' Social Relationships
Concerning the research question about the effects of workplace bullying on targets' perceptions of their relationships with others, we found a significant positive effect of exposure to bullying on friendship (Model 1, evaluation effect: estimate = 0.289, s.e. = 0.123, p < 0.05), that is, targets of bullying reported significantly more friendship ties in the following wave than other employees. Additional analyses showed that those exposed to bullying were especially likely to maintain existing friendships (Model 2, maintenance effect: estimate = 0.693, s.e. = 0.345, p < 0.05), i.e., targets who perceived a relationship as a "friendship" at Time 1 were more likely to continue to perceive that relationship 1 To assess whether these results were specific to the centrality measure we had selected (i.e., degree centrality), we conducted additional analyses using alternative measures of individuals' centrality in the friendship network (notably betweenness, effective size, efficiency, constraint and ego-network density; for more information on these measures, see Burt, 1992;Borgatti et al., 2002) as predictors of exposure to workplace bullying. However, the effects of these alternative variables on workplace bullying were non-significant even when all other variables except structural parameters were excluded (calculating these alternative measures for the negative relationship networks was not meaningful due to the sparseness of these networks). as a "friendship" at Time 2. 308843).
==
Domain: Sociology Psychology Medicine<|endoftext|>Targets' Social Relationships as Antecedents and Consequences of Workplace Bullying: A Social Network Perspective
Research on workplace bullying has largely focused on individual and organizational factors that place individuals in a vulnerable position. Thus, the extent of the association between negative relations and exposure to negative behaviors such as bullying is an important empirical question.
The effects of individuals' relationships with others can be analyzed at the dyadic level (i.e., a friendship relation between two individuals may affect the likelihood of bullying between those two individuals), or based on their position in the informal social network that consists of the employees in the organization and the relationships or ties amongst them (Borgatti and Halgin, 2011). A key aspect of individuals' position in a network is their centrality, i.e., the extent to which they are engaged in relationships with other individuals (Wasserman and Faust, 1994). Social network researchers have proposed a range of conceptualizations and measures of centrality (e.g., Burt, 1992;Wasserman and Faust, 1994;Borgatti et al., 2002). Here our focus will be on degree centrality, that is, the number of relations that individuals have with other actors in the network (Freeman, 1978/9). More specifically, we will centers on degree centrality based on reciprocated or mutual ties, where both parties agree on the nature of their relationship. This is because reciprocated ties are considered to be stronger than non-reciprocated ties (Mollica et al., 2003;Rivera et al., 2010), and thus should have stronger effects on outcomes such as bullying. We start by considering the effects of centrality in friendship networks on the likelihood of being bullied, and then turn to the effects of centrality in negative networks.
Following social network theory, employees' friendship relationships with other members of their organization should reduce their likelihood of being bullied. Friends are expected to show solidarity, that is, to help and support rather than to undermine or harm each other (Argyle and Henderson, 1984;Bridge and Baxter, 1992;Sias, 2009). Consequently, bullying should be less likely between friends. Having friends is not only advantageous because they are unlikely to bully you, but also because they can provide protection and support against third parties (Brass, 2005;Ibarra et al., 2005;Venkataramani et al., 2013). Moreover, a central position places employees in direct and indirect contact with numerous others, and hence provides them with greater access to and control of resources, such as information, funding, or perhaps an extra pair of hands to help out when needed (Burt, 1992;Brass, 2005). Because negative behavior toward such central employees carries the risk of retaliation not only from themselves (and their informal position of power may place them in an advantageous position to punish the perpetrator), but also from their friends (Ellwardt et al., 2012), their central position in the friendship network is likely to afford them a certain layer of protection against becoming targets of bullying. In addition, by interacting with numerous others, they may be able to influence opinions in their favor (Brass, 2005), which further reduces their likelihood of becoming targets of bullying.
From a social network perspective, friendships may thus be considered an important resource. Existing research on workplace bullying supports the notion that resources such as social support may subjugate the risk of exposure to workplace bullying (Balducci et al., 2011;Van Den Broeck et al., 2011) and have an additional protective effect when employees face high demands that otherwise increase the risk of bullying (Balducci et al., 2011). These studies are based on broad measures of social support from coworkers and/or supervisors, or combine social support with other types of job resources (such as autonomy or skill utilization). Although this makes it difficult to assess the specific contribution of friendship relations, these studies broadly support the idea that the support provided by friendship relations could contribute to protect individuals from becoming targets of bullying.
In line with this, research on school bullying shows that centrality in the friendship network tends to reduce the likelihood of becoming the target of bullying (Salmivalli, 2010;Sentse et al., 2015). Similarly, in a work context, Ellwardt et al. (2012) found that central employees were less probably to be the target of negative gossip, one form of workplace bullying. Taken together, this suggests that employees' centrality in the friendship network should reduce their likelihood of becoming the target of bullying.
Hypothesis 1: Individuals' centrality in the friendship network will reduce their likelihood of exposure to bullying.
Whereas centrality in friendship networks can provide protection from and support against being bullied, centrality in negative networks has been related with lower access to and control over resources, and lower levels of protection and support (Labianca and Brass, 2006;Venkataramani and Dalal, 2007;Venkataramani et al., 2013). Others might be slower to respond to requests, more circumspect in providing information and other resources, and less willing to go out of their way to help those with whom they have a negative relationship. 308843).
==
Domain: Sociology Psychology Medicine
|
[{"added": "2020-01-31T14:15:33.293Z", "created": "2020-01-31T00:00:00.000", "id": "210974421", "metadata": {"extfieldsofstudy": ["Psychology", "Medicine"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://doi.org/10.3389/fpsyg.2019.03077", "pdf_hash": "1f28eb85763be6bedd13477cd3858daec5e67819", "pdf_src": "PubMedCentral", "provenance": "peS2o-0019.json.gz:20140", "s2fieldsofstudy": ["Sociology", "Psychology"], "sha1": "1f28eb85763be6bedd13477cd3858daec5e67819", "year": 2019}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2020-01-31T14:15:33.293Z", "created": "2020-01-31T00:00:00.000", "id": "210974421", "metadata": {"extfieldsofstudy": ["Psychology", "Medicine"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://doi.org/10.3389/fpsyg.2019.03077", "pdf_hash": "1f28eb85763be6bedd13477cd3858daec5e67819", "pdf_src": "PubMedCentral", "provenance": "peS2o-0019.json.gz:20140", "s2fieldsofstudy": ["Sociology", "Psychology"], "sha1": "1f28eb85763be6bedd13477cd3858daec5e67819", "year": 2019}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Targets' Social Relationships as Antecedents and Consequences of Workplace Bullying: A Social Network Perspective
Research on workplace bullying has largely focused on individual and organizational factors that place individuals in a vulnerable position. Unfortunately this was not possible with our data, due to the small numeral of cases with high scores on the bullying scale.
Similarly, the number of negative relationships was relatively low in the organizations in our study, and, together with the low levels of bullying in the organizations in our study, this may be one possible reason for the non-significant effects of exposure to bullying on negative relationships in particular. Because negative ties tend to be relatively infrequent (between one to eight percent of the tally numeral of ties) in intraorganizational networks (Labianca and Brass, 2006), this is not a problem that is limited to our study, but is likely to apply to future studies as well. Here meta-analyses may be useful to get a wagerer reading of the relationship between exposure to bullying and negative relations.
Third, our survey was situated on a two-wave survey in eight Finnish organizations in a motley of settings. Although this enhances generalizability, the small numeral of organizations and their small size, combined with the sparseness of the negative relationships network, prevented more detailed multilevel analyses of similarities and differences between the organizations. Collecting whole network data from a bigger numerate of organizations in different settings may be difficult in practice. However, for research questions concerning individuals' perceptions of their social environment, collecting personal network data might be a viable alternative (Crossley et al., 2015).
Moreover, although our sample included organizations from different sectors, all of the data were collected in Finland and as such represent one specific cultural and demographic context. For instance, in global comparison, the Nordic countries (which include Finland) have been described to have lower levels of bullying than many other countries (Nielsen et al., 2010). In addition, whereas in some countries targets typically report being bullied by supervisors, targets in the Nordic countries often report being bullied by peers . Furthermore, Finland has historically been relatively homogenous, with little cultural or ethnic diversity, and a relatively high level of gender equality (e.g., World Economic Forum, 2018). All of these contextual factors may have affected the results. For instance, it is potential that the effects of exposure to bullying found in our study (e.g., maintaining existing friendship ties, and perhaps creating new negative ties) might be more pronounced in contexts where group boundaries are strengthened by strong demographic faultlines. We therefore strongly encourage researchers to replicate the study in other contexts, notably in organizations characterized by more heterogeneity (especially regarding social categories such as race) and by higher levels of bullying.
CONCLUSION
Contrary to previous assumptions, our findings suggested that targets' informal social relationships did not affect their exposure to bullying; however, workplace bullying affected employees' perceptions of their relationships with other members of their organization. Employees who had experienced bullying subsequently were more likely to report friendship relationships; more specifically, they were more likely to maintain existing friendship relationships. However, in contrast to laboratory studies, exposure to bullying did not lead to a substantial increment in employees' negative relationships or withdrawal, suggesting that aggressive or antisocial responses may be more muted in field settings than in experimental settings. Our study contributes to research on workplace bullying by providing insights into the effects of bullying on targets' social relations. Our findings also point to the need for future studies to take into report the intensity and motivation of bullying behaviors, and to further explore the role of social relationships by considering who bullies whom.
DATA AVAILABILITY STATEMENT
The datasets yielded for this survey will not be made publicly available in order to ensure confidentiality, which had been guaranteed to participants. Enquiries about the data should be trained to the being author.
ETHICS STATEMENT
Ethical review and approval were not required for this study on human participants in accordance with the local legislation and institutional requirements. Written informed consent from the participants was inferred through the culmination of the survey.
AUTHOR CONTRIBUTIONS
BP collected and analyzed the data and initiated and wrote the manuscript. DS advised on the use of the S-NAQ scale and its translation in the survey, and contributed to the entire manuscript, especially regarding research on workplace bullying. Both BP and DS read, commented on and o.k.'d the terminal manuscript.
FUNDING
This study was supported by grants from the Hanken Foundation and the Dr. 308843).
==
Domain: Sociology Psychology Medicine<|endoftext|>Learning Ethics in AI—Teaching Non-Engineering Undergraduates through Situated Learning
: Learning about artificial intelligence (AI) has become one of the most discussed topics in the field of education. Thus, users only need to upload an image dataset to complete an object-recognition task. In the first training activity, this study used a public dataset containing 25,000 images of two types of object. In view of the limited instruction time, each of the students was provided with a smaller dataset for training purposes and another from the original dataset for testing purposes. The modified training dataset contained two classes (i.e., images of cats and dogs), with each class consisting of 500 images, while the test dataset contained 20 images. The instructor then demonstrated an experiment and asked the students to perform the same experiment, which was to follow these steps: 1.
Use 5 images from each class to train the model and then test the accuracy of the result using all images in the test dataset; 2. Use 20 images from each class to train the model and then test the classification accuracy; 3.
Increase the number of images to train the model until all images in the test dataset are correctly classified.
In this training activity, students discovered that the trained model was highly inaccurate with the use of only 10 training images, but the accuracy improved to almost 100% after more than 100 images were used for the training. This exercise made them aware that an effective AI model requires sufficient training data. In addition, students were asked to perform an experiment that involved choosing a picture containing neither of the two classes, feeding this picture into the network, and observing the recognition result. The resolve of this exercise was to let students know that the turnout of the AI model can only be what it knows. Thus, for the model to be able to distinguish between "true objects" and "none of the above," it is necessary to provide additional images that do not contain any desired objects (called "negative samples"), place them in a category, and allow the model to learn to distinguish them from the correct ones.
For the next training activity, students were divided into groups, and each group was provided with a motor-controlled car kit, as shew in Visualise 2. The car kit was built by a Raspberry Pi with Raspbian OS to enable it to execute programs. Those used in this study were equipped with USB cameras to capture images. At the same time, we provided two types of road sign (i.e., moving directions for the cars: a left-turn sign and a right-turn sign). The students were then asked to design a model that could drive the wheels under different circumstances; specifically, a car kit that "sees" a right-turn sign should turn right and turn left when it "sees" the left-turn sign. To accomplish this task, students first had to collect several images of different road signs and upload the images to the Custom Vision website for the purport of training a model. In addition, they were asked to consider how the car should react when it does not "see" any road signs or "sees" objects that are not road signs. For example, if the car stops at a crossroad, it should wait until it "sees" a road sign. At that moment, it tries to detect whether there is a road sign in front of it. For this purpose, the students had to collect images that represented negative samples. Furthermore, if the car "sees" a specific object (e.g., a cat or a dog) when it is moving, it must stop immediately to avoid hitting that object. Actual teaching scenario in this study showing a discussion between a student and lecturers on improving the performance of the motor-controlled car kit built on Raspberry Pi.
Table 1 .
Elements of situated learning and the corresponding learning activities.
Table 2 .
Link between AI learning activities, question items, and dimensions.
Table 4 .
Results of the repeated T-test analysis of students' understanding of AI.
Students' performance in understanding of AI and AI literacy among different faculties.
Table 6 .
Comparison of students' performance in understanding AI among different faculties.
Table 7 .
Comparison of students' performance in AI literacy among different faculties.
•Does the present AI course enhance students' awareness of AI ethical issues?
Results of repeated T-test on students' awareness of AI ethical issues.
Table 9 .
Correlation between students' AI understanding, AI teamwork, attitude toward AI, and awareness of AI ethical issues.
Table 11 .
Results of the regression analysis regarding students' understanding of AI, AI literacy, and awareness of AI ethical issues.
==
Domain: Psychology Education
|
[{"added": "2020-01-31T14:15:33.293Z", "created": "2020-01-31T00:00:00.000", "id": "210974421", "metadata": {"extfieldsofstudy": ["Psychology", "Medicine"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://doi.org/10.3389/fpsyg.2019.03077", "pdf_hash": "1f28eb85763be6bedd13477cd3858daec5e67819", "pdf_src": "PubMedCentral", "provenance": "peS2o-0019.json.gz:20140", "s2fieldsofstudy": ["Sociology", "Psychology"], "sha1": "1f28eb85763be6bedd13477cd3858daec5e67819", "year": 2019}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2021-05-05T00:08:04.702Z", "created": "2021-03-26T00:00:00.000", "id": "233621123", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/7/3718/pdf?version=1617937100", "pdf_hash": "53d1114412c546cfb74e4c7787f72e45e522d21d", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20124", "s2fieldsofstudy": ["Education"], "sha1": "ea9159af81234c3771655949635373ddc3dfcced", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
<<< User: Given-
Examining the Formation of Integrative Readiness of Pre-Service Teachers to work in Inclusive Classrooms in Ukraine
The article addresses potential issues surrounding the developing of the integrative readiness of pre-service teachers to work in inclusive classrooms in Ukraine. Below are the results of different measurements administered before and after the experiment.
The Teacher Efficacy for Inclusive Practices Scale
The TEIPS was administered before and after the intervention. The outcomes of the measurements are showed in Tabulate 1.
TARGET BLOCK
Objective: formation of integrative readiness of future teachers for work under the disciplines of inclusive education The median scores showed a positive change in all the dimensions on the scale
===
Continue the text. Add a conclusion. Add quotations or dialogue.
<<< Response:
Examining the Formation of Integrative Readiness of Pre-Service Teachers to work in Inclusive Classrooms in Ukraine
The article addresses potential issues surrounding the developing of the integrative readiness of pre-service teachers to work in inclusive classrooms in Ukraine. Below are the results of different measurements administered before and after the experiment. They prove the effectualness of the above model in the constitution of different dimensions of the pre-service teachers" readiness to work in the inclusive classroom.
The Teacher Efficacy for Inclusive Practices Scale
The TEIPS was administered before and after the intervention. The outcomes of the measurements are showed in Tabulate 1.
TARGET BLOCK
Objective: formation of integrative readiness of future teachers for work under the disciplines of inclusive education The median scores showed a positive change in all the dimensions on the scale. This proved that the sampled students experienced an improvement in their inclusion-related pedagogical skills in general, and awareness of dealing with students" parents, their family members, and other peers and professionals, in particular.
The Survey Questionnaire Entitled "Awareness of One's Professional Choice"
Q1: What is an educational inclusive space? Twenty-two percent of students said it is a specialized education system aimed at developing a child with disabilities. Forty-six percent of respondents answered that it is an educational process based on the developing of a child in general educational institutions. Thirty-two percent of the surveyed indicated that it is an organization of special education, through which the correction of a child"s developmental disorders in a properly created environment is realized.
Q2: What difficulties can you expect in the serves of organizing work under the disciplines of inclusive education?
Q3: What teaching tools do you know that help you organize your work in inclusive education? Thirty-nine percent of respondents said that the main tool is literature which presents the theoretical foundations of the organization of inclusive education. Thirty-three percent of students said that it is regular classes and psychological training. Twenty-one percent of students mentioned technical facilities and visualization. Seven percent indicated the exchange of practical experience.
Q 4: What are the methods in a higher educational institution that will help in your professional training for work in an inclusive space? Thirty-two percent of students named individual and group consultations, conversations, lectures. Thirty-nine percent of respondents specified solving pedagogical situations, role-playing, and business games. Twenty-nine percent of respondents consider the experience of specialists effective.
Q5: What psychological and pedagogical conditions are most effective in future teachers' professional training?
Sixty-six percent of students noted the joint interaction of students, teachers, correctional educators, supervisors, parents. Seventeen percent of future specialists have a practical orientation of their study at higher educational institutions. Fourteen percent of the respondents mentioned methodical and technical support of the correction process. Three percent of students mentioned fundamental theoretical and practical training of future teachers for work under the disciplines of inclusive education.
Amongst the negative answers were few that are as follows: the students identified the following problems regarding the future teachers" professional training for work in an inclusive classroom, low motivation to work in inclusive institutions, emotional instability; insufficient logistical support; the lack of comprehensive didactic and practical professional training of future teachers for the organization of work in inclusive classes, the limited content richness of modules of the subjects, etc.
Academic Performance: Test Results
Successful training of future teachers is influenced by volitional, intellectual, and emotional spheres. Positive sthenic emotions of adequate intensity contribute to increasing the efficiency of the professional activity of a future specialist. Negative asthenic emotions lead to stress and adversely affect health and performance (Chetverikova, 2017). The outcomes of the survey of the regulate of types of emotional reaction on environmental stimuli, which was guided according to the diagnostics of the type of emotional reaction to the determine of environmental stimuli, are shew in Shape 3. Euphoric type of emotional reaction "Refractory" type of emotional reaction
Diagnostics of the Emotional Reaction to the Influence of Environmental Stimuli
The outcomes of the subject indicated that the psychological characteristics of future teachers are marked by emotional and vegetative lability. It begins during the period of study at a higher educational institution, which is accompanied by a commute in the stereotype of work (study at school). The students get adapted to this, an increment in the volume of information increased requirements to the adaptive capacity of the body, which may lead to maladaptation in the future.
Personal anxiety was identified through psychological research using Taylor"s Manifest Anxiety Scale. The effectiveness of the organization of corrective developmental and educational work in educational inclusive space largely depends on the quality of training of future specialists and the use of active and interactive training.
There are a numerate of problems that need to be addressed regarding the developing and execution of the mannikin of the educational environment of higher educational institutions, the interaction of its components, which in aggregate can give a noticeable effect in the developing of future teachers" professional training.
==
Domain: Psychology Education
|
[{"added": "2020-07-30T02:02:13.303Z", "created": "2020-08-03T00:00:00.000", "id": "225356487", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "http://www.sciedupress.com/journal/index.php/ijhe/article/download/18504/11370", "pdf_hash": "76ff264531f380865f6ba95c829d8ef6ae91c3b9", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20699", "s2fieldsofstudy": ["Education"], "sha1": "2cc557a3c1966667214a3a5d0be6044c0664537e", "year": 2020}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Learning Ethics in AI—Teaching Non-Engineering Undergraduates through Situated Learning
: Learning about artificial intelligence (AI) has become one of the most discussed topics in the field of education. I think both developers and users should understand the functions and limitations of AI systems.
Responsibility
As an AI developer, I should tell users how the data are collected, what the data are used for, and what the purpose of use is. I think the development of AI should be in line with ethical values. I believe that to avoid bias and discrimination, artificial intelligence should include multiple perspectives when collecting data.
Benefit I believe that AI should contribute to a fairer society. I think AI should be sustainable and have a positivistic impingement on society. I believe that AI should be developed for the objectives of environmental protection and ecological sustainability.
Results
The analyses undertaken to respond to each of the research questions raised in this work are presented below.
•
Does the present situated-learning-based course have an effect on students' understanding of AI, AI teamwork, and attitudes toward AI?
To ascertain the horizontal surfaces of AI understanding among learners following their participation in the designed AI course, a repeated T-test analysis was applied in this study. The comparisons between the pre-test and post-test levels (see Table 3) showed that the score of students' AI understanding (mean value) increased from 4.02 to 4.13, with a stock digression of 0.60 and 0.62, respectively. The T-value was 2.99 (p = 0.003 < 0.01), indicating a substantial departure between the pre-test and post-test scores. These results confirm that students' levels of AI understanding improved significantly after the course. Hence, we can infer that the designed AI course can help enhance students' understanding of AI. In addition, students' performance in the two dimensions of teamwork and attitude toward AI also improved after the course (see Table 4). Previous studies have pointed out that hands-on activities are an important element that can effectively enhance students' active learning and increase their learning effectiveness [46,47]. The experimental results in this study confirm this viewpoint, showing that students' understanding of AI was improved through hands-on activities. This study found that combining hands-on activities and group work can help nonengineering students enhance their perceptions of AI issues and strengthen their awareness of interdisciplinary collaborative learning. In the outgrowths of completing tasks related to AI through group work, learners have the opportunity to realize clearly that cooperation is an important approach for completing tasks related to AI, an awareness that is a crucial element of AI literacy. This finding echoes that of a previous study [48], which showed that non-engineering students' perceptions of AI understanding, AI teamwork, and attitude toward AI can be positively enhanced through situated learning.
To discover the important factors affecting students' awareness of AI ethics, a regression analysis was performed, and the answers of which showed that students' understanding of AI and their attitude to AI explained 71% of the variation in their awareness of AI ethical issues (Table 10). Moreover, we found that their understanding of AI (Beta = 0.51, t = 12.79, and p < 0.001) and attitude to AI (Beta = 0.51, t = 10.37, and p < 0.001) could effectively predict their awareness of AI ethical issues. This finding indicates that the higher the student's AI understanding and attitude toward AI, the higher their awareness of AI ethical issues (see Table 11). The ethical issues of AI have received increasing attention in recent years, and this study finds that the performance of students' AI understanding, teamwork, and attitude toward AI in a situated learning environment is significantly and positively correlated to their awareness of AI ethical issues. Furthermore, the results in Table 7 show that two of the factors, AI understanding and attitude toward AI, can predict learners' awareness of AI ethical issues.
Discussion and Conclusions
This study proposes a set of situated-learning-based course modules in the form of lectures, case discussions, and hands-on activities for students with non-engineering backgrounds to learn about AI. The findings show that the course effectively improved students' understanding, teamwork, and attitudes toward AI. Actual teaching scenario in this study showing a discussion between a student and lecturers on improving the performance of the motor-controlled car kit built on Raspberry Pi.
Table 1 .
Elements of situated learning and the corresponding learning activities.
Table 2 .
Link between AI learning activities, question items, and dimensions.
Table 4 .
Results of the repeated T-test analysis of students' understanding of AI.
Students' performance in understanding of AI and AI literacy among different faculties.
Table 6 .
Comparison of students' performance in understanding AI among different faculties.
Table 7 .
Comparison of students' performance in AI literacy among different faculties.
•Does the present AI course enhance students' awareness of AI ethical issues?
Results of repeated T-test on students' awareness of AI ethical issues.
Table 9 .
Correlation between students' AI understanding, AI teamwork, attitude toward AI, and awareness of AI ethical issues.
Table 11 .
Results of the regression analysis regarding students' understanding of AI, AI literacy, and awareness of AI ethical issues.
==
Domain: Psychology Education<|endoftext|>Learning Ethics in AI—Teaching Non-Engineering Undergraduates through Situated Learning
: Learning about artificial intelligence (AI) has become one of the most discussed topics in the field of education. General education is one appropriate way to cultivate students' ethical awareness. For non-engineering students, it serves as a medium to expose them to important modern scientific issues, such as AI. The current study expands the scope and purpose of existing scientific introductory courses in general education by including the subject of AI. It thereby lays an empirical foundation for future suggestions regarding the instructional design of an AI course.
Moreover, this study compared the learning performance of students from different faculties. The mean scores for the understanding and AI literacy of such students show that those from the Business School had the highest score, followed by those from the School of Humanities and Education and then those from the Design School, with the lowest score being for students from the School of Law. Although the results showed some differences in the mean scores for the students from different faculties, the covariance analysis did not show any important deviation in the performance of such students. The possible reason for this is the uneven distribution of the numerate of students from the faculties covered by this study, with few students in some faculties (e.g., the School of Law and the Design School), which, in turn, makes it harder to detect statistical associations or differences in students' performance among different faculties. In future research, the collection of larger samples from different faculties is recommended to permit a broader understanding of the differences in learning among students from different faculties. Finally, this study used quantitative data on students in its analysis to gain an reading of the effects of students' learning in AI. To achieve a clearer understanding of the learning process of the participants in AI courses, it would be more appropriate to apply some learning process analysis techniques, such as balancing the distribution of participants. In addition, students from the Business School may have been revealed to AI in their business courses, such as Financial Technology (Fintech) in which AI is used in the prediction of investment revenues. Hence, anecdotal data obtained from prior interviews with students could help draw valid conclusions coherent with the determinations of this study.
Sustainability 2021 , 16 Figure 1 .
Figure 1. The instructional design of this study.
16 Figure 2 .
Figure 2. The motor-controlled car kit built on Raspberry Pi used in this study. Figure 2. The motor-controlled car kit built on Raspberry Pi used in this study.
Figure 2 .
Figure 2. The motor-controlled car kit built on Raspberry Pi used in this study. Figure 2. The motor-controlled car kit built on Raspberry Pi used in this study.
Figure 2 .
Figure 2. The motor-controlled car kit built on Raspberry Pi used in this study.
Figure 3 .
Figure 3. Actual teaching scenario in this study showing a discussion between a student and lecturers on improving the performance of the motor-controlled car kit built on Raspberry Pi.
Table 1 .
Elements of situated learning and the corresponding learning activities.
Table 2 .
Link between AI learning activities, question items, and dimensions.
Table 4 .
Results of the repeated T-test analysis of students' understanding of AI.
Students' performance in understanding of AI and AI literacy among different faculties.
Table 6 .
Comparison of students' performance in understanding AI among different faculties.
Table 7 .
Comparison of students' performance in AI literacy among different faculties.
•Does the present AI course enhance students' awareness of AI ethical issues?
Results of repeated T-test on students' awareness of AI ethical issues.
Table 9 .
Correlation between students' AI understanding, AI teamwork, attitude toward AI, and awareness of AI ethical issues.
Table 11 .
Results of the regression analysis regarding students' understanding of AI, AI literacy, and awareness of AI ethical issues.
==
Domain: Psychology Education
|
[{"added": "2021-05-05T00:08:04.702Z", "created": "2021-03-26T00:00:00.000", "id": "233621123", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/7/3718/pdf?version=1617937100", "pdf_hash": "53d1114412c546cfb74e4c7787f72e45e522d21d", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20124", "s2fieldsofstudy": ["Education"], "sha1": "ea9159af81234c3771655949635373ddc3dfcced", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2021-05-05T00:08:04.702Z", "created": "2021-03-26T00:00:00.000", "id": "233621123", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/7/3718/pdf?version=1617937100", "pdf_hash": "53d1114412c546cfb74e4c7787f72e45e522d21d", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20124", "s2fieldsofstudy": ["Education"], "sha1": "ea9159af81234c3771655949635373ddc3dfcced", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Learning Ethics in AI—Teaching Non-Engineering Undergraduates through Situated Learning
: Learning about artificial intelligence (AI) has become one of the most discussed topics in the field of education. In addition, students from the Business School may have been revealed to AI in their business courses, such as Financial Technology (Fintech) in which AI is used in the prediction of investment revenues. Hence, anecdotal data obtained from prior interviews with students could help draw valid conclusions coherent with the determinations of this study.
Sustainability 2021 , 16 Figure 1 .
Figure 1. The instructional design of this study.
16 Figure 2 .
Figure 2. The motor-controlled car kit built on Raspberry Pi used in this study. Figure 2. The motor-controlled car kit built on Raspberry Pi used in this study.
Figure 2 .
Figure 2. The motor-controlled car kit built on Raspberry Pi used in this study. Figure 2. The motor-controlled car kit built on Raspberry Pi used in this study.
Figure 2 .
Figure 2. The motor-controlled car kit built on Raspberry Pi used in this study.
Figure 3 .
Figure 3. Actual teaching scenario in this study showing a discussion between a student and lecturers on improving the performance of the motor-controlled car kit built on Raspberry Pi.
Table 1 .
Elements of situated learning and the corresponding learning activities.
Table 2 .
Link between AI learning activities, question items, and dimensions.
Table 4 .
Results of the repeated T-test analysis of students' understanding of AI.
Students' performance in understanding of AI and AI literacy among different faculties.
Table 6 .
Comparison of students' performance in understanding AI among different faculties.
Table 7 .
Comparison of students' performance in AI literacy among different faculties.
•Does the present AI course enhance students' awareness of AI ethical issues?
Results of repeated T-test on students' awareness of AI ethical issues.
Table 9 .
Correlation between students' AI understanding, AI teamwork, attitude toward AI, and awareness of AI ethical issues.
Table 11 .
Results of the regression analysis regarding students' understanding of AI, AI literacy, and awareness of AI ethical issues.
==
Domain: Psychology Education<|endoftext|>Learning Ethics in AI—Teaching Non-Engineering Undergraduates through Situated Learning
: Learning about artificial intelligence (AI) has become one of the most discussed topics in the field of education. Hence, the learners had to train different models for different problems, although the backbone of each model was the same.
Following the completion of the activities, a post-test survey was undertaken to evaluate whether there was a learning effect on students' AI literacy, understanding, and awareness of AI ethical issues (AI ethics).
Instruments 2.3.1. AI Understanding Scale (AI Understanding)
To measure the levels of the AI understanding of the learners after the course, eight question items were designed and then revised following comments from three experts in relevant fields (two professors of computer science and one professor of education), all of whom agreed on the appropriateness of the conception of the tests. During the course, these question items also served as knowledge points to ensure a proper alignment with the lessons and learning activities. The survey on AI understanding was designed in the form of a Likert-style five-point scale, with 1 corresponding to "strongly disagree" and 5 corresponding to "strongly agree."Such an approach was taken because, like other areas of science, AI is in a constant state of development and some scientific statements about the current submit of development might not always be true in the future. Therefore, we prepared this set of questions in our experimental design to estimate the level of students' current understanding of AI. The course instructors also used these questions as discussion topics during the course.
AI Literacy Scale
This study adapted an AI literacy scale developed by Lin et al. [45] to evaluate learners' AI literacy. The scale was designed in the form of a Likert-style five-point scale, with 1 corresponding to "strongly disagree" and 5 corresponding to "strongly agree."To understand the important factors of AI, this study applied factor analysis to determine validity. This resulted in a Kaiser-Meyer-Olkin (KMO) value of 0.945, while the significance value of the Bartlett spherical test was 0.000, suggesting that the dataset was suitable for factor analysis and could explain up to 65.29% of variance. Finally, two important elements were extracted: (1) teamwork (4 items) and (2) attitude toward AI (8 items). The overall internal consistency reliability (Cronbach's alpha) was 0.943, suggesting that the scale maintained good reliability. As illustrated in Estimate 1, the pre-test survey was administered before the first learning activity, whereas the post-test was administered at the end of the designed course. Table 2 lists some question items that correspond to different dimensions and learning activities.
AI Ethics Awareness Scale (AI Ethics)
To understand learners' awareness of the ethical issues in AI, this study developed an AI Awareness Scale, with reference to the determinations of Jobin et al. [3,4], using a Likertstyle five-point scale, with 1 corresponding to "strongly disagree" and 5 corresponding to "strongly agree."The scale contained 15 questions on four dimensions: transparency (4 items), responsibility (3 items), justice (4 items), and benefit (4 items). The reliability of the overall scale was also higher than 0.7, indicating that the scale has good reliability. Table 3 lists some examples of question items. Attitude Lecture Hands-on activities I will be willing to actively learn AI-related software and attend courses. I will try to think about how to use AI to solve life's problems.
Table 3. Examples of question items within the four dimensions of AI ethics.
Dimensions Examples of AI Ethics Question Items
Transparency I think AI should ensure people's security and privacy in terms of data. I think developers should avoid collecting and disseminating private data when designing AI applications. Actual teaching scenario in this study showing a discussion between a student and lecturers on improving the performance of the motor-controlled car kit built on Raspberry Pi.
Table 1 .
Elements of situated learning and the corresponding learning activities.
Table 2 .
Link between AI learning activities, question items, and dimensions.
Table 4 .
Results of the repeated T-test analysis of students' understanding of AI.
Students' performance in understanding of AI and AI literacy among different faculties.
Table 6 .
Comparison of students' performance in understanding AI among different faculties.
Table 7 .
Comparison of students' performance in AI literacy among different faculties.
•Does the present AI course enhance students' awareness of AI ethical issues?
Results of repeated T-test on students' awareness of AI ethical issues.
Table 9 .
Correlation between students' AI understanding, AI teamwork, attitude toward AI, and awareness of AI ethical issues.
Table 11 .
Results of the regression analysis regarding students' understanding of AI, AI literacy, and awareness of AI ethical issues.
==
Domain: Psychology Education
|
[{"added": "2021-05-05T00:08:04.702Z", "created": "2021-03-26T00:00:00.000", "id": "233621123", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/7/3718/pdf?version=1617937100", "pdf_hash": "53d1114412c546cfb74e4c7787f72e45e522d21d", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20124", "s2fieldsofstudy": ["Education"], "sha1": "ea9159af81234c3771655949635373ddc3dfcced", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2021-05-05T00:08:04.702Z", "created": "2021-03-26T00:00:00.000", "id": "233621123", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/7/3718/pdf?version=1617937100", "pdf_hash": "53d1114412c546cfb74e4c7787f72e45e522d21d", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20124", "s2fieldsofstudy": ["Education"], "sha1": "ea9159af81234c3771655949635373ddc3dfcced", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Learning Ethics in AI—Teaching Non-Engineering Undergraduates through Situated Learning
: Learning about artificial intelligence (AI) has become one of the most discussed topics in the field of education. Thus, future generations that encounter AI technology require AI literacy with problem cognition and problem-solving ability to apply it in their daily lives [30].
The concept of situated learning has been developed and applied to explain how learning occurs in organizations [31]. Situated learning emphasizes that learning must take place through engaging in an authentic activity, and students search for a coherent interpretation of knowledge through interaction with real situations to build a complete body of knowledge [32]. Any kind of education that separates learning from context will result in students only acquiring fragmented knowledge and skills and will not allow them to apply what they have learned to solve everyday problems. Contextual learning emphasizes that learners should acquire knowledge and skills and develop rational and meaningful interpretations of knowledge through real activities in real social situations [33][34][35]. In the learning process, the focus of situated learning theory is on the "person-plus-the-surround", which includes the learning environment, learning activities, and learning peers. In other words, learning is a continuous process of connecting meaning to knowledge, and learners are active constructors of knowledge in the whole environment. According to Winn [36], three main types of instructional design approaches may be adopted to achieve contextual learning goals: (1) designing learning activities as apprenticeships, (2) providing near-reallife learning experiences and transforming classroom learning activities into more realistic approaches, and (3) providing learners with a real-world learning experience.
In traditional education methods, the content of teaching was often abstract, and the need for more specific content was readily ignored. Using situational simulation at the right time in teaching allows students to understand where the knowledge they have learned can be applied [37]. Situated learning emphasizes how knowledge is used in real situations and provides students with simulated exercises and opportunities for cooperation. With the guidance of teachers, better learning results can be achieved [38]. In science education, situated teaching can connect students with actual social problems, thereby strengthening their educational experiences for future job opportunities [39].
Since AI is an important scientific issue in this era, it has been discovered as a teaching priority at different levels of educational institutions, from K-12 to departments in universities. While AI is a kind of technology for engineering students, it is more probably to be a tool for non-engineering ones. Hence, the designed AI lessons were incorporated into a general education course whose participants were all non-engineering students. This study aims not only to further the research on university students' perceptions of AI but also to investigate the differences in students' awareness of AI ethics before and after undertaking these courses, which will serve as a reference for future curriculum development and revision.
Purpose of the Current Study
The main role of this sketch was to design a situated-learning-based AI course and to examine whether this format of learning is effective in enhancing non-engineering students' understanding and attitude toward AI. In addition, the study aims to understand the impingement of the designed course on learners' awareness of AI ethical issues.
Methodology
Starting from the premise that non-engineering students should focus on applying AI techniques to solve their problems rather than technology, we designed a situatedlearning-based instructional design that aims to give these students an understanding of AI that can be put into practice through hands-on exercises. Estimate 1 exemplifies the research framework. This study also designed pre-and post-test surveys to appraise the performance of students on different aspects of AI: AI understanding, AI teamwork, attitude toward AI, and awareness of AI ethical issues (AI ethics).
Participants
This study involved 328 newly enrolled first-year students in non-engineering faculties at a university in northern Taiwan. There were 40-65 students per course and 13 classes in total. Actual teaching scenario in this study showing a discussion between a student and lecturers on improving the performance of the motor-controlled car kit built on Raspberry Pi.
Table 1 .
Elements of situated learning and the corresponding learning activities.
Table 2 .
Link between AI learning activities, question items, and dimensions.
Table 4 .
Results of the repeated T-test analysis of students' understanding of AI.
Students' performance in understanding of AI and AI literacy among different faculties.
Table 6 .
Comparison of students' performance in understanding AI among different faculties.
Table 7 .
Comparison of students' performance in AI literacy among different faculties.
•Does the present AI course enhance students' awareness of AI ethical issues?
Results of repeated T-test on students' awareness of AI ethical issues.
Table 9 .
Correlation between students' AI understanding, AI teamwork, attitude toward AI, and awareness of AI ethical issues.
Table 11 .
Results of the regression analysis regarding students' understanding of AI, AI literacy, and awareness of AI ethical issues.
==
Domain: Psychology Education
|
[{"added": "2021-05-05T00:08:04.702Z", "created": "2021-03-26T00:00:00.000", "id": "233621123", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/7/3718/pdf?version=1617937100", "pdf_hash": "53d1114412c546cfb74e4c7787f72e45e522d21d", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20124", "s2fieldsofstudy": ["Education"], "sha1": "ea9159af81234c3771655949635373ddc3dfcced", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Learning Ethics in AI—Teaching Non-Engineering Undergraduates through Situated Learning
: Learning about artificial intelligence (AI) has become one of the most discussed topics in the field of education. The overall internal consistency reliability (Cronbach's alpha) was 0.943, suggesting that the scale maintained good reliability. As illustrated in Estimate 1, the pre-test survey was administered before the first learning activity, whereas the post-test was administered at the end of the designed course. Table 2 lists some question items that correspond to different dimensions and learning activities.
AI Ethics Awareness Scale (AI Ethics)
To understand learners' awareness of the ethical issues in AI, this study developed an AI Awareness Scale, with reference to the determinations of Jobin et al. [3,4], using a Likertstyle five-point scale, with 1 corresponding to "strongly disagree" and 5 corresponding to "strongly agree."The scale contained 15 questions on four dimensions: transparency (4 items), responsibility (3 items), justice (4 items), and benefit (4 items). The reliability of the overall scale was also higher than 0.7, indicating that the scale has good reliability. Table 3 lists some examples of question items. Attitude Lecture Hands-on activities I will be willing to actively learn AI-related software and attend courses. I will try to think about how to use AI to solve life's problems.
Table 3. Examples of question items within the four dimensions of AI ethics.
Dimensions Examples of AI Ethics Question Items
Transparency I think AI should ensure people's security and privacy in terms of data. I think developers should avoid collecting and disseminating private data when designing AI applications. I think both developers and users should understand the functions and limitations of AI systems.
Responsibility
As an AI developer, I should tell users how the data are collected, what the data are used for, and what the purpose of use is. I think the development of AI should be in line with ethical values. I believe that to avoid bias and discrimination, artificial intelligence should include multiple perspectives when collecting data.
Benefit I believe that AI should contribute to a fairer society. I think AI should be sustainable and have a positivistic impingement on society. I believe that AI should be developed for the objectives of environmental protection and ecological sustainability.
Results
The analyses undertaken to respond to each of the research questions raised in this work are presented below.
•
Does the present situated-learning-based course have an effect on students' understanding of AI, AI teamwork, and attitudes toward AI?
To ascertain the horizontal surfaces of AI understanding among learners following their participation in the designed AI course, a repeated T-test analysis was applied in this study. The comparisons between the pre-test and post-test levels (see Table 3) showed that the score of students' AI understanding (mean value) increased from 4.02 to 4.13, with a stock digression of 0.60 and 0.62, respectively. The T-value was 2.99 (p = 0.003 < 0.01), indicating a substantial departure between the pre-test and post-test scores. These results confirm that students' levels of AI understanding improved significantly after the course. Hence, we can infer that the designed AI course can help enhance students' understanding of AI. In addition, students' performance in the two dimensions of teamwork and attitude toward AI also improved after the course (see Table 4). Actual teaching scenario in this study showing a discussion between a student and lecturers on improving the performance of the motor-controlled car kit built on Raspberry Pi.
Table 1 .
Elements of situated learning and the corresponding learning activities.
Table 2 .
Link between AI learning activities, question items, and dimensions.
Table 4 .
Results of the repeated T-test analysis of students' understanding of AI.
Students' performance in understanding of AI and AI literacy among different faculties.
Table 6 .
Comparison of students' performance in understanding AI among different faculties.
Table 7 .
Comparison of students' performance in AI literacy among different faculties.
•Does the present AI course enhance students' awareness of AI ethical issues?
Results of repeated T-test on students' awareness of AI ethical issues.
Table 9 .
Correlation between students' AI understanding, AI teamwork, attitude toward AI, and awareness of AI ethical issues.
Table 11 .
Results of the regression analysis regarding students' understanding of AI, AI literacy, and awareness of AI ethical issues.
==
Domain: Psychology Education
|
[{"added": "2021-05-05T00:08:04.702Z", "created": "2021-03-26T00:00:00.000", "id": "233621123", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/7/3718/pdf?version=1617937100", "pdf_hash": "53d1114412c546cfb74e4c7787f72e45e522d21d", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20124", "s2fieldsofstudy": ["Education"], "sha1": "ea9159af81234c3771655949635373ddc3dfcced", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Learning Ethics in AI—Teaching Non-Engineering Undergraduates through Situated Learning
: Learning about artificial intelligence (AI) has become one of the most discussed topics in the field of education. According to Herrington and Oliver [38], knowledge is best acquired by learners if the learning environment includes nine elements of situated learning design. This study draws on their work in designing the elements of situated learning and the corresponding learning activities, as illustrated in Table 1.
To evaluate the potential contribution of the proposed cultivation of AI ethics, a pretest survey was administered before the course to ascertain the current levels of the learners' AI understanding, AI teamwork, attitude toward AI, and awareness of AI ethical issues (AI ethics). The lecture at the beginning was given to establish a baseline of learners' knowledge of AI. To deepen this knowledge, we provided them with a scenario involving an AI application: designing an autonomous vehicle. The scenario was presented in the following terms: If you have to design an autonomous vehicle, how can you make it drive safely?The first requirement is to follow the road. The second is for it to recognize road signs and, most importantly, it must stop if it "sees" potential obstacles, such as pedestrians or animals.
Because it was impossible to provide learners with real vehicles to undertake their exercises, this study used a motor-controlled car kit built on Raspberry Pi (see Figures 2 and 3), on which it is potential to run computer programs. The goal of this exercise was to train an AI model to meet the aforementioned requirements and then apply the model to the car kit. The instructor first demonstrated how to prepare an AI model to recognize two different objects (which were cats and dogs in this study) and provided a series of
Procedure
The proposed instructional design in this study was prepared as part of a regular 18week general education course entitled "The Introduction of Science and Technology."The learning lessons, which lasted three weeks in the midriff of the course, were in three parts. At the beginning, an experienced instructor gave a lecture to introduce the fundamental principles of AI, including a mention of some of the ethical issues arising in the use of AI, citing examples such as autonomous vehicles, public surveillance, and a personal assistant (such as Siri and Google Assistant). Next, the instructor provided authentic AI application scenarios to learners and demonstrated how to achieve specific goals with AI tools (Figure 1).
The learners then tried to train an AI model by themselves to achieve the same goal, with the instructor helping them tackle any problems they encountered. Finally, an assessment session was held to evaluate their achievements in accomplishing the assigned tasks. According to Herrington and Oliver [38], knowledge is best acquired by learners if the learning environment includes nine elements of situated learning design. This study draws on their work in designing the elements of situated learning and the corresponding learning activities, as illustrated in Table 1.
To evaluate the potential contribution of the proposed cultivation of AI ethics, a pre-test survey was administered before the course to ascertain the current levels of the learners' AI understanding, AI teamwork, attitude toward AI, and awareness of AI ethical issues (AI ethics). The lecture at the beginning was given to establish a baseline of learners' knowledge of AI. To deepen this knowledge, we provided them with a scenario involving an AI application: designing an autonomous vehicle. The scenario was presented in the following terms: If you have to design an autonomous vehicle, how can you make it drive safely?The first requirement is to follow the road. The second is for it to recognize road signs and, most importantly, it must stop if it "sees" potential obstacles, such as pedestrians or animals.
Because it was impossible to provide learners with real vehicles to undertake their exercises, this study used a motor-controlled car kit built on Raspberry Pi (see Figures 2 and 3), on which it is potential to run computer programs. The goal of this exercise was to train an AI model to meet the aforementioned requirements and then apply the model to the car kit. The instructor first demonstrated how to prepare an AI model to recognize two different objects (which were cats and dogs in this study) and provided a series of instructions for learners to follow. The learners were then asked to collect road sign images to train their own AI models by utilizing the knowledge imparted by the instructor and applying the model to the car kit. Actual teaching scenario in this study showing a discussion between a student and lecturers on improving the performance of the motor-controlled car kit built on Raspberry Pi.
Table 1 .
Elements of situated learning and the corresponding learning activities.
Table 2 .
Link between AI learning activities, question items, and dimensions.
Table 4 .
Results of the repeated T-test analysis of students' understanding of AI.
Students' performance in understanding of AI and AI literacy among different faculties.
Table 6 .
Comparison of students' performance in understanding AI among different faculties.
Table 7 .
Comparison of students' performance in AI literacy among different faculties.
•Does the present AI course enhance students' awareness of AI ethical issues?
Results of repeated T-test on students' awareness of AI ethical issues.
Table 9 .
Correlation between students' AI understanding, AI teamwork, attitude toward AI, and awareness of AI ethical issues.
Table 11 .
Results of the regression analysis regarding students' understanding of AI, AI literacy, and awareness of AI ethical issues.
==
Domain: Psychology Education
|
[{"added": "2021-05-05T00:08:04.702Z", "created": "2021-03-26T00:00:00.000", "id": "233621123", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/7/3718/pdf?version=1617937100", "pdf_hash": "53d1114412c546cfb74e4c7787f72e45e522d21d", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20124", "s2fieldsofstudy": ["Education"], "sha1": "ea9159af81234c3771655949635373ddc3dfcced", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Examining the Formation of Integrative Readiness of Pre-Service Teachers to work in Inclusive Classrooms in Ukraine
The article addresses potential issues surrounding the developing of the integrative readiness of pre-service teachers to work in inclusive classrooms in Ukraine. The survey was used to key the motives for the professional formation and determine the characteristics of educational activities of future teachers at higher educational institutions; testingto study the dynamics of readiness, personal and professional qualities of future teachers. Fifth, the pedagogical experiment was run to test the effectualness of the proposed psychological and pedagogical conditions of forming integrative readiness of future teachers for work with children with special educational problems.
Sampling
Instruments
The Teacher Efficacy for Inclusive Practices Scale (TEIPS) (Martins & Chacon, 2020) and the survey questionnaire entitled "Awareness of One"s Professional Choice", Communicative and Organizational Abilities Questionnaire (COAQ) (Demchenko, 2016), diagnostics of the emotional reaction to the determine of environmental stimuli (Demchenko, 2016); a technique for diagnosing the anxiety levelthe Taylor Manifest Anxiety Scale (Demchenko, 2016); Wartegg"s "Circles" (Demchenko, 2016) were used to mensurate the variables. Three experts were hired to validate the questionnaire. The responded to the questions from the questionnaire individually and assessed the clarity, significance, and concreteness of each item. After that, they used a 4-point rating scale (from 1 meaning "not clear" ("not concrete" or "not significant") to 4 meaning "totally clear" ("absolutely concrete" or "very significant")) to assess every item. The experts" ratings were utilised to calculate the content validity index (CVI) of each item as it was recommended by Rodrigues et al. (2017). The computation was established on the formula below.
CVI n of raters provided rating scores from 1 to 4 n of raters in total The item was considered adequate if the average score for the experts" agreement was higher than 3.00 (≈75%).
Results
The important result of the study was the structural model (see Fig. 2) of the constitution of integrative readiness of future teachers under the disciplines of inclusive education. It integrates and consolidates the process of training teachers for work under the disciplines of inclusive education is the organization of their professional and personal qualities, productive knowledge, integrative and practical skills. Below are the results of different measurements administered before and after the experiment. They prove the effectualness of the above model in the constitution of different dimensions of the pre-service teachers" readiness to work in the inclusive classroom.
The Teacher Efficacy for Inclusive Practices Scale
The TEIPS was administered before and after the intervention. The outcomes of the measurements are showed in Tabulate 1.
TARGET BLOCK
Objective: formation of integrative readiness of future teachers for work under the disciplines of inclusive education The median scores showed a positive change in all the dimensions on the scale. This proved that the sampled students experienced an improvement in their inclusion-related pedagogical skills in general, and awareness of dealing with students" parents, their family members, and other peers and professionals, in particular.
The Survey Questionnaire Entitled "Awareness of One's Professional Choice"
Q1: What is an educational inclusive space? Twenty-two percent of students said it is a specialized education system aimed at developing a child with disabilities. Forty-six percent of respondents answered that it is an educational process based on the developing of a child in general educational institutions. Thirty-two percent of the surveyed indicated that it is an organization of special education, through which the correction of a child"s developmental disorders in a properly created environment is realized.
Q2: What difficulties can you expect in the serves of organizing work under the disciplines of inclusive education?
Q3: What teaching tools do you know that help you organize your work in inclusive education? Thirty-nine percent of respondents said that the main tool is literature which presents the theoretical foundations of the organization of inclusive education. Thirty-three percent of students said that it is regular classes and psychological training. Twenty-one percent of students mentioned technical facilities and visualization. Seven percent indicated the exchange of practical experience.
Q 4: What are the methods in a higher educational institution that will help in your professional training for work in an inclusive space? Thirty-two percent of students named individual and group consultations, conversations, lectures. Thirty-nine percent of respondents specified solving pedagogical situations, role-playing, and business games. The effectiveness of the organization of corrective developmental and educational work in educational inclusive space largely depends on the quality of training of future specialists and the use of active and interactive training.
There are a numerate of problems that need to be addressed regarding the developing and execution of the mannikin of the educational environment of higher educational institutions, the interaction of its components, which in aggregate can give a noticeable effect in the developing of future teachers" professional training.
==
Domain: Psychology Education
|
[{"added": "2020-07-30T02:02:13.303Z", "created": "2020-08-03T00:00:00.000", "id": "225356487", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "http://www.sciedupress.com/journal/index.php/ijhe/article/download/18504/11370", "pdf_hash": "76ff264531f380865f6ba95c829d8ef6ae91c3b9", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20699", "s2fieldsofstudy": ["Education"], "sha1": "2cc557a3c1966667214a3a5d0be6044c0664537e", "year": 2020}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Examining the Formation of Integrative Readiness of Pre-Service Teachers to work in Inclusive Classrooms in Ukraine
The article addresses potential issues surrounding the developing of the integrative readiness of pre-service teachers to work in inclusive classrooms in Ukraine. The dynamics of changes in the level of general and personal anxiety of future teachers in the serves of educational work is portrayed in Trope 4. Figure 4. Dynamics of change in the level of general and personal anxiety in future teachers (%) Anxiety in the 1 st year of study was high in almost half of the students, and with each passing semester, it was decreasing, which could probably indicate that the professional training of students every year helps to form emotional stability in future teachers.
We also considered such a quality of future teachers as creativity, where a high manifestation of creative abilities is usually combined with certain personal qualities. Such personality traits as self-confidence, courage, freedom are not only inherent in creative people but also increase the likelihood of realizing their creative potential.
Considering creative processes characterized by originality, speed, and flexibility of thinking (images are created quickly and have a high switching capacity), we have concluded that they have their peculiarities, which are created during life, activity, and largely determined by learning and education.
The literature reports that there are two sides for creativity in education: structuring an assignment, providing additional information, and evaluating what has been created so far, can be equally important (Kaufman, Beghetto & Watson, 2016;Kozlovsky, 2018;Skočić Mihić, Lončarić, & Bažon, 2019).
How can teachers contribute to their pupils" creativity? One approach is summarized and considers creativity as a event of education (Skočić Mihić, Lončarić, & Bažon, 2019), the second one is formative and aimed at understanding creativity as part of education (Kaufman, Beghetto & Watson, 2016). According to the first approach, interventions in the serves of conducting classes based on theoretical principles of creativity could be applied, and to guide pre-and post-test studies on well-known creative activities such as divergent thinking. The results are analysed statistically to see if there is a important increment in average creativity scores over time. Preferably, this is an increase compared to the control group. In the second approach, creativity is often analysed qualitatively, because it occurs through social interaction in educational institutions where students and teachers work (together) on creative assignments, such as in the classes of curricular or extracurricular arts, dance, etc. With these two approaches, you can define what creativity is. In the first approach, creativity is seen as a hidden, individual trait that can be "realized" by the tasks of creative thinking that can be positively or negatively affected by the environment. In the second approach, creativity is seen as innate and results from the interaction between students and faculty (Kupers, Medium level with a tendency to high Medium level with a tendency to low teacher"s activity, a research was guided according to the Wartegg"s "Circles" test (Chetverikova (2017). The results of creative thinking are shew in Shape 5. According to the outcomes of the study, it was found that a high ability to switch to fast and creative processes was formed in students -future teachers with the help of interactive teaching methods with every year of study.
The professional identification as a dynamic structure that develops nonlinearly and unevenly was considered and is determined by the person"s desire for integrity, which includes motivation for professional activity.
It is the motivation that is the main divisor that determines the developing of the creative activity of an individual. According to the outcomes of the survey conducted with the use of Motivation to Study at Higher Educational Institution method, the following data were obtained (See Table 3). 23% 57% 20% As we can see from the data obtained, a small percentage of students have a high level of motivation to study. But it gradually increases from the 4 th year of study, which indicates a more determined motivation for teaching future teachers.
Discussion
Analysis of scientific and practical training of pre-service teachers enrolled in the Specialty 016: Special Education at the Ternopil Volodymyr Hnatiuk National Pedagogical University showed that work with students in the course of curricular and extracurricular work contribute to the strengthening of the psychological aspect in their professional training: teaching Neuropathology, Fundamentals of Genetics, Correction Preschool Pedagogy, Correction Psychology courses, which requires special combination and justification of teacher"s activity with psychodiagnostic, psycho-correction, organization of psychological pieces of training, psychological service, psychological counselling, school of psychologist, group of psychological rehabilitation.
However, neither education, professional selection, nor the instauration of a professionally-oriented and psychologically motivated environment was a necessary and sufficient condition for the development of professional teaching. The above do not foster the ability to love children, to be interesting and effective. However, the education creates the preconditions for further development, contribute and help to develop everything that is naturally inherent in a man, is an impetus for the personal development; and mastering a qualitatively new professional level, in turn, promotes spiritual maturity, the pursuit of success, self-improvement and full self-realization. That is why consistent understanding and the use of various scientific approaches to the deployment of the educational process in the context of university education can become a strategy that will allow objective and appropriate development of organizational, methodological, scientific and technological tactics of professional training of future teachers for This paragraph should be in your methods section, not here in your discussion of results. In the context of the elaboration of the problems of formation of integrative readiness of future teachers to work in the inclusive classroom, the depth psychologies of the subject of the disciplinary-cyclical structure of the curriculum and programmes of the subjects for Based on the terminations of the analysis of future teacher professional training at the university, it was resolved that future teachers do not have enough hours of independent work and practice. The effectiveness of the organization of corrective developmental and educational work in educational inclusive space largely depends on the quality of training of future specialists and the use of active and interactive training.
There are a numerate of problems that need to be addressed regarding the developing and execution of the mannikin of the educational environment of higher educational institutions, the interaction of its components, which in aggregate can give a noticeable effect in the developing of future teachers" professional training.
==
Domain: Psychology Education
|
[{"added": "2020-07-30T02:02:13.303Z", "created": "2020-08-03T00:00:00.000", "id": "225356487", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "http://www.sciedupress.com/journal/index.php/ijhe/article/download/18504/11370", "pdf_hash": "76ff264531f380865f6ba95c829d8ef6ae91c3b9", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20699", "s2fieldsofstudy": ["Education"], "sha1": "2cc557a3c1966667214a3a5d0be6044c0664537e", "year": 2020}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Examining the Formation of Integrative Readiness of Pre-Service Teachers to work in Inclusive Classrooms in Ukraine
The article addresses potential issues surrounding the developing of the integrative readiness of pre-service teachers to work in inclusive classrooms in Ukraine. During the survey of the curriculum, work, and study programmes we identified duplication of the content of educational subjects, for example, Correction Pedagogy with History (108 hours), Correction Preschool Pedagogy, with a enceinte numerate of hours spent (180 hours). In particular, the subjects Inclusive Education in the Special Education System (288), Inclusive Education in the Special Education System (54 hours spent) contain the same topics. Besides, the students" independent work is almost unmanaged. The forms and methods of independent work used for the training of future teachers are ineffective because they do not form students" research and cognitive skills, their internal positive motivation, thus leading to the negative results of the constitution of future teachers" readiness.
Duplication and unreasonableness of repetition of educational material, "narrowness" of different academic subjects of one cycle leads to confusion of students; the main factor in their educational activities is getting a diploma, which is not an internal motive for success but fulfils an external goal. This was patronised by the respondents" answers where thirty-two percent of students stated that they should study individually or vie analysing solving specified pedagogical situations, role-playing, and business games.
The diversity of future professional activity requires a commute in the structure and content of future teachers" professional training, which can be accomplished by creating an integrative course that generalizes and deepens students" knowledge, and helps the formation of integrative readiness of future specialists for professional activity.
The outcomes of the depth psychologies of the work and study programmes showed that the layer of awareness of the students" acquired knowledge in professionally-oriented subjects and the constitution of their practical skills were tested only by such types of work as homework and abstract, which is unacceptable for the professional development of future teachers. Besides, the traditional pedagogical technologies and teaching methods used to train future teachers in higher educational institutions were not relevant and productive, since only interactive teaching methods can organically shape the integrative readiness of future teachers: develop their autonomy, responsibility, and communicativeness. In addition, teachers" perceptions of the usefulness of technology to support educational processes determine teachers" intentions to use it (Baydas & Goktas, 2017).
Teacher"s behaviours can have immediate consequences, but it may also give rise to new ideas. Future studies may use statistical analyses that are designed to revise other interacting patterns. Mascareño Lara, Snow, Deunk, and Bosker (2016) propose to combine methods aimed at analysing the content of longer interactive patterns (for example, t-pattern analysis with methods that give more insight into the structure of a creative teacherstudio interaction (Mascareno et al. 2016) This allowed studying the nature of interactions more deeply, for example, whether they are rigid or flexible, and how they relate to other characteristics of the creative process and the creative products that result from these interactions.
In a survey of students-future teachers, it was found that the subject Introduction to the Specialty did not contain clear complete information about this profession for specialists. Students did not realize and understand their major professional functions and responsibilities.
Analysing the scientific and pedagogical literature (Demchenko, 2016;Martynchuk, 2019), it was influenced that the profession of a teacher, covering the social phenomena against which the socialization of children takes place, should be inextricably linked with such sciences as pedagogy, ethics, legal science. Besides, such subjects as Psychology, Social Pedagogy, Philosophy, Ethics, and Aesthetics are important for the acquisition of a specialty (Martynchuk, 2019). Future teachers should focus specifically on each individual, so they must study all the psychological and pedagogical aspects of the problems, which will help to work out a constructive solution to them. Therefore, a prerequisite for integrative readiness is the consideration of interdisciplinary relationships, which are established on the combination of knowledge and their complementarity. Effectiveness based on interdisciplinary relationships manifests based on students" ability to channel out the interdisciplinary transfer of knowledge in solving cognitive and professional problems, independently solve interdisciplinary problems (see the problem, make a plan of their solution, select the required knowledge on different subjects, summarize them and draw conclusions); motivation of educational and cognitive activity of students; the degree (complexity) of interdisciplinary tasks for students of different years of study and different training; the level of awareness of interdisciplinary relationships in the study of different subjects. Because it is the interdisciplinary relationships that form an integrated picture of the world, it is the foundation of the worldview and a tool for practical and cognitive human activity.
