Educational Psychology

This study investigated the relationship of internet addiction and academic performance of third year BEED students. Specifically, it sought to determine the level of internet addiction among teacher education students in terms of excessive time online, class participation, sleep problem, withdrawal from face-to-face interaction, neglecting personal hygiene, and excessive irritability; ascertain the level of academic performance; and find out the relationship between the level of internet addiction and academic performance. This study employed a descriptive- correlational research design. The participants of this study were the third-year BEED students. The adapted questionnaire was used to assess the level of internet addiction experienced by the students. General Weighted Average (GWA)was utilized as the indicator of academic performance among students. Descriptive statistics were utilized to determine the level of internet addiction and academic performance. Pearson's r correlation was used to analyze the relationship between two variables. Results revealed a moderate level of internet addiction and very satisfactory academic performance. The Pearson correlation coefficient revealed very weak positive correlation and was not statistically significant; the researchers failed to reject the null hypothesis. Thus, internet addiction had little to no measurable relationship on the academic performance.

This cross-case analysis was designed to investigate the instructional practices middle school mathematics teachers use in classes with English language learners (ELLs); how the different practices result in differential student achievement; the types of professional development middle school mathematics teachers attend; and what effect the mathematics teachers’ academic background have on the academic achievement of ELLs. The study was facilitated by the use of data from lesson plans, observations, interviews, academic background, and professional development sessions for three seventh-grade mathematics teachers and their students’ proficiency on the seventh-grade mathematics state achievement. Investigation of the lesson plans, observations and classroom culture led to three conclusions on the importance of creating appropriate lesson plans, implementing those lesson plans and creating respectful yet challenging learning environments to foster the learning of diverse students. Exa...

A mini dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Master Of Education (Educational Psychology) in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, 2017

This study determined pupils’ perceptions on corporal punishment (CP) in enhancing discipline in primary schools in Tanzania. It focused on pupils’ perceptions on CP’s influence on enhancing school learning; in shaping pupils’ behaviours; and on enhancing pupils’ confidence and self-control. The study used 120 respondents from five primary schools based in Kinondoni District in Dar es Salaam. Data was collected through questionnaire and interviews; and was analyzed quantitatively and qualitatively. This study indicates that the use of CP was common in the selected schools; it was mainly used as a mechanism of controlling pupils. The results showed that most respondents agreed that CP helped them to achieve their academic goals by enhance learning processes although none in the conversation described the connection between CP and learning processes or learning skills. Most respondents perceived CP: as creating positive learning environment in schools; reducing violence in schools; no...

In this study, we investigated children's classroom engagement and disaffection and their relationships with class size, child gender, child age and school type in Vietnamese kindergartens. Children's classroom engagement and disaffection were examined among 1315 kindergarteners (mean age ¼ 5.49; SD ¼ 0.87) and 33 teachers from 31 classrooms in 8 kindergartens. The results of confirmatory factor analyses indicated that children's classroom engagement and disaffection included four dimensions: behavioural engagement, emotional engagement, behavioural disaffection and emotional disaffection. The results also showed that both behavioural and emotional dimensions of classroom engagement were higher than those of disaffection. Girls had higher emotional and behavioural classroom engagement and lower emotional disaffection than boys. Class size had a negative relationship with both dimensions of children's disaffection. The findings also indicated that children in the older age group showed greater emotional disaffection and lower emotional engagement compared to children in the younger age group.

