i-manager Publications

i-manager's Journal on Educational Psychology (JPSY)

Current Issue Vol. 17 Issue 3

Creative Teaching: A Conceptual Framework
Examining Measurement Invariance of Different SWLS Measurement Models According to Gender
Sources of Geography Class Enjoyment and Boredom among Bhutanese Secondary School Students
The Emergence of a Large Disadvantaged Group after the Earthquake Disaster in Turkey on February 6, 2023, and Investigation of Inclusive Education Policy
Academic Stress among Higher Secondary School Adolescents during the Covid-19 Pandemic Context
Development and Validation of Emotional Competence Scale (ECS) for Upper Primary School Students

Most Cited

Volume 17 Issue 1 July - September 2023

Article

Constructivism and Diversified Role of Teachers and Students in Teaching and Learning

K. Shakeela* , Vijayalakshmi Naik**

*-** Srinivas University, Mangalore, Karnataka, India.

Shakeela, K., and Naik, V. (2023). Constructivism and Diversified Role of Teachers and Students in Teaching and Learning. i-manager’s Journal on Educational Psychology, 17(1), 1-6. https://doi.org/10.26634/jpsy.17.1.19333

Abstract

At the level of society and educational planners, there is a widespread expectation that teachers must use creative teaching approaches to fulfill the requirements of the twenty-first century. The mere teacher-centered method mainly focuses on memorization and may not be feasible. Teachers must be aware of innovative methods of teaching. One such method is the constructivist approach. Constructivism is an approach to learning that posits individuals as active creators of their own knowledge, suggesting that reality is shaped by the learner's experiences. In the constructivist approach, knowledge is constructed by the learner under the active guidance of the teacher. Hence, teachers have to play different roles. This conceptual paper sketches the diversified roles of teachers and students in the constructivist approach.

References

[1]. Arends, R. I. (1998). Learning to Teach (4th ed.). McGraw-Hill, Boston.

[2]. Brooks, J. G., & Brooks, M. G. (1993). The Case for the Constructivist Classroom, Alexandria, Virginia. Association of Supervision and Curriculum Development publications, United States of America (pp. 1-136).

[3]. Brooks, J., & Brooks, M. (1993). In Search of Understanding: The Case for Constructivist Classrooms. Alexandria, Association of Supervision and Curriculum Development publications, United States of America.

[4]. Confrey, J. (1995). How compatible are radical constructivism, sociocultural approaches, and social constructivism. Constructivism in Education, (pp. 185-225).

[5]. Davis, R. B. (1990). Constructivist Views on the Teaching and Learning of Mathematics. Journal for Research in Mathematics Education: Monograph No. 4. (pp. 7-18).

[6]. Dewey, J. (1938). Experience and Education. Collier Books A Division of Macmillan Publishing Co., Inc. New York.

[7]. Elliott, S. N. (2000). Educational Psychology: Effective Teaching, Effective Learning. McGraw-Hill, Boston, (pp. 1-656).

[8]. Ernest, P. (1994). Varieties of constructivism: Their metaphors, epistemologies and pedagogical implications. Hiroshima Journal of Mathematics Education, 2(2).

[9]. Honebein, P. C. (1996). Seven goals for the design of constructivist learning environments. Constructivist Learning Environments: Case Studies in Instructional Design, 11-24.

[10]. Kompf, M., & Bond, R. (Eds.). (1996). Changing Research and Practice: Teachers' Professionalism, Identities, and Knowledge. Falmer Press, London, (pp. 1-248).

[11]. Lester, N. B., & Onore, C. S. (1990). Learning Change: One School District Meets Language Across the Curriculum. Portsmith, NH: Boynton Boynton/Cook Publishers, (pp. 1-120).

[12]. McLeod, S. (2019). Constructivism as a Theory for Teaching and Learning.

[13]. Oliver, K. M. (2000). Methods for developing constructivist learning on the web. Educational Technology, 40(6), 5-18.

[14]. Tam, M. (2000). Constructivism, Instructional Design, and Technology: Implications for Transforming Distance Learning. Educational Technology and Society, 3(2), 50-60.

[15]. Tomei, L. A. (2009). Lexicon of Online and Distance Learning. Rowman & Littlefield Education, United Kingdom, (pp. 1-366).

Full Article (HTML)

Pdf

Research Paper

Perspectives and Attitudes towards Sustainability among Science, Preschool, and Primary School Teachers

Savas Pamuk*

Department of Education, Akdeniz University, Antalya, Turkey.

Pamuk, S. (2023). Perspectives and Attitudes towards Sustainability among Science, Preschool, and Primary School Teachers. i-manager’s Journal on Educational Psychology, 17(1), 7-17. https://doi.org/10.26634/jpsy.17.1.19318

Abstract

The concept of sustainability has been gaining momentum in recent years as people are becoming increasingly aware of the environmental, social, and economic challenges facing the world. Sustainability is a complex issue that requires a multidisciplinary approach and long-term perspective. This study aimed to examine the perceptions and attitudes of science, primary school, and preschool teachers toward sustainability. The study involved 299 public school teachers, who were asked to complete a series of scales and questions to gauge their views on sustainability and sustainable development. The findings of this study indicate that preschool teachers take a more holistic approach to sustainability education, emphasizing the need to teach sustainability as a lifestyle and calling for improved teacher training in this area. On the other hand, primary school teachers placed greater emphasis on raising awareness of sustainability rather than inducing basic behavioral changes in children. Science teachers were more focused on acquiring knowledge and concepts related to sustainability. Overall, the study suggests that the effective implementation of sustainability education requires supporting materials and resources, and the support of school administration and families.

References

[1]. Ärlemalm-Hagsér, E., & Sandberg, A. (2011). Sustainable development in early childhood education: In service students' comprehension of the concept. Environmental Education Research, 17(2), 187-200.

[2]. Calderhead, J. (1996). Teachers: Beliefs and knowledge. In D. C. Berliner, & R. C. Calfee (Eds.), Handbook of Educational Psychology (pp. 709–725). Prentice Hall International.

[3]. Davis, J. (2010). What is early childhood education for sustainability? In J. Davis (Ed), Young Children and the Environment: Early Education for Sustainability (pp. 21-42). Cambridge University Press, Cambridge.

[4]. Fiedeldey, A. C., Craffert, L., Dijk, C. F., Marais, J. L., Staden, F. J. V., & Willers, V. (1998). Human values, attitudes and perceptions of the environment: The south african PAGEC study. Human Sciences Research Council, Pretoria.

[5]. Fullan, M. (2001). Whole School Reform: Problems and Promises. Chicago Community Trust, Chicago.

[6]. Inoue, M., O'Gorman, L., & Davis, J. (2016). Investigating early childhood teachers' understandings of and practices in education for sustainability in Queensland: A Japan-Australia research collaboration. Australian Journal of Environmental Education, 32(2), 174-191.

[7]. Kahriman, D. (2016). Comparison of Early Childhood Education Educators' Education for Sustainable Development Practices across Eco versus Ordinary Preschools (Doctoral Dissertation, Middle East Technical University Institute of Social Sciences, Ankara).

[8]. Kennedy, M. M. (2005). The problem of evidence in teacher education. In The Role of the University in the Preparation of Teachers (pp. 91-110). Routledge.

[9]. Liarakou, G., Gavrilakis, C., & Flouri, E. (2009). Secondary school teachers' knowledge and attitudes towards renewable energy sources. Journal of Science Education and Technology, 18, 120-129.