As Alterator and Deed (2013:316) noted, "teaching style that implies flexibility of educational space, choice of student activity, the richness of educational materials, integration of curriculum areas and/or small-group forms of conducting classes" is probably the best form of the constitution of readiness for professional activity.
However, since classes are generally understood as a broad construct, they imply the involvement of all participants, where a support system should be used, such as professor working hours or additional courses (Fredricks, Filsecker & Lawson, 2016). Moreover, visible participation is more likely to occur in small courses as they provide more opportunities for students to engage in behavioural activities, e.g., by doing exercise.
Based on the obtained results, an integrative theoretical and practical course called "Organization of Inclusive Environment in Educational Institutions" was developed, which includes goals, objectives, integrative skills, content, guidelines for teachers and students, test tasks for testing theoretical productive knowledge. The peculiarity of the course Organization of Inclusive Environment in Educational Institutions is in its structure, namely: the course includes 4 modules, and the calculation of the "weight" of each module is determined by Fibonacci numbers (F=0.618; F=1.618), i.e. (Module I is 503x0.23=115.7 hours -3.2 Gr; Module II is 503x0.3=150.9 hours -4.2 Gr; Module III is 503x0.34=171.0 hours -4, 75 Gr; Module IV is 503x0.13=65.4 hours -1.8 Gr). In addition, training can be presented as three sections ("general" -"special" -"partial"). The effectiveness of the organization of corrective developmental and educational work in educational inclusive space largely depends on the quality of training of future specialists and the use of active and interactive training.
There are a numerate of problems that need to be addressed regarding the developing and execution of the mannikin of the educational environment of higher educational institutions, the interaction of its components, which in aggregate can give a noticeable effect in the developing of future teachers" professional training.
==
Domain: Psychology Education
|
[{"added": "2020-07-30T02:02:13.303Z", "created": "2020-08-03T00:00:00.000", "id": "225356487", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "http://www.sciedupress.com/journal/index.php/ijhe/article/download/18504/11370", "pdf_hash": "76ff264531f380865f6ba95c829d8ef6ae91c3b9", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20699", "s2fieldsofstudy": ["Education"], "sha1": "2cc557a3c1966667214a3a5d0be6044c0664537e", "year": 2020}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Examining the Formation of Integrative Readiness of Pre-Service Teachers to work in Inclusive Classrooms in Ukraine
The article addresses potential issues surrounding the developing of the integrative readiness of pre-service teachers to work in inclusive classrooms in Ukraine. In the second approach, creativity is seen as innate and results from the interaction between students and faculty (Kupers, Medium level with a tendency to high Medium level with a tendency to low teacher"s activity, a research was guided according to the Wartegg"s "Circles" test (Chetverikova (2017). The results of creative thinking are shew in Shape 5. According to the outcomes of the study, it was found that a high ability to switch to fast and creative processes was formed in students -future teachers with the help of interactive teaching methods with every year of study.
The professional identification as a dynamic structure that develops nonlinearly and unevenly was considered and is determined by the person"s desire for integrity, which includes motivation for professional activity.
It is the motivation that is the main divisor that determines the developing of the creative activity of an individual. According to the outcomes of the survey conducted with the use of Motivation to Study at Higher Educational Institution method, the following data were obtained (See Table 3). 23% 57% 20% As we can see from the data obtained, a small percentage of students have a high level of motivation to study. But it gradually increases from the 4 th year of study, which indicates a more determined motivation for teaching future teachers.
Discussion
Analysis of scientific and practical training of pre-service teachers enrolled in the Specialty 016: Special Education at the Ternopil Volodymyr Hnatiuk National Pedagogical University showed that work with students in the course of curricular and extracurricular work contribute to the strengthening of the psychological aspect in their professional training: teaching Neuropathology, Fundamentals of Genetics, Correction Preschool Pedagogy, Correction Psychology courses, which requires special combination and justification of teacher"s activity with psychodiagnostic, psycho-correction, organization of psychological pieces of training, psychological service, psychological counselling, school of psychologist, group of psychological rehabilitation.
However, neither education, professional selection, nor the instauration of a professionally-oriented and psychologically motivated environment was a necessary and sufficient condition for the development of professional teaching. The above do not foster the ability to love children, to be interesting and effective. However, the education creates the preconditions for further development, contribute and help to develop everything that is naturally inherent in a man, is an impetus for the personal development; and mastering a qualitatively new professional level, in turn, promotes spiritual maturity, the pursuit of success, self-improvement and full self-realization. That is why consistent understanding and the use of various scientific approaches to the deployment of the educational process in the context of university education can become a strategy that will allow objective and appropriate development of organizational, methodological, scientific and technological tactics of professional training of future teachers for This paragraph should be in your methods section, not here in your discussion of results. In the context of the elaboration of the problems of formation of integrative readiness of future teachers to work in the inclusive classroom, the depth psychologies of the subject of the disciplinary-cyclical structure of the curriculum and programmes of the subjects for Based on the terminations of the analysis of future teacher professional training at the university, it was resolved that future teachers do not have enough hours of independent work and practice. During the survey of the curriculum, work, and study programmes we identified duplication of the content of educational subjects, for example, Correction Pedagogy with History (108 hours), Correction Preschool Pedagogy, with a enceinte numerate of hours spent (180 hours). In particular, the subjects Inclusive Education in the Special Education System (288), Inclusive Education in the Special Education System (54 hours spent) contain the same topics. Besides, the students" independent work is almost unmanaged. The forms and methods of independent work used for the training of future teachers are ineffective because they do not form students" research and cognitive skills, their internal positive motivation, thus leading to the negative results of the constitution of future teachers" readiness.
Duplication and unreasonableness of repetition of educational material, "narrowness" of different academic subjects of one cycle leads to confusion of students; the main factor in their educational activities is getting a diploma, which is not an internal motive for success but fulfils an external goal. This was patronised by the respondents" answers where thirty-two percent of students stated that they should study individually or vie analysing solving specified pedagogical situations, role-playing, and business games.
The diversity of future professional activity requires a commute in the structure and content of future teachers" professional training, which can be accomplished by creating an integrative course that generalizes and deepens students" knowledge, and helps the formation of integrative readiness of future specialists for professional activity.
The outcomes of the depth psychologies of the work and study programmes showed that the layer of awareness of the students" acquired knowledge in professionally-oriented subjects and the constitution of their practical skills were tested only by such types of work as homework and abstract, which is unacceptable for the professional development of future teachers. Besides, the traditional pedagogical technologies and teaching methods used to train future teachers in higher educational institutions were not relevant and productive, since only interactive teaching methods can organically shape the integrative readiness of future teachers: develop their autonomy, responsibility, and communicativeness. In addition, teachers" perceptions of the usefulness of technology to support educational processes determine teachers" intentions to use it (Baydas & Goktas, 2017).
Teacher"s behaviours can have immediate consequences, but it may also give rise to new ideas. Future studies may use statistical analyses that are designed to revise other interacting patterns. Mascareño Lara, Snow, Deunk, and Bosker (2016) propose to combine methods aimed at analysing the content of longer interactive patterns (for example, t-pattern analysis with methods that give more insight into the structure of a creative teacherstudio interaction (Mascareno et al. 2016) This allowed studying the nature of interactions more deeply, for example, whether they are rigid or flexible, and how they relate to other characteristics of the creative process and the creative products that result from these interactions.
In a survey of students-future teachers, it was found that the subject Introduction to the Specialty did not contain clear complete information about this profession for specialists. The effectiveness of the organization of corrective developmental and educational work in educational inclusive space largely depends on the quality of training of future specialists and the use of active and interactive training.
There are a numerate of problems that need to be addressed regarding the developing and execution of the mannikin of the educational environment of higher educational institutions, the interaction of its components, which in aggregate can give a noticeable effect in the developing of future teachers" professional training.
==
Domain: Psychology Education
|
[{"added": "2020-07-30T02:02:13.303Z", "created": "2020-08-03T00:00:00.000", "id": "225356487", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "http://www.sciedupress.com/journal/index.php/ijhe/article/download/18504/11370", "pdf_hash": "76ff264531f380865f6ba95c829d8ef6ae91c3b9", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20699", "s2fieldsofstudy": ["Education"], "sha1": "2cc557a3c1966667214a3a5d0be6044c0664537e", "year": 2020}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Learning Ethics in AI—Teaching Non-Engineering Undergraduates through Situated Learning
: Learning about artificial intelligence (AI) has become one of the most discussed topics in the field of education. Previous studies have pointed out that hands-on activities are an important element that can effectively enhance students' active learning and increase their learning effectiveness [46,47]. The experimental results in this study confirm this viewpoint, showing that students' understanding of AI was improved through hands-on activities. This study found that combining hands-on activities and group work can help nonengineering students enhance their perceptions of AI issues and strengthen their awareness of interdisciplinary collaborative learning. In the outgrowths of completing tasks related to AI through group work, learners have the opportunity to realize clearly that cooperation is an important approach for completing tasks related to AI, an awareness that is a crucial element of AI literacy. This finding echoes that of a previous study [48], which showed that non-engineering students' perceptions of AI understanding, AI teamwork, and attitude toward AI can be positively enhanced through situated learning.
To discover the important factors affecting students' awareness of AI ethics, a regression analysis was performed, and the answers of which showed that students' understanding of AI and their attitude to AI explained 71% of the variation in their awareness of AI ethical issues (Table 10). Moreover, we found that their understanding of AI (Beta = 0.51, t = 12.79, and p < 0.001) and attitude to AI (Beta = 0.51, t = 10.37, and p < 0.001) could effectively predict their awareness of AI ethical issues. This finding indicates that the higher the student's AI understanding and attitude toward AI, the higher their awareness of AI ethical issues (see Table 11). The ethical issues of AI have received increasing attention in recent years, and this study finds that the performance of students' AI understanding, teamwork, and attitude toward AI in a situated learning environment is significantly and positively correlated to their awareness of AI ethical issues. Furthermore, the results in Table 7 show that two of the factors, AI understanding and attitude toward AI, can predict learners' awareness of AI ethical issues.
Discussion and Conclusions
This study proposes a set of situated-learning-based course modules in the form of lectures, case discussions, and hands-on activities for students with non-engineering backgrounds to learn about AI. The findings show that the course effectively improved students' understanding, teamwork, and attitudes toward AI. Moreover, their awareness of AI ethics correlates with these factors and could be effectively predicted by their AI understanding and attitude toward AI. Teamwork was not an effective predictor, however. Cross-domain collaboration was not included in the excogitation of the learning process; thus, the non-engineering students did not seek to collaborate in an "interdisciplinary teamwork" format when they encountered dilemmas regarding ethical issues. Therefore, an appropriately designed situated learning that includes problematic scenarios for students to "play" cross-domain collaboration in solving AI-related issues could be a future improvement to our AI lessons.
We had hoped to discover the students' ability to define and discuss the problems encountered with their AI car kit. In the future, it would be useful to create learning modules that report for dispute in levels in terminus of the difficulty in computer programming (e.g., we did not ask students to do the coding themselves during lessons and activities) or even for students with different "AI understanding" or "AI attitudes". We discovered that students without an engineering background (and even those with such a background) and possessing different mindsets had enrolled in the general education course for a diversity of purposes. These were other minor factors that could have influenced the leads of this study.
Finally, we discussed the acts of the situated-learning-based AI course on students' understanding, teamwork, and attitudes toward AI and examined the effects on their awareness of ethical issues in AI. In the course of their teaching on AI, instructors would normally place great emphasis on students' engagement in AI tasks, their motivation in learning-related content, and their learning performance. Whether using AI ethics as a set of instructional objectives for a situated learning scenario enhances the outcomes of AI learning would be a valuable line of inquiry to pursue in future research. Such a study would enable us to gain a deeply reading of the kinship between AI ethics and the cultivation during students' AI learning. Actual teaching scenario in this study showing a discussion between a student and lecturers on improving the performance of the motor-controlled car kit built on Raspberry Pi.
Table 1 .
Elements of situated learning and the corresponding learning activities.
Table 2 .
Link between AI learning activities, question items, and dimensions.
Table 4 .
Results of the repeated T-test analysis of students' understanding of AI.
Students' performance in understanding of AI and AI literacy among different faculties.
Table 6 .
Comparison of students' performance in understanding AI among different faculties.
Table 7 .
Comparison of students' performance in AI literacy among different faculties.
•Does the present AI course enhance students' awareness of AI ethical issues?
Results of repeated T-test on students' awareness of AI ethical issues.
Table 9 .
Correlation between students' AI understanding, AI teamwork, attitude toward AI, and awareness of AI ethical issues.
Table 11 .
Results of the regression analysis regarding students' understanding of AI, AI literacy, and awareness of AI ethical issues.
==
Domain: Psychology Education
|
[{"added": "2021-05-05T00:08:04.702Z", "created": "2021-03-26T00:00:00.000", "id": "233621123", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/7/3718/pdf?version=1617937100", "pdf_hash": "53d1114412c546cfb74e4c7787f72e45e522d21d", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20124", "s2fieldsofstudy": ["Education"], "sha1": "ea9159af81234c3771655949635373ddc3dfcced", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
@@@ User: Fix formatting and use proper upper and lower casing. Fix word choice.
===
LEARNING ETHICS IN AI—TEACHING NON-ENGINEERING UNDERGRADUATES THROUGH SITUATED LEARNING : LEARNING ABOUT ARTIFICIAL INTELLIGENCE (AI) HAS BECOME ONE OF THE MOST DISCUSSED TOPICS IN THE FIELD OF EDUCATION. WHEN LEARNERS ENCOUNTERED PROBLEMS DURING THE EXERCISE, SUCH AS THE MODEL'S INABILITY TO RECOGNIZE AN IMAGE CORRECTLY, THE INSTRUCTOR HELPED THEM ANALYZE THE DRIVE OF THE PROBLEM AND PROVIDED POSSIBLE SOLUTIONS. ELEMENTS OF SITUATED LEARNING CORRESPONDING LEARNING ACTIVITIES PROVIDE AUTHENTIC ACTIVITIES INSTRUCTOR DEMONSTRATED HOW TO MAKE A MODEL TO RECOGNIZE OBJECTS OR ROAD SIGNS; THE INSTRUCTOR ALSO DEMONSTRATED HOW TO MAKE THE CAR KIT PERFORM ACTIONS ACCORDING TO THE RECOGNITION RESULTS. PROVIDE ACCESS TO EXPERT PERFORMANCES AND THE MODELING OF PROCESSES INTRODUCE AN ONLINE AI PLATFORM THAT CAN TRAIN A MODEL AND PROVIDE MODERATE RESULTS WITHOUT ANY PROGRAMMING SKILLS. PROVIDE MULTIPLE ROLES AND PERSPECTIVES INSTRUCTOR ILLUSTRATED THE APPLICATION OF AUTONOMOUS VEHICLES FROM THE POSITION OF DEVELOPERS (ENGINEERS), USERS, AND GOVERNMENTS. SUPPORT COLLABORATIVE CONSTRUCTION OF KNOWLEDGE LEARNERS WERE SEPARATED INTO GROUPS; THEY DISCUSSED HOW TO DESIGN A GOOD MODEL TO MAKE THE CAR KIT RESPOND CORRECTLY. PROMOTE REFLECTION TO ENABLE ABSTRACTIONS TO BE FORMED INSTRUCTOR ILLUSTRATED THE APPLICATION OF AUTONOMOUS VEHICLES BEFORE THE EXERCISES; THE LEARNERS COULD REFINE THEIR MODEL VIA THE ONLINE PLATFORM UNTIL THEIR RESULTS WERE ACCEPTABLE. PROMOTE ARTICULATION TO ENABLE TACIT KNOWLEDGE TO BE MADE EXPLICIT ALTHOUGH AI HAS ATTRACTED A HIGH LAYER OF INTEREST IN RECENT YEARS, MOST NON-ENGINEERING STUDENTS HAVE LIMITED KNOWLEDGE OF THE SUBJECT, BECAUSE MOST AI DISCUSSIONS FOCUS ON TECHNICAL IMPROVEMENTS, WHICH SHOW PEOPLE THE RESULTS FROM ITS APPLICATIONS BUT NOT THE RATIONALE BEHIND IT OR THE MANNER IN WHICH SUCH RESULTS ARE ACHIEVED. THUS, BEFORE STARTING THE DESIGNED SITUATED LEARNING ACTIVITIES, STUDENTS WERE TAUGHT ABOUT SEVERAL IMPORTANT TOPICS IN THE AI FIELD: THE HISTORY OF AI AND WHAT SCIENTISTS ARE TRYING TO ACHIEVE, THE DEFINITION OF SUPERVISED LEARNING AND UNSUPERVISED LEARNING, APPLICATIONS IN AI, AND ETHICAL ISSUES ENCOUNTERED IN THE DEVELOPING OF AI. FOR THIS PURPOSE, SEVERAL PROFESSIONAL INSTRUCTORS FROM THE DEPARTMENTS OF INFORMATION AND COMPUTER ENGINEERING, INFORMATION MANAGEMENT, AND ELECTRICAL ENGINEERING WERE ENLISTED TO PROVIDE LEARNERS WITH A BASIC ALTHOUGH AI HAS ATTRACTED A HIGH LAYER OF INTEREST IN RECENT YEARS, MOST NON-ENGINEERING STUDENTS HAVE LIMITED KNOWLEDGE OF THE SUBJECT, BECAUSE MOST AI DISCUSSIONS FOCUS ON TECHNICAL IMPROVEMENTS, WHICH SHOW PEOPLE THE RESULTS FROM ITS APPLICATIONS BUT NOT THE RATIONALE BEHIND IT OR THE MANNER IN WHICH SUCH RESULTS ARE ACHIEVED. THUS, BEFORE STARTING THE DESIGNED SITUATED LEARNING ACTIVITIES, STUDENTS WERE TAUGHT ABOUT SEVERAL IMPORTANT TOPICS IN THE AI FIELD: THE HISTORY OF AI AND WHAT SCIENTISTS ARE TRYING TO ACHIEVE, THE DEFINITION OF SUPERVISED LEARNING AND UNSUPERVISED LEARNING, APPLICATIONS IN AI, AND ETHICAL ISSUES ENCOUNTERED IN THE DEVELOPING OF AI. FOR THIS PURPOSE, SEVERAL PROFESSIONAL INSTRUCTORS FROM THE DEPARTMENTS OF INFORMATION AND COMPUTER ENGINEERING, INFORMATION MANAGEMENT, AND ELECTRICAL ENGINEERING WERE ENLISTED TO PROVIDE LEARNERS WITH A BASIC UNDERSTANDING OF AI TECHNOLOGY, INCLUDING ITS OBJECTIVE, ACHIEVABLE GOALS, AND CURRENT BOTTLENECKS. FOLLOWING THE INTRODUCTION TO THE COURSE, THE INSTRUCTORS DESCRIBED AUTHENTIC CONTEXTS FOR THE PRACTICAL APPLICATION OF AI: DESIGNING THE AUTONOMOUS VEHICLE. THEY THEN ASKED THE LEARNERS TO DESIGN AN AI MODEL THAT SATISFIED SOME REQUIREMENTS. IN PRINCIPLE, KNOWLEDGE OF A PROGRAMMING LANGUAGE IS REQUIRED TO DESIGN SUCH A MODEL, BUT THIS WOULD MAKE THE TASK TOO DIFFICULT FOR NON-ENGINEERING STUDENTS TO UNDERTAKE. TO OVERCOME THIS PROBLEM, THIS STUDY UTILIZED A WEB SERVICE NAMED "CUSTOM VISION," WHICH IS PROVIDED BY MICROSOFT AZURE. THE SERVICE USES THE DEEP LEARNING TECHNIQUE KNOWN AS THE CONVOLUTIONAL NEURAL NETWORK (CNN) TO CREATE A WEB-BASED INTERFACE FOR USERS TO DESIGN AND TRAIN THEIR OWN MODELS THROUGH TRANSFER LEARNING [44]. THE INTERFACE HIDES THE IMPLEMENTATION DETAILS OF CREATING AN AI MODEL BUT PROVIDES USERS WITH THE FLEXIBILITY TO SOLVE THEIR OWN PROBLEMS WITH THE PROVIDED MODEL. THUS, USERS ONLY NEED TO UPLOAD AN IMAGE DATASET TO COMPLETE AN OBJECT-RECOGNITION TASK. IN THE FIRST TRAINING ACTIVITY, THIS STUDY USED A PUBLIC DATASET CONTAINING 25,000 IMAGES OF TWO TYPES OF OBJECT. IN VIEW OF THE LIMITED INSTRUCTION TIME, EACH OF THE STUDENTS WAS PROVIDED WITH A SMALLER DATASET FOR TRAINING PURPOSES AND ANOTHER FROM THE ORIGINAL DATASET FOR TESTING PURPOSES. THE MODIFIED TRAINING DATASET CONTAINED TWO CLASSES (I.E., IMAGES OF CATS AND DOGS), WITH EACH CLASS CONSISTING OF 500 IMAGES, WHILE THE TEST DATASET CONTAINED 20 IMAGES. THE INSTRUCTOR THEN DEMONSTRATED AN EXPERIMENT AND ASKED THE STUDENTS TO PERFORM THE SAME EXPERIMENT, WHICH WAS TO FOLLOW THESE STEPS: 1. USE 5 IMAGES FROM EACH CLASS TO TRAIN THE MODEL AND THEN TEST THE ACCURACY OF THE RESULT USING ALL IMAGES IN THE TEST DATASET; 2. USE 20 IMAGES FROM EACH CLASS TO TRAIN THE MODEL AND THEN TEST THE CLASSIFICATION ACCURACY; 3. INCREASE THE NUMBER OF IMAGES TO TRAIN THE MODEL UNTIL ALL IMAGES IN THE TEST DATASET ARE CORRECTLY CLASSIFIED. IN THIS TRAINING ACTIVITY, STUDENTS DISCOVERED THAT THE TRAINED MODEL WAS HIGHLY INACCURATE WITH THE USE OF ONLY 10 TRAINING IMAGES, BUT THE ACCURACY IMPROVED TO ALMOST 100% AFTER MORE THAN 100 IMAGES WERE USED FOR THE TRAINING. THIS EXERCISE MADE THEM AWARE THAT AN EFFECTIVE AI MODEL REQUIRES SUFFICIENT TRAINING DATA. IN ADDITION, STUDENTS WERE ASKED TO PERFORM AN EXPERIMENT THAT INVOLVED CHOOSING A PICTURE CONTAINING NEITHER OF THE TWO CLASSES, FEEDING THIS PICTURE INTO THE NETWORK, AND OBSERVING THE RECOGNITION RESULT. THE RESOLVE OF THIS EXERCISE WAS TO LET STUDENTS KNOW THAT THE TURNOUT OF THE AI MODEL CAN ONLY BE WHAT IT KNOWS. THUS, FOR THE MODEL TO BE ABLE TO DISTINGUISH BETWEEN "TRUE OBJECTS" AND "NONE OF THE ABOVE," IT IS NECESSARY TO PROVIDE ADDITIONAL IMAGES THAT DO NOT CONTAIN ANY DESIRED OBJECTS (CALLED "NEGATIVE SAMPLES"), PLACE THEM IN A CATEGORY, AND ALLOW THE MODEL TO LEARN TO DISTINGUISH THEM FROM THE CORRECT ONES. FOR THE NEXT TRAINING ACTIVITY, STUDENTS WERE DIVIDED INTO GROUPS, AND EACH GROUP WAS PROVIDED WITH A MOTOR-CONTROLLED CAR KIT, AS SHEW IN VISUALISE 2. ACTUAL TEACHING SCENARIO IN THIS STUDY SHOWING A DISCUSSION BETWEEN A STUDENT AND LECTURERS ON IMPROVING THE PERFORMANCE OF THE MOTOR-CONTROLLED CAR KIT BUILT ON RASPBERRY PI. TABLE 1 . ELEMENTS OF SITUATED LEARNING AND THE CORRESPONDING LEARNING ACTIVITIES. TABLE 2 . LINK BETWEEN AI LEARNING ACTIVITIES, QUESTION ITEMS, AND DIMENSIONS. TABLE 4 . RESULTS OF THE REPEATED T-TEST ANALYSIS OF STUDENTS' UNDERSTANDING OF AI. STUDENTS' PERFORMANCE IN UNDERSTANDING OF AI AND AI LITERACY AMONG DIFFERENT FACULTIES. TABLE 6 . COMPARISON OF STUDENTS' PERFORMANCE IN UNDERSTANDING AI AMONG DIFFERENT FACULTIES. TABLE 7 . COMPARISON OF STUDENTS' PERFORMANCE IN AI LITERACY AMONG DIFFERENT FACULTIES. •DOES THE PRESENT AI COURSE ENHANCE STUDENTS' AWARENESS OF AI ETHICAL ISSUES? RESULTS OF REPEATED T-TEST ON STUDENTS' AWARENESS OF AI ETHICAL ISSUES. TABLE 9 . CORRELATION BETWEEN STUDENTS' AI UNDERSTANDING, AI TEAMWORK, ATTITUDE TOWARD AI, AND AWARENESS OF AI ETHICAL ISSUES. TABLE 11 . RESULTS OF THE REGRESSION ANALYSIS REGARDING STUDENTS' UNDERSTANDING OF AI, AI LITERACY, AND AWARENESS OF AI ETHICAL ISSUES.
@@@ Assistant:
Learning Ethics in AI—Teaching Non-Engineering Undergraduates through Situated Learning
: Learning about artificial intelligence (AI) has become one of the most discussed topics in the field of education. When learners encountered problems during the exercise, such as the model's inability to recognize an image correctly, the instructor helped them analyze the drive of the problem and provided possible solutions.
Elements of Situated Learning Corresponding Learning Activities
Provide authentic activities
Instructor demonstrated how to make a model to recognize objects or road signs; the instructor also demonstrated how to make the car kit perform actions according to the recognition results.
Provide access to expert performances and the modeling of processes Introduce an online AI platform that can train a model and provide moderate results without any programming skills.
Provide multiple roles and perspectives
Instructor illustrated the application of autonomous vehicles from the position of developers (engineers), users, and governments.
Support collaborative construction of knowledge
Learners were separated into groups; they discussed how to design a good model to make the car kit respond correctly.
Promote reflection to enable abstractions to be formed Instructor illustrated the application of autonomous vehicles before the exercises; the learners could refine their model via the online platform until their results were acceptable.
Promote articulation to enable tacit knowledge to be made explicit Although AI has attracted a high layer of interest in recent years, most non-engineering students have limited knowledge of the subject, because most AI discussions focus on technical improvements, which show people the results from its applications but not the rationale behind it or the manner in which such results are achieved. Thus, before starting the designed situated learning activities, students were taught about several important topics in the AI field: the history of AI and what scientists are trying to achieve, the definition of supervised learning and unsupervised learning, applications in AI, and ethical issues encountered in the developing of AI. For this purpose, several professional instructors from the departments of Information and Computer Engineering, Information Management, and Electrical Engineering were enlisted to provide learners with a basic Although AI has attracted a high layer of interest in recent years, most non-engineering students have limited knowledge of the subject, because most AI discussions focus on technical improvements, which show people the results from its applications but not the rationale behind it or the manner in which such results are achieved. Thus, before starting the designed situated learning activities, students were taught about several important topics in the AI field: the history of AI and what scientists are trying to achieve, the definition of supervised learning and unsupervised learning, applications in AI, and ethical issues encountered in the developing of AI. For this purpose, several professional instructors from the departments of Information and Computer Engineering, Information Management, and Electrical Engineering were enlisted to provide learners with a basic understanding of AI technology, including its objective, achievable goals, and current bottlenecks.
Following the introduction to the course, the instructors described authentic contexts for the practical application of AI: designing the autonomous vehicle. They then asked the learners to design an AI model that satisfied some requirements. In principle, knowledge of a programming language is required to design such a model, but this would make the task too difficult for non-engineering students to undertake. To overcome this problem, this study utilized a web service named "Custom Vision," which is provided by Microsoft Azure. The service uses the deep learning technique known as the convolutional neural network (CNN) to create a web-based interface for users to design and train their own models through transfer learning [44]. The interface hides the implementation details of creating an AI model but provides users with the flexibility to solve their own problems with the provided model. Thus, users only need to upload an image dataset to complete an object-recognition task. In the first training activity, this study used a public dataset containing 25,000 images of two types of object. In view of the limited instruction time, each of the students was provided with a smaller dataset for training purposes and another from the original dataset for testing purposes. The modified training dataset contained two classes (i.e., images of cats and dogs), with each class consisting of 500 images, while the test dataset contained 20 images. The instructor then demonstrated an experiment and asked the students to perform the same experiment, which was to follow these steps: 1.
Use 5 images from each class to train the model and then test the accuracy of the result using all images in the test dataset; 2. Use 20 images from each class to train the model and then test the classification accuracy; 3.
Increase the number of images to train the model until all images in the test dataset are correctly classified.
In this training activity, students discovered that the trained model was highly inaccurate with the use of only 10 training images, but the accuracy improved to almost 100% after more than 100 images were used for the training. This exercise made them aware that an effective AI model requires sufficient training data. In addition, students were asked to perform an experiment that involved choosing a picture containing neither of the two classes, feeding this picture into the network, and observing the recognition result. The resolve of this exercise was to let students know that the turnout of the AI model can only be what it knows. Thus, for the model to be able to distinguish between "true objects" and "none of the above," it is necessary to provide additional images that do not contain any desired objects (called "negative samples"), place them in a category, and allow the model to learn to distinguish them from the correct ones.
For the next training activity, students were divided into groups, and each group was provided with a motor-controlled car kit, as shew in Visualise 2. Actual teaching scenario in this study showing a discussion between a student and lecturers on improving the performance of the motor-controlled car kit built on Raspberry Pi.
Table 1 .
Elements of situated learning and the corresponding learning activities.
Table 2 .
Link between AI learning activities, question items, and dimensions.
Table 4 .
Results of the repeated T-test analysis of students' understanding of AI.
Students' performance in understanding of AI and AI literacy among different faculties.
Table 6 .
Comparison of students' performance in understanding AI among different faculties.
Table 7 .
Comparison of students' performance in AI literacy among different faculties.
•Does the present AI course enhance students' awareness of AI ethical issues?
Results of repeated T-test on students' awareness of AI ethical issues.
Table 9 .
Correlation between students' AI understanding, AI teamwork, attitude toward AI, and awareness of AI ethical issues.
Table 11 .
Results of the regression analysis regarding students' understanding of AI, AI literacy, and awareness of AI ethical issues.
==
Domain: Psychology Education
|
[{"added": "2021-05-05T00:08:04.702Z", "created": "2021-03-26T00:00:00.000", "id": "233621123", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/7/3718/pdf?version=1617937100", "pdf_hash": "53d1114412c546cfb74e4c7787f72e45e522d21d", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20124", "s2fieldsofstudy": ["Education"], "sha1": "ea9159af81234c3771655949635373ddc3dfcced", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Learning Ethics in AI—Teaching Non-Engineering Undergraduates through Situated Learning
: Learning about artificial intelligence (AI) has become one of the most discussed topics in the field of education. However, it has become an equally important learning approach in contemporary education to propose a “general education” agenda that conveys instructional messages about AI basics and ethics, especially for those students without an engineering background. The current study proposes a situated learning design for education on this topic. Through a three-week lesson session and accompanying learning activities, the participants undertook hands-on tasks relating to AI. They were also afforded the opportunity to learn about the current attributes of AI and how these may apply to understanding AI-related ethical issues or problems in daily life. A pre-and post-test design was used to equivalence the learning effects with respect to different aspects of AI (e.g., AI understanding, cross-domain teamwork, AI attitudes, and AI ethics) among the participants. The study found a positive correlation among all the factors, as well as a strong link between AI understanding and attitudes on the one hand and AI ethics on the other. The implications of these findings are discussed, and suggestions are made for possible future revisions to current instructional design and for future research.
Introduction
Learning about artificial intelligence (AI) has become one of the most discussed topics in the field of education [1,2]. For students without a computer engineering background (i.e., non-engineering students), it is crucial to learn about basic AI concepts in order for them to be able to picture a future AI-enriched world and the potential of AI applications. For such students, how AI necessitates cross-domain collaboration by experts with different backgrounds could be essential to understanding the development of AI. In the same vein, learning about ethical issues related to AI requires diverse perspectives from different fields of expertise. However, existing research studies have identified an absence of knowledge at present regarding how to create an appropriate learning environment that facilitates teaching non-engineering students about AI and ethics [2][3][4][5][6][7][8][9][10].
Hence, incorporating AI learning into general education (or liberal education) is worthwhile at the moment, since general education focuses on the treasure of humanity and its affect on society [11]. It has become increasingly evident that solving authentic problems in the world now requires not only the engineering sector but also cross-domain conversations and collaboration involving science, technology, and the humanities [12]. However, non-engineering students have displayed negative preconceptions regarding learning in an interdisciplinary environment about using technology based on a basic familiarity with the principles of programming [13]. Considering the traditional learning subjects of non-engineering students (e.g., linguistics, arts, literature, etc.), the rationale for cross-disciplinary learning about technology appears not to be always understood [14,15], and technology has never been their primary interest or requirement. Thus, in their learning paths in higher education, science, technology, engineering, or the basic logic of programming are not included in their curricula. A significant gap between the need to let all students learn about the prospects of AI in authentic life and the lack of understanding or unwillingness of non-engineering students to learn about technology can thus be seen. The following sections discuss the rationales and the findings in the existing literature relating to the arguments of this study.
Scientific Introductory Courses in General Education
With modernization, the emphasis in university education has shifted to the professional and practical. However, a focus on specialization, technology, and instrumentation is not conducive to the overall development of university education. The core value of universities should be the provision of a holistic education that includes both general and scientific education [16]. Actual teaching scenario in this study showing a discussion between a student and lecturers on improving the performance of the motor-controlled car kit built on Raspberry Pi.
Table 1 .
Elements of situated learning and the corresponding learning activities.
Table 2 .
Link between AI learning activities, question items, and dimensions.
Table 4 .
Results of the repeated T-test analysis of students' understanding of AI.
Students' performance in understanding of AI and AI literacy among different faculties.
Table 6 .
Comparison of students' performance in understanding AI among different faculties.
Table 7 .
Comparison of students' performance in AI literacy among different faculties.
•Does the present AI course enhance students' awareness of AI ethical issues?
Results of repeated T-test on students' awareness of AI ethical issues.
Table 9 .
Correlation between students' AI understanding, AI teamwork, attitude toward AI, and awareness of AI ethical issues.
Table 11 .
Results of the regression analysis regarding students' understanding of AI, AI literacy, and awareness of AI ethical issues.
==
Domain: Psychology Education
|
[{"added": "2021-05-05T00:08:04.702Z", "created": "2021-03-26T00:00:00.000", "id": "233621123", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/7/3718/pdf?version=1617937100", "pdf_hash": "53d1114412c546cfb74e4c7787f72e45e522d21d", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20124", "s2fieldsofstudy": ["Education"], "sha1": "ea9159af81234c3771655949635373ddc3dfcced", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Examining the Formation of Integrative Readiness of Pre-Service Teachers to work in Inclusive Classrooms in Ukraine
The article addresses potential issues surrounding the developing of the integrative readiness of pre-service teachers to work in inclusive classrooms in Ukraine. Thus, an important aspect of appropriate professional training of teaching staff is the formation of integrative readiness for professional activity.
The successful formation of pre-service teachers" readiness for work in the inclusive classroom depends on certain conditions and students" internal awareness of the goals of the teaching and their attitude towards it (Skočić Mihić, Lončarić & Bažon, 2019). This state of readiness is largely determined by the persistent psychological characteristics that are inherent in a particular person (Hobfoll, Halbesleben, Neveu & Westman, 2018).
When analysing the pedagogical literature, the attention was focused on the professional subjectivity (readiness) of a future teacher as an important professional quality and specification of the manifestations of professional subjectivity (awareness of the essence, requirements, and specifics of professional activity and their perception; professional self-concept; defining the profession of "teacher" as the main way of self-actualization and clarification of its essential characteristics such as activity, productivity, integrity, integrality, and consistency of subjective qualities and manifestations of teachers in professional activity, realization, and perception of their social and professional subjectivity (Kozlovsky, 2018).
The future teacher"s professional activity in the battleground of inclusive education meets the basic criteria of professional subjectivity (Skočić Mihić, Lončarić & Bažon, 2019), and thus the task is to form an integrative readiness as the foundation of a teacher"s professional subjectivity.
The above seems the reason for the feasibility of this study which attempted to gain new experience through the use of the specifically organised training programme aimed at fostering student teachers" readiness for working in preschool inclusive settings.
The study was a quasi-experimental study that used mixed-methods to measure the variables. The variables for the study were the students" efficacy for inclusive practices, students' academic self-efficacy, communicative and organizational efficacy, emotional reaction to the determine of environmental stimuli, and the anxiety level. The pedagogical study of the constitution of integrative readiness of pre-service teachers for work in the inclusive classroom was prolonged and covered the following interrelated stages. First, theoretical analysis, synthesis, the comparison was performed for the conceptualization of philosophical, psychological, and pedagogical scientific literature, the study of regulatory documents in the battleground of education. Concurrently, classification and systematization of theoretical and experimental data relating were fulfilled to identify the nature, main manifestations, and characteristics of the future teacher"s readiness for work under the disciplines of inclusive education. Induction and deduction, comparative analysis of theoretical, empirical, and experimental data were applied to analyse the effectualness of the lotion of research methods, modelling of students" educational activity. Second, modelling and technological design were completed to specify the content, psychological and pedagogical conditions, creation of a structural model of formation of integrative readiness of future teachers for work under the disciplines of inclusive education. Third, generalization was applied to work out and interpret the theoretical sources on the studied problem, state standards of higher education, educational and qualification characteristics, university documentation (curricula, programs, methodological support complexes), results of students" activities, determination of regularities, formulation of summaries and conclusions. Forth, the observational stage that relied on testing, questioning, pedagogical observation and was intended to determine the levels of development of students" integrative readiness for professional activity, its specific traits, and dynamics of development. The survey was used to key the motives for the professional formation and determine the characteristics of educational activities of future teachers at higher educational institutions; testingto study the dynamics of readiness, personal and professional qualities of future teachers. Fifth, the pedagogical experiment was run to test the effectualness of the proposed psychological and pedagogical conditions of forming integrative readiness of future teachers for work with children with special educational problems.
Sampling
Instruments
The Teacher Efficacy for Inclusive Practices Scale (TEIPS) (Martins & Chacon, 2020) and the survey questionnaire entitled "Awareness of One"s Professional Choice", Communicative and Organizational Abilities Questionnaire (COAQ) (Demchenko, 2016), diagnostics of the emotional reaction to the determine of environmental stimuli (Demchenko, 2016); a technique for diagnosing the anxiety levelthe Taylor Manifest Anxiety Scale (Demchenko, 2016); Wartegg"s "Circles" (Demchenko, 2016) were used to mensurate the variables. Three experts were hired to validate the questionnaire. The responded to the questions from the questionnaire individually and assessed the clarity, significance, and concreteness of each item. After that, they used a 4-point rating scale (from 1 meaning "not clear" ("not concrete" or "not significant") to 4 meaning "totally clear" ("absolutely concrete" or "very significant")) to assess every item. The experts" ratings were utilised to calculate the content validity index (CVI) of each item as it was recommended by Rodrigues et al. (2017). The computation was established on the formula below.
CVI n of raters provided rating scores from 1 to 4 n of raters in total The item was considered adequate if the average score for the experts" agreement was higher than 3.00 (≈75%).
Results
The important result of the study was the structural model (see Fig. 2) of the constitution of integrative readiness of future teachers under the disciplines of inclusive education. It integrates and consolidates the process of training teachers for work under the disciplines of inclusive education is the organization of their professional and personal qualities, productive knowledge, integrative and practical skills. The effectiveness of the organization of corrective developmental and educational work in educational inclusive space largely depends on the quality of training of future specialists and the use of active and interactive training.
There are a numerate of problems that need to be addressed regarding the developing and execution of the mannikin of the educational environment of higher educational institutions, the interaction of its components, which in aggregate can give a noticeable effect in the developing of future teachers" professional training.
==
Domain: Psychology Education
|
[{"added": "2020-07-30T02:02:13.303Z", "created": "2020-08-03T00:00:00.000", "id": "225356487", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "http://www.sciedupress.com/journal/index.php/ijhe/article/download/18504/11370", "pdf_hash": "76ff264531f380865f6ba95c829d8ef6ae91c3b9", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20699", "s2fieldsofstudy": ["Education"], "sha1": "2cc557a3c1966667214a3a5d0be6044c0664537e", "year": 2020}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Examining the Formation of Integrative Readiness of Pre-Service Teachers to work in Inclusive Classrooms in Ukraine
The article addresses potential issues surrounding the developing of the integrative readiness of pre-service teachers to work in inclusive classrooms in Ukraine. This is coherent with our vision of the training process and the designed model relies on it. Due to the fact that students who enroll in higher education institutions already have basic knowledge, have the skills and abilities they have acquired in the secondary educational institution, we note that for Speciality 016: Special Education, the "special section" (professional training) with 321.9 hours will be the main; the "general" section (general training) is 115.7 hours; the "partial" section (improvement of professional training) is 65.4 hours.
Analysing professional training of a future teacher, it should be remembered that a student who is characterized by professional orientation, preparing for the highly skilled performance of the functions of a specialist in a certain professional field (Kobriy, 2016), is distinguished by the most active development of moral and aesthetic feelings, completion of formation and stabilization of character. To become a professional teacher to work under the disciplines of inclusive education in today"s economic and social context, and given the qualification requirements for such a specialist, it is significant to create during professional training at a higher educational institution and when focusing on the student"s age such psychological and pedagogical conditions that will allow us to form an integrative readiness of future specialists for professional activity.
In this way, the simulation method itself will allow an integrated study of the litigates of formation of future teachers" readiness for work under the disciplines of inclusive education, since it will help to see not only the individual elements of this process but also to consider the connections between them. In our study, the model is understood as the image of an ideal teacher who possesses all the necessary qualities and qualities to carry out a professional activity under the disciplines of an inclusive educational environment (Kobriy, 2016).
To train a future teacher who can work effectively under the disciplines of inclusive education, the theoretical principles of the model of integrative readiness of a future teacher for work under the disciplines of inclusive education, who is a competent specialist, mobile and able to solve complex professional problems, are outlined.
The model (see Figure 2) is drugged on the principles of communicativeness, phasing, the connection of theory with practice, and is founded on the systematic, acmeological, personality-oriented, systemic approaches. The model developed is a seed of empirical and theoretical knowledge about the possibilities and consequences of introducing the sound experimental methodology of future teachers" professional training to work under the modern conditions of an inclusive educational environment. The model reflects the combination and interconnection of such components as the purpose of professional training of future teachers for work under the disciplines of inclusive education, scientific approaches, principles, tools, psychological and pedagogical conditions of learning, the result of students" readiness for professional activity, aimed at achieving the result: formation of integrative readiness of future teachers for work in an inclusive space.
to conditionally distinguish the following main blocks in this model: target, content, and procedural, resultant. The target block of the model is an objective formed by social requests. Therefore, the goal is to build the integrative readiness of future teachers for work under the disciplines of inclusive education.
The content and procedural blocks include psychological, pedagogical and methodological conditions, the subject of the educational process, forms of education, and basic methods of active and interactive learning. Besides, the emphasis was placed on training future teachers for work in an inclusive space for collaborative learning. As Vangrieken, Meredith, Packer, and Kyndt (2017) note, this type of education requires trust and respect that takes time to develop. Previous research of teacher-student co-learning underlines the importance of teachers" agreement on shared goals and responsibilities and their ability to integrate their differences in teacher thinking (Beaten & Simons, 2014;Shin, Lee & McKenna, 2016). All this contributes to the organisation of future teachers" readiness for professional activity and the use of basic methods, tools in the educational process with children with special educational problems and to use innovative approach -joint learning -in their future activity.
The resultant block of the model provides for monitoring the effectiveness of future teachers" readiness for professional activity in an inclusive educational environment. Future teachers" readiness for work under the disciplines of inclusive education is defined as a complex dynamic system that incorporates interconnected components and provides the internal and behavioural conditions for the teachers" successful fulfilment of their professional responsibilities under the disciplines of inclusion.
The goal of any technology adoption model is to anticipate and explain the intentions to use the technology. As for the latter, several large-scale studies in the battleground of education have shown that teachers tend to have good professional skills (OECD, 2016).
An important aspect in the serves of training teachers for work under the disciplines of inclusive education is the organization of their professional and personal qualities, productive knowledge, integrative and practical skills.
The study findings agree with Buehl and Beck (2015) who stated the connection between beliefs and pedagogical practice is so complex and interdependent that it is significant to first examine the universe of a connection in a particular context before considering which on is the cause and which is the result. Accordingly, within the context of the digital revolution, there is a link between the outlook and pedagogical practices of teachers working in an inclusive space (Shin, Lee, & McKenna, 2016;Kobriy, 2016). Recently, the study of teachers" beliefs became a priority for researchers of education in Ukraine?. Teachers" beliefs are guided by educational decisions and influence classroom management and serve as an object for understanding classroom events (Prestridge, 2017). In the teachers" activity, ideological conviction determines their socio-moral orientation, which is expressed in social needs, moral and value orientations, and as a sense of social and civic responsibility (Demchenko, 2016).
Therefore, this requires changes in the strategy of development of educational systems, in the policy of management of these systems, and finally in the theory and methodology (technologies) of organizing the pedagogical process at higher educational institutions.
The study urged the pedagogical reasonability of forming integrative readiness of future teachers since it is the formation of integrative skills, knowledge, and abilities, as well as the development of personal and professional qualities that allows us to prepare a many-sided individual capable of applying the creative and responsible approach to solving professional problems. The effectiveness of the organization of corrective developmental and educational work in educational inclusive space largely depends on the quality of training of future specialists and the use of active and interactive training.
There are a numerate of problems that need to be addressed regarding the developing and execution of the mannikin of the educational environment of higher educational institutions, the interaction of its components, which in aggregate can give a noticeable effect in the developing of future teachers" professional training.
==
Domain: Psychology Education
|
[{"added": "2020-07-30T02:02:13.303Z", "created": "2020-08-03T00:00:00.000", "id": "225356487", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "http://www.sciedupress.com/journal/index.php/ijhe/article/download/18504/11370", "pdf_hash": "76ff264531f380865f6ba95c829d8ef6ae91c3b9", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20699", "s2fieldsofstudy": ["Education"], "sha1": "2cc557a3c1966667214a3a5d0be6044c0664537e", "year": 2020}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
This below document has 2 paragraphs that start with 'Results of the', 2 paragraphs that start with 'Comparison of students' performance in', 2 paragraphs that end with 'AI literacy among different faculties', 4 paragraphs that end with 'awareness of AI ethical issues'. It has approximately 739 words, 41 sentences, and 25 paragraph(s).
<<<<>>>>
Learning Ethics in AI—Teaching Non-Engineering Undergraduates through Situated Learning
: Learning about artificial intelligence (AI) has become one of the most discussed topics in the field of education. General education has been subjected to close examination since its early days. Among its strengths are that it can enhance students' creativity, comprehensive ability, judgment, critical ability, cognitive skills, etc. in order for them to develop cross-discipline cooperation abilities or mature personalities. It can also address larger questions, such as finding meaning and purpose in life, not only through "culture" and "belief" types but also by having students study the world through multiple disciplines and perspectives. Therefore, apart from the humanities, science can also be considered an important part of general education [17].
Scientific introductory courses in general education cover a wide ramble of fields, including physics, chemistry, biology, and earth sciences, with the main emphasis being on the "scientific spirit" and "scientific literacy."For non-engineering students, course materials that merely focus on "factual knowledge" can be fairly boring, which reduces their learning motivation [18]. Instead of defining scientific literacy with reference to specific learning outcomes, it is better to link such literacy to its application and experience in life and use appropriate teaching methods and content to achieve this goal [19]. In science education, the nature of science, as proposed by philosophers of science, is often too abstract for students; it should be similar to daily life experiences to help them understand [20], thereby enabling them to build a bridge between science and the humanities. Understanding how career scientists think and see the essence of problems and how knowledge is transformed over time to become technology can be utilised in life today. Natural and other sciences do not have to be restricted to knowledge in textbooks but can be utilised in life, which could help students rethink the meaning of natural sciences and arouse their interest in learning [21]. For example, Liou et al. [22] investigated the influence of augmented reality (AR) and virtual reality (VR) in an astronomy course, showing that students were motivated and encouraged with the assistance of technologies.
Important Scientific Issues-AI
The applications of AI are not covered by a single discipline. In addition to the information profession, it is still necessary to form an interdisciplinary learning group that brings together multiple professions to design AI applications. At the same time, the designed applications should be suitable for each field according to its needs. Thus, introducing the concept of AI into different professional courses in education will help train interdisciplinary teams, enabling members of different professions to develop good communication, coordination, and cooperation capabilities.
Ethics as a Social Scientific Issue (SSI) Element for an AI Course
The connotation of AI literacy includes ethical issues. With the development of technology, its application is usually accompanied by ethical and moral issues. Thus, for its practitioners, it is important that the implementation of AI includes its ethical aspects [26]. In terms of curriculum design, it is necessary not only to help students become practitioners of AI but also to understand the moral, ethical, and philosophical impact that AI will have on society. Therefore, including topics in the curriculum drawn from items such as movies and news headlines can stimulate discussion among students and help them to think deeply and understand the importance of AI ethics [27].
As AI technologies are being increasingly applied to people's daily lives, these various applications also affect everyone significantly. Actual teaching scenario in this study showing a discussion between a student and lecturers on improving the performance of the motor-controlled car kit built on Raspberry Pi.
Table 1 .
Elements of situated learning and the corresponding learning activities.
Table 2 .
Link between AI learning activities, question items, and dimensions.
Table 4 .
Results of the repeated T-test analysis of students' understanding of AI.
Students' performance in understanding of AI and AI literacy among different faculties.
Table 6 .
Comparison of students' performance in understanding AI among different faculties.
Table 7 .
Comparison of students' performance in AI literacy among different faculties.
•Does the present AI course enhance students' awareness of AI ethical issues?
Results of repeated T-test on students' awareness of AI ethical issues.
Table 9 .
Correlation between students' AI understanding, AI teamwork, attitude toward AI, and awareness of AI ethical issues.
Table 11 .
Results of the regression analysis regarding students' understanding of AI, AI literacy, and awareness of AI ethical issues.
==
Domain: Psychology Education
|
[{"added": "2021-05-05T00:08:04.702Z", "created": "2021-03-26T00:00:00.000", "id": "233621123", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/7/3718/pdf?version=1617937100", "pdf_hash": "53d1114412c546cfb74e4c7787f72e45e522d21d", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20124", "s2fieldsofstudy": ["Education"], "sha1": "ea9159af81234c3771655949635373ddc3dfcced", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Learning Ethics in AI—Teaching Non-Engineering Undergraduates through Situated Learning
: Learning about artificial intelligence (AI) has become one of the most discussed topics in the field of education. Finally, an assessment session was held to evaluate their achievements in accomplishing the assigned tasks. According to Herrington and Oliver [38], knowledge is best acquired by learners if the learning environment includes nine elements of situated learning design. This study draws on their work in designing the elements of situated learning and the corresponding learning activities, as illustrated in Table 1.
To evaluate the potential contribution of the proposed cultivation of AI ethics, a pre-test survey was administered before the course to ascertain the current levels of the learners' AI understanding, AI teamwork, attitude toward AI, and awareness of AI ethical issues (AI ethics). The lecture at the beginning was given to establish a baseline of learners' knowledge of AI. To deepen this knowledge, we provided them with a scenario involving an AI application: designing an autonomous vehicle. The scenario was presented in the following terms: If you have to design an autonomous vehicle, how can you make it drive safely?The first requirement is to follow the road. The second is for it to recognize road signs and, most importantly, it must stop if it "sees" potential obstacles, such as pedestrians or animals.
Because it was impossible to provide learners with real vehicles to undertake their exercises, this study used a motor-controlled car kit built on Raspberry Pi (see Figures 2 and 3), on which it is potential to run computer programs. The goal of this exercise was to train an AI model to meet the aforementioned requirements and then apply the model to the car kit. The instructor first demonstrated how to prepare an AI model to recognize two different objects (which were cats and dogs in this study) and provided a series of instructions for learners to follow. The learners were then asked to collect road sign images to train their own AI models by utilizing the knowledge imparted by the instructor and applying the model to the car kit. When learners encountered problems during the exercise, such as the model's inability to recognize an image correctly, the instructor helped them analyze the drive of the problem and provided possible solutions.
Elements of Situated Learning Corresponding Learning Activities
Provide authentic activities
Instructor demonstrated how to make a model to recognize objects or road signs; the instructor also demonstrated how to make the car kit perform actions according to the recognition results.
Provide access to expert performances and the modeling of processes Introduce an online AI platform that can train a model and provide moderate results without any programming skills.
Provide multiple roles and perspectives
Instructor illustrated the application of autonomous vehicles from the position of developers (engineers), users, and governments.
Support collaborative construction of knowledge
Learners were separated into groups; they discussed how to design a good model to make the car kit respond correctly.
Promote reflection to enable abstractions to be formed Instructor illustrated the application of autonomous vehicles before the exercises; the learners could refine their model via the online platform until their results were acceptable.
Promote articulation to enable tacit knowledge to be made explicit Although AI has attracted a high layer of interest in recent years, most non-engineering students have limited knowledge of the subject, because most AI discussions focus on technical improvements, which show people the results from its applications but not the rationale behind it or the manner in which such results are achieved. Thus, before starting the designed situated learning activities, students were taught about several important topics in the AI field: the history of AI and what scientists are trying to achieve, the definition of supervised learning and unsupervised learning, applications in AI, and ethical issues encountered in the developing of AI. For this purpose, several professional instructors from the departments of Information and Computer Engineering, Information Management, and Electrical Engineering were enlisted to provide learners with a basic Although AI has attracted a high layer of interest in recent years, most non-engineering students have limited knowledge of the subject, because most AI discussions focus on technical improvements, which show people the results from its applications but not the rationale behind it or the manner in which such results are achieved. Thus, before starting the designed situated learning activities, students were taught about several important topics in the AI field: the history of AI and what scientists are trying to achieve, the definition of supervised learning and unsupervised learning, applications in AI, and ethical issues encountered in the developing of AI. For this purpose, several professional instructors from the departments of Information and Computer Engineering, Information Management, and Electrical Engineering were enlisted to provide learners with a basic understanding of AI technology, including its objective, achievable goals, and current bottlenecks.
Following the introduction to the course, the instructors described authentic contexts for the practical application of AI: designing the autonomous vehicle. They then asked the learners to design an AI model that satisfied some requirements. In principle, knowledge of a programming language is required to design such a model, but this would make the task too difficult for non-engineering students to undertake. To overcome this problem, this study utilized a web service named "Custom Vision," which is provided by Microsoft Azure. The service uses the deep learning technique known as the convolutional neural network (CNN) to create a web-based interface for users to design and train their own models through transfer learning [44]. The interface hides the implementation details of creating an AI model but provides users with the flexibility to solve their own problems with the provided model. Actual teaching scenario in this study showing a discussion between a student and lecturers on improving the performance of the motor-controlled car kit built on Raspberry Pi.
Table 1 .
Elements of situated learning and the corresponding learning activities.
Table 2 .
Link between AI learning activities, question items, and dimensions.
Table 4 .
Results of the repeated T-test analysis of students' understanding of AI.
Students' performance in understanding of AI and AI literacy among different faculties.
Table 6 .
Comparison of students' performance in understanding AI among different faculties.
Table 7 .
Comparison of students' performance in AI literacy among different faculties.
•Does the present AI course enhance students' awareness of AI ethical issues?
Results of repeated T-test on students' awareness of AI ethical issues.
Table 9 .
Correlation between students' AI understanding, AI teamwork, attitude toward AI, and awareness of AI ethical issues.
Table 11 .
Results of the regression analysis regarding students' understanding of AI, AI literacy, and awareness of AI ethical issues.
==
Domain: Psychology Education
|
[{"added": "2021-05-05T00:08:04.702Z", "created": "2021-03-26T00:00:00.000", "id": "233621123", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/7/3718/pdf?version=1617937100", "pdf_hash": "53d1114412c546cfb74e4c7787f72e45e522d21d", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20124", "s2fieldsofstudy": ["Education"], "sha1": "ea9159af81234c3771655949635373ddc3dfcced", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Examining the Formation of Integrative Readiness of Pre-Service Teachers to work in Inclusive Classrooms in Ukraine
The article addresses potential issues surrounding the developing of the integrative readiness of pre-service teachers to work in inclusive classrooms in Ukraine. Previous research of teacher-student co-learning underlines the importance of teachers" agreement on shared goals and responsibilities and their ability to integrate their differences in teacher thinking (Beaten & Simons, 2014;Shin, Lee & McKenna, 2016). All this contributes to the organisation of future teachers" readiness for professional activity and the use of basic methods, tools in the educational process with children with special educational problems and to use innovative approach -joint learning -in their future activity.
The resultant block of the model provides for monitoring the effectiveness of future teachers" readiness for professional activity in an inclusive educational environment. Future teachers" readiness for work under the disciplines of inclusive education is defined as a complex dynamic system that incorporates interconnected components and provides the internal and behavioural conditions for the teachers" successful fulfilment of their professional responsibilities under the disciplines of inclusion.
The goal of any technology adoption model is to anticipate and explain the intentions to use the technology. As for the latter, several large-scale studies in the battleground of education have shown that teachers tend to have good professional skills (OECD, 2016).
An important aspect in the serves of training teachers for work under the disciplines of inclusive education is the organization of their professional and personal qualities, productive knowledge, integrative and practical skills.
The study findings agree with Buehl and Beck (2015) who stated the connection between beliefs and pedagogical practice is so complex and interdependent that it is significant to first examine the universe of a connection in a particular context before considering which on is the cause and which is the result. Accordingly, within the context of the digital revolution, there is a link between the outlook and pedagogical practices of teachers working in an inclusive space (Shin, Lee, & McKenna, 2016;Kobriy, 2016). Recently, the study of teachers" beliefs became a priority for researchers of education in Ukraine?. Teachers" beliefs are guided by educational decisions and influence classroom management and serve as an object for understanding classroom events (Prestridge, 2017). In the teachers" activity, ideological conviction determines their socio-moral orientation, which is expressed in social needs, moral and value orientations, and as a sense of social and civic responsibility (Demchenko, 2016).
Therefore, this requires changes in the strategy of development of educational systems, in the policy of management of these systems, and finally in the theory and methodology (technologies) of organizing the pedagogical process at higher educational institutions.
The study urged the pedagogical reasonability of forming integrative readiness of future teachers since it is the formation of integrative skills, knowledge, and abilities, as well as the development of personal and professional qualities that allows us to prepare a many-sided individual capable of applying the creative and responsible approach to solving professional problems. The effectiveness of the organization of corrective developmental and educational work in educational inclusive space largely depends on the quality of training of future specialists and the use of active and interactive training.
There are a numerate of problems that need to be addressed regarding the developing and execution of the mannikin of the educational environment of higher educational institutions, the interaction of its components, which in aggregate can give a noticeable effect in the developing of future teachers" professional training.
==
Domain: Psychology Education<|endoftext|>This below document has 2 sentences that start with 'Situated learning emphasizes', 2 paragraphs that start with 'Results of the', 2 paragraphs that start with 'Comparison of students' performance in', 2 paragraphs that end with 'AI literacy among different faculties', 4 paragraphs that end with 'awareness of AI ethical issues'. It has approximately 690 words, 40 sentences, and 22 paragraph(s).
<<<<>>>>
Learning Ethics in AI—Teaching Non-Engineering Undergraduates through Situated Learning
: Learning about artificial intelligence (AI) has become one of the most discussed topics in the field of education. Consequently, an increasing number of researchers are paying attention to issues of how to use AI technology properly in our lives. In recent years, particularly from 2016 to 2018, several research subjects have been directed with a pores on various ethical issues that arise in the use of AI. These issues include transparency, fairness, responsibility, and sustainability [3,4].
A school curriculum that allows students to correctly recognize contemporary scientific issues such as AI will help them develop their AI literacy. The development of literacy means not only the cultivation of knowledge and skills but also the formation and application of knowledge concepts in daily living. Thus, scientific literacy is the internalization of the knowledge and understanding of scientific concepts and scientific processes in one's lifestyle, including decision-making, participation in civic affairs, and economic production [28]. Hung et al. [29] showed that literacy can be learned by developing games, especially for acquiring disciplinary literacy in computer science. Although it is potential to develop AI literacy through game design, this approach is difficult to apply to nonengineering students. In applying AI, which is an interdisciplinary technology, designers need to rely on cooperation with others and have critical and communication skills. Thus, future generations that encounter AI technology require AI literacy with problem cognition and problem-solving ability to apply it in their daily lives [30].