Ольга Кузьменко Кіровоградська льотна академія Національного авіаційного університету, Україна Кузьменко О.С. ВИВЧЕННЯ СИМЕТРІЇ У ПРОЦЕСІ НАВЧАННЯ З КВАНТОВОЇ МЕХАНІКИ У ВИЩИХ НАВЧАЛЬНИХ ЗАКЛАДАХ Постановка проблеми. Головним напрямком реформування фізичної освіти у вищих навчальних закладах є посилення її методологічної спрямованості. Тому виникає потреба, щоб фізика, як наука сприймалась суб`єктом навчання не як перелік відкриттів чи наявність формул, а відповідно формувала наукове мислення у процесі пізнання навколишнього світу. Рівень сформованості знань в студентів із загального курсу фізики у вищих навчальних закладах визначається засвоєнням фундаментальних фізичних понять, законів, теорії та принципів. Особливо актуальними є питання, що пов´язані з теорією симетрії в сучасних фізичних теоріях, заснованих на об´єднанні фундаментальних взаємодій. Найголовнішою метою фізики є дослідження фундаментальних частинок матерії та з'ясування законів їх руху та взаємодії разом з дослідженням простору і часу. Рівень сформованості знань в студентів з фізики визначається засвоєнням фундаментальних фізичних понять, законів, теорії та принципів. На нашу думку варто сформувати в студентів у процесі навчання з загального курсу фізики цілісне уявлення про дану науку, відповідно на основі вивчення фундаментальних понять симетрії та принципів симетрії. Аналіз актуальних досліджень. Поняття симетрії розглядали в роботах B.С. Готта, Ф.М. Землянського, світоглядні питання в контексті теорії симетрії розглянуті Р.М. Ганієвим [2], проблемі симетрії у фізиці присвячені роботи Дж. Еліота, П. Добера [4], О.С. Компанієць висвітлив проблему симетрії в мікро-та макро-світі, В.В. Мултановського, який розглядає симетрію у класичній механіці [7], Е. Вігнер відзначав в своїх роботах найважливіші проблеми філософського і природничонаукового характеру, пов'язані з симетрією [1], М.І. Садовий [9] розглядав симетрії елементарних частинок, М. Сенешаль та Дж. Флек розглядали симетрію повороту,

Many see academic writing as tedious because it involves more than just writing skills. Although it is true that academic writing is a taught course for students in higher institutions of learning, the switch from narrative or reading-for-pleasure type of writing to academic writing is not an easy task. One academic writing skill many find exhausting is paraphrasing. Is paraphrasing a writing or reading task? I think by definition of the processes involved, paraphrasing involves both reading and writing; perhaps even read-to-write. The use of paraphrasing strategies has been taught as part of academic writing skills. Paraphrasing strategies include syntactic, semantic and organization paraphrasing are generally taught to academic writers. This study is done to explore perception of learners on their use of paraphrasing strategies. This quantitative study is done to investigate learners use of paraphrasing strategies in academic writing. A purposive sample of 30 participants who attended an academic writing course and were taught the three types of paraphrasing strategies mainly syntactic, semantic and organization paraphrasing strategies. The instrument used is a 5 Likert-scale survey. The scales (table 1) used are never, rarely, sometimes, very often and always. The survey has 4 sections. Section A has items on demographic profile. Section B has 9 items on syntactic paraphrase. Section C has 4 items on semantic paraphrase and section D has 14 items on organization paraphrase. This study revealed interesting writers’ perception on the use of paraphrasing strategies. Respondents reported some strategies were used more often than others. Results of this study bear interesting implication on how teachers could better teach paraphrasing strategies to improve academic writers read-to-write techniques

Secondary school students in the Netherlands already face future-oriented decisions about their educational careers, which are expected to be informed by their interests in specific vocations or occupations. However, vocational interest assessment tools generally do not account for the possibility that students are interested in multiple vocational domains, potentially challenging students' future-oriented decisionmaking processes. The present study examines the different combinations of vocational interests that secondary school students have and explores how the both differentiated and nondifferentiated character of these interests' structures is associated with students' educational and career-oriented decision-making processes. A latent profile analysis on six realistic, investigative, artistic, social, enterprising, and conventional interests revealed seven distinct vocational interest profiles across a sample of 358 Grade 9 students, of which 40.8% had a nondifferentiated interest structure (i.e., a low, neutral, or broad vocational interest) and 59.2% had a differentiated interest structure (i.e., a social dominant, enterprisingconventional dominant, realistic-investigative dominant, or artistic-social-enterprising dominant interest). This finding shows that many secondary school students show similar levels of interest across different vocational activities. Additionally, associations between the differentiated and nondifferentiated structure of these profiles and students' educational track choices and career image specificities were examined. Our results extend prior work by showing that having a nondifferentiated interest structure does not necessarily mean that students are more uncertain about their educational or career choice. We suggest that future research can further explore the associations between vocational interest structures and future-oriented decisions. This study shows the importance of accounting for multiplicity of vocational interests in secondary school students. Our results demonstrate how including all six realistic, investigative, artistic, social, enterprising, and conventional dimensions, instead of limiting to Hollands' three-letter code, might help in advising students in a holistic manner about their future-oriented decisions. Additionally, the complex relation between level of profile differentiation and educational choice-making behavior that was demonstrated calls for a more individualized approach in study and career counseling in secondary schools.