[10]. R., & Hopkins, C. (2002). Weaving sustainability into pre-service teacher education programs. In W.F. Filho (Ed.), Teaching Sustainability at Universities: Towards Curriculum Greening (pp. 251–274). Peter Lang, Frankfurt.

[11]. Melendez, W. R., Beck, V., Fletcher, M. (2000). Teaching Social Studies in Early Education. Delmar Thomson Learning, USA.

[12]. Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.

[13]. Pamuk, S., Elmas, R., & Saban, Y. (2022). A Modeling Study on Science Teachers' Sustainable Development Knowledge, Attitudes and Practices. Sustainability, 14(16), 10437.

[14]. Peterson, P. L., Fennema, E., Carpenter, T. P., & Loef, M. (1989). Teacher's pedagogical content beliefs in mathematics. Cognition and İnstruction, 6(1), 1-40.

[15]. Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. Handbook of Research on Teacher Education, 2(102-119). Macmillan, New York.

[16]. Sagdıc, A. (2013). A Closer Look into Turkish Elementary Teachers Regarding Education for Sustainable Development (Master's thesis, Middle East Technical University, Turkey).

[17]. Spiropoulou, D., Antonakaki, T., Kontaxaki, S., & Bouras, S. (2007). Primary teachers' literacy and attitudes on education for sustainable development. Journal of Science Education and Technology, 16(5), 443-450.

[18]. Summers, M., Corney, G., & Childs, A. (2003). Teaching sustainable development in primary schools: An empirical study of issues for teachers. Environmental Education Research, 9(3), 327-346.

[19]. UNEP. (1977). United Nations Conference on Desertification.

[20]. UNESCO. (1968). Use and Conservation of the Biosphere.

[21]. UNESCO. (1976).

[22]. UNESCO. (2005). United Nations Decade of Education for Sustainable Development (2005-2014).

Full Article (HTML)

Pdf

Research Paper

Effectiveness of Authentic Learning Practices in Turkey: A Meta-Analysis

Özgür Tutal*

Hakkari University, Hakkari, Turkey.

Tutal, Ö. (2023). Effectiveness of Authentic Learning Practices in Turkey: A Meta-Analysis. i-manager’s Journal on Educational Psychology, 17(1), 18-31. https://doi.org/10.26634/jpsy.17.1.19424

Abstract

Authentic learning is gaining attention due to being perceived as a more engaging and effective way of teaching students. Many schools are incorporating authentic learning into their curricula, and numerous studies have also been conducted investigating the effectiveness of authentic learning in improving student outcomes. Various primary studies have been conducted in Turkey examining the effect of authentic learning on academic achievement and learning retention, which have an important place among learning outcomes. It was observed that the results of these individual studies reported different effect sizes on the effectiveness of authentic learning. This review aimed to report the overall effect sizes by analyzing the results of experimental and quasi-experimental studies examining the effect of authentic learning on academic achievement and learning retention through meta-analysis. Of the 180 studies listed as a result of the literature search, 11 studies (13 effect sizes) for academic achievement and four studies (six effect sizes) for the learning retention variables that meet the inclusion criteria were coded and analyzed. The results of the analysis showed a moderate overall effect size for the effectiveness of authentic learning on both academic achievement (g = 0.991) and learning retention (g = 0.925). It is possible to say that the overall effect sizes obtained as a result of the meta-analysis are moderate, quite remarkable for educational research, and that authentic learning is more effective in increasing academic achievement and learning retention than traditional education processes.

References

[1]. Aydın, O. (2019). The Impact of Authentic Learning Environments on the 4, (Doctoral Thesis, Burdur Mehmet Akif Ersoy University, Burdur).

[2]. Aynas, N. (2018). An Investigation of the Effect of Authentic Learning Practise in Science Course (Doctoral Dissertation, Van Yüzüncü Yıl University Institute of Educational Sciences, Van).

[3]. Aynas, N., & Aslan, M. (2021). The effects of authentic learning practices on academic success in science courses. Educational Research Quarterly, 44(4), 3-30.

[4]. Başol, G. (2016). A content analysis and methodological evaluation of meta-analyses on Turkish samples. International Journal of Human Sciences, 13(1), 1395–1401.

[5]. Baştürk, G. (2019). Impact of Authentic Learning Practices on Students' Critical Thinking Skills and Attitudes towards Social Studies (Master's Thesis, Sakarya University, Sakarya, Turkey).

[6]. Bektaş, M., & Horzum, M. B. (2014). Otantik Öğrenme. Pegem Akademi.

[7]. Bhagat, K. K., & Huang, R. (2018). Improving learners' experiences through authentic learning in a technologyrich classroom. In T. W. Chang, R. Huang, & Kinshuk (Eds.), Authentic Learning through Advances in Technologies (pp. 3-15). Springer.

[8]. Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2009). Introduction to Meta-Analysis. John Wiley & Sons, Ltd.

[9]. Carpenter, S. K., Pashler, H., & Cepeda, N. J. (2009). Using tests to enhance 8th grade students' retention of US history facts. Applied Cognitive Psychology, 23(6), 760-771.

[10]. Çetinkaya, M. (2018). A study of developing an attitude scale towards authentic learning environments and evaluation. Journal of Education and Training Studies, 6(4), 189-198.

[11]. Cho, Y. H., Caleon, I. S., & Kapur, M. (2015). Authentic problem solving and learning for twenty-first century learners. Authentic Problem Solving and Learning in the 21st Century: Perspectives from Singapore and Beyond, (pp. 3-16). Springer.

[12]. Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. Routledge.

[13]. Deeks, J. J., Higgins, J. P. T., & Altman, D. G. (2008). Analysing data and undertaking meta-analyses. In J. P. T. Higgins & S. Green (Eds.), Cochrane Handbook for Systematic Reviews of Interventions (pp. 243-296).

[14]. Dinçer, S. (2014). Eğitim Bilimlerinde Uygulamalı Meta-Analiz. Pegem Akademi.

[15]. Doğan-Dolapçıoğlu, S. (2015). Matematik Dersinde Otantik Öğrenme Yoluyla Eleştirel Düşünme Becerisinin Geliştirilmesi: Bir Eylem Araştırması (Doctoral dissertation, Çukurova Univerity, Adana).

[16]. Durlak, J. A., & Lipsey, M. W. (1991). A practitioner's guide to meta-analysis. American Journal of Community Psychology, 19, 291-332.

[17]. Duval, S., & Tweedie, R. (2000a). A nonparametric “trim and fill” method of accounting for publication bias in meta-analysis. Journal of the American Statistical Association, 95(449), 89-98.

[18]. Duval, S., & Tweedie, R. (2000b). Trim and fill: A simple funnel plot–based method of testing and adjusting for publication bias in meta analysis. Biometrics, 56(2), 455-463.

[19]. Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational Research: An Introduction. Allyn & Bacon, Boston.

[20]. Grissom, R. J., & Kim, J. J. (2012). Effect Sizes for Research: Univariate and Multivariate Applications. Routledge.

[21]. Güner, M. & Belet-Boyacı Ş. D. (2015). The effects of authentic materials based on authentic tasks on improving listening comprehension skill in Turkish course. Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic, 10(11), 757-772.