The concept of situated learning has been developed and applied to explain how learning occurs in organizations [31]. Situated learning emphasizes that learning must take place through engaging in an authentic activity, and students search for a coherent interpretation of knowledge through interaction with real situations to build a complete body of knowledge [32]. Any kind of education that separates learning from context will result in students only acquiring fragmented knowledge and skills and will not allow them to apply what they have learned to solve everyday problems. Contextual learning emphasizes that learners should acquire knowledge and skills and develop rational and meaningful interpretations of knowledge through real activities in real social situations [33][34][35]. In the learning process, the focus of situated learning theory is on the "person-plus-the-surround", which includes the learning environment, learning activities, and learning peers. In other words, learning is a continuous process of connecting meaning to knowledge, and learners are active constructors of knowledge in the whole environment. According to Winn [36], three main types of instructional design approaches may be adopted to achieve contextual learning goals: (1) designing learning activities as apprenticeships, (2) providing near-reallife learning experiences and transforming classroom learning activities into more realistic approaches, and (3) providing learners with a real-world learning experience.
In traditional education methods, the content of teaching was often abstract, and the need for more specific content was readily ignored. Using situational simulation at the right time in teaching allows students to understand where the knowledge they have learned can be applied [37]. Situated learning emphasizes how knowledge is used in real situations and provides students with simulated exercises and opportunities for cooperation. Actual teaching scenario in this study showing a discussion between a student and lecturers on improving the performance of the motor-controlled car kit built on Raspberry Pi.
Table 1 .
Elements of situated learning and the corresponding learning activities.
Table 2 .
Link between AI learning activities, question items, and dimensions.
Table 4 .
Results of the repeated T-test analysis of students' understanding of AI.
Students' performance in understanding of AI and AI literacy among different faculties.
Table 6 .
Comparison of students' performance in understanding AI among different faculties.
Table 7 .
Comparison of students' performance in AI literacy among different faculties.
•Does the present AI course enhance students' awareness of AI ethical issues?
Results of repeated T-test on students' awareness of AI ethical issues.
Table 9 .
Correlation between students' AI understanding, AI teamwork, attitude toward AI, and awareness of AI ethical issues.
Table 11 .
Results of the regression analysis regarding students' understanding of AI, AI literacy, and awareness of AI ethical issues.
==
Domain: Psychology Education
|
[{"added": "2020-07-30T02:02:13.303Z", "created": "2020-08-03T00:00:00.000", "id": "225356487", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "http://www.sciedupress.com/journal/index.php/ijhe/article/download/18504/11370", "pdf_hash": "76ff264531f380865f6ba95c829d8ef6ae91c3b9", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20699", "s2fieldsofstudy": ["Education"], "sha1": "2cc557a3c1966667214a3a5d0be6044c0664537e", "year": 2020}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2021-05-05T00:08:04.702Z", "created": "2021-03-26T00:00:00.000", "id": "233621123", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/7/3718/pdf?version=1617937100", "pdf_hash": "53d1114412c546cfb74e4c7787f72e45e522d21d", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20124", "s2fieldsofstudy": ["Education"], "sha1": "ea9159af81234c3771655949635373ddc3dfcced", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
This below document has 2 paragraphs that end with 'for professional activity'. It has approximately 1190 words, 33 sentences, and 13 paragraph(s).
<<<<>>>>
Examining the Formation of Integrative Readiness of Pre-Service Teachers to work in Inclusive Classrooms in Ukraine
The article addresses potential issues surrounding the developing of the integrative readiness of pre-service teachers to work in inclusive classrooms in Ukraine. Students did not realize and understand their major professional functions and responsibilities.
Analysing the scientific and pedagogical literature (Demchenko, 2016;Martynchuk, 2019), it was influenced that the profession of a teacher, covering the social phenomena against which the socialization of children takes place, should be inextricably linked with such sciences as pedagogy, ethics, legal science. Besides, such subjects as Psychology, Social Pedagogy, Philosophy, Ethics, and Aesthetics are important for the acquisition of a specialty (Martynchuk, 2019). Future teachers should focus specifically on each individual, so they must study all the psychological and pedagogical aspects of the problems, which will help to work out a constructive solution to them. Therefore, a prerequisite for integrative readiness is the consideration of interdisciplinary relationships, which are established on the combination of knowledge and their complementarity. Effectiveness based on interdisciplinary relationships manifests based on students" ability to channel out the interdisciplinary transfer of knowledge in solving cognitive and professional problems, independently solve interdisciplinary problems (see the problem, make a plan of their solution, select the required knowledge on different subjects, summarize them and draw conclusions); motivation of educational and cognitive activity of students; the degree (complexity) of interdisciplinary tasks for students of different years of study and different training; the level of awareness of interdisciplinary relationships in the study of different subjects. Because it is the interdisciplinary relationships that form an integrated picture of the world, it is the foundation of the worldview and a tool for practical and cognitive human activity.
As Alterator and Deed (2013:316) noted, "teaching style that implies flexibility of educational space, choice of student activity, the richness of educational materials, integration of curriculum areas and/or small-group forms of conducting classes" is probably the best form of the constitution of readiness for professional activity.
However, since classes are generally understood as a broad construct, they imply the involvement of all participants, where a support system should be used, such as professor working hours or additional courses (Fredricks, Filsecker & Lawson, 2016). Moreover, visible participation is more likely to occur in small courses as they provide more opportunities for students to engage in behavioural activities, e.g., by doing exercise.
Based on the obtained results, an integrative theoretical and practical course called "Organization of Inclusive Environment in Educational Institutions" was developed, which includes goals, objectives, integrative skills, content, guidelines for teachers and students, test tasks for testing theoretical productive knowledge. The peculiarity of the course Organization of Inclusive Environment in Educational Institutions is in its structure, namely: the course includes 4 modules, and the calculation of the "weight" of each module is determined by Fibonacci numbers (F=0.618; F=1.618), i.e. (Module I is 503x0.23=115.7 hours -3.2 Gr; Module II is 503x0.3=150.9 hours -4.2 Gr; Module III is 503x0.34=171.0 hours -4, 75 Gr; Module IV is 503x0.13=65.4 hours -1.8 Gr). In addition, training can be presented as three sections ("general" -"special" -"partial"). This is coherent with our vision of the training process and the designed model relies on it. Due to the fact that students who enroll in higher education institutions already have basic knowledge, have the skills and abilities they have acquired in the secondary educational institution, we note that for Speciality 016: Special Education, the "special section" (professional training) with 321.9 hours will be the main; the "general" section (general training) is 115.7 hours; the "partial" section (improvement of professional training) is 65.4 hours.
Analysing professional training of a future teacher, it should be remembered that a student who is characterized by professional orientation, preparing for the highly skilled performance of the functions of a specialist in a certain professional field (Kobriy, 2016), is distinguished by the most active development of moral and aesthetic feelings, completion of formation and stabilization of character. To become a professional teacher to work under the disciplines of inclusive education in today"s economic and social context, and given the qualification requirements for such a specialist, it is significant to create during professional training at a higher educational institution and when focusing on the student"s age such psychological and pedagogical conditions that will allow us to form an integrative readiness of future specialists for professional activity.
In this way, the simulation method itself will allow an integrated study of the litigates of formation of future teachers" readiness for work under the disciplines of inclusive education, since it will help to see not only the individual elements of this process but also to consider the connections between them. In our study, the model is understood as the image of an ideal teacher who possesses all the necessary qualities and qualities to carry out a professional activity under the disciplines of an inclusive educational environment (Kobriy, 2016).
To train a future teacher who can work effectively under the disciplines of inclusive education, the theoretical principles of the model of integrative readiness of a future teacher for work under the disciplines of inclusive education, who is a competent specialist, mobile and able to solve complex professional problems, are outlined.
The model (see Figure 2) is drugged on the principles of communicativeness, phasing, the connection of theory with practice, and is founded on the systematic, acmeological, personality-oriented, systemic approaches. The model developed is a seed of empirical and theoretical knowledge about the possibilities and consequences of introducing the sound experimental methodology of future teachers" professional training to work under the modern conditions of an inclusive educational environment. The model reflects the combination and interconnection of such components as the purpose of professional training of future teachers for work under the disciplines of inclusive education, scientific approaches, principles, tools, psychological and pedagogical conditions of learning, the result of students" readiness for professional activity, aimed at achieving the result: formation of integrative readiness of future teachers for work in an inclusive space.
to conditionally distinguish the following main blocks in this model: target, content, and procedural, resultant. The target block of the model is an objective formed by social requests. Therefore, the goal is to build the integrative readiness of future teachers for work under the disciplines of inclusive education.
The content and procedural blocks include psychological, pedagogical and methodological conditions, the subject of the educational process, forms of education, and basic methods of active and interactive learning. Besides, the emphasis was placed on training future teachers for work in an inclusive space for collaborative learning. As Vangrieken, Meredith, Packer, and Kyndt (2017) note, this type of education requires trust and respect that takes time to develop. The effectiveness of the organization of corrective developmental and educational work in educational inclusive space largely depends on the quality of training of future specialists and the use of active and interactive training.
There are a numerate of problems that need to be addressed regarding the developing and execution of the mannikin of the educational environment of higher educational institutions, the interaction of its components, which in aggregate can give a noticeable effect in the developing of future teachers" professional training.
==
Domain: Psychology Education
|
[{"added": "2020-07-30T02:02:13.303Z", "created": "2020-08-03T00:00:00.000", "id": "225356487", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "http://www.sciedupress.com/journal/index.php/ijhe/article/download/18504/11370", "pdf_hash": "76ff264531f380865f6ba95c829d8ef6ae91c3b9", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20699", "s2fieldsofstudy": ["Education"], "sha1": "2cc557a3c1966667214a3a5d0be6044c0664537e", "year": 2020}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Examining the Formation of Integrative Readiness of Pre-Service Teachers to work in Inclusive Classrooms in Ukraine
The article addresses potential issues surrounding the developing of the integrative readiness of pre-service teachers to work in inclusive classrooms in Ukraine. Integrative readiness is an open, dynamic, synergistic system functioning of cognitive, motivational, affective, and selective processes which is developed through the purposeful training of future teachers for work in inclusive, which is included in the educational social environment as a tool for acquiring productive knowledge, forming integrative skills. The structure of integrative readiness includes personality orientation; ability to perform their duties, professional competences; productive knowledge that the student receives from environmental information based on personal prior knowledge, skills, personal and professional qualities, and integrative skills that demonstrate the ability of an individual to make independent decisions and appropriate actions in unpredictable new situations. The levels of integrative readiness were investigated, covering the following interrelated stages: theoretical analysis, synthesis, comparison; modelling and technological design; generalization; observational; pedagogical experiment. A study was conducted. The research involved 285 pre-service teachers from the Ternopil Volodymyr Hnatiuk National Pedagogical University, enrolled in the Speciality 016: Special Education unit. A structural model of the constitution of integrative readiness of future teachers for professional activity was developed which consisting of the following blocks: target, content and procedural, and resultant. The research finding reported that the potencies of corrective, developmental, and educational work in the educational inclusive space largely depended upon the quality of training of the pre-service teacher, and the use of active and interactive training.
Topicality
The profound socio-economic and political transformations that took place in the 20 th-21 st centuries for children with special needs and the realization of their right to education, drove significant reforms of the Ukraine national education system. Analysing the National Strategy for the Development of Education in Ukraine for 2012-2021, the Concept of Development of Inclusive Education of 2010 (Ukraine), the UNESCO Salamanca Statement of 1994 and the UN Convention on the Rights of Persons with Disabilities (2006), it was influenced that inclusion is an important link in their country"s educational field.
Promoting educational competence in pre-service teachers is an important responsibility of higher educational institutions (Aspelin & Jonsson, 2019), and involves mastering andragogical principles and integrating the components of various technologies into learning activities (Dehon, Robertson, Barnard, Gunalda, & Puskarich, 2019). Thus, competence shapes the readiness of a future teacher to work in an inclusive educational environment, enables them to fulfil professional roles in their teaching activities, and contributes to the cosmos of mechanisms for the socialization of children with special educational needs (Skočić Mihić, Lončarić, & Bažon, 2019). Training of future teachers for work with children with special needs can be schematically represented in the form of the following didactic chain of formation of professional readiness, which is shew in Visualize 1. Thus, an important aspect of appropriate professional training of teaching staff is the formation of integrative readiness for professional activity.
The successful formation of pre-service teachers" readiness for work in the inclusive classroom depends on certain conditions and students" internal awareness of the goals of the teaching and their attitude towards it (Skočić Mihić, Lončarić & Bažon, 2019). This state of readiness is largely determined by the persistent psychological characteristics that are inherent in a particular person (Hobfoll, Halbesleben, Neveu & Westman, 2018).
When analysing the pedagogical literature, the attention was focused on the professional subjectivity (readiness) of a future teacher as an important professional quality and specification of the manifestations of professional subjectivity (awareness of the essence, requirements, and specifics of professional activity and their perception; professional self-concept; defining the profession of "teacher" as the main way of self-actualization and clarification of its essential characteristics such as activity, productivity, integrity, integrality, and consistency of subjective qualities and manifestations of teachers in professional activity, realization, and perception of their social and professional subjectivity (Kozlovsky, 2018).
The future teacher"s professional activity in the battleground of inclusive education meets the basic criteria of professional subjectivity (Skočić Mihić, Lončarić & Bažon, 2019), and thus the task is to form an integrative readiness as the foundation of a teacher"s professional subjectivity.
The above seems the reason for the feasibility of this study which attempted to gain new experience through the use of the specifically organised training programme aimed at fostering student teachers" readiness for working in preschool inclusive settings.
The study was a quasi-experimental study that used mixed-methods to measure the variables. The variables for the study were the students" efficacy for inclusive practices, students' academic self-efficacy, communicative and organizational efficacy, emotional reaction to the determine of environmental stimuli, and the anxiety level. The pedagogical study of the constitution of integrative readiness of pre-service teachers for work in the inclusive classroom was prolonged and covered the following interrelated stages. First, theoretical analysis, synthesis, the comparison was performed for the conceptualization of philosophical, psychological, and pedagogical scientific literature, the study of regulatory documents in the battleground of education. Concurrently, classification and systematization of theoretical and experimental data relating were fulfilled to identify the nature, main manifestations, and characteristics of the future teacher"s readiness for work under the disciplines of inclusive education. Induction and deduction, comparative analysis of theoretical, empirical, and experimental data were applied to analyse the effectualness of the lotion of research methods, modelling of students" educational activity. Second, modelling and technological design were completed to specify the content, psychological and pedagogical conditions, creation of a structural model of formation of integrative readiness of future teachers for work under the disciplines of inclusive education. Third, generalization was applied to work out and interpret the theoretical sources on the studied problem, state standards of higher education, educational and qualification characteristics, university documentation (curricula, programs, methodological support complexes), results of students" activities, determination of regularities, formulation of summaries and conclusions. Forth, the observational stage that relied on testing, questioning, pedagogical observation and was intended to determine the levels of development of students" integrative readiness for professional activity, its specific traits, and dynamics of development. The effectiveness of the organization of corrective developmental and educational work in educational inclusive space largely depends on the quality of training of future specialists and the use of active and interactive training.
There are a numerate of problems that need to be addressed regarding the developing and execution of the mannikin of the educational environment of higher educational institutions, the interaction of its components, which in aggregate can give a noticeable effect in the developing of future teachers" professional training.
==
Domain: Psychology Education
|
[{"added": "2020-07-30T02:02:13.303Z", "created": "2020-08-03T00:00:00.000", "id": "225356487", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "http://www.sciedupress.com/journal/index.php/ijhe/article/download/18504/11370", "pdf_hash": "76ff264531f380865f6ba95c829d8ef6ae91c3b9", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20699", "s2fieldsofstudy": ["Education"], "sha1": "2cc557a3c1966667214a3a5d0be6044c0664537e", "year": 2020}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
@@@ Instruction: : Learning about artificial intelligence (AI) has become one of the most discussed topics in the field of education. For example, Liou et al. [22] investigated the influence of augmented reality (AR) and virtual reality (VR) in an astronomy course, showing that students were motivated and encouraged with the assistance of technologies.
Important Scientific Issues-AI
The applications of AI are not covered by a single discipline. In addition to the information profession, it is still necessary to form an interdisciplinary learning group that brings together multiple professions to design AI applications. At the same time, the designed applications should be suitable for each field according to its needs. Thus, introducing the concept of AI into different professional courses in education will help train interdisciplinary teams, enabling members of different professions to develop good communication, coordination, and cooperation capabilities.
Ethics as a Social Scientific Issue (SSI) Element for an AI Course
The connotation ...
===
Continue the text. Add a short header.
@@@ Response:
Learning Ethics in AI—Teaching Non-Engineering Undergraduates through Situated Learning
: Learning about artificial intelligence (AI) has become one of the most discussed topics in the field of education. For example, Liou et al. [22] investigated the influence of augmented reality (AR) and virtual reality (VR) in an astronomy course, showing that students were motivated and encouraged with the assistance of technologies.
Important Scientific Issues-AI
The applications of AI are not covered by a single discipline. In addition to the information profession, it is still necessary to form an interdisciplinary learning group that brings together multiple professions to design AI applications. At the same time, the designed applications should be suitable for each field according to its needs. Thus, introducing the concept of AI into different professional courses in education will help train interdisciplinary teams, enabling members of different professions to develop good communication, coordination, and cooperation capabilities.
Ethics as a Social Scientific Issue (SSI) Element for an AI Course
The connotation of AI literacy includes ethical issues. With the development of technology, its application is usually accompanied by ethical and moral issues. Thus, for its practitioners, it is important that the implementation of AI includes its ethical aspects [26]. In terms of curriculum design, it is necessary not only to help students become practitioners of AI but also to understand the moral, ethical, and philosophical impact that AI will have on society. Therefore, including topics in the curriculum drawn from items such as movies and news headlines can stimulate discussion among students and help them to think deeply and understand the importance of AI ethics [27].
As AI technologies are being increasingly applied to people's daily lives, these various applications also affect everyone significantly. Consequently, an increasing number of researchers are paying attention to issues of how to use AI technology properly in our lives. In recent years, particularly from 2016 to 2018, several research subjects have been directed with a pores on various ethical issues that arise in the use of AI. These issues include transparency, fairness, responsibility, and sustainability [3,4].
A school curriculum that allows students to correctly recognize contemporary scientific issues such as AI will help them develop their AI literacy. The development of literacy means not only the cultivation of knowledge and skills but also the formation and application of knowledge concepts in daily living. Thus, scientific literacy is the internalization of the knowledge and understanding of scientific concepts and scientific processes in one's lifestyle, including decision-making, participation in civic affairs, and economic production [28]. Hung et al. [29] showed that literacy can be learned by developing games, especially for acquiring disciplinary literacy in computer science. Although it is potential to develop AI literacy through game design, this approach is difficult to apply to nonengineering students. In applying AI, which is an interdisciplinary technology, designers need to rely on cooperation with others and have critical and communication skills. Actual teaching scenario in this study showing a discussion between a student and lecturers on improving the performance of the motor-controlled car kit built on Raspberry Pi.
Table 1 .
Elements of situated learning and the corresponding learning activities.
Table 2 .
Link between AI learning activities, question items, and dimensions.
Table 4 .
Results of the repeated T-test analysis of students' understanding of AI.
Students' performance in understanding of AI and AI literacy among different faculties.
Table 6 .
Comparison of students' performance in understanding AI among different faculties.
Table 7 .
Comparison of students' performance in AI literacy among different faculties.
•Does the present AI course enhance students' awareness of AI ethical issues?
Results of repeated T-test on students' awareness of AI ethical issues.
Table 9 .
Correlation between students' AI understanding, AI teamwork, attitude toward AI, and awareness of AI ethical issues.
Table 11 .
Results of the regression analysis regarding students' understanding of AI, AI literacy, and awareness of AI ethical issues.
==
Domain: Psychology Education
|
[{"added": "2021-05-05T00:08:04.702Z", "created": "2021-03-26T00:00:00.000", "id": "233621123", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/7/3718/pdf?version=1617937100", "pdf_hash": "53d1114412c546cfb74e4c7787f72e45e522d21d", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20124", "s2fieldsofstudy": ["Education"], "sha1": "ea9159af81234c3771655949635373ddc3dfcced", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Learning Ethics in AI—Teaching Non-Engineering Undergraduates through Situated Learning
: Learning about artificial intelligence (AI) has become one of the most discussed topics in the field of education. This practice was associated to the activity they undertook in the previous exercise. After finalizing the design, the students were helped by teaching assistants in the class to deploy the model on the car kit. Considering the higher level of technicality involved in this step, we intentionally avoided having the students perform this task by themselves. However, they could determine if there was a problem with the model they had designed based on how it behaved on the car kit. If the model did not perform well enough-for example, the car was unable to recognize the road sign correctly-the instructors assisted them in finding solutions, such as collecting more data and re-training the model.
During this training activity, the students realized the importance of designing a proper algorithm for the car kit to respond correctly. We asked them to undertake this exercise in groups. Because the algorithm they designed could have flaws, teachers needed to guide them in revising it through discussions. Even in cases where it was well designed, the car kit might still react incorrectly due to the incorrect recognition of road signs. Furthermore, the students were prevented from using the model they had trained during the first exercise to tackle the problems they encountered in the second exercise. Although the problems in the first and second exercises were similar, it is worth emphasizing that the current AI model was a purpose-specific model, not a generic one. Hence, the learners had to train different models for different problems, although the backbone of each model was the same.
Following the completion of the activities, a post-test survey was undertaken to evaluate whether there was a learning effect on students' AI literacy, understanding, and awareness of AI ethical issues (AI ethics).
Instruments 2.3.1. AI Understanding Scale (AI Understanding)
To measure the levels of the AI understanding of the learners after the course, eight question items were designed and then revised following comments from three experts in relevant fields (two professors of computer science and one professor of education), all of whom agreed on the appropriateness of the conception of the tests. During the course, these question items also served as knowledge points to ensure a proper alignment with the lessons and learning activities. The survey on AI understanding was designed in the form of a Likert-style five-point scale, with 1 corresponding to "strongly disagree" and 5 corresponding to "strongly agree."Such an approach was taken because, like other areas of science, AI is in a constant state of development and some scientific statements about the current submit of development might not always be true in the future. Therefore, we prepared this set of questions in our experimental design to estimate the level of students' current understanding of AI. The course instructors also used these questions as discussion topics during the course.
AI Literacy Scale
This study adapted an AI literacy scale developed by Lin et al. [45] to evaluate learners' AI literacy. The scale was designed in the form of a Likert-style five-point scale, with 1 corresponding to "strongly disagree" and 5 corresponding to "strongly agree."To understand the important factors of AI, this study applied factor analysis to determine validity. This resulted in a Kaiser-Meyer-Olkin (KMO) value of 0.945, while the significance value of the Bartlett spherical test was 0.000, suggesting that the dataset was suitable for factor analysis and could explain up to 65.29% of variance. Finally, two important elements were extracted: (1) teamwork (4 items) and (2) attitude toward AI (8 items). Actual teaching scenario in this study showing a discussion between a student and lecturers on improving the performance of the motor-controlled car kit built on Raspberry Pi.
Table 1 .
Elements of situated learning and the corresponding learning activities.
Table 2 .
Link between AI learning activities, question items, and dimensions.
Table 4 .
Results of the repeated T-test analysis of students' understanding of AI.
Students' performance in understanding of AI and AI literacy among different faculties.
Table 6 .
Comparison of students' performance in understanding AI among different faculties.
Table 7 .
Comparison of students' performance in AI literacy among different faculties.
•Does the present AI course enhance students' awareness of AI ethical issues?
Results of repeated T-test on students' awareness of AI ethical issues.
Table 9 .
Correlation between students' AI understanding, AI teamwork, attitude toward AI, and awareness of AI ethical issues.
Table 11 .
Results of the regression analysis regarding students' understanding of AI, AI literacy, and awareness of AI ethical issues.
==
Domain: Psychology Education<|endoftext|>Learning Ethics in AI—Teaching Non-Engineering Undergraduates through Situated Learning
: Learning about artificial intelligence (AI) has become one of the most discussed topics in the field of education. The car kit was built by a Raspberry Pi with Raspbian OS to enable it to execute programs. Those used in this study were equipped with USB cameras to capture images. At the same time, we provided two types of road sign (i.e., moving directions for the cars: a left-turn sign and a right-turn sign). The students were then asked to design a model that could drive the wheels under different circumstances; specifically, a car kit that "sees" a right-turn sign should turn right and turn left when it "sees" the left-turn sign. To accomplish this task, students first had to collect several images of different road signs and upload the images to the Custom Vision website for the purport of training a model. In addition, they were asked to consider how the car should react when it does not "see" any road signs or "sees" objects that are not road signs. For example, if the car stops at a crossroad, it should wait until it "sees" a road sign. At that moment, it tries to detect whether there is a road sign in front of it. For this purpose, the students had to collect images that represented negative samples. Furthermore, if the car "sees" a specific object (e.g., a cat or a dog) when it is moving, it must stop immediately to avoid hitting that object. This practice was associated to the activity they undertook in the previous exercise. After finalizing the design, the students were helped by teaching assistants in the class to deploy the model on the car kit. Considering the higher level of technicality involved in this step, we intentionally avoided having the students perform this task by themselves. However, they could determine if there was a problem with the model they had designed based on how it behaved on the car kit. If the model did not perform well enough-for example, the car was unable to recognize the road sign correctly-the instructors assisted them in finding solutions, such as collecting more data and re-training the model.
During this training activity, the students realized the importance of designing a proper algorithm for the car kit to respond correctly. We asked them to undertake this exercise in groups. Because the algorithm they designed could have flaws, teachers needed to guide them in revising it through discussions. Even in cases where it was well designed, the car kit might still react incorrectly due to the incorrect recognition of road signs. Furthermore, the students were prevented from using the model they had trained during the first exercise to tackle the problems they encountered in the second exercise. Although the problems in the first and second exercises were similar, it is worth emphasizing that the current AI model was a purpose-specific model, not a generic one. Actual teaching scenario in this study showing a discussion between a student and lecturers on improving the performance of the motor-controlled car kit built on Raspberry Pi.
Table 1 .
Elements of situated learning and the corresponding learning activities.
Table 2 .
Link between AI learning activities, question items, and dimensions.
Table 4 .
Results of the repeated T-test analysis of students' understanding of AI.
Students' performance in understanding of AI and AI literacy among different faculties.
Table 6 .
Comparison of students' performance in understanding AI among different faculties.
Table 7 .
Comparison of students' performance in AI literacy among different faculties.
•Does the present AI course enhance students' awareness of AI ethical issues?
Results of repeated T-test on students' awareness of AI ethical issues.
Table 9 .
Correlation between students' AI understanding, AI teamwork, attitude toward AI, and awareness of AI ethical issues.
Table 11 .
Results of the regression analysis regarding students' understanding of AI, AI literacy, and awareness of AI ethical issues.
==
Domain: Psychology Education
|
[{"added": "2021-05-05T00:08:04.702Z", "created": "2021-03-26T00:00:00.000", "id": "233621123", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/7/3718/pdf?version=1617937100", "pdf_hash": "53d1114412c546cfb74e4c7787f72e45e522d21d", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20124", "s2fieldsofstudy": ["Education"], "sha1": "ea9159af81234c3771655949635373ddc3dfcced", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2021-05-05T00:08:04.702Z", "created": "2021-03-26T00:00:00.000", "id": "233621123", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/7/3718/pdf?version=1617937100", "pdf_hash": "53d1114412c546cfb74e4c7787f72e45e522d21d", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20124", "s2fieldsofstudy": ["Education"], "sha1": "ea9159af81234c3771655949635373ddc3dfcced", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Learning Ethics in AI—Teaching Non-Engineering Undergraduates through Situated Learning
: Learning about artificial intelligence (AI) has become one of the most discussed topics in the field of education. Regarding gender distribution, 108 of the students were male (32.9%) and 220 were female (67.1%). Of the students, 253 were from the Business School (77.1%), 44 were from the Design School (13.4%), 29 were from the School of Humanities and Education (8.8%), and 2 were from the School of Law (0.6%). The study was o.k.'d by the campus ethics committee, and all participants agreed to the experiments.
Participants
This study involved 328 newly enrolled first-year students in non-engineering faculties at a university in northern Taiwan. There were 40-65 students per course and 13 classes in total. Regarding gender distribution, 108 of the students were male (32.9%) and 220 were female (67.1%). Of the students, 253 were from the Business School (77.1%), 44 were from the Design School (13.4%), 29 were from the School of Humanities and Education (8.8%), and 2 were from the School of Law (0.6%). The study was o.k.'d by the campus ethics committee, and all participants agreed to the experiments.
Procedure
The proposed instructional design in this study was prepared as part of a regular 18week general education course entitled "The Introduction of Science and Technology."The learning lessons, which lasted three weeks in the midriff of the course, were in three parts. At the beginning, an experienced instructor gave a lecture to introduce the fundamental principles of AI, including a mention of some of the ethical issues arising in the use of AI, citing examples such as autonomous vehicles, public surveillance, and a personal assistant (such as Siri and Google Assistant). Next, the instructor provided authentic AI application scenarios to learners and demonstrated how to achieve specific goals with AI tools (Figure 1).
The learners then tried to train an AI model by themselves to achieve the same goal, with the instructor helping them tackle any problems they encountered. Finally, an assessment session was held to evaluate their achievements in accomplishing the assigned tasks. According to Herrington and Oliver [38], knowledge is best acquired by learners if the learning environment includes nine elements of situated learning design. This study draws on their work in designing the elements of situated learning and the corresponding learning activities, as illustrated in Table 1.
To evaluate the potential contribution of the proposed cultivation of AI ethics, a pretest survey was administered before the course to ascertain the current levels of the learners' AI understanding, AI teamwork, attitude toward AI, and awareness of AI ethical issues (AI ethics). The lecture at the beginning was given to establish a baseline of learners' knowledge of AI. To deepen this knowledge, we provided them with a scenario involving an AI application: designing an autonomous vehicle. The scenario was presented in the following terms: If you have to design an autonomous vehicle, how can you make it drive safely?The first requirement is to follow the road. The second is for it to recognize road signs and, most importantly, it must stop if it "sees" potential obstacles, such as pedestrians or animals.
Because it was impossible to provide learners with real vehicles to undertake their exercises, this study used a motor-controlled car kit built on Raspberry Pi (see Figures 2 and 3), on which it is potential to run computer programs. The goal of this exercise was to train an AI model to meet the aforementioned requirements and then apply the model to the car kit. The instructor first demonstrated how to prepare an AI model to recognize two different objects (which were cats and dogs in this study) and provided a series of
Procedure
The proposed instructional design in this study was prepared as part of a regular 18week general education course entitled "The Introduction of Science and Technology."The learning lessons, which lasted three weeks in the midriff of the course, were in three parts. At the beginning, an experienced instructor gave a lecture to introduce the fundamental principles of AI, including a mention of some of the ethical issues arising in the use of AI, citing examples such as autonomous vehicles, public surveillance, and a personal assistant (such as Siri and Google Assistant). Next, the instructor provided authentic AI application scenarios to learners and demonstrated how to achieve specific goals with AI tools (Figure 1).
The learners then tried to train an AI model by themselves to achieve the same goal, with the instructor helping them tackle any problems they encountered. Actual teaching scenario in this study showing a discussion between a student and lecturers on improving the performance of the motor-controlled car kit built on Raspberry Pi.
Table 1 .
Elements of situated learning and the corresponding learning activities.
Table 2 .
Link between AI learning activities, question items, and dimensions.
Table 4 .
Results of the repeated T-test analysis of students' understanding of AI.
Students' performance in understanding of AI and AI literacy among different faculties.
Table 6 .
Comparison of students' performance in understanding AI among different faculties.
Table 7 .
Comparison of students' performance in AI literacy among different faculties.
•Does the present AI course enhance students' awareness of AI ethical issues?
Results of repeated T-test on students' awareness of AI ethical issues.
Table 9 .
Correlation between students' AI understanding, AI teamwork, attitude toward AI, and awareness of AI ethical issues.
Table 11 .
Results of the regression analysis regarding students' understanding of AI, AI literacy, and awareness of AI ethical issues.
==
Domain: Psychology Education
|
[{"added": "2021-05-05T00:08:04.702Z", "created": "2021-03-26T00:00:00.000", "id": "233621123", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/7/3718/pdf?version=1617937100", "pdf_hash": "53d1114412c546cfb74e4c7787f72e45e522d21d", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20124", "s2fieldsofstudy": ["Education"], "sha1": "ea9159af81234c3771655949635373ddc3dfcced", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
This below document has 2 paragraphs that start with 'Results of the',
2 paragraphs that start with 'Comparison of students' performance in',
2 paragraphs that end with 'AI literacy among different faculties',
4 paragraphs that end with 'awareness of AI ethical issues'. It has approximately 778 words, 40 sentences, and 23 paragraph(s).
<<<<>>>>
Learning Ethics in AI—Teaching Non-Engineering Undergraduates through Situated Learning
: Learning about artificial intelligence (AI) has become one of the most discussed topics in the field of education. However, existing research studies have identified an absence of knowledge at present regarding how to create an appropriate learning environment that facilitates teaching non-engineering students about AI and ethics [2][3][4][5][6][7][8][9][10].
Hence, incorporating AI learning into general education (or liberal education) is worthwhile at the moment, since general education focuses on the treasure of humanity and its affect on society [11]. It has become increasingly evident that solving authentic problems in the world now requires not only the engineering sector but also cross-domain conversations and collaboration involving science, technology, and the humanities [12]. However, non-engineering students have displayed negative preconceptions regarding learning in an interdisciplinary environment about using technology based on a basic familiarity with the principles of programming [13]. Considering the traditional learning subjects of non-engineering students (e.g., linguistics, arts, literature, etc.), the rationale for cross-disciplinary learning about technology appears not to be always understood [14,15], and technology has never been their primary interest or requirement. Thus, in their learning paths in higher education, science, technology, engineering, or the basic logic of programming are not included in their curricula. A significant gap between the need to let all students learn about the prospects of AI in authentic life and the lack of understanding or unwillingness of non-engineering students to learn about technology can thus be seen. The following sections discuss the rationales and the findings in the existing literature relating to the arguments of this study.
Scientific Introductory Courses in General Education
With modernization, the emphasis in university education has shifted to the professional and practical. However, a focus on specialization, technology, and instrumentation is not conducive to the overall development of university education. The core value of universities should be the provision of a holistic education that includes both general and scientific education [16]. General education has been subjected to close examination since its early days. Among its strengths are that it can enhance students' creativity, comprehensive ability, judgment, critical ability, cognitive skills, etc. in order for them to develop cross-discipline cooperation abilities or mature personalities. It can also address larger questions, such as finding meaning and purpose in life, not only through "culture" and "belief" types but also by having students study the world through multiple disciplines and perspectives. Therefore, apart from the humanities, science can also be considered an important part of general education [17].
Scientific introductory courses in general education cover a wide ramble of fields, including physics, chemistry, biology, and earth sciences, with the main emphasis being on the "scientific spirit" and "scientific literacy."For non-engineering students, course materials that merely focus on "factual knowledge" can be fairly boring, which reduces their learning motivation [18]. Instead of defining scientific literacy with reference to specific learning outcomes, it is better to link such literacy to its application and experience in life and use appropriate teaching methods and content to achieve this goal [19]. In science education, the nature of science, as proposed by philosophers of science, is often too abstract for students; it should be similar to daily life experiences to help them understand [20], thereby enabling them to build a bridge between science and the humanities. Understanding how career scientists think and see the essence of problems and how knowledge is transformed over time to become technology can be utilised in life today. Natural and other sciences do not have to be restricted to knowledge in textbooks but can be utilised in life, which could help students rethink the meaning of natural sciences and arouse their interest in learning [21]. Actual teaching scenario in this study showing a discussion between a student and lecturers on improving the performance of the motor-controlled car kit built on Raspberry Pi.
Table 1 .
Elements of situated learning and the corresponding learning activities.
Table 2 .
Link between AI learning activities, question items, and dimensions.
Table 4 .
Results of the repeated T-test analysis of students' understanding of AI.
Students' performance in understanding of AI and AI literacy among different faculties.
Table 6 .
Comparison of students' performance in understanding AI among different faculties.
Table 7 .
Comparison of students' performance in AI literacy among different faculties.
•Does the present AI course enhance students' awareness of AI ethical issues?
Results of repeated T-test on students' awareness of AI ethical issues.
Table 9 .
Correlation between students' AI understanding, AI teamwork, attitude toward AI, and awareness of AI ethical issues.
Table 11 .
Results of the regression analysis regarding students' understanding of AI, AI literacy, and awareness of AI ethical issues.
==
Domain: Psychology Education
|
[{"added": "2021-05-05T00:08:04.702Z", "created": "2021-03-26T00:00:00.000", "id": "233621123", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/7/3718/pdf?version=1617937100", "pdf_hash": "53d1114412c546cfb74e4c7787f72e45e522d21d", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20124", "s2fieldsofstudy": ["Education"], "sha1": "ea9159af81234c3771655949635373ddc3dfcced", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Examining the Formation of Integrative Readiness of Pre-Service Teachers to work in Inclusive Classrooms in Ukraine
The article addresses potential issues surrounding the developing of the integrative readiness of pre-service teachers to work in inclusive classrooms in Ukraine. Twenty-nine percent of respondents consider the experience of specialists effective.
Q5: What psychological and pedagogical conditions are most effective in future teachers' professional training?
Sixty-six percent of students noted the joint interaction of students, teachers, correctional educators, supervisors, parents. Seventeen percent of future specialists have a practical orientation of their study at higher educational institutions. Fourteen percent of the respondents mentioned methodical and technical support of the correction process. Three percent of students mentioned fundamental theoretical and practical training of future teachers for work under the disciplines of inclusive education.
Amongst the negative answers were few that are as follows: the students identified the following problems regarding the future teachers" professional training for work in an inclusive classroom, low motivation to work in inclusive institutions, emotional instability; insufficient logistical support; the lack of comprehensive didactic and practical professional training of future teachers for the organization of work in inclusive classes, the limited content richness of modules of the subjects, etc.
Academic Performance: Test Results
Successful training of future teachers is influenced by volitional, intellectual, and emotional spheres. Positive sthenic emotions of adequate intensity contribute to increasing the efficiency of the professional activity of a future specialist. Negative asthenic emotions lead to stress and adversely affect health and performance (Chetverikova, 2017). The outcomes of the survey of the regulate of types of emotional reaction on environmental stimuli, which was guided according to the diagnostics of the type of emotional reaction to the determine of environmental stimuli, are shew in Shape 3. Euphoric type of emotional reaction "Refractory" type of emotional reaction
Diagnostics of the Emotional Reaction to the Influence of Environmental Stimuli
The outcomes of the subject indicated that the psychological characteristics of future teachers are marked by emotional and vegetative lability. It begins during the period of study at a higher educational institution, which is accompanied by a commute in the stereotype of work (study at school). The students get adapted to this, an increment in the volume of information increased requirements to the adaptive capacity of the body, which may lead to maladaptation in the future.
Personal anxiety was identified through psychological research using Taylor"s Manifest Anxiety Scale. The dynamics of changes in the level of general and personal anxiety of future teachers in the serves of educational work is portrayed in Trope 4. Figure 4. Dynamics of change in the level of general and personal anxiety in future teachers (%) Anxiety in the 1 st year of study was high in almost half of the students, and with each passing semester, it was decreasing, which could probably indicate that the professional training of students every year helps to form emotional stability in future teachers.
We also considered such a quality of future teachers as creativity, where a high manifestation of creative abilities is usually combined with certain personal qualities. Such personality traits as self-confidence, courage, freedom are not only inherent in creative people but also increase the likelihood of realizing their creative potential.
Considering creative processes characterized by originality, speed, and flexibility of thinking (images are created quickly and have a high switching capacity), we have concluded that they have their peculiarities, which are created during life, activity, and largely determined by learning and education.
The literature reports that there are two sides for creativity in education: structuring an assignment, providing additional information, and evaluating what has been created so far, can be equally important (Kaufman, Beghetto & Watson, 2016;Kozlovsky, 2018;Skočić Mihić, Lončarić, & Bažon, 2019).
How can teachers contribute to their pupils" creativity? One approach is summarized and considers creativity as a event of education (Skočić Mihić, Lončarić, & Bažon, 2019), the second one is formative and aimed at understanding creativity as part of education (Kaufman, Beghetto & Watson, 2016). According to the first approach, interventions in the serves of conducting classes based on theoretical principles of creativity could be applied, and to guide pre-and post-test studies on well-known creative activities such as divergent thinking. The results are analysed statistically to see if there is a important increment in average creativity scores over time. Preferably, this is an increase compared to the control group. In the second approach, creativity is often analysed qualitatively, because it occurs through social interaction in educational institutions where students and teachers work (together) on creative assignments, such as in the classes of curricular or extracurricular arts, dance, etc. With these two approaches, you can define what creativity is. In the first approach, creativity is seen as a hidden, individual trait that can be "realized" by the tasks of creative thinking that can be positively or negatively affected by the environment. The effectiveness of the organization of corrective developmental and educational work in educational inclusive space largely depends on the quality of training of future specialists and the use of active and interactive training.
There are a numerate of problems that need to be addressed regarding the developing and execution of the mannikin of the educational environment of higher educational institutions, the interaction of its components, which in aggregate can give a noticeable effect in the developing of future teachers" professional training.
==
Domain: Psychology Education
|
[{"added": "2020-07-30T02:02:13.303Z", "created": "2020-08-03T00:00:00.000", "id": "225356487", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "http://www.sciedupress.com/journal/index.php/ijhe/article/download/18504/11370", "pdf_hash": "76ff264531f380865f6ba95c829d8ef6ae91c3b9", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20699", "s2fieldsofstudy": ["Education"], "sha1": "2cc557a3c1966667214a3a5d0be6044c0664537e", "year": 2020}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Learning Ethics in AI—Teaching Non-Engineering Undergraduates through Situated Learning
: Learning about artificial intelligence (AI) has become one of the most discussed topics in the field of education. With the guidance of teachers, better learning results can be achieved [38]. In science education, situated teaching can connect students with actual social problems, thereby strengthening their educational experiences for future job opportunities [39].
Since AI is an important scientific issue in this era, it has been discovered as a teaching priority at different levels of educational institutions, from K-12 to departments in universities. While AI is a kind of technology for engineering students, it is more probably to be a tool for non-engineering ones. Hence, the designed AI lessons were incorporated into a general education course whose participants were all non-engineering students. This study aims not only to further the research on university students' perceptions of AI but also to investigate the differences in students' awareness of AI ethics before and after undertaking these courses, which will serve as a reference for future curriculum development and revision.
Purpose of the Current Study
The main role of this sketch was to design a situated-learning-based AI course and to examine whether this format of learning is effective in enhancing non-engineering students' understanding and attitude toward AI. In addition, the study aims to understand the impingement of the designed course on learners' awareness of AI ethical issues.
Methodology
Starting from the premise that non-engineering students should focus on applying AI techniques to solve their problems rather than technology, we designed a situatedlearning-based instructional design that aims to give these students an understanding of AI that can be put into practice through hands-on exercises. Estimate 1 exemplifies the research framework. This study also designed pre-and post-test surveys to appraise the performance of students on different aspects of AI: AI understanding, AI teamwork, attitude toward AI, and awareness of AI ethical issues (AI ethics).
Participants
This study involved 328 newly enrolled first-year students in non-engineering faculties at a university in northern Taiwan. There were 40-65 students per course and 13 classes in total. Regarding gender distribution, 108 of the students were male (32.9%) and 220 were female (67.1%). Of the students, 253 were from the Business School (77.1%), 44 were from the Design School (13.4%), 29 were from the School of Humanities and Education (8.8%), and 2 were from the School of Law (0.6%). The study was o.k.'d by the campus ethics committee, and all participants agreed to the experiments.
Participants
This study involved 328 newly enrolled first-year students in non-engineering faculties at a university in northern Taiwan. There were 40-65 students per course and 13 classes in total. Regarding gender distribution, 108 of the students were male (32.9%) and 220 were female (67.1%). Of the students, 253 were from the Business School (77.1%), 44 were from the Design School (13.4%), 29 were from the School of Humanities and Education (8.8%), and 2 were from the School of Law (0.6%). The study was o.k.'d by the campus ethics committee, and all participants agreed to the experiments.
Procedure
The proposed instructional design in this study was prepared as part of a regular 18week general education course entitled "The Introduction of Science and Technology."The learning lessons, which lasted three weeks in the midriff of the course, were in three parts. At the beginning, an experienced instructor gave a lecture to introduce the fundamental principles of AI, including a mention of some of the ethical issues arising in the use of AI, citing examples such as autonomous vehicles, public surveillance, and a personal assistant (such as Siri and Google Assistant). Next, the instructor provided authentic AI application scenarios to learners and demonstrated how to achieve specific goals with AI tools (Figure 1).
The learners then tried to train an AI model by themselves to achieve the same goal, with the instructor helping them tackle any problems they encountered. Finally, an assessment session was held to evaluate their achievements in accomplishing the assigned tasks. Actual teaching scenario in this study showing a discussion between a student and lecturers on improving the performance of the motor-controlled car kit built on Raspberry Pi.
Table 1 .
Elements of situated learning and the corresponding learning activities.
Table 2 .
Link between AI learning activities, question items, and dimensions.
Table 4 .
Results of the repeated T-test analysis of students' understanding of AI.
Students' performance in understanding of AI and AI literacy among different faculties.
Table 6 .
Comparison of students' performance in understanding AI among different faculties.
Table 7 .
Comparison of students' performance in AI literacy among different faculties.
•Does the present AI course enhance students' awareness of AI ethical issues?
Results of repeated T-test on students' awareness of AI ethical issues.
Table 9 .
Correlation between students' AI understanding, AI teamwork, attitude toward AI, and awareness of AI ethical issues.
Table 11 .
Results of the regression analysis regarding students' understanding of AI, AI literacy, and awareness of AI ethical issues.
==
Domain: Psychology Education
|
[{"added": "2021-05-05T00:08:04.702Z", "created": "2021-03-26T00:00:00.000", "id": "233621123", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/7/3718/pdf?version=1617937100", "pdf_hash": "53d1114412c546cfb74e4c7787f72e45e522d21d", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20124", "s2fieldsofstudy": ["Education"], "sha1": "ea9159af81234c3771655949635373ddc3dfcced", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Learning Ethics in AI—Teaching Non-Engineering Undergraduates through Situated Learning
: Learning about artificial intelligence (AI) has become one of the most discussed topics in the field of education. Moreover, their awareness of AI ethics correlates with these factors and could be effectively predicted by their AI understanding and attitude toward AI. Teamwork was not an effective predictor, however. Cross-domain collaboration was not included in the excogitation of the learning process; thus, the non-engineering students did not seek to collaborate in an "interdisciplinary teamwork" format when they encountered dilemmas regarding ethical issues. Therefore, an appropriately designed situated learning that includes problematic scenarios for students to "play" cross-domain collaboration in solving AI-related issues could be a future improvement to our AI lessons.
We had hoped to discover the students' ability to define and discuss the problems encountered with their AI car kit. In the future, it would be useful to create learning modules that report for dispute in levels in terminus of the difficulty in computer programming (e.g., we did not ask students to do the coding themselves during lessons and activities) or even for students with different "AI understanding" or "AI attitudes". We discovered that students without an engineering background (and even those with such a background) and possessing different mindsets had enrolled in the general education course for a diversity of purposes. These were other minor factors that could have influenced the leads of this study.
Finally, we discussed the acts of the situated-learning-based AI course on students' understanding, teamwork, and attitudes toward AI and examined the effects on their awareness of ethical issues in AI. In the course of their teaching on AI, instructors would normally place great emphasis on students' engagement in AI tasks, their motivation in learning-related content, and their learning performance. Whether using AI ethics as a set of instructional objectives for a situated learning scenario enhances the outcomes of AI learning would be a valuable line of inquiry to pursue in future research. Such a study would enable us to gain a deeply reading of the kinship between AI ethics and the cultivation during students' AI learning. General education is one appropriate way to cultivate students' ethical awareness. For non-engineering students, it serves as a medium to expose them to important modern scientific issues, such as AI. The current study expands the scope and purpose of existing scientific introductory courses in general education by including the subject of AI. It thereby lays an empirical foundation for future suggestions regarding the instructional design of an AI course.
Moreover, this study compared the learning performance of students from different faculties. The mean scores for the understanding and AI literacy of such students show that those from the Business School had the highest score, followed by those from the School of Humanities and Education and then those from the Design School, with the lowest score being for students from the School of Law. Although the results showed some differences in the mean scores for the students from different faculties, the covariance analysis did not show any important deviation in the performance of such students. The possible reason for this is the uneven distribution of the numerate of students from the faculties covered by this study, with few students in some faculties (e.g., the School of Law and the Design School), which, in turn, makes it harder to detect statistical associations or differences in students' performance among different faculties. In future research, the collection of larger samples from different faculties is recommended to permit a broader understanding of the differences in learning among students from different faculties. Finally, this study used quantitative data on students in its analysis to gain an reading of the effects of students' learning in AI. To achieve a clearer understanding of the learning process of the participants in AI courses, it would be more appropriate to apply some learning process analysis techniques, such as balancing the distribution of participants. Actual teaching scenario in this study showing a discussion between a student and lecturers on improving the performance of the motor-controlled car kit built on Raspberry Pi.
Table 1 .
Elements of situated learning and the corresponding learning activities.
Table 2 .
Link between AI learning activities, question items, and dimensions.
Table 4 .
Results of the repeated T-test analysis of students' understanding of AI.
Students' performance in understanding of AI and AI literacy among different faculties.
Table 6 .
Comparison of students' performance in understanding AI among different faculties.
Table 7 .
Comparison of students' performance in AI literacy among different faculties.
•Does the present AI course enhance students' awareness of AI ethical issues?
Results of repeated T-test on students' awareness of AI ethical issues.
Table 9 .
Correlation between students' AI understanding, AI teamwork, attitude toward AI, and awareness of AI ethical issues.
Table 11 .
Results of the regression analysis regarding students' understanding of AI, AI literacy, and awareness of AI ethical issues.
==
Domain: Psychology Education
|
[{"added": "2021-05-05T00:08:04.702Z", "created": "2021-03-26T00:00:00.000", "id": "233621123", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/7/3718/pdf?version=1617937100", "pdf_hash": "53d1114412c546cfb74e4c7787f72e45e522d21d", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20124", "s2fieldsofstudy": ["Education"], "sha1": "ea9159af81234c3771655949635373ddc3dfcced", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Chinese University EFL Learners ’ Foreign Language Writing Anxiety : Pattern , Effect and Causes
This paper reports on the effect of a study on Chinese university EFL learners’ foreign language writing anxiety in terms of general pattern, effect and causes. And the one-way ANOVA analyses revealed that significant differences existed among the three groups in all FLWAS scales, with F values ranging from 6.74 (FLWAS2 & FLWAS3) to 15.82 (FLWAS1) (Table 6). As noted in Table 6, the three groups differed significantly from one another in terms of confidence in English writing (FLWAS1) and overall English writing anxiety (FLWAS) , the low-proficiency group differed from their group 2 and 3 peers in dislike of English writing (FLWAS2) and their group 3 counterparts in English writing evaluation apprehension (FLWAS3).
Regression analyses further revealed that FLWAS1 was a powerful predictor of students' performance in English writing (Table 8) ( = -.138,p = .000). This finding is further supported by the interviewees' reports. Among the 18 interviewees, 1 reported that he was not sure whether anxiety affected his English writing performance and 3 believed that anxiety had no gist on the latter. Among the other 14 interviewees, 6, 3 and 3 claimed that anxiety affected their English writing performance seriously, sometimes and slightly, respectively.
Causes for Foreign Language Writing Anxiety
Among the thirteen interviewees who reported feeling anxious when writing in English, five reported feeling the most anxious when analyzing the task requirement because of uncertainty; 3 recalled that they felt the most anxious upon beginning to write because it was often difficult for them to write out the first sentence; 2 thought outlining was the most anxiety-provoking because they could not find a clue; 1 became the most anxious when he could not find the most appropriate expression; and 1 was the most anxious when submitting her essay. The other 8 interviewees reported not feeling anxious when writing in English, 2 of whom confided that they even felt slightly excited and even proud, because "I never know that I have mastered so many words" (Shi, male, Electronic Engineering).
When asked about the causes for their English writing anxiety, the interviewees identified the followings: 1) It is difficult to write in English, 2) they desired to write out more proper expressions, 3) they cared (too) much about exam results, 4) they were limited in vocabulary, 5) they were lack of English writing practice, 6) they were not familiar with the required writing genre, and 7) they were slow in English writing. Six interviewees believed that genre could be a factor that provoked anxiety in them, stating that familiar genres could put them at ease while strange genres, especially academic papers, frustrated them and caused them to become anxious. Some interviewees claimed that their vocabulary became smaller because of their decreased practice in English writing, which caused them to become anxious when writing in English.
To cope with the anxiety, they adopted a number of strategies such as comforting themselves, revising the essay repeatedly, continuing to write despite the anxiety, reading other students' essays, and turning to dictionary. When not sure of the task requirement, they would re-analyze the topic and make a list of the main points. When not having a clue of what to write, they would try hard to brainstorm and outline, because "making an outline and then filling the content make writing easier" (Sun, female, Physics). When being unable to think of an appropriate expression, they would check dictionaries to find synonyms as alternatives.
Factor Analysis of FLRAS and FLRSUS
Rotated principal factor analyses showed that FLWAS had 3 important factors: Low Self-Confidence in Writing English (FLWAS1), Dislike of Writing English (FLWAS2), and English Writing Evaluation Apprehension (FLWAS3), consistent with the finding in Cheng et al. (1999). Since the FLWAS was basically the same as SEWAS used in Cheng et al. (1999), the three factors were generally named after those in Cheng et al. (1999).
And the finding of the acquaint subject further proves that foreign language writing anxiety is specific and concrete, as found in Cheng et al. (1999).
Even so, the construct validity and components of FLWAS need to be future researched. Only when they are consistently confirmed will data from samples in different FL/SL contexts be better analyzed and compared in terms of FL writing anxiety to dear read the issue. It will also enable us to better examine the relations between foreign language writing anxiety and other language learning-related variables such as past experiences, self-confidence, and self-efficacy, as found in the current literature (Cheng, 2002;Faigley et al., 1981;Kean et al., 1987;Woodrow, 2011;Yan & Wang, 2014).
Profiles of the Students' FL Writing Anxiety
Statistical analyses showed that more than half of the students were confident in (FLWAS1) and liked (FLWAS2) English writing, were not afraid of having their English writing evaluated (FLWAS3), and were not anxious about English writing (FLWAS), consistent with findings about general foreign language classroom anxiety (Liu, 2006(Liu, , 2009;;Lu & Liu, 2011;Shao et al., 2013) and other typewrites of anxiety (Liu & Hu, 2009;Wu, 2011) in Chinese EFL contexts. And it was the same with male and female students. This might be because writing, though often the most challenging part of SL learning, is not so indispensible as the other three skills (i.e., reading, listening and speaking), and accounts for a small percentage of scores in English examinations. In order to cope with the anxiety, different strategies were adopted by the students.
Table 1 .
Varimax rotated loadings for factor analysis of FLWAS (N = 1174)As shew in Tabularize1, all the items within a subcomponent were generally highly correlated with that subcomponent: the loadings were .324 to .612 for FLWASS1, .203 to .729 for FLWASS2, and to -.329 to .659 for FLWASS3 respectively.
Table 2 .
Correlations among the FLWAS components
Table 5 .
Statistical analyses of the FLWAS scales across proficiency levels
Table 6 .
ANOVA results of the FLWAS scales
Regression coefficients and significance
==
Domain: Psychology Education Linguistics
|
[{"added": "2018-12-05T20:31:02.490Z", "created": "2015-02-13T00:00:00.000", "id": "55493657", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.ccsenet.org/journal/index.php/elt/article/download/45414/24617", "pdf_hash": "8ccd85145d92cececf1ab2c3a97e0cf96d5508f9", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20570", "s2fieldsofstudy": ["Education", "Linguistics", "Psychology"], "sha1": "8ccd85145d92cececf1ab2c3a97e0cf96d5508f9", "year": 2015}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Chinese University EFL Learners ’ Foreign Language Writing Anxiety : Pattern , Effect and Causes
This paper reports on the effect of a study on Chinese university EFL learners’ foreign language writing anxiety in terms of general pattern, effect and causes. These studies have predominantly found that FL anxiety and SL/FL performance are negatively correlated and that anxiety may lead to deficiency in SL/FL learning and performance. For example, Coulombe (2000) found a smaller but significant negative correlation between FLCAS scores and final grades in eleven French classes. Liu and Jackson (2008) administered a 70-item survey to 547 Chinese first-year undergraduate non-English majors and found that that the students' unwillingness to communicate and foreign language anxiety were significantly correlated with their self-rated English proficiency and access to English.
Meanwhile, as more research on FL anxiety has been done, more researchers come to realize that FL anxiety often interacts with a multitude of other variables during the complex process of SL/FL learning, which has resulted in numerous studies on the interaction of FL anxiety and other variables in SL/FL learning such as age, gender, year of study, motivation and strategy use (Chu, 2008;Dewaele & MacIntyre, 2014;Gregersen, Meza, & MacIntyre, 2014;Liu, 2006Liu, , 2009;;Lu & Liu, 2011;Pichette, 2009;Shao et al., 2013). For example, Chu (2008) examined the interrelationship among shyness, L2 learning strategy use, L2 learning motivation, foreign language anxiety, and willingness to communicate.364 university students answered a battery of questionnaires, the results of which showed that students who reported experiencing more FL anxiety in their English class showed less willingness to communicate in both Chinese and English. Dewaele and MacIntyre (2014) investigated Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) in class.1746 FL learners from around the world answered the 21-item FLE and the 8-item FLCAS. The results showed that levels of FLE were importantly higher than those of FLCA and that FLE and FLCA were linked to a numeral of independent variables: participants' perception of their relative level of proficiency within the FL classroom, number of languages known, education level, number of FLs under study, age and general level of the FL. The study also found that female participants reported both more FLE and more FLCA and that participants' cultural background had a important essence on their scores.
Foreign Language Writing Anxiety
As more scholars become interested in FL anxiety, they come to realize that anxiety actually exists in almost all aspects of SL/FL learning (Kim, 2000;Leki, 1999;Vogely, 1998;Woodrow, 2006). As a type of anxiety specifically associated with SL/FL writing, FL writing anxiety has long been neglected since writing is often the least practiced and thus considered the least important of the four skills of a SL/FL. Nevertheless, as English writing has become increasingly more important in recent decades, FL writing anxiety has captured the interest of more and more researchers. Based on the Daly-Miller Writing Apprehension Test (WAT) (Daly & Miller, 1975) which was initially developed to assess first language writing anxiety, the 26-item Foreign Language Writing Anxiety Scale (FLWAS) was developed (cited in Young, 1999) and has been generally used to measure S/FL writing anxiety (Cheng et al., 1999;Gungle & Talor, 1989;Lu, 2005). Kean, Gylnn, and Britton (1987) found that when there was a time pressure, writing anxiety was more likely to create a negative effect on the quality of students' work, which confirmed the effect of an earlier study (Faigley, Daly, & Witte, 1981). Cheng (2002) studied the relationships among students' perceptions of their FL writing anxiety and various learner differences. Regression analysis results indicated that perceived FL writing competence better predicted FL writing anxiety than FL writing achievement did. Female students in the study reported to have higher level of writing anxiety than male students, while no pregnant departure in writing anxiety was found among freshmen, sophomores and juniors. Based on FLWAS, Cheng (2004) developed a multidimensional Second Language Writing Anxiety Inventory (SLWAI), which consisted of somatic anxiety, cognitive anxiety and avoidance behavior. SLWAT, together with FLCAS, was used in Cheng et al. (1999) to differentiate the components of general FL anxiety and FL writing anxiety. The findings suggested that FL writing anxiety was a language-skill-specific anxiety, while FL classroom anxiety was a more general type of anxiety about learning a FL in formal educational contexts. The study also revealed three important components of SLWAT: Low Confidence in Writing English, Aversiveness of Writing in English, and English Writing Evaluation Apprehension, among which low self-confidence was found to be an significant constituent of both FLCAS and SLWAT constructs. Yan and Wang (2014) investigated the impacts of FL writing anxiety in a Chinese-to-English translation class of translation performance, and language ability. In order to cope with the anxiety, different strategies were adopted by the students.
Table 1 .
Varimax rotated loadings for factor analysis of FLWAS (N = 1174)As shew in Tabularize1, all the items within a subcomponent were generally highly correlated with that subcomponent: the loadings were .324 to .612 for FLWASS1, .203 to .729 for FLWASS2, and to -.329 to .659 for FLWASS3 respectively.
Table 2 .
Correlations among the FLWAS components
Table 5 .
Statistical analyses of the FLWAS scales across proficiency levels
Table 6 .
ANOVA results of the FLWAS scales
Regression coefficients and significance
==
Domain: Psychology Education Linguistics<|endoftext|>Chinese University EFL Learners ’ Foreign Language Writing Anxiety : Pattern , Effect and Causes
This paper reports on the effect of a study on Chinese university EFL learners’ foreign language writing anxiety in terms of general pattern, effect and causes. Future research can explore how FL writing anxiety interacts with other variables to affect FL writing performance.
