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 10 Issue 4 February - April 2017

Research Paper

College Student Work Habits, Interruptions, and Stress

Maureen Conard* , Michael K. Barbour, Robert Marsh*

* Associate Professor, Department of Psychology, Sacred Heart University, Fairfield, Connecticut, USA.

Associate Professor, College of Education and Health Sciences, Touro University, California, USA.

* Associate Professor, Department of Management, Sacred Heart University, Fairfield, Connecticut, USA.

Conard, M., Barbour, M., and Marsh, R. (2017). College Student Work Habits, Interruptions, and Stress. i-manager’s Journal on Educational Psychology, 10(4), 1-11. https://doi.org/10.26634/jpsy.10.4.13455

Abstract

We see them every day, staring fervently at their phones, oblivious to other people and sometimes cars. Today's college student is constantly bombarded with interruptions and distractions from a variety of sources, and presumably is unable to focus on any task for any length of time. The purpose of this study was to explore the work habits of college students in a naturalistic education setting. The data indicated that college students had longer periods of uninterrupted work compared to studies of the knowledge workforce. We already know current knowledge workers, a generation raised almost without electronic interruptions, can hardly cope with a harried environment. This study found college students also seem to manage interruptions by delaying responses and batching them, and they did not seem to experience significant stress from interruptions.

References

[1]. Bailey, B.P., and Konstan, J.A., (2006). “On the need for attention-aware systems: Measuring effects of interruption on task performance, error rate, and affective state”. Computers in Human Behavior, Vol. 22, No. 4, pp. 685-708.

[2]. Barbour, M., (2009). “Today's student and virtual schooling: The reality, the challenges, the promise”. Journal of Open, Flexible, and Distance Learning, Vol. 13, No. 1, pp. 5-25.

[3]. Battles, S.Y., (1998). Pitnev Bowes Study finds Messaging creates Greater Stress at Work. Pitney Bowes Inc.

[4]. Bolger, N., Davis, A., and Rafaeli, E., (2003). “Diary methods: Capturing life as it is lived”. Annual Review of Psychology, Vol. 54, No. 1, pp. 579-616.

[5]. Cades, D.M., Werner, N.E., Boehm-Davis, D.A., and Arshad, Z., (2010). “What makes real-world interruptions disruptive? Evidence from an office setting”. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, Vol. 54, No. 4, pp. 448-452. Sage Publications.

[6]. Carton, A.M., and Aiello, J.R., (2009). “Control and Anticipation of Social Interruptions: Reduced Stress and Improved Task Performance 1”. Journal of Applied Social Psychology, Vol. 39, No. 1, pp. 169-185.

[7]. Chisholm, C.D., Collison, E.K., Nelson, D.R., and Cordell, W.H., (2000). “Emergency department workplace interruptions: Are emergency physicians “interrupt-driven” and “multitasking”?” Academic Emergency Medicine, Vol. 7, No. 11, pp. 1239-1243.

[8]. Conard, M.A., and Marsh, R.F., (2010). “Single and multiple interruptions increase task completion time, but don't affect stress, pressure or flow”. Paper presented at the Association for Psychological Science Conference, Boston, MA.

[9]. Csikszentmihalyi, M., (2000). Beyond Boredom and Anxiety. San Francisco: Jossey-Bass. (Original work published 1975).

[10]. Csikszentmihalyi, M., (1996). Creativity: Flow and the Psychology of Discovery and Invention. New York: Harpers Collins.

[11]. Czerwinski, M., Horvitz, E., and Wilhite, S., (2004). “A diary study of task switching and interruptions”. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, ACM, pp. 175-182.

[12]. Erlandson, D.A., Harris, E.L., Skipper, B., and Allen, S.D. (1993). Doing Naturalistic Inquiry: A Guide to Methods. Newbury Park, CA: Sage Publication Inc.

[13]. González, V.M., and Mark, G., (2004). “Constant, constant, multi-tasking craziness: Managing multiple working spheres”. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, ACM, pp. 113-120.

[14]. Howe, N., and Strauss, W., (2009). Millennials Rising: The Next Great Generation. Vintage.

[15]. Hudson, J.M., Christensen, J., Kellogg, W.A., and Erickson, T., (2002). “I'd be overwhelmed, but it's just one more thing to do: Availability and interruption in research management”. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, pp. 97-104. ACM.