[22]. Güneş, G., Arikan, A., & Çetin, T. (2020). Analysing the effect of authentic learning activities on achievement in social studies and attitudes towards geographic information system GIS. Participatory Educational Research, 7(3), 247-264.

[23]. Gürgil, F. (2018). The effect of authentic learning approach in social studies teaching on the academic success. Universal Journal of Educational Research, 6(10), 2061-2068.

[24]. Güven, İ., & Nas, C. (2022). The effectiveness of inquiry based activities based on authentic learning approach on 5th grade students' academic achievement and creative problem solving skills. Academy Journal of Educational Sciences, 6(1), 52-58.

[25]. Hanji, M. B. (2017). Meta-Analysis in Psychiatry Research: Fundamental and Advanced Methods. CRC Press.

[26]. Harrer, M., Cuijpers, P., Furukawa, T. A., & Ebert, D. D. (2022). Doing Meta-Analysis With R: A Hands-On Guide. CRC press.

[27]. Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.

[28]. Hedges, L. V. (1982). Estimation of effect size from a series of independent experiments. Psychological Bulletin, 92(2), 490-499.

[29]. Hedges, L. V., & Olkin, I. (1985). Statistical Methods for Meta-Analysis. Academic Press, San Diego.

[30]. Herrington, A., & Herrington, J. (2006). What is an authentic learning environment?, Authentic Learning Environments in Higher Education, (pp. 1-14).

[31]. Herrington, J. (2015). Introduction to authentic learning. In V. Bozalek, D. Ng'ambi, D. Wood, J. Herrington, J. Hardman & A. Amory (Eds.), Activity Theory, Authentic Learning and Emerging Technologies (pp. 61-67). Routledge.

[32]. Herrington, J., Reeves, T. C., & Oliver, R. (2010). A Guide to Authentic E-Learning. Routledge.

[33]. Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning. Educational Psychologist, 42(2), 99-107.

[34]. Horzum, M. B., & Bektaş, M. (2012). The effect of authentic learning on preservice teachers' attitude and satisfaction towards service learning. Kastamonu Education Journal, 20(1), 341-360.

[35]. Howland, J. L., Jonassen, D. H., & Marra, R. M. (2014). Meaningful Learning with Technology. Pearson

[36]. Hui, F., & Koplin, M. (2011). Instructional Note: The implementation of authentic activities for learning: A case study in finance education. E-Journal of Business Education & Scholarship of Teaching, 5(1), 59-72.

[37]. İneç, Z. F., & Akpinar, E. (2018). Authentic social studies teaching: The effect of semantic geo-media material on learning. Review of International Geographical Education Online, 8(2), 273-310.

[38]. Karabulut, H. (2018). The Effect of Technology Supported Authentic Learning Activities on Students' Science Achievement, Retention of Learning and Attitude towards Science (Doctoral dissertation, Gazi University, Ankara).

[39]. Khan, S. (2020). Meta-Analysis: Methods for Health and Experimental Studies. Springer.

[40]. Knobloch, N. A. (2003). Is experiential learning authentic? Journal of Agricultural Education, 44(4), 22-34.

[41]. Konstantopoulos, S., & Hedges, L. V. (2009). Analyzing effect sizes: Fixed-effects models. In H. Cooper, L. V. Hedges, & J. C. Valentine (Eds.), The Handbook of Research Synthesis and Meta-Analysis (pp. 279–294). Russell Sage Foundation.

[42]. Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook. Sage.

[43]. National Research Council. (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. The National Academies Press.

[44]. Orwin, R. G. (1983). A fail-safe N for effect size in meta-analysis. Journal of Educational Statistics, 8(2), 157-159.

[45]. Özenoğlu, Y. E., & Baltacı, Ş. (2021). The effect of authentic task-oriented applications on problem solving skills in group robotic programming. Journal of Uludag University Faculty of Education, 34(2), 568-623.

[46]. Özkan, T., & Kılıçoğlu, E. (2021). Reflections of authentic learning on students' scientific process skills and achievements in mathematics. Acta Didactica Napocensia, 14(1), 29-44.

[47]. Öztürk, M. (2021). Authentic programming activities: The effect of students on computational thinking and programming self-efficacy beliefs. Inonu University Journal of the Faculty of Education (INUJFE), 22(2), 1611-1640.

[48]. Revington, S. (2023). Defining Authentic Learning.

[49]. Roediger, H. L., & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1(3), 181-210.

[50]. Rosenthal, R. (1979). The file drawer problem and tolerance for null results. Psychological Bulletin, 86(3), 638-641.

[51]. Rothstein, H. R., Lortie, C. J., Stewart, G. B., Koricheva, J., & Gurevitch, J. (2013). Quality standards for research syntheses. In J. Koricheva, J. Gurevitch, & K. Mengersen (Eds.), Handbook of Meta-Analysis in Ecology and Evolution (pp. 323–338). Princeton University Press.

[52]. Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.

[53]. Sellüm, F. S., & Bektaş, M. (2022). Authentic learning in primary school 4th grade science lesson. Journal of Bayburt Faculty of Education, 17(35), 1026-1059.

[54]. Slaney, K. L., Tafreshi, D., & Hohn, R. (2018). Random or fixed? An empirical examination of meta-analysis model choices. Review of General Psychology, 22(3), 290-304.

[55]. Slavin, R. E. (1996). Education for All.

[56]. Song, F., Sheldon, T. A., Sutton, A. J., Abrams, K. R., & Jones, D. R. (2001). Methods for exploring heterogeneity in meta-analysis. Evaluation & the Health Professions, 24(2), 126–151.

[57]. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285.

[58]. Thomas, J. W. (2000). A Review of Research on Project-based Learning. The Autodesk Foundation.

[59]. Ustaoğlu, M. (2020). Vücudumuzun Bilmecesini Çözelim Ünitesinde Otantik Öğrenme Etkinliklerinin 5. Sınıf Öğrencilerinin Öğrenme Ürünlerine Etkisi (Doctoral dissertation, Ondokuz Mayıs University, Samsun).

[60]. Walker, A., Recker, M., Ye, L., & Robertshaw, M. B. (2017). Authentic learning experiences in a blended learning environment: Relationships with engagement and academic achievement. Journal of Educational Computing Research, 55(2), 171-196.

[61]. Yıldırım, R., & Ortak, Ş. (2021). The effects of authentic learning approach on academic achievement and attitudes in social studies course. International Journal of Psychology and Educational Studies, 8(3), 193-208.

Full Article (HTML)

Pdf

Research Paper

Co-Caring Relationships: How Parent and Child Characteristics Matter

Mustafa Çetin*

Department of Education, Akdeniz University, Antalya, Turkey.

Çetin, M. (2023). Co-Caring Relationships: How Parent and Child Characteristics Matter. i-manager’s Journal on Educational Psychology, 17(1), 32-42. https://doi.org/10.26634/jpsy.17.1.19734

Abstract

This study aims to investigate the relationships between parent and child characteristics and co-caring relationships with the child's preschool teacher, including endorsement, support, undermining, and agreement. A survey research design was adopted for this study. The study's data were collected from 243 mothers and 238 fathers selected from preschools in Antalya, Turkey, through a demographic information form and the Co-caring Relationship Questionnaire. Independent sample t-tests, One-Way Analysis of Variance (ANOVA), and simple linear regression analyses were conducted. The results of the analyses indicated that there is a statistically significant difference between mothers and fathers in relation to their child's teacher in terms of endorsement, support, and undermining. On the other hand, the co-caring relationships of parents with their child's teacher did not differ based on the child's gender or parents' educational level. Lastly, the results revealed that parents' age significantly predicted the endorsement of parents for teachers' caregiving.