The present study also revealed that the students became anxious when writing in English due to a numeral of reasons such as the difficulty of English writing, the desire to write better, worry about exam scores, the lack of vocabulary, the lack of FL writing practice, and unfamiliarity with the writing genre. Nevertheless, whether these causes are universal or specific to the present context needs to be confirmed with other FL learners in other FL contexts. With a best empathising of what causes learners to become anxious when writing in a SL/FL, it will be better to language instructors and learners to employ strategies to cope with the anxiety accordingly.
Conclusion
The present research explored FL writing anxiety in Chinese undergraduate learners in terms of pattern, effect and causes, which yielded the following results: 1) Factor analyses showed that FLWAS has 3 important factors: Low Self-Confidence in Writing English (FLWAS1), Dislike of Writing English (FLWAS2), and English Writing Evaluation Apprehension (FLWAS3).
2) More than half of the students were confident in (FLWAS1) and liked (FLWAS2) English writing, were not afraid of having their English writing evaluated (FLWAS3), and were not anxious about English writing (FLWAS). In order to cope with the anxiety, different strategies were adopted by the students.
Table 1 .
Varimax rotated loadings for factor analysis of FLWAS (N = 1174)As shew in Tabularize1, all the items within a subcomponent were generally highly correlated with that subcomponent: the loadings were .324 to .612 for FLWASS1, .203 to .729 for FLWASS2, and to -.329 to .659 for FLWASS3 respectively.
Table 2 .
Correlations among the FLWAS components
Table 5 .
Statistical analyses of the FLWAS scales across proficiency levels
Table 6 .
ANOVA results of the FLWAS scales
Regression coefficients and significance
==
Domain: Psychology Education Linguistics
|
[{"added": "2018-12-05T20:31:02.490Z", "created": "2015-02-13T00:00:00.000", "id": "55493657", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.ccsenet.org/journal/index.php/elt/article/download/45414/24617", "pdf_hash": "8ccd85145d92cececf1ab2c3a97e0cf96d5508f9", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20570", "s2fieldsofstudy": ["Education", "Linguistics", "Psychology"], "sha1": "8ccd85145d92cececf1ab2c3a97e0cf96d5508f9", "year": 2015}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2018-12-05T20:31:02.490Z", "created": "2015-02-13T00:00:00.000", "id": "55493657", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.ccsenet.org/journal/index.php/elt/article/download/45414/24617", "pdf_hash": "8ccd85145d92cececf1ab2c3a97e0cf96d5508f9", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20570", "s2fieldsofstudy": ["Education", "Linguistics", "Psychology"], "sha1": "8ccd85145d92cececf1ab2c3a97e0cf96d5508f9", "year": 2015}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Chinese University EFL Learners ’ Foreign Language Writing Anxiety : Pattern , Effect and Causes
This paper reports on the effect of a study on Chinese university EFL learners’ foreign language writing anxiety in terms of general pattern, effect and causes. And correlational and regressional canvass were directed to see the gist of FLWAS on students' English writing performance.
All the interviews were transcribed, double checked, and then subjected to thematic content analyses (Peterson, Engle, Kenney, Kreutzer, Nolting, & Ogden, 2007). The results were integrated into the discussion of survey results. And pseudo names were used when presenting the interview data results.
Factor Analyses of the FLWAS
In order to reveal the underlying components of FLWAS, a confirmatory three-factor analysis with varimax rotation for FLWAS was conducted, as done in Cheng et al. (1999). As shew in Tabularize 1, the three factors were: Low Self-Confidence in Writing English (FLWAS1) which included 9 items reflective of low self-confidence in English, Dislike of Writing English (FLWAS2) which had 8 items indicative of negative attitudes or dislike of writing English, and English Writing Evaluation Apprehension (FLWAS3) which covered 6 items suggestive of fear of actual or potential evaluation of their English writing. These three factors accounted for 23.66%, 22.35% and 15.27% of the total variance respectively. In addition, the three subscales of FLWAS were all highly positively correlated with one another as well as FLWAS, with a coefficient range of .613 to .886(p ≤ .01)(Table 2). In order to examine the general profiles of the students' foreign language writing anxiety, we computed the frequency (the first number) and percentage (the second number) of each FLWAS item (Table 3).
Table 3. FLWAS items with numbers and percentages of students selecting each alternative (N = 1174) As shew in Prorogue 3, in terms of FLWAS1 items, 46.6% of the participants (strongly) agreed that they were confident in their ability to clearly express their ideas in English writing (item 11), 23% (strongly) endorsed that they were nervous about English writing (item 13), 19.9% (strongly) believed that people seemed to enjoy what they wrote in English (item 14), 15.3% (strongly) claimed that they expected to do poorly in English composition classes even before entering them (item 18), 26.7%, 17.5%, 28.6% 31.5% and 34.8% of them (strongly) agreed with items 21 (having a terrible time organizing ideas in English composition courses), 22 (doing poorly in an English composition), 23 (being easy to write good English compositions), 24 (Writing in English not as well as most other people) and 26 (being not good at English writing), respectively. These findings clearly indicate that the participants were generally confident in English writing.
In regard to FLWAS2 items, 26.3%, 49.4%, 11.8%, 53.1%, 28.1%, 15.3%, 48.2%, and 53.8% of the respondents (strongly) endorsed items 1 (avoiding English writing), 3 (looking forward to writing down ideas in English), 8 (being a waste of time to express ideas in English writing), 10 (liking to write ideas down in English), 15 (enjoying English writing), 16 (never enjoying what they wrote in English), item 17 (English writing being a lot of fun), and 19 (liking seeing their thoughts in English), respectively. These findings demonstrate that more than half of the participants generally liked English writing, believing it was fun and beneficial.
With regard to FLWAS3 items, 55%, 20.9%, 22.3%, 31.5%,37.9%, and 25% of the respondents (strongly) supported items 2 (having no fear of having their English writing being evaluated), 4 (being afraid of English writing if it was to be evaluated), 9 (enjoying submitting English writing to magazines for evaluation and publication), 12 (liking to have friends read what they had written in English), 20 (being enjoyable to discuss English writing with others), and 25 (not liking their English compositions to be evaluated), respectively. These findings suggest that more than half of the students generally were not afraid of actual or potential evaluation of their English writing and that they, on the contrary, liked to have their English writing read and evaluated.
General Pattern
In order to know the general pattern of the students' English writing anxiety, the mean and received digression of the FLWAS and its components were computed. As shew in Prorogue 3, the participants scored 2.81 on FLWAS1, 2.65 on FLWAS2, 2.93 on FLWAS3 and 2.79 on FLWAS, all below the scale midpoint 3. This means that on general, more than half of the students were confident in (FLWAS1) and like (FLWAS2) English writing, were not afraid of having their English writing evaluated (FLWAS3), and were not anxious about English writing (FLWAS).
Meanwhile, the same pattern was observed for both male and female students, who also scored lower than the scale midpoint 3 on all the FLWAS scales, as noted in Table 3. Notes: FLWAS1= Low Self-Confidence in English Writing; FLWAS2 = Dislike of English Writing; FLWAS = English Writing anxiety; FLWAS3 = English Writing Evaluation Apprehension Table 4 also shows that male students scored higher on all the FLWAS scales than their female counterparts. And statistically important disputes were celebrated between them in all the FLWAS scales (t = 2.95-6.59,p ≤ .003),as proved by the independent samples t-test results presented in Table 3. This suggests that compared with their female counterparts, male students felt significantly more anxious about English writing (FLWAS), significantly less confident in English writing (FLWAS1), significantly more apprehensive of English writing evaluation (FLWAS3), and liked English writing significantly less (FLWAS2).
Within-Group Pattern
Analyses of the writing test scores revealed that the participants scored 5.0 to 13.5 in the writing test, with a mean of 9.35 and a stock difference of 1.56. Based on the scores, the participants were classified into low-proficiency (5.0 ≤ scores < 7.79), intermediate-proficiency (7.79 ≤ scores < 10.91), and high-proficiency (10.91 ≤ scores ≤ 13.5) groups.498 (28.95%) of the participants fell in the low-proficiency group, 897 (52.7%) were in the intermediate-proficiency group, and 307 (17.85%) were in the high-proficiency group.
Results of the statistical analyses of the three proficiency groups' level of foreign language writing anxiety are summarized in Table 5. The answers show that the students of the three groups, like the whole sample, scored below the scale midpoint 3 in all FLWAS scales, indicating that they were generally confident in and liked English writing, and were not apprehensive of English writing evaluation. Comparison of the scores across levels demonstrates that the low-proficiency students reported to be the least confident in English writing, dislike English writing the most, and the most apprehensive of having their English writing evaluated, the high-proficiency students reported to be the least in all aspects of foreign language writing anxiety, and the intermediate-proficiency group stood in between. In order to cope with the anxiety, different strategies were adopted by the students.
Table 1 .
Varimax rotated loadings for factor analysis of FLWAS (N = 1174)As shew in Tabularize1, all the items within a subcomponent were generally highly correlated with that subcomponent: the loadings were .324 to .612 for FLWASS1, .203 to .729 for FLWASS2, and to -.329 to .659 for FLWASS3 respectively.
Table 2 .
Correlations among the FLWAS components
Table 5 .
Statistical analyses of the FLWAS scales across proficiency levels
Table 6 .
ANOVA results of the FLWAS scales
Regression coefficients and significance
==
Domain: Psychology Education Linguistics
|
[{"added": "2018-12-05T20:31:02.490Z", "created": "2015-02-13T00:00:00.000", "id": "55493657", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.ccsenet.org/journal/index.php/elt/article/download/45414/24617", "pdf_hash": "8ccd85145d92cececf1ab2c3a97e0cf96d5508f9", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20570", "s2fieldsofstudy": ["Education", "Linguistics", "Psychology"], "sha1": "8ccd85145d92cececf1ab2c3a97e0cf96d5508f9", "year": 2015}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Chinese University EFL Learners ’ Foreign Language Writing Anxiety : Pattern , Effect and Causes
This paper reports on the effect of a study on Chinese university EFL learners’ foreign language writing anxiety in terms of general pattern, effect and causes. When being unable to think of an appropriate expression, they would check dictionaries to find synonyms as alternatives.
Factor Analysis of FLRAS and FLRSUS
Rotated principal factor analyses showed that FLWAS had 3 important factors: Low Self-Confidence in Writing English (FLWAS1), Dislike of Writing English (FLWAS2), and English Writing Evaluation Apprehension (FLWAS3), consistent with the finding in Cheng et al. (1999). Since the FLWAS was basically the same as SEWAS used in Cheng et al. (1999), the three factors were generally named after those in Cheng et al. (1999).
And the finding of the acquaint subject further proves that foreign language writing anxiety is specific and concrete, as found in Cheng et al. (1999).
Even so, the construct validity and components of FLWAS need to be future researched. Only when they are consistently confirmed will data from samples in different FL/SL contexts be better analyzed and compared in terms of FL writing anxiety to dear read the issue. It will also enable us to better examine the relations between foreign language writing anxiety and other language learning-related variables such as past experiences, self-confidence, and self-efficacy, as found in the current literature (Cheng, 2002;Faigley et al., 1981;Kean et al., 1987;Woodrow, 2011;Yan & Wang, 2014).
Profiles of the Students' FL Writing Anxiety
Statistical analyses showed that more than half of the students were confident in (FLWAS1) and liked (FLWAS2) English writing, were not afraid of having their English writing evaluated (FLWAS3), and were not anxious about English writing (FLWAS), consistent with findings about general foreign language classroom anxiety (Liu, 2006(Liu, , 2009;;Lu & Liu, 2011;Shao et al., 2013) and other typewrites of anxiety (Liu & Hu, 2009;Wu, 2011) in Chinese EFL contexts. And it was the same with male and female students. This might be because writing, though often the most challenging part of SL learning, is not so indispensible as the other three skills (i.e., reading, listening and speaking), and accounts for a small percentage of scores in English examinations. For example, writing accounts for 0-10 out of the total 120 scores in the National Matriculation English Examination, the most important English examination for high school graduates, and 15 out of the total 100 scores in College English Test bands 4 and 6, the most important proficiency and exit English tests for undergraduate and postgraduate non-English majors respectively in China.
Even so, around one third of the respondents did report experiencing anxiety when writing in English, and interview participants reported greater FL writing anxiety. This indicates that FL writing anxiety is as complex as FL anxiety and needs continuous research in various SL/FL contexts. This also demonstrates that help is needed, especially by learners with high FL writing anxiety. It is necessary for both language instructors and learners to be aware of the existence of writing anxiety and take strategies accordingly to help anxious learners to writer better in a SL/FL. Independent samples t-tests displayed that compared with their female counterparts, the male students felt significantly more anxious about English writing (FLWAS), significantly less confident in English writing (FLWAS1), and significantly more apprehensive of English writing evaluation (FLWAS3), and liked English writing significantly less (FLWAS2), different from what was found in Cheng (2002). This might be referred to the numerate of male and female participants in the two studies, which deserves further research. To better understand gender difference in foreign language writing anxiety, future research can also focus on whether and why male and female EFL learners feel differently when writing in English.
Statistical analyses also revealed that the three proficiency groups differed significantly from one another in terms of confidence in English writing (FLWAS1) and overall English writing anxiety (FLWAS), and that the low-proficiency group differed from their group 2 and 3 peers in dislike of English writing (FLWAS2) and their group 3 counterparts in English writing evaluation apprehension (FLWAS3). Alternatively, the more proficient in English writing a student was, the more confident s/he was in English writing, the more s/he liked English writing and the less s/he was afraid of having his/her English writing evaluated. This supports Cheng's (2002) finding that foreign language writing competence was an significant divisor in foreign language writing anxiety.
Effect of and Causes for FL Writing Anxiety
Correlational and regressional analyses indicated that English writing anxiety was significantly negatively related to students' English writing performance, and that low confidence in English writing was a powerful negative predictor for the latter, as found in the current literature (Cheng, 2002;Faigley et al., 1981;Kean et al., 1987;Woodrow, 2011;Yan & Wang, 2014). Nevertheless, as not much research on FL writing anxiety can be located, more studies are called for to further prove the kinship between FL writing anxiety and FL writing performance, especially when other variables such as self-efficacy, FL writing competence, and time pressure may mediate the effect of FL writing anxiety, as found in the acquaint subject as well as others (Cheng, 2002(Cheng, , 2004;;Kean et al., 1987;Woodrow, 2011;Yan & Wang, 2014). In order to cope with the anxiety, different strategies were adopted by the students.
Table 1 .
Varimax rotated loadings for factor analysis of FLWAS (N = 1174)As shew in Tabularize1, all the items within a subcomponent were generally highly correlated with that subcomponent: the loadings were .324 to .612 for FLWASS1, .203 to .729 for FLWASS2, and to -.329 to .659 for FLWASS3 respectively.
Table 2 .
Correlations among the FLWAS components
Table 5 .
Statistical analyses of the FLWAS scales across proficiency levels
Table 6 .
ANOVA results of the FLWAS scales
Regression coefficients and significance
==
Domain: Psychology Education Linguistics
|
[{"added": "2018-12-05T20:31:02.490Z", "created": "2015-02-13T00:00:00.000", "id": "55493657", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.ccsenet.org/journal/index.php/elt/article/download/45414/24617", "pdf_hash": "8ccd85145d92cececf1ab2c3a97e0cf96d5508f9", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20570", "s2fieldsofstudy": ["Education", "Linguistics", "Psychology"], "sha1": "8ccd85145d92cececf1ab2c3a97e0cf96d5508f9", "year": 2015}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Chinese University EFL Learners ’ Foreign Language Writing Anxiety : Pattern , Effect and Causes
This paper reports on the effect of a study on Chinese university EFL learners’ foreign language writing anxiety in terms of general pattern, effect and causes. Kean, Gylnn, and Britton (1987) found that when there was a time pressure, writing anxiety was more likely to create a negative effect on the quality of students' work, which confirmed the effect of an earlier study (Faigley, Daly, & Witte, 1981). Cheng (2002) studied the relationships among students' perceptions of their FL writing anxiety and various learner differences. Regression analysis results indicated that perceived FL writing competence better predicted FL writing anxiety than FL writing achievement did. Female students in the study reported to have higher level of writing anxiety than male students, while no pregnant departure in writing anxiety was found among freshmen, sophomores and juniors. Based on FLWAS, Cheng (2004) developed a multidimensional Second Language Writing Anxiety Inventory (SLWAI), which consisted of somatic anxiety, cognitive anxiety and avoidance behavior. SLWAT, together with FLCAS, was used in Cheng et al. (1999) to differentiate the components of general FL anxiety and FL writing anxiety. The findings suggested that FL writing anxiety was a language-skill-specific anxiety, while FL classroom anxiety was a more general type of anxiety about learning a FL in formal educational contexts. The study also revealed three important components of SLWAT: Low Confidence in Writing English, Aversiveness of Writing in English, and English Writing Evaluation Apprehension, among which low self-confidence was found to be an significant constituent of both FLCAS and SLWAT constructs. Yan and Wang (2014) investigated the impacts of FL writing anxiety in a Chinese-to-English translation class of translation performance, and language ability. They also found that the fear of being evaluated and the general apprehension of writing in English contributed significantly to predicting success in the translation class. In Woodrow's (2011) study, a total of 738 students in China answered questionnaires related to self-efficacy and anxiety in writing English and finished a writing task immediately thereafter. The sketch uncovered that both anxiety and self-efficacy predicted writing performance, while self-efficacy mediated the relationship between writing performance and FL writing anxiety.
2) What are the profiles of the students' FL writing anxiety when dealing with a writing task?
3) How is the students' FL writing anxiety related to their English writing performance?4) What are the causes for the students FL writing anxiety and what are their coping strategies?
Participants
The participants of the acquaint subject consisted of 1174 (494 males and 680 females) first-year students from three universities in China. With an intermediate age of 18.56 and an age range of 14 to 22, the students were from various disciplines such as electronic engineering, business and administration, chemistry, architecture and mathematics.
Among these survey respondents, 18 (10 males and 8 females) were randomly chosen for semi-structured interviews. Of them, 13 started to learn English in primary school and 5 in secondary school; 5 started to learn English writing in primary school and 13 in secondary school. Before coming to university, they usually wrote English essays of 20-100 words, once a week or a month, mainly for the resolve of reinforcing their knowledge of grammar. Even when they were trained on how to write essays in English, the training was enormously oriented for exams which often asked them to translate an imagined scenario into English of 100 words. After coming to university, 14 took a formal English writing course and were required to write 2-3 English essays of around 400 words per se for the course, the other 4 did not take any English writing course, but did practice writing for College English Test bands 4 and 6 (nation-wide English proficiency and exit tests for undergraduate and postgraduate non-English majors respectively).
Instruments
The data of the confront survey was gathered via questionnaires, interviews and an English writing test, as detailed below.
Foreign Language Writing Anxiety Scale. With a reliability score of .883 in the acquaint sketch, the 26-item Foreign Language Writing Anxiety Scale (FLWAS) was adapted from that in Young (1999). To better fit the present context, the words "foreign language" were changed into "English" in all items. In order to cope with the anxiety, different strategies were adopted by the students.
Table 1 .
Varimax rotated loadings for factor analysis of FLWAS (N = 1174)As shew in Tabularize1, all the items within a subcomponent were generally highly correlated with that subcomponent: the loadings were .324 to .612 for FLWASS1, .203 to .729 for FLWASS2, and to -.329 to .659 for FLWASS3 respectively.
Table 2 .
Correlations among the FLWAS components
Table 5 .
Statistical analyses of the FLWAS scales across proficiency levels
Table 6 .
ANOVA results of the FLWAS scales
Regression coefficients and significance
==
Domain: Psychology Education Linguistics
|
[{"added": "2018-12-05T20:31:02.490Z", "created": "2015-02-13T00:00:00.000", "id": "55493657", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.ccsenet.org/journal/index.php/elt/article/download/45414/24617", "pdf_hash": "8ccd85145d92cececf1ab2c3a97e0cf96d5508f9", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20570", "s2fieldsofstudy": ["Education", "Linguistics", "Psychology"], "sha1": "8ccd85145d92cececf1ab2c3a97e0cf96d5508f9", "year": 2015}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Chinese University EFL Learners ’ Foreign Language Writing Anxiety : Pattern , Effect and Causes
This paper reports on the effect of a study on Chinese university EFL learners’ foreign language writing anxiety in terms of general pattern, effect and causes. Each item was directed on a 5-point Likert scale, with five alternatives ranging from "Strongly disagree" to "Strongly agree" with values of 1-5 assigned to the descriptors respectively.
Semi-structured interview. In order to acquire the insider view of foreign language writing anxiety, 18 survey respondents were invited for semi-structured interviews, which covered such questions as past English writing experiences, feelings when writing in English, reasons for anxiety when writing in English, and coping strategies.
The background questionnaire. The background questionnaire aimed to collect personal information such as gender, age, university, and year of study.
English writing test. The English writing test required students to write an argumentative essay of 250-300 words in 30 minutes on a TOEFL topic "Do you agree or disagree with the following statement?People are never satisfied with what they have; they always want something more or something different. Use specific reasons to support your answer". An argumentative essay was required because this genre was the most unremarkably used in university, and the topic was chosen because it was general and thus suitable to everyone regardless of year of study, gender, or discipline.
Procedure
Thirty-nine intact classes from four universities in China answered the survey in 10 minutes in class, and then took the English writing test in 30 minutes in the 14 th week of the usually 18-week semester. After that, 18 students were randomly chosen for a semi-structured interview, each of which lasted 10-15 minutes. Both the survey and interview were conducted in Chinese for better understanding and expression.
Rotated principal factor analyses were run to identify the underlying factors of FLWAS. Statistical analyses were conducted on FLWAS in terms of frequency, percentage, mean and stock digression to determine the extent to which the respondents felt anxious when writing in English. Independent samples t-tests and ANOVA were then run to explore the differences in FLWAS between male and female students and among students of varying English writing proficiency groups, respectively. And correlational and regressional canvass were directed to see the gist of FLWAS on students' English writing performance.
All the interviews were transcribed, double checked, and then subjected to thematic content analyses (Peterson, Engle, Kenney, Kreutzer, Nolting, & Ogden, 2007). The results were integrated into the discussion of survey results. And pseudo names were used when presenting the interview data results.
Factor Analyses of the FLWAS
In order to reveal the underlying components of FLWAS, a confirmatory three-factor analysis with varimax rotation for FLWAS was conducted, as done in Cheng et al. (1999). As shew in Tabularize 1, the three factors were: Low Self-Confidence in Writing English (FLWAS1) which included 9 items reflective of low self-confidence in English, Dislike of Writing English (FLWAS2) which had 8 items indicative of negative attitudes or dislike of writing English, and English Writing Evaluation Apprehension (FLWAS3) which covered 6 items suggestive of fear of actual or potential evaluation of their English writing. These three factors accounted for 23.66%, 22.35% and 15.27% of the total variance respectively. In addition, the three subscales of FLWAS were all highly positively correlated with one another as well as FLWAS, with a coefficient range of .613 to .886(p ≤ .01)(Table 2). In order to examine the general profiles of the students' foreign language writing anxiety, we computed the frequency (the first number) and percentage (the second number) of each FLWAS item (Table 3).
Table 3. FLWAS items with numbers and percentages of students selecting each alternative (N = 1174) As shew in Prorogue 3, in terms of FLWAS1 items, 46.6% of the participants (strongly) agreed that they were confident in their ability to clearly express their ideas in English writing (item 11), 23% (strongly) endorsed that they were nervous about English writing (item 13), 19.9% (strongly) believed that people seemed to enjoy what they wrote in English (item 14), 15.3% (strongly) claimed that they expected to do poorly in English composition classes even before entering them (item 18), 26.7%, 17.5%, 28.6% 31.5% and 34.8% of them (strongly) agreed with items 21 (having a terrible time organizing ideas in English composition courses), 22 (doing poorly in an English composition), 23 (being easy to write good English compositions), 24 (Writing in English not as well as most other people) and 26 (being not good at English writing), respectively. These findings clearly indicate that the participants were generally confident in English writing.
In regard to FLWAS2 items, 26.3%, 49.4%, 11.8%, 53.1%, 28.1%, 15.3%, 48.2%, and 53.8% of the respondents (strongly) endorsed items 1 (avoiding English writing), 3 (looking forward to writing down ideas in English), 8 (being a waste of time to express ideas in English writing), 10 (liking to write ideas down in English), 15 (enjoying English writing), 16 (never enjoying what they wrote in English), item 17 (English writing being a lot of fun), and 19 (liking seeing their thoughts in English), respectively. In order to cope with the anxiety, different strategies were adopted by the students.
Table 1 .
Varimax rotated loadings for factor analysis of FLWAS (N = 1174)As shew in Tabularize1, all the items within a subcomponent were generally highly correlated with that subcomponent: the loadings were .324 to .612 for FLWASS1, .203 to .729 for FLWASS2, and to -.329 to .659 for FLWASS3 respectively.
Table 2 .
Correlations among the FLWAS components
Table 5 .
Statistical analyses of the FLWAS scales across proficiency levels
Table 6 .
ANOVA results of the FLWAS scales
Regression coefficients and significance
==
Domain: Psychology Education Linguistics
|
[{"added": "2018-12-05T20:31:02.490Z", "created": "2015-02-13T00:00:00.000", "id": "55493657", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.ccsenet.org/journal/index.php/elt/article/download/45414/24617", "pdf_hash": "8ccd85145d92cececf1ab2c3a97e0cf96d5508f9", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20570", "s2fieldsofstudy": ["Education", "Linguistics", "Psychology"], "sha1": "8ccd85145d92cececf1ab2c3a97e0cf96d5508f9", "year": 2015}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Chinese University EFL Learners ’ Foreign Language Writing Anxiety : Pattern , Effect and Causes
This paper reports on the effect of a study on Chinese university EFL learners’ foreign language writing anxiety in terms of general pattern, effect and causes. These findings demonstrate that more than half of the participants generally liked English writing, believing it was fun and beneficial.
With regard to FLWAS3 items, 55%, 20.9%, 22.3%, 31.5%,37.9%, and 25% of the respondents (strongly) supported items 2 (having no fear of having their English writing being evaluated), 4 (being afraid of English writing if it was to be evaluated), 9 (enjoying submitting English writing to magazines for evaluation and publication), 12 (liking to have friends read what they had written in English), 20 (being enjoyable to discuss English writing with others), and 25 (not liking their English compositions to be evaluated), respectively. These findings suggest that more than half of the students generally were not afraid of actual or potential evaluation of their English writing and that they, on the contrary, liked to have their English writing read and evaluated.
General Pattern
In order to know the general pattern of the students' English writing anxiety, the mean and received digression of the FLWAS and its components were computed. As shew in Prorogue 3, the participants scored 2.81 on FLWAS1, 2.65 on FLWAS2, 2.93 on FLWAS3 and 2.79 on FLWAS, all below the scale midpoint 3. This means that on general, more than half of the students were confident in (FLWAS1) and like (FLWAS2) English writing, were not afraid of having their English writing evaluated (FLWAS3), and were not anxious about English writing (FLWAS).
Meanwhile, the same pattern was observed for both male and female students, who also scored lower than the scale midpoint 3 on all the FLWAS scales, as noted in Table 3. Notes: FLWAS1= Low Self-Confidence in English Writing; FLWAS2 = Dislike of English Writing; FLWAS = English Writing anxiety; FLWAS3 = English Writing Evaluation Apprehension Table 4 also shows that male students scored higher on all the FLWAS scales than their female counterparts. And statistically important disputes were celebrated between them in all the FLWAS scales (t = 2.95-6.59,p ≤ .003),as proved by the independent samples t-test results presented in Table 3. This suggests that compared with their female counterparts, male students felt significantly more anxious about English writing (FLWAS), significantly less confident in English writing (FLWAS1), significantly more apprehensive of English writing evaluation (FLWAS3), and liked English writing significantly less (FLWAS2).
Within-Group Pattern
Analyses of the writing test scores revealed that the participants scored 5.0 to 13.5 in the writing test, with a mean of 9.35 and a stock difference of 1.56. Based on the scores, the participants were classified into low-proficiency (5.0 ≤ scores < 7.79), intermediate-proficiency (7.79 ≤ scores < 10.91), and high-proficiency (10.91 ≤ scores ≤ 13.5) groups.498 (28.95%) of the participants fell in the low-proficiency group, 897 (52.7%) were in the intermediate-proficiency group, and 307 (17.85%) were in the high-proficiency group.
Results of the statistical analyses of the three proficiency groups' level of foreign language writing anxiety are summarized in Table 5. The answers show that the students of the three groups, like the whole sample, scored below the scale midpoint 3 in all FLWAS scales, indicating that they were generally confident in and liked English writing, and were not apprehensive of English writing evaluation. Comparison of the scores across levels demonstrates that the low-proficiency students reported to be the least confident in English writing, dislike English writing the most, and the most apprehensive of having their English writing evaluated, the high-proficiency students reported to be the least in all aspects of foreign language writing anxiety, and the intermediate-proficiency group stood in between. And the one-way ANOVA analyses revealed that significant differences existed among the three groups in all FLWAS scales, with F values ranging from 6.74 (FLWAS2 & FLWAS3) to 15.82 (FLWAS1) (Table 6). As noted in Table 6, the three groups differed significantly from one another in terms of confidence in English writing (FLWAS1) and overall English writing anxiety (FLWAS) , the low-proficiency group differed from their group 2 and 3 peers in dislike of English writing (FLWAS2) and their group 3 counterparts in English writing evaluation apprehension (FLWAS3).
Regression analyses further revealed that FLWAS1 was a powerful predictor of students' performance in English writing (Table 8) ( = -.138,p = .000). This finding is further supported by the interviewees' reports. Among the 18 interviewees, 1 reported that he was not sure whether anxiety affected his English writing performance and 3 believed that anxiety had no gist on the latter. Among the other 14 interviewees, 6, 3 and 3 claimed that anxiety affected their English writing performance seriously, sometimes and slightly, respectively.
Causes for Foreign Language Writing Anxiety
Among the thirteen interviewees who reported feeling anxious when writing in English, five reported feeling the most anxious when analyzing the task requirement because of uncertainty; 3 recalled that they felt the most anxious upon beginning to write because it was often difficult for them to write out the first sentence; 2 thought outlining was the most anxiety-provoking because they could not find a clue; 1 became the most anxious when he could not find the most appropriate expression; and 1 was the most anxious when submitting her essay. The other 8 interviewees reported not feeling anxious when writing in English, 2 of whom confided that they even felt slightly excited and even proud, because "I never know that I have mastered so many words" (Shi, male, Electronic Engineering).
When asked about the causes for their English writing anxiety, the interviewees identified the followings: 1) It is difficult to write in English, 2) they desired to write out more proper expressions, 3) they cared (too) much about exam results, 4) they were limited in vocabulary, 5) they were lack of English writing practice, 6) they were not familiar with the required writing genre, and 7) they were slow in English writing. Six interviewees believed that genre could be a factor that provoked anxiety in them, stating that familiar genres could put them at ease while strange genres, especially academic papers, frustrated them and caused them to become anxious. Some interviewees claimed that their vocabulary became smaller because of their decreased practice in English writing, which caused them to become anxious when writing in English.
To cope with the anxiety, they adopted a number of strategies such as comforting themselves, revising the essay repeatedly, continuing to write despite the anxiety, reading other students' essays, and turning to dictionary. When not sure of the task requirement, they would re-analyze the topic and make a list of the main points. When not having a clue of what to write, they would try hard to brainstorm and outline, because "making an outline and then filling the content make writing easier" (Sun, female, Physics). In order to cope with the anxiety, different strategies were adopted by the students.
Table 1 .
Varimax rotated loadings for factor analysis of FLWAS (N = 1174)As shew in Tabularize1, all the items within a subcomponent were generally highly correlated with that subcomponent: the loadings were .324 to .612 for FLWASS1, .203 to .729 for FLWASS2, and to -.329 to .659 for FLWASS3 respectively.
Table 2 .
Correlations among the FLWAS components
Table 5 .
Statistical analyses of the FLWAS scales across proficiency levels
Table 6 .
ANOVA results of the FLWAS scales
Regression coefficients and significance
==
Domain: Psychology Education Linguistics
|
[{"added": "2018-12-05T20:31:02.490Z", "created": "2015-02-13T00:00:00.000", "id": "55493657", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.ccsenet.org/journal/index.php/elt/article/download/45414/24617", "pdf_hash": "8ccd85145d92cececf1ab2c3a97e0cf96d5508f9", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20570", "s2fieldsofstudy": ["Education", "Linguistics", "Psychology"], "sha1": "8ccd85145d92cececf1ab2c3a97e0cf96d5508f9", "year": 2015}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Chinese University EFL Learners ’ Foreign Language Writing Anxiety : Pattern , Effect and Causes
This paper reports on the effect of a study on Chinese university EFL learners’ foreign language writing anxiety in terms of general pattern, effect and causes. 1174 first-year students answered the 26-item Foreign Language Writing Anxiety Scale (FLWAS) (Young, 1999) and took an English writing test, 18 of whom were invited for semi-structured interviews. The results showed that 1) FLWAS had three principal components—low confidence in English writing (FLWAS1), dislike of English writing (FLWAS2) and English writing apprehension evaluation (FLWAS3), 2) the whole sample, as well as male and female students, were generally confident in and liked English writing, and were not apprehensive of having their English writing evaluated, 3) significant differences existed between male and females students, and among different proficiency groups in all the FLWAS scales, 4) foreign language writing anxiety significantly negatively affected students’ performance in the English writing test, and 5) a number of factors contributed to the students’ foreign language writing anxiety.
Foreign Language Anxiety
Anxiety, the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the automatic nervous system (Spielberger, 1972), has long been a focus of research in various fields such as stage performance and the learning of a certain subject (Barrat, 1972;Rachman, 1998;Speilberger, 1972). Likewise, foreign language (FL) anxiety, which has proved as a phenomenon related to but distinguishable from other types of anxiety such as singing and dancing anxieties (Horwitz, 2001), has aroused great interest among scholars of SL/FL learning since 1970s. It is commonly believed that FL anxiety prevails in SL/FL learners (E. Horwitz, M. Horwitz, & Cope, 1986;MacIntyre & Gardner, 1989).
Horwitz, one of the earliest and most prestigious investigators in the area, formed a general picture of FL classroom anxiety, as classroom serves as a typical environment of formal instruction and is thus particularly stressful (Horwitz, 2000(Horwitz, , 2001;;Horwitz et al., 1986;Matsuda & Gobel, 2004). According to Horwitz and her colleagues (1986), communication apprehension, test anxiety and fear of negative evaluation were three components of FL anxiety. Based on this definition, they (1986) developed the Foreign Language Classroom Anxiety Scale (FLCAS), a 33-item five point Likert scale, to measure students' FL anxiety levels. Horwitz (1986) further examined the construct validity of the FLCAS and its correlation with other specific anxieties. Since then, both the definition and the scale have been widely accepted and applied in empirical research in a multitude of SL/FL contexts (Aida, 1994;Chen, 2002;Cheng, Horwitz, & Schallert, 1999;Dewaele & Thirtle, 2009;Dewaele & Tsui, 2013;Ewald, 2007;Horwitz, 2000Horwitz, , 2001;;Hurd & Xiao, 2010;Liu, 2006Liu, , 2009;;Marcos-Llinás & Garau, 2009;Mills et al., 2006;Tallon, 2009;Shao et al., 2013). These studies have predominantly found that FL anxiety and SL/FL performance are negatively correlated and that anxiety may lead to deficiency in SL/FL learning and performance. For example, Coulombe (2000) found a smaller but significant negative correlation between FLCAS scores and final grades in eleven French classes. Liu and Jackson (2008) administered a 70-item survey to 547 Chinese first-year undergraduate non-English majors and found that that the students' unwillingness to communicate and foreign language anxiety were significantly correlated with their self-rated English proficiency and access to English.
Meanwhile, as more research on FL anxiety has been done, more researchers come to realize that FL anxiety often interacts with a multitude of other variables during the complex process of SL/FL learning, which has resulted in numerous studies on the interaction of FL anxiety and other variables in SL/FL learning such as age, gender, year of study, motivation and strategy use (Chu, 2008;Dewaele & MacIntyre, 2014;Gregersen, Meza, & MacIntyre, 2014;Liu, 2006Liu, , 2009;;Lu & Liu, 2011;Pichette, 2009;Shao et al., 2013). For example, Chu (2008) examined the interrelationship among shyness, L2 learning strategy use, L2 learning motivation, foreign language anxiety, and willingness to communicate.364 university students answered a battery of questionnaires, the results of which showed that students who reported experiencing more FL anxiety in their English class showed less willingness to communicate in both Chinese and English. Dewaele and MacIntyre (2014) investigated Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) in class.1746 FL learners from around the world answered the 21-item FLE and the 8-item FLCAS. The results showed that levels of FLE were importantly higher than those of FLCA and that FLE and FLCA were linked to a numeral of independent variables: participants' perception of their relative level of proficiency within the FL classroom, number of languages known, education level, number of FLs under study, age and general level of the FL. The study also found that female participants reported both more FLE and more FLCA and that participants' cultural background had a important essence on their scores.
Foreign Language Writing Anxiety
As more scholars become interested in FL anxiety, they come to realize that anxiety actually exists in almost all aspects of SL/FL learning (Kim, 2000;Leki, 1999;Vogely, 1998;Woodrow, 2006). As a type of anxiety specifically associated with SL/FL writing, FL writing anxiety has long been neglected since writing is often the least practiced and thus considered the least important of the four skills of a SL/FL. Nevertheless, as English writing has become increasingly more important in recent decades, FL writing anxiety has captured the interest of more and more researchers. Based on the Daly-Miller Writing Apprehension Test (WAT) (Daly & Miller, 1975) which was initially developed to assess first language writing anxiety, the 26-item Foreign Language Writing Anxiety Scale (FLWAS) was developed (cited in Young, 1999) and has been generally used to measure S/FL writing anxiety (Cheng et al., 1999;Gungle & Talor, 1989;Lu, 2005). In order to cope with the anxiety, different strategies were adopted by the students.
Table 1 .
Varimax rotated loadings for factor analysis of FLWAS (N = 1174)As shew in Tabularize1, all the items within a subcomponent were generally highly correlated with that subcomponent: the loadings were .324 to .612 for FLWASS1, .203 to .729 for FLWASS2, and to -.329 to .659 for FLWASS3 respectively.
Table 2 .
Correlations among the FLWAS components
Table 5 .
Statistical analyses of the FLWAS scales across proficiency levels
Table 6 .
ANOVA results of the FLWAS scales
Regression coefficients and significance
==
Domain: Psychology Education Linguistics
|
[{"added": "2018-12-05T20:31:02.490Z", "created": "2015-02-13T00:00:00.000", "id": "55493657", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.ccsenet.org/journal/index.php/elt/article/download/45414/24617", "pdf_hash": "8ccd85145d92cececf1ab2c3a97e0cf96d5508f9", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20570", "s2fieldsofstudy": ["Education", "Linguistics", "Psychology"], "sha1": "8ccd85145d92cececf1ab2c3a97e0cf96d5508f9", "year": 2015}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
This below document has 2 sentences that end with 'FL writing anxiety', 2 sentences that end with '1987;Woodrow, 2011;Yan & Wang, 2014)'. It has approximately 848 words, 27 sentences, and 19 paragraph(s).
<<<<>>>>
Chinese University EFL Learners ’ Foreign Language Writing Anxiety : Pattern , Effect and Causes
This paper reports on the effect of a study on Chinese university EFL learners’ foreign language writing anxiety in terms of general pattern, effect and causes. For example, writing accounts for 0-10 out of the total 120 scores in the National Matriculation English Examination, the most important English examination for high school graduates, and 15 out of the total 100 scores in College English Test bands 4 and 6, the most important proficiency and exit English tests for undergraduate and postgraduate non-English majors respectively in China.
Even so, around one third of the respondents did report experiencing anxiety when writing in English, and interview participants reported greater FL writing anxiety. This indicates that FL writing anxiety is as complex as FL anxiety and needs continuous research in various SL/FL contexts. This also demonstrates that help is needed, especially by learners with high FL writing anxiety. It is necessary for both language instructors and learners to be aware of the existence of writing anxiety and take strategies accordingly to help anxious learners to writer better in a SL/FL. Independent samples t-tests displayed that compared with their female counterparts, the male students felt significantly more anxious about English writing (FLWAS), significantly less confident in English writing (FLWAS1), and significantly more apprehensive of English writing evaluation (FLWAS3), and liked English writing significantly less (FLWAS2), different from what was found in Cheng (2002). This might be referred to the numerate of male and female participants in the two studies, which deserves further research. To better understand gender difference in foreign language writing anxiety, future research can also focus on whether and why male and female EFL learners feel differently when writing in English.
Statistical analyses also revealed that the three proficiency groups differed significantly from one another in terms of confidence in English writing (FLWAS1) and overall English writing anxiety (FLWAS), and that the low-proficiency group differed from their group 2 and 3 peers in dislike of English writing (FLWAS2) and their group 3 counterparts in English writing evaluation apprehension (FLWAS3). Alternatively, the more proficient in English writing a student was, the more confident s/he was in English writing, the more s/he liked English writing and the less s/he was afraid of having his/her English writing evaluated. This supports Cheng's (2002) finding that foreign language writing competence was an significant divisor in foreign language writing anxiety.
Effect of and Causes for FL Writing Anxiety
Correlational and regressional analyses indicated that English writing anxiety was significantly negatively related to students' English writing performance, and that low confidence in English writing was a powerful negative predictor for the latter, as found in the current literature (Cheng, 2002;Faigley et al., 1981;Kean et al., 1987;Woodrow, 2011;Yan & Wang, 2014). Nevertheless, as not much research on FL writing anxiety can be located, more studies are called for to further prove the kinship between FL writing anxiety and FL writing performance, especially when other variables such as self-efficacy, FL writing competence, and time pressure may mediate the effect of FL writing anxiety, as found in the acquaint subject as well as others (Cheng, 2002(Cheng, , 2004;;Kean et al., 1987;Woodrow, 2011;Yan & Wang, 2014). Future research can explore how FL writing anxiety interacts with other variables to affect FL writing performance.
The present study also revealed that the students became anxious when writing in English due to a numeral of reasons such as the difficulty of English writing, the desire to write better, worry about exam scores, the lack of vocabulary, the lack of FL writing practice, and unfamiliarity with the writing genre. Nevertheless, whether these causes are universal or specific to the present context needs to be confirmed with other FL learners in other FL contexts. With a best empathising of what causes learners to become anxious when writing in a SL/FL, it will be better to language instructors and learners to employ strategies to cope with the anxiety accordingly.
Conclusion
The present research explored FL writing anxiety in Chinese undergraduate learners in terms of pattern, effect and causes, which yielded the following results: 1) Factor analyses showed that FLWAS has 3 important factors: Low Self-Confidence in Writing English (FLWAS1), Dislike of Writing English (FLWAS2), and English Writing Evaluation Apprehension (FLWAS3).
2) More than half of the students were confident in (FLWAS1) and liked (FLWAS2) English writing, were not afraid of having their English writing evaluated (FLWAS3), and were not anxious about English writing (FLWAS). In order to cope with the anxiety, different strategies were adopted by the students.
Table 1 .
Varimax rotated loadings for factor analysis of FLWAS (N = 1174)As shew in Tabularize1, all the items within a subcomponent were generally highly correlated with that subcomponent: the loadings were .324 to .612 for FLWASS1, .203 to .729 for FLWASS2, and to -.329 to .659 for FLWASS3 respectively.
Table 2 .
Correlations among the FLWAS components
Table 5 .
Statistical analyses of the FLWAS scales across proficiency levels
Table 6 .
ANOVA results of the FLWAS scales
Regression coefficients and significance
==
Domain: Psychology Education Linguistics
|
[{"added": "2018-12-05T20:31:02.490Z", "created": "2015-02-13T00:00:00.000", "id": "55493657", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.ccsenet.org/journal/index.php/elt/article/download/45414/24617", "pdf_hash": "8ccd85145d92cececf1ab2c3a97e0cf96d5508f9", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20570", "s2fieldsofstudy": ["Education", "Linguistics", "Psychology"], "sha1": "8ccd85145d92cececf1ab2c3a97e0cf96d5508f9", "year": 2015}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Chinese University EFL Learners ’ Foreign Language Writing Anxiety : Pattern , Effect and Causes
This paper reports on the effect of a study on Chinese university EFL learners’ foreign language writing anxiety in terms of general pattern, effect and causes. They also found that the fear of being evaluated and the general apprehension of writing in English contributed significantly to predicting success in the translation class. In Woodrow's (2011) study, a total of 738 students in China answered questionnaires related to self-efficacy and anxiety in writing English and finished a writing task immediately thereafter. The sketch uncovered that both anxiety and self-efficacy predicted writing performance, while self-efficacy mediated the relationship between writing performance and FL writing anxiety.
2) What are the profiles of the students' FL writing anxiety when dealing with a writing task?
3) How is the students' FL writing anxiety related to their English writing performance?4) What are the causes for the students FL writing anxiety and what are their coping strategies?
Participants
The participants of the acquaint subject consisted of 1174 (494 males and 680 females) first-year students from three universities in China. With an intermediate age of 18.56 and an age range of 14 to 22, the students were from various disciplines such as electronic engineering, business and administration, chemistry, architecture and mathematics.
Among these survey respondents, 18 (10 males and 8 females) were randomly chosen for semi-structured interviews. Of them, 13 started to learn English in primary school and 5 in secondary school; 5 started to learn English writing in primary school and 13 in secondary school. Before coming to university, they usually wrote English essays of 20-100 words, once a week or a month, mainly for the resolve of reinforcing their knowledge of grammar. Even when they were trained on how to write essays in English, the training was enormously oriented for exams which often asked them to translate an imagined scenario into English of 100 words. After coming to university, 14 took a formal English writing course and were required to write 2-3 English essays of around 400 words per se for the course, the other 4 did not take any English writing course, but did practice writing for College English Test bands 4 and 6 (nation-wide English proficiency and exit tests for undergraduate and postgraduate non-English majors respectively).
Instruments
The data of the confront survey was gathered via questionnaires, interviews and an English writing test, as detailed below.
Foreign Language Writing Anxiety Scale. With a reliability score of .883 in the acquaint sketch, the 26-item Foreign Language Writing Anxiety Scale (FLWAS) was adapted from that in Young (1999). To better fit the present context, the words "foreign language" were changed into "English" in all items. Each item was directed on a 5-point Likert scale, with five alternatives ranging from "Strongly disagree" to "Strongly agree" with values of 1-5 assigned to the descriptors respectively.
Semi-structured interview. In order to acquire the insider view of foreign language writing anxiety, 18 survey respondents were invited for semi-structured interviews, which covered such questions as past English writing experiences, feelings when writing in English, reasons for anxiety when writing in English, and coping strategies.
The background questionnaire. The background questionnaire aimed to collect personal information such as gender, age, university, and year of study.
English writing test. The English writing test required students to write an argumentative essay of 250-300 words in 30 minutes on a TOEFL topic "Do you agree or disagree with the following statement?People are never satisfied with what they have; they always want something more or something different. Use specific reasons to support your answer". An argumentative essay was required because this genre was the most unremarkably used in university, and the topic was chosen because it was general and thus suitable to everyone regardless of year of study, gender, or discipline.
Procedure
Thirty-nine intact classes from four universities in China answered the survey in 10 minutes in class, and then took the English writing test in 30 minutes in the 14 th week of the usually 18-week semester. After that, 18 students were randomly chosen for a semi-structured interview, each of which lasted 10-15 minutes. Both the survey and interview were conducted in Chinese for better understanding and expression.
Rotated principal factor analyses were run to identify the underlying factors of FLWAS. Statistical analyses were conducted on FLWAS in terms of frequency, percentage, mean and stock digression to determine the extent to which the respondents felt anxious when writing in English. Independent samples t-tests and ANOVA were then run to explore the differences in FLWAS between male and female students and among students of varying English writing proficiency groups, respectively. In order to cope with the anxiety, different strategies were adopted by the students.
Table 1 .
Varimax rotated loadings for factor analysis of FLWAS (N = 1174)As shew in Tabularize1, all the items within a subcomponent were generally highly correlated with that subcomponent: the loadings were .324 to .612 for FLWASS1, .203 to .729 for FLWASS2, and to -.329 to .659 for FLWASS3 respectively.
Table 2 .
Correlations among the FLWAS components
Table 5 .
Statistical analyses of the FLWAS scales across proficiency levels
Table 6 .
ANOVA results of the FLWAS scales
Regression coefficients and significance
==
Domain: Psychology Education Linguistics<|endoftext|>Elements of Self-Awareness Reflecting Teachers ’ Emotional Intelligence
Significantly, teachers of various educational settings play crucial roles in actualizing the purposes of education. Individuals who can manage the feeling and align with job requirements will be able to improve performance. This is confirmed by the participants in the excerpt below: "... In the context of Islam, we must relate to an internal mechanism like sincerity ... if the emotions that emerge is handled with sincerity, so individual will be a better person ... emotions are unavoidable. So if handled with sincerity and guided by revelation, (everything will turn out well)."(FGMRSMT: 274-278) Another male participant in the focus group highlighted the intention or purpose in life will improve a person's self-awareness, he said: "I think I want to add another one in terms of our goal in life ... into a job that can raise our self-consciousness, so we can achieve our goal (intention)."(FGMRSMT: 423-425)
Conclusion
This study has brought into light the important role of self-awareness specifically the newly-founded sub-domain i.e. intent, in enhancing teachers' emotional intelligence in relation to teaching efficacy and satisfaction. Teachers need to understand the role of emotions in teaching and learning and how to use and regulate it productively in the process of teaching and learning. This will definitely contribute to positive and productive student-teacher relationship in turn, positive educational outcomes.
Table 1 .
Subdomains of Self Awareness
==
Domain: Psychology Education
|
[{"added": "2018-12-05T20:31:02.490Z", "created": "2015-02-13T00:00:00.000", "id": "55493657", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.ccsenet.org/journal/index.php/elt/article/download/45414/24617", "pdf_hash": "8ccd85145d92cececf1ab2c3a97e0cf96d5508f9", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20570", "s2fieldsofstudy": ["Education", "Linguistics", "Psychology"], "sha1": "8ccd85145d92cececf1ab2c3a97e0cf96d5508f9", "year": 2015}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2018-12-21T02:44:18.471Z", "created": "2015-06-04T00:00:00.000", "id": "145746550", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://ccsenet.org/journal/index.php/ass/article/download/49683/26782", "pdf_hash": "758ed1adea9ba8c36856a145d8b1fb29349f6a5b", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20231", "s2fieldsofstudy": ["Education", "Psychology"], "sha1": "758ed1adea9ba8c36856a145d8b1fb29349f6a5b", "year": 2015}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Elements of Self-Awareness Reflecting Teachers ’ Emotional Intelligence
Significantly, teachers of various educational settings play crucial roles in actualizing the purposes of education. NUD*IST stands for Non-numerical Unstructured Data using Indexing, Structuring and Theorizing. Data were transcribed from recorder into Microsoft Word, and was categorized into themes and sub themes based on situational context. A tree diagram and Venn diagram were formulated based on the findings.
Findings
Figure 1 shows a Venn diagram that explains the elements of emotional intelligence mentioned by focus group participants from all schools. The Venn diagram shows all different and similar elements of emotional intelligence that exist among the three focus groups. All focus groups agreed that emotional intelligence must contain an aspect of robust self-assessment.
Figure 1. Venn Diagram Focus Group
Prorogue 1 appearances the code used to describe Figure 1. The meaning of the codes is as follows.(i) Af is the element that appeared in all three focus group interviews; (ii) Bf is the element that emerged in the focus groups done at MRSMJ and MRSMTp; (iii) Cf is the element that existed during focus groups done at MRSMJ and MRSMT; (iv) Df is the element that was shared by MRSMTp and MRSMT; (v) Ef is the element that emerged from participants MRSMJ only; (vi) Ff is the element that emerged from participants MRSMT only and (vii) Gf is the element that emerged from participants MRSMTp only.
In the table, different parts describe different subdomains of self awareness. The first part, Af, describes the element of self-assessment shared by the participants of the MRSMJ, MRSMT and MRSMTp focus groups. Bf projects the element of emotional awareness shared by the participants of the focus groups from MRSMJ and MRSMTp. Next, Cf describes the element of self-confidence shared by the participants of the focus groups from MRSMJ and MRSMT. Df projects the element of intent shared by the participants of the focus groups from MRSMT and MRSMTp. While Ef, Ff and Gf indicate that no element is owned separately by any of the focus groups.
Gf None
The tree diagram in Figure 2 shows self awareness domain of emotional intelligence and its subdomains. Each subdomain has their frequency recorded. Tree diagram was constructed to display subdomain frequency of emotional intelligence. The finding shows the prominence or lack of prominence of subdomains by the frequency of its existence in the focus group interviews. In each factor there is at least one element that appears more frequently compared with other elements. In the factor of self-awareness, the prominent subdomain is intent (ƒ = 9).
Figure 2. Self Awareness Domain and Subdomains
Self Awareness
The first domain derived from the analysis of qualitative data is self awareness. This domain is defined as awareness of emotions, preferences, resources and intuitions within self according to the fabric of the concept of emotional intelligence (Goleman, 1999). This domain can be parted into four elements, namely emotional awareness, accurate self-assessment, self-confidence and intent. This will definitely contribute to positive and productive student-teacher relationship in turn, positive educational outcomes.
Table 1 .
Subdomains of Self Awareness
==
Domain: Psychology Education<|endoftext|>Elements of Self-Awareness Reflecting Teachers ’ Emotional Intelligence
Significantly, teachers of various educational settings play crucial roles in actualizing the purposes of education. what if you died or others who died because of him "(FGMRSMTp: 1102-1107) Even so, one focus group participant stated that emotional outbursts should not be done excessively as it can cause long-term effects on an individual or others.
Self-Assessment
This element is defined as knowing the strengths and weaknesses of oneself. Individuals who carry out self-assessment would realize the effects of the actions they have done. They can assess the appropriateness of their shown behavior by relating to the surrounding circumstances. Thus they will behave according to the norms of the local community. Ability to evaluate and identify different types of emotion and intensity of emotions can help people stabilize their emotions. One focus group participant (MRSMTp) mentioned that personal problems need to be identified before the start of lessons in classroom. Problems outside classroom that have nothing to do with academic matters can affect the process of teaching and learning. He said: "Sometimes when we go to class ..., sometimes there are other problems that we face beforehand, sometimes we feel a little emotional. We cannot... (let) our emotions affect our ability to teach in the classroom."(FGMRSMTp: 1516-1519) One of the male participants in focus groups MRSMT also stated that self-awareness can help a person sees himself introspectively. This will increase the sense of responsibility. According to him: "We realize who we are ... acceptance. Then, comes a sense of responsibility ... "(FGMRSMT: 381-382)
Self-Confidence
This element is defined as believing in one's abilities. A focus group member (MRSMJ) also stated that every individual should try to look into oneself and then accept all the abilities and disabilities (strength and weaknesses). Acceptance would increase self-confidence. According to him: "Acceptance of oneself (is important). Self-confidence (will grow) ... "(FGMRSMJ: 1561) One MRSMT male focus group participants also stated that the teachers are role models to the students. This will definitely contribute to positive and productive student-teacher relationship in turn, positive educational outcomes.
Table 1 .
Subdomains of Self Awareness
==
Domain: Psychology Education<|endoftext|>Elements of Self-Awareness Reflecting Teachers ’ Emotional Intelligence
Significantly, teachers of various educational settings play crucial roles in actualizing the purposes of education. It can either enhance or inhibit performance and quality of work. Emotionally intelligent employees will produce work that meets the targets of the organization, while workers who are less emotionally intelligent are unable to achieve the desired objectives. Goleman (1996) states that "emotional intelligence is a master aptitude, a capacity that profoundly affects all other abilities, either facilitating or interfering with them". Thus, individuals with high emotional intelligence are probably to have a high work rate and at the same time, show a commendable quality of work. Individuals who are aware about themselves are always warm toward other people and aspire to be a better worker.
Studies on emotional intelligence within learning environment are increasing in recent decades. There are empirical studies that attest the importance and relationship of emotional intelligence to teacher efficacy and well being, which in turn may lead to positive students' outcomes (Syed Najmuddin, Noriah, & Mohamad, 2011;Larsen & Samdal, 2012;Ross, Romer, & Horner, 2012;Vesely, Saklofske, & Leschied, 2013). Mass media have often reported on problematic teachers in negative view which portrays them as incapable of handling emotions. These news reports may degrade teachers' esteem and professional image. Teachers are implied as being irresponsible and incapable of being good role models to their pupils. This situation has been regarded as a serious matter. If teachers cannot control their own emotions, how can they control the young ones and train others in any unfortunate or difficult situations? Teachers have multitude of tasks which are coupled with non-academic responsibilities during weekdays and weekends. These tasks may test the fortitude and patience of teachers, especially those who have more commitments or families. School holiday programs, holiday camps, motivational camps and other types of activities outside the classroom seems to be never ending errands that teachers must do during weekends and school holidays. Therefore, significant work stress existed among teachers (Jowati, 2002;Chua & Fahrudin, 2002) as well as burnout, namely emotional exhaustion and depersonalization (Faridah & Zubaidah, 1999).
Director General of Education, Datuk Seri Dr. Abdul Shukor Abdullah (New Straits Times, 2000, August 12) advises the chief school administrator to monitor teacher-student relationship to ensure students feel safe at school. This was done following a finding of the report that there are a small numeral of teachers who have mental illness. The implication is quite large in magnitude even though the number is quite small. The question is: who is responsible to monitor those teachers?Many studies about emotional intelligence have been conducted in the US and Europe. However, in Malaysia, there are insufficient studies on emotional intelligence among teachers. The literature review conducted showed that the studies on emotional intelligence in Malaysia focused on the emotional intelligence of students (Noriah et al., 2001;Naghavi & Redzuan, 2011) and teachers (Langgulung, 1983;Najib, 2000;Noriah & Aliza, 2002;Noriah, Ramlee, Siti Rahayah, & Syed Najmuddin 2003;Noriah, Syed Najmuddin, & Syafrimen, 2003, Syed Najmuddin Syed Hassan, 2005;Syed Najmuddin, Noriah, & Mohamad, 2011) while studies abroad (Skovholt & D'Rozario, 2000;Larsen & Samdal, 2012;Ross, Romer, & Horner, 2012;Vesely, Saklofske, & Leschied, 2013) show that the treats of teaching and learning is tempted by the emotional stability of a teacher.
Study Objectives
Data collected from focus group interviews was analysed using NUD*IST software. This will definitely contribute to positive and productive student-teacher relationship in turn, positive educational outcomes.
Table 1 .
Subdomains of Self Awareness
==
Domain: Psychology Education
|
[{"added": "2018-12-21T02:44:18.471Z", "created": "2015-06-04T00:00:00.000", "id": "145746550", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://ccsenet.org/journal/index.php/ass/article/download/49683/26782", "pdf_hash": "758ed1adea9ba8c36856a145d8b1fb29349f6a5b", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20231", "s2fieldsofstudy": ["Education", "Psychology"], "sha1": "758ed1adea9ba8c36856a145d8b1fb29349f6a5b", "year": 2015}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2018-12-21T02:44:18.471Z", "created": "2015-06-04T00:00:00.000", "id": "145746550", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://ccsenet.org/journal/index.php/ass/article/download/49683/26782", "pdf_hash": "758ed1adea9ba8c36856a145d8b1fb29349f6a5b", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20231", "s2fieldsofstudy": ["Education", "Psychology"], "sha1": "758ed1adea9ba8c36856a145d8b1fb29349f6a5b", "year": 2015}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2018-12-21T02:44:18.471Z", "created": "2015-06-04T00:00:00.000", "id": "145746550", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://ccsenet.org/journal/index.php/ass/article/download/49683/26782", "pdf_hash": "758ed1adea9ba8c36856a145d8b1fb29349f6a5b", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20231", "s2fieldsofstudy": ["Education", "Psychology"], "sha1": "758ed1adea9ba8c36856a145d8b1fb29349f6a5b", "year": 2015}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
This below document has 2 sentences that start with 'According to him:',
2 paragraphs that start with 'This element is'. It has approximately 256 words, 24 sentences, and 8 paragraph(s).
<<<<>>>>
Elements of Self-Awareness Reflecting Teachers ’ Emotional Intelligence
Significantly, teachers of various educational settings play crucial roles in actualizing the purposes of education. This will increase the sense of responsibility. According to him: "We realize who we are ... acceptance. Then, comes a sense of responsibility ... "(FGMRSMT: 381-382)
Self-Confidence
This element is defined as believing in one's abilities. A focus group member (MRSMJ) also stated that every individual should try to look into oneself and then accept all the abilities and disabilities (strength and weaknesses). Acceptance would increase self-confidence. According to him: "Acceptance of oneself (is important). Self-confidence (will grow) ... "(FGMRSMJ: 1561) One MRSMT male focus group participants also stated that the teachers are role models to the students. To be a good role model, a teacher must know that his strengths and self-confidence are intrinsically shaped. Such confidence will lead to positive behavior that can be emulated by the students. Excerpt below gives an overview of these: "... relate to the students. First, we are as role model, our inner self. Our external appearance, if I want to play rugby, for sure ... we see the physical role model ... this play(s) an important role (for students to emulate) ... "(FGMRSMT: 377-380)
Intent
This element is delineated as an objective or goal in doing something. Participants from two focus groups agreed on the need to know the intent when doing something. This will definitely contribute to positive and productive student-teacher relationship in turn, positive educational outcomes.
