Sportspersonship Coaching Behaviours from Youth Athletes’ Perspective
The Relationship between Cultural Intelligence and Language Learning Motivation
Association between Muscle Dysmorphia and Childhood Abuse and Neglect in Male Recreational Bodybuilders
Thinking Styles and Decision Making Ability of XI Standard Students
A Process to Empower and Change the Behavior of an Aggressive Child: Luna's Story
Being a Woman Academician and Spouse Support
Effect of Academic Stress on Achievement Motivation among College Students
The Standing of Hands-On Learning in Education
Predictors of Academic Resilience among Students: A Meta Analysis
The Role of Self-Fulfilling Prophecies in Education: Teacher-Student Perceptions
Impact of Divorce on Students’ Life
Cognitive Versus Learning Styles: Emergence of the Ideal Education Model (IEM)
Adolescents’ Computer Mediated Learning And Influences On Interpersonal Relationships
Observing Emotional Experiences in Online Education
The intelligence of the hands: studying the origin of pedagogical craft education
Ideation training via Innovation Education to improve students’ ethical maturation and social responsibility
The aim of this study was to examine English as Foreign Language (EFL) students' perceived levels of self-efficacy and selfdetermination. The participants of the study were 378 university students studying in the English preparatory program of a state university in Turkey. As data collection instruments, two scales were utilized (i.e., Self-Efficacy Scale and Self- Determination Scale). The data were analyzed through Statistical Package for the Social Sciences (SPSS) using the Arithmetic Mean, Mann-Whitney U, and Spearman's Rank Correlation Coefficient tests. It was found that the students' total self-efficacy and self-determination levels were average. Additionally, the data yielded the conclusion that there is a significant difference between the students' English academic achievement levels and their perceived self-efficacy levels in all four basic language skills. It is also concluded that there is a significant correlation between all dimensions of self-efficacy and those of self-determination scales. These findings were discussed in line with the relevant literature.
This study aimed at investigating the effectiveness of mindfulness-based cognitive therapy on anxiety and aggression in the 11th grade female students in Iran. This study was an experimental one with pretest-posttest control group design. The statistical population of the study included all the 11th grade female students in Fereydunkenar city, Mazandaran Province, Iran (N=294), out of which 170 students were selected using Random Cluster Sampling method. They were asked to fill in Beck anxiety inventory and Buss- Perry aggression questionnaire. Forty five students had attained simultaneously high score in anxiety and aggression, out of which 30 people were selected using Random Sampling Method and assigned into the experimental (n=15) and control (n=15) group. The experimental group received MBCT in 8 sessions (weekly and 90 minutes per session), and the control group did not receive any treatment. The collected data were analyzed using Multi Variate Analysis of Covariance (MANCOVA). The results showed a significant difference in mean scores of anxiety and aggression in the post-test of two groups, indicating that anxiety and aggression scores decreased significantly in the post-test (P<0/001). The findings indicate mindfulness based cognitive therapy is an important way that can be used in decreasing the student's aggression and anxiety.
The aim of the present study is to assess the status of parental involvement among secondary school tribal students and compare to their gender and types of school. The study comprised of 174 tribal students by employing descriptive survey method. The sample of the study was drawn from the secondary schools of Anuppur district of Madhya Pradesh state, India, by using stratified random sampling. The data for the study were collected by using The Parental Involvement Scale (TPIS) developed by Vijay Laxmi Chouhan and Gunjan Arora (2009) and analyzed by using percentage, Bar diagram, Pie chart, and t-test. The findings revealed that the parental involvement is not found optimum among tribal students as most of the tribal students have low (24.7%), moderate (26.4%), and high level (24.7%) of parental involvement but a few of students have very low (6.3%) or very high (17.8%) level of parental involvement. The result supports that there is significant difference in the level of parental involvement between male and female tribal students, and the difference is found in favor of female tribal students. The result also shows that there is significant difference in the level of parental involvement between government and private school tribal students where the difference is found in the favor of private school tribal students.
Identity formation has been a keen area of interest for researchers and it involves several physiological, cognitive, biological, emotional, and hormonal changes often influenced by the adolescent's social environment. Adler conceptualized the notion that birth order of a person can leave an indelible impression on an individual's style of life. Birth order has a profound effect on how an adolescent is perceived by their family and how a person relates to the amount of responsibility, independence, and freedom he or she has been given. Based on this ideology, this paper attempts to understand the influence of birth order on the identity formation of middle adolescents. The exploratory study undertakes a purposive sampling of 158 respondents (79 males and 79 females). Ego Identity Process Questionnaire (EIPQ) and Global Adjustment Inventory were the tools used for data collection. Correlation analysis indicated significant relationship between identity and various dimensions of adjustment. t-ratios were applied to study gender differences, though no significant results were found. Also, one-way ANOVA was applied to study between group differences. However, findings suggested no significant differences between the first and third born individuals for their identity formation process.
Participation of children with disabilities in sports and cultural activities, programs, promotes physical, emotional, and social wellbeing. Co-curricular activities can make a huge difference in a life of children with special needs (CWSN). These activities can enhance learning, while offering ways for students to express themselves and explore their strengths. Out of home, to the Resource Room, (irrespective of their disability), to the playground, on the stage, facing the teachers, peers and at times general public also showing their talents, academic, and sporting prowess speaks volumes of the overall development of CWSN. Participation in cultural programmes and curricular activities is a source of inspiration and development of self-confidence. Behaviour which cannot be inculcated through academic activities can be developed through co-curricular activities and other recreational programs. Descriptive exploratory survey design was employed in the present study to answer the research questions. The findings of the present study revealed that children with special needs voluntarily participates in sports and cultural activities and CWSN are competent of performing with regular students in sports and recreational activities in areas such as Drawing, Music, Dance, and Sports, in preparation of illustrative aids as well. The impact of participation of CWSN in these activities on their development was reflected in; confidence in self leading to the development of self concept. The field observations and data revealed that, all the CWSN take part in sports and sports competitions and like to play indoor and outdoor games. It was recommended that Sarva Shiksha Abhiyan (SSA) should divert some funds for preparing the playgrounds where CWSN can pursue their interest in sports like football, basket-ball, athletics, etc. and prepare for State and National level competitions. The impact of participation in sports, cultural, and co-curricular activities is evident in all-round development of the CWSN.