References

[1]. Adams, K. S., & Christenson, S. L. (2000). Trust and the family-school relationship examination of parent-teacher differences in elementary and secondary grades. Journal of School Psychology, 38(5), 477-497.

[2]. Berger, E. H., & Riojas-Cortez, M. (2015). Parents as Partners in Education: Families and Schools Working Together (9th ed.). Pearson.

[3]. Booth, A. & Dunn, J.F. (1996). Family-School Links: How do they Affect Educational Outcomes. Routledge.

[4]. Bornstein, M. H. (2002). Handbook of Parenting (2nd ed). Routledge.

[5]. Calarco, J. M. (2011). “I need help!” Social class and children's help-seeking in elementary school. American Sociological Review, 76(6), 862-882.

[6]. Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th ed.). Routledge.

[7]. Epstein, J. L. (1995). School/family/community partnerships. Phi Delta Kappan, 76(9), 701-712.

[8]. Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-analysis. Educational Psychology Review, 13, 1–22.

[9]. Fantuzzo, J., Tighe, E., & Childs, S. (2000). Family Involvement Questionnaire: A multivariate assessment of family participation in early childhood education. Journal of Educational Psychology, 92(2), 367–376.

[10]. Feinberg, M. E. (2003). The internal structure and ecological context of coparenting: A framework for research and intervention. Parenting: Science and Practice, 3(2), 95-131.

[11]. Fu, W., Pan, Q., Yuan, Y., & Chen, G. (2022). Longitudinal impact of parent-teacher relationship on middle school students' academic achievements in China. Frontiers in Psychology, 13, 1-14.

[12]. Garbacz, S. A., McIntyre, L. L., & Santiago, R. T. (2016). Family involvement and parent–teacher relationships for students with autism spectrum disorders. School Psychology Quarterly, 31(4), 478–490.

[13]. Grace, M., & Gerdes, A. C. (2019). Parent-teacher relationships and parental involvement in education in Latino families. Contemporary School Psychology, 23, 444-454.

[14]. Grolnick, W.S., & and Slowiaczek, M.L. (2010). Parents' involvement in children's schooling: A context for children's development. Journal of the Society for Research in Child Development, 65(1), 237-252.

[15]. Harpaz, G., & Grinshtain, Y. (2020). Parent–teacher relations, parental self-efficacy, and parents' helpseeking from teachers about children's learning and socio-emotional problems. Education and Urban Society, 52(9), 1397–1416.

[16]. Hughes, J., & Kwok, O. (2007). Influence of studentteacher and parent-teacher relationships on lower achieving readers' engagement and achievement in the primary grades. Journal of Educational Psychology, 99(1), 39-51.

[17]. Iruka, I. U., Winn, D. M. C., Kingsley, S. J., & Orthodoxou, Y. J. (2011). Links between parent-teacher relationships and kindergartners' social skills: Do child ethnicity and family income matter?. The Elementary School Journal, 111(3), 387-408.

[18]. Jeon, H. J., M. McCartney, C., Richard, V., Johnson, S. J., & Kwon, K. A. (2021). Associations between parentteacher and teacher-child relationships and children's socioemotional functioning. Early Child Development and Care, 191(15), 2407-2421.

[19]. Kikas, E., Poikonen, P. L., Kontoniemi, M., Lyyra, A. L., Lerkkanen, M. K., & Niilo, A. (2011). Mutual trust between kindergarten teachers and mothers and its associations with family characteristics in Estonia and Finland. Scandinavian Journal of Educational Research, 55(1), 23–37.

[20]. Kim, E. M., Sheridan, S. M., Kwon, K., & Koziol, N. (2013). Parent beliefs and children's social-behavioral functioning: The mediating role of parent–teacher relationships. Journal of School Psychology, 51(2), 175-185.

[21]. Kim, S., & Chin, M. (2016). Gender differences in factors associated with how parents communicate with school in Korea. The Journal of Educational Research, 109(5), 464-477.

[22]. Kim, S., & Hill, N. E. (2015). Including fathers in the picture: A meta-analysis of parental involvement and students' academic achievement. Journal of Educational Psychology, 107(4), 919–934.

[23]. Lamb, M. E. (2010). The Role of the Father in Child Development. John Wiley & Sons, (pp. 1-644).

[24]. Lang, S. N., Jeon, L., Schoppe-Sullivan, S. J., & Wells, M. B. (2020). Associations between parent–teacher cocaring relationships, parent–child relationships, and young children's social emotional development. Child & Youth Care Forum, 49, 623-646.

[25]. Lang, S. N., Schoppe-Sullivan, S. J., & Jeon, L. (2017). Examining a self-report measure of parent–teacher cocaring relationships and associations with parental involvement. Early Education and Development, 28(1), 96-114.

[26]. Lang, S. N., Tolbert, A. R., Schoppe-Sullivan, S. J., & Bonomi, A. E. (2016). A cocaring framework for infants and toddlers: Applying a model of coparenting to parent–teacher relationships. Early Childhood Research Quarterly, 34, 40-52.

[27]. Lareau, A. (2003). Unequal Childhoods: Class, Race, and Family Life. University of California Press.

[28]. Lerkkanen, M. K., Kikas, E., Pakarinen, E., Poikonen, P. L., & Nurmi, J. E. (2013). Mothers' trust toward teachers in relation to teaching practices. Early Childhood Research Quarterly, 28(1), 153-165.

[29]. Nzinga-Johnson, S., Baker, J. A., & Aupperlee, J. (2009). Teacher-parent relationships and school involvement among racially and educationally diverse parents of kindergartners. The Elementary School Journal, 110(1), 81-91.

[30]. Powell, D., Son, S. H., File, N., & San Juan, R. (2010). Parent-school relationships and children's academic and social out-comes in public school pre-kindergarten. Journal of School Psychology, 48(4), 269–292.

[31]. Santiago, R. T., Garbacz, S. A., Beattie, T., & Moore, C. L. (2016). Parent teacher relationships in elementary school: An examination of parent teacher trust. Psychology in the Schools, 53(10), 1003-1017.

[32]. Sheldon, S. B., & Epstein, J. L. (2005). Involvement counts: Family and community partnerships and mathematics achievement. The Journal of Educational Research, 98(4), 196-207.

[33]. Sheridan, S. M., Bovaird, J. A., Glover, T. A., Andrew Garbacz, S., Witte, A., & Kwon, K. (2012). A randomized trial examining the effects of conjoint behavioral consultation and the mediating role of the parentteacher relationship. School Psychology Review, 41(1), 23-46.

[34]. Sucuoğlu, N. B., & Bakkaloğlu, H. (2018). The quality of parent–teacher relationships in inclusive preschools. Early Child Development and Care, 188(8), 1190-1201.

[35]. Thijs, J., & Eilbracht, L. (2012). Teachers' perceptions of parent–teacher alliance and student–teacher relational conflict: Examining the role of ethnic differences and “disruptive” behavior. Psychology in the Schools, 49(8), 794-808.

[36]. Waanders, C., Mendez, J. L., & Downer, J. T. (2007). Parent characteristics, economic stress and neighborhood context as predictors of parent involvement in preschool children's education. Journal of School Psychology, 45(6), 619−636.