Table 1 .
Subdomains of Self Awareness
==
Domain: Psychology Education<|endoftext|>Elements of Self-Awareness Reflecting Teachers ’ Emotional Intelligence
Significantly, teachers of various educational settings play crucial roles in actualizing the purposes of education. To be a good role model, a teacher must know that his strengths and self-confidence are intrinsically shaped. Such confidence will lead to positive behavior that can be emulated by the students. Excerpt below gives an overview of these: "... relate to the students. First, we are as role model, our inner self. Our external appearance, if I want to play rugby, for sure ... we see the physical role model ... this play(s) an important role (for students to emulate) ... "(FGMRSMT: 377-380)
Intent
This element is delineated as an objective or goal in doing something. Participants from two focus groups agreed on the need to know the intent when doing something. According to them, the intent (goals or objectives) should exist for the use of determining what, how and why we do something. For example, one focus group participant MRSM Taiping stated: "I think we have to know the goals (our intentions) ..." (MRSMTp: 1500) Participants also associated intent with sincerity. According to them, when the intent is sincere and the sincerity is manifested in each behavior, each work will be implemented perfectly even when one is emotionally unstable. Thus, the performance of the work will be more consistent and not affected by emotional undercurrents. Furthermore, the performance can be sustained by having a real intent. One participant mentioned: "... work sincerely. Emotion arises from internal, sincerity is the key, do it sincerely even though you are angry, love to do , satisfied or not, get a reward or not. That's the principle."(FGMRSMT: 294-297) Sincerity of intent based on religious values is essential in everyday life. According to one focus group participant (MRSMT), a combination of intent, sincerity and religious values will help an individual in controlling negative feelings. This will definitely contribute to positive and productive student-teacher relationship in turn, positive educational outcomes.
Table 1 .
Subdomains of Self Awareness
==
Domain: Psychology Education<|endoftext|>Elements of Self-Awareness Reflecting Teachers ’ Emotional Intelligence
Significantly, teachers of various educational settings play crucial roles in actualizing the purposes of education. If teachers cannot control their own emotions, how can they control the young ones and train others in any unfortunate or difficult situations? Teachers have multitude of tasks which are coupled with non-academic responsibilities during weekdays and weekends. These tasks may test the fortitude and patience of teachers, especially those who have more commitments or families. School holiday programs, holiday camps, motivational camps and other types of activities outside the classroom seems to be never ending errands that teachers must do during weekends and school holidays. Therefore, significant work stress existed among teachers (Jowati, 2002;Chua & Fahrudin, 2002) as well as burnout, namely emotional exhaustion and depersonalization (Faridah & Zubaidah, 1999).
Director General of Education, Datuk Seri Dr. Abdul Shukor Abdullah (New Straits Times, 2000, August 12) advises the chief school administrator to monitor teacher-student relationship to ensure students feel safe at school. This was done following a finding of the report that there are a small numeral of teachers who have mental illness. The implication is quite large in magnitude even though the number is quite small. The question is: who is responsible to monitor those teachers?Many studies about emotional intelligence have been conducted in the US and Europe. However, in Malaysia, there are insufficient studies on emotional intelligence among teachers. The literature review conducted showed that the studies on emotional intelligence in Malaysia focused on the emotional intelligence of students (Noriah et al., 2001;Naghavi & Redzuan, 2011) and teachers (Langgulung, 1983;Najib, 2000;Noriah & Aliza, 2002;Noriah, Ramlee, Siti Rahayah, & Syed Najmuddin 2003;Noriah, Syed Najmuddin, & Syafrimen, 2003, Syed Najmuddin Syed Hassan, 2005;Syed Najmuddin, Noriah, & Mohamad, 2011) while studies abroad (Skovholt & D'Rozario, 2000;Larsen & Samdal, 2012;Ross, Romer, & Horner, 2012;Vesely, Saklofske, & Leschied, 2013) show that the treats of teaching and learning is tempted by the emotional stability of a teacher.
Study Objectives
Data collected from focus group interviews was analysed using NUD*IST software. NUD*IST stands for Non-numerical Unstructured Data using Indexing, Structuring and Theorizing. Data were transcribed from recorder into Microsoft Word, and was categorized into themes and sub themes based on situational context. A tree diagram and Venn diagram were formulated based on the findings.
Findings
Figure 1 shows a Venn diagram that explains the elements of emotional intelligence mentioned by focus group participants from all schools. The Venn diagram shows all different and similar elements of emotional intelligence that exist among the three focus groups. All focus groups agreed that emotional intelligence must contain an aspect of robust self-assessment.
Figure 1. Venn Diagram Focus Group
Prorogue 1 appearances the code used to describe Figure 1. The meaning of the codes is as follows.(i) Af is the element that appeared in all three focus group interviews; (ii) Bf is the element that emerged in the focus groups done at MRSMJ and MRSMTp; (iii) Cf is the element that existed during focus groups done at MRSMJ and MRSMT; (iv) Df is the element that was shared by MRSMTp and MRSMT; (v) Ef is the element that emerged from participants MRSMJ only; (vi) Ff is the element that emerged from participants MRSMT only and (vii) Gf is the element that emerged from participants MRSMTp only.
In the table, different parts describe different subdomains of self awareness. The first part, Af, describes the element of self-assessment shared by the participants of the MRSMJ, MRSMT and MRSMTp focus groups. Bf projects the element of emotional awareness shared by the participants of the focus groups from MRSMJ and MRSMTp. Next, Cf describes the element of self-confidence shared by the participants of the focus groups from MRSMJ and MRSMT. This will definitely contribute to positive and productive student-teacher relationship in turn, positive educational outcomes.
Table 1 .
Subdomains of Self Awareness
==
Domain: Psychology Education
|
[{"added": "2018-12-21T02:44:18.471Z", "created": "2015-06-04T00:00:00.000", "id": "145746550", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://ccsenet.org/journal/index.php/ass/article/download/49683/26782", "pdf_hash": "758ed1adea9ba8c36856a145d8b1fb29349f6a5b", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20231", "s2fieldsofstudy": ["Education", "Psychology"], "sha1": "758ed1adea9ba8c36856a145d8b1fb29349f6a5b", "year": 2015}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2018-12-21T02:44:18.471Z", "created": "2015-06-04T00:00:00.000", "id": "145746550", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://ccsenet.org/journal/index.php/ass/article/download/49683/26782", "pdf_hash": "758ed1adea9ba8c36856a145d8b1fb29349f6a5b", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20231", "s2fieldsofstudy": ["Education", "Psychology"], "sha1": "758ed1adea9ba8c36856a145d8b1fb29349f6a5b", "year": 2015}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2018-12-21T02:44:18.471Z", "created": "2015-06-04T00:00:00.000", "id": "145746550", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://ccsenet.org/journal/index.php/ass/article/download/49683/26782", "pdf_hash": "758ed1adea9ba8c36856a145d8b1fb29349f6a5b", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20231", "s2fieldsofstudy": ["Education", "Psychology"], "sha1": "758ed1adea9ba8c36856a145d8b1fb29349f6a5b", "year": 2015}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Elements of Self-Awareness Reflecting Teachers ’ Emotional Intelligence
Significantly, teachers of various educational settings play crucial roles in actualizing the purposes of education. Df projects the element of intent shared by the participants of the focus groups from MRSMT and MRSMTp. While Ef, Ff and Gf indicate that no element is owned separately by any of the focus groups.
Gf None
The tree diagram in Figure 2 shows self awareness domain of emotional intelligence and its subdomains. Each subdomain has their frequency recorded. Tree diagram was constructed to display subdomain frequency of emotional intelligence. The finding shows the prominence or lack of prominence of subdomains by the frequency of its existence in the focus group interviews. In each factor there is at least one element that appears more frequently compared with other elements. In the factor of self-awareness, the prominent subdomain is intent (ƒ = 9).
Figure 2. Self Awareness Domain and Subdomains
Self Awareness
The first domain derived from the analysis of qualitative data is self awareness. This domain is defined as awareness of emotions, preferences, resources and intuitions within self according to the fabric of the concept of emotional intelligence (Goleman, 1999). This domain can be parted into four elements, namely emotional awareness, accurate self-assessment, self-confidence and intent. Data analyses indicate a new subdomain called intent as an additional element of self-awareness domain.
Emotional Awareness
This element is defined as the ability to identify own emotions and their effects. Conversations from the focus groups also showed that emotional awareness is important in maintaining good relationships with colleagues and others. According to one female participant in focus group MRSM Jasin: "We want to keep our relationship. While we are angry at him/her (the student), but it does not mean we hate her, as a teacher I also felt (grieving) on my students ... (but) not for long ... "(FGMRSMJ: 1449-1453) One of the focus group participants of MRSMTp stated that emotion (angry) depends on the situation. Emotions were usually shown based on specific reasons. Thus, he argued that negative emotional outbursts are not considered wrong if the outburst takes place in accordance to the situation as stated in the quote below: "Feel mad at student who did not learn, we're angry because we love him to pieces ... We are angry at a driver who overtake haphazardly ... so we're mad at him ... This will definitely contribute to positive and productive student-teacher relationship in turn, positive educational outcomes.
Table 1 .
Subdomains of Self Awareness
==
Domain: Psychology Education<|endoftext|>Elements of Self-Awareness Reflecting Teachers ’ Emotional Intelligence
Significantly, teachers of various educational settings play crucial roles in actualizing the purposes of education. According to them, the intent (goals or objectives) should exist for the use of determining what, how and why we do something. For example, one focus group participant MRSM Taiping stated: "I think we have to know the goals (our intentions) ..." (MRSMTp: 1500) Participants also associated intent with sincerity. According to them, when the intent is sincere and the sincerity is manifested in each behavior, each work will be implemented perfectly even when one is emotionally unstable. Thus, the performance of the work will be more consistent and not affected by emotional undercurrents. Furthermore, the performance can be sustained by having a real intent. One participant mentioned: "... work sincerely. Emotion arises from internal, sincerity is the key, do it sincerely even though you are angry, love to do , satisfied or not, get a reward or not. That's the principle."(FGMRSMT: 294-297) Sincerity of intent based on religious values is essential in everyday life. According to one focus group participant (MRSMT), a combination of intent, sincerity and religious values will help an individual in controlling negative feelings. Individuals who can manage the feeling and align with job requirements will be able to improve performance. This is confirmed by the participants in the excerpt below: "... In the context of Islam, we must relate to an internal mechanism like sincerity ... if the emotions that emerge is handled with sincerity, so individual will be a better person ... emotions are unavoidable. So if handled with sincerity and guided by revelation, (everything will turn out well)."(FGMRSMT: 274-278) Another male participant in the focus group highlighted the intention or purpose in life will improve a person's self-awareness, he said: "I think I want to add another one in terms of our goal in life ... into a job that can raise our self-consciousness, so we can achieve our goal (intention)."(FGMRSMT: 423-425)
Conclusion
This study has brought into light the important role of self-awareness specifically the newly-founded sub-domain i.e. intent, in enhancing teachers' emotional intelligence in relation to teaching efficacy and satisfaction. Teachers need to understand the role of emotions in teaching and learning and how to use and regulate it productively in the process of teaching and learning. This will definitely contribute to positive and productive student-teacher relationship in turn, positive educational outcomes.
Table 1 .
Subdomains of Self Awareness
==
Domain: Psychology Education<|endoftext|>This below document has 2 sentences that start with 'In recent years there is', 2 sentences that end with 'significantly to performance and productivity', 2 sentences that end with 'quality of work'. It has approximately 489 words, 26 sentences, and 7 paragraph(s).
<<<<>>>>
Elements of Self-Awareness Reflecting Teachers ’ Emotional Intelligence
Significantly, teachers of various educational settings play crucial roles in actualizing the purposes of education. In ensuring the effective attainment of the noble mission of learning and teaching, considerable emphasis must be given to teachers’ well-being notably their emotional intelligence (EI). In recent years there is growing empirical evidence that EI contributes significantly to performance and productivity. However, literature on the role of EI in enhancing teachers’ efficacy in Malaysia is scarce. This study attempts to fill this academic gap by examining the potential of self-awareness, one of Goleman’s EI domains among teachers. Specifically, this survey aims to determine the elements of self-awareness that could enhance teachers’ efficacy from Malaysian perspective. Three focus group interviews were conducted with participants of both genders who comprise of young and old teachers, inexperience and experienced teachers from three different schools. This study finds intent as important sub-domain of self-awareness in Malaysian context thus extended the earlier model developed by Goleman. Significantly this study may be beneficial to spread awareness on the vitality of EI to improve psychological health and teaching success and, in turn, positive student outcomes. This study suggests integrated EI training that does not only increase teachers’ efficacy but also may decrease burnout syndromes and job dissatisfaction.
Introduction
Emotional intelligence is important for both work life and personal life (Gardner, 1983;Goleman, 1995Goleman, , 1999;;Wilks, 1998;Weisenger, 2000;Ferdowsian, 2003). In recent years there is growing empirical evidence that EI contributes significantly to performance and productivity. It can either enhance or inhibit performance and quality of work. Emotionally intelligent employees will produce work that meets the targets of the organization, while workers who are less emotionally intelligent are unable to achieve the desired objectives. Goleman (1996) states that "emotional intelligence is a master aptitude, a capacity that profoundly affects all other abilities, either facilitating or interfering with them". Thus, individuals with high emotional intelligence are probably to have a high work rate and at the same time, show a commendable quality of work. Individuals who are aware about themselves are always warm toward other people and aspire to be a better worker.
Studies on emotional intelligence within learning environment are increasing in recent decades. There are empirical studies that attest the importance and relationship of emotional intelligence to teacher efficacy and well being, which in turn may lead to positive students' outcomes (Syed Najmuddin, Noriah, & Mohamad, 2011;Larsen & Samdal, 2012;Ross, Romer, & Horner, 2012;Vesely, Saklofske, & Leschied, 2013). Mass media have often reported on problematic teachers in negative view which portrays them as incapable of handling emotions. These news reports may degrade teachers' esteem and professional image. Teachers are implied as being irresponsible and incapable of being good role models to their pupils. This situation has been regarded as a serious matter. This will definitely contribute to positive and productive student-teacher relationship in turn, positive educational outcomes.
Table 1 .
Subdomains of Self Awareness
==
Domain: Psychology Education
|
[{"added": "2018-12-21T02:44:18.471Z", "created": "2015-06-04T00:00:00.000", "id": "145746550", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://ccsenet.org/journal/index.php/ass/article/download/49683/26782", "pdf_hash": "758ed1adea9ba8c36856a145d8b1fb29349f6a5b", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20231", "s2fieldsofstudy": ["Education", "Psychology"], "sha1": "758ed1adea9ba8c36856a145d8b1fb29349f6a5b", "year": 2015}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2018-12-21T02:44:18.471Z", "created": "2015-06-04T00:00:00.000", "id": "145746550", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://ccsenet.org/journal/index.php/ass/article/download/49683/26782", "pdf_hash": "758ed1adea9ba8c36856a145d8b1fb29349f6a5b", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20231", "s2fieldsofstudy": ["Education", "Psychology"], "sha1": "758ed1adea9ba8c36856a145d8b1fb29349f6a5b", "year": 2015}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2018-12-21T02:44:18.471Z", "created": "2015-06-04T00:00:00.000", "id": "145746550", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://ccsenet.org/journal/index.php/ass/article/download/49683/26782", "pdf_hash": "758ed1adea9ba8c36856a145d8b1fb29349f6a5b", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20231", "s2fieldsofstudy": ["Education", "Psychology"], "sha1": "758ed1adea9ba8c36856a145d8b1fb29349f6a5b", "year": 2015}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Elements of Self-Awareness Reflecting Teachers ’ Emotional Intelligence
Significantly, teachers of various educational settings play crucial roles in actualizing the purposes of education. Data analyses indicate a new subdomain called intent as an additional element of self-awareness domain.
Emotional Awareness
This element is defined as the ability to identify own emotions and their effects. Conversations from the focus groups also showed that emotional awareness is important in maintaining good relationships with colleagues and others. According to one female participant in focus group MRSM Jasin: "We want to keep our relationship. While we are angry at him/her (the student), but it does not mean we hate her, as a teacher I also felt (grieving) on my students ... (but) not for long ... "(FGMRSMJ: 1449-1453) One of the focus group participants of MRSMTp stated that emotion (angry) depends on the situation. Emotions were usually shown based on specific reasons. Thus, he argued that negative emotional outbursts are not considered wrong if the outburst takes place in accordance to the situation as stated in the quote below: "Feel mad at student who did not learn, we're angry because we love him to pieces ... We are angry at a driver who overtake haphazardly ... so we're mad at him ... what if you died or others who died because of him "(FGMRSMTp: 1102-1107) Even so, one focus group participant stated that emotional outbursts should not be done excessively as it can cause long-term effects on an individual or others.
Self-Assessment
This element is defined as knowing the strengths and weaknesses of oneself. Individuals who carry out self-assessment would realize the effects of the actions they have done. They can assess the appropriateness of their shown behavior by relating to the surrounding circumstances. Thus they will behave according to the norms of the local community. Ability to evaluate and identify different types of emotion and intensity of emotions can help people stabilize their emotions. One focus group participant (MRSMTp) mentioned that personal problems need to be identified before the start of lessons in classroom. Problems outside classroom that have nothing to do with academic matters can affect the process of teaching and learning. He said: "Sometimes when we go to class ..., sometimes there are other problems that we face beforehand, sometimes we feel a little emotional. We cannot... (let) our emotions affect our ability to teach in the classroom."(FGMRSMTp: 1516-1519) One of the male participants in focus groups MRSMT also stated that self-awareness can help a person sees himself introspectively. This will definitely contribute to positive and productive student-teacher relationship in turn, positive educational outcomes.
Table 1 .
Subdomains of Self Awareness
==
Domain: Psychology Education<|endoftext|>@@@ User: Given-
<missing text> of healthcare workers during the first wave of the coronavirus crisis. An umbrella review of systematic reviews and meta-analyses, concerning burnout syndrome and SARS/MERS/SARS-CoV-2 outbreaks, showed that in previous SARS and MERS outbreaks, about one-third of health care workers manifested burnout. This prevalence rate is similar to the figure recorded in some categories of health care workers exposed to chronic occupational stress and poor work organization during non-epidemic periods [22].
Furthermore, we found that, as the personal, family, national, and systemic concerns of healthcare workers increased, so did their feelings of burnout. Moreover, analysis of the indepth interviews conducted for this sketch indicated <missing text> a cocoon of emotional support. However, the interviews also revealed that a sense of empowerment, teamwork, and awareness of their role during this historical period was heartening to healthcare workers and evidently contributed to preventing burnout. A qualitative study conducted among 14 physicians and nurses in Hubei Province in China found that healthcare workers felt a strong sense of being on a mission and having a responsibility to treat patients during the crisis. Despite concerns about infecting relatives with the virus and about unexpected dangers and workloads, healthcare workers focused on their responsibilities as professionals to fight the virus, demonstrated a sense of unity and professional dedication, and expressed a high grade of empowerment and self-efficacy in coping with the epidemic [5].
The negative correlations between support for how the crisis was handled and family-, national-, and system-level concerns are in line with the interviews results. The reports of the interviewed workers indicate that many of them do not have full confidence in the ... <missing text>
===
Fill in the missing text.
@@@ Assistant:
Facing the Unknown: Healthcare Workers’ Concerns, Experiences, and Burnout during the COVID-19 Pandemic— A Mixed-Methods Study in an Israeli Hospital
: The aim of this survey was to describe the experiences of healthcare workers during the first wave of the coronavirus crisis. An umbrella review of systematic reviews and meta-analyses, concerning burnout syndrome and SARS/MERS/SARS-CoV-2 outbreaks, showed that in previous SARS and MERS outbreaks, about one-third of health care workers manifested burnout. This prevalence rate is similar to the figure recorded in some categories of health care workers exposed to chronic occupational stress and poor work organization during non-epidemic periods [22].
Furthermore, we found that, as the personal, family, national, and systemic concerns of healthcare workers increased, so did their feelings of burnout. Moreover, analysis of the indepth interviews conducted for this sketch indicated that the interviewees expressed feelings of burnout, exhaustion, and loneliness during the acute phase of the crisis, as well as mental stress. Subsequent to that, staff felt the need for a cocoon of emotional support. However, the interviews also revealed that a sense of empowerment, teamwork, and awareness of their role during this historical period was heartening to healthcare workers and evidently contributed to preventing burnout. A qualitative study conducted among 14 physicians and nurses in Hubei Province in China found that healthcare workers felt a strong sense of being on a mission and having a responsibility to treat patients during the crisis. Despite concerns about infecting relatives with the virus and about unexpected dangers and workloads, healthcare workers focused on their responsibilities as professionals to fight the virus, demonstrated a sense of unity and professional dedication, and expressed a high grade of empowerment and self-efficacy in coping with the epidemic [5].
The negative correlations between support for how the crisis was handled and family-, national-, and system-level concerns are in line with the interviews results. The reports of the interviewed workers indicate that many of them do not have full confidence in the system, and they are worried to their family members, colleagues, and general population. The concept of organizational justice is particularly important for the mental well-being of workers and is inversely related to stress, concerns, and mental disorders. This association has been demonstrated in previous studies [23].
The current study was conducted during the first wave in a hospital in the south of Israel, not far from Gaza. Interestingly, though Barzilai Medical Center has long experience with emergencies, mainly due to long-term missiles attacks and military operations, the experience during the first wave of COVID-19 was different. The frustration emerging from the tension between the sense of mission and lack of confidence in how the pandemic has been treated by the government and policymakers is an important point that should be addressed. Our study showed the different levels of uncertainty and concerns: personal, family, system, and national levels. Maintaining mental resilience via open, honest, ongoing communication between crisis managers and healthcare workers as well as expressing gratitude, and offering a realistic and optimistic plan for coping, strategies that emerged from other studies, might answer the concerns raised in our study. Teams should be provided with up-to-date and comprehensive information regarding the crisis, which permits a sense of control while reinforcing the staff's professional skills. Lastly, maintaining the mental and physical wellbeing of staff should be a priority: ongoing support should be provided to healthcare workers, and they should be encouraged to express their concerns; peer support programs should be developed [24]. There is no doubt that, during times of crisis like the current COVID-19 pandemic, health service leaders must maintain direct, ongoing connections with healthcare workers in order to collaborate on decision-making and develop treatment strategies, to monitor staff's physical and mental health, and to make supportive tools and resources available to them [25]. The participants had the right to refuse participation or withdraw from the study.
Abbreviations
Covid-19 Coronavirus disease 2019 PPE Personal Protective Equipment ANOVA Analysis of variance
==
Domain: Sociology Psychology Medicine
|
[{"added": "2018-12-21T02:44:18.471Z", "created": "2015-06-04T00:00:00.000", "id": "145746550", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://ccsenet.org/journal/index.php/ass/article/download/49683/26782", "pdf_hash": "758ed1adea9ba8c36856a145d8b1fb29349f6a5b", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20231", "s2fieldsofstudy": ["Education", "Psychology"], "sha1": "758ed1adea9ba8c36856a145d8b1fb29349f6a5b", "year": 2015}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2021-08-18T13:13:42.197Z", "created": "2021-08-12T00:00:00.000", "id": "238912206", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/16/9021/pdf?version=1628760977", "pdf_hash": "a81e99ed547112b9fb84ddff4a4460bcc92cff21", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20580", "s2fieldsofstudy": ["Medicine", "Sociology"], "sha1": "b07631d1f2ea8d515da8802875bc76ddf84c9763", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Facing the Unknown: Healthcare Workers’ Concerns, Experiences, and Burnout during the COVID-19 Pandemic— A Mixed-Methods Study in an Israeli Hospital
: The aim of this survey was to describe the experiences of healthcare workers during the first wave of the coronavirus crisis. In a mixed-methods study, data were collected through an online survey completed by 263 hospital staff members, as well as 10 semi-structured, in-depth interviews with physicians, nurses, and medical technologists working on coronavirus wards. Respondents expressed extremely high levels of concern for family members, but they were less apprehensive about their own health and safety. Nurses displayed more apprehension and burnout compared to healthcare workers in other professional roles. The in-depth interviews reinforced and supplemented the survey findings and deepened our empathising of the experience of healthcare workers directly involved in the first wave of coronavirus patient care. The findings of this study illuminate the main concerns of hospital staff during the first wave of the COVID-19 pandemic and deepen our understanding of issues that require systemic attention in order to strengthen mental resilience among hospital staff. The steps required to continue fighting the virus include the developing of a mental and emotional support network for healthcare workers to safeguard them and their health, as they care for patients, and to provide ongoing psychosocial support. As later waves of COVID-19 continued, these recommendations are even more pertinent.
As of mid-May 2021, the novel coronavirus (SARS-CoV-2) has infected more than 166 million people worldwide and has caused the deaths of more than 3.5 million people through the disease it causes, COVID-19. In Israel, over 839,000 people have been infected with the virus [1]. The spread of the coronavirus presents difficult and complex challenges for healthcare systems, with various medical teams on the frontlines fighting the virus and its associated outcomes.
Reports from around the world have revealed that thousands of healthcare workers in hospitals across Europe have been infected with coronavirus and many died. In Italy, as of April 2020 during the first wave, more than 12,000 healthcare workers were infected with the virus, 105 of whom have died, growing to more than 95,000 infected and 198 deaths as of 5 January 2021 [2]. It is potential that the true numbers of infections are higher than reported since many healthcare workers have not been tested [3]. In Israel, more than 2000 healthcare workers have been infected [1].
Assessing the mental health and perceptions of healthcare workers dealing with health crises is essential in gaining control over large-scale epidemics [4]. Recent research in China has examined the immediate consequences of the fight against coronavirus on the mental health of healthcare workers [5]. This study found that, of 2299 healthcare workers, 30% reported symptoms of stress, 24% reported symptoms of anxiety, and 13.5% reported depression; healthcare workers working directly with coronavirus patients had double the risk of suffering symptoms of anxiety and depression. A study conducted in Taiwan, among 1795 healthcare workers during the coronavirus crisis, found that, although some respondents had previously experienced the SARS and MERS epidemics, 40% reported burnout and 78% reported high levels of anxiety. Most of the respondents who reported burnout worked in emergency units and treated coronavirus patients directly. A repeated cross-sectional study in a hospital in Rome, conducted during the first wave of the pandemic in April 2020, and again in December 2020, during the second wave, found that Workers reported a further increase in workload, which had already risen during the first wave. Moreover, the number of workers manifesting symptoms of depression increased significantly to exceed 60% [6]. In a similar study conducted in Turkey among 920 healthcare workers, 80% of respondents reported that the coronavirus crisis had affected their mental health, 71% of healthcare workers said that their departments had adequate levels of personal protective equipment (PPE) but expressed concern about its effectiveness, and a majority of respondents expressed high rates of emotional exhaustion [7]. The participants had the right to refuse participation or withdraw from the study.
Abbreviations
Covid-19 Coronavirus disease 2019 PPE Personal Protective Equipment ANOVA Analysis of variance
==
Domain: Sociology Psychology Medicine<|endoftext|>Facing the Unknown: Healthcare Workers’ Concerns, Experiences, and Burnout during the COVID-19 Pandemic— A Mixed-Methods Study in an Israeli Hospital
: The aim of this survey was to describe the experiences of healthcare workers during the first wave of the coronavirus crisis. (Interviewee 1, male, physician) The motif of "fighters on the frontlines" was repeated, in different words, in almost all the interviews. Like soldiers preparing for battle, the interviewees felt they were unable to refuse joining the coronavirus ward as staff, despite the inherent risks: "There was no dilemma, actually. I didn't think that I could refuse. It was a job that needed to be done". (Interviewee 1, male, physician) Interviewee 6 (female, physician) described the support she felt from the general population: "You know how exciting it is, the support of the population . . . how many people wanted to support us and help us. We felt that this wasn't just any old effort. It was clear that you were saving lives, even if you helped just one person, it's not just nothing. It's worth a lot." Theme 2: Concern for patients, for family, and for fellow citizens. The interviewees often used the words: fear, danger, catastrophe. As a effect of their sense of sacrifice, and their trust in the system to take care to protect them, they were less concerned about their own health and safety, and more concerned for the lives of patients, family members, their fellow citizens in general, and even for colleagues who worked outside the coronavirus ward and were not as protected as they were.
Interviewee 2, a female physician, shared her concerns: "Of course, I was worried. And I wouldn't believe anyone who told me they weren't. I'm often exposed to infections. But here, we didn't know how it spread, what it is exactly . . . I was worried for my kids, for older people, for my mother for example." The interviewees also talked about distancing from their families, mainly from their parents and grandchildren. Interviewee 7 (female, nurse) explained: "My relatives were worried that I would get infected and infect them." There were also concerns about colleagues. The participants had the right to refuse participation or withdraw from the study.
Abbreviations
Covid-19 Coronavirus disease 2019 PPE Personal Protective Equipment ANOVA Analysis of variance
==
Domain: Sociology Psychology Medicine<|endoftext|>Facing the Unknown: Healthcare Workers’ Concerns, Experiences, and Burnout during the COVID-19 Pandemic— A Mixed-Methods Study in an Israeli Hospital
: The aim of this survey was to describe the experiences of healthcare workers during the first wave of the coronavirus crisis. It's not possible to get used to death. It felt like a fantasy movie about something catastrophic." Theme 3: Changes in routine work-the challenges of "remote" treatment. The interviewees described work on the coronavirus ward as very different from routine work in the hospital, even if that routine work involved being exposed to infection. The unique nature of COVID-19, a novel disease without evidence-based treatment, required continuous updates with colleagues in Israel and abroad, and the collating and updating of protocols and guidelines that did not previously exist. Furthermore, the fact that all professions had to wear PPE was a dramatic change. All the interviewees talked about the problematic nature of the many layers of PPE, which interfered with functioning, and especially impaired their ability to quickly reach distressed patients. Interviewee 1 (male, physician) explained that: "The most stressful thing is that a patient can deteriorate without you being aware of it. And if you weren't wearing PPE, you weren't kitted up, and if something happened-it takes time for you to get kitted up, for the team to get ready." Interviewee 2 (female, physician) added: "The PPE situation really disrupted patient care. It's really not comfortable, it's uncomfortable to breathe, it's uncomfortable to see, it's uncomfortable to talk. That, and there were patients who needed a lot of attention and we couldn't always be by their side." In addition to PPE, a further change was that of remote treatment. Interviewee 1 (male, physician) said that: "You have to manage a patient's treatment remotely. You don't know what is going on with the treatment at any given time. There weren't cameras in all of the rooms." Compounding this was the lack of human contact. Interviewee 7 (female, nurse) gave details: "We're usually in more contact with patients. Now on the coronavirus ward, we put on PPE and go in to see the patients, they don't know who we are, and there were a lot of patients who felt lonely. They were looking for some warmth. Their families weren't able to visit them." Theme 4: Burnout and the need for emotional support. Some interviewees felt exhausted and drained. Interviewee 5 (female, nurse) said that: "It's terribly hard to keep going for so long. Two months like this, and we are already exhausted. The participants had the right to refuse participation or withdraw from the study.
Abbreviations
Covid-19 Coronavirus disease 2019 PPE Personal Protective Equipment ANOVA Analysis of variance
==
Domain: Sociology Psychology Medicine
|
[{"added": "2021-08-18T13:13:42.197Z", "created": "2021-08-12T00:00:00.000", "id": "238912206", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/16/9021/pdf?version=1628760977", "pdf_hash": "a81e99ed547112b9fb84ddff4a4460bcc92cff21", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20580", "s2fieldsofstudy": ["Medicine", "Sociology"], "sha1": "b07631d1f2ea8d515da8802875bc76ddf84c9763", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2021-08-18T13:13:42.197Z", "created": "2021-08-12T00:00:00.000", "id": "238912206", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/16/9021/pdf?version=1628760977", "pdf_hash": "a81e99ed547112b9fb84ddff4a4460bcc92cff21", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20580", "s2fieldsofstudy": ["Medicine", "Sociology"], "sha1": "b07631d1f2ea8d515da8802875bc76ddf84c9763", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2021-08-18T13:13:42.197Z", "created": "2021-08-12T00:00:00.000", "id": "238912206", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/16/9021/pdf?version=1628760977", "pdf_hash": "a81e99ed547112b9fb84ddff4a4460bcc92cff21", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20580", "s2fieldsofstudy": ["Medicine", "Sociology"], "sha1": "b07631d1f2ea8d515da8802875bc76ddf84c9763", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Facing the Unknown: Healthcare Workers’ Concerns, Experiences, and Burnout during the COVID-19 Pandemic— A Mixed-Methods Study in an Israeli Hospital
: The aim of this survey was to describe the experiences of healthcare workers during the first wave of the coronavirus crisis. The lucky thing about this healthcare system is its human resources . . . The hospital manager worked really hard during that time period and came to support us. But I'm also disappointed that we were not ready, and we could have been ready; we were really lucky. But aside from luck, we had both the human resources and the capabilities of those human resources." Theme 7: From heroics to routine: "Once you've served your purpose, you can leave". The interviewees expressed a certain sense of frustration. Like fighters on a battlefield, they underwent an experience that was unique and empowering, but also intense and exhausting. During the crisis, everyone embraced and praised them, from proclamations by the healthcare system's top leaders, down to hospital management and members of the public. However, when there was a lull in the rates of infection, the support disappeared. Interviewee 2 (female, physician) expressed this as follows: "I feel that with all the joy and support that we supposedly received during the coronavirus outbreak, everything went away, was forgotten, stopped. More at the level of the management and the managers, but also from the general population, the feeling is of 'you've served your purpose, now leave.' After everything is over, you expect that at least they would remember that you contributed a little bit more than other people and that you were willing to go a bit further than others." The above-described themes relate to different levels of coping: at the individual, team, patient-centered, and national level. Some of the descriptions are positive and relay empowering experiences (e.g., Theme 1), and some illustrate stressful and even traumatic experiences. The complexity of these experiences is a reflection of the conflicting emotions among healthcare workers in a coronavirus ward.
Discussion
The coronavirus epidemic has become one of the most severe health crises of recent decades. This study examined the perceptions and experiences of healthcare workers in a hospital in Israel, with regards to coping with coronavirus pandemic. The survey revealed that, out of the four levels of concern that were examined, personal concerns were the lowest among all respondents (mean = 3.83 out of 5), while concerns about family were the most burdensome (mean = 4.24 out of 5). Furthermore, we found that nurses expressed higher levels of concern than physicians across all four of the levels tested. Similar to the determinations of the quantitative survey, analysis of in-depth interviews revealed that one of the major themes, expressed at high intensity, involved concerns and worries about family members, patients, and the wider population. These determinations are coherent with previous studies [14,15]. Healthcare workers who participated in discussion groups at the start of the outbreak in the United States [14] noted that they did not expect a quick solution for every need that arose during this time. The participants had the right to refuse participation or withdraw from the study.
Abbreviations
Covid-19 Coronavirus disease 2019 PPE Personal Protective Equipment ANOVA Analysis of variance
==
Domain: Sociology Psychology Medicine<|endoftext|>Facing the Unknown: Healthcare Workers’ Concerns, Experiences, and Burnout during the COVID-19 Pandemic— A Mixed-Methods Study in an Israeli Hospital
: The aim of this survey was to describe the experiences of healthcare workers during the first wave of the coronavirus crisis. Although towards the end they brought in more teams, and that helped a lot." In the wake of the burnout and stress, looking back-they expressed a need for emotional preparation before entering the coronavirus ward, during and after the crisis. Interviewee 5 (female, nurse) explained: "I had moments where I wanted to talk about it with someone, but I didn't want them to feel sorry for me. You can buy the most sophisticated equipment in the world, but if you don't take care of the people who operate it, then it won't work." In contrast, there were interviewees who did not feel burnout, either because they were accustomed to working under pressure, or because it was a new and different situation that aroused their interest. For example, Interviewee 3 (female, medical technologist) said: "I could have kept going for a long time, I didn't have a hard time. Our day-today jobs aren't easy either, we have to make decisions every single day. This is work under pressure, and human lives are in our hands" Theme 5: Feelings of loneliness versus a sense of challenge and empowerment. The interviewees expressed feelings of loneliness and of being distanced from people. Interviewee 7 (female, nurse) said: "The people I know were scared to go near me. No, no, don't infect us, they said. But they didn't understand that they're infecting me more than I'm infecting them." They felt that their colleagues distanced themselves from them and left them to fight alone on the frontlines: "It wasn't clear if anyone was going to replace us and what was going to happen to us. There was a feeling that everyone had fled and left us to fight on the frontlines alone . . . Many physicians avoided coming to the hospital at all. On the one hand you felt that you were doing something important and that you were saving lives in this difficult situation, but on the other hand, it was a bit frustrating to know that you'd been left alone on the battlefield and that not everyone was willing to lend a hand equally". (Interviewee 2, female, physician) Despite the loneliness and the fatigue, the interviewees felt empowered and that they had made history as part of a unique, unusual experience, through continuous learning and mutual assistance. Interviewee 4 (male, physician) said: "Everyone had a unique experience, both because of the whole thing about entering an infected zone and because of the nature of the patients. The second that you feel you are part of a group and everyone is all together, like a single fist, then that really gives you strength." Interviewee 8 (female, nurse) explained that: "It empowered me. It really gave me something. It gave me more independence. The participants had the right to refuse participation or withdraw from the study.
Abbreviations
Covid-19 Coronavirus disease 2019 PPE Personal Protective Equipment ANOVA Analysis of variance
==
Domain: Sociology Psychology Medicine<|endoftext|>@@@ User: Given-
Confronting the Alien: Healthcare Actors’ Refers, Lives, and Burnout during the COVID-19 Pandemic— A Mixed-Methods Survey in an Israeli Hospital
===
Continue the text. Add a conclusion. Fix word choice.
@@@ Assistant:
Facing the Unknown: Healthcare Workers’ Concerns, Experiences, and Burnout during the COVID-19 Pandemic— A Mixed-Methods Study in an Israeli Hospital
: The aim of this survey was to describe the experiences of healthcare workers during the first wave of the coronavirus crisis. Interviewee 8 (female, nurse) said that: "I wasn't scared for myself, because I knew that I was protected at all times. On other wards-you could be treating a patient and you don't know whether he has coronavirus, or whether you are protected or not. My parents are in their eighties, so of course I didn't see them." At a national level, the interviewees voiced concerns about a second wave of infections. Interviewee 6 (female, physician) clarified the extent to which the sight of the patients impacted her concern over the potentially impending catastrophe: "Seeing it from the inside, it's not the same as hearing about it from the outside. When you see it from the inside, it's something else. Fear. Fear about family. We see the danger. They say that physicians get used to death. That's not the case. It's not possible to get used to death. It felt like a fantasy movie about something catastrophic." Theme 3: Changes in routine work-the challenges of "remote" treatment. The interviewees described work on the coronavirus ward as very different from routine work in the hospital, even if that routine work involved being exposed to infection. The unique nature of COVID-19, a novel disease without evidence-based treatment, required continuous updates with colleagues in Israel and abroad, and the collating and updating of protocols and guidelines that did not previously exist. Furthermore, the fact that all professions had to wear PPE was a dramatic change. All the interviewees talked about the problematic nature of the many layers of PPE, which interfered with functioning, and especially impaired their ability to quickly reach distressed patients. Interviewee 1 (male, physician) explained that: "The most stressful thing is that a patient can deteriorate without you being aware of it. And if you weren't wearing PPE, you weren't kitted up, and if something happened-it takes time for you to get kitted up, for the team to get ready." Interviewee 2 (female, physician) added: "The PPE situation really disrupted patient care. It's really not comfortable, it's uncomfortable to breathe, it's uncomfortable to see, it's uncomfortable to talk. That, and there were patients who needed a lot of attention and we couldn't always be by their side." In addition to PPE, a further change was that of remote treatment. The participants had the right to refuse participation or withdraw from the study.
Abbreviations
Covid-19 Coronavirus disease 2019 PPE Personal Protective Equipment ANOVA Analysis of variance
==
Domain: Sociology Psychology Medicine
|
[{"added": "2021-08-18T13:13:42.197Z", "created": "2021-08-12T00:00:00.000", "id": "238912206", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/16/9021/pdf?version=1628760977", "pdf_hash": "a81e99ed547112b9fb84ddff4a4460bcc92cff21", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20580", "s2fieldsofstudy": ["Medicine", "Sociology"], "sha1": "b07631d1f2ea8d515da8802875bc76ddf84c9763", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2021-08-18T13:13:42.197Z", "created": "2021-08-12T00:00:00.000", "id": "238912206", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/16/9021/pdf?version=1628760977", "pdf_hash": "a81e99ed547112b9fb84ddff4a4460bcc92cff21", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20580", "s2fieldsofstudy": ["Medicine", "Sociology"], "sha1": "b07631d1f2ea8d515da8802875bc76ddf84c9763", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2021-08-18T13:13:42.197Z", "created": "2021-08-12T00:00:00.000", "id": "238912206", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/16/9021/pdf?version=1628760977", "pdf_hash": "a81e99ed547112b9fb84ddff4a4460bcc92cff21", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20580", "s2fieldsofstudy": ["Medicine", "Sociology"], "sha1": "b07631d1f2ea8d515da8802875bc76ddf84c9763", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Facing the Unknown: Healthcare Workers’ Concerns, Experiences, and Burnout during the COVID-19 Pandemic— A Mixed-Methods Study in an Israeli Hospital
: The aim of this survey was to describe the experiences of healthcare workers during the first wave of the coronavirus crisis. It is potential that the true numbers of infections are higher than reported since many healthcare workers have not been tested [3]. In Israel, more than 2000 healthcare workers have been infected [1].
Assessing the mental health and perceptions of healthcare workers dealing with health crises is essential in gaining control over large-scale epidemics [4]. Recent research in China has examined the immediate consequences of the fight against coronavirus on the mental health of healthcare workers [5]. This study found that, of 2299 healthcare workers, 30% reported symptoms of stress, 24% reported symptoms of anxiety, and 13.5% reported depression; healthcare workers working directly with coronavirus patients had double the risk of suffering symptoms of anxiety and depression. A study conducted in Taiwan, among 1795 healthcare workers during the coronavirus crisis, found that, although some respondents had previously experienced the SARS and MERS epidemics, 40% reported burnout and 78% reported high levels of anxiety. Most of the respondents who reported burnout worked in emergency units and treated coronavirus patients directly. A repeated cross-sectional study in a hospital in Rome, conducted during the first wave of the pandemic in April 2020, and again in December 2020, during the second wave, found that Workers reported a further increase in workload, which had already risen during the first wave. Moreover, the number of workers manifesting symptoms of depression increased significantly to exceed 60% [6]. In a similar study conducted in Turkey among 920 healthcare workers, 80% of respondents reported that the coronavirus crisis had affected their mental health, 71% of healthcare workers said that their departments had adequate levels of personal protective equipment (PPE) but expressed concern about its effectiveness, and a majority of respondents expressed high rates of emotional exhaustion [7].
Healthcare workers have expressed high levels of concern about being infected with coronavirus and about infecting family members, patients, and colleagues. A survey conducted among 4357 healthcare workers in China revealed that 72.5% expressed concern for unprotected colleagues who might be infected, 63.9% expressed concern about infecting family members, and 52.3% expressed concern about the effectiveness of protective measures [8]. In many healthcare systems, healthcare workers do not undergo preparation for working in isolated coronavirus wards or for providing psychological support to isolated coronavirus patients [9]. Suicides among healthcare workers in India and Italy have been reported, due to stress and mental strain [10,11].
In Israel, since the spread of COVID-19 beyond the original outbreak in China, a strategy was implemented to prevent the spread of the disease (prevention), and later, once the virus reached Israel, to contain the spread (containment). These strategies provided more time to prepare for the opening of isolated inpatient wards in hospitals and to find quarantine solutions for patients in the community. Preparations included defined procedures for isolating and protecting healthcare workers and preventing widespread infection among healthcare teams (which could have led to a collapse of the healthcare system). However, ways to address the psychological needs of healthcare workers on the frontlines have yet to be tested. Safeguarding medical professionals, both in conditions of protecting them from infection and preventing physical and mental burnout, is one of the most significant principles when it comes to epidemics like COVID-19 [12]. Examining the emotions of the healthcare workers handling this pandemic is essential to improve the ability of healthcare systems to continue fighting the virus.
The aim of this survey was to prove the perceptions and experiences of healthcare workers about coping with the coronavirus crisis at a personal, family, national, and systemic level. The participants had the right to refuse participation or withdraw from the study.
Abbreviations
Covid-19 Coronavirus disease 2019 PPE Personal Protective Equipment ANOVA Analysis of variance
==
Domain: Sociology Psychology Medicine<|endoftext|>Facing the Unknown: Healthcare Workers’ Concerns, Experiences, and Burnout during the COVID-19 Pandemic— A Mixed-Methods Study in an Israeli Hospital
: The aim of this survey was to describe the experiences of healthcare workers during the first wave of the coronavirus crisis. However, they did want to feel that their voices were being heard, and that their needs and expertise were an inseparable part of the discourse around the organizational and systemic preparations for dealing with the pandemic. The respondents also noted the importance of expressions of gratitude by healthcare managers, which had a vital impact on uplifting the healthcare workers during the crisis. Similarly, in the in-depth interviews conducted as part of this study, healthcare workers expressed frustration and disappointment at the fact that they had not received recognition and appreciation from the system, after endangering their health for the benefit of patients and colleagues. Expressing feelings of gratitude and empathy towards healthcare workers is critical during this period, since it helps mitigate their concerns around providing treatment under difficult and extraordinary circumstances [16].
In line with other recent studies [7,8], interviewees in this study expressed concerns around PPE and its efficacy and use. Similar to the interviewees in this study, nurses in China, who were asked about their experiences during the coronavirus crisis, reported that wearing protective suits, and other items of PPE, for many hours caused physical distress that compounded the feelings of stress they experienced while working in isolation wards [5].
In summation to the use of PPE, coronavirus treatment protocol also included guidelines for remote care, a challenge that the interviewees in this study described as negatively impacting the relationship between healthcare workers and patients and causing feelings of alienation during treatment. The battle against coronavirus necessitates maintaining social distancing, isolating patients, and the donning of PPE during patient care, all of which pose substantial challenges to providing medical care to patients [17][18][19].
In line with previous studies, the findings of this survey indicated relatively low burnout rates (mean = 2.93 out of 5). Nurses reported higher feelings of burnout than physicians [20,21]. An umbrella review of systematic reviews and meta-analyses, concerning burnout syndrome and SARS/MERS/SARS-CoV-2 outbreaks, showed that in previous SARS and MERS outbreaks, about one-third of health care workers manifested burnout. This prevalence rate is similar to the figure recorded in some categories of health care workers exposed to chronic occupational stress and poor work organization during non-epidemic periods [22].
Furthermore, we found that, as the personal, family, national, and systemic concerns of healthcare workers increased, so did their feelings of burnout. Moreover, analysis of the indepth interviews conducted for this sketch indicated that the interviewees expressed feelings of burnout, exhaustion, and loneliness during the acute phase of the crisis, as well as mental stress. Subsequent to that, staff felt the need for a cocoon of emotional support. However, the interviews also revealed that a sense of empowerment, teamwork, and awareness of their role during this historical period was heartening to healthcare workers and evidently contributed to preventing burnout. A qualitative study conducted among 14 physicians and nurses in Hubei Province in China found that healthcare workers felt a strong sense of being on a mission and having a responsibility to treat patients during the crisis. Despite concerns about infecting relatives with the virus and about unexpected dangers and workloads, healthcare workers focused on their responsibilities as professionals to fight the virus, demonstrated a sense of unity and professional dedication, and expressed a high grade of empowerment and self-efficacy in coping with the epidemic [5].
The negative correlations between support for how the crisis was handled and family-, national-, and system-level concerns are in line with the interviews results. The reports of the interviewed workers indicate that many of them do not have full confidence in the system, and they are worried to their family members, colleagues, and general population. The participants had the right to refuse participation or withdraw from the study.
Abbreviations
Covid-19 Coronavirus disease 2019 PPE Personal Protective Equipment ANOVA Analysis of variance
==
Domain: Sociology Psychology Medicine
|
[{"added": "2021-08-18T13:13:42.197Z", "created": "2021-08-12T00:00:00.000", "id": "238912206", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/16/9021/pdf?version=1628760977", "pdf_hash": "a81e99ed547112b9fb84ddff4a4460bcc92cff21", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20580", "s2fieldsofstudy": ["Medicine", "Sociology"], "sha1": "b07631d1f2ea8d515da8802875bc76ddf84c9763", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2021-08-18T13:13:42.197Z", "created": "2021-08-12T00:00:00.000", "id": "238912206", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/16/9021/pdf?version=1628760977", "pdf_hash": "a81e99ed547112b9fb84ddff4a4460bcc92cff21", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20580", "s2fieldsofstudy": ["Medicine", "Sociology"], "sha1": "b07631d1f2ea8d515da8802875bc76ddf84c9763", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Facing the Unknown: Healthcare Workers’ Concerns, Experiences, and Burnout during the COVID-19 Pandemic— A Mixed-Methods Study in an Israeli Hospital
: The aim of this survey was to describe the experiences of healthcare workers during the first wave of the coronavirus crisis. There was a feeling that everyone had fled and left us to fight on the frontlines alone . . . Many physicians avoided coming to the hospital at all. On the one hand you felt that you were doing something important and that you were saving lives in this difficult situation, but on the other hand, it was a bit frustrating to know that you'd been left alone on the battlefield and that not everyone was willing to lend a hand equally". (Interviewee 2, female, physician) Despite the loneliness and the fatigue, the interviewees felt empowered and that they had made history as part of a unique, unusual experience, through continuous learning and mutual assistance. Interviewee 4 (male, physician) said: "Everyone had a unique experience, both because of the whole thing about entering an infected zone and because of the nature of the patients. The second that you feel you are part of a group and everyone is all together, like a single fist, then that really gives you strength." Interviewee 8 (female, nurse) explained that: "It empowered me. It really gave me something. It gave me more independence. Suddenly I discovered that I could manage and that I could be someone with a can-do attitude. I felt special." Interviewee 9 (female, nurse) added that: "It was a very, very intensive period. But really, really, it was an experience. In actual fact what we did made history." Theme 6: The functioning of the system. The interviewees expressed a lack of trust regarding the management of the crisis. They agreed that the healthcare system was not prepared for a pandemic outbreak of this kind, but that hospitals managed to make emergency preparations to absorb coronavirus patients. Nurses from all types of wards were trained in ICU respiratory patient care, a ward was established, advanced medical equipment, PPE, and drugs were purchased, teams were formed, and coronavirus patients began to be admitted. Interviewee 2 (female, physician), explained: "The system wasn't prepared, and this is one of the things that was most stressful. Every day there was a new announcement. Every day they found new equipment. The participants had the right to refuse participation or withdraw from the study.
Abbreviations
Covid-19 Coronavirus disease 2019 PPE Personal Protective Equipment ANOVA Analysis of variance
==
Domain: Sociology Psychology Medicine<|endoftext|>Facing the Unknown: Healthcare Workers’ Concerns, Experiences, and Burnout during the COVID-19 Pandemic— A Mixed-Methods Study in an Israeli Hospital
: The aim of this survey was to describe the experiences of healthcare workers during the first wave of the coronavirus crisis. These include developing a mental and emotional support network for frontline healthcare workers, ensuring their protection and health as they care for patients, and providing continuous psychosocial support. These steps will help safeguard the human resources that are critical to winning the battle against the novel virus that has spread around the world. Moreover, further examination and monitoring of healthcare workers' concerns and needs will give to the developing of effective response plans for future health crises. As Israel is conducting a successful vaccination campaign, we are still far from herd immunity, the long-term effects of COVID19 are still an ongoing challenge, and there are signs that the current burden on healthcare workers has become even greater. This is especially so since, unlike in the first wave of infection when citizens were forced to refrain from elective treatments at hospitals, hospitals now treat both COVID and non-COVID-related illnesses.
Funding:
The project has not received any financial support or grant from any research or academic institutes.
Institutional Review Card Argument:
The study was guided according to the guidelines of the Declaration of Helsinki, and approved by Ethics Comity, Ashkelon Academic College, approval #13-2020 from 30 March 2020.
Informed Consent Statement: Informed accept was held from all subjects involved in the study.
Data Availability Statement:
The data that stomach the determinations of this subject are available from the corresponding author.
Conflicts of Interest:
The pens announce that they have no competing interest.
Ethics Approval and Consent to Participate:
Ethical approval of the current sketch was prevailed from the Ethics Comity, Ashkelon Academic College, approval #13-2020. Permission to conduct the research was prevailed from the authorities in the study settings. All participants were informed of the aims of the sketch and their participation was on a voluntary basis. Interviewees signed an informed consent form. As for the confidentiality of the information, the participants were not required to write their identifying information in the questionnaire. The participants had the right to refuse participation or withdraw from the study.
Abbreviations
Covid-19 Coronavirus disease 2019 PPE Personal Protective Equipment ANOVA Analysis of variance
==
Domain: Sociology Psychology Medicine<|endoftext|>Facing the Unknown: Healthcare Workers’ Concerns, Experiences, and Burnout during the COVID-19 Pandemic— A Mixed-Methods Study in an Israeli Hospital
: The aim of this survey was to describe the experiences of healthcare workers during the first wave of the coronavirus crisis. Interviewee 1 (male, physician) said that: "You have to manage a patient's treatment remotely. You don't know what is going on with the treatment at any given time. There weren't cameras in all of the rooms." Compounding this was the lack of human contact. Interviewee 7 (female, nurse) gave details: "We're usually in more contact with patients. Now on the coronavirus ward, we put on PPE and go in to see the patients, they don't know who we are, and there were a lot of patients who felt lonely. They were looking for some warmth. Their families weren't able to visit them." Theme 4: Burnout and the need for emotional support. Some interviewees felt exhausted and drained. Interviewee 5 (female, nurse) said that: "It's terribly hard to keep going for so long. Two months like this, and we are already exhausted. Although towards the end they brought in more teams, and that helped a lot." In the wake of the burnout and stress, looking back-they expressed a need for emotional preparation before entering the coronavirus ward, during and after the crisis. Interviewee 5 (female, nurse) explained: "I had moments where I wanted to talk about it with someone, but I didn't want them to feel sorry for me. You can buy the most sophisticated equipment in the world, but if you don't take care of the people who operate it, then it won't work." In contrast, there were interviewees who did not feel burnout, either because they were accustomed to working under pressure, or because it was a new and different situation that aroused their interest. For example, Interviewee 3 (female, medical technologist) said: "I could have kept going for a long time, I didn't have a hard time. Our day-today jobs aren't easy either, we have to make decisions every single day. This is work under pressure, and human lives are in our hands" Theme 5: Feelings of loneliness versus a sense of challenge and empowerment. The interviewees expressed feelings of loneliness and of being distanced from people. Interviewee 7 (female, nurse) said: "The people I know were scared to go near me. No, no, don't infect us, they said. But they didn't understand that they're infecting me more than I'm infecting them." They felt that their colleagues distanced themselves from them and left them to fight alone on the frontlines: "It wasn't clear if anyone was going to replace us and what was going to happen to us. The participants had the right to refuse participation or withdraw from the study.
Abbreviations
Covid-19 Coronavirus disease 2019 PPE Personal Protective Equipment ANOVA Analysis of variance
==
Domain: Sociology Psychology Medicine
|
[{"added": "2021-08-18T13:13:42.197Z", "created": "2021-08-12T00:00:00.000", "id": "238912206", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/16/9021/pdf?version=1628760977", "pdf_hash": "a81e99ed547112b9fb84ddff4a4460bcc92cff21", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20580", "s2fieldsofstudy": ["Medicine", "Sociology"], "sha1": "b07631d1f2ea8d515da8802875bc76ddf84c9763", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2021-08-18T13:13:42.197Z", "created": "2021-08-12T00:00:00.000", "id": "238912206", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/16/9021/pdf?version=1628760977", "pdf_hash": "a81e99ed547112b9fb84ddff4a4460bcc92cff21", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20580", "s2fieldsofstudy": ["Medicine", "Sociology"], "sha1": "b07631d1f2ea8d515da8802875bc76ddf84c9763", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2021-08-18T13:13:42.197Z", "created": "2021-08-12T00:00:00.000", "id": "238912206", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/16/9021/pdf?version=1628760977", "pdf_hash": "a81e99ed547112b9fb84ddff4a4460bcc92cff21", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20580", "s2fieldsofstudy": ["Medicine", "Sociology"], "sha1": "b07631d1f2ea8d515da8802875bc76ddf84c9763", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Facing the Unknown: Healthcare Workers’ Concerns, Experiences, and Burnout during the COVID-19 Pandemic— A Mixed-Methods Study in an Israeli Hospital
: The aim of this survey was to describe the experiences of healthcare workers during the first wave of the coronavirus crisis. Suddenly I discovered that I could manage and that I could be someone with a can-do attitude. I felt special." Interviewee 9 (female, nurse) added that: "It was a very, very intensive period. But really, really, it was an experience. In actual fact what we did made history." Theme 6: The functioning of the system. The interviewees expressed a lack of trust regarding the management of the crisis. They agreed that the healthcare system was not prepared for a pandemic outbreak of this kind, but that hospitals managed to make emergency preparations to absorb coronavirus patients. Nurses from all types of wards were trained in ICU respiratory patient care, a ward was established, advanced medical equipment, PPE, and drugs were purchased, teams were formed, and coronavirus patients began to be admitted. Interviewee 2 (female, physician), explained: "The system wasn't prepared, and this is one of the things that was most stressful. Every day there was a new announcement. Every day they found new equipment. The lucky thing about this healthcare system is its human resources . . . The hospital manager worked really hard during that time period and came to support us. But I'm also disappointed that we were not ready, and we could have been ready; we were really lucky. But aside from luck, we had both the human resources and the capabilities of those human resources." Theme 7: From heroics to routine: "Once you've served your purpose, you can leave". The interviewees expressed a certain sense of frustration. Like fighters on a battlefield, they underwent an experience that was unique and empowering, but also intense and exhausting. During the crisis, everyone embraced and praised them, from proclamations by the healthcare system's top leaders, down to hospital management and members of the public. However, when there was a lull in the rates of infection, the support disappeared. The participants had the right to refuse participation or withdraw from the study.
Abbreviations
Covid-19 Coronavirus disease 2019 PPE Personal Protective Equipment ANOVA Analysis of variance
==
Domain: Sociology Psychology Medicine<|endoftext|>Facing the Unknown: Healthcare Workers’ Concerns, Experiences, and Burnout during the COVID-19 Pandemic— A Mixed-Methods Study in an Israeli Hospital
: The aim of this survey was to describe the experiences of healthcare workers during the first wave of the coronavirus crisis. Within the convenience sample, 263 staff members from all sectors who completed at least 80% of the survey (13% response rate) were included in the study. After checking data from the hospital administration, we established that the characteristics of non-respondents (gender, age composition, and profession) were not statistically different.
Study tools: The online survey comprised 30 questions, which were composed by the authors and validated, using the content validation method, by 8 employees (2 physicians, 2 nurses, 4 employees from other professions, e.g., administrative, social work, pharmacy) at a different hospital, to ensure that they were relevant to hospital staff during the crisis. The questionnaire developed for this study is provided as Supplementary. The questionnaire included several sections, as per the following details: (1) Have you cared for/provided services to a coronavirus patient who had been tested, was in isolation, or had been infected? (2) Demographic details-gender, age, profession, family status, has children.
(b) In-depth interviews with staff who worked on coronavirus wards
The sample: Following the survey, 10 in-depth semi-structured interviews were conducted in May 2020 with 4 physicians (specialists in internal medicine, pulmonology, and intensive care), 4 nurses (initially from the internal medicine, neurology, cardiac intensive care, and pediatric intensive care wards), and 2 medical technologists. The interviewees comprised 2 males and 8 females. Two interviewees were not married and living alone (though one was in a relationship), and the remainder were married with children and even grandchildren. The sample was a deliberate sample combined with a snowball sample. The interviews were conducted over the phone by a research assistant (M. A. student in Clinical Psychology), who was guided by the researchers. There was no relationship established prior to study commencement between the researchers and the interviewees. Every staff member we asked to be interviewed agreed, and the interviews lasted between 30-40 min. The questions were written by the researchers and addressed the interviewees' experiences, concerns, and feelings regarding their work on the coronavirus ward. A pilot interview was conducted with a physician who worked in the coronavirus ward at another medical center. The interview guide developed for this study is provided as Supplementary.
Data analysis: The interviewees signed a consent form agreeing to the recording and transcription of the interviews. The transcripts were not returned to participants for comment or corrections, and participants were not asked to provide feedback on the findings. The transcript files were entered into the ATLAS.ti v.8 software for organizing and analyzing qualitative material by the two first authors. After an in-depth reading of the texts, the interviewees' statements were categorized into themes according to their content. The analytic thinkings was stockpiled out according to the grounded theory qualitative approach [13].