[16]. Iqbal, S.T., and Horvitz, E., (2007). “Disruption and recovery of computing tasks: field study, analysis, and directions”. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, pp. 677-686. ACM.

[17]. Jett, Q.R., and George, J.M., (2003). “Work interrupted: A closer look at the role of interruptions in organizational life”. Academy of Management Review, Vol. 28, No. 3, pp. 494-507.

[18]. Jeong, S.H., and Hwang, Y. (2016). “Media multitasking effects on cognitive vs. attitudinal outcomes: A meta-analysis”. Human Communication Research, Vol. 42, No. 4, pp. 599-618.

[19]. Jones, C., and Healing, G., (2010). “Net generation students: Agency and choice and the new technologies”. Journal of Computer Assisted Learning, Vol. 26, No. 5, pp. 344-356.

[20]. Lancaster, L.C., and Stillman, D., (2002). When generations collide, Who they are, Why they clash, How to solve the generational puzzle at work. New York: Collins Business.

[21]. LeCompte, M.D., and Preissle, J., (1993). Ethnography and Qualitative Design in Educational nd Research, 2 ed. San Diego, CA: Academic Press.

[22]. Levine, L.E., Waite, B.M., and Bowman, L.L., (2007). “Electronic media use, reading, and academic distractibility in college youth”. Cyber Psychology & Behavior, Vol. 10, No. 4, pp. 560-566.

[23]. Lin, B.C., Kain, J.M., and Fritz, C., (2013). “Don't interrupt me! An examination of the relationship between intrusions at work and employee strain”. International Journal of Stress Management, Vol. 20, No. 2, pp. 77.

[24]. Mark, G., Gudith, D., and Klocke, U., (2008). “The cost of interrupted work: More speed and stress”. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, pp. 107-110. ACM.

[25]. Marsh, R.F., and Conard, M.A., (2008). “A pull system for delegating knowledge work ” . Operations Management Research, Vol. 1, No. 1, pp. 61-68.

[26]. Monk, C.A., Trafton, J.G., and Boehm-Davis, D. A. (2008). “The effect of interruption duration and demand on resuming suspended goals”. Journal of Experimental Psychology: Applied, Vol. 14, No. 4, pp. 299.

[27]. O'Conaill, B., and Frohlich, D., (1995). “Time space in the workplace: Dealing with interruptions”. In Conference Companion on Human Factors in Computing Systems, 262-263. ACM.

Prensky, M., (2001). “Digital natives, digital immigrants-Part II: Do they really think differently?” On the Horizon, Vol. 9, No. 6. Retrieved from http://www.marc prensky.com/writing/Prensky%20-%20Digital%20Natives, %20Digital%20Immigrants%20-%20Part1.pdf

[29]. Project Tomorrow (2015). Digital learning 24/7: Understanding technology — Enhanced learning in the lives of today's students. Retrieved from http://www. tomorrow.org/speakup/pdfs/SU14StudentReport.pdf

[30]. Reeves, T.C., (2000). “Socially responsible educational technology research”. Educational Technology, Vol. 40, No. 6, pp. 19-28.

[31]. Reeves, T.C., (2008). “Do generational differences matter in instructional design?”. Paper presented to the Instructional Technology Forum. Retrieved from https://blogs.ubc.ca/dblinks/files/2011/08/DoGeneration alArticle_ID.pdf

[32]. Reeves, T.C., and Oh, E.J., (2008). “Generation differences and educational technology research”. In J. M. Spector, M. D. Merrill, J. J. G. van Merrienboer, & M. P. Driscoll (Eds.), Handbook of Research on Educational rd Communications and Technology, 3 ed., pp. 295–303. Mahwah, NJ: Lawrence Erlbaum Associates.

[33].Reis, H. T., & Gable, S. L. (2000). “Event-sampling and other methods for studying everyday experience”. In H. T. Reis & C. M. Judd, (Eds.), Handbook of Research Methods in Social and Personality Psychology, pp. 190-222. New York: Cambridge University Press.

[34]. Richtel, M., (2010). “Growing up digital, wired for distraction”. The New York Times

[35]. Sleeper, M., Balebako, R., Das, S., McConahy, A.L., Wiese, J., and Cranor, L.F., (2013). “The post that wasn't: exploring self-censorship on Facebook”. In Proceedings of the 2013 Conference on Computer Supported Cooperative Work, pp. 793-802. ACM.