[37]. Wolf, S. (2020). “Me I don't really discuss anything with them”: Parent and teacher perceptions of early childhood education and parent-teacher relationships in Ghana. International Journal of Educational Research, 99, 101525.

[38]. Zulauf-McCurdy, C. A., & Loomis, A. M. (2022). Parent and teacher perceptions of the parent–teacher relationship and child self-regulation in preschool: Variations by child race. Early Childhood Education Journal, 51, 765–779.

Full Article (HTML)

Pdf

Research Paper

Scientific Temper among Undergraduate Students: A Comparative Study Based on Demographic Variables

Akash Padhan* , Gopikanta Suna, Venkateswar Meher*

* Sambalpur University, Jyoti Vihar, Burla, Odisha, India.

Gangadhar Meher University, Amruta Vihar, Sambalpur, Odisha, India.

* Anchal College, Padampur, Bargarh, Odisha, India.

Padhan, A., Suna, G., and Meher, V. (2023). Scientific Temper among Undergraduate Students: A Comparative Study Based on Demographic Variables. i-manager’s Journal on Educational Psychology, 17(1), 43-50. https://doi.org/10.26634/jpsy.17.1.19390

Abstract

This study investigates scientific temper among undergraduate students with respect to demographic variables such as gender, stream, caste, family types, and locality. The study included 108 undergraduate students selected by stratified purposive sampling. Primary data were collected using the standardized "Scientific Temper Inventory." The results revealed that most of the undergraduate students possessed above-average scientific tempers. It also revealed that undergraduate students from urban areas and students from joint families had significantly higher scientific tempers. No significant variations were found in the scientific temper of students in terms of gender, stream, religion, or caste.

References

[1]. Acharya, A. K., & Mohanty, S. (2022). Scientific temper among junior high school students of Balasore District, Odisha. Randwick International of Education and Linguistics Science Journal, 3(3), 522-526.

[2]. Acharya, S. (2021). Scientific temper among under graduate students: A comparative study based on certain demographic variables. Journal of Emerging Technologies andInnovativeResearch(JETIR),8(8),200-205.

[3]. Aezum, A., & Wani, N. (2013). Comparative evaluation of scientific temper and academic achievement among adolescent students. International Journal of Innovative Research and Development, 2(8), 174-177.

[4]. Andrabi, A. A. (2015). A comparative study of Scientific Temper among Tribal and Non-Tribal adolescents of Kashmir. Scholarly Research Journals for Interdisciplinary Studies, 3, 2854-2859.

[5]. Basu, N., & Aslam, S. (2015). Scientific temper and academic achievement of rural and urban secondary school students. Scholar Research Journal for humanity science and English language, 2(12), 3193-3204.

[6]. Bhat, M. S. (2017). Scientific temper and academic achievement of Gujjar and non-Gujjar students–a comparative study. Post-graduate Department of Education, Journal of Applied Research in Education, 22(1), 315-375.

[7]. Bhat, S. A., & Netragaonkar, Y. D. (2014). Scientific temper and academic achievement of first and non-first generation learners in Kashmir. Scholarly Research Journal for Humanity Science & English Language, 1(5), 660-669.

[8]. Biswal, A., & Pandey, A. (2022). Scientific Temper among Secondary School Students. Journal of Scientific Temper (JST), 9(3-4), 149-163.

[9]. Dar, U.A., & Ghani, A. (2018).Scientific temper and the academic achievement of children of working and nonworking mothers of Madhya Pradash. International Journal of Movement Education and Social Science, 7(2), 625-629.

[10]. Jahanger, J., & Dar, G. N. (2019). Scientific temper of rural and urban senior secondary school students. International Journal of Advanced Multidisciplinary Scientific Research (IJAMSR), 2 (1), 15-20.

[11]. Kapri, U. C. (2017). A study of scientific temper and scientific creativity of secondary school students. International Journal of Advanced Research, 5(8), 1498-1503.

[12]. Kour, S. (2015). Scientific temper among academically high and low achieving adolescent girls. Journal of Education and Practice, 6(34), 96-101.

[13]. Mehraj, R. (2018). Study on scientific temper among secondary school learners. International Journal of Advance Research in Science and Engineering, 7(4), 570-580.

[14]. Misra, K.S. (2020). Manual for Scientific Temper Inventory. National Psychological Corporation, Agra.

[15]. Thakur, U., & Bhan, R. (2019). Scientific temper among secondary school students with respect to their gender. International Journal of Science and Research, 8(11), 815-817.

Full Article (HTML)

Pdf

Research Paper

Relationship between Personality Traits and Creative Thinking among Secondary School Students

Ismail Thamarasseri* , Soja Jacob**

*-** School of Pedagogical Sciences, Mahatma Gandhi University, Kottayam, Kerala, India.

Thamarasseri, I., and Jacob, S. (2023). Relationship between Personality Traits and Creative Thinking among Secondary School Students. i-manager’s Journal on Educational Psychology, 17(1), 51-60. https://doi.org/10.26634/jpsy.17.1.19327

Abstract

Personality traits are enduring dispositions in behavior that show differences across individuals and tend to characterize the person across varying types of situations. Creative thinking is a thinking process that produces new methods, concepts, understandings, inventions, and works of art. It is the art of exploring student progress. Due to a lack of creative thinking, the progress of inventions in the fields of science and technology has declined. Therefore, there is an urgent need to encourage learners to acquire creative thinking, which, in turn, will provide a platform for individuals to cultivate other psychological dimensions. The present study is an attempt to identify the creative thinking capacity of secondary school students and its influence on their personality traits. The acquisition of these skills will definitely mold individuals to become vibrant in all sectors of education.

References

[1]. Bayram, S., Deniz, L., & Erdogan, Y. (2008). The role of personality traits in web based education. Turkish Online Journal of Educational Technology (TOJET), 7(2), 41-50.

[2]. Gupta, H. G. (1968a). A study of the relationship between some environmental factors and academic achievement. Journal of Educational Research and Extension, 5(1), 17-23.

[3]. Gupta, V. P. (1968b). Intelligence, economic status, sex, and academic success. Journal of Educational Research and Extension, 5(2), 81-87.

[4]. Izevbigie, T. I., & Owie, I. (2006). Eating disorders and personality profile of female secondary schools students in benin metropolis, Nigeria. Journal of Instructional Psychology, 33(3), 162-170.

[5]. Kim, K. H. (2011). The creativity crisis: The decrease in creative thinking scores on the torrance tests of creative thinking. Creativity Research Journal, 23(4), 285-295.

[6]. Mangal, S. K. (2002). Statistics in Psychology and Education. Prentice Hall of India Pvt. Ltd., New Delhi.

[7]. Salami, S. O. (2008). Roles of personality, vocational interests, academic achievement and socio cultural factors in educational aspirations of secondary school adolescents in southwestern Nigeria. Career Development International, 13(7), 630-647.

Full Article (HTML)

Pdf

Review Paper

Bringing Mindfulness to Teacher Professional Development for Social-Emotional Competence in Teaching

Güler Çetin*

Department of Educational Sciences, Bolu Abant Izzet Baysal University, Bolu, Turkey.