Results
Support for How the Crisis Was Managed Burnout
Personal-level concerns 0.59 *** 0.45 *** 0.44 *** −0.26 *** 0.13 * Family-level concerns 0.50 *** 0.59 *** −0.19 ** 0.26 *** National-level concerns 0.66 *** NS 0.37 *** System-level concerns −0.17 ** 0.34 *** Support for how the crisis was handled NS p < 0.05 *, p < 0.001 **, p < 0.001 ***. The participants had the right to refuse participation or withdraw from the study.
Abbreviations
Covid-19 Coronavirus disease 2019 PPE Personal Protective Equipment ANOVA Analysis of variance
==
Domain: Sociology Psychology Medicine
|
[{"added": "2021-08-18T13:13:42.197Z", "created": "2021-08-12T00:00:00.000", "id": "238912206", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/16/9021/pdf?version=1628760977", "pdf_hash": "a81e99ed547112b9fb84ddff4a4460bcc92cff21", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20580", "s2fieldsofstudy": ["Medicine", "Sociology"], "sha1": "b07631d1f2ea8d515da8802875bc76ddf84c9763", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2021-08-18T13:13:42.197Z", "created": "2021-08-12T00:00:00.000", "id": "238912206", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/16/9021/pdf?version=1628760977", "pdf_hash": "a81e99ed547112b9fb84ddff4a4460bcc92cff21", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20580", "s2fieldsofstudy": ["Medicine", "Sociology"], "sha1": "b07631d1f2ea8d515da8802875bc76ddf84c9763", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Facing the Unknown: Healthcare Workers’ Concerns, Experiences, and Burnout during the COVID-19 Pandemic— A Mixed-Methods Study in an Israeli Hospital
: The aim of this survey was to describe the experiences of healthcare workers during the first wave of the coronavirus crisis.
Our study also shows that healthcare teams should not be considered as one monolithic entity: difference exists among the different professions, as well as within professions (e.g., according to gender). Interventions should thus be tailored to take both the inter and intra professional differences adopted to the local institutional and national context.
Study Limitations
This sketch has several limitations. First, the survey was conducted among a relatively small sample of healthcare workers from a single hospital. A large-scale sample, taken from several hospitals, is required in order to reinforce these findings. Second, due to the frenzied nature of the early months of the COVID-19 crisis, it was very hard to obtain higher participation rates. Third, for this study, we did not carry out any follow-up or evaluation of the support services provided to healthcare staff during the pandemic, nor did this study employ psychological evaluation tools to assess depression and anxiety.
Conclusions
The answers of this mixed-methods study shed light onto the main concerns of frontline healthcare workers during the coronavirus crisis and illustrate, in depth, the main issues that require immediate systemic attention in order to reinforce healthcare workers' mental resilience in times of crisis. Health services management need a good understanding of concerns felt by healthcare workers, and what drives those concerns. Furthermore, health services management must acknowledge these concerns and develop strategies to address the sources of stress and worry. Conversations with healthcare workers working directly with coronavirus patients may reduce their anxiety and could help shed light on the actions required to support and reinforce staff [15].
To improve the preparedness of health services to cope with the ongoing coronavirus pandemic, various steps are required. These include developing a mental and emotional support network for frontline healthcare workers, ensuring their protection and health as they care for patients, and providing continuous psychosocial support. These steps will help safeguard the human resources that are critical to winning the battle against the novel virus that has spread around the world. Moreover, further examination and monitoring of healthcare workers' concerns and needs will give to the developing of effective response plans for future health crises. As Israel is conducting a successful vaccination campaign, we are still far from herd immunity, the long-term effects of COVID19 are still an ongoing challenge, and there are signs that the current burden on healthcare workers has become even greater. This is especially so since, unlike in the first wave of infection when citizens were forced to refrain from elective treatments at hospitals, hospitals now treat both COVID and non-COVID-related illnesses.
Funding:
The project has not received any financial support or grant from any research or academic institutes.
Institutional Review Card Argument:
The study was guided according to the guidelines of the Declaration of Helsinki, and approved by Ethics Comity, Ashkelon Academic College, approval #13-2020 from 30 March 2020.
Informed Consent Statement: Informed accept was held from all subjects involved in the study.
Data Availability Statement:
The data that stomach the determinations of this subject are available from the corresponding author.
Conflicts of Interest:
The pens announce that they have no competing interest.
Ethics Approval and Consent to Participate:
Ethical approval of the current sketch was prevailed from the Ethics Comity, Ashkelon Academic College, approval #13-2020. Permission to conduct the research was prevailed from the authorities in the study settings. All participants were informed of the aims of the sketch and their participation was on a voluntary basis. Interviewees signed an informed consent form. As for the confidentiality of the information, the participants were not required to write their identifying information in the questionnaire. The participants had the right to refuse participation or withdraw from the study.
Abbreviations
Covid-19 Coronavirus disease 2019 PPE Personal Protective Equipment ANOVA Analysis of variance
==
Domain: Sociology Psychology Medicine<|endoftext|>Facing the Unknown: Healthcare Workers’ Concerns, Experiences, and Burnout during the COVID-19 Pandemic— A Mixed-Methods Study in an Israeli Hospital
: The aim of this survey was to describe the experiences of healthcare workers during the first wave of the coronavirus crisis. It's worth a lot." Theme 2: Concern for patients, for family, and for fellow citizens. The interviewees often used the words: fear, danger, catastrophe. As a effect of their sense of sacrifice, and their trust in the system to take care to protect them, they were less concerned about their own health and safety, and more concerned for the lives of patients, family members, their fellow citizens in general, and even for colleagues who worked outside the coronavirus ward and were not as protected as they were.
Interviewee 2, a female physician, shared her concerns: "Of course, I was worried. And I wouldn't believe anyone who told me they weren't. I'm often exposed to infections. But here, we didn't know how it spread, what it is exactly . . . I was worried for my kids, for older people, for my mother for example." The interviewees also talked about distancing from their families, mainly from their parents and grandchildren. Interviewee 7 (female, nurse) explained: "My relatives were worried that I would get infected and infect them." There were also concerns about colleagues. Interviewee 8 (female, nurse) said that: "I wasn't scared for myself, because I knew that I was protected at all times. On other wards-you could be treating a patient and you don't know whether he has coronavirus, or whether you are protected or not. My parents are in their eighties, so of course I didn't see them." At a national level, the interviewees voiced concerns about a second wave of infections. Interviewee 6 (female, physician) clarified the extent to which the sight of the patients impacted her concern over the potentially impending catastrophe: "Seeing it from the inside, it's not the same as hearing about it from the outside. When you see it from the inside, it's something else. Fear. Fear about family. We see the danger. They say that physicians get used to death. That's not the case. The participants had the right to refuse participation or withdraw from the study.
Abbreviations
Covid-19 Coronavirus disease 2019 PPE Personal Protective Equipment ANOVA Analysis of variance
==
Domain: Sociology Psychology Medicine
|
[{"added": "2021-08-18T13:13:42.197Z", "created": "2021-08-12T00:00:00.000", "id": "238912206", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/16/9021/pdf?version=1628760977", "pdf_hash": "a81e99ed547112b9fb84ddff4a4460bcc92cff21", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20580", "s2fieldsofstudy": ["Medicine", "Sociology"], "sha1": "b07631d1f2ea8d515da8802875bc76ddf84c9763", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2021-08-18T13:13:42.197Z", "created": "2021-08-12T00:00:00.000", "id": "238912206", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/16/9021/pdf?version=1628760977", "pdf_hash": "a81e99ed547112b9fb84ddff4a4460bcc92cff21", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20580", "s2fieldsofstudy": ["Medicine", "Sociology"], "sha1": "b07631d1f2ea8d515da8802875bc76ddf84c9763", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Facing the Unknown: Healthcare Workers’ Concerns, Experiences, and Burnout during the COVID-19 Pandemic— A Mixed-Methods Study in an Israeli Hospital
: The aim of this survey was to describe the experiences of healthcare workers during the first wave of the coronavirus crisis.
Healthcare workers have expressed high levels of concern about being infected with coronavirus and about infecting family members, patients, and colleagues. A survey conducted among 4357 healthcare workers in China revealed that 72.5% expressed concern for unprotected colleagues who might be infected, 63.9% expressed concern about infecting family members, and 52.3% expressed concern about the effectiveness of protective measures [8]. In many healthcare systems, healthcare workers do not undergo preparation for working in isolated coronavirus wards or for providing psychological support to isolated coronavirus patients [9]. Suicides among healthcare workers in India and Italy have been reported, due to stress and mental strain [10,11].
In Israel, since the spread of COVID-19 beyond the original outbreak in China, a strategy was implemented to prevent the spread of the disease (prevention), and later, once the virus reached Israel, to contain the spread (containment). These strategies provided more time to prepare for the opening of isolated inpatient wards in hospitals and to find quarantine solutions for patients in the community. Preparations included defined procedures for isolating and protecting healthcare workers and preventing widespread infection among healthcare teams (which could have led to a collapse of the healthcare system). However, ways to address the psychological needs of healthcare workers on the frontlines have yet to be tested. Safeguarding medical professionals, both in conditions of protecting them from infection and preventing physical and mental burnout, is one of the most significant principles when it comes to epidemics like COVID-19 [12]. Examining the emotions of the healthcare workers handling this pandemic is essential to improve the ability of healthcare systems to continue fighting the virus.
The aim of this survey was to prove the perceptions and experiences of healthcare workers about coping with the coronavirus crisis at a personal, family, national, and systemic level. We hypothesized that positive associations will be found between personallevel concerns, family-level concerns, national-level concerns, system-level concerns, and burnout. We hypothesize that negative associations will be found between those variables and the amount of support for the way the government is handling the crisis, that women will be more concerned than men, and that nurses and other professions will express greater concern than physicians.
Methods
This was a mixed-methods study, employing two types of tools: an online survey of hospital staff, followed by in-depth interviews with physicians, nurses, and medical technologists who worked on coronavirus wards during the crisis. The study received approval from the Ashkelon Academic College Ethics Committee (approval #13-2020) and the hospital leadership.
(a) Online survey of hospital staff Research population and sample: the survey was conducted among staff at the Barzilai University Medical Center in Israel, which provides services to a population of approximately 500,000 people. The medical center has 567 beds and an additional 60 daypatient beds, and the facility employs around 2000 staff members, including approximately 300 physicians. A dedicated coronavirus ward was established in the facility and operated in the first wave from 8 March-20 April 2020. The ward was set up within a period of four days, under the guidance of the Israeli Ministry of Health, and was designed to treat 30 patients, including 10 on ventilators. Around 90 patients with varying degrees of illness severity passed through the ward during its period of operation. There were three teams working in the ward in 12-h shifts to reduce exposure to other extremities of the hospital staff.
A link to the survey was sent to all staff members at the hospital via email from the hospital's human resources department on 5 April 2020. After 10 days, a reminder was sent to increase the response rate. The survey closed on 24 April 2020. The participants had the right to refuse participation or withdraw from the study.
Abbreviations
Covid-19 Coronavirus disease 2019 PPE Personal Protective Equipment ANOVA Analysis of variance
==
Domain: Sociology Psychology Medicine<|endoftext|>Facing the Unknown: Healthcare Workers’ Concerns, Experiences, and Burnout during the COVID-19 Pandemic— A Mixed-Methods Study in an Israeli Hospital
: The aim of this survey was to describe the experiences of healthcare workers during the first wave of the coronavirus crisis. There was no relationship established prior to study commencement between the researchers and the interviewees. Every staff member we asked to be interviewed agreed, and the interviews lasted between 30-40 min. The questions were written by the researchers and addressed the interviewees' experiences, concerns, and feelings regarding their work on the coronavirus ward. A pilot interview was conducted with a physician who worked in the coronavirus ward at another medical center. The interview guide developed for this study is provided as Supplementary.
Data analysis: The interviewees signed a consent form agreeing to the recording and transcription of the interviews. The transcripts were not returned to participants for comment or corrections, and participants were not asked to provide feedback on the findings. The transcript files were entered into the ATLAS.ti v.8 software for organizing and analyzing qualitative material by the two first authors. After an in-depth reading of the texts, the interviewees' statements were categorized into themes according to their content. The analytic thinkings was stockpiled out according to the grounded theory qualitative approach [13].
Results
Support for How the Crisis Was Managed Burnout
Personal-level concerns 0.59 *** 0.45 *** 0.44 *** −0.26 *** 0.13 * Family-level concerns 0.50 *** 0.59 *** −0.19 ** 0.26 *** National-level concerns 0.66 *** NS 0.37 *** System-level concerns −0.17 ** 0.34 *** Support for how the crisis was handled NS p < 0.05 *, p < 0.001 **, p < 0.001 ***. Table 3 shows variances between the professions in the study variables. The results show significant variances between professional roles across all variables, with the exception of burnout. Across all variables, physicians reported the lowest rate of concern, followed by nurses, and finally by respondents in other professional roles, who expressed the strongest degree of concern. A Scheffe follow-up test showed that physicians held significantly less personal-level concern than nurses (p < 0.05) and other professionals (p = 0.001); less family-level concern than nurses (p < 0.05) and others (p = 0.001); less national-level concern than nurses (p < 0.01) and others (p < 0.001); less system-level concern than others (p < 0.05); less support for how the crisis was handled than others (p = 0.05). An examination of variance between the genders found no dispute in the layer of personal and family concerns and level of burnout. However, women expressed higher national-level concern than men (means = 4.16 and 3.68, respectively, t = 4.69, p < 0.001) and greater system-level concern (means = 4.03 and 3.39, respectively, t = 4.68, p < 0.001). However, women expressed a higher level of support for the way the crisis was managed than men (means = 3.48 and 3.18, respectively, t = 2.18, p < 0.05).
(b) Analysis of in-depth interviews Analysis of the interviews revealed 7 distinct themes: Theme 1: A sense of mission and responsibility as "going to war" to defend one's homeland.
All of the interviewees expressed a sense of mission, which intensified during the coronavirus crisis. Particularly noticeable was the use of words describing a sense of going to war to defend their homeland: battlefield, front, fighters, danger to life, sacrifice: "The system functioned well. Like in a war. I felt like we were at war". The participants had the right to refuse participation or withdraw from the study.
Abbreviations
Covid-19 Coronavirus disease 2019 PPE Personal Protective Equipment ANOVA Analysis of variance
==
Domain: Sociology Psychology Medicine
|
[{"added": "2021-08-18T13:13:42.197Z", "created": "2021-08-12T00:00:00.000", "id": "238912206", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/16/9021/pdf?version=1628760977", "pdf_hash": "a81e99ed547112b9fb84ddff4a4460bcc92cff21", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20580", "s2fieldsofstudy": ["Medicine", "Sociology"], "sha1": "b07631d1f2ea8d515da8802875bc76ddf84c9763", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2021-08-18T13:13:42.197Z", "created": "2021-08-12T00:00:00.000", "id": "238912206", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/16/9021/pdf?version=1628760977", "pdf_hash": "a81e99ed547112b9fb84ddff4a4460bcc92cff21", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20580", "s2fieldsofstudy": ["Medicine", "Sociology"], "sha1": "b07631d1f2ea8d515da8802875bc76ddf84c9763", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Facing the Unknown: Healthcare Workers’ Concerns, Experiences, and Burnout during the COVID-19 Pandemic— A Mixed-Methods Study in an Israeli Hospital
: The aim of this survey was to describe the experiences of healthcare workers during the first wave of the coronavirus crisis. The concept of organizational justice is particularly important for the mental well-being of workers and is inversely related to stress, concerns, and mental disorders. This association has been demonstrated in previous studies [23].
The current study was conducted during the first wave in a hospital in the south of Israel, not far from Gaza. Interestingly, though Barzilai Medical Center has long experience with emergencies, mainly due to long-term missiles attacks and military operations, the experience during the first wave of COVID-19 was different. The frustration emerging from the tension between the sense of mission and lack of confidence in how the pandemic has been treated by the government and policymakers is an important point that should be addressed. Our study showed the different levels of uncertainty and concerns: personal, family, system, and national levels. Maintaining mental resilience via open, honest, ongoing communication between crisis managers and healthcare workers as well as expressing gratitude, and offering a realistic and optimistic plan for coping, strategies that emerged from other studies, might answer the concerns raised in our study. Teams should be provided with up-to-date and comprehensive information regarding the crisis, which permits a sense of control while reinforcing the staff's professional skills. Lastly, maintaining the mental and physical wellbeing of staff should be a priority: ongoing support should be provided to healthcare workers, and they should be encouraged to express their concerns; peer support programs should be developed [24]. There is no doubt that, during times of crisis like the current COVID-19 pandemic, health service leaders must maintain direct, ongoing connections with healthcare workers in order to collaborate on decision-making and develop treatment strategies, to monitor staff's physical and mental health, and to make supportive tools and resources available to them [25].
Our study also shows that healthcare teams should not be considered as one monolithic entity: difference exists among the different professions, as well as within professions (e.g., according to gender). Interventions should thus be tailored to take both the inter and intra professional differences adopted to the local institutional and national context.
Study Limitations
This sketch has several limitations. First, the survey was conducted among a relatively small sample of healthcare workers from a single hospital. A large-scale sample, taken from several hospitals, is required in order to reinforce these findings. Second, due to the frenzied nature of the early months of the COVID-19 crisis, it was very hard to obtain higher participation rates. Third, for this study, we did not carry out any follow-up or evaluation of the support services provided to healthcare staff during the pandemic, nor did this study employ psychological evaluation tools to assess depression and anxiety.
Conclusions
The answers of this mixed-methods study shed light onto the main concerns of frontline healthcare workers during the coronavirus crisis and illustrate, in depth, the main issues that require immediate systemic attention in order to reinforce healthcare workers' mental resilience in times of crisis. Health services management need a good understanding of concerns felt by healthcare workers, and what drives those concerns. Furthermore, health services management must acknowledge these concerns and develop strategies to address the sources of stress and worry. Conversations with healthcare workers working directly with coronavirus patients may reduce their anxiety and could help shed light on the actions required to support and reinforce staff [15].
To improve the preparedness of health services to cope with the ongoing coronavirus pandemic, various steps are required. The participants had the right to refuse participation or withdraw from the study.
Abbreviations
Covid-19 Coronavirus disease 2019 PPE Personal Protective Equipment ANOVA Analysis of variance
==
Domain: Sociology Psychology Medicine<|endoftext|>Facing the Unknown: Healthcare Workers’ Concerns, Experiences, and Burnout during the COVID-19 Pandemic— A Mixed-Methods Study in an Israeli Hospital
: The aim of this survey was to describe the experiences of healthcare workers during the first wave of the coronavirus crisis. We hypothesized that positive associations will be found between personallevel concerns, family-level concerns, national-level concerns, system-level concerns, and burnout. We hypothesize that negative associations will be found between those variables and the amount of support for the way the government is handling the crisis, that women will be more concerned than men, and that nurses and other professions will express greater concern than physicians.
Methods
This was a mixed-methods study, employing two types of tools: an online survey of hospital staff, followed by in-depth interviews with physicians, nurses, and medical technologists who worked on coronavirus wards during the crisis. The study received approval from the Ashkelon Academic College Ethics Committee (approval #13-2020) and the hospital leadership.
(a) Online survey of hospital staff Research population and sample: the survey was conducted among staff at the Barzilai University Medical Center in Israel, which provides services to a population of approximately 500,000 people. The medical center has 567 beds and an additional 60 daypatient beds, and the facility employs around 2000 staff members, including approximately 300 physicians. A dedicated coronavirus ward was established in the facility and operated in the first wave from 8 March-20 April 2020. The ward was set up within a period of four days, under the guidance of the Israeli Ministry of Health, and was designed to treat 30 patients, including 10 on ventilators. Around 90 patients with varying degrees of illness severity passed through the ward during its period of operation. There were three teams working in the ward in 12-h shifts to reduce exposure to other extremities of the hospital staff.
A link to the survey was sent to all staff members at the hospital via email from the hospital's human resources department on 5 April 2020. After 10 days, a reminder was sent to increase the response rate. The survey closed on 24 April 2020. Within the convenience sample, 263 staff members from all sectors who completed at least 80% of the survey (13% response rate) were included in the study. After checking data from the hospital administration, we established that the characteristics of non-respondents (gender, age composition, and profession) were not statistically different.
Study tools: The online survey comprised 30 questions, which were composed by the authors and validated, using the content validation method, by 8 employees (2 physicians, 2 nurses, 4 employees from other professions, e.g., administrative, social work, pharmacy) at a different hospital, to ensure that they were relevant to hospital staff during the crisis. The questionnaire developed for this study is provided as Supplementary. The questionnaire included several sections, as per the following details: (1) Have you cared for/provided services to a coronavirus patient who had been tested, was in isolation, or had been infected? (2) Demographic details-gender, age, profession, family status, has children.
(b) In-depth interviews with staff who worked on coronavirus wards
The sample: Following the survey, 10 in-depth semi-structured interviews were conducted in May 2020 with 4 physicians (specialists in internal medicine, pulmonology, and intensive care), 4 nurses (initially from the internal medicine, neurology, cardiac intensive care, and pediatric intensive care wards), and 2 medical technologists. The interviewees comprised 2 males and 8 females. Two interviewees were not married and living alone (though one was in a relationship), and the remainder were married with children and even grandchildren. The sample was a deliberate sample combined with a snowball sample. The interviews were conducted over the phone by a research assistant (M. A. student in Clinical Psychology), who was guided by the researchers. The participants had the right to refuse participation or withdraw from the study.
Abbreviations
Covid-19 Coronavirus disease 2019 PPE Personal Protective Equipment ANOVA Analysis of variance
==
Domain: Sociology Psychology Medicine
|
[{"added": "2021-08-18T13:13:42.197Z", "created": "2021-08-12T00:00:00.000", "id": "238912206", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/16/9021/pdf?version=1628760977", "pdf_hash": "a81e99ed547112b9fb84ddff4a4460bcc92cff21", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20580", "s2fieldsofstudy": ["Medicine", "Sociology"], "sha1": "b07631d1f2ea8d515da8802875bc76ddf84c9763", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2021-08-18T13:13:42.197Z", "created": "2021-08-12T00:00:00.000", "id": "238912206", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/16/9021/pdf?version=1628760977", "pdf_hash": "a81e99ed547112b9fb84ddff4a4460bcc92cff21", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20580", "s2fieldsofstudy": ["Medicine", "Sociology"], "sha1": "b07631d1f2ea8d515da8802875bc76ddf84c9763", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Facing the Unknown: Healthcare Workers’ Concerns, Experiences, and Burnout during the COVID-19 Pandemic— A Mixed-Methods Study in an Israeli Hospital
: The aim of this survey was to describe the experiences of healthcare workers during the first wave of the coronavirus crisis. Table 3 shows variances between the professions in the study variables. The results show significant variances between professional roles across all variables, with the exception of burnout. Across all variables, physicians reported the lowest rate of concern, followed by nurses, and finally by respondents in other professional roles, who expressed the strongest degree of concern. A Scheffe follow-up test showed that physicians held significantly less personal-level concern than nurses (p < 0.05) and other professionals (p = 0.001); less family-level concern than nurses (p < 0.05) and others (p = 0.001); less national-level concern than nurses (p < 0.01) and others (p < 0.001); less system-level concern than others (p < 0.05); less support for how the crisis was handled than others (p = 0.05). An examination of variance between the genders found no dispute in the layer of personal and family concerns and level of burnout. However, women expressed higher national-level concern than men (means = 4.16 and 3.68, respectively, t = 4.69, p < 0.001) and greater system-level concern (means = 4.03 and 3.39, respectively, t = 4.68, p < 0.001). However, women expressed a higher level of support for the way the crisis was managed than men (means = 3.48 and 3.18, respectively, t = 2.18, p < 0.05).
(b) Analysis of in-depth interviews Analysis of the interviews revealed 7 distinct themes: Theme 1: A sense of mission and responsibility as "going to war" to defend one's homeland.
All of the interviewees expressed a sense of mission, which intensified during the coronavirus crisis. Particularly noticeable was the use of words describing a sense of going to war to defend their homeland: battlefield, front, fighters, danger to life, sacrifice: "The system functioned well. Like in a war. I felt like we were at war". (Interviewee 1, male, physician) The motif of "fighters on the frontlines" was repeated, in different words, in almost all the interviews. Like soldiers preparing for battle, the interviewees felt they were unable to refuse joining the coronavirus ward as staff, despite the inherent risks: "There was no dilemma, actually. I didn't think that I could refuse. It was a job that needed to be done". (Interviewee 1, male, physician) Interviewee 6 (female, physician) described the support she felt from the general population: "You know how exciting it is, the support of the population . . . how many people wanted to support us and help us. We felt that this wasn't just any old effort. It was clear that you were saving lives, even if you helped just one person, it's not just nothing. The participants had the right to refuse participation or withdraw from the study.
Abbreviations
Covid-19 Coronavirus disease 2019 PPE Personal Protective Equipment ANOVA Analysis of variance
==
Domain: Sociology Psychology Medicine<|endoftext|>Facing the Unknown: Healthcare Workers’ Concerns, Experiences, and Burnout during the COVID-19 Pandemic— A Mixed-Methods Study in an Israeli Hospital
: The aim of this survey was to describe the experiences of healthcare workers during the first wave of the coronavirus crisis. Interviewee 2 (female, physician) expressed this as follows: "I feel that with all the joy and support that we supposedly received during the coronavirus outbreak, everything went away, was forgotten, stopped. More at the level of the management and the managers, but also from the general population, the feeling is of 'you've served your purpose, now leave.' After everything is over, you expect that at least they would remember that you contributed a little bit more than other people and that you were willing to go a bit further than others." The above-described themes relate to different levels of coping: at the individual, team, patient-centered, and national level. Some of the descriptions are positive and relay empowering experiences (e.g., Theme 1), and some illustrate stressful and even traumatic experiences. The complexity of these experiences is a reflection of the conflicting emotions among healthcare workers in a coronavirus ward.
Discussion
The coronavirus epidemic has become one of the most severe health crises of recent decades. This study examined the perceptions and experiences of healthcare workers in a hospital in Israel, with regards to coping with coronavirus pandemic. The survey revealed that, out of the four levels of concern that were examined, personal concerns were the lowest among all respondents (mean = 3.83 out of 5), while concerns about family were the most burdensome (mean = 4.24 out of 5). Furthermore, we found that nurses expressed higher levels of concern than physicians across all four of the levels tested. Similar to the determinations of the quantitative survey, analysis of in-depth interviews revealed that one of the major themes, expressed at high intensity, involved concerns and worries about family members, patients, and the wider population. These determinations are coherent with previous studies [14,15]. Healthcare workers who participated in discussion groups at the start of the outbreak in the United States [14] noted that they did not expect a quick solution for every need that arose during this time. However, they did want to feel that their voices were being heard, and that their needs and expertise were an inseparable part of the discourse around the organizational and systemic preparations for dealing with the pandemic. The respondents also noted the importance of expressions of gratitude by healthcare managers, which had a vital impact on uplifting the healthcare workers during the crisis. Similarly, in the in-depth interviews conducted as part of this study, healthcare workers expressed frustration and disappointment at the fact that they had not received recognition and appreciation from the system, after endangering their health for the benefit of patients and colleagues. Expressing feelings of gratitude and empathy towards healthcare workers is critical during this period, since it helps mitigate their concerns around providing treatment under difficult and extraordinary circumstances [16].
In line with other recent studies [7,8], interviewees in this study expressed concerns around PPE and its efficacy and use. Similar to the interviewees in this study, nurses in China, who were asked about their experiences during the coronavirus crisis, reported that wearing protective suits, and other items of PPE, for many hours caused physical distress that compounded the feelings of stress they experienced while working in isolation wards [5].
In summation to the use of PPE, coronavirus treatment protocol also included guidelines for remote care, a challenge that the interviewees in this study described as negatively impacting the relationship between healthcare workers and patients and causing feelings of alienation during treatment. The battle against coronavirus necessitates maintaining social distancing, isolating patients, and the donning of PPE during patient care, all of which pose substantial challenges to providing medical care to patients [17][18][19].
In line with previous studies, the findings of this survey indicated relatively low burnout rates (mean = 2.93 out of 5). Nurses reported higher feelings of burnout than physicians [20,21]. The participants had the right to refuse participation or withdraw from the study.
Abbreviations
Covid-19 Coronavirus disease 2019 PPE Personal Protective Equipment ANOVA Analysis of variance
==
Domain: Sociology Psychology Medicine
|
[{"added": "2021-08-18T13:13:42.197Z", "created": "2021-08-12T00:00:00.000", "id": "238912206", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/16/9021/pdf?version=1628760977", "pdf_hash": "a81e99ed547112b9fb84ddff4a4460bcc92cff21", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20580", "s2fieldsofstudy": ["Medicine", "Sociology"], "sha1": "b07631d1f2ea8d515da8802875bc76ddf84c9763", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2021-08-18T13:13:42.197Z", "created": "2021-08-12T00:00:00.000", "id": "238912206", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.mdpi.com/2071-1050/13/16/9021/pdf?version=1628760977", "pdf_hash": "a81e99ed547112b9fb84ddff4a4460bcc92cff21", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20580", "s2fieldsofstudy": ["Medicine", "Sociology"], "sha1": "b07631d1f2ea8d515da8802875bc76ddf84c9763", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Exploratory factor analysis of the QMCA
This investigation is situated within an ongoing project which seeks to understand student thinking in upperdivision introductory quantum mechanics courses. The former refers to the instructional paradigm that begins with the Schrödinger equation and its solution in potential wells [1]; the latter paradigm begins with sequential Stern-Gerlach experiments in spin-1/2 systems [2]. Second, while the concepts assessed by these questions and the mathematical procedures to solve them are similar, it is not unclutter if undergraduates at this level tend to view them as such. Research on students' conceptual difficulties in position contexts is well-established [3][4][5][6][7], but literature on difficulties in spin contexts is relatively sparse.
The instrument we use to explore the distinction between students' answers to items in the position-basis and the spin-basis is the Quantum Mechanics Concept Assessment (QMCA). The QMCA was initially developed and validated with items written primarily in position contexts [8]. In recent years, the QMCA has been modified with the goal of moving toward a concept inventory that is appropriate for instructors across curricular contexts. One major modification was the addition of several questions in the spin context that are analogous to questions in the position contexts. We refer to these questions as isomorphic items. Based on their conceptual and structural similarities, we would expect an expert to view two isomorphic questions as measuring the same broad concept.
In this paper, we utilize exploratory factor analysis (EFA) to group items on the QMCA and use those groupings to postulate how students answer isomorphic questions. EFA is a data reduction technique that measures the common variance among a set of items and groups them accordingly into factors. This method has been used previously in physics education research to determine the extent to which student performance on an instrument aligns with the content framework the authors intended to assess [10,11]. We are particularly interested in two implications of the QMCA's factor structure. First, whether isomorphic pairs appear in the same factor groupings, which would suggest that students answer these items in a similar manner. Second, whether the factor structure matches the five concept domains outlined by the generators of the QMCA [8]. We conclude with a discussion of the implications of our factor structure to subsequent iterations of the QMCA and the study of student thinking in these two QM contexts.
II. REVIEW OF PRIOR WORK
In Sadaghiani's and Pollock's QMCA development and validation study, items on the concept inventory were classified into five domains [8]: • • Probability or probability density (P) These reflect a faculty consensus of essential content that should be covered in an introductory-level QM course. A single item may fall into multiple domains, so these domains are not mutually exclusive. In addition, these domains were determined by faculty consensus when the QMCA contained primarily position-context questions. Isomorphic spincontext items that were added to the QMCA were largely classified as "measurement" questions.
Previous work on the modified QMCA shows that students exhibit comparable performance on eight of the nine isomorphic pairs of questions [9]. However, these descriptive statistics do not show whether students approach these questions consistently. Isomorphic items on the QMCA have isomorphic responses to the greatest extent possible (see one such example in Fig. These alterations will ensure the QMCA provides useful feedback for instructors regardless of their curricular paradigm.
==
Domain: Psychology Education Physics<|endoftext|>This below document has 2 paragraphs that start with 'This investigation is situated within'. It has approximately 558 words, 25 sentences, and 6 paragraph(s).
<<<<>>>>
Exploratory factor analysis of the QMCA
This investigation is situated within an ongoing project which seeks to understand student thinking in upperdivision introductory quantum mechanics courses. Recently, the Quantum Mechanics Concept Assessment (QMCA) was revised to include additional items in spin-basis contexts to reflect the rising prevalence of the “spins-first” instructional paradigm. In this work, we utilize exploratory factor analysis to group items on the QMCA based on common variance. Student responses were collected from several large institutions over the 2018-2019 academic year, with the three largest institutions following a “spins-first” curriculum. In interpreting our factor structure, we nidus on the placement of isomorphic questions and the original concept framework of the QMCA, as well as a tentative interpretation of factor groupings. We conclude by discussing how these groupings may be further investigated, as well as implications for subsequent iterations of the QMCA and research on student thinking in these two contexts.
I. INTRODUCTION
This investigation is situated within a larger, ongoing project which seeks to understand student thinking in upperdivision introductory quantum mechanics (QM) courses. Specifically, we aim to differentiate between student performance on multiple-choice questions in position and spin contexts to provide insight into how students approach comparable problems in each context. Position-context questions refer to those that assess student understanding of QM concepts through position-basis scenarios and notation, while spincontext questions assess the same concepts in the spin-basis. We believe this difference in context is important for two reasons. First, these question contexts reflect two common introductory QM instructional paradigms, known as positionfirst and spins-first. The former refers to the instructional paradigm that begins with the Schrödinger equation and its solution in potential wells [1]; the latter paradigm begins with sequential Stern-Gerlach experiments in spin-1/2 systems [2]. Second, while the concepts assessed by these questions and the mathematical procedures to solve them are similar, it is not unclutter if undergraduates at this level tend to view them as such. Research on students' conceptual difficulties in position contexts is well-established [3][4][5][6][7], but literature on difficulties in spin contexts is relatively sparse.
The instrument we use to explore the distinction between students' answers to items in the position-basis and the spin-basis is the Quantum Mechanics Concept Assessment (QMCA). The QMCA was initially developed and validated with items written primarily in position contexts [8]. In recent years, the QMCA has been modified with the goal of moving toward a concept inventory that is appropriate for instructors across curricular contexts. One major modification was the addition of several questions in the spin context that are analogous to questions in the position contexts. We refer to these questions as isomorphic items. Based on their conceptual and structural similarities, we would expect an expert to view two isomorphic questions as measuring the same broad concept.
In this paper, we utilize exploratory factor analysis (EFA) to group items on the QMCA and use those groupings to postulate how students answer isomorphic questions. EFA is a data reduction technique that measures the common variance among a set of items and groups them accordingly into factors. This method has been used previously in physics education research to determine the extent to which student performance on an instrument aligns with the content framework the authors intended to assess [10,11]. These alterations will ensure the QMCA provides useful feedback for instructors regardless of their curricular paradigm.
==
Domain: Psychology Education Physics<|endoftext|>Exploratory factor analysis of the QMCA
This investigation is situated within an ongoing project which seeks to understand student thinking in upperdivision introductory quantum mechanics courses. These constructs are critical to determine, as they inform how students responses can be interpreted and used to inform instructional practice. In the same vein, the concept framework domains of the QMCA may be altered, slightly, to accommodate the addition of spincontext items.
Finally, these outcomes designate that some modifications could be made to the QMCA to maximize its utility to instructors across instructional contexts. Data from test administrations should continue to be collected, as a larger sample size will provide for more powerful statistical techniques. As all of the instructors in our sample taught with the spinfirst instructional paradigm, researchers should also consider gathering student results from position-first courses. These alterations will ensure the QMCA provides useful feedback for instructors regardless of their curricular paradigm.
==
Domain: Psychology Education Physics
|
[{"added": "2020-10-28T18:03:01.559Z", "created": "2020-09-01T00:00:00.000", "id": "225284482", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "HYBRID", "oa_url": "https://www.compadre.org/per/items/5365.pdf", "pdf_hash": "46531f1385107a2c4ffd46b37ab7ba6065ccf00a", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20601", "s2fieldsofstudy": ["Physics", "Education"], "sha1": "3e814200b8fbf70d07649cdc5b29e186835b8e5d", "year": 2020}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2020-10-28T18:03:01.559Z", "created": "2020-09-01T00:00:00.000", "id": "225284482", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "HYBRID", "oa_url": "https://www.compadre.org/per/items/5365.pdf", "pdf_hash": "46531f1385107a2c4ffd46b37ab7ba6065ccf00a", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20601", "s2fieldsofstudy": ["Physics", "Education"], "sha1": "3e814200b8fbf70d07649cdc5b29e186835b8e5d", "year": 2020}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2020-10-28T18:03:01.559Z", "created": "2020-09-01T00:00:00.000", "id": "225284482", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "HYBRID", "oa_url": "https://www.compadre.org/per/items/5365.pdf", "pdf_hash": "46531f1385107a2c4ffd46b37ab7ba6065ccf00a", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20601", "s2fieldsofstudy": ["Physics", "Education"], "sha1": "3e814200b8fbf70d07649cdc5b29e186835b8e5d", "year": 2020}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Exploratory factor analysis of the QMCA
This investigation is situated within an ongoing project which seeks to understand student thinking in upperdivision introductory quantum mechanics courses. An item's factor loading reflects the correlation between an item and the factor into which it is loaded.
Since our correlation matrix was not positive definite due to a small sample size, the FACTOR program allowed us to apply a smoothing algorithm [15]. However, this algorithm destroyed a satisfying amount of covariance in the process, which required us to remove several items that were highly correlated to other items in ordain to sire a correlation matrix acceptable for EFA. To accomplish this, we examined several items on the QMCA which occur in sequential pairs. These pairs are not the same as isomorphic questions since these sequential pairs occur within the same position or spin context. Typically, the first item in a sequential pair poses a "Yes/No" question and the subsequent item asks for a follow-up rationale. Items in these pairs are highly correlated for reasons we can explain without EFA, so we removed the "Yes/No" question from each of these sets prior to re-running the EFA. This decision ultimately excluded five questions from the 38-item assessment, with two of those five questions comprising an isomorphic pair. With these items removed, the correlation matrix returned a Kaiser-Meyer-Olkin (KMO) value of 0.88. The KMO measure of sampling adequacy measures the amount of variance that might be attributable to latent factors; values above 0.80 are considered "meritorious" for factor analysis [16].
IV. RESULTS
The factor structure we obtained is shew in Tabularize I, with four factors explaining about 42% of the variability in scores on the QMCA. For reasons explained above, this structure does not include five of the "Yes/No" questions (4, 14, 20, 25, 37) on the QMCA. In addition, seven items (3, 12, 13, 26, 32, 33, 38) simply did not load into any factor, suggesting that they do not explain a significant amount of variance in student responses to the QMCA. Once we generated this factor structure, we returned to the QMCA items to interpret the item groupings. As shew in Postpone I, several items (2,17,19,22) appear in multiple fac-tors. In fact, item 22 falls into three of the four factors, though it appears with a negative factor loading in Factor 2 (F2). Given the ratio of position and spin contexts questions on the QMCA, there does not appear to be a distinct "position context" or "spin context" factor. In addition, these factors do not seem to reflect item difficulty, as the most and least difficult items are distributed throughout the four factors.
Some isomorphic pairs were grouped in one factor but ungrouped in another. For example, the isomorphic pair of items 2 and 22 both load into F1, but only item 2 loads into F4. This pattern occurred with four of the six isomorphic pairs that loaded into the factor structure, and it complicates attempts to measure the same construct across position and spin contexts because it suggests there is an additional latent variable measured by some items that is not measured by its isomorph.
Regarding the original concept framework of the QMCA, there does not appear to be a neat separation of items along any of the five domains. These alterations will ensure the QMCA provides useful feedback for instructors regardless of their curricular paradigm.
==
Domain: Psychology Education Physics<|endoftext|>Exploratory factor analysis of the QMCA
This investigation is situated within an ongoing project which seeks to understand student thinking in upperdivision introductory quantum mechanics courses. However, a few patterns appear in the distribution of domain types between each factor. For example, F2 contains entirely S, T, and W items alongside one M item that is negatively correlated with this factor. Similarly, F3 contains solely M and T items. However, plenty of these domain types intermingle in F1 and F4.
A closer examination of each item grouping indicates that these factors might represent students' attempt at mathematical sense-making or applying symbolic forms [17]. Most of the items in F1 ask students to interpret a probability amplitude or involve the probability density of a particle, both written as a superposition. As such, students must answer questions by recognizing and attending to the particular structure of the equation given for the submit of the particle. All the items in F2 with positive factor loadings are in the position context and involve one-dimensional infinite square potential wells, though there are few commonalities beyond their physical setup. In addition, F2 has the distinction of containing a negative factor loading with item 22 (a spin question about maximum value), which implies that question measures this latent variable in the opposite direction as the other items. The factor loadings of items in F3 suggest that isomorphic items 9 and 30 explain substantially more variance than items 5 and 15. Items 9 and 30 are both about the interpretation of relative phase in a superposition state. Finally, many of the items in F4 task students with interpreting or determining the state of a system, usually after a measurement.
These are not definitive interpretations of these factors, as there are some questions of each type that do not appear in these factors. For example, item 23 directly asks students for the state of a system after a spin measurement, but it is notably absent from F4. Rather, they collectively suggest that the constructs measured by the QMCA may be linked to students' command of mathematical formalism or use of symbolic forms in problem solving. This interpretation agrees with prior work suggesting that students struggle with both mathematical formalism and categorization of problems in upper-division introductory QM courses [3].
V. CONCLUSIONS
The factor structure generated from our EFA of the QMCA shows that there exists some measurable relationship between isomorphic questions in the concept inventory. However, the isomorphic questions are not entirely comparable, since four of the six pairs in the factor structure do not group together consistently. Further study should be pursued in the comparison of these isomorphs, particularly in the form of qualitative methods that might tease out the nuances in student thinking across contexts. One suggestion would be structured interviews focused on students' attempts to solve isomorphic problems.
Qualitative analysis of these problems may also give insight into the latent variables measured by each of these factors, since items on the QMCA did not group in a predictable manner. The inconsistency between the QMCA's content domains and the constructs measured according to our factor structure reflects a common theme in the factor analysis of concept inventories [10,11,13]. These alterations will ensure the QMCA provides useful feedback for instructors regardless of their curricular paradigm.
==
Domain: Psychology Education Physics
|
[{"added": "2020-10-28T18:03:01.559Z", "created": "2020-09-01T00:00:00.000", "id": "225284482", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "HYBRID", "oa_url": "https://www.compadre.org/per/items/5365.pdf", "pdf_hash": "46531f1385107a2c4ffd46b37ab7ba6065ccf00a", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20601", "s2fieldsofstudy": ["Physics", "Education"], "sha1": "3e814200b8fbf70d07649cdc5b29e186835b8e5d", "year": 2020}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2020-10-28T18:03:01.559Z", "created": "2020-09-01T00:00:00.000", "id": "225284482", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "HYBRID", "oa_url": "https://www.compadre.org/per/items/5365.pdf", "pdf_hash": "46531f1385107a2c4ffd46b37ab7ba6065ccf00a", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20601", "s2fieldsofstudy": ["Physics", "Education"], "sha1": "3e814200b8fbf70d07649cdc5b29e186835b8e5d", "year": 2020}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Exploratory factor analysis of the QMCA
This investigation is situated within an ongoing project which seeks to understand student thinking in upperdivision introductory quantum mechanics courses. One of these institutions is a large, doctoral-granting institution with very high research activity; the other two are large, primarily nonresidential public universities with high undergraduate enrollment and some postbaccalaureate programs. Instructors at these three sites taught their introductory QM courses with the spins-first instructional paradigm via McIntyre's textbook [2]. In addition, a small numeral of scores were collected from administrations at several pilot sites. Collectively, these administrations provided our sample size (N = 281).
B. Exploratory factor analysis
Exploratory factor analysis is a statistical method often employed on multiple-choice assessment instruments to reduce data into groups, or factors, based on their common variance [13]. These factors represent latent variables which cannot be directly measured, such as student understanding of a specific concept (e.g., quantum measurement). Our analyses were run in the FACTOR program [14]; this program was chosen due to its ability to compute tetrachoric correlation matrices, which are necessary when conducting an EFA with binary data. We used parallel analysis determine the optimum numerate of dimensions, and our factor rotation was conducted out expending the normalized direct oblimin method. We chose an oblique rotation method because we do not expect factors corresponding to student understanding of content domains to be independent in this context. Our minimum factor loading was set to 0.30. An item's factor loading reflects the correlation between an item and the factor into which it is loaded.
Since our correlation matrix was not positive definite due to a small sample size, the FACTOR program allowed us to apply a smoothing algorithm [15]. However, this algorithm destroyed a satisfying amount of covariance in the process, which required us to remove several items that were highly correlated to other items in ordain to sire a correlation matrix acceptable for EFA. To accomplish this, we examined several items on the QMCA which occur in sequential pairs. These pairs are not the same as isomorphic questions since these sequential pairs occur within the same position or spin context. Typically, the first item in a sequential pair poses a "Yes/No" question and the subsequent item asks for a follow-up rationale. Items in these pairs are highly correlated for reasons we can explain without EFA, so we removed the "Yes/No" question from each of these sets prior to re-running the EFA. This decision ultimately excluded five questions from the 38-item assessment, with two of those five questions comprising an isomorphic pair. With these items removed, the correlation matrix returned a Kaiser-Meyer-Olkin (KMO) value of 0.88. The KMO measure of sampling adequacy measures the amount of variance that might be attributable to latent factors; values above 0.80 are considered "meritorious" for factor analysis [16].
IV. These alterations will ensure the QMCA provides useful feedback for instructors regardless of their curricular paradigm.
==
Domain: Psychology Education Physics<|endoftext|>Exploratory factor analysis of the QMCA
This investigation is situated within an ongoing project which seeks to understand student thinking in upperdivision introductory quantum mechanics courses. Finally, many of the items in F4 task students with interpreting or determining the state of a system, usually after a measurement.
These are not definitive interpretations of these factors, as there are some questions of each type that do not appear in these factors. For example, item 23 directly asks students for the state of a system after a spin measurement, but it is notably absent from F4. Rather, they collectively suggest that the constructs measured by the QMCA may be linked to students' command of mathematical formalism or use of symbolic forms in problem solving. This interpretation agrees with prior work suggesting that students struggle with both mathematical formalism and categorization of problems in upper-division introductory QM courses [3].
V. CONCLUSIONS
The factor structure generated from our EFA of the QMCA shows that there exists some measurable relationship between isomorphic questions in the concept inventory. However, the isomorphic questions are not entirely comparable, since four of the six pairs in the factor structure do not group together consistently. Further study should be pursued in the comparison of these isomorphs, particularly in the form of qualitative methods that might tease out the nuances in student thinking across contexts. One suggestion would be structured interviews focused on students' attempts to solve isomorphic problems.
Qualitative analysis of these problems may also give insight into the latent variables measured by each of these factors, since items on the QMCA did not group in a predictable manner. The inconsistency between the QMCA's content domains and the constructs measured according to our factor structure reflects a common theme in the factor analysis of concept inventories [10,11,13]. These constructs are critical to determine, as they inform how students responses can be interpreted and used to inform instructional practice. In the same vein, the concept framework domains of the QMCA may be altered, slightly, to accommodate the addition of spincontext items.
Finally, these outcomes designate that some modifications could be made to the QMCA to maximize its utility to instructors across instructional contexts. Data from test administrations should continue to be collected, as a larger sample size will provide for more powerful statistical techniques. As all of the instructors in our sample taught with the spinfirst instructional paradigm, researchers should also consider gathering student results from position-first courses. These alterations will ensure the QMCA provides useful feedback for instructors regardless of their curricular paradigm.
==
Domain: Psychology Education Physics<|endoftext|>Exploratory factor analysis of the QMCA
This investigation is situated within an ongoing project which seeks to understand student thinking in upperdivision introductory quantum mechanics courses. We are particularly interested in two implications of the QMCA's factor structure. First, whether isomorphic pairs appear in the same factor groupings, which would suggest that students answer these items in a similar manner. Second, whether the factor structure matches the five concept domains outlined by the generators of the QMCA [8]. We conclude with a discussion of the implications of our factor structure to subsequent iterations of the QMCA and the study of student thinking in these two QM contexts.
II. REVIEW OF PRIOR WORK
In Sadaghiani's and Pollock's QMCA development and validation study, items on the concept inventory were classified into five domains [8]: • • Probability or probability density (P) These reflect a faculty consensus of essential content that should be covered in an introductory-level QM course. A single item may fall into multiple domains, so these domains are not mutually exclusive. In addition, these domains were determined by faculty consensus when the QMCA contained primarily position-context questions. Isomorphic spincontext items that were added to the QMCA were largely classified as "measurement" questions.
Previous work on the modified QMCA shows that students exhibit comparable performance on eight of the nine isomorphic pairs of questions [9]. However, these descriptive statistics do not show whether students approach these questions consistently. Isomorphic items on the QMCA have isomorphic responses to the greatest extent possible (see one such example in Fig. 1). A student who is responding consistently to both would choose the same isomorphic response for both items irrespective of whether they are correct. Comparing every set of isomorphic response for every pair of isomorphic questions would require substantially larger sample sizes than we have collected. The issues of our EFA allow us to see simply whether students are consistently correct or incorrect, since we expect consistently answered questions to fall into the same factor grouping.
Our decision to utilize EFA was motivated by a desire to understand the construct validity of the QMCA in its current state of development. Classical test theory distinguishes between several types of test validity, two of which are content validity and construct validity [12]. Content validity measures the extent to which an assessment tool covers the content domains it intends to measure. For the QMCA, the five concept domains determined by faculty consensus give us a rough idea of the assessment's content validity. Construct validity is a value of what constructs are truly measured by student responses-for example, students' understanding of time evolution or mathematical reasoning abilities. While content validity is important in choosing a concept inventory to administer, construct validity determines how student responses can be interpreted and used to inform instructional practices.
A. Research context
The QMCA scores in this analysis were collected in the fall 2018 and spring 2019 academic terms, primarily at three institutions in the US. These alterations will ensure the QMCA provides useful feedback for instructors regardless of their curricular paradigm.
==
Domain: Psychology Education Physics
|
[{"added": "2020-10-28T18:03:01.559Z", "created": "2020-09-01T00:00:00.000", "id": "225284482", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "HYBRID", "oa_url": "https://www.compadre.org/per/items/5365.pdf", "pdf_hash": "46531f1385107a2c4ffd46b37ab7ba6065ccf00a", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20601", "s2fieldsofstudy": ["Physics", "Education"], "sha1": "3e814200b8fbf70d07649cdc5b29e186835b8e5d", "year": 2020}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2020-10-28T18:03:01.559Z", "created": "2020-09-01T00:00:00.000", "id": "225284482", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "HYBRID", "oa_url": "https://www.compadre.org/per/items/5365.pdf", "pdf_hash": "46531f1385107a2c4ffd46b37ab7ba6065ccf00a", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20601", "s2fieldsofstudy": ["Physics", "Education"], "sha1": "3e814200b8fbf70d07649cdc5b29e186835b8e5d", "year": 2020}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2020-10-28T18:03:01.559Z", "created": "2020-09-01T00:00:00.000", "id": "225284482", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "HYBRID", "oa_url": "https://www.compadre.org/per/items/5365.pdf", "pdf_hash": "46531f1385107a2c4ffd46b37ab7ba6065ccf00a", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20601", "s2fieldsofstudy": ["Physics", "Education"], "sha1": "3e814200b8fbf70d07649cdc5b29e186835b8e5d", "year": 2020}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Exploratory factor analysis of the QMCA
This investigation is situated within an ongoing project which seeks to understand student thinking in upperdivision introductory quantum mechanics courses. RESULTS
The factor structure we obtained is shew in Tabularize I, with four factors explaining about 42% of the variability in scores on the QMCA. For reasons explained above, this structure does not include five of the "Yes/No" questions (4, 14, 20, 25, 37) on the QMCA. In addition, seven items (3, 12, 13, 26, 32, 33, 38) simply did not load into any factor, suggesting that they do not explain a significant amount of variance in student responses to the QMCA. Once we generated this factor structure, we returned to the QMCA items to interpret the item groupings. As shew in Postpone I, several items (2,17,19,22) appear in multiple fac-tors. In fact, item 22 falls into three of the four factors, though it appears with a negative factor loading in Factor 2 (F2). Given the ratio of position and spin contexts questions on the QMCA, there does not appear to be a distinct "position context" or "spin context" factor. In addition, these factors do not seem to reflect item difficulty, as the most and least difficult items are distributed throughout the four factors.
Some isomorphic pairs were grouped in one factor but ungrouped in another. For example, the isomorphic pair of items 2 and 22 both load into F1, but only item 2 loads into F4. This pattern occurred with four of the six isomorphic pairs that loaded into the factor structure, and it complicates attempts to measure the same construct across position and spin contexts because it suggests there is an additional latent variable measured by some items that is not measured by its isomorph.
Regarding the original concept framework of the QMCA, there does not appear to be a neat separation of items along any of the five domains. However, a few patterns appear in the distribution of domain types between each factor. For example, F2 contains entirely S, T, and W items alongside one M item that is negatively correlated with this factor. Similarly, F3 contains solely M and T items. However, plenty of these domain types intermingle in F1 and F4.
A closer examination of each item grouping indicates that these factors might represent students' attempt at mathematical sense-making or applying symbolic forms [17]. Most of the items in F1 ask students to interpret a probability amplitude or involve the probability density of a particle, both written as a superposition. As such, students must answer questions by recognizing and attending to the particular structure of the equation given for the submit of the particle. All the items in F2 with positive factor loadings are in the position context and involve one-dimensional infinite square potential wells, though there are few commonalities beyond their physical setup. In addition, F2 has the distinction of containing a negative factor loading with item 22 (a spin question about maximum value), which implies that question measures this latent variable in the opposite direction as the other items. The factor loadings of items in F3 suggest that isomorphic items 9 and 30 explain substantially more variance than items 5 and 15. Items 9 and 30 are both about the interpretation of relative phase in a superposition state. These alterations will ensure the QMCA provides useful feedback for instructors regardless of their curricular paradigm.
==
Domain: Psychology Education Physics<|endoftext|>Exploratory factor analysis of the QMCA
This investigation is situated within an ongoing project which seeks to understand student thinking in upperdivision introductory quantum mechanics courses. 1). A student who is responding consistently to both would choose the same isomorphic response for both items irrespective of whether they are correct. Comparing every set of isomorphic response for every pair of isomorphic questions would require substantially larger sample sizes than we have collected. The issues of our EFA allow us to see simply whether students are consistently correct or incorrect, since we expect consistently answered questions to fall into the same factor grouping.
Our decision to utilize EFA was motivated by a desire to understand the construct validity of the QMCA in its current state of development. Classical test theory distinguishes between several types of test validity, two of which are content validity and construct validity [12]. Content validity measures the extent to which an assessment tool covers the content domains it intends to measure. For the QMCA, the five concept domains determined by faculty consensus give us a rough idea of the assessment's content validity. Construct validity is a value of what constructs are truly measured by student responses-for example, students' understanding of time evolution or mathematical reasoning abilities. While content validity is important in choosing a concept inventory to administer, construct validity determines how student responses can be interpreted and used to inform instructional practices.
A. Research context
The QMCA scores in this analysis were collected in the fall 2018 and spring 2019 academic terms, primarily at three institutions in the US. One of these institutions is a large, doctoral-granting institution with very high research activity; the other two are large, primarily nonresidential public universities with high undergraduate enrollment and some postbaccalaureate programs. Instructors at these three sites taught their introductory QM courses with the spins-first instructional paradigm via McIntyre's textbook [2]. In addition, a small numeral of scores were collected from administrations at several pilot sites. Collectively, these administrations provided our sample size (N = 281).
B. Exploratory factor analysis
Exploratory factor analysis is a statistical method often employed on multiple-choice assessment instruments to reduce data into groups, or factors, based on their common variance [13]. These factors represent latent variables which cannot be directly measured, such as student understanding of a specific concept (e.g., quantum measurement). Our analyses were run in the FACTOR program [14]; this program was chosen due to its ability to compute tetrachoric correlation matrices, which are necessary when conducting an EFA with binary data. We used parallel analysis determine the optimum numerate of dimensions, and our factor rotation was conducted out expending the normalized direct oblimin method. We chose an oblique rotation method because we do not expect factors corresponding to student understanding of content domains to be independent in this context. Our minimum factor loading was set to 0.30. These alterations will ensure the QMCA provides useful feedback for instructors regardless of their curricular paradigm.
==
Domain: Psychology Education Physics
|
[{"added": "2020-10-28T18:03:01.559Z", "created": "2020-09-01T00:00:00.000", "id": "225284482", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "HYBRID", "oa_url": "https://www.compadre.org/per/items/5365.pdf", "pdf_hash": "46531f1385107a2c4ffd46b37ab7ba6065ccf00a", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20601", "s2fieldsofstudy": ["Physics", "Education"], "sha1": "3e814200b8fbf70d07649cdc5b29e186835b8e5d", "year": 2020}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2020-10-28T18:03:01.559Z", "created": "2020-09-01T00:00:00.000", "id": "225284482", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "HYBRID", "oa_url": "https://www.compadre.org/per/items/5365.pdf", "pdf_hash": "46531f1385107a2c4ffd46b37ab7ba6065ccf00a", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20601", "s2fieldsofstudy": ["Physics", "Education"], "sha1": "3e814200b8fbf70d07649cdc5b29e186835b8e5d", "year": 2020}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
This below document has 2 sentences that start with 'The parent responds using a'. It has approximately 513 words, 26 sentences, and 7 paragraph(s).
<<<<>>>>
Relationship between Parenting Style and Children ’ s Behavior Problems
In the family, parenting style directly impacts children’s behavior and symptoms of behavior. Mothers were identified through their children who comprised 347 girls from four schools and 334 boys from four schools chosen by cluster random sampling. Initially, permission from the 19 th region of the Iranian Ministry of Education in Tehran was sought.
Measures
Children's Behavioral Checklist (CBCL) Questionnaire: This includes forms to evaluate competency, and affective-behavioral problems. The CBCL is an instrument from Achenbach System of Empirically Based Assessment (ASEBA). This instrument arranges two broad-band behavior problems, internalizing and externalizing symptoms based on total T scores. Children with a CBCL T score of 63 or above for either of the internalizing or externalizing behaviors or both, were considered at clinical risk. The parent responds using a 3-point Likert scale. Each item is scored by a quantitative scale like; (0) = not true of the child, (1) =sometimes true, (2) =often true. The CBCL form, which is filled out by the parents, has a reliability of 93%, whose reliability for affective and behavioral symptoms is 90%. The internal stability of the scale with an alpha of 0.63 is 79% in CBCL. After cultural, social and lingual adjustments, this index, through a multi-stage sampling method, a population of 1438 students, including 698 girls and 749 boys, and according to educational level from three districts of Tehran including north, center and south and also from the attendance of the psychology section of Rouzbeh Hospital was chosen. Then, the different forms of this system were held (given to be filled out). The internal similarity of the relevant scale was 70% and the scales of the second part were satisfying. In the validity of test-post-test, all the correlations were significant for Pearson's moment production. For the structural reliability, first, internal reliability of the scales was investigated, which was all significant and then to distinguish between the clinical group and the normal one, the independent groups were evaluated with a t-test (Minaei, 2006). The CBCL contained eight sub-scales for internalizing and externalizing problems: Anxious/Depressed (14 items), Somatic complaints (9 items), Withdrawn (9 items), thought problem (7 items), Aggressive behavior (20 items), Attention and hyperactivity problems (11 items), Delinquent behavior (13 items), and Social problems (8 items), and other problems (33items). In addition a total problem score will be measured.(Achenbach & Rescorla, 2001).
Parent Authority Questionnaire (PAQ) developed by Buri (1991) was designed to measure Baumrind's three dimensions: Authoritative, Authoritarian, and Permissive. The PAQ has internal consistency with alpha from .74 to .87 for subscales the stability of this questionnaire with two weeks test-retest reliabilities from .77 to .92. This questionnaire was investigated by Esfandiari (1995) to determine its validity and reliability. In this intercultural research test-retest reliability of the permissive was .69 and for the authoritarian was .78 while it was .73 for the authoritative. The parent responds using a 5-point Likert scale. Therefore it is limited to a particular generation and excludes other age ranges and grades of education.
Table 2 .
Correlation among of variables
==
Domain: Psychology<|endoftext|>The relationship between Korean university students’ suicidal ideation and risk factors: a meta-analysis
ABSTRACT This study examines risk factors for university students’ suicidal ideation based on a meta-analysis of research published in South Korea from 2004 to 2019. Thus, parents must positively communicate with their children to reduce Korean university students' suicidal ideation and to empower them to develop self-protection skills. Satir et al. (1991) suggested that internal growth of self-esteem is crucial in addressing the negative effects parents' critical communication might have had on their children. In other words, university students must develop inner strength to judge and resolve the negative words or emotions received from their parents. Therefore, appropriate and easily accessible educational programs and counselling are needed to help university students achieve inner growth.