CATATAN : * Potong yang tidak berkenaan ** Jika tesis ini SULIT atau TERHAD, sila lampirkan surat daripada pihak berkuasa/organisasi berkenaan dengan menyatakan sekali sebab dan tempoh tesis ini perlu dikelaskan sebagai SULIT atau TERHAD Tesis dimaksudkan sebagai tesis bagi Ijazah Doktor Falsafah dan Sarjana secara penyelidikan, atau disertasi bagi pengajian secara kerja kursus dan, penyelidikan atau Laporan Projek Sarjana Muda (PSM)

Long-studied in social psychology, the dangers of prejudice and the importance of developing tolerance and respect for others have received attention with an increased sense of urgency over the past decade. Globally, although distances are ever-shrinking and differing cultures must cooperate for survival, terrorist threats and genocidal wars are part of the daily news. Within the United States, although population projections suggest that racial and ethnic minorities will comprise one third of all Americans by 2015 and almost half the population by the year 2030 (Cortes, 1991), conflicts among racial and ethnic groups are responsible for many hate crimes . Numerous institutions, from governmental agencies to educational systems, have noted the need for increasing tolerance. Institutions of higher learning have, in particular, declared the importance of facilitating openness to diversity among students in preparing young adults to become responsible and successful citizens in today's multicultural and global society (Association of American Colleges and

In today’s educational landscape, where academic success shapes the
future of learners, the intense competition for excellence often pushes
them into the dark realm of anxiety and depression. This struggle results
in isolation and identity crisis and gives birth to various health issues
such as hypertension, obesity, cardiovascular disorders, and heightened
aggression. Given this scenario, it becomes crucial for schools to
prioritise fostering mental well-being among students, enabling them to
manage their stress in a better way. The Indian knowledge system offers
a wealth of methodologies, with Patanjali’s Yoga Sutras and the
Bhagavad Gita holding a salient role in promoting mental health.
Maharishi Patanjali's concepts of Chitta, Chittavritti Nirodha, Chitta
Prasadanam, and Astanga Yoga (Eight-Fold Path of Yoga) help in
disciplining the body and mind that lead to self-awareness and mental
well-being. The yogic state of consciousness and supra-consciousness
leads to concentration, powerful insight, and mental peace. The Shrimad
Bhagavad Gita, which is the transcendental conversation between Lord
Krishna and Arjuna, demonstrates the pathway to mental well-being and coping mechanisms. The Jnana, Karma, and Bhakti for right cognition,
action, and faith provide a therapeutic procedure to deal with various
mental issues and lead to mental well-being. Different Ahara for
physical health and control over senses and emotions helps to attain a
higher level of spirituality that leads to calmness of mind and soul.
The present paper explores the diverse dimensions of the Patanjali Yoga
Sutras and the Bhagavad Gita, delving into their guidance on managing
mental issues and enhancing mental well-being for a fulfilling and
successful life.

Keywords: Yoga; Bhagavad Gita; Mental Well-being; Indian
Knowledge System.

3rd International Conference on Educational Research (EDUR 2025) will provide an excellent will act as a major forum for the presentation of innovative ideas, approaches, developments, and research projects in the areas of Education. It also aims to provide a platform for exchanging ideas in new emerging trends that needs more focus and exposure and will attempt to publish proposals that strengthen our goals.

In this comparative study, the discussion of multicultural education focused on these four research questions: “What is multicultural education?,” “How are teaching preparation programs approaching multicultural education?,” “What does multicultural education look like in the classroom?,” and “Is multicultural education an explicit portion of teacher preparation programs for pre-service teachers in South Carolina?” Using James A. Banks’s five dimensions of multicultural education as the theoretical framework for the study, the following dimensions were explored to see if they were present within teacher preparation programs: content integration, knowledge construction, equity pedagogy, prejudice reduction, and empowering school culture and social structure. Interviews were conducted with faculty members, who met the following criteria: (1) a research interest in multicultural education, (2) experience with teaching a course for multicultural education or a related course about diver...

Contingency management (CM) is an effective treatment strategy for addressing many types of substance abuse disorders and associated problems. Nonetheless, CM protocols have not been widely embraced by community-based treatment providers. Exploration of the viability of CM outside of a research context remains largely an academic pursuit. In this paper, we outline several areas that may hinder the transfer of CM technology into community-based practice settings, review the literature that may address these barriers, and offer suggestions to researchers for overcoming them.

The authors examined whether individuals can fake their responses to a personality inventory if instructed to do so. Between-subjects and within-subject designs were metaanalyzed separately. Across 51 studies, fakability did not vary by personality dimension; all the Big Five factors were equally fakable. Faking produced the largest distortions in social desirability scales. Instructions to fake good produced lower effect sizes compared with instructions to fake bad. Comparing meta-analytic results from within-subjects and between-subjects designs, we conclude, based on statistical and methodological considerations, that within-subjects designs produce more accurate estimates. Between-subjects designs may distort estimates due to Subject × Treatment interactions and low statistical power.