[36]. Strauss, W., and Howe, N., (1991). Generations: The History of America's Future, 1584-2069. New York, NY: William Morrow and Company.

[37]. Tapscott, D., (2008). Grown up Digital: How the Net Generation is changing your World. New York: McGraw Hill.

[38].Voorveld, H. A. M. & van der Goot, M. (2013). “Age differences in media multitasking: A diary study”. Journal of Broadcasting & Electronic Media, Vol. 57, No. 3, pp. 392-408.

[39]. Wong, D.L., and Baker, C.M., (1988). “Pain in children: Comparison of assessment scales”. Pediatric Nursing, Vol. 14, No. 1, pp. 9-17.

[40]. Zijlstra, F.R., Roe, R.A., Leonora, A.B., and Krediet, I. (1999). “Temporal factors in mental work: Effects of interrupted activities”. Journal of Occupational and Organizational Psychology, Vol. 72, No. 2, pp. 163-185.

Full Article (HTML)

Pdf

Research Paper

Examination of the Relation between Burnout Syndrome and Ways of Coping with Stress in Teachers

Gï¿½?nselI Yildirim*

Associate Professor, Education Faculty, Dokuz EylÃ¼l University, Izmir, Turkey.

Yildirim, G. (2017). Examination of the Relation between Burnout Syndrome and Ways of Coping with Stress in Teachers. i-manager’s Journal on Educational Psychology, 10(4), 12-18. https://doi.org/10.26634/jpsy.10.4.13456

Abstract

The aim of this study was to examine the relation between burnout syndrome and ways of coping with stress in teachers. It is a population screening study. Data were collected with Maslach Burnout Inventory – Educators Survey and Stress Coping Styles Scale. The study included 210 teachers working in state schools in Izmir, Turkey. Obtained data were analyzed with Spearmanrank correlation. The results showed significant relations between subscales of burnout and coping styles. There were significant negative correlations between all subscales of burnout and receiving social support, acceptance of stress, loss of interest in work, considering stress as something positive and planning skills. In addition, there were significant positive correlations between all subscales of burnout and substance use.

References

[1]. Antoniou A.S., Polychroni F., and Walters B., (2000). “Sources of stress and professional burnout of teachers of special educational needs in Greece”. Proceedings of the International Conference of Special Education, ISEC, Manchester, July, UK, pp. 24–28.

[2]. Arli, M. Nazik (2003). H. Bilimsel arastirmaya giris. Ankara: Gazi Kitabevi.

[3]. Baltas A., Baltas Z., (2006). Stres ve basa çikma yollari. Vol. 23. Basim. Istanbul; Remzi Kitabevi, pp. 23–307.

[4]. Bacanli, H. Sürücü, M., and Ilhan, T., (2013). “Basa Çikma Stilleri Ölçegi Kisa Formunun (BÇSÖ-KF) Psikometrik Özelliklerinin Incelenmesi: Geçerlik ve Güvenirlik Çalismasi”. Kuram ve Uygulamada Egitim Bilimleri, Vol. 13, No. 1, pp. 81-96.

[5]. Bonfiglio, D., (2005). “The interaction of dispositional optimism and social support in the moderation of cardiovascular responses to acute psychological stress”. (Ph.D, Dissertation., Graduate School of the Ohio State University).

[6]. Burke R.J, Greenglass E.R, and Schwarzer R., (1996). “Predicting teacher burnout over time: Effects of work stress, social support, and self-doubts on burnout and its consequences”. Anxiety, Stress, & Coping Int. J., Vol. 9, No. 3, pp. 261-75.

[7]. Carver, C.S., Scheier, M.F., and Weintraub, J.K., (1989). “Assessing coping strategies: A theoretically based approach”. Journal of Personality and Social Psychology, Vol. 56, No. 2, pp. 267-283.

[8]. Cotton, D.H.G., (1990). Stress Management. Brunner- Routledge, USA.

[9]. David I, and Quintão S., (2012). “Burnout in teachers: Its relationship with personality, coping strategies and life satisfaction”. Acta Med. Port., Vol. 25, pp. 145–155.