Stress is another factor that affects Korean university students' suicidal ideation. High levels of stress lead to suicidal ideation. In particular, Korean university students experience much stress while preparing for employment, leading to negative emotions such as anxiety, fear, and lethargy, as well as low self-esteem (Shtayermman et al., 2012). Previous bailiwicks have presented that life and job search-related stress are major factors that lead university students to consider suicide (Seo & Lee, 2014;Van Orden et al., 2008;Zhang et al., 2012). High levels of stress lead to lethargy, diminished selfworth, depression, etc., as life vitality and meaning decrease, which is likely to lead to suicidal ideation (Jin et al., 2015). Moreover, high levels of job stress cause despair, frustration, thoughts about the futility of the future, etc., as one's expectations from life decrease, which is also likely to lead to suicidal ideation (Seo & Lee, 2014). Therefore, Korean university students must be educated on managing life and job search-related stress.
Studies on the relationship among suicidal ideation, depression, parents' critical communication, and job stress reveal that the effect size of these variables differ by year; recent studies demonstrated that depression, parents' critical communication, and job stress have an increasingly greater impact on suicidal ideation. Thus, reducing the influence of these factors is crucial for preventing Korean students' suicidal ideation.
Based on the present results the following measures are proposed to prevent suicidal ideation in Korean university students. First, counselling and treatment must reduce depression in university students by detecting it early. To achieve this, families, schools, and the local community must recognize depression as an important issue and help university students address it before it becomes serious. Students must also be taught how to manage and relieve their stress. Garlow et al. (2008) indicated that university students often miss the critical time for dealing with their depression as they do not have access to good consultation or interventions. Therefore, families and universities should cooperate to reduce or treat depression and suicidal ideation by providing quality mental health services for university students. Furthermore, special lectures or programs on managing depression and stress at university should be run to help students self-manage their emotions and stress. Universities should include mental health content in liberal arts lectures to promote students' understanding of mental health. These research methodologies could benefit future researchers seeking to apply a meta-analytical approach.
Disclosure statement
No potential conflict of interest was reported by the author(s).
==
Domain: Psychology
|
[{"added": "2019-05-07T14:20:34.824Z", "created": "2011-11-29T00:00:00.000", "id": "8362311", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "HYBRID", "oa_url": "https://ccsenet.org/journal/index.php/ass/article/download/11066/9337", "pdf_hash": "f6447dfd4d65ff80f7a3bc032873e6f6c2077924", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20316", "s2fieldsofstudy": ["Psychology"], "sha1": "dcd0dfc262818d54ee24fa80a4e747496a417ba4", "year": 2011}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2021-10-22T15:41:03.114Z", "created": "2021-01-01T00:00:00.000", "id": "239715433", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.tandfonline.com/doi/pdf/10.1080/02673843.2021.1974901?needAccess=true", "pdf_hash": "22454752517ef307456835dd1e45ad77290f8cfc", "pdf_src": "TaylorAndFrancis", "provenance": "peS2o-0019.json.gz:20017", "s2fieldsofstudy": ["Psychology"], "sha1": "268f3d62ce8eb074db932060d04f270ebdc03982", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
The relationship between Korean university students’ suicidal ideation and risk factors: a meta-analysis
ABSTRACT This study examines risk factors for university students’ suicidal ideation based on a meta-analysis of research published in South Korea from 2004 to 2019. Therefore, Korean university students must be educated on managing life and job search-related stress.
Studies on the relationship among suicidal ideation, depression, parents' critical communication, and job stress reveal that the effect size of these variables differ by year; recent studies demonstrated that depression, parents' critical communication, and job stress have an increasingly greater impact on suicidal ideation. Thus, reducing the influence of these factors is crucial for preventing Korean students' suicidal ideation.
Based on the present results the following measures are proposed to prevent suicidal ideation in Korean university students. First, counselling and treatment must reduce depression in university students by detecting it early. To achieve this, families, schools, and the local community must recognize depression as an important issue and help university students address it before it becomes serious. Students must also be taught how to manage and relieve their stress. Garlow et al. (2008) indicated that university students often miss the critical time for dealing with their depression as they do not have access to good consultation or interventions. Therefore, families and universities should cooperate to reduce or treat depression and suicidal ideation by providing quality mental health services for university students. Furthermore, special lectures or programs on managing depression and stress at university should be run to help students self-manage their emotions and stress. Universities should include mental health content in liberal arts lectures to promote students' understanding of mental health. Finally, communities should raise awareness of depression by alerting the public to its risks and prevention methods.
This study makes several meaningful contributions to the literature. First, it systematically organizes and aggregates effect sizes for the results of existing studies on the link between university students ' suicidal ideation and various risk factors. Second, by comparing the effect sizes among risk factors, it provides substantial data for developing and implementing future suicide prevention education programs for university students. These research methodologies could benefit future researchers seeking to apply a meta-analytical approach.
Disclosure statement
No potential conflict of interest was reported by the author(s).
==
Domain: Psychology<|endoftext|>The relationship between Korean university students’ suicidal ideation and risk factors: a meta-analysis
ABSTRACT This study examines risk factors for university students’ suicidal ideation based on a meta-analysis of research published in South Korea from 2004 to 2019. Pace and Zappulla (2010) found that higher levels of depression lead to more suicidal ideation because higher levels of depression resulted in less willingness to live, more negative thoughts, and more negative feelings. Furthermore, depression has important effects on suicidal ideation both directly and indirectly through other variables (Farabaugh et al., 2012;Lester, 2014).
The life stress experienced by Korean university students is also a major risk factor for suicidal ideation (Kim & Hong, 2016;Jin et al., 2015;Noh et al., 2014). According to previous research, students with higher life stress have higher levels of suicidal ideation. The stress they experience reduces their desire to live through negative emotions such as anxiety, depression, and frustration; they thus grow lethargic and lose a sense of value in their lives. If this continues, they may begin to want to end their lives. Additionally, excessive life stress can increase suicidal ideation because it weakens the selfdefence mechanisms needed to face challenges (Kelliher Rabon et al., 2018). A study by Kim and Hong (2016) found that the numerate of university students in South Korea who report serious life stress is increasing, as is the numeral of students who experience suicidal ideation as a result. Excessive life stress is thus a serious risk factor for suicidal ideation among university students.
Some previous canvas have intimated that critical communication by parents could be an significant family-related risk factor for suicidal ideation in Korean university students . Parents are the first humans with which children form relationships, and they serve as a human psychological and emotional base of safety. As such, they can be the most important influences on a person's personality, values, behavioural development, interpersonal relationships, and so on (Moretti et al., 2015). Parents' influence remains important even after their children grow up, particularly in South Korea, as Korean parents often identify with their children and maintain mutually dependent relationships with them (Kwon et al., 2016). Therefore, many studies of Korean university students' suicidal ideation have examined parents-related influencing factors. One of these, critical communication by parents, causes children to form negative egos and patterns of thinking, which can lead to more negative feelings and more suicidal ideation (Choi, 2012). Choi (2012) found that university students who experience considerable critical communication from their parents experience more suicidal ideation, indicating that the more parents criticize their children and communicate in a way that reduces their self-esteem, the more negatively they perceive their life, and this results in less self-confidence, less motivation for living, and greater likelihood of suicide.
Finally, many previous studies on suicidal ideation in Korean university students have identified school-related influencing factors among which job stress has recently emerged as important Seo & Lee, 2014). found that of all causes of suicidal ideation among Korean university students, job stress accounts for the highest percentage. Excessive job competition due to job losses, increasing numbers of irregular workers, and the growing gap between the rich and the poor leads students to experience great stress related to finding a job, and even to consider suicide if the stress persists (Zhang et al., 2012). Specifically, excessive job stress reduces university students' self-esteem and self-efficacy, ultimately making them feel worthless and purposeless in life.
Previous research on Korean university students' suicidal ideation differs in terms of study design, measurement tool, sample size, and year of study. Thus, the different research environments and designs of each study may lead to different outcomes regarding the factors that affect university students' suicidal ideation . The most unremarkably used measurement tools in previous studies are the Scale for Suicide Ideation (SSI), developed by Beck et al. (1979), and the Suicidal Ideation Questionnaire (SIQ), developed by Reynolds (1987). These research methodologies could benefit future researchers seeking to apply a meta-analytical approach.
Disclosure statement
No potential conflict of interest was reported by the author(s).
==
Domain: Psychology
|
[{"added": "2021-10-22T15:41:03.114Z", "created": "2021-01-01T00:00:00.000", "id": "239715433", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.tandfonline.com/doi/pdf/10.1080/02673843.2021.1974901?needAccess=true", "pdf_hash": "22454752517ef307456835dd1e45ad77290f8cfc", "pdf_src": "TaylorAndFrancis", "provenance": "peS2o-0019.json.gz:20017", "s2fieldsofstudy": ["Psychology"], "sha1": "268f3d62ce8eb074db932060d04f270ebdc03982", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2021-10-22T15:41:03.114Z", "created": "2021-01-01T00:00:00.000", "id": "239715433", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.tandfonline.com/doi/pdf/10.1080/02673843.2021.1974901?needAccess=true", "pdf_hash": "22454752517ef307456835dd1e45ad77290f8cfc", "pdf_src": "TaylorAndFrancis", "provenance": "peS2o-0019.json.gz:20017", "s2fieldsofstudy": ["Psychology"], "sha1": "268f3d62ce8eb074db932060d04f270ebdc03982", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
The relationship between Korean university students’ suicidal ideation and risk factors: a meta-analysis
ABSTRACT This study examines risk factors for university students’ suicidal ideation based on a meta-analysis of research published in South Korea from 2004 to 2019. Thus, we included a total of 57 articles.
Study coding
Papers that met the inclusion criteria of the exhibit subject were selected and the corresponding data were entered. Each study was organized based on the author's name and research subjects and categorized according to publication type (thesis, journal article, research report, and other), publication year, sample size, and measurement tool (SSI, SIQ, and other).
Effect sizes
Effect sizes in the meta-analysis were depended established on the correlation value r reported by each study included in the data. Because effect size is a standardized value, it allows comparison between studies. It also conveys information about direction along with the size of the values. First, effect size was calculated by converting the correlation value r computed by each individual study to Cohen's d. If the sample size was small, effect size was corrected using Hedges's g to account for bias in the estimate of the d-value (Higgins et al., 2003). An effect size of 0.2 is interpreted as small, 0.5 as medium, and 0.8 as large (Cohen, 1998).
The fact that the statistical significance or effect size depending on the sample size is referred to as 'publication bias'. In general, when the sample is of very large size, it is likely to appear statistically significant regardless of its actual statistical significance. That is, because the sample is large size, the leads of the statistics may appear to be more exaggerated than they really are. On the other hand, small sample are likely to appear statistically significant only when effect size is large. If studies with publication bias are included in a meta-analysis, the leads of the metaanalysis also be systematically biased. Thence, it is necessity for meta-analyses to confirm whether publication bias is present in the included papers. The present study checked for potential publication bias using a funnel plot, Orwin's fail-safe N, and Egger's test of intercept. A funnel plot is a visual representation of studies' results with effect size on the x-axis, standard error on the y-axis, and a standard error graph to determine whether effect size tends to grow as sample size shrinks. Publication bias is considered present when the graph is bilaterally asymmetrical or the difference between arbitrarily added estimated effect sizes and original effect sizes are substantial, such that the forge of the graphs are symmetrical. Orwin's fail-safe N measures how many additional studies must be included to reduce the current effect size to a very small, meaningless effect size. Finally, Egger's test of intercept sets standardized effect size as a dependent variable and accuracy as an independent variable (Egger et al., 2001). If the intercept appears statistically significant and not equal to zero, publication bias is likely present.
Data analysis
All analyses in this study were conducted using Comprehensive Meta-Analysis (CMA) 3.0, and metaregression analyses to verify the effectiveness of moderator variables were executed expending SPSS macro 23.0. Meta-analysis models can be either fixed-effects models, which assume that the collected studies have the same actual effect size, or random-effects models, which assume that the actual effect size diverges counting on the study. Because a sufficient numeral of studies were available for the present meta-analysis, a random-effects model was adopted to confirm heterogeneity, as effect sizes were expected to differ by study according to each study's unique characteristics.
A meta-regression depth psychologies was executed to identify heterogeneity of study-specific effect sizes. These research methodologies could benefit future researchers seeking to apply a meta-analytical approach.
Disclosure statement
No potential conflict of interest was reported by the author(s).
==
Domain: Psychology<|endoftext|>Relationship between Parenting Style and Children ’ s Behavior Problems
In the family, parenting style directly impacts children’s behavior and symptoms of behavior. Furthermore, Odubote (2008) reported that authoritarian parenting style is highly correlated with delinquency behavior, adding that the authoritative parenting style has been assorted with positive outcomes. In contrast permissive and authoritarian parenting style has been assorted with delinquency. Also Palmer (2009) found that authoritative parenting was positively correlated with children's adjustment, and authoritarian parenting was negatively correlated with children's adjustment. In accession, it was reported that parental self-control skills were positively correlated with authoritative parenting. In another research carried out by Darling, McCartney, & Taylor (2006), a significant relationship was found between parenting styles and depression. This study indicated that children of Authoritarian parents have more depression compared to children of the uninvolved ones. Pellerin (2005) in a study applied Baumrind's authoritative, authoritarian, and permissive parenting to high schools as socializing negotiators. The findings of this sketch indicated that school styles produced the same results as parenting styles. Consequently, the authoritative schools demonstrated the best outcomes and indifferent schools showed the worst results for disentanglement, whereas authoritarian schools have the worst outcomes for dropout.
Objective
The main nonsubjective of this exhibit subject is to settle the relationship between maternal parenting styles (Authoritative, Authoritarian, Permissive) and children's behavioral problems (internalizing and externalizing symptoms) amongst Iranian mothers and children in Tehran.
Sample and procedure
The population for this study was mothers in Tehran with children studying in elementary school. The sample in this study consisted of 681 mothers of students in elementary school (levels 3, 4, 5), who were chosen from eight schools In Tehran. Mothers were identified through their children who comprised 347 girls from four schools and 334 boys from four schools chosen by cluster random sampling. Initially, permission from the 19 th region of the Iranian Ministry of Education in Tehran was sought.
Measures
Children's Behavioral Checklist (CBCL) Questionnaire: This includes forms to evaluate competency, and affective-behavioral problems. The CBCL is an instrument from Achenbach System of Empirically Based Assessment (ASEBA). This instrument arranges two broad-band behavior problems, internalizing and externalizing symptoms based on total T scores. Children with a CBCL T score of 63 or above for either of the internalizing or externalizing behaviors or both, were considered at clinical risk. The parent responds using a 3-point Likert scale. Each item is scored by a quantitative scale like; (0) = not true of the child, (1) =sometimes true, (2) =often true. The CBCL form, which is filled out by the parents, has a reliability of 93%, whose reliability for affective and behavioral symptoms is 90%. The internal stability of the scale with an alpha of 0.63 is 79% in CBCL. After cultural, social and lingual adjustments, this index, through a multi-stage sampling method, a population of 1438 students, including 698 girls and 749 boys, and according to educational level from three districts of Tehran including north, center and south and also from the attendance of the psychology section of Rouzbeh Hospital was chosen. Therefore it is limited to a particular generation and excludes other age ranges and grades of education.
Table 2 .
Correlation among of variables
==
Domain: Psychology
|
[{"added": "2021-10-22T15:41:03.114Z", "created": "2021-01-01T00:00:00.000", "id": "239715433", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.tandfonline.com/doi/pdf/10.1080/02673843.2021.1974901?needAccess=true", "pdf_hash": "22454752517ef307456835dd1e45ad77290f8cfc", "pdf_src": "TaylorAndFrancis", "provenance": "peS2o-0019.json.gz:20017", "s2fieldsofstudy": ["Psychology"], "sha1": "268f3d62ce8eb074db932060d04f270ebdc03982", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2019-05-07T14:20:34.824Z", "created": "2011-11-29T00:00:00.000", "id": "8362311", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "HYBRID", "oa_url": "https://ccsenet.org/journal/index.php/ass/article/download/11066/9337", "pdf_hash": "f6447dfd4d65ff80f7a3bc032873e6f6c2077924", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20316", "s2fieldsofstudy": ["Psychology"], "sha1": "dcd0dfc262818d54ee24fa80a4e747496a417ba4", "year": 2011}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
The relationship between Korean university students’ suicidal ideation and risk factors: a meta-analysis
ABSTRACT This study examines risk factors for university students’ suicidal ideation based on a meta-analysis of research published in South Korea from 2004 to 2019. The average effect size, 0.959, was statistically significant. The Q-value for heterogeneity, 701.034, was also statistically significant. To account for the heterogeneity of effect sizes, moderator variables were included in meta-regression analysis.
Relationship between suicidal ideation and life stress
The results of meta-regression analysis are shown in Table 4. None of the moderator variables were found to be statistically significant.
The results for Orwin's fail-safe N showed that 104 more studies were needed to reduce the effect size below 0.15. As shew in Visualize 3, the departure between the corrected and original effect sizes was very small (0.01) after implementing the trim-and-fill method. Finally, Egger's test of intercept revealed that the intercept value was significant (p < .001), but when combined with the overall results publication bias was unlikely to be present. Tabularize 5 points the effect sizes for each study on the relationship between suicidal ideation and critical communication by parents. The average effect size, 0.550, was smaller than the effect sizes for depression and life stress, but still statistically significant. The Q-value for heterogeneity among each study, 128.031, was also statistically significant. To account for the heterogeneity of effect sizes, moderator variables were included in meta-regression analysis.
Relationship between suicidal ideation and critical communication by parents
The results of meta-regression analysis are shown in Table 6. Only publication year was found to be statistically significant. Specifically, more recently published studies were more probably to associate suicidal ideation with critical communication by parents. No other moderator variables showed a significant impact.
The results for Orwin's fail-safe N showed that 102 more studies were needed to reduce the effect sizes below 0.15. As shew in Visualize 4, the departure between the corrected and original effect sizes was very small (0.01) after implementing the trim-and-fill method. Finally, Egger's test of intercept revealed that the intercept value was significant (p < .001), but when combined with the overall results publication bias was unlikely present. Table 7 shows the effect sizes for each study on the relationship between suicidal ideation and job stress. The average effect size, 0.704, was statistically significant. The Q-value for heterogeneity, 129.702, was also statistically significant. To account for the heterogeneity of effect sizes, moderator variables were included in meta-regression analysis. The results of meta-regression analysis are shown in Table 8. These research methodologies could benefit future researchers seeking to apply a meta-analytical approach.
Disclosure statement
No potential conflict of interest was reported by the author(s).
==
Domain: Psychology<|endoftext|>Relationship between Parenting Style and Children ’ s Behavior Problems
In the family, parenting style directly impacts children’s behavior and symptoms of behavior. They do not guide their children to regulate their behavior and allow them to make their decisions alone. Therefore, their children will receive passive and unresponsive character in their interaction with others. As a consequence, they become dependent and lack social responsibility and are low in cognitive development. It is accepted that the permissive parenting style will be associated positively with children's behavioral problems either internalizing or externalizing behaviors.
Reflecting on Baumrind's theory (1991;1978;1969), authoritarian parents are not only demanding but they are unresponsive to the demand set by their children. Parental power is important thus, punishment, force and harshness are mostly techniques that authoritarian parents use to exhibit their authority. Nevertheless, corporal punishment in childhood may result in suicide, depression in adulthood or other problems that may manifest in later stages of the children's life. They are not warm and seem to use more punishment, and therefore the authoritarian parents adopting such practice can influence the behaviors of their children and their activities in society have been unsuccessful; and therefore, such a family will be subject to misbehavior and other psycho-social behavior (Gallimore and Kurdek 1992).
Conclusion
Findings from this study reveal that different parenting style is associated with low or high children's behavioral problems. Authoritative parenting style continues to influence children's development in positive ways beyond childhood and also adolescence. Conceptually, the authoritative style parents have both responsive and demanding dimensions. Their children have fewer behavioral problems and a high rate of academic achievement in school. Thus, with high demand and responsiveness between parent and child, there will be less internalizing and externalizing symptoms. In contrast, permissive parents are responsive but they are not demanding. So their children tend to get passive and be unresponsive in their interaction with others, become dependent and lack social responsibility. Therefore, it is assumed that the permissive parenting style will be associated positively with internalizing and externalizing behavior in children. Also, authoritarian parents are only demanding but they are unresponsive. They utilize the punishment for their own children. Hence, being too strict in childhood may result in children's behavior problems.
The present research however, has some limitations. Its findings are limited to children's behavioral problems with only maternal parenting style type. Future research should also investigate other variables such as parents' attachment, parent's stress, parent's empathy, etc, which are critical. The present research was also limited to parenting style factors on children's misbehavior. Therefore it is limited to a particular generation and excludes other age ranges and grades of education.
Table 2 .
Correlation among of variables
==
Domain: Psychology
|
[{"added": "2021-10-22T15:41:03.114Z", "created": "2021-01-01T00:00:00.000", "id": "239715433", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.tandfonline.com/doi/pdf/10.1080/02673843.2021.1974901?needAccess=true", "pdf_hash": "22454752517ef307456835dd1e45ad77290f8cfc", "pdf_src": "TaylorAndFrancis", "provenance": "peS2o-0019.json.gz:20017", "s2fieldsofstudy": ["Psychology"], "sha1": "268f3d62ce8eb074db932060d04f270ebdc03982", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2019-05-07T14:20:34.824Z", "created": "2011-11-29T00:00:00.000", "id": "8362311", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "HYBRID", "oa_url": "https://ccsenet.org/journal/index.php/ass/article/download/11066/9337", "pdf_hash": "f6447dfd4d65ff80f7a3bc032873e6f6c2077924", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20316", "s2fieldsofstudy": ["Psychology"], "sha1": "dcd0dfc262818d54ee24fa80a4e747496a417ba4", "year": 2011}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Relationship between Parenting Style and Children ’ s Behavior Problems
In the family, parenting style directly impacts children’s behavior and symptoms of behavior. Each item is scored by a quantitative scale like: strongly disagree = (1), disagree =(2), neither agree nor disagree (3), agree = (4), strongly agree = (5)
Results
The leads designate that there is a important correlation between the parenting style of mothers and children's behavioral problems. The mean and standard deviations for Authoritative level of mothers were M=38.23,SD=6.38, for Permissive level of mothers (M=29.84,SD=5.48), for Authoritarian level of mothers (M=30.28,SD=6.27). The mean and standard deviations for internalizing symptoms were (M=11.83,SD=8.04), and for externalizing symptoms were (M=10.21,SD=8.08). The Authoritative level of mothers had negatively significant correlation with internalizing symptoms in children. Therefore, high Authoritative level of mothers had negative relation with low level of internalizing symptoms [r = -.32,n =681, p< .01]. On the other hand, the Authoritative level of mothers was negatively significant in externalizing symptoms in children. Therefore, higher authoritative level will lead to lower level of externalizing [r = -.28,n =681, p< .01]. The Permissive level of mothers has positive significant correlation with internalizing symptoms in children. The result shows that when mother's permissive level is high, their children have greater tendency towards internalizing behavior [r = .12,n =681, p< .01]. Also, the Permissive level of mothers has a positive significant correlation with externalizing symptoms in children. This means that a high Permissive level has positive relationship with a high layer of externalizing symptoms [r = .12,n =681, p< .01]. Lastly, the Authoritarian level of mothers has significant correlation with internalizing and externalizing symptoms in children whereby high Authoritarian level leads to high level of internalizing symptoms [r = .25,n =681, p< .01]and a high layer of externalizing symptoms [r = .26,n =681, p< .01].
Discussion
The determinations of the confront subject highlight significant relationships between the parenting styles of mothers with children's behavioral problems. The present study carried out among Iranian mothers in the Iranian context supports the findings of various researches which have shown the relationship between parenting style and children's behavioral problems (Williams et al., 2009;Harper, 2010;Fletcher et al., 2008;Maccoby, 1992& Baumrind, 1991;Palmer, 2009;Brar, 2003;Wu, 2009;Sommer, 2007).
According to Baumrind, parenting style theory (Maccoby 1992;Baumrind 1991;1978;1969), authoritative parents have supporting style. They are mostly adopted by parents who had both responsive dimensions and demanding. If they had rational demand from their children; they would respond accordingly to the children's need. Authoritative parents also recognized what was their own special right and that of their children. When parents have certain expectations from their children and exhibit responsive and supportive behavior, the children can create their own self-confidence and responsibility with less problematic behaviors, high rate of social skills, greater creativity and better academic performance in school. In contrast, due to high response demand between parents and children, Baumrind (1969;1978;1991) demonstrated that permissive parents responded but were not demanding, so these parents lacked the demanding dimension. Thus, permissive parents dislike control and authority over their children. Therefore it is limited to a particular generation and excludes other age ranges and grades of education.
Table 2 .
Correlation among of variables
==
Domain: Psychology<|endoftext|>The relationship between Korean university students’ suicidal ideation and risk factors: a meta-analysis
ABSTRACT This study examines risk factors for university students’ suicidal ideation based on a meta-analysis of research published in South Korea from 2004 to 2019. An additional 19 were excluded because the titles/abstracts were not relevant. This process resulted in 74 studies to potentially include. The same authors then independently reviewed the full-length version of each study. Studies presenting redundant samples were identified and triaged based on the following parameters, with preference for inclusion presented in sequential order; (a) includes correlations examining suicidal ideation and risk factors, and (b) has a larger sample size. In cases where more than one article utilized the same sample, the articles were considered nonredundant if they reported on different criterion variables. The inclusion of a duplicate sample within these parameters would likely not artificially inflate or deflate individual effect sizes because distinct domains of suicidal ideation were examined. When one article presented two samples and one sample was redundant with the sample of another article, the article was retained for analysis of the nonredundant sample. At this stage, an additional 17 articles were excluded because they represented a redundant sample. Thus, we included a total of 57 articles. At this stage, an additional 17 articles were excluded because they represented a redundant sample (k = 11) or did not examine suicide ideation (k = 6). Thus, we included a total of 57 articles.
Study coding
Papers that met the inclusion criteria of the exhibit subject were selected and the corresponding data were entered. Each study was organized based on the author's name and research subjects and categorized according to publication type (thesis, journal article, research report, and other), publication year, sample size, and measurement tool (SSI, SIQ, and other).
Effect sizes
Effect sizes in the meta-analysis were depended established on the correlation value r reported by each study included in the data. Because effect size is a standardized value, it allows comparison between studies. It also conveys information about direction along with the size of the values. First, effect size was calculated by converting the correlation value r computed by each individual study to Cohen's d. If the sample size was small, effect size was corrected using Hedges's g to account for bias in the estimate of the d-value (Higgins et al., 2003). An effect size of 0.2 is interpreted as small, 0.5 as medium, and 0.8 as large (Cohen, 1998).
The fact that the statistical significance or effect size depending on the sample size is referred to as 'publication bias'. In general, when the sample is of very large size, it is likely to appear statistically significant regardless of its actual statistical significance. That is, because the sample is large size, the leads of the statistics may appear to be more exaggerated than they really are. On the other hand, small sample are likely to appear statistically significant only when effect size is large. These research methodologies could benefit future researchers seeking to apply a meta-analytical approach.
Disclosure statement
No potential conflict of interest was reported by the author(s).
==
Domain: Psychology
|
[{"added": "2019-05-07T14:20:34.824Z", "created": "2011-11-29T00:00:00.000", "id": "8362311", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "HYBRID", "oa_url": "https://ccsenet.org/journal/index.php/ass/article/download/11066/9337", "pdf_hash": "f6447dfd4d65ff80f7a3bc032873e6f6c2077924", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20316", "s2fieldsofstudy": ["Psychology"], "sha1": "dcd0dfc262818d54ee24fa80a4e747496a417ba4", "year": 2011}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2021-10-22T15:41:03.114Z", "created": "2021-01-01T00:00:00.000", "id": "239715433", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.tandfonline.com/doi/pdf/10.1080/02673843.2021.1974901?needAccess=true", "pdf_hash": "22454752517ef307456835dd1e45ad77290f8cfc", "pdf_src": "TaylorAndFrancis", "provenance": "peS2o-0019.json.gz:20017", "s2fieldsofstudy": ["Psychology"], "sha1": "268f3d62ce8eb074db932060d04f270ebdc03982", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
The relationship between Korean university students’ suicidal ideation and risk factors: a meta-analysis
ABSTRACT This study examines risk factors for university students’ suicidal ideation based on a meta-analysis of research published in South Korea from 2004 to 2019. The SSI includes 19 questions on specific attitudes, plans, and intensity of actions regarding suicide, all rated on a 3-point Likert scale; the SIQ measures the severity of suicidal ideation through 15 or 30 questions depending on age, all rated on a 7-point Likert scale. The present study examines whether the magnitude of each variable's impact on Korean university students' suicidal ideation differs depending on the measurement tool used.
Thus far, no meta-analysis has been conducted to report for the characteristics of various studies (e.g. sample size, publication year, publication type, etc.) on Korean university students' suicidal ideation. Therefore, the present study, which aggregates risk factors affecting Korean university students' suicidal ideation and analyzes the does of dissimilar study characteristics on the results, is very meaningful in filling this gap.
Meta-analysis of risk factors for suicidal ideation
There are two main methods for aggregating the various results of reports on the same subject. Until the 1990s, narrative reviews were most commonly used. In a narrative review, experts on the subject summarize and draw conclusions regarding the various research findings. However, the strong subjective characteristics of this method have the disadvantage of producing potentially conflicting results from the same data. Research can also be synthesized by counting significant numbers of studies and deriving final results, but this method's results are also less verifiable. In contrast, the meta-analysis method determines whether to include or exclude studies based on clear criteria, and allows for comparison between the results of various studies by deriving an effect size. This has the advantage of validating causes of heterogeneity through sub-group analysis and meta-regression analysis based on study-specific characteristics (Borenstein et al., 2009).
The present study employs a meta-analysis to aggregate the factors affecting suicidal ideation in Korean university students by deriving their effect sizes. To do this, the average effect size of the major risk factors is first estimated. Then, to determine the reasons for heterogeneity of effect sizes among the results of each study, meta-regression analysis is performed with publication type, publication year, sample size, and measurement tool as moderator variables. Using this method, the present study aims to suggest effective ways to reduce suicidal ideation and prevent suicide in Korean university students.
Literature search
We collected studies published from 2004 (when studies on suicidal ideation in Korean university students first appeared) to 2019 using the keywords 'suicidal ideation,' 'suicidal thought,' and 'suicidal impulse' from databases such as the Research Information Sharing Service (RISS), the National Assembly Library, and Google Scholar. Articles were included based on the following criteria. First, because this survey targetted to integrate research on suicidal ideation and related risk factors in university students, study participants were limited to university students. Second, to calculate the magnitude of effects, studies must have shown a correlation value between suicidal ideation and the risk factors; papers with no correlation values were debarred from the analysis. Third, in cases of overlap between theses and journal articles, the journal articles were included in the analysis. Figure 1 presents the paper selection per PRISMA guidelines (Moher et al., 2009). A total of 136 studies were identified through the computerized search. a total of 43 articles were excluded because they represented duplicates. These research methodologies could benefit future researchers seeking to apply a meta-analytical approach.
Disclosure statement
No potential conflict of interest was reported by the author(s).
==
Domain: Psychology<|endoftext|>Relationship between Parenting Style and Children ’ s Behavior Problems
In the family, parenting style directly impacts children’s behavior and symptoms of behavior. This means that a high Permissive level has positive relationship with a high layer of externalizing symptoms [r = .12,n =681, p< .01]. Lastly, the Authoritarian level of mothers has significant correlation with internalizing and externalizing symptoms in children whereby high Authoritarian level leads to high level of internalizing symptoms [r = .25,n =681, p< .01]and a high layer of externalizing symptoms [r = .26,n =681, p< .01].
Discussion
The determinations of the confront subject highlight significant relationships between the parenting styles of mothers with children's behavioral problems. The present study carried out among Iranian mothers in the Iranian context supports the findings of various researches which have shown the relationship between parenting style and children's behavioral problems (Williams et al., 2009;Harper, 2010;Fletcher et al., 2008;Maccoby, 1992& Baumrind, 1991;Palmer, 2009;Brar, 2003;Wu, 2009;Sommer, 2007).
According to Baumrind, parenting style theory (Maccoby 1992;Baumrind 1991;1978;1969), authoritative parents have supporting style. They are mostly adopted by parents who had both responsive dimensions and demanding. If they had rational demand from their children; they would respond accordingly to the children's need. Authoritative parents also recognized what was their own special right and that of their children. When parents have certain expectations from their children and exhibit responsive and supportive behavior, the children can create their own self-confidence and responsibility with less problematic behaviors, high rate of social skills, greater creativity and better academic performance in school. In contrast, due to high response demand between parents and children, Baumrind (1969;1978;1991) demonstrated that permissive parents responded but were not demanding, so these parents lacked the demanding dimension. Thus, permissive parents dislike control and authority over their children. They do not guide their children to regulate their behavior and allow them to make their decisions alone. Therefore, their children will receive passive and unresponsive character in their interaction with others. As a consequence, they become dependent and lack social responsibility and are low in cognitive development. It is accepted that the permissive parenting style will be associated positively with children's behavioral problems either internalizing or externalizing behaviors.
Reflecting on Baumrind's theory (1991;1978;1969), authoritarian parents are not only demanding but they are unresponsive to the demand set by their children. Parental power is important thus, punishment, force and harshness are mostly techniques that authoritarian parents use to exhibit their authority. Nevertheless, corporal punishment in childhood may result in suicide, depression in adulthood or other problems that may manifest in later stages of the children's life. They are not warm and seem to use more punishment, and therefore the authoritarian parents adopting such practice can influence the behaviors of their children and their activities in society have been unsuccessful; and therefore, such a family will be subject to misbehavior and other psycho-social behavior (Gallimore and Kurdek 1992).
Conclusion
Findings from this study reveal that different parenting style is associated with low or high children's behavioral problems. Authoritative parenting style continues to influence children's development in positive ways beyond childhood and also adolescence. Conceptually, the authoritative style parents have both responsive and demanding dimensions. Their children have fewer behavioral problems and a high rate of academic achievement in school. Therefore it is limited to a particular generation and excludes other age ranges and grades of education.
Table 2 .
Correlation among of variables
==
Domain: Psychology
|
[{"added": "2021-10-22T15:41:03.114Z", "created": "2021-01-01T00:00:00.000", "id": "239715433", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.tandfonline.com/doi/pdf/10.1080/02673843.2021.1974901?needAccess=true", "pdf_hash": "22454752517ef307456835dd1e45ad77290f8cfc", "pdf_src": "TaylorAndFrancis", "provenance": "peS2o-0019.json.gz:20017", "s2fieldsofstudy": ["Psychology"], "sha1": "268f3d62ce8eb074db932060d04f270ebdc03982", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2019-05-07T14:20:34.824Z", "created": "2011-11-29T00:00:00.000", "id": "8362311", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "HYBRID", "oa_url": "https://ccsenet.org/journal/index.php/ass/article/download/11066/9337", "pdf_hash": "f6447dfd4d65ff80f7a3bc032873e6f6c2077924", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20316", "s2fieldsofstudy": ["Psychology"], "sha1": "dcd0dfc262818d54ee24fa80a4e747496a417ba4", "year": 2011}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Relationship between Parenting Style and Children ’ s Behavior Problems
In the family, parenting style directly impacts children’s behavior and symptoms of behavior. There is ample evidence to support the correlation between parenting style and children’s behavioral problems. However, parenting style and children’s behavioral problems have received little attention and research interest in Iran. Therefore, the current research is deemed necessary and timely. Thus, the major purpose of this current study is to inquire the kinship between parenting style and children’s behavioral problems. Parenting styles (Authoritative, Permissive, and Authoritarian) were assessed by Parent Authority Questioner (PAQ) and children’s behavioral problems (internalizing and externalizing symptoms) were assessed with the Children’s Behavior Checklist (CBCL). Respondents comprised 681 mothers of children in primary school (347girls and 334 boys) who were identified through their children selected by cluster sampling in the Iranian capital of Tehran. The results of the confront subject indicate that there is a important correlation between Authoritative and internalizing (r= .32, p<.001) externalizing (r= .28, p<.001), Permissive and internalizing (r= .12, p<.001), externalizing (r= .12, p<.001), Authoritarian and internalizing (r= .25, p<.001), externalizing (r= .26, p<.001). In conclusion Authoritative parenting style with high responsiveness and high demanding in parenting behavior has shown to be directly related to less children’s internalizing and externalizing symptoms.
Introduction
In the past two decades children's behavioral problems, including externalizing and internalizing have received considerable attention from researchers (Cartwright, Hatton, 2005). Since 1991, Achenbach and his students have conducted many studies using the Children's Behavioral Check List (CBCL) as the instrument to identity children's behavioral problems. The problems related to depression, anxiety, withdrawal and physical complaints are recognized as internalization problems, whereas problems like violence, rebelliousness, disobedience and drug use are categorized as externalization ones (Phares, 2003).
The family is a socio-cultural-economic arrangement that exerts significant influence on children's behavior and the developing of their characters (Baumrind, 1991). Any ignorance on the part of parents may lead to unwanted damaging effects on children's growth and thereafter may create misbehavior problems in children. Parenting is a composite activity that is the sum of many particular behaviors working together or individually, to finally have an result on the child's behavior (Baumrind 1978). Specific parenting behaviors, such as physical punishments, may affect children's development and consequently cause behavioral disorders in them. The pattern of parenting style is utilized to get normal variations in parents' endeavor in ordinate to check and socialize their children (Baumrind, 1991). Parenting, according to Baumrind (1967) categorized parents based on two dimensions, responsiveness and demanding. The responsiveness and demanding create three different kinds of parenting styles: Authoritative style has a high responsiveness and high demanding. Authoritarian style has low responsiveness and high demanding, and finally, Permissive style, which is labeled by high responsiveness and low demanding. In Authoritative style high responsiveness and high demanding in parenting behavior has been shew to be directly related to less children's misbehavior and symptoms.(Baumrind, 1991). According to the Baumrind parenting style model theory, it is assumed that different kinds of parenting style lead to children's misbehavior.
According to the above, parenting style has a relationship with children's behavioral problems. Although much work has been done about this variable, there are not enough studies carried out to date linking children's behavioral problems with parenting style in Iran. Therefore it is limited to a particular generation and excludes other age ranges and grades of education.
Table 2 .
Correlation among of variables
==
Domain: Psychology<|endoftext|>The relationship between Korean university students’ suicidal ideation and risk factors: a meta-analysis
ABSTRACT This study examines risk factors for university students’ suicidal ideation based on a meta-analysis of research published in South Korea from 2004 to 2019. To do this, the average effect size of the major risk factors is first estimated. Then, to determine the reasons for heterogeneity of effect sizes among the results of each study, meta-regression analysis is performed with publication type, publication year, sample size, and measurement tool as moderator variables. Using this method, the present study aims to suggest effective ways to reduce suicidal ideation and prevent suicide in Korean university students.
Literature search
We collected studies published from 2004 (when studies on suicidal ideation in Korean university students first appeared) to 2019 using the keywords 'suicidal ideation,' 'suicidal thought,' and 'suicidal impulse' from databases such as the Research Information Sharing Service (RISS), the National Assembly Library, and Google Scholar. Articles were included based on the following criteria. First, because this survey targetted to integrate research on suicidal ideation and related risk factors in university students, study participants were limited to university students. Second, to calculate the magnitude of effects, studies must have shown a correlation value between suicidal ideation and the risk factors; papers with no correlation values were debarred from the analysis. Third, in cases of overlap between theses and journal articles, the journal articles were included in the analysis. Figure 1 presents the paper selection per PRISMA guidelines (Moher et al., 2009). A total of 136 studies were identified through the computerized search. a total of 43 articles were excluded because they represented duplicates. An additional 19 were excluded because the titles/abstracts were not relevant. This process resulted in 74 studies to potentially include. The same authors then independently reviewed the full-length version of each study. Studies presenting redundant samples were identified and triaged based on the following parameters, with preference for inclusion presented in sequential order; (a) includes correlations examining suicidal ideation and risk factors, and (b) has a larger sample size. In cases where more than one article utilized the same sample, the articles were considered nonredundant if they reported on different criterion variables. The inclusion of a duplicate sample within these parameters would likely not artificially inflate or deflate individual effect sizes because distinct domains of suicidal ideation were examined. When one article presented two samples and one sample was redundant with the sample of another article, the article was retained for analysis of the nonredundant sample. At this stage, an additional 17 articles were excluded because they represented a redundant sample. Thus, we included a total of 57 articles. At this stage, an additional 17 articles were excluded because they represented a redundant sample (k = 11) or did not examine suicide ideation (k = 6). These research methodologies could benefit future researchers seeking to apply a meta-analytical approach.
Disclosure statement
No potential conflict of interest was reported by the author(s).
==
Domain: Psychology
|
[{"added": "2019-05-07T14:20:34.824Z", "created": "2011-11-29T00:00:00.000", "id": "8362311", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "HYBRID", "oa_url": "https://ccsenet.org/journal/index.php/ass/article/download/11066/9337", "pdf_hash": "f6447dfd4d65ff80f7a3bc032873e6f6c2077924", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20316", "s2fieldsofstudy": ["Psychology"], "sha1": "dcd0dfc262818d54ee24fa80a4e747496a417ba4", "year": 2011}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2021-10-22T15:41:03.114Z", "created": "2021-01-01T00:00:00.000", "id": "239715433", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.tandfonline.com/doi/pdf/10.1080/02673843.2021.1974901?needAccess=true", "pdf_hash": "22454752517ef307456835dd1e45ad77290f8cfc", "pdf_src": "TaylorAndFrancis", "provenance": "peS2o-0019.json.gz:20017", "s2fieldsofstudy": ["Psychology"], "sha1": "268f3d62ce8eb074db932060d04f270ebdc03982", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
The relationship between Korean university students’ suicidal ideation and risk factors: a meta-analysis
ABSTRACT This study examines risk factors for university students’ suicidal ideation based on a meta-analysis of research published in South Korea from 2004 to 2019. Risk factors included depression, life stress, parents’ critical communication, and job stress. Publication bias and study-specific moderator variables were also examined. Depression had the largest effect size, followed by life stress, parents’ critical communication, and job stress. Meta-regression analysis showed differences in the effect sizes for depression, parents’ critical communication, and job stress according to publication year. The probability of publication bias was low. These findings can help to develop effective suicidal ideation prevention programs for university students. In particular, counselling centres should help intensively prevent and manage depression among university students. Furthermore, mental health services, such as education and counselling programs that address suicidal ideation, must be easily accessible by integrating the students’ homes, schools, and communities.
Suicide rate has recently been increasing in South Korea. Korea National Statistical Office (2019) reports that more than 13,000 South Koreans commit suicide each year, the equivalent of approximately 36 people per day, and that South Korea's suicide rate is more than twice the average for OECD countries. In particular, suicide is emerging as a new and serious social problem among young Koreans. The suicide rate among Korean university students has increased by 60% over the past six years, and the number of university students who experience suicidal ideation is also increasing (Kim & Cha, 2018).
Currently, university students in South Korea suffer from job stress due to low employment rate and from economic stress due to economic polarization. They are also subject to interpersonal and academic stress (Jo et al., 2011). This leads many Korean university students to experience negative emotions such as anxiety, depression, and frustration. Persistent negative emotions may increase the likelihood of increasing lethargy, reduced enjoyment of life, and the development of suicidal ideation (Cukrowicz et al., 2011;Schwartz, 2011).
Suicidal ideation is a precursor to suicide and includes thinking about or actually planning one's death. Research on suicidal ideation in university students has continued to accumulate until the present day, and most previous studies have verified risk factors that increase suicidal ideation and protective factors that reduce it. However, it is difficult to assess the effectiveness of these factors because previous studies have differed in terms of measurement tool, study year, sample size, and so
Factors affecting suicidal ideation in university students
The variables that affect suicidal ideation in Korean university students can be distinguished into individual, family, and school factors, and these factors work in combination (Lockman & Servaty-Seib, 2016). Therefore, diverse factors must be considered to understand the phenomenon of suicidal ideation. Furthermore, factors that affect suicidal ideation can be either risk factors, which increment the risk of suicide, or protective factors, which reduce the risk. This study examines ways to reduce suicidal ideation among Korean university students by analysing risk factors. Based on previous studies of Korean university students, the major individual risk factors include depression, stress, impulsiveness, and low self-esteem; the major family risk factors include critical communication by parents, family discord, and childhood abuse by parents, and the major school factors include employment stress and interpersonal relationships at university Jeong et al., 2015).
Depression is one of the most powerful factors affecting suicidal ideation according to many prior studies (Chen et al., 2017;Pace & Zappulla, 2010;Tsujimoto et al., 2015). These research methodologies could benefit future researchers seeking to apply a meta-analytical approach.
Disclosure statement
No potential conflict of interest was reported by the author(s).
==
Domain: Psychology<|endoftext|>The relationship between Korean university students’ suicidal ideation and risk factors: a meta-analysis
ABSTRACT This study examines risk factors for university students’ suicidal ideation based on a meta-analysis of research published in South Korea from 2004 to 2019. The suicide rate among Korean university students has increased by 60% over the past six years, and the number of university students who experience suicidal ideation is also increasing (Kim & Cha, 2018).
Currently, university students in South Korea suffer from job stress due to low employment rate and from economic stress due to economic polarization. They are also subject to interpersonal and academic stress (Jo et al., 2011). This leads many Korean university students to experience negative emotions such as anxiety, depression, and frustration. Persistent negative emotions may increase the likelihood of increasing lethargy, reduced enjoyment of life, and the development of suicidal ideation (Cukrowicz et al., 2011;Schwartz, 2011).
Suicidal ideation is a precursor to suicide and includes thinking about or actually planning one's death. Research on suicidal ideation in university students has continued to accumulate until the present day, and most previous studies have verified risk factors that increase suicidal ideation and protective factors that reduce it. However, it is difficult to assess the effectiveness of these factors because previous studies have differed in terms of measurement tool, study year, sample size, and so
Factors affecting suicidal ideation in university students
The variables that affect suicidal ideation in Korean university students can be distinguished into individual, family, and school factors, and these factors work in combination (Lockman & Servaty-Seib, 2016). Therefore, diverse factors must be considered to understand the phenomenon of suicidal ideation. Furthermore, factors that affect suicidal ideation can be either risk factors, which increment the risk of suicide, or protective factors, which reduce the risk. This study examines ways to reduce suicidal ideation among Korean university students by analysing risk factors. Based on previous studies of Korean university students, the major individual risk factors include depression, stress, impulsiveness, and low self-esteem; the major family risk factors include critical communication by parents, family discord, and childhood abuse by parents, and the major school factors include employment stress and interpersonal relationships at university Jeong et al., 2015).
Depression is one of the most powerful factors affecting suicidal ideation according to many prior studies (Chen et al., 2017;Pace & Zappulla, 2010;Tsujimoto et al., 2015). Pace and Zappulla (2010) found that higher levels of depression lead to more suicidal ideation because higher levels of depression resulted in less willingness to live, more negative thoughts, and more negative feelings. Furthermore, depression has important effects on suicidal ideation both directly and indirectly through other variables (Farabaugh et al., 2012;Lester, 2014).
The life stress experienced by Korean university students is also a major risk factor for suicidal ideation (Kim & Hong, 2016;Jin et al., 2015;Noh et al., 2014). According to previous research, students with higher life stress have higher levels of suicidal ideation. The stress they experience reduces their desire to live through negative emotions such as anxiety, depression, and frustration; they thus grow lethargic and lose a sense of value in their lives. If this continues, they may begin to want to end their lives. Additionally, excessive life stress can increase suicidal ideation because it weakens the selfdefence mechanisms needed to face challenges (Kelliher Rabon et al., 2018). A study by Kim and Hong (2016) found that the numerate of university students in South Korea who report serious life stress is increasing, as is the numeral of students who experience suicidal ideation as a result. Excessive life stress is thus a serious risk factor for suicidal ideation among university students.
Some previous canvas have intimated that critical communication by parents could be an significant family-related risk factor for suicidal ideation in Korean university students . Parents are the first humans with which children form relationships, and they serve as a human psychological and emotional base of safety. As such, they can be the most important influences on a person's personality, values, behavioural development, interpersonal relationships, and so on (Moretti et al., 2015). These research methodologies could benefit future researchers seeking to apply a meta-analytical approach.
Disclosure statement
No potential conflict of interest was reported by the author(s).
==
Domain: Psychology<|endoftext|>Relationship between Parenting Style and Children ’ s Behavior Problems
In the family, parenting style directly impacts children’s behavior and symptoms of behavior. Regarding many relevant factors affecting children's problems such as age, genetics, socio-economics, peer pressure, parent's income, society, school, etc, we considered only parenting style type. It is recommended that future research should also consider other relevant factors affecting children's misbehavior as moderator such as; age, gender, peers…etc. Therefore it is limited to a particular generation and excludes other age ranges and grades of education.
Table 2 .
Correlation among of variables
==
Domain: Psychology
|
[{"added": "2021-10-22T15:41:03.114Z", "created": "2021-01-01T00:00:00.000", "id": "239715433", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.tandfonline.com/doi/pdf/10.1080/02673843.2021.1974901?needAccess=true", "pdf_hash": "22454752517ef307456835dd1e45ad77290f8cfc", "pdf_src": "TaylorAndFrancis", "provenance": "peS2o-0019.json.gz:20017", "s2fieldsofstudy": ["Psychology"], "sha1": "268f3d62ce8eb074db932060d04f270ebdc03982", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2021-10-22T15:41:03.114Z", "created": "2021-01-01T00:00:00.000", "id": "239715433", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.tandfonline.com/doi/pdf/10.1080/02673843.2021.1974901?needAccess=true", "pdf_hash": "22454752517ef307456835dd1e45ad77290f8cfc", "pdf_src": "TaylorAndFrancis", "provenance": "peS2o-0019.json.gz:20017", "s2fieldsofstudy": ["Psychology"], "sha1": "268f3d62ce8eb074db932060d04f270ebdc03982", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2019-05-07T14:20:34.824Z", "created": "2011-11-29T00:00:00.000", "id": "8362311", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "HYBRID", "oa_url": "https://ccsenet.org/journal/index.php/ass/article/download/11066/9337", "pdf_hash": "f6447dfd4d65ff80f7a3bc032873e6f6c2077924", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20316", "s2fieldsofstudy": ["Psychology"], "sha1": "dcd0dfc262818d54ee24fa80a4e747496a417ba4", "year": 2011}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Relationship between Parenting Style and Children ’ s Behavior Problems
In the family, parenting style directly impacts children’s behavior and symptoms of behavior. Thus, with high demand and responsiveness between parent and child, there will be less internalizing and externalizing symptoms. In contrast, permissive parents are responsive but they are not demanding. So their children tend to get passive and be unresponsive in their interaction with others, become dependent and lack social responsibility. Therefore, it is assumed that the permissive parenting style will be associated positively with internalizing and externalizing behavior in children. Also, authoritarian parents are only demanding but they are unresponsive. They utilize the punishment for their own children. Hence, being too strict in childhood may result in children's behavior problems.
The present research however, has some limitations. Its findings are limited to children's behavioral problems with only maternal parenting style type. Future research should also investigate other variables such as parents' attachment, parent's stress, parent's empathy, etc, which are critical. The present research was also limited to parenting style factors on children's misbehavior. Regarding many relevant factors affecting children's problems such as age, genetics, socio-economics, peer pressure, parent's income, society, school, etc, we considered only parenting style type. It is recommended that future research should also consider other relevant factors affecting children's misbehavior as moderator such as; age, gender, peers…etc. Therefore it is limited to a particular generation and excludes other age ranges and grades of education.
Table 2 .
Correlation among of variables
==
Domain: Psychology<|endoftext|>The relationship between Korean university students’ suicidal ideation and risk factors: a meta-analysis
ABSTRACT This study examines risk factors for university students’ suicidal ideation based on a meta-analysis of research published in South Korea from 2004 to 2019. Therefore, university students need help in controlling their feelings of depression to ensure that they think less about suicide. Furthermore, they need access to specific information on how to receive counselling, treatment, etc. when considering suicide (Shtayermman et al., 2012). Critical communication by parents is identified as a variable that affects suicidal ideation of Korean university students. This indicates that parents still influence their adult children. This result is consistent with previous findings suggesting that children of parents who negatively communicate are likely to think of suicide (Choi, 2012;Kwon et al., 2016;Shtayermman et al., 2012). How parents communicate with their children significantly impacts their children's psychological states, as they directly or indirectly express emotions, thoughts, beliefs, etc. (Satir et al., 1991). Therefore, the more negative messages parents send to their children, the more their children's psychology is adversely affected, the more they negatively perceive themselves, and the more their inner strength weakens, rendering them vulnerable to suicidal ideation upon encountering difficult life experiences (Gibb et al., 2001). The children raised by parents who maintained close relationship with their children and communicated positively with their children are more probably to have the stable and healthy psychological states by expressing their emotion, thoughts, beliefs, etc. Thus, parents must positively communicate with their children to reduce Korean university students' suicidal ideation and to empower them to develop self-protection skills. Satir et al. (1991) suggested that internal growth of self-esteem is crucial in addressing the negative effects parents' critical communication might have had on their children. In other words, university students must develop inner strength to judge and resolve the negative words or emotions received from their parents. Therefore, appropriate and easily accessible educational programs and counselling are needed to help university students achieve inner growth.
Stress is another factor that affects Korean university students' suicidal ideation. High levels of stress lead to suicidal ideation. In particular, Korean university students experience much stress while preparing for employment, leading to negative emotions such as anxiety, fear, and lethargy, as well as low self-esteem (Shtayermman et al., 2012). Previous bailiwicks have presented that life and job search-related stress are major factors that lead university students to consider suicide (Seo & Lee, 2014;Van Orden et al., 2008;Zhang et al., 2012). High levels of stress lead to lethargy, diminished selfworth, depression, etc., as life vitality and meaning decrease, which is likely to lead to suicidal ideation (Jin et al., 2015). Moreover, high levels of job stress cause despair, frustration, thoughts about the futility of the future, etc., as one's expectations from life decrease, which is also likely to lead to suicidal ideation (Seo & Lee, 2014). These research methodologies could benefit future researchers seeking to apply a meta-analytical approach.
Disclosure statement
No potential conflict of interest was reported by the author(s).
==
Domain: Psychology
|
[{"added": "2019-05-07T14:20:34.824Z", "created": "2011-11-29T00:00:00.000", "id": "8362311", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "HYBRID", "oa_url": "https://ccsenet.org/journal/index.php/ass/article/download/11066/9337", "pdf_hash": "f6447dfd4d65ff80f7a3bc032873e6f6c2077924", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20316", "s2fieldsofstudy": ["Psychology"], "sha1": "dcd0dfc262818d54ee24fa80a4e747496a417ba4", "year": 2011}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2021-10-22T15:41:03.114Z", "created": "2021-01-01T00:00:00.000", "id": "239715433", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.tandfonline.com/doi/pdf/10.1080/02673843.2021.1974901?needAccess=true", "pdf_hash": "22454752517ef307456835dd1e45ad77290f8cfc", "pdf_src": "TaylorAndFrancis", "provenance": "peS2o-0019.json.gz:20017", "s2fieldsofstudy": ["Psychology"], "sha1": "268f3d62ce8eb074db932060d04f270ebdc03982", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
The relationship between Korean university students’ suicidal ideation and risk factors: a meta-analysis
ABSTRACT This study examines risk factors for university students’ suicidal ideation based on a meta-analysis of research published in South Korea from 2004 to 2019. Parents' influence remains important even after their children grow up, particularly in South Korea, as Korean parents often identify with their children and maintain mutually dependent relationships with them (Kwon et al., 2016). Therefore, many studies of Korean university students' suicidal ideation have examined parents-related influencing factors. One of these, critical communication by parents, causes children to form negative egos and patterns of thinking, which can lead to more negative feelings and more suicidal ideation (Choi, 2012). Choi (2012) found that university students who experience considerable critical communication from their parents experience more suicidal ideation, indicating that the more parents criticize their children and communicate in a way that reduces their self-esteem, the more negatively they perceive their life, and this results in less self-confidence, less motivation for living, and greater likelihood of suicide.
Finally, many previous studies on suicidal ideation in Korean university students have identified school-related influencing factors among which job stress has recently emerged as important Seo & Lee, 2014). found that of all causes of suicidal ideation among Korean university students, job stress accounts for the highest percentage. Excessive job competition due to job losses, increasing numbers of irregular workers, and the growing gap between the rich and the poor leads students to experience great stress related to finding a job, and even to consider suicide if the stress persists (Zhang et al., 2012). Specifically, excessive job stress reduces university students' self-esteem and self-efficacy, ultimately making them feel worthless and purposeless in life.
Previous research on Korean university students' suicidal ideation differs in terms of study design, measurement tool, sample size, and year of study. Thus, the different research environments and designs of each study may lead to different outcomes regarding the factors that affect university students' suicidal ideation . The most unremarkably used measurement tools in previous studies are the Scale for Suicide Ideation (SSI), developed by Beck et al. (1979), and the Suicidal Ideation Questionnaire (SIQ), developed by Reynolds (1987). The SSI includes 19 questions on specific attitudes, plans, and intensity of actions regarding suicide, all rated on a 3-point Likert scale; the SIQ measures the severity of suicidal ideation through 15 or 30 questions depending on age, all rated on a 7-point Likert scale. The present study examines whether the magnitude of each variable's impact on Korean university students' suicidal ideation differs depending on the measurement tool used.
Thus far, no meta-analysis has been conducted to report for the characteristics of various studies (e.g. sample size, publication year, publication type, etc.) on Korean university students' suicidal ideation. Therefore, the present study, which aggregates risk factors affecting Korean university students' suicidal ideation and analyzes the does of dissimilar study characteristics on the results, is very meaningful in filling this gap.
Meta-analysis of risk factors for suicidal ideation
There are two main methods for aggregating the various results of reports on the same subject. Until the 1990s, narrative reviews were most commonly used. In a narrative review, experts on the subject summarize and draw conclusions regarding the various research findings. However, the strong subjective characteristics of this method have the disadvantage of producing potentially conflicting results from the same data. Research can also be synthesized by counting significant numbers of studies and deriving final results, but this method's results are also less verifiable. In contrast, the meta-analysis method determines whether to include or exclude studies based on clear criteria, and allows for comparison between the results of various studies by deriving an effect size. This has the advantage of validating causes of heterogeneity through sub-group analysis and meta-regression analysis based on study-specific characteristics (Borenstein et al., 2009).
The present study employs a meta-analysis to aggregate the factors affecting suicidal ideation in Korean university students by deriving their effect sizes. These research methodologies could benefit future researchers seeking to apply a meta-analytical approach.
Disclosure statement
No potential conflict of interest was reported by the author(s).
==
Domain: Psychology<|endoftext|>The relationship between Korean university students’ suicidal ideation and risk factors: a meta-analysis
ABSTRACT This study examines risk factors for university students’ suicidal ideation based on a meta-analysis of research published in South Korea from 2004 to 2019. Only publication year was found to be statistically significant. Specifically, more recently published studies were more probably to associate suicidal ideation with critical communication by parents. No other moderator variables showed a significant impact.
The results for Orwin's fail-safe N showed that 102 more studies were needed to reduce the effect sizes below 0.15. As shew in Visualize 4, the departure between the corrected and original effect sizes was very small (0.01) after implementing the trim-and-fill method. Finally, Egger's test of intercept revealed that the intercept value was significant (p < .001), but when combined with the overall results publication bias was unlikely present. Table 7 shows the effect sizes for each study on the relationship between suicidal ideation and job stress. The average effect size, 0.704, was statistically significant. The Q-value for heterogeneity, 129.702, was also statistically significant. To account for the heterogeneity of effect sizes, moderator variables were included in meta-regression analysis. The results of meta-regression analysis are shown in Table 8. Only publication year was found to be statistically significant. Specifically, more recently published studies were more probably to associate suicidal ideation with job stress. No other moderator variables showed a significant impact.
Relationship between suicidal ideation and job stress
The results for Orwin's fail-safe N showed that 72 more studies were needed to reduce the effect size below 0.15. As shew in Visualize 5, the departure between the corrected and original effect sizes was very small (0.01) after implementing the trim-and-fill method. Finally, Egger's test of intercept revealed that the intercept value was significant (p < .001), but when combined with the overall results publication bias was unlikely to be present.
Discussion
The propose of this survey is to explore ways to reduce Korean university students' suicidal ideation by integrating prior studies on the shape of risk factors that affect their suicidal ideation. Metaanalysis was guided to shape the effect sizes of these risk factors. The analysis results indicated that depression, life stress, parents' critical communication, and job stress have statistically significant effects on suicidal ideation. In particular, based on Cohen's (1998) criteria, depression showed a large effect size, and the other factors a medium effect size. This result is consistent with other studies that have identified depression as the strongest predictor of suicidal ideation (Chen et al., 2017;Garlow et al., 2008;Jeong, 2016;Pace & Zappulla, 2010;Tsujimoto et al., 2015). In other books, the more depressed university students felt, the more they thought of suicide. These research methodologies could benefit future researchers seeking to apply a meta-analytical approach.
Disclosure statement
No potential conflict of interest was reported by the author(s).