This study focused on the teachers' levels of self-concept, task perception, and job performance in the selected public high schools with at least a population of 50 teachers in District III, Division of Negros Occidental during the School Year 2015-2016. The sample size of 214 respondents was determined using the Yamane's Formula. This study utilized both self-made and standardized questionnaire in gathering the data. The validity rating is 4.75. The reliability rating is 0.777. Computations were processed through the SPSS. The statistical tools that were used using the SPSS were frequency count and percentage rating, the mean, the Mann Whitney U and the Spearman Rho. Based on the gathered data, the following are results of the study. It was found out that the respondents' levels of self-concept when grouped according to age, sex, civil status, average family monthly income, and educational attainment were very high. The result of the respondents' levels of task perception when grouped according to age, sex, civil status, average family monthly income, and educational attainment, the result were very high. Moreover, the respondents' level of job performance when grouped according to age, sex, civil status, average family monthly income, and educational attainment, showed high results. Lastly, there was a significant relationship between the respondents' levels of self-concept and task perception. On the contrary, there were no significant relationships between the respondents' levels of self-concept and job performance, and task perception and job performance.

Hak Cipta dilindungi undang-undang Dilarang memperbanyak atau memindahkan sebagian atau seluruh isi buku ini dalam bentuk apapun dan dengan cara apapun, termasuk memfotokopi, merekam, atau dengan teknik perekaman lainnya tanpa seizin tertulis dari penerbit. Penulis menyadari bahwa tidak ada karya yang sempurna. Oleh karena itu, kritik dan saran yang konstruktif dari pembaca sangat diharapkan demi perbaikan dan pengembangan buku ini di masa mendatang. Akhir kata, penulis mengucapkan terima kasih kepada semua pihak yang telah mendukung dalam proses penyelesaian buku ini, baik secara langsung maupun tidak langsung. Semoga buku ini dapat memberikan kontribusi yang berarti bagi perkembangan ilmu pengetahuan dan praktik di bidang komunikasi dan psikologi sosial. Selamat membaca! Tim Penulis v DAFTAR ISI PRAKATA .

Our paper builds on the construct of the zone of proximal development (ZPD) (Vygotsky in Mind in society: the development of higher psychological processes, Harvard University Press, Cambridge, 1978) to analyze the relationship between students' answers and the help they receive as they construct them. We report on a secondary analysis of classroom and interview data that was collected with 1st and 2nd grade students completing a short scaffolded inquiry project designed to help them learn about how honeybees collect nectar. We explore how the progression of questions reveal students' understanding of complex systems by examining how students' progression through the questions tended to become more sophisticated as we increased support. We further compare two complex-systems perspectives, Component-Mechanism-Phenomena and agent-based approaches, to see how each would categorize students' explanations. Findings demonstrate the value of the ZPD as an analytic framework in exploring students' systems understanding in terms of the nature of questions (e.g., sequencing, type of question) and multiple conceptual models (e.g., component-mechanisms-phenomenon, single agent or aggregate behaviors), and how this might impact students' groupings according to their ability and subsequent instructional support.

Academic writing is considered as a dificult task for many writers. Even instructors who teach the course may or may not be comfortable writing an academic paper voluntarily. Among some of the challenges are teaching and non-teaching responsibilities. In addition to that some may not have the confidence due to lack of experience. Measures must be taken to encourage academicians to write academic papers amidst the challenges. This study investigated the perception of lecturers on the implementation of the intervention program. 31 academicians from a public institution participated in this intervention. After going through the intervention, the participants responded to a questionnaire to report on their perception of the intervention. The questionnaire has 5 sections and they are intervention of colour coded team writing, cognitive load, task modelling, supportive and directive scaffolding. Findings revealed positive high correlation for the intervention of colour coded team writing with the use of task modelling, supportive and directive modelling. The result of this study bear interesting implications for academicians to see academic paper writing as do-able and manageable.

Educational researchers have challenged Bandura’s prediction that self-efficacy beliefs tend to be established early in learning and that once set, self-efficacy beliefs persist unless a critical event causes them to be reevaluated. However, the results have been mixed in previous research, including being positive, negative, and unchanged. In response, we evaluated how 75 teachers (i.e., special educators) rate their teaching self-efficacy beliefs in motivating student reading and adapting reading instruction at two time points. All teachers taught students with an intellectual disability, communication difficulties, and poor reading skills. The teachers participated in a workshop to learn teaching reading strategies with apps under various conditions (comprehension strategies, phonemic strategies, or both comprehension and phonemic strategies). We analyzed teacher self-efficacy beliefs at two time points with a 12-week span (pre-and postintervention). First, we developed measures ...