[10]. Fawzy F.I, Fawzy N.W, and Pasnau, (1991). “Burnout in the health professionals”. Handbook of Studies on General Hospital Psychiatry, Elsevier Science Publishers BV, pp.119

[11]. Fortney L, Luchterhand C, Zakletskaia L, Zgierska A, and Rakel D., (2013). “Abbreviated mindfulness intervention for job satisfaction, quality of life, and compassion in primary care clinicians: A pilot study”. Ann. Fam. Med., Vol.11, No. 5, pp. 412-20.

[12]. Friedman, I.A., and Farber, B.A., (1992). “Professional self-concept as a predictor of teacher burnout”. Journal of Educational Research, Vol. 86, pp. 28-35.

[13]. Gil-Monte P., (2005). “Burnout syndrome: An occupational disease in the welfare state”. Madrid, Pirámide.

[14]. Girgin, Yildirim G., (1995). “Ilkokul ögretmenlerinde meslekten tükenmisligin gelisimini etkileyen degiskenlerin analizi ve bir model önerisi”. Yayinlanmamis doktora tezi, DEÜ, Izmir, Türkiye.

[15]. Haberthür A.K, Elkuch F.M, Grosse Holtforth M, Hochstrasser B, and Soyka M., (2009). “Characterisation of patients discharged from inpatient treatment for burnout: Use of psychological characteristics to identify aftercare needs”. J. Clin. Psychol., Vol. 65, pp. 1039–1055.

[16]. Kim-Wan, M.O., (1993). “Teacher burnout: Relations with stress, personality, and social support”. Chinese University of Hong Kong Educational Journal, Vol. 19, No. 1, pp. 3-11.

[17]. Lazarus, R.S., & Folkman S., (1984). Stress, Appraisal, and Coping. New York: Springer.

[18]. Lazarus R., (1993a). “From psychological stress to the emotions: A history of changing outlooks”. Annu. Rev. Psychol., Vol. 44, pp. 1–21.

[19]. Lazarus A., (1993b). “Coping theory and research: Past, present, and future”. Psychosom. Med., Vol. 55, pp. 234–247.

[20]. Long, B.C., and Gessaroli, (1989). “The relationship between teacher stress and perceived coping effectiveness: Gender and marital differences”. The Alberta Journal of Educational Research, Vol. 35, pp. 308-324.

[21]. Maslach, C., and Zimbardo P.G., (1982). Burnout – The Cost of Caring. Prentice-Hall, Inc., Englewood Cliffs, New Jersey.

[22]. Maslach C., and Jackson SE., (1986). Maslach nd Burnout Inventory, 2 ed. Palo Alto, Consulting Psychologist Pres.

[23]. Montero-Marín J, García-Campayo J, Mosquera D, and López Y., (2009). “A new definition of burnout syndrome based on Farbers's proposal”. J. Occup. Med. Toxicol., Vol. 4, pp. 31.

[24]. Olkinuora M, Asp S, Juntunen, Kauttu K, Strid L, and Äärimaa M., (1990). “Stress symptoms, burnout and suicidal thoughts in Finnish physicians”. Soc. Psychiatry Psychiatr. Epidemiol., Vol. 25, No. 2, pp. 81-6.

[25]. Selye, H., (1956). The Stress of Life. New York, NY: Mc Graw-Hill.

[26]. Stoeber, J., and Rennert, D., (2008). “Perfectionism in school teachers: Relations with stress appraisals, coping styles, and burnout”. Anxiety, Stress, & Coping: An International Journal, Vol. 21, pp. 37- 53.

[27]. Wallace S.L., Lee J., and Lee S.M., (2010). “Job stress, coping strategies, and burnout among abuse-specific counsellors”. J. Employ. Couns., Vol. 47, pp. 111–122.

[28]. Whatts, D., and Short, A., (1990). “Teacher Drug Use: A Response to Occupational Stress”. Drug Educ. doi: 10.2190/XWW0-7FBH-FXVB-2K3CJ 20, pp. 147-65.

[29]. Weinberger, D.A, Schwartz, G.E, and Davidson, R.J (1979). “Low-anxious, high-anxious, and repressive coping styles: Psychometric patterns and behavioral and physiological responses to stress”. Journal of Abnormal Psychology, Vol. 88, No. 4, pp. 369-80. http://dx.doi.org/ 10.1037/0021-843X.88.4.369

Full Article (HTML)

Pdf

Research Paper

An Innovative Psychometric Model for Dynamic Educational Testing that is a Sequential Section of the 4a Metric Algorithm as Repetitive Mastery Testing

James Edward Osler II*

North Carolina Central University, USA.