Çetin, G. (2023). Bringing Mindfulness to Teacher Professional Development for Social-Emotional Competence in Teaching. i-manager’s Journal on Educational Psychology, 17(1), 61-76. https://doi.org/10.26634/jpsy.17.1.19291

Abstract

Teacher stress is an international issue that is crucial for the stability and effectiveness of educational systems worldwide. Consequently, there has been a longstanding interest in the factors that cause occupational stress for teachers and ways to eliminate them. In this regard, the importance of teachers' social-emotional competence, which acts as a protective factor against stressful situations, has been particularly emphasized. This study aimed to explain teachers' socialemotional competence and compile mindfulness-based professional development programs designed to promote it, utilizing a literature review as a research methodology. Accordingly, this study explained the Cultivating Awareness and Resilience in Education (CARE) professional development program. It also presented an overview and synthesis of representative research studies and provided implications for teacher professional development. It attempted to draw attention to the importance of involving social-emotional competence, which is closely related to teacher and teaching quality, in the development of more effective teacher education programs.

References

[1]. Abenavoli, R. M., Jennings, P. A., Greenberg, M. T., Harris, A. R., & Katz, D. A. (2013). The protective effects of mindfulness against burnout among educators. The Psychology of Education Review, 37(2), 57-69.

[2]. Akiva, T., Arel, S., Benn, R., Eccles, J. S., & Roeser, R. W. (2011, April). Mindfulness-Based Professional Development for Special Educators: Participant Observation and Interview Findings from a Randomized Control Pilot Study. Paper presented at the biennial meeting of the Society for Research on Child Development, Montreal, Quebec, Canada.

[3]. Alcocer, L. A. R. (2019). Social-Emotional Competencies in Pre-Service Teachers (Doctoral dissertation, University of North Texas).

[4]. Aldana, S. G., Merrill, R. M., Price, K., Hardy, A., & Hager, R. (2005). Financial impact of a comprehensive multisite workplace health promotion program. Preventive Medicine, 40(2), 131-137.

[5]. Aspelin, J. (2019). Enhancing pre-service teachers' socio-emotional competence. International Journal of Emotional Education, 11(1), 153-168.

[6]. Barrientos-Fernández, A., Pericacho-Gómez, F. J., & Sánchez-Cabrero, R. (2020). Competencias sociales y emocionales del profesorado de Educación Infantil y su relación con la gestión del clima de aula. Estudios Sobre Educación, 38, 59-78.

[7]. Baumeister, R. F., & Leary, M. R. (1997). Writing narrative literature reviews. Review of General Psychology, 1(3), 311-320.

[8]. Beshai, S., McAlpine, L., Weare, K., & Kuyken, W. (2016). A non-randomised feasibility trial assessing the efficacy of a mindfulness-based intervention for teachers to reduce stress and improve well-being. Mindfulness, 7(1), 198-208.

[9]. Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., Segal, Z. V., Abbey, S., Speca, M., Velting, D., & Devins, G. (2004). Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice, 11(3), 230-241.

[10]. Brown, K. W., Ryan, R. M., & Creswell, J. D. (2007). Mindfulness: Theoretical foundations and evidence for its salutary effects. Psychological Inquiry, 18(4), 211-237.

[11]. Carmen, R. G., Olga, B. G., & Beatriz, M. (2022). Socio-emotional competence and self-efficacy of future secondary school teachers. Education Sciences, 12(3), 161.

[12]. Carroll, A., Flynn, L., Sanders O'Connor, E., Forrest, K., Bower, J., Fynes-Clinton, S., York, A., & Ziaei, M. (2021). In their words: Listening to teachers' perceptions about stress in the workplace and how to address it. Asia-Pacific Journal of Teacher Education, 49(4), 420-434.

[13]. CASEL. (2013). Effective Social and Emotional Learning Programs: Preschool and Elementary School Edition.

[14]. Chang, M. L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21, 193-218.

[15]. Chang, M. L. (2013). Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: Appraisal, regulation and coping. Motivation and Emotion, 37, 799-817.

[16]. Collie, R. J. (2017). Teachers' social and emotional competence: Links with social and emotional learning and positive workplace outcomes. In E. Frydenberg, A. J. Martin, & Rebecca J. Collie (Eds.), Social and Emotional Learning in Australia and the Asia-Pacific (pp. 167-184). Springer.

[17]. Collie, R. J. (2020). The development of social and emotional competence at school: An integrated model. International Journal of Behavioral Development, 44(1), 76-87.

[18]. Conroy, M. A., Sutherland, K. S., Algina, J., Ladwig, C., Werch, B., Martinez, J., ... & Gyure, M. (2019). Outcomes of the best in class intervention on teachers' use of effective practices, self-efficacy, and classroom quality. School Psychology Review, 48(1), 31-45.

[19]. Corcoran, R. P., & Tormey, R. (2012). How emotionally intelligent are pre-service teachers? Teaching and Teacher Education, 28(5), 750-759.

[20]. Crain, T. L., Schonert-Reichl, K. A., & Roeser, R. W. (2017). Cultivating teacher mindfulness: Effects of a randomized controlled trial on work, home, and sleep outcomes. Journal of Occupational Health Psychology, 22(2), 138-152.

[21]. Cullen, M. (2011). Mindfulness-based interventions: An emerging phenomenon. Mindfulness, 2(3), 186-193.

[22]. Cullen, M., & Pons, G. B. (2015). The MindfulnessBased Emotional Balance Workbook: An Eight-Week Program for Improved Emotion Regulation and Resilience. New Harbinger Publications, Inc.

[23]. Dahl, J. D. (2022). The Relationship between High School Teachers' Self-Reported Social and Emotional Competencies and Teacher Social and Instructional Teaching Practices and the Implications for Professional Learning (Doctoral dissertation, Virginia Polytechnic Institute and State University).

[24]. Darling-Hammond, L. (2001). The challenge of staffing our schools. Educational Leadership, 58(8), 12-17.

[25]. de Ruiter, J. A., Poorthuis, A. M., Aldrup, K., & Koomen, H. M. (2020). Teachers' emotional experiences in response to daily events with individual students varying in perceived past disruptive behavior. Journal of School Psychology, 82, 85-102.

[26]. Domitrovich, C. E., Bradshaw, C. P., Berg, J. K., Pas, E. T., Becker, K. D., Musci, R., Embry, D. D., & Ialongo, N. (2016). How do school-based prevention programs impact teachers? Findings from a randomized trial of an integrated classroom management and socialemotional program. Prevention Science, 17(3), 325-337.

[27]. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta analysis of school based universal interventions. Child Development, 82(1), 405-432.

[28]. Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: A meta-analysis. Mindfulness, 3(3), 174-189.

[29]. Ergas, O., & Hadar, L. L. (2019). Mindfulness in and as education: A map of a developing academic discourse from 2002 to 2017. Review of Education, 7(3), 757-797.

[30]. Eurydice. (2012). Key Data on Education in Europe.

[31]. Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: A pilot study to assess effects on stress, burnout, and teaching efficacy. Mind, Brain, and Education, 7(3), 182-195.

[32]. Frank, J. L., Reibel, D., Broderick, P., Cantrell, T., & Metz, S. (2015). The effectiveness of mindfulness-based stress reduction on educator stress and well-being: Results from a pilot study. Mindfulness, 6(2), 208-216.

[33]. Good, D. J., Lyddy, C. J., Glomb, T. M., Bono, J. E., Brown, K. W., Baer, R. A., et al. (2016). Contemplating mindfulness at work: An integrative review. Journal of Management, 42(1), 114-142.