This paper aims to give a short review of adaptivity in e-learning systems and the work done in this field. The review is mainly focused on the different parameters we can use to make an e-learning system adaptive. Some adaptive e-learning systems are shortly described, highlighting the student characteristics the system adapts to. Deciding the parameter or parameters the system will adapt to, is the first step in designing an adaptive e-learning system, which is the final goal of the future work that can be done, discussed in the conclusions section. The final system will be used in education, as a helpful system to come to student needs, and increase their learning performance and motivation.

Integrating the use of humor into online classroom environments has many benefits for both the professor and students. Humor has gained recognition as a tool to help individuals cope and experience therapeutic value; however, the use of humor in online courses by instructors is often contemplated but rarely applied. Presenters with extensive experience teaching online will engage participants in interactive questions and guided handouts. The pros and cons of humor online will be the focus. Questions for self reflection by instructors when using humor are posed for further consideration. Recognizing that the continuum of what is humorous is highly variable is key with essential considerations to language, context, and culture. Integrated research will be shared to highlight these factors. Appropriate teacher humor and the potential legal and ethical issues will be explored. This paper will also examine how to effectively use humor in the online classroom and also discuss what to avoid including possible liability for libel and copyright violations.

Mediante el paradigma cuantitativo y un proceso inicialmente descriptivo y posteriormente correlacional, se conoció la relación entre la estructura familiar y el rendimiento académico de esta población. El estudio cobra importancia toda vez que los antecedentes investigativos abordan el tema, especialmente en niveles de educación básica primaria y secundaria, pero a nivel de educación superior se reducen considerablemente; en ese sentido, al contrastar las conclusiones de este proyecto investigativo con lo que otros autores afirman, se abre paso a la discusión sobre el papel que juega la familia en el rendimiento de estudiantes universitarios, puesto que los resultados concluyen que no existe influencia de los factores familiares en el rendimiento académico.

The impact of screen time on childhood development, particularly in relation to learning disorders, has become a critical area of concern in recent years. With the increasing integration of digital devices into everyday life, children are exposed to various forms of screen media at earlier stages. This article explores the relationship between screen usage and the development or exacerbation of learning disorders in childhood, focusing on conditions such as dyslexia, attention-deficit/hyperactivity disorder (ADHD), and specific language impairment (SLI). It reviews current research on how screen time influences cognitive development, attention span, and academic performance, and highlights both positive and negative aspects of screen interaction for children with learning disorders.

Children's awareness about their own cognitive skills, or metacognition, has been hypothesized to play a major role in their learning and development. This role was examined in an experimental study of third and fifth graders' reading comprehension. Children from four classrooms were given an experimental curriculum, Informed Strategies for Learning (ISL), that was designed to increase children's awareness and use of effective reading strategies. Children who participated in ISL made larger gains than did children in control classrooms on cloze and error detection tasks. No differences between groups were found on two standardized tests of reading comprehension. This study demonstrates that metacognition can be promoted through direct instruction in classrooms and that increased awareness can lead to better use of reading strategies.

Whether children's ability to use phoneme-grapheme correspondences in spelling is affected by the position of the phoneme in the word or syllable and by the stress of the syllable was examined. Experiment 1, conducted with monosyllabic nonwords, was performed with kindergartners and 1st graders. Experiments 2 and 3, conducted with bisyllabic nonwords, were carried out with 1st graders. Children spelled the first and last phonemes of nonwords more accurately than the middle phonemes. Also, children performed better on syllable-initial single consonants than on syllablefinal single consonants. Errors tended to be more common for phonemes in unstressed syllables than for phonemes in stressed syllables. Together, the results suggest that the context in which a phoneme occurs influences children's ability to spell it.