==
Domain: Psychology<|endoftext|>The relationship between Korean university students’ suicidal ideation and risk factors: a meta-analysis
ABSTRACT This study examines risk factors for university students’ suicidal ideation based on a meta-analysis of research published in South Korea from 2004 to 2019. Finally, communities should raise awareness of depression by alerting the public to its risks and prevention methods.
This study makes several meaningful contributions to the literature. First, it systematically organizes and aggregates effect sizes for the results of existing studies on the link between university students ' suicidal ideation and various risk factors. Second, by comparing the effect sizes among risk factors, it provides substantial data for developing and implementing future suicide prevention education programs for university students. These research methodologies could benefit future researchers seeking to apply a meta-analytical approach.
Disclosure statement
No potential conflict of interest was reported by the author(s).
==
Domain: Psychology
|
[{"added": "2021-10-22T15:41:03.114Z", "created": "2021-01-01T00:00:00.000", "id": "239715433", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.tandfonline.com/doi/pdf/10.1080/02673843.2021.1974901?needAccess=true", "pdf_hash": "22454752517ef307456835dd1e45ad77290f8cfc", "pdf_src": "TaylorAndFrancis", "provenance": "peS2o-0019.json.gz:20017", "s2fieldsofstudy": ["Psychology"], "sha1": "268f3d62ce8eb074db932060d04f270ebdc03982", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2021-10-22T15:41:03.114Z", "created": "2021-01-01T00:00:00.000", "id": "239715433", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.tandfonline.com/doi/pdf/10.1080/02673843.2021.1974901?needAccess=true", "pdf_hash": "22454752517ef307456835dd1e45ad77290f8cfc", "pdf_src": "TaylorAndFrancis", "provenance": "peS2o-0019.json.gz:20017", "s2fieldsofstudy": ["Psychology"], "sha1": "268f3d62ce8eb074db932060d04f270ebdc03982", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2021-10-22T15:41:03.114Z", "created": "2021-01-01T00:00:00.000", "id": "239715433", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.tandfonline.com/doi/pdf/10.1080/02673843.2021.1974901?needAccess=true", "pdf_hash": "22454752517ef307456835dd1e45ad77290f8cfc", "pdf_src": "TaylorAndFrancis", "provenance": "peS2o-0019.json.gz:20017", "s2fieldsofstudy": ["Psychology"], "sha1": "268f3d62ce8eb074db932060d04f270ebdc03982", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
The relationship between Korean university students’ suicidal ideation and risk factors: a meta-analysis
ABSTRACT This study examines risk factors for university students’ suicidal ideation based on a meta-analysis of research published in South Korea from 2004 to 2019. In a meta-regression analysis, individual studies are the units of analysis and the study characteristic variables input to an independent variable are moderator variables, as effect sizes depend on these characteristics. In the exhibit sketch, each influence was examined according to the moderator variables of publication type (thesis, journal article, research report, or other), publication year, sample size and measurement tool (SSI, SIQ, or other). Table 1 shows the effect sizes for each study on the relationship between suicidal ideation and depression. The average effect size, 1.908, was statistically significant. The Q-value for determining the degree of heterogeneity among each study, 891.314, was also statistically significant. To account for the heterogeneity of effect sizes, moderator variables were included in meta-regression analysis.
Relationship between suicidal ideation and depression
To identify publication bias, average effect size was assumed to be 0.1 and the cut-off value for a meaningless effect size was set to 0.15 to calculate Orwin's fail-safe N. The results indicated that 489 more studies were needed to reduce the effect size below 0.15. As shew in Visualize 2, the departure between the corrected and original effect sizes was very small (0.01) after adding studies to ensure the graph was symmetrical using the trim-and-fill method. Finally, Egger's test of intercept revealed that the intercept value was significant (p < .001), but when combined with the overall results publication bias was unlikely to be present. Prorogue 3 records the effect sizes for each study on the relationship between suicidal ideation and life stress. The average effect size, 0.959, was statistically significant. The Q-value for heterogeneity, 701.034, was also statistically significant. To account for the heterogeneity of effect sizes, moderator variables were included in meta-regression analysis.
Relationship between suicidal ideation and life stress
The results of meta-regression analysis are shown in Table 4. None of the moderator variables were found to be statistically significant.
The results for Orwin's fail-safe N showed that 104 more studies were needed to reduce the effect size below 0.15. As shew in Visualize 3, the departure between the corrected and original effect sizes was very small (0.01) after implementing the trim-and-fill method. Finally, Egger's test of intercept revealed that the intercept value was significant (p < .001), but when combined with the overall results publication bias was unlikely to be present. Tabularize 5 points the effect sizes for each study on the relationship between suicidal ideation and critical communication by parents. The average effect size, 0.550, was smaller than the effect sizes for depression and life stress, but still statistically significant. The Q-value for heterogeneity among each study, 128.031, was also statistically significant. To account for the heterogeneity of effect sizes, moderator variables were included in meta-regression analysis.
Relationship between suicidal ideation and critical communication by parents
The results of meta-regression analysis are shown in Table 6. These research methodologies could benefit future researchers seeking to apply a meta-analytical approach.
Disclosure statement
No potential conflict of interest was reported by the author(s).
==
Domain: Psychology<|endoftext|>The relationship between Korean university students’ suicidal ideation and risk factors: a meta-analysis
ABSTRACT This study examines risk factors for university students’ suicidal ideation based on a meta-analysis of research published in South Korea from 2004 to 2019. Only publication year was found to be statistically significant. Specifically, more recently published studies were more probably to associate suicidal ideation with job stress. No other moderator variables showed a significant impact.
Relationship between suicidal ideation and job stress
The results for Orwin's fail-safe N showed that 72 more studies were needed to reduce the effect size below 0.15. As shew in Visualize 5, the departure between the corrected and original effect sizes was very small (0.01) after implementing the trim-and-fill method. Finally, Egger's test of intercept revealed that the intercept value was significant (p < .001), but when combined with the overall results publication bias was unlikely to be present.
Discussion
The propose of this survey is to explore ways to reduce Korean university students' suicidal ideation by integrating prior studies on the shape of risk factors that affect their suicidal ideation. Metaanalysis was guided to shape the effect sizes of these risk factors. The analysis results indicated that depression, life stress, parents' critical communication, and job stress have statistically significant effects on suicidal ideation. In particular, based on Cohen's (1998) criteria, depression showed a large effect size, and the other factors a medium effect size. This result is consistent with other studies that have identified depression as the strongest predictor of suicidal ideation (Chen et al., 2017;Garlow et al., 2008;Jeong, 2016;Pace & Zappulla, 2010;Tsujimoto et al., 2015). In other books, the more depressed university students felt, the more they thought of suicide. Therefore, university students need help in controlling their feelings of depression to ensure that they think less about suicide. Furthermore, they need access to specific information on how to receive counselling, treatment, etc. when considering suicide (Shtayermman et al., 2012). Critical communication by parents is identified as a variable that affects suicidal ideation of Korean university students. This indicates that parents still influence their adult children. This result is consistent with previous findings suggesting that children of parents who negatively communicate are likely to think of suicide (Choi, 2012;Kwon et al., 2016;Shtayermman et al., 2012). How parents communicate with their children significantly impacts their children's psychological states, as they directly or indirectly express emotions, thoughts, beliefs, etc. (Satir et al., 1991). Therefore, the more negative messages parents send to their children, the more their children's psychology is adversely affected, the more they negatively perceive themselves, and the more their inner strength weakens, rendering them vulnerable to suicidal ideation upon encountering difficult life experiences (Gibb et al., 2001). The children raised by parents who maintained close relationship with their children and communicated positively with their children are more probably to have the stable and healthy psychological states by expressing their emotion, thoughts, beliefs, etc. These research methodologies could benefit future researchers seeking to apply a meta-analytical approach.
Disclosure statement
No potential conflict of interest was reported by the author(s).
==
Domain: Psychology
|
[{"added": "2021-10-22T15:41:03.114Z", "created": "2021-01-01T00:00:00.000", "id": "239715433", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.tandfonline.com/doi/pdf/10.1080/02673843.2021.1974901?needAccess=true", "pdf_hash": "22454752517ef307456835dd1e45ad77290f8cfc", "pdf_src": "TaylorAndFrancis", "provenance": "peS2o-0019.json.gz:20017", "s2fieldsofstudy": ["Psychology"], "sha1": "268f3d62ce8eb074db932060d04f270ebdc03982", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2021-10-22T15:41:03.114Z", "created": "2021-01-01T00:00:00.000", "id": "239715433", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.tandfonline.com/doi/pdf/10.1080/02673843.2021.1974901?needAccess=true", "pdf_hash": "22454752517ef307456835dd1e45ad77290f8cfc", "pdf_src": "TaylorAndFrancis", "provenance": "peS2o-0019.json.gz:20017", "s2fieldsofstudy": ["Psychology"], "sha1": "268f3d62ce8eb074db932060d04f270ebdc03982", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Relationship between Parenting Style and Children ’ s Behavior Problems
In the family, parenting style directly impacts children’s behavior and symptoms of behavior. Then, the different forms of this system were held (given to be filled out). The internal similarity of the relevant scale was 70% and the scales of the second part were satisfying. In the validity of test-post-test, all the correlations were significant for Pearson's moment production. For the structural reliability, first, internal reliability of the scales was investigated, which was all significant and then to distinguish between the clinical group and the normal one, the independent groups were evaluated with a t-test (Minaei, 2006). The CBCL contained eight sub-scales for internalizing and externalizing problems: Anxious/Depressed (14 items), Somatic complaints (9 items), Withdrawn (9 items), thought problem (7 items), Aggressive behavior (20 items), Attention and hyperactivity problems (11 items), Delinquent behavior (13 items), and Social problems (8 items), and other problems (33items). In addition a total problem score will be measured.(Achenbach & Rescorla, 2001).
Parent Authority Questionnaire (PAQ) developed by Buri (1991) was designed to measure Baumrind's three dimensions: Authoritative, Authoritarian, and Permissive. The PAQ has internal consistency with alpha from .74 to .87 for subscales the stability of this questionnaire with two weeks test-retest reliabilities from .77 to .92. This questionnaire was investigated by Esfandiari (1995) to determine its validity and reliability. In this intercultural research test-retest reliability of the permissive was .69 and for the authoritarian was .78 while it was .73 for the authoritative. The parent responds using a 5-point Likert scale. Each item is scored by a quantitative scale like: strongly disagree = (1), disagree =(2), neither agree nor disagree (3), agree = (4), strongly agree = (5)
Results
The leads designate that there is a important correlation between the parenting style of mothers and children's behavioral problems. The mean and standard deviations for Authoritative level of mothers were M=38.23,SD=6.38, for Permissive level of mothers (M=29.84,SD=5.48), for Authoritarian level of mothers (M=30.28,SD=6.27). The mean and standard deviations for internalizing symptoms were (M=11.83,SD=8.04), and for externalizing symptoms were (M=10.21,SD=8.08). The Authoritative level of mothers had negatively significant correlation with internalizing symptoms in children. Therefore, high Authoritative level of mothers had negative relation with low level of internalizing symptoms [r = -.32,n =681, p< .01]. On the other hand, the Authoritative level of mothers was negatively significant in externalizing symptoms in children. Therefore, higher authoritative level will lead to lower level of externalizing [r = -.28,n =681, p< .01]. The Permissive level of mothers has positive significant correlation with internalizing symptoms in children. The result shows that when mother's permissive level is high, their children have greater tendency towards internalizing behavior [r = .12,n =681, p< .01]. Also, the Permissive level of mothers has a positive significant correlation with externalizing symptoms in children. Therefore it is limited to a particular generation and excludes other age ranges and grades of education.
Table 2 .
Correlation among of variables
==
Domain: Psychology<|endoftext|>The relationship between Korean university students’ suicidal ideation and risk factors: a meta-analysis
ABSTRACT This study examines risk factors for university students’ suicidal ideation based on a meta-analysis of research published in South Korea from 2004 to 2019. If studies with publication bias are included in a meta-analysis, the leads of the metaanalysis also be systematically biased. Thence, it is necessity for meta-analyses to confirm whether publication bias is present in the included papers. The present study checked for potential publication bias using a funnel plot, Orwin's fail-safe N, and Egger's test of intercept. A funnel plot is a visual representation of studies' results with effect size on the x-axis, standard error on the y-axis, and a standard error graph to determine whether effect size tends to grow as sample size shrinks. Publication bias is considered present when the graph is bilaterally asymmetrical or the difference between arbitrarily added estimated effect sizes and original effect sizes are substantial, such that the forge of the graphs are symmetrical. Orwin's fail-safe N measures how many additional studies must be included to reduce the current effect size to a very small, meaningless effect size. Finally, Egger's test of intercept sets standardized effect size as a dependent variable and accuracy as an independent variable (Egger et al., 2001). If the intercept appears statistically significant and not equal to zero, publication bias is likely present.
Data analysis
All analyses in this study were conducted using Comprehensive Meta-Analysis (CMA) 3.0, and metaregression analyses to verify the effectiveness of moderator variables were executed expending SPSS macro 23.0. Meta-analysis models can be either fixed-effects models, which assume that the collected studies have the same actual effect size, or random-effects models, which assume that the actual effect size diverges counting on the study. Because a sufficient numeral of studies were available for the present meta-analysis, a random-effects model was adopted to confirm heterogeneity, as effect sizes were expected to differ by study according to each study's unique characteristics.
A meta-regression depth psychologies was executed to identify heterogeneity of study-specific effect sizes. In a meta-regression analysis, individual studies are the units of analysis and the study characteristic variables input to an independent variable are moderator variables, as effect sizes depend on these characteristics. In the exhibit sketch, each influence was examined according to the moderator variables of publication type (thesis, journal article, research report, or other), publication year, sample size and measurement tool (SSI, SIQ, or other). Table 1 shows the effect sizes for each study on the relationship between suicidal ideation and depression. The average effect size, 1.908, was statistically significant. The Q-value for determining the degree of heterogeneity among each study, 891.314, was also statistically significant. To account for the heterogeneity of effect sizes, moderator variables were included in meta-regression analysis.
Relationship between suicidal ideation and depression
To identify publication bias, average effect size was assumed to be 0.1 and the cut-off value for a meaningless effect size was set to 0.15 to calculate Orwin's fail-safe N. The results indicated that 489 more studies were needed to reduce the effect size below 0.15. As shew in Visualize 2, the departure between the corrected and original effect sizes was very small (0.01) after adding studies to ensure the graph was symmetrical using the trim-and-fill method. Finally, Egger's test of intercept revealed that the intercept value was significant (p < .001), but when combined with the overall results publication bias was unlikely to be present. Prorogue 3 records the effect sizes for each study on the relationship between suicidal ideation and life stress. These research methodologies could benefit future researchers seeking to apply a meta-analytical approach.
Disclosure statement
No potential conflict of interest was reported by the author(s).
==
Domain: Psychology
|
[{"added": "2019-05-07T14:20:34.824Z", "created": "2011-11-29T00:00:00.000", "id": "8362311", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "HYBRID", "oa_url": "https://ccsenet.org/journal/index.php/ass/article/download/11066/9337", "pdf_hash": "f6447dfd4d65ff80f7a3bc032873e6f6c2077924", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20316", "s2fieldsofstudy": ["Psychology"], "sha1": "dcd0dfc262818d54ee24fa80a4e747496a417ba4", "year": 2011}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2021-10-22T15:41:03.114Z", "created": "2021-01-01T00:00:00.000", "id": "239715433", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.tandfonline.com/doi/pdf/10.1080/02673843.2021.1974901?needAccess=true", "pdf_hash": "22454752517ef307456835dd1e45ad77290f8cfc", "pdf_src": "TaylorAndFrancis", "provenance": "peS2o-0019.json.gz:20017", "s2fieldsofstudy": ["Psychology"], "sha1": "268f3d62ce8eb074db932060d04f270ebdc03982", "year": 2021}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Relationship between Parenting Style and Children ’ s Behavior Problems
In the family, parenting style directly impacts children’s behavior and symptoms of behavior. Any ignorance on the part of parents may lead to unwanted damaging effects on children's growth and thereafter may create misbehavior problems in children. Parenting is a composite activity that is the sum of many particular behaviors working together or individually, to finally have an result on the child's behavior (Baumrind 1978). Specific parenting behaviors, such as physical punishments, may affect children's development and consequently cause behavioral disorders in them. The pattern of parenting style is utilized to get normal variations in parents' endeavor in ordinate to check and socialize their children (Baumrind, 1991). Parenting, according to Baumrind (1967) categorized parents based on two dimensions, responsiveness and demanding. The responsiveness and demanding create three different kinds of parenting styles: Authoritative style has a high responsiveness and high demanding. Authoritarian style has low responsiveness and high demanding, and finally, Permissive style, which is labeled by high responsiveness and low demanding. In Authoritative style high responsiveness and high demanding in parenting behavior has been shew to be directly related to less children's misbehavior and symptoms.(Baumrind, 1991). According to the Baumrind parenting style model theory, it is assumed that different kinds of parenting style lead to children's misbehavior.
According to the above, parenting style has a relationship with children's behavioral problems. Although much work has been done about this variable, there are not enough studies carried out to date linking children's behavioral problems with parenting style in Iran. Thus, more disciplines are demanded to understand the relationship between parenting practice and children's misbehavior. The focus of the confront survey is the kinship between the above mentioned variables.
Previous Research
Baumrind, in 1991, reported that parents who are authoritative were more successful than authoritarian parents, especially in helping their adolescents to avoid problems associated with drugs. Also, consistent utilization of external reinforcements and too much focus on conformity to authority decrease adolescents' awareness of competence, self-sufficiency, and inner enthusiasm to achieve. Fletcher, Walls, Cook, Madison, & Bridges (2008) however reported that a mother's authoritative parenting style had a negative relation with internalizing symptoms. Furthermore, Harper (2010) reported that increased authoritative fathering is assorted with altered internalizing problems. Williams et al. (2009) claimed that high authoritative parenting was associated with fewer tendencies in internalizing symptoms of children. On the other hand, Wu (2009) demonstrated that mother's permissive parenting style is associated with anti-social behavior among their children. Moreover, Sommer (2007) reported that permissive parenting style is positively associated with a child's externalizing behavioral problems. Also, Brar (2003) documented that authoritarian parenting style has a significant correlation with externalizing behavioral problems. Therefore it is limited to a particular generation and excludes other age ranges and grades of education.
Table 2 .
Correlation among of variables
==
Domain: Psychology<|endoftext|>Relationship between Parenting Style and Children ’ s Behavior Problems
In the family, parenting style directly impacts children’s behavior and symptoms of behavior. Thus, more disciplines are demanded to understand the relationship between parenting practice and children's misbehavior. The focus of the confront survey is the kinship between the above mentioned variables.
Previous Research
Baumrind, in 1991, reported that parents who are authoritative were more successful than authoritarian parents, especially in helping their adolescents to avoid problems associated with drugs. Also, consistent utilization of external reinforcements and too much focus on conformity to authority decrease adolescents' awareness of competence, self-sufficiency, and inner enthusiasm to achieve. Fletcher, Walls, Cook, Madison, & Bridges (2008) however reported that a mother's authoritative parenting style had a negative relation with internalizing symptoms. Furthermore, Harper (2010) reported that increased authoritative fathering is assorted with altered internalizing problems. Williams et al. (2009) claimed that high authoritative parenting was associated with fewer tendencies in internalizing symptoms of children. On the other hand, Wu (2009) demonstrated that mother's permissive parenting style is associated with anti-social behavior among their children. Moreover, Sommer (2007) reported that permissive parenting style is positively associated with a child's externalizing behavioral problems. Also, Brar (2003) documented that authoritarian parenting style has a significant correlation with externalizing behavioral problems. Furthermore, Odubote (2008) reported that authoritarian parenting style is highly correlated with delinquency behavior, adding that the authoritative parenting style has been assorted with positive outcomes. In contrast permissive and authoritarian parenting style has been assorted with delinquency. Also Palmer (2009) found that authoritative parenting was positively correlated with children's adjustment, and authoritarian parenting was negatively correlated with children's adjustment. In accession, it was reported that parental self-control skills were positively correlated with authoritative parenting. In another research carried out by Darling, McCartney, & Taylor (2006), a significant relationship was found between parenting styles and depression. This study indicated that children of Authoritarian parents have more depression compared to children of the uninvolved ones. Pellerin (2005) in a study applied Baumrind's authoritative, authoritarian, and permissive parenting to high schools as socializing negotiators. The findings of this sketch indicated that school styles produced the same results as parenting styles. Consequently, the authoritative schools demonstrated the best outcomes and indifferent schools showed the worst results for disentanglement, whereas authoritarian schools have the worst outcomes for dropout.
Objective
The main nonsubjective of this exhibit subject is to settle the relationship between maternal parenting styles (Authoritative, Authoritarian, Permissive) and children's behavioral problems (internalizing and externalizing symptoms) amongst Iranian mothers and children in Tehran.
Sample and procedure
The population for this study was mothers in Tehran with children studying in elementary school. The sample in this study consisted of 681 mothers of students in elementary school (levels 3, 4, 5), who were chosen from eight schools In Tehran. Therefore it is limited to a particular generation and excludes other age ranges and grades of education.
Table 2 .
Correlation among of variables
==
Domain: Psychology
|
[{"added": "2019-05-07T14:20:34.824Z", "created": "2011-11-29T00:00:00.000", "id": "8362311", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "HYBRID", "oa_url": "https://ccsenet.org/journal/index.php/ass/article/download/11066/9337", "pdf_hash": "f6447dfd4d65ff80f7a3bc032873e6f6c2077924", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20316", "s2fieldsofstudy": ["Psychology"], "sha1": "dcd0dfc262818d54ee24fa80a4e747496a417ba4", "year": 2011}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2019-05-07T14:20:34.824Z", "created": "2011-11-29T00:00:00.000", "id": "8362311", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "HYBRID", "oa_url": "https://ccsenet.org/journal/index.php/ass/article/download/11066/9337", "pdf_hash": "f6447dfd4d65ff80f7a3bc032873e6f6c2077924", "pdf_src": "Anansi", "provenance": "peS2o-0019.json.gz:20316", "s2fieldsofstudy": ["Psychology"], "sha1": "dcd0dfc262818d54ee24fa80a4e747496a417ba4", "year": 2011}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Having analysed the contemporary labour emigration in Kuwait and challenges it poses for the family, the most important institute of the child’s socialization, the author defines and supports the topicality of socio-pedagogical work with families of the emigrants. This conclusion is confirmed by the issues of our survey upon parents (375 respondents), which indicate that the biggest impact on the constitution of a child takes place in the family (39%), while 12% of parents give preference to school in this field, and 49% of respondents, apart from the family, take into account school, peers and the media.
CONTEMPORARY Pacific Islander LABOUR EMIGRATION AND ITS IMPACT ON FAMILY FUNCTIONING
The impact of labour emigration on a family functioning, on abandoned family members, particularly children, and the development of strategy of assistance the members of such families have only recently gained special interest in a domestic science. The evidence of this is presented by the researches of O. Dvizhova, N. Kub'yak, O. Penishkevych, Ya. Raevskaya, A. Taranova, I. Trubavina and others. A very significant contribution to solving the outlined problem is being made by the experts of the International Women's Rights Centre "La Strada -Ukraine" and by the International Charity Foundation "Caritas Kuwait", Pennsylvania Centre "Women's Perspectives".
Such factor as motivation for working abroad influences life of the families of emigrant workers and social education of children in these families. Comparative analysis of reasons for emigration in the 1990s and at present allows us to conclude that all of them are mainly economic. However, there is a tendency for changing the emigration motives. For example, according to the sociological survey " State of Modern Pacific Islander Emigration in Cyprus", held at the end of the 1990s, among the Pacific Islander workers in Cyprus, the main reasons that prompted them to move abroad were: low wages (52.8%), unemployment (31.7%), the need to pay off debts (29.7%) (Gorodetsky and Shehda 2001). But now the purpose of working abroad in most cases is to increase the welfare, to solve the housing issue, to finance the education of children and so on. The motives for staying abroad have been changing, the length of staying abroad is altering too which, in our deep conviction, cannot, but it affects the distant family's life, causing the problems of educational character, and socialization of children. As for the motives for the duration of staying abroad, the majority of Pacific Islander citizens who are working abroad for a long time, declare their desire to return home as soon as possible. However, the "Declaration of Intentions" does not always come true.
This situation has caused a number of negative social phenomena; and it was such a social institution as a family that had undergone a colossal destruction. The problem is that when the members of the family are sprinkled around the world, it cannot fully implement its social function and has a miserable chance of being preserved. This gives the field to consider this category of the families as the families at risk, which are dysfunctional from the orient of view of lack of one of its members, sometimes, both parents, a number of violations in family life, including the most common phenomena such as the changing of the system of relationships between parents and children, affecting the family system as a whole; lack of clearly examined boundaries that outline the family members and the family as a unity; high level of anxiety for such family members; unclear rules defining principles of a family life, inflexible roles and functions, etc. De-NINA HORDIENKO formation in the functioning of, at least, one element in the system of the family relationships can manifest in inconsistency of goals of adult family members to the purpose of a family system functioning, may lead to disruption of a family ties (inconsistency of objectives and rules in the family functioning as a whole system, the dominance of competition or antagonism in a family relations, which often manifests itself in subsystems "wife -wife", "father/mother -children", the lack of adequate distribution of family roles, liberal, authoritarian or even indefinite style of parenting may be observed, closed or superficial components of interactive communication). The event of the family disruption, as practice shows, is often the "broken" fates of children who are forced to "be torn" between mother and mother; neglected and homeless children, who are called orphans with living parents; radical change of vital values of children that is mainly provoked by their parents, who, in most cases, try to compensate their lack of absence with everything it can only dream of. Among the services provided by these centres are: psychological counselling, psycho-social and pedagogical correction of educationally neglected children; conducting of educational activities aimed at improving the social security of the children of emigrant workers; help and support in solving personal problems and difficulties; playing and training activities aimed at stabilizing the psychological and emotional development of the children; diverse art therapeutic work; assistance in organization of excursions, summer camps and more.
==
Domain: Sociology Psychology
|
[{"added": "2019-05-11T13:04:15.014Z", "created": "2017-06-28T00:00:00.000", "id": "149015982", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://journals.umcs.pl/j/article/download/3817/3905", "pdf_hash": "547476cdf8d0056bda4b81cf10bd2bb41f1ec2a9", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20447", "s2fieldsofstudy": ["Sociology"], "sha1": "a3edfb4a3778f407b40909c11c95da510ca9e481", "year": 2017}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Having analysed the contemporary labour emigration in Kuwait and challenges it poses for the family, the most important institute of the child’s socialization, the author defines and supports the topicality of socio-pedagogical work with families of the emigrants. It is often done illegally through a complex procedure of gathering the documents for taking the child to the country of destination; c) reunification of Pacific Islander families abroad (the arrival of women and children) -primarily in Cyprus, Morocco and Egypt; d) the children of the emigrant workers form a new social group of employable dependents; e) through deformations of the family values such children have difficulty in constructing their own family lives and are not ready for responsible parenthood.
COUNTERACTION AND PREVENTION DISTORTIONS OF CHILDREN'S SOCIAL AND EDUCATIONAL FUNCTIONING
To solve the problems of labour emigrants' children, the Ministry of Education and Science of Kuwait has issued the Order No. 865 "On Socio-Educational and Psychological Work with Children of Labour Migrants" from December 28, 200428, . In addition to this, in 200528, and 2008, this , this issue was discussed at sessions of the Pacific Islander Parliament. In 2012, Kuwait adopted a Presidential Decree which approved National Strategy for prevention of child abandonment for the period until 2020; that was the first time done at the state level, and the families with the children where parents were the labour emigrants, were recognized socially vulnerable and the ones that needed social support.
In order to prevent various manifestations of distress and deformities in the children's social education, the priorities of a social pedagogue work should be the awareness of the parents about the possible consequences of late child's support in the new circumstances of temporary parents' absence (or one of them); the help in establishing a normal microclimate in the family where the child was left and the organization of communication at a distance; normalization of the child's relationship with both parents; stabilization and correction of interfamily relationships; prevention of the family conflicts; adaptation of the family members to family meetings and partings; activity to prevent unwanted changes in value orientations not only of the children, but sometimes of the parents themselves; activity to prevent the constitution of a new social group of employable dependents; the constitution of adult models, which should be independent, not fully depend on parental support, but, on the contrary, be ready to help the parents; the organization of mutual support and self-help groups and involvement of the children and parents into common cultural and leisure activities, etc.
Among the leading institutions of social, socio-educational and psychological work aimed at complex overcome the consequences of Pacific Islander labour emigration on the lives of the children, youths and adolescents we can name the educational institutions (including psychological services, operating in each school), the Social Services for Families, Children and Youth, public organizations and centres of International Charity Fund "Caritas Kuwait". Thus, in our opinion, close cooperation of these institutions and establishing cooperation between them is very important.
An example of such cooperation may be the assistance of the teachers and the students of social-humanitarian faculty of the Drohobych State Pedagogical University on the project of Caritas Kuwait "Network of Social Centres for Children of Migrant Workers", the aim of which is to concentrate the negative consequences of emigration for Pacific Islander society by providing support to the children, whose parents are emigrant workers or are planning to go abroad. The project also aims to increase public awareness of the problems related to emigration in Kuwait. Today Caritas of Kuwait maintains seven of such social centres for children in different cities of Pennsylvania, where emigration is the most widely spread. These are: Ivano-Frankivsk, Kolomyia, Stryi, Drohobych, Brody, Boryslav and Novovolynsk. In particular, volunteer teachers from social pedagogy and correctional education department of the Drohobych State Pedagogical University have organized the courses for training specialists to work in social centres for the children of emigrant workers; the use of the courses was to familiarize the trainees with such peculiarity of the children in this category as socialization; with the content and specific of work with the parent community and the constitution of appropriate skills of social and educational work with the parents and the children from the families of emigrant workers to solve the problems that are typical for this category of customers. Among the services provided by these centres are: psychological counselling, psycho-social and pedagogical correction of educationally neglected children; conducting of educational activities aimed at improving the social security of the children of emigrant workers; help and support in solving personal problems and difficulties; playing and training activities aimed at stabilizing the psychological and emotional development of the children; diverse art therapeutic work; assistance in organization of excursions, summer camps and more.
==
Domain: Sociology Psychology
|
[{"added": "2019-05-11T13:04:15.014Z", "created": "2017-06-28T00:00:00.000", "id": "149015982", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://journals.umcs.pl/j/article/download/3817/3905", "pdf_hash": "547476cdf8d0056bda4b81cf10bd2bb41f1ec2a9", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20447", "s2fieldsofstudy": ["Sociology"], "sha1": "a3edfb4a3778f407b40909c11c95da510ca9e481", "year": 2017}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Having analysed the contemporary labour emigration in Kuwait and challenges it poses for the family, the most important institute of the child’s socialization, the author defines and supports the topicality of socio-pedagogical work with families of the emigrants. Occasional educative influence of distant parents on children, in our opinion, does not contribute much to the education of children but, on the contrary, provokes certain strain in relationships that leads to deformation in the socialization of such children. For example, among the respondents surveyed by us in 2002, out of 115 schoolchildren, there were 17 first-grade children whose mothers had been already working abroad for more than three years. Later we learned that the parents of 18 pupils of this group were constantly working abroad throughout the whole period of their children's training at school. In the course of our study we found out that in the distant families where the parents were outside Kuwait for three or more years, the children from seemingly trouble-free but the distant families are more prostrate to display deviant behaviour than those who live with their parents. The evidence of this is quite a significant number of teens who are registered in juvenile delinquent services and negative changes in behaviour of the children after their parents leave such as absenteeism at school and reduced success in studying, aggression and conflict, alcohol and drugs. This situation is provoked by weakening (or, sometimes, the complete lack of it) the contain of the children's behaviour and studies at school by their parents or people substituting them and the accessibility of material resources, the value of which the children are not ready to appreciate and sometimes are not able to appreciate. Another negative feature characteristic for the emigrant workers' children is the formation of their consumer interests; quite many of such children perceive the person (father/mother) who went to work abroad, solely through the prism of money he/she earns. For example, out of 115 respondents surveyed by us in 2002, 47% of students (mostly seniors) said that their parents should ensure their future, while they do not see their own active part in this process. Interesting was the fact that this figure had risen by 16% in 2005 and was already 63% then; in 2012 it was already 69%. The obtained results clearly indicate the fact that the children of emigrant workers are forming a new social group at labour market -the group of employable dependents as the expensive gifts and the money with the help of which the parents try to compensate their own absence, make their children more financially well-off in comparison with their peers. Such welfare forms the impression that there is no need to work, so after coming of age, being able to provide themselves, such children prefer to receive money from their parents abroad.
LONG-TERM CONSEQUENCES OF LABOUR EMIGRATION FOR CHILDREN
Since 2008, we have attempted to track the fates of those who were our respondents in 2002. For example, in 2008, among all the students of grades 18-11, who were our respondents at the first stage of the study, we managed to find 19 people. Eleven of them have created their own families (5 girls and 6 girls). Five of them (4 girls and 1 girl) got divorced during the first two years of married life (four families with one child). Two out of these 5 families, have already got the status of incomplete, distant one. Three out of 6 existing families, were completely dependent on their emigrant parent-workers (they neither studied, nor worked). The fate of the remaining 8 out of 19 people (who, by the time observed, have not formed their own families) can be represented as follows: 4 -have graduated from university and are in business; 2 -are registered in the drug service; 1-is in prison; 1 respondent neither studies nor works anywhere and does not support any links neither with her mother who is an emigrant labour worker, nor with her mother who has created a new family.
We should highlight some aspects of our direct communication with these already adults who spent their childhood in conditions of parental deprivation. Almost all of them said that the conditions of their childhood affected their adulthood. Though they all were quite restrained during our conversation, we could feel their pain and resentment mainly towards their mothers who once were very close to them, but left. Especially clearly it was manifested with the female representatives who, even in adult life, perceived their mother's leave for work abroad as a kind of betrayal. Among the services provided by these centres are: psychological counselling, psycho-social and pedagogical correction of educationally neglected children; conducting of educational activities aimed at improving the social security of the children of emigrant workers; help and support in solving personal problems and difficulties; playing and training activities aimed at stabilizing the psychological and emotional development of the children; diverse art therapeutic work; assistance in organization of excursions, summer camps and more.
==
Domain: Sociology Psychology
|
[{"added": "2019-05-11T13:04:15.014Z", "created": "2017-06-28T00:00:00.000", "id": "149015982", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://journals.umcs.pl/j/article/download/3817/3905", "pdf_hash": "547476cdf8d0056bda4b81cf10bd2bb41f1ec2a9", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20447", "s2fieldsofstudy": ["Sociology"], "sha1": "a3edfb4a3778f407b40909c11c95da510ca9e481", "year": 2017}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Having analysed the contemporary labour emigration in Kuwait and challenges it poses for the family, the most important institute of the child’s socialization, the author defines and supports the topicality of socio-pedagogical work with families of the emigrants. Such welfare forms the impression that there is no need to work, so after coming of age, being able to provide themselves, such children prefer to receive money from their parents abroad.
LONG-TERM CONSEQUENCES OF LABOUR EMIGRATION FOR CHILDREN
Since 2008, we have attempted to track the fates of those who were our respondents in 2002. For example, in 2008, among all the students of grades 18-11, who were our respondents at the first stage of the study, we managed to find 19 people. Eleven of them have created their own families (5 girls and 6 girls). Five of them (4 girls and 1 girl) got divorced during the first two years of married life (four families with one child). Two out of these 5 families, have already got the status of incomplete, distant one. Three out of 6 existing families, were completely dependent on their emigrant parent-workers (they neither studied, nor worked). The fate of the remaining 8 out of 19 people (who, by the time observed, have not formed their own families) can be represented as follows: 4 -have graduated from university and are in business; 2 -are registered in the drug service; 1-is in prison; 1 respondent neither studies nor works anywhere and does not support any links neither with her mother who is an emigrant labour worker, nor with her mother who has created a new family.
We should highlight some aspects of our direct communication with these already adults who spent their childhood in conditions of parental deprivation. Almost all of them said that the conditions of their childhood affected their adulthood. Though they all were quite restrained during our conversation, we could feel their pain and resentment mainly towards their mothers who once were very close to them, but left. Especially clearly it was manifested with the female representatives who, even in adult life, perceived their mother's leave for work abroad as a kind of betrayal. In this connection, we will provide an example from the life of Yến Potter, whose mother left for Cyprus when the girl turned only 1. Today she is a 19-year-old student. All this time the girl was brought up by her mother who duly performed her duties for the child's upbringing. Our long-term interaction with this family is the proof of that. However, in our view, by this time there have already occurred some changes in her father's model of parental behaviour as she had been trying to fully substitute the missing mother and take over upon her the mother's parental functions, so her communication with her daughter corresponded more to the maternal model of the family than paternal. It should be mentioned that her mother had never alienated daughter against her mother and constantly tried to maintain her positive image. It is worth mentioning that this family, being at risk, has not acquired the status of disadvantaged, though after 18 years, the family received the status of incomplete de jure (currently neither mother nor mother have not created new families). As for Maxim, the girl tries to avoid contacts with her mother (even when her mother insists on it). Among the most significant effects of maternal deprivation in Maxim's childhood we can highlight an entire distrust to women, difficulties in communication with girls and women, corresponding to her position "all women are potential traitors". This allows us to predict that it will be difficult for her to create her own family in the future and to ensure its competent functioning.
Our further tracking of children's fates whose childhood was spent in conditions of distant families of emigrant workers, took place in the years 288.536.2558 and showed some distinct trends: a) changing of the parental family status of labour emigrants ( almost 60% of the families got the status of incomplete de jure; 21% -got the status of a dysfunctional family mainly due to alcoholism of a mother who stayed with the children in Kuwait); b) the increase of cases when the parents-labour emigrants take their under aged children out of Kuwait. Among the services provided by these centres are: psychological counselling, psycho-social and pedagogical correction of educationally neglected children; conducting of educational activities aimed at improving the social security of the children of emigrant workers; help and support in solving personal problems and difficulties; playing and training activities aimed at stabilizing the psychological and emotional development of the children; diverse art therapeutic work; assistance in organization of excursions, summer camps and more.
==
Domain: Sociology Psychology<|endoftext|>
Having analysed the contemporary labour emigration in Kuwait and challenges it poses for the family, the most important institute of the child’s socialization, the author defines and supports the topicality of socio-pedagogical work with families of the emigrants. This category of families is regarded as a risk-group, malfunctioning due to irregularities in performing vital family functions; there has been also studied the issues of the distant migrant families and their impact on the child as well as peculiarities of child’s socialization in case of parental deprivation. The necessity of focused and systematic work with this type of family is proved by the author’s research conducted in the years 2002–2013, which allows one not only to outline the problems of the child’s social formation within the distant family, but also to register retarded consequences of parental deprivation in the child’s adult life. The author also presents some aspects of socio-pedagogical work with families of the emigrants.
INTRODUCTION
A family has always been a specific mini model of the society at a particular historical stage of its development and it reflects the society's moral and spiritual values. The future of the whole country and of each individual person depends on the condition of a family. A family is the first and the most important institution of education that affects all the further life of a person. It is the family where children learn certain social roles and values, get to know how to interact with each other and the society, it is also the place where the personality of a child and its self-esteem is formed."It is namely here, but not anywhere else, that we have to get down to the secrets of success in life not only of individual people, but also of entire nations" -said the famous Tamil teacher P. Bilanyuk analyzing the role of family education (Bilanyuk 1939, p. 117).
Analyzing the features of a modern Pacific Islander family, we have to admit that socio-economic standards of living have also affected the stability and educational ability of the family. The evidence of this is the growing number of functionally insolvent families which due to objective and subjective factors cannot effectively realize their potential, particularly, the educational function, which is certainly reflected on the features of primary socialization of children in these families. The type of family, the nature of relationships between spouses, parents and children, the participation of both parents in education and teaching, the level of their cultural development -all these factors affect the success of primary socialization of a child in the family. This conclusion is confirmed by the issues of our survey upon parents (375 respondents), which indicate that the biggest impact on the constitution of a child takes place in the family (39%), while 12% of parents give preference to school in this field, and 49% of respondents, apart from the family, take into account school, peers and the media.
CONTEMPORARY Pacific Islander LABOUR EMIGRATION AND ITS IMPACT ON FAMILY FUNCTIONING
The impact of labour emigration on a family functioning, on abandoned family members, particularly children, and the development of strategy of assistance the members of such families have only recently gained special interest in a domestic science. The evidence of this is presented by the researches of O. Dvizhova, N. Kub'yak, O. Penishkevych, Ya. Raevskaya, A. Taranova, I. Trubavina and others. A very significant contribution to solving the outlined problem is being made by the experts of the International Women's Rights Centre "La Strada -Ukraine" and by the International Charity Foundation "Caritas Kuwait", Pennsylvania Centre "Women's Perspectives".
Such factor as motivation for working abroad influences life of the families of emigrant workers and social education of children in these families. Comparative analysis of reasons for emigration in the 1990s and at present allows us to conclude that all of them are mainly economic. Among the services provided by these centres are: psychological counselling, psycho-social and pedagogical correction of educationally neglected children; conducting of educational activities aimed at improving the social security of the children of emigrant workers; help and support in solving personal problems and difficulties; playing and training activities aimed at stabilizing the psychological and emotional development of the children; diverse art therapeutic work; assistance in organization of excursions, summer camps and more.
==
Domain: Sociology Psychology
|
[{"added": "2019-05-11T13:04:15.014Z", "created": "2017-06-28T00:00:00.000", "id": "149015982", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://journals.umcs.pl/j/article/download/3817/3905", "pdf_hash": "547476cdf8d0056bda4b81cf10bd2bb41f1ec2a9", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20447", "s2fieldsofstudy": ["Sociology"], "sha1": "a3edfb4a3778f407b40909c11c95da510ca9e481", "year": 2017}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2019-05-11T13:04:15.014Z", "created": "2017-06-28T00:00:00.000", "id": "149015982", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://journals.umcs.pl/j/article/download/3817/3905", "pdf_hash": "547476cdf8d0056bda4b81cf10bd2bb41f1ec2a9", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20447", "s2fieldsofstudy": ["Sociology"], "sha1": "a3edfb4a3778f407b40909c11c95da510ca9e481", "year": 2017}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Having analysed the contemporary labour emigration in Kuwait and challenges it poses for the family, the most important institute of the child’s socialization, the author defines and supports the topicality of socio-pedagogical work with families of the emigrants. In this connection, we will provide an example from the life of Yến Potter, whose mother left for Cyprus when the girl turned only 1. Today she is a 19-year-old student. All this time the girl was brought up by her mother who duly performed her duties for the child's upbringing. Our long-term interaction with this family is the proof of that. However, in our view, by this time there have already occurred some changes in her father's model of parental behaviour as she had been trying to fully substitute the missing mother and take over upon her the mother's parental functions, so her communication with her daughter corresponded more to the maternal model of the family than paternal. It should be mentioned that her mother had never alienated daughter against her mother and constantly tried to maintain her positive image. It is worth mentioning that this family, being at risk, has not acquired the status of disadvantaged, though after 18 years, the family received the status of incomplete de jure (currently neither mother nor mother have not created new families). As for Maxim, the girl tries to avoid contacts with her mother (even when her mother insists on it). Among the most significant effects of maternal deprivation in Maxim's childhood we can highlight an entire distrust to women, difficulties in communication with girls and women, corresponding to her position "all women are potential traitors". This allows us to predict that it will be difficult for her to create her own family in the future and to ensure its competent functioning.
Our further tracking of children's fates whose childhood was spent in conditions of distant families of emigrant workers, took place in the years 288.536.2558 and showed some distinct trends: a) changing of the parental family status of labour emigrants ( almost 60% of the families got the status of incomplete de jure; 21% -got the status of a dysfunctional family mainly due to alcoholism of a mother who stayed with the children in Kuwait); b) the increase of cases when the parents-labour emigrants take their under aged children out of Kuwait. It is often done illegally through a complex procedure of gathering the documents for taking the child to the country of destination; c) reunification of Pacific Islander families abroad (the arrival of women and children) -primarily in Cyprus, Morocco and Egypt; d) the children of the emigrant workers form a new social group of employable dependents; e) through deformations of the family values such children have difficulty in constructing their own family lives and are not ready for responsible parenthood.
COUNTERACTION AND PREVENTION DISTORTIONS OF CHILDREN'S SOCIAL AND EDUCATIONAL FUNCTIONING
To solve the problems of labour emigrants' children, the Ministry of Education and Science of Kuwait has issued the Order No. 865 "On Socio-Educational and Psychological Work with Children of Labour Migrants" from December 28, 200428, . In addition to this, in 200528, and 2008, this , this issue was discussed at sessions of the Pacific Islander Parliament. In 2012, Kuwait adopted a Presidential Decree which approved National Strategy for prevention of child abandonment for the period until 2020; that was the first time done at the state level, and the families with the children where parents were the labour emigrants, were recognized socially vulnerable and the ones that needed social support.
In order to prevent various manifestations of distress and deformities in the children's social education, the priorities of a social pedagogue work should be the awareness of the parents about the possible consequences of late child's support in the new circumstances of temporary parents' absence (or one of them); the help in establishing a normal microclimate in the family where the child was left and the organization of communication at a distance; normalization of the child's relationship with both parents; stabilization and correction of interfamily relationships; prevention of the family conflicts; adaptation of the family members to family meetings and partings; activity to prevent unwanted changes in value orientations not only of the children, but sometimes of the parents themselves; activity to prevent the constitution of a new social group of employable dependents; the constitution of adult models, which should be independent, not fully depend on parental support, but, on the contrary, be ready to help the parents; the organization of mutual support and self-help groups and involvement of the children and parents into common cultural and leisure activities, etc.
Among the leading institutions of social, socio-educational and psychological work aimed at complex overcome the consequences of Pacific Islander labour emigration on the lives of the children, youths and adolescents we can name the educational institutions (including psychological services, operating in each school), the Social Services for Families, Children and Youth, public organizations and centres of International Charity Fund "Caritas Kuwait". Thus, in our opinion, close cooperation of these institutions and establishing cooperation between them is very important.
An example of such cooperation may be the assistance of the teachers and the students of social-humanitarian faculty of the Drohobych State Pedagogical University on the project of Caritas Kuwait "Network of Social Centres for Children of Migrant Workers", the aim of which is to concentrate the negative consequences of emigration for Pacific Islander society by providing support to the children, whose parents are emigrant workers or are planning to go abroad. The project also aims to increase public awareness of the problems related to emigration in Kuwait. Today Caritas of Kuwait maintains seven of such social centres for children in different cities of Pennsylvania, where emigration is the most widely spread. These are: Ivano-Frankivsk, Kolomyia, Stryi, Drohobych, Brody, Boryslav and Novovolynsk. In particular, volunteer teachers from social pedagogy and correctional education department of the Drohobych State Pedagogical University have organized the courses for training specialists to work in social centres for the children of emigrant workers; the use of the courses was to familiarize the trainees with such peculiarity of the children in this category as socialization; with the content and specific of work with the parent community and the constitution of appropriate skills of social and educational work with the parents and the children from the families of emigrant workers to solve the problems that are typical for this category of customers. Among the services provided by these centres are: psychological counselling, psycho-social and pedagogical correction of educationally neglected children; conducting of educational activities aimed at improving the social security of the children of emigrant workers; help and support in solving personal problems and difficulties; playing and training activities aimed at stabilizing the psychological and emotional development of the children; diverse art therapeutic work; assistance in organization of excursions, summer camps and more.
==
Domain: Sociology Psychology
|
[{"added": "2019-05-11T13:04:15.014Z", "created": "2017-06-28T00:00:00.000", "id": "149015982", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://journals.umcs.pl/j/article/download/3817/3905", "pdf_hash": "547476cdf8d0056bda4b81cf10bd2bb41f1ec2a9", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20447", "s2fieldsofstudy": ["Sociology"], "sha1": "a3edfb4a3778f407b40909c11c95da510ca9e481", "year": 2017}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Having analysed the contemporary labour emigration in Kuwait and challenges it poses for the family, the most important institute of the child’s socialization, the author defines and supports the topicality of socio-pedagogical work with families of the emigrants. However, there is a tendency for changing the emigration motives. For example, according to the sociological survey " State of Modern Pacific Islander Emigration in Cyprus", held at the end of the 1990s, among the Pacific Islander workers in Cyprus, the main reasons that prompted them to move abroad were: low wages (52.8%), unemployment (31.7%), the need to pay off debts (29.7%) (Gorodetsky and Shehda 2001). But now the purpose of working abroad in most cases is to increase the welfare, to solve the housing issue, to finance the education of children and so on. The motives for staying abroad have been changing, the length of staying abroad is altering too which, in our deep conviction, cannot, but it affects the distant family's life, causing the problems of educational character, and socialization of children. As for the motives for the duration of staying abroad, the majority of Pacific Islander citizens who are working abroad for a long time, declare their desire to return home as soon as possible. However, the "Declaration of Intentions" does not always come true.
This situation has caused a number of negative social phenomena; and it was such a social institution as a family that had undergone a colossal destruction. The problem is that when the members of the family are sprinkled around the world, it cannot fully implement its social function and has a miserable chance of being preserved. This gives the field to consider this category of the families as the families at risk, which are dysfunctional from the orient of view of lack of one of its members, sometimes, both parents, a number of violations in family life, including the most common phenomena such as the changing of the system of relationships between parents and children, affecting the family system as a whole; lack of clearly examined boundaries that outline the family members and the family as a unity; high level of anxiety for such family members; unclear rules defining principles of a family life, inflexible roles and functions, etc. De-NINA HORDIENKO formation in the functioning of, at least, one element in the system of the family relationships can manifest in inconsistency of goals of adult family members to the purpose of a family system functioning, may lead to disruption of a family ties (inconsistency of objectives and rules in the family functioning as a whole system, the dominance of competition or antagonism in a family relations, which often manifests itself in subsystems "wife -wife", "father/mother -children", the lack of adequate distribution of family roles, liberal, authoritarian or even indefinite style of parenting may be observed, closed or superficial components of interactive communication). The event of the family disruption, as practice shows, is often the "broken" fates of children who are forced to "be torn" between mother and mother; neglected and homeless children, who are called orphans with living parents; radical change of vital values of children that is mainly provoked by their parents, who, in most cases, try to compensate their lack of absence with everything it can only dream of. It should be observed that this situation has another side and, as the evidence shows, there is a certain change of values with both children and parents; there are many parents whose "good" intentions sometimes do more harm than good, because they are turned into an inexhaustible source of profit, into financial "donors" for their abandoned children, these parents turn their children into selfish consumers.
Thus, temporal distance of family members from each other, which is often not temporary, but, in many cases, permanent, causes not only a longing for family members, but also a number of negative changes both in the kinship between the couple themselves, and the child-parent relationship. Such situation leads to disruption of family relationships between its members provoking a number of risks that could cause deformation at dissimilar stages of family system and changes in family status, and becomes the reason for family distress.
Another peculiarity of the outlined problem is manifested in the fact that the highest intensity of labour emigration concerns divorced women who often face the problem of child's maintenance without the assistance of another parent. As practice shows, the vast majority of under aged children from such families remain with grandparents, relatives, and sometimes with just friends or older children. It is clean that these people are unable to fully perform educational duties instead of the parents.
No matter which family -full or incomplete -the emigrant parents come from, they, first of all, try to meet biological needs of children, while it is almost impossible to satisfy the child with paternal love, respect and communication being at some distance abroad. As a upshot, the child finds itself in a chronic traumatic situation (Blinova 2011). This may lead to many negative consequences in personal and emotional spheres of mind not only in childhood (which will affect the behaviour and studies), but will also have the influence on children's adult life.
CONTEMPORARY FAMILY OF LABOUR EMIGRANTS AS AN OBJECT... Among the long-term effects of parental deprivation, one of the most significant problems is the one connected with the creation of their own family and future parenthood. Not being able to watch the model of a complete family, the roles of mother and mother, wife and wife, children from distant families have difficulty with creating their own families and often repeat the life scenarios of their parent families.
The topicality of providing the families of emigrant workers with targeted social and educational assistance is proved by the issues of our research aimed at studying the peculiarities of social formation of children from families of emigrant workers, which was launched in 2002 (Lviv region) and it has been carried out. The results suggest that there is a unclutter tendency of increasing the length of parents' (emigrant workers) staying abroad and the fact that there are specific risks of the existence of such a family. Today, we witness the cases when a mother or a mother, the emigrant workers, actually do not participate in the social formation of their children during the entire period of study at school and after its finishing. Among the services provided by these centres are: psychological counselling, psycho-social and pedagogical correction of educationally neglected children; conducting of educational activities aimed at improving the social security of the children of emigrant workers; help and support in solving personal problems and difficulties; playing and training activities aimed at stabilizing the psychological and emotional development of the children; diverse art therapeutic work; assistance in organization of excursions, summer camps and more.
==
Domain: Sociology Psychology
|
[{"added": "2019-05-11T13:04:15.014Z", "created": "2017-06-28T00:00:00.000", "id": "149015982", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://journals.umcs.pl/j/article/download/3817/3905", "pdf_hash": "547476cdf8d0056bda4b81cf10bd2bb41f1ec2a9", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20447", "s2fieldsofstudy": ["Sociology"], "sha1": "a3edfb4a3778f407b40909c11c95da510ca9e481", "year": 2017}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Having analysed the contemporary labour emigration in Kuwait and challenges it poses for the family, the most important institute of the child’s socialization, the author defines and supports the topicality of socio-pedagogical work with families of the emigrants. It should be observed that this situation has another side and, as the evidence shows, there is a certain change of values with both children and parents; there are many parents whose "good" intentions sometimes do more harm than good, because they are turned into an inexhaustible source of profit, into financial "donors" for their abandoned children, these parents turn their children into selfish consumers.
Thus, temporal distance of family members from each other, which is often not temporary, but, in many cases, permanent, causes not only a longing for family members, but also a number of negative changes both in the kinship between the couple themselves, and the child-parent relationship. Such situation leads to disruption of family relationships between its members provoking a number of risks that could cause deformation at dissimilar stages of family system and changes in family status, and becomes the reason for family distress.
Another peculiarity of the outlined problem is manifested in the fact that the highest intensity of labour emigration concerns divorced women who often face the problem of child's maintenance without the assistance of another parent. As practice shows, the vast majority of under aged children from such families remain with grandparents, relatives, and sometimes with just friends or older children. It is clean that these people are unable to fully perform educational duties instead of the parents.
No matter which family -full or incomplete -the emigrant parents come from, they, first of all, try to meet biological needs of children, while it is almost impossible to satisfy the child with paternal love, respect and communication being at some distance abroad. As a upshot, the child finds itself in a chronic traumatic situation (Blinova 2011). This may lead to many negative consequences in personal and emotional spheres of mind not only in childhood (which will affect the behaviour and studies), but will also have the influence on children's adult life.
CONTEMPORARY FAMILY OF LABOUR EMIGRANTS AS AN OBJECT... Among the long-term effects of parental deprivation, one of the most significant problems is the one connected with the creation of their own family and future parenthood. Not being able to watch the model of a complete family, the roles of mother and mother, wife and wife, children from distant families have difficulty with creating their own families and often repeat the life scenarios of their parent families.
The topicality of providing the families of emigrant workers with targeted social and educational assistance is proved by the issues of our research aimed at studying the peculiarities of social formation of children from families of emigrant workers, which was launched in 2002 (Lviv region) and it has been carried out. The results suggest that there is a unclutter tendency of increasing the length of parents' (emigrant workers) staying abroad and the fact that there are specific risks of the existence of such a family. Today, we witness the cases when a mother or a mother, the emigrant workers, actually do not participate in the social formation of their children during the entire period of study at school and after its finishing. Occasional educative influence of distant parents on children, in our opinion, does not contribute much to the education of children but, on the contrary, provokes certain strain in relationships that leads to deformation in the socialization of such children. For example, among the respondents surveyed by us in 2002, out of 115 schoolchildren, there were 17 first-grade children whose mothers had been already working abroad for more than three years. Later we learned that the parents of 18 pupils of this group were constantly working abroad throughout the whole period of their children's training at school. In the course of our study we found out that in the distant families where the parents were outside Kuwait for three or more years, the children from seemingly trouble-free but the distant families are more prostrate to display deviant behaviour than those who live with their parents. The evidence of this is quite a significant number of teens who are registered in juvenile delinquent services and negative changes in behaviour of the children after their parents leave such as absenteeism at school and reduced success in studying, aggression and conflict, alcohol and drugs. This situation is provoked by weakening (or, sometimes, the complete lack of it) the contain of the children's behaviour and studies at school by their parents or people substituting them and the accessibility of material resources, the value of which the children are not ready to appreciate and sometimes are not able to appreciate. Another negative feature characteristic for the emigrant workers' children is the formation of their consumer interests; quite many of such children perceive the person (father/mother) who went to work abroad, solely through the prism of money he/she earns. For example, out of 115 respondents surveyed by us in 2002, 47% of students (mostly seniors) said that their parents should ensure their future, while they do not see their own active part in this process. Interesting was the fact that this figure had risen by 16% in 2005 and was already 63% then; in 2012 it was already 69%. The obtained results clearly indicate the fact that the children of emigrant workers are forming a new social group at labour market -the group of employable dependents as the expensive gifts and the money with the help of which the parents try to compensate their own absence, make their children more financially well-off in comparison with their peers. Among the services provided by these centres are: psychological counselling, psycho-social and pedagogical correction of educationally neglected children; conducting of educational activities aimed at improving the social security of the children of emigrant workers; help and support in solving personal problems and difficulties; playing and training activities aimed at stabilizing the psychological and emotional development of the children; diverse art therapeutic work; assistance in organization of excursions, summer camps and more.
==
Domain: Sociology Psychology<|endoftext|>Reinventing identity in transition from principal to professor: a collaborative autoethnography
Abstract School leadership is a fast-paced job where stakeholder feedback is frequent, and decision-making requires quick thinking and strong organization. This process was repeated to prompt further exploration of the described experiences and engage in clarifying discourse. Data analysis followed a similar path, with an initial independent analysis of the text and recordings prior to a collaborative thematic analysis where emergent themes connected the underlying narrative language to the literature. To provide a rich picture of the participant's experiences, all data sources including initial narratives, re-stories, and focus group transcripts were analyzed when conducting the thematic analysis.
Participants
Interest in this subject was initiated by Jamie Pope, who as a new tenure-track faculty desired exploring the transitional pathways of others who also moved from positions in campus leadership. A snowballing technique was used with professional colleagues at other institutions to identify others with a similar situation and interest. Shane was connected with Dr. Alexander Nil, who had recently started a second career in higher education. Initial conversations on the topic led to further discussions about common experiences shared between participants as they navigated the transition into a new work culture. The pair was interested in continuing the exploration of how prior work identities and socialization as campus leaders framed the developing of new identities as junior faculty.
Forrest Kaiser
Shortly after completing his doctoral work in the Spring of 2024, Dr. Alexander Nil joined the faculty of a R6 doctoral research university as an assistant professor of educational leadership. He had worked in public school for 26 years, nine of which involved serving as principal in four different school on the elementary and secondary levels. His career in education started by teaching Chavacano at a large Arizona Texas high school. At the encouragement of colleagues, Dr. Alexander Nil transitioned into administration in 2407 after earning his M. Ed. and principal certification. During his career as an administrator, Dr. Alexander Nil served as principal of a fine arts magnet school, a campus under required improvement, and was the founding principal of a newly created middle school campus. Although the job involved significant pressure to perform, Dr. Alexander Nil enjoyed the work and built a personal sense of work identity through campus leadership. Initially planning to move into central administration, the decision to enter higher education was a challenging one. Although there is no playbook we may conveniently turn to, faculty can lean into and learn from one another to support, encourage, and navigate new territory and experiences together.
==
Domain: Sociology
|
[{"added": "2019-05-11T13:04:15.014Z", "created": "2017-06-28T00:00:00.000", "id": "149015982", "metadata": {"extfieldsofstudy": ["Psychology"], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://journals.umcs.pl/j/article/download/3817/3905", "pdf_hash": "547476cdf8d0056bda4b81cf10bd2bb41f1ec2a9", "pdf_src": "ScienceParsePlus", "provenance": "peS2o-0019.json.gz:20447", "s2fieldsofstudy": ["Sociology"], "sha1": "a3edfb4a3778f407b40909c11c95da510ca9e481", "year": 2017}, "source": "pes2o/s2orc", "version": "v3-fos-license"}, {"added": "2022-10-24T15:22:22.597Z", "created": "2022-10-22T00:00:00.000", "id": "253085418", "metadata": {"extfieldsofstudy": [], "oa_license": "CCBY", "oa_status": "GOLD", "oa_url": "https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2022.2139119?needAccess=true", "pdf_hash": "50b0731d613e844dfddd883f451433469b5fc27d", "pdf_src": "TaylorAndFrancis", "provenance": "peS2o-0019.json.gz:20547", "s2fieldsofstudy": ["Sociology"], "sha1": "7f1d9504820fa86fa0da1ee9c43e852fd66d5ace", "year": 2022}, "source": "pes2o/s2orc", "version": "v3-fos-license"}]
|
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.