Osler, J. E., II. (2017). An Innovative Psychometric Model for Dynamic Educational Testing that is a Sequential Section of the 4a Metric Algorithm as Repetitive Mastery Testing. i-manager’s Journal on Educational Psychology, 10(4), 19-28. https://doi.org/10.26634/jpsy.10.4.13457

Abstract

This monograph provides an epistemological rational for the innovative and novel use of repetitive psychometrics in the “4A Metric Algorithm” first introduced in the 2016 Journal of Educational Technology. It is grounded in the seminal work on “Mastery Testing” conducted by pioneering researcher John A. Emrick while at the University of Massachusetts at Amherst and detailed in his groundbreaking article entitled, “An Evaluation Model for Mastery Testing” published in the NCME (National Council on Measurement in Education) Journal of Educational Measurement. The 4A Metric Algorithm© Repetitive Mastery Test (4A [RMT] or simply “[RMT]”) is an innovative testing methodology that is embedded in the 4A Metric architecture as an infrastructural method of psychometric assessment. It is the pivotal point around which the student is able to demonstrate and illustrate their complete mastery of subject matter at multiple levels. The methodology of the RMT is provided via a set of robust and rigorous calculations, a sequence of precise geometric models, and a series of sequential computational formulae. The use of the RMT within the 4A Metric Algorithm sequentially provides the rational and evidence that the Metric is ideal for the verification and validation of meta-competency-based mastery learning.

References

[1]. Abdous, M. (2013). “Toward an Alternative Learning Environment Interface for Learning Management Systems”. International Journal on E-Learning, Vol. 12, No. 1, pp. 5-22. Chesapeake, VA: AACE.

[2]. Block, J.H., (1971). Mastery Learning: Theory and Practice. New York: Holt, Rinehart, and Winston.

[3]. Cooley, W.W., and Glaser, R. (1969). “The computer and individualized instruction”. Science, Vol. 166, pp. 574- 582.

[4]. Emrick, J.A. (1971). “An evaluation model for mastery testing”. Journal of Educational Measurement, Vol. 8, No. 4, pp. 321-326.

[5]. Feidakis, M., and Daradoumis, T. (2013). “A Framework for Designing Computer Supported Learning Systems with Sensibility”. International Journal of ECollaboration (IJEC), Vol. 9, No. 1, pp. 57-70.

[6]. Glaser, R. (1968). “Adapting the elementary school curriculum to individual performance”. Learning Research and Development Center, University of Pittsburgh.

[7]. Harden, J.R., Crosby, M.H., Davis, M. and Friedman, R.M. (1999). “AMEE Guide No. 14: Outcome-based education: Part 5-From competency to metacompetency: A model for the specification of learning outcomes”. Medical Teacher, Vol. 21, No. 6, pp. 546-552.

[8]. Hillman, D.C., Willis, D.J., and Gunawardena, C.N. (1994). “Learner interface interaction in distance education: An extension of contemporary models and strategies for practitioners”. American Journal of Distance Education, Vol. 8, No. 2, pp. 30-42.

[9]. Moore, M. (1990). “Recent contributions to the theory of distance education”. Open Learning, Vol. 5, No. 3, pp. 10-15.

[10]. Osler, J.E., and Wright, M.A. (2015). “Dynamic Neuroscientific Systemology: Using Tri–Squared Meta–Analysis and Innovative Instructional Design to develop a Novel Distance Education Model for the Systemic Creation of Engaging Online Learning Environments”. i-manager’s Journal of Educational Technology, Vol. 12(2), Jul-Sep 2015, Print ISSN: 0973- 0559, E-ISSN: 2230-7125, pp. 42-55.

[11]. Osler, J.E. (2016). “The 4A Metric Algorithm: A Unique E–Learning Engineering Solution designed via Neuroscience to Counter Cheating and reduce its Recidivism by measuring Student Growth thorough Systemic Sequential Online Learning”. i-manager's Journal on School Educational Technology, Vol. 12(2), Sep-Nov 2016, Print ISSN: 0973-2217, E-ISSN: 2230-7133, pp. 44-61.