ABSTRAK Kata Kunci:ketuntasan belajar, Pembelajaran kooperatif, Model Example Non Example, hasil belajar. Kurikulum 2013 mengamanatkan pembelajaran dilaksanakan melalui pendekatan scientific. Pada pendekatan scientificsiswa diberi kesempatan untuk memahami bahwa informasi dapat berasal dari mana saja dan kapan saja.Siswa yang diharapkan lebih mandiri dan lebih aktif. Pemilihan model pembelajaran yang tepat akan mempermudah guru membantu siswa memahami materi pembelajaran melalui pelibatan siswa selama proses pembelajaran. Salah satu model pembelajaran kooperatif yang melibatkan siswa secara langsung adalah model Example non Example. Model pembelajaran Example non Exampleterdiri atas tiga tahap yaitu (i) pendahuluan, (ii) kegiatan inti, dan (iii) penutup. Pembelajaran menggunakan model Example non Example diharapkan membantu siswa mencapai tujuan pembelajaran, untuk itu perlu dikaji hasil belajar siswa setelah model pembelajaran Example non Examplediterapkan. Tujuan dari penelitian i...

The paper discusses the bright and dark sides of the relationship between human judgment and AI-driven machine learning (ML) algorithms. While discussing important issues, such as algorithm aversion, automation bias, and trust, it probes into how AI improves decision-making efficiency through predictive accuracy, resource optimisation, and data-driven insights. Even as AI can revolutionise decision-making, its effective integration must balance algorithmic output and human judgment. The most critical challenges include automation bias resulting from over-reliance on advice given by AI and algorithm aversion driven by concerns related to AI failures. Open systems, explainable AI (XAI) frameworks, and user-centered design can help to engender confidence in AI systems and alleviate these issues. Accountability, equity, and prejudice concerns raise further ethical considerations with AI. The study proposed several tactics that might mitigate such challenges: audits of ethics, adherence to legal policy, and integration of the AI systems with the company's values. It underlines the human-AI collaboration that will be increasingly necessary, as well as hybrid models for decision-making that bring algorithmic accuracy to human intuition. It follows the case study review and empirical findings with practical lessons for organisational leaders on ethics, best deployment practices for AI, and tactical ways to engender better collaboration and trust. The conclusion outlines the need to enhance the explainability features of AI, study cognitive dynamics in decision processes, and work out ethical schemata guiding leading positions for AI. Beyond providing a roadmap for organisations to leverage the interaction of human judgment and machine intelligence to drive and achieve more ethical and effective leadership outcomes, this paper tries to contribute to the ongoing debate on AI-augmented decision-making.

Emotional aspects are very important in influencing the excellence of a student. Many past studies have proven that emotional intelligence affect academic achievement. Therefore, this study is aimed to identify students' emotional intelligence level and to what extent emotional intelligence influences students' academic achievement. A total of 406 people form 5 students from nine schools in Limbang District, Sarawak were involved in this study. Malaysia Intelligence Emotional Inventory - Teens (IKEM-R) was used to assess the level of students' emotional intelligence. A total of 49 items from this instrument was used to measure emotional intelligence of the respondents. Exploratory factor analysis and KMO value for pilot study is. 607, The result of the study show that all the emotional intelligence dimensions are at high level. Further, the results revealed that there is no significant influence of all the dimensions on academic achievement. Five research hypotheses were...

This study investigated on the influence of parenting style on academic performance of female secondary school students in Kabba, Kogi state of Nigeria with the view to identifying the different parenting styles adopted by parent of the in-school girl’s adolescent students; and the extent of these parenting style influences, on adolescent girls’ academic performance in public secondary schools. The study adopted descriptive survey design and 88 students drawn across eight (8) public secondary schools in kabba-bunu Local Government Area of the state using simple random sampling technique. Structural questionnaire (IPSAPFSSS) was the instrument for data collection and its validity and reliability established using Crombach alpha coefficient with an index of 0.76. Frequency and percentage as well as mean and standard deviation were used in answering the research questions. The result indicated that parents adopt authoritarian parenting styles on their in-school female students which is...

As digitalization and digital transformation shape developments in society, children's competence and agency for digital transformation need to be fostered from an early age. Equitable digital education is of utmost importance. Teachers' expectation behavior is relevant for providing equitable learning opportunities for all children. This study focuses on guided pretend play in digital education in kindergarten. This study examines whether high-expectation behavior of teachers is found in the behavior of kindergarten teachers during guided pretend play, and whether teacher expectation play behavior reveals different expectations for boys and girls. Video observations of guided pretend play in 15 kindergartens were analyzed using a qualitative cross-over design. While teachers interacted for equal durations with boys and girls during guided pretend play, significantly more incidents revealed teacher expectations toward girls than boys. Overall, high-expectation play behavior was less prevalent than low-expectation play behavior. In order to support further research and practice, an exploration of video sequences identified characteristics of teachers' high-expectation behavior for guided pretend play, such as holding back or enabling children's agency.

