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Methods for Enhancing Memory Performance in a Type of Learning (Forgetting) of Categorized Mind States
Exploring Need for Enhancing Play Activity Time in School Settings for Holistic Development of Learners
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Effectiveness of Outdoor Teaching Activities on Basic Science Process Skills of Secondary School Students
Impact on Trainees Growth and Challenges during the Internship in B.Ed. Course
The Impact of the Lecture Approach on Students' Attitudes towards Chemistry: A Comparative Study of Overall, Cognitive, Affective, and Behavioral Dimensions

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Volume 14 Issue 1 May - July 2020

Article

Metacognition: Conceptual Framework

Padmanabha C. H.*

Srinivas College of Education, Mangalore, Karnataka, India.

Padmanabha, C. H. (2020). Metacognition: Conceptual Framework. i-manager's Journal on Educational Psychology, 14(1), 1-11. https://doi.org/10.26634/jpsy.14.1.16710

Abstract

Metacognition is an essential, but habitually ignored element of 21^st century education, which aims to teach students how to learn. 'Meta' is a Greek word meaning 'after', 'behind' or 'beyond'; 'meta' is added to terms such as meta memory, meta comprehension, and metacognition. The lack of consciousness is cognitive self-regulation activities occurring without awareness. According to Flavell, metacognition is broadened knowledge and cognition about cognitive, affective, perceptual, or motor human characteristics. Metacognition knowledge includes knowledge about oneself as a learner and the factors that might affect performance, knowledge about strategies, and knowledge about when and why to use these strategies. Metacognition guideline is the monitoring of one's cognition, which includes planning activities, awareness of comprehension and task performance, and evaluation of the efficacy of monitoring processes and strategies. Aim of the study is to explore the theoretical base of metacognition and to identify the possibility of further research in that area. The main purpose of the study is to identify the lacuna of theoretical use of metacognition. The present study have been under taken keeping the following research questions in mind: What kinds of research have been undertaken so far to validate the theory of metacognition? How can a teacher promote the metacognition ability of a learner? How can metacognition skills enhance pupils' learning? The present theoretical views are extremely useful for teacher educators, developmental psychologists, and teachers.

References

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[21]. Tarricone, P. (2011). The Taxonomy of Metacognition. Psychology Press. https://psycnet.apa.org/record/2011-16 104-000

[22]. Vygotsky, L. S. (1980). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press, Cambridge. https://www.hup.harvard.edu/ catalog.php?isbn=9780674576292

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Research Paper

Influence of Clients’ Counselling Expectations on Psychological Help Seeking Behaviour among Students in National Open University of Nigeria

Fidel Onjefu Okopi* , Clifford Moses Amini**

*,** National Open University of Nigeria, Nigeria.

Okopi, F. O., and Amini, C. M. (2020). Influence of Clients' Counselling Expectations on Psychological Help Seeking Behaviour among Students in National Open University of Nigeria. i-manager's Journal on Educational Psychology, 14(1), 12-23. https://doi.org/10.26634/jpsy.14.1.16213

Abstract

The researchers investigated the influence of students counselling expectations on their behaviours in efforts to seek psychological help in National Open University of Nigeria (NOUN). The descriptive research design was used for this study. Four research questions and four hypotheses were formulated. Stratified sampling was used to select six hundred (600) students from Lagos study, Port Harcourt Centre, Enugu Centre, Makurdi Centre and Maiduguri Centres of the National University of Nigeria. The abridged version of Counselling Expectations survey questionnaire containing 52 items was used for this study. The questionnaire is designed to measure students' perceived counsellor’s expertise, clients' personal commitment and counsellor’s facilitative ability in building therapeutic relationship were validated, piloted tested and used for the research. Counsellor’s expertise was the greatest influential variable in students' counselling expectations. When the hypotheses were tested at P<.05, Alpha level significant using IBM SPSS statistics 20, Paired Samples Test, differences were noted between students' personal commitment factor and counsellor’s expertise; students' personal commitment factor and counsellor's facilitative ability in building therapeutic relationship factor, counsellor’s expertise and counsellor's facilitative ability in building therapeutic relationship factor. Though, counsellor’s expertise factor was the most influential expectancy in students' seeking psychological help in NOUN, other two expectations were considered to be germane and relevant to their expectations. In conclusion the counsellor’s expertise, attitude and attribute in counselling play a pivotal role in the students' counselling expectations in seeking psychological helping behaviour.

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Research Paper

Towards Contextualising Implicit Theories and Achievement Goals: Rethinking About the Dichotomies

Neha Arora*

Department of Psychology, Dr. Bhimrao Ambedkar College, University of Delhi, India.

Arora, N. (2020). Towards Contextualising Implicit Theories and Achievement Goals: Rethinking About the Dichotomies. i-manager's Journal on Educational Psychology, 14(1), 24-34. https://doi.org/10.26634/jpsy.14.1.16852

Abstract

The literature on implicit theory and achievement goals posit that individuals can think only in dichotomies i.e. entity or incremental and thus can pursue performance or mastery goals. However, there are contexts in which individuals may endorse both entity and incremental theory simultaneously or adopt both mastery and performance goals together. The present study highlights important limitations in the implicit theory and achievement goal framework which has been generalized across cultures. Therefore, it becomes important to contextualise implicit theories and achievement goals in a framework which is more realistic. 253 students participated in the present study. Achievement goal questionnaire was administered to the participants pre and post administering implicit theory questionnaire with forced choice between performance and mastery goals in the first administration and adding a third alternative 'both the goals' along with performance and mastery goals in the post administration. Results were analyzed using Chi-Square and Descriptive Statistics. Findings reveal that students indicated their preference for the third alternative, i.e., opting for 'both the goals' performance and mastery together highlighting the importance of examination context. The study provides some useful insights for the future research in the domain of academic achievement.