[12]. Picard, R.W. (1997). Affective Computing, Vol. 252, Cambridge: MIT press. “

[13]. Rock, D. (2008). “SCARF: A brain-based model for collaborating with and influencing others”. NeuroLeadership Journal. Retrieved from: http://www.davidrock.net/ resources/

[14]. Rust, J., and Golombok, S. (1989). Modern Psychometrics: The Science of Psychological Assessment, nd 2 edition. Florence, KY, US: Taylor & Frances/Routledge

[15]. Thacker, B.H., Doebling, S.W., Hemez, F.M., Anderson, M.C., Pepin, J.E., and Rodriguez, E.A. (2004). Concepts of Model Verification and Validation. (No. LA- 14167). Los Alamos National Lab., Los Alamos, NM (US).

[16]. Voorhees, R.A. (2001). “Competency based learning models: A necessary future”. New Directions for Institutional Research, 2001(110), pp. 5-13.

Full Article (HTML)

Pdf

Research Paper

National Open University of Nigeria Student Counsellors' Perceptions of Code of Ethics Guiding Use of Online Resources for Counselling

Fidel Onjefu Okopi*

Regional Training and Research Institute for Distance Learning, Nigeria.

Okopi, F.O. (2017). National Open University of Nigeria Student Counsellors’ Perceptions of Code of Ethics Guiding Use of Online Resources for Counselling. i-manager’s Journal on Educational Psychology, 10(4), 29-39. https://doi.org/10.26634/jpsy.10.4.13458

Abstract

This research determined the perception of Code of ethics guiding online counselling among NOUN student counsellors. Also, the research investigated whether there was significant difference between the female and male counsellors in their perceptions of code of ethics guiding online counselling. The purpose was to create awareness about code of ethics guiding online counselling among counsellors who wish to engage in online therapeutic approach and the need to abide by them. A self-developed Distance Counselling, Technology and Social Media Scale questionnaire (DCTSM) derived from 2014 American Counselling Association Code of Ethics (section H) was used for the research. Descriptive survey of Ex-post facto design and simple random sampling technique were used to draw a sample of seventy- two out of student counsellors' population of seventy–six. The highest mean score of 3.604 was obtained in client verification variable while the lowest mean of .857 was obtained in informed consent variable. Six hypotheses on gender differences were tested via t-test and the results obtained showed no significant differences among all the variables. In conclusion therefore, despite NOUN student counsellors having high positive perceptions of the 2014 ACA Code of Ethics guiding the use of online counselling resources, there is a need of continuous sensitisation especially in the area of obtaining client informed consent.

References

[1]. Akinade, E.A (2005). Dictionary of Guidance and Counselling. Lagos: Olu-akin Publisher.

[2]. Alokan, F.B. (2010). “Ethical principles of Guidance and Counselling”. International Journal of Tropical Medicine, Vol. 5, No. 2, pp. 50-53. 2014 American Counselling Association Code of Ethics as Approved by the ACA Governing Council. Retrieved from http://www. counseling.org/ knowledge-center

[3]. Boyd, D. (2007). “Social network sites: Public, private, or what?” Knowledge Tree, Vol. 13, No. 1, pp. 1-7. Retrieved from www.danah.org/papers/Knowledge Tree. pdf

[4]. Bratt, W. (2010). “Ethical Considerations of Social Networking for Counsellors Canadian”. Journal of Counselling and Psychotherapy, ISSN 0826-3893, Vol. 44 No. 4, pp. 335–345.

[5]. Cain, J. (2008). “Online social networking issues within academia and pharmacy education”. American Journal of Pharmaceutical Education, Vol. 72, No. 1, pp. 1-7. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/ articles/PMC2254235/

[6]. Cain, J., Scott, D.R., and Akers, P. (2009). “Pharmacy students' Facebook activity and opinions regarding accountability and e-professionalism”. American Journal of Pharmaceutical Education, Vol. 73, No. 6, pp. 1-6. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/ 19885073

[7]. Egan, G. (1986). The Skilled Helper, 2nd Edition, Monterey C.A. Brooks/Cole

[8]. Guseh, J.S., Brendel, R.W., and Brendel, D.H. (2009). “Medical professionalism in the age of online social networking”. Journal of Medical Ethics: Journal of the Institute of Medical Ethics, Vol. 35, No. 9, pp. 584–586. doi:200924402254013