Self-regulated learning (SRL) is often defined as goal-directed behavior of learners that they display on a regular basis. Models of SRL present general stages of SRL through which learners go without making a difference between different fields of learning. However, there is also research showing that there is not one set of self-regulated actions which assist learners in regulating their behavior in every context. Instead, there are types of self-regulated actions which fit into different contexts for different learners and for different tasks as well as different domains. To shed light on this matter, this study investigated whether self-regulation is a general concept or a domain-specific characteristic. The data of the study were collected from high achieving students studying at the top-ranking science high schools of Türkiye which accept students through a competitive centralized exam. The data were collected via interviews (n = 15) whose participants were selected among the ones receiving the highest score from Self-regulatory Strategies Scale (SRSS). The results of the study showed that selfregulated learning can be depicted as a general characteristic as well as a domain-specific one, as it is a complex process that subsumes both general and domain attributes. The results of this study can be utilized to design impactful SRL interventions, as it provides a comprehensive report of the general and domain-specific phases of SRL.

Education scholars have demonstrated that family engagement contributes to academic success for urban children. To date, engagement models have invited families into schools. This paper presents an alternative model that invites schools into communities where families use culturallygrounded counter-narrative and self-determination to establish meaningful instances of authentic family engagement. Derived from the Youth Resiliency Institute's Journey Project , this paper grounds the model in the relevant literature and explores relationships between the model's theoretical components.

Feedback is a key element in the learning process and it is related to the educational functions of tutors, who have the important task of helping in the development of the professional profile of students. This communication presents a teaching innovation experience aimed to provide a constructive feedback, through Mentoring as an educational resource, to develop the role of conflict mediator. Methodology and obtained results are described.

The Stability-Cordiality Theory of Success is a behaviorist-based framework that seeks to advance existing theories of personality development by offering a comprehensive model for understanding human success. Success, in this context, is defined as a state of fulfillment, happiness, safety, health, and love—concepts aligned with Seligman’s notion of flourishing and Csikszentmihalyi’s theory of flow. This theory explains the dynamic processes underlying human actions, leadership, personal growth, and societal behaviour.
The theory posits that individuals progress toward success through nine cardinal steps: self-motivation, spirituality, perspicacity, cognitive assonance, authenticity, cognitive flexibility, technical literacy, social-cognitive skills, and identity achievement. Each step represents a crucial component of stability that fosters long-term success. Conversely, individuals may fall into failure when negative cardinal steps—such as gullibility, lethargy, cognitive dissonance, and identity confusion—dominate their development. However, transitions between these paths are possible through significant life experiences or guided interventions. By integrating cognitive, social, and technical dimensions, the Stability-Cordiality Theory of Success provides a structured approach to personal and professional growth. It highlights how individual differences, environmental influences, and self-awareness contribute to achieving a stable and fulfilling life. The theory also introduces the Stability-Cordiality Model, which illustrates how individuals can navigate from negative to positive cardinal steps with effort, guidance, and self-realization. This theory offers valuable insights for personal development, leadership training, and psychological well-being, making it a versatile tool for understanding human behaviour and success.

The study explored the impact of incorporating mindfulness into Nigerian secondary schools curricula: advantages and disadvantages. Incorporating mindfulness into secondary schools curricula offers numerous benefits for students' mental health, academic performance, social skills and positive school culture. The study adopted the survey research method. The population for this study comprised all public secondary school principals, teachers and students in Delta State. The sample for this study was 50 principals, 100 teachers and 150 students in selected public secondary schools Delta State. A self-structured questionnaire titled Incorporation of Mindfulness into Secondary School Curricula Questionnaire (IMSSCQ) were used to collect data for the study. The reliability coefficients of the instruments ranged from 0.81 to 0.86 through Cronbach Alpha. Simple percentage, Mean, standard deviation, and Pearson "r" statistics were the statistical tools deployed for the analysis of data collected. The results of the study indicated that incorporating mindfulness into secondary school curricula has the potential to transform the educational landscape and also improve decision-making of students through thoughtfulness and self-awareness. In conclusion, the integration of mindfulness practices in schools offers significant potential benefits, including improved student focus, emotional regulation, and overall well-being. However, successful implementation requires careful consideration of the challenges, such as time, teacher training, cultural resistance, logistical constraints, and the need for age-appropriate interventions.