[34]. Hadar, L. L., Ergas, O., Alpert, B., & Ariav, T. (2020). Rethinking teacher education in a VUCA world: student teachers' social-emotional competencies during the Covid-19 crisis. European Journal of Teacher Education, 43(4), 573-586.

[35]. Hen, M., & Goroshit, M. (2016). Social-emotional competencies among teachers: An examination of interrelationships. Cogent Education, 3(1), 1151996.

[36]. Herman, K. C., Hickmon-Rosa, J. E., & Reinke, W. M. (2018). Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated student outcomes. Journal of Positive Behavior Interventions, 20(2), 90-100.

[37]. Hofmann, S. G., Sawyer, A. T., Witt, A. A., & Oh, D. (2010). The effect of mindfulness-based therapy on anxiety and depression: A meta-analytic review. Journal of Consulting and Clinical Psychology, 78(2), 169-183.

[38]. Hulburt, K. J., Colaianne, B. A., & Roeser, R. W. (2020). The calm, clear, and kind educator: A contemplative educational approach to teacher professional identity development. In O. Ergas & J. K. Ritter (Eds.). Exploring Self toward Expanding Teaching, Teacher Education and Practitioner Research, 34, 17-36. Emerald Publishing Limited.

[39]. Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525.

[40]. Jennings, P. A., Brown, J. L., Frank, J. L., Doyle, S., Oh, Y., Davis, R., Rasheed, D., DeWeese, A., DeMauro, A. A., Cham, H., & Greenberg, M. T. (2017). Impacts of the CARE for Teachers program on teachers' social and emotional competence and classroom interactions. Journal of Educational Psychology, 109(7), 1010-1028.

[41]. Jennings, P. A., Doyle, S., Oh, Y., Rasheed, D., Frank, J. L., & Brown, J. L. (2019). Long-term impacts of the CARE program on teachers' self-reported social and emotional competence and well-being. Journal of School Psychology, 76, 186-202.

[42]. Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): Results of a randomized controlled trial. School Psychology Quarterly, 28(4), 374-390.

[43]. Jennings, P. A., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2011). Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): Results of two pilot studies. Journal of Classroom Interaction, 46(1), 37-48.

[44]. Jennings, P., Frank, J., & Montgomery, M. (2020). Social and emotional learning for educators. In N. C. Singh, & A. Duraiappah (Eds.), Rethinking Learning: A Review of Social and Emotional Learning for Education Systems (pp. 127-153).

[45]. Jha, A. P., Krompinger, J., & Baime, M. J. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective, & Behavioral Neuroscience, 7(2), 109-119.

[46]. Jha, A. P., Stanley, E. A., Kiyonaga, A., Wong, L., & Gelfand, L. (2010). Examining the protective effects of mindfulness training on working memory capacity and affective experience. Emotion, 10(1), 54-64.

[47]. Johnson, S., Cooper, C., Cartwright, S., Donald, I., Taylor, P., & Millet, C. (2005). The experience of workrelated stress across occupations. Journal of Managerial Psychology, 20(2), 178-187.

[48]. Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools: From programs to strategies, and commentaries. Social Policy Report, 26(4), 1-33.

[49]. Jones, S. M., Bouffard, S. M., & Weissbourd, R. (2013). Educators' social and emotional skills vital to learning. Phi Delta Kappan, 94(8), 62-65.

[50]. Jones, S. M., McGarrah, M. W., & Kahn, J. (2019). Social and emotional learning: A principled science of human development in context. Educational Psychologist, 54(3), 129-143.

[51]. Kabat-Zinn, J. (1994). Wherever You Go, There You Are: Mindfulness Meditation In Everyday Life. Hachette Books.

[52]. Kabat-Zinn, J. (2003). Mindfulness-based stress reduction (MBSR). Constructivism in the Human Sciences, 8(2), 73-107.

[53]. Khoury, B., Lecomte, T., Fortin, G., Masse, M., Therien, P., Bouchard, V., ... & Hofmann, S. G. (2013). Mindfulness-based therapy: a comprehensive metaanalysis. Clinical Psychology Review, 33(6), 763-771.

[54]. Knigge, M., Krauskopf, K., & Wagner, S. (2019). Improving socio-emotional competencies using a staged video-based learning program? Results of two experimental studies. Frontiers in Education, 4, 1-12.

[55]. Kokkinos, C. M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77(1), 229-243.

[56]. Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27-35.

[57]. Lawrence, M. W. (2016). Preserving Our Greatest Resources: A Quantitative Study to Better Understand the Role That Worksite Wellness Programs May Have in Mediating the Symptoms of Teacher Burnout (Doctoral dissertation, Manhattanville College, Purchase, New York).

[58]. Lozano-Peña, G., Sáez-Delgado, F., López-Angulo, Y., & Mella-Norambuena, J. (2021). Teachers' social–emotional competence: History, concept, models, instruments, and recommendations for educational quality. Sustainability, 13(21), 12142.

[59]. Mack, J. C., Johnson, A., Jones-Rincon, A., Tsatenawa, V., & Howard, K. (2019). Why do teachers leave? A comprehensive occupational health study evaluating intent to quit in public school teachers. Journal of Applied Biobehavioral Research, 24(1), e12160.

[60]. Markow D., Macia L., Lee H. (2013). The MetLife Survey of the American Teacher: Challenges for School Leadership.

[61]. Merrill, R. M., & Sloan, A. (2014). Effectiveness of a health promotion program among employees in a western United States school district. Journal of Occupational and Environmental Medicine, 56(6), 639-644.

[62]. Milkie, M. A., & Warner, C. H. (2011). Classroom learning environments and the mental health of first grade children. Journal of Health and Social Behavior, 52(1), 4-22.

[63]. Montgomery, C., & Rupp, A. A. (2005). Meta-analysis for exploring the diversity causes and effects of stress in teachers. Canadian Journal of Education, 28(3), 458-486.

[64]. Oberle, E., & Schonert-Reichl, K. A. (2016). Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students. Social Science & Medicine, 159, 30-37.

[65]. Oberle, E., Gist, A., Cooray, M. S., & Pinto, J. B. (2020). Do students notice stress in teachers? Associations between classroom teacher burnout and students' perceptions of teacher social–emotional competence. Psychology in the Schools, 57(11), 1741-1756.

[66]. OECD. (2017). Education at a Glance 2017: OECD Indicators. OECD Publishing (pp. 456).

[67]. OECD. (2020). TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals. OECD Publishing (pp. 250).

[68]. Poulou, M. S. (2018). Students' emotional and behavioral difficulties: The role of teachers' social and emotional learning and teacher-student relationships. International Journal of Emotional Education, 10(2), 146-153.

[69]. Renshaw, T. L., Long, A. C. J., & Cook, C. R. (2015). Assessing teacher's positive psychological functioning at work: Development and validation of the teacher subjective wellbeing questionnaire. School Psychology Quarterly, 30(2), 289-306.

[70]. Richards, J. (2012). Teacher stress and coping strategies: A national snapshot. The Educational Forum, 76(3), 299-316.

[71]. Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., Oberle, E., Thomson, K., Taylor, C., & Harrison, J. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. Journal of Educational Psychology, 105(3), 787-804.

[72]. Roeser, R. W., Skinner, E., Beers, J., & Jennings, P. A. (2012). Mindfulness training and teachers' professional development: An emerging area of research and practice. Child Development Perspectives, 6(2), 167-173.