References

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Research Paper

Comparative Levels of Depression and Anxiety in Students of Management and Law

Kunwar Surya Pratap* , Mervin Joe Gervasis , Milind Anand *, Kopal Chaturvedi **, Mohit Soni *, Maitreya****

*-****** National University of Study and Research in Law, Ranchi, India.

Pratap, K. S., Gervasis, M. J., Anand, M., Chaturvedi, K., Soni, M., and Maitreya. (2020). Comparative Levels of Depression and Anxiety in Students of Management and Law. i-manager's Journal on Educational Psychology, 14(1), 35-48. https://doi.org/10.26634/jpsy.14.1.16912

Abstract

The theme of the study is to explore the areas of academic stress and depression among law and business students. So many researchers in the fields of behavioral science have carried out extensive research on components of academic stress and other stresses which also shows the impact on students. This research further tries to enlighten each one of the components of stress, which will affect the overall performance of the students by way of Beck's Inventories. Mental health among university students represents an important and growing public health concern for which epidemiological data are needed. The study found that the students of management are more depressed and anxious than law students and the former show a more consistent pattern of depression and anxiety levels.

References

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Research Paper

Relationship among Social Skills, Problem Behaviors and Social Competence of Preschoolers

Raziye Erkul* , Sibel Sonmez**

* Department of Preschool Education in Kafkas University, Turkey.

** Department of Early Childhood Education, Ege University, Turkey.

Erkul, R., and Sonmez, S. (2020). Relationship Among Social Skills, Problem Behaviors and Social Competence of Preschoolers. i-manager's Journal on Educational Psychology, 14(1), 49-61. https://doi.org/10.26634/jpsy.14.1.17189

Abstract

The aim of this study is to reveal the relationship between social skills and problem behavior in preschool children and the relationship between predictive levels for social skills, social competence, and behavior; and also for problem behavior, social competence, and behavior. The sample of this study consists of 44 teachers preschools and kindergartens affiliated to the Ministry of National Education (MoNE) inside the borders of Turkey's Cappadocia Region (Nevsehir, Nigde, Aksaray, Kayseri, and Kirsehir Provinces) who voluntarily participated and filled in measurement tools for every one of the total 594 children in their kindergarten classes. As data collection tools, the "Personal Information Form," "Preschool and Kindergarten Behavior Scale, and "Social Competence and Behavior Evaluation-30" scales were used. As a result, it was seen that children with high levels of anger/aggression have high problem behaviors and low social skills; children with high social competence have high social skills and low problem behaviors; and children with high social anxiety levels had high problem behaviors and low social skills. Moreover, it was found out that each variables of anger/aggression, social competence, and social anxiety significantly predicted social skills and problem behavior.

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Srinivas College of Education, Mangalore, Karnataka, India.

Padmanabha, C. H. (2020). Metacognition: Conceptual Framework. i-manager's Journal on Educational Psychology, 14(1), 1-11. https://doi.org/10.26634/jpsy.14.1.16710

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Influence of Clients’ Counselling Expectations on Psychological Help Seeking Behaviour among Students in National Open University of Nigeria

Fidel Onjefu Okopi* , Clifford Moses Amini**

*,** National Open University of Nigeria, Nigeria.

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Towards Contextualising Implicit Theories and Achievement Goals: Rethinking About the Dichotomies

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Comparative Levels of Depression and Anxiety in Students of Management and Law

Kunwar Surya Pratap* , Mervin Joe Gervasis **, Milind Anand ***, Kopal Chaturvedi ****, Mohit Soni *****, Maitreya******

*-****** National University of Study and Research in Law, Ranchi, India.

Pratap, K. S., Gervasis, M. J., Anand, M., Chaturvedi, K., Soni, M., and Maitreya. (2020). Comparative Levels of Depression and Anxiety in Students of Management and Law. i-manager's Journal on Educational Psychology, 14(1), 35-48. https://doi.org/10.26634/jpsy.14.1.16912

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Relationship among Social Skills, Problem Behaviors and Social Competence of Preschoolers

Raziye Erkul* , Sibel Sonmez**

* Department of Preschool Education in Kafkas University, Turkey. ** Department of Early Childhood Education, Ege University, Turkey.

Erkul, R., and Sonmez, S. (2020). Relationship Among Social Skills, Problem Behaviors and Social Competence of Preschoolers. i-manager's Journal on Educational Psychology, 14(1), 49-61. https://doi.org/10.26634/jpsy.14.1.17189

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Kunwar Surya Pratap* , Mervin Joe Gervasis , Milind Anand *, Kopal Chaturvedi **, Mohit Soni *, Maitreya****

* Department of Preschool Education in Kafkas University, Turkey.

** Department of Early Childhood Education, Ege University, Turkey.