Practitioners interested in the process of helping people change are confronted today with such a burgeoning array of perspectives, theories, and treatment modalities that even the most diligent can feel overwhelmed by the number of choices. This plethora of approaches calls into question whether there is anything that can tie them together. Asking if the psychoanalytic field is destined to be splintered into fragments that defy cohesion or if it is possible to generate a way of thinking and working that is more inclusive, this paper takes a historical and integrationist approach, grounded in a clinical focus on mental organization and Leo Rangell's total composite theory. It discusses trends in the development of psychoanalysis and argues for the importance of integration of the findings from neuropsychology and neuropsychoanalysis into psychoanalytic clinical work.

From this new year 2024, the European Journal of Psychology of Education (EJPE) will be publishing a new format that we call "Special Section", designed to encourage collaboration between teams of researchers working on the same research object or topic in the field of psychology of education. As we mentioned previously (Tartas, 2023), three keywords are at the core of EJPE: diversity, collaboration, and development. We would like to illustrate how this new format may support and enrich these three dimensions. Let us first define the new format.

Chrysostom construed attention as an unwavering and wholehearted dedication to the study of the Word in view of one's moral transformation. As it will become evident the attainment of this state required instruction, not in doctrines, but in the art of asking questions. This article tries to place Chrysostom's hermeneutics in its Middle Platonic and Neoplatonic scholastic context. It also explores the interaction between preacher and audience as well as the erotic and hedonistic dimensions of intercourse with the Word so as to bring to the fore the relational aspects of attention. Above all, it highlights desire, and its close association with the formulation of aporias, as the key to Chrysostom's Socratic way of converting his congregation to the Christian way of life.

The first edition of Created to Learn: A Christian Teacher's Introduction to Educational Psychology was published in 1996. It was a book that would become a most helpful tool for teaching students the developmental and psychological foundations that are integrated with the teaching/learning process. Many students and professors have had conversations about the subject of this book across universities, Bible colleges, and seminaries. What a gift this book was to each of us! But, I believe, the second edition of this book is an even greater gift than we could have imagined. Adventuring into the stories with Yount's journeys brings a deep, rich awareness of the teaching/learning process. As one begins to read through this book, Yount makes one feel as if the reader is sitting right there with him, having a conversation about Christian education, teaching, educational psychology, and discipleship. He draws one in with the heart of the writing, which is laying the groundwork of discipleship. The Disciplers' Model sets the tone and becomes the structure of the book, in which all other principles are aligned. This model was introduced in the first edition. It is the foundation of both books. Discipleship is the goal of Christian education. We want our students to be like Christ and formed into His image. Yount's calling and character are found within this model. His concern for people to become formed according to Christ's image is the passion that drives this book. Yount encourages each educator "to facilitate the learning of others that they may grow up into Him" (xvii).

Children as young as 5 have been found to possess basic notions of probability, in contradiction to the piagetian perspective. In the current pilot study, preschoolers (N=25) participated in a probability task of single events, with alterations in the given posterior information. Children took into account the new sets of information and responded differently in each condition, depending on the nature and the amount of information. Such findings stress the importance of designing probability tasks in accordance to the children's cognitive capacities and probabilistic understanding.

El bienestar social es un tema que no ha sido abordado lo suficiente, en especial lo que se refiere al bienestar en el entorno de la universidad y sus implicaciones en la vida personal del estudiante. El objetivo de este estudio fue determinar los niveles de bienestar social de los estudiantes de la facultad de psicologia en la Universidad de Cuenca. La investigacion fue cuantitativa de alcance exploratorio. El instrumento utilizado fue una adaptacion de las cinco dimensiones de bienestar de Keyes a Espana por Blanco y Diaz (2005) aplicada a 535 estudiantes de la facultad. Los resultados sugieren que los estudiantes de psicologia social poseen un nivel mayor de bienestar social; las mujeres son quienes presentan mayor bienestar social; en cuanto al estado civil las personas que son solteras presentan mayor bienestar social; en la situacion economica familiar aquellos que tienen una situacion economica buena presentan un mayor bienestar social y en la situacion laboral las personas q...

Widening participation in higher education has led to the global expansion of universities, increased student and program diversity, and greater provision of flexible pathways into university. Critical to supporting a growing student body is helping all students develop their ability to communicate confidently and effectively in their academic communities. This research employs a collaborative benchmarking framework to explore academic literacy instruction in pathway or 'enabling' programs across nine Australian universities. While prevailing assumptions hold that such programs are overly diverse, the findings demonstrate that these programs have developed remarkably similar approaches; in particular, the investigation found that the programs all drew on established academic literacy models and reflected an emerging disciplinary coherence across the enabling education sector, despite the lack of a formal curriculum and standards framework.