[73]. Schonert-Reichl, K. A. (2017). Social and emotional learning and teachers. The Future of Children, 27(1), 137-155.

[74]. Schussler, D. L., DeWeese, A., Rasheed, D., DeMauro, A., Brown, J., Greenberg, M., & Jennings, P. A. (2018). Stress and release: Case studies of teacher resilience following a mindfulness-based intervention. American Journal of Education, 125(1), 1-28.

[75]. Schussler, D. L., Jennings, P. A., Sharp, J. E., & Frank, J. L. (2016). Improving teacher awareness and well-being through CARE: A qualitative analysis of the underlying mechanisms. Mindfulness, 7(1), 130-142.

[76]. Skaalvik, E. M., & Skaalvik, S. (2015). Job satisfaction, stress and coping strategies in the teaching profession-what do teachers say? International Education Studies, 8(3), 181-192.

[77]. Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333-339.

[78]. Taylor, C., Harrison, J., Haimovitz, K., Oberle, E., Thomson, K., Schonert-Reichl, K., & Roeser, R. W. (2016). Examining ways that a mindfulness-based intervention reduces stress in public school teachers: A mixedmethods study. Mindfulness, 7(1), 115-129.

[79]. Torraco, R. J. (2005). Writing integrative literature reviews: Guidelines and examples. Human Resource Development Review, 4(3), 356-367.

[80]. Torres, A. S. (2020). Emotions, identity, and commitment among early leavers in the United States of America. Teachers & Teaching, 26(7), 508-521.

[81]. Travers, C. (2017). Current knowledge on the nature, prevalence, sources and potential impact of teacher stress. In T. M. McIntyre, S. E. McIntyre, & D. J. Francis (Eds.), Educator Stress: An Occupational Health Perspective (23-54). Springer.

[82]. Valli, L., & Buese, D. (2007). The changing roles of teachers in an era of high-stakes accountability. American Educational Research Journal, 44(3), 519-558.

[83]. Von der Embse, N., & Mankin, A. (2021). Changes in teacher stress and wellbeing throughout the academic year. Journal of Applied School Psychology, 37(2), 165-184.

[84]. Waajid, B., Garner, P. W., & Owen, J. E. (2013). Infusing social emotional learning into the teacher education curriculum. International Journal of Emotional Education, 5(2), 31-48.

[85]. Wang, H., Hall, N. C., & Rahimi, S. (2015). Selfefficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education, 47, 120-130.

[86]. Wethington, E. (2000). Contagion of stress. Advances in Group Processes, 17, 229-253.

[87]. Williams, J. M. G., & Kabat-Zinn, J. (2011). Mindfulness: diverse perspectives on its meaning, origins, and multiple applications at the intersection of science and dharma. Contemporary Buddhism, 12(1), 1-18.

[88]. Zeidan, F., Johnson, S. K., Diamond, B. J., David, Z., & Goolkasian, P. (2010). Mindfulness meditation improves cognition: Evidence of brief mental training. Consciousness and Cognition, 19(2), 597-605.

[89]. Zhai, F., Raver, C. C., & Li-Grining, C. (2011). Classroom-based interventions and teachers' perceived job stressors and confidence: Evidence from a randomized trial in Head Start settings. Early Childhood Research Quarterly, 26(4), 442-452.

i-manager's Journal on Educational Psychology (JPSY)

Current Issue Vol. 17 Issue 3

Most Read

Most Cited

Volume 17 Issue 1 July - September 2023

Constructivism and Diversified Role of Teachers and Students in Teaching and Learning

K. Shakeela* , Vijayalakshmi Naik**

*-** Srinivas University, Mangalore, Karnataka, India.

Shakeela, K., and Naik, V. (2023). Constructivism and Diversified Role of Teachers and Students in Teaching and Learning. i-manager’s Journal on Educational Psychology, 17(1), 1-6. https://doi.org/10.26634/jpsy.17.1.19333

Abstract

References

Full Article (HTML)

Pdf

Perspectives and Attitudes towards Sustainability among Science, Preschool, and Primary School Teachers

Savas Pamuk*

Department of Education, Akdeniz University, Antalya, Turkey.

Pamuk, S. (2023). Perspectives and Attitudes towards Sustainability among Science, Preschool, and Primary School Teachers. i-manager’s Journal on Educational Psychology, 17(1), 7-17. https://doi.org/10.26634/jpsy.17.1.19318

Abstract

References

Full Article (HTML)

Pdf

Effectiveness of Authentic Learning Practices in Turkey: A Meta-Analysis

Özgür Tutal*

Hakkari University, Hakkari, Turkey.

Tutal, Ö. (2023). Effectiveness of Authentic Learning Practices in Turkey: A Meta-Analysis. i-manager’s Journal on Educational Psychology, 17(1), 18-31. https://doi.org/10.26634/jpsy.17.1.19424

Abstract

References

Full Article (HTML)

Pdf

Co-Caring Relationships: How Parent and Child Characteristics Matter

Mustafa Çetin*

Department of Education, Akdeniz University, Antalya, Turkey.

Çetin, M. (2023). Co-Caring Relationships: How Parent and Child Characteristics Matter. i-manager’s Journal on Educational Psychology, 17(1), 32-42. https://doi.org/10.26634/jpsy.17.1.19734

Abstract

References

Full Article (HTML)

Pdf

Scientific Temper among Undergraduate Students: A Comparative Study Based on Demographic Variables

Akash Padhan* , Gopikanta Suna**, Venkateswar Meher***

* Sambalpur University, Jyoti Vihar, Burla, Odisha, India. ** Gangadhar Meher University, Amruta Vihar, Sambalpur, Odisha, India. *** Anchal College, Padampur, Bargarh, Odisha, India.

Padhan, A., Suna, G., and Meher, V. (2023). Scientific Temper among Undergraduate Students: A Comparative Study Based on Demographic Variables. i-manager’s Journal on Educational Psychology, 17(1), 43-50. https://doi.org/10.26634/jpsy.17.1.19390

Abstract

References

Full Article (HTML)

Pdf

Relationship between Personality Traits and Creative Thinking among Secondary School Students

Ismail Thamarasseri* , Soja Jacob**

*-** School of Pedagogical Sciences, Mahatma Gandhi University, Kottayam, Kerala, India.

Thamarasseri, I., and Jacob, S. (2023). Relationship between Personality Traits and Creative Thinking among Secondary School Students. i-manager’s Journal on Educational Psychology, 17(1), 51-60. https://doi.org/10.26634/jpsy.17.1.19327

Abstract

References

Full Article (HTML)

Pdf

Bringing Mindfulness to Teacher Professional Development for Social-Emotional Competence in Teaching

Güler Çetin*

Department of Educational Sciences, Bolu Abant Izzet Baysal University, Bolu, Turkey.

Çetin, G. (2023). Bringing Mindfulness to Teacher Professional Development for Social-Emotional Competence in Teaching. i-manager’s Journal on Educational Psychology, 17(1), 61-76. https://doi.org/10.26634/jpsy.17.1.19291

Abstract

References

Full Article (HTML)

Pdf

Akash Padhan* , Gopikanta Suna, Venkateswar Meher*

* Sambalpur University, Jyoti Vihar, Burla, Odisha, India.

Gangadhar Meher University, Amruta Vihar, Sambalpur, Odisha, India.

* Anchal College, Padampur, Bargarh, Odisha, India.