[9]. Kaplan A.M., and Haenlein, M. (2010). “Social media and society: A blog about social media as a phenomenon of society”. Classification of Social Media, Retrieved from http://.www.sciencedirect.com/science. article/pii/s0007681309001232

[10]. MacDonald, (2016). How to achieve Success with Counselling. Retrieved from http://www.counseling.org/ knowledge-center/20-20-a-vision-for-the-future-ofcounseling/ consensus-definition-of-counseling# sthash.UdLNsTnq.dpuF

[11]. McBride, D., and Cohen, E. (2009). “Misuse of social networking may have ethical implications for nurses”. Oncology Nursing Society, Vol. 24, No. 7, pp. 17. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/19645160

[12]. Nagel, D.M., and Anthony, K. (2009). Online Therapy: A Practical Guide Sage Publishing: London.

[13]. Okopi, F.O., (2014). “Dilemma of using social media and networking for counselling at a distance for prevention/management of youth restiveness in Nigeria”. Academic Research Journal of Psychology and Counselling, Vol. 1, No. 4, pp. 42-49. Retrieved from http://www. academicresearchjournals.org/ARJPC/index. htm

[14]. Omotoso J. A. (2008). “Professionalism of Counselling in Nigeria: Implications for counselling practice”. Proceeding of National Conference of nd Counselling of Nigeria of the 32 National Conference of Counselling.

[15]. Pelling, N. (2009). “The use of Email and the Internet in Couselling and Psychological Services: What Practitioners Need to Know”. Couselling Psychotherapy, Vol. 5.

[16]. Witt, C.L. (2009). “Social networking: Ethics and etiquette”. Advances in Neonatal Care, Vol. 9, No.6, pp. 257–258.

Full Article (HTML)

Pdf

Research Paper

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

Current Issue Vol. 17 Issue 3

Most Read

Most Cited

Volume 10 Issue 4 February - April 2017

College Student Work Habits, Interruptions, and Stress

Maureen Conard* , Michael K. Barbour**, Robert Marsh***

Conard, M., Barbour, M., and Marsh, R. (2017). College Student Work Habits, Interruptions, and Stress. i-manager’s Journal on Educational Psychology, 10(4), 1-11. https://doi.org/10.26634/jpsy.10.4.13455

Abstract

References

Full Article (HTML)

Pdf

Examination of the Relation between Burnout Syndrome and Ways of Coping with Stress in Teachers

Gï¿½?nselI Yildirim*

Associate Professor, Education Faculty, Dokuz EylÃ¼l University, Izmir, Turkey.

Yildirim, G. (2017). Examination of the Relation between Burnout Syndrome and Ways of Coping with Stress in Teachers. i-manager’s Journal on Educational Psychology, 10(4), 12-18. https://doi.org/10.26634/jpsy.10.4.13456

Abstract

References

Full Article (HTML)

Pdf

An Innovative Psychometric Model for Dynamic Educational Testing that is a Sequential Section of the 4a Metric Algorithm as Repetitive Mastery Testing

James Edward Osler II*

North Carolina Central University, USA.

Osler, J. E., II. (2017). An Innovative Psychometric Model for Dynamic Educational Testing that is a Sequential Section of the 4a Metric Algorithm as Repetitive Mastery Testing. i-manager’s Journal on Educational Psychology, 10(4), 19-28. https://doi.org/10.26634/jpsy.10.4.13457

Abstract

References

Full Article (HTML)

Pdf

National Open University of Nigeria Student Counsellors' Perceptions of Code of Ethics Guiding Use of Online Resources for Counselling

Fidel Onjefu Okopi*

Regional Training and Research Institute for Distance Learning, Nigeria.

Okopi, F.O. (2017). National Open University of Nigeria Student Counsellors’ Perceptions of Code of Ethics Guiding Use of Online Resources for Counselling. i-manager’s Journal on Educational Psychology, 10(4), 29-39. https://doi.org/10.26634/jpsy.10.4.13458

Abstract

References

Full Article (HTML)

Pdf

Social Maturity of Prospective Teachers in Relation to their Risk Taking Behaviour

J. Johnsi Priya*

This paper has been removed due to dual submission

Abstract

References

Full Article (HTML)

Pdf

Maureen Conard* , Michael K. Barbour, Robert Marsh*