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Methods for Enhancing Memory Performance in a Type of Learning (Forgetting) of Categorized Mind States
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Volume 14 Issue 2 August - October 2020

Research Paper

Mathematical Problem-Solving Achievement and Motivational Strategies for Learning

Emre Dinc* , Dilek Sezgin-Memnun, Bunyamin Aydin*

* Penn State University, USA.

Uludag University, Turkey.

* Necmettin Erbakan University, Turkey.

Dinc, E., Sezgin-Memnun, D., and Aydin, B. (2020). Mathematical Problem-Solving Achievement and Motivational Strategies for Learning. i-manager's Journal on Educational Psychology, 14(2), 1-15. https://doi.org/10.26634/jpsy.14.2.17478

Abstract

This study investigated how motivational strategies predict ninth graders' mathematical problem-solving achievements. The students were grouped based on their school types as students who have high and moderate academic achievements. Quantitative data were collected by motivational strategies for Learning questionnaire and routine/nonroutine mathematical problem-solving tests. Data were analyzed by multiple regression, Pearson's r, and Welch's t-test. Results showed that ninth graders with high and moderate academic achievements need to improve their problemsolving skills. A statistically substantive difference in routine problem-solving success and a statistically moderate difference in non-routine problem-solving success between the two groups were found. Self-efficacy was the strongest significant predictor for both the problem-solving achievements (routine/nonroutine) of students with moderate academic success. Cognitive strategy use was not a significant predictor for routine problem-solving achievements of both groups. Test anxiety predicted both groups' routine problem-solving achievements negatively. Text anxiety also predicted non-routine problemsolving achievements of students with moderate academic success negatively. All variables predicted non-routine problem-solving achievements of students with moderate academic success. The analysis revealed no correlation between routine and non-routine problem-solving achievements of students with high academic success. The analysis of students with moderate academic success revealed that there is a statistically moderate and positive correlation between routine and non-routine problem-solving achievements.

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Research Paper

Improving Emotional and Social Intelligence among Secondary School Students: The Role of Training

D. B. Jack * , R. Oguntayo **

* Department of General and Applied Psychology, University of Jos, Jos, Nigeria.

** Department of Psychology, University of Ilorin, Ilorin, Nigeria.

Jack, D. B., and Oguntayo, R. (2020). Improving Emotional and Social Intelligence among Secondary School Students: The Role of Training. i-manager's Journal on Educational Psychology, 14(2), 16-23. https://doi.org/10.26634/jpsy.14.2.17506

Abstract

Evidence from literature showed that lack of emotional and social intelligence is one of the reasons for disruptive behaviours among adolescents. This study investigated the effect of training on the emotional and social intelligence of secondary school students in Jos, Nigeria. The study involved 26 secondary school students comprising of 10 (38.5%) males and 16 (68.5%) females with an age range of 14-17. The participants, having been selected via multistage sampling technique, were randomly assigned, using stratified random sampling technique, to a treatment (emotional intelligence training techniques) and control condition (rudiments of music training techniques). The data were collected using a compact questionnaire containing the Wong and Law Emotional Intelligence Scale (WLEIS) and Tromso Social Intelligence Scale (TSIS) to assess emotional and social intelligence. Data were analysed using descriptive statistics while independent samples t-test was used to analyse the hypotheses 1 and 2 respectively. Findings revealed a significant difference in emotional intelligence of the treatment group compared with those in control group (t(24)=-3.24, p=.003); so also the result showed a significant difference in individuals who received training on social intelligence t(24)=-2.13, p=.04) compared to those in the control group. The study concluded that the treatment group scored significantly higher than the control group in emotional and social intelligence. This indicates that there is need to inculcate the development of emotional and social intelligence in the educational mainstream as this would enable secondary school students and youths to be socially and emotionally healthy across all facets of life.

References

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Research Paper

Academic Engagement among College Students in Urban Bangalore: Exploring Institutional and Individual Level Determinants of Academic Engagement

Prakat Karki * , Soumonetra Chaudhury , Bishal Patangia *

*-*** Christ (Deemed to be) University, Bangalore, Karnataka, India.

Karki, P., Chaudhury, S., and Patangia, B. (2020). Academic Engagement among College Students in Urban Bangalore: Exploring Institutional and Individual Level Determinants of Academic Engagement. i-manager's Journal on Educational Psychology, 14(2), 24-33. https://doi.org/10.26634/jpsy.14.2.17487

Abstract

Academic engagement refers to the quality of effort or involvement that students themselves devote to academically and educationally purposeful activities. Academic engagement is directly related to the outcomes of academic courses as well as future job prospects and career success of students. The interplay of institutional or contextual variables alongside individual or psychological aspects of students leading to academic engagement is still not fully understood. In this study, academic engagement was assessed among 194 undergraduate and postgraduate students (mean= 19.08 years) from urban Bangalore, India, which comprised 64 male and 130 female students. The participants responded through an online self report survey that included their socio-demographic and institutional details, screening forms and standardized questionnaires. Academic engagement was operationalized as three components of vigour, dedication and absorption and they were measured using a standardized scale. Overall, there were 13 institutional and individual variables in contention and their association with academic engagement was studied using parametric statistical tests. Among the institutional variables, significant differences in academic engagement were found between various courses/classrooms and year of study. Among student level variables, academic engagement was found to be significantly different between the two genders and the choices of majors of students. Also, among the psychological variables, academic engagement was significantly related to the personality trait of instrumentality (masculinity), and self esteem. There were also significant inter correlations between the three subscales of academic engagement. The study highlighted the complex interplay of both institutional and individual level factors in influencing student academic engagement and performance.

References

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[5]. Chen, J. J. L. (2005). Relation of academic support from parents, teachers, and peers to Hong Kong adolescents' academic achievement: The mediating role of academic engagement. Genetic, social, and general psychology monographs, 131(2), 77-127. https://doi.org/ 10.3200/MONO.131.2.77-127

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[10]. Ganotice, F. A., & King, R. B. (2014). Social influences on students' academic engagement and science achievement. Psychological Studies, 59(1), 30-35. https:// doi.org/10.1007/s12646-013-0215-9

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[27]. Soria, K. M., & Stebleton, M. J. (2013). Social capital, academic engagement, and sense of belonging among working-class college students. College Student Affairs Journal, 31(2), 139.

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Research Paper

Cultural Adaptation and Validation of the Metacognitive Awareness Inventory for Higher Secondary School Students of Odisha

Venkateswar Meher* , Rajashree Baral**

*-** School of Education, Gangadhar Meher University, Sambalpur, Odisha, India.

Meher, V., and Baral, R. (2020). Cultural Adaptation and Validation of the Metacognitive Awareness Inventory for Higher Secondary School Students of Odisha. i-manager's Journal on Educational Psychology, 14(2), 34-46. https://doi.org/10.26634/jpsy.14.2.17631

Abstract

In the present study, an effort is taken to translate the standardised Metacognitive Awareness Inventory of Schraw and Dennison to Odia language for the higher secondary school students of Odisha. By considering the implications of metacognition for higher secondary school students, this study was undertaken for cultural adaptation and validation. So far as the related literature available in Odisha about metacognition awareness inventory is concerned, the researchers did not find any instrument in Odia language, and as the higher secondary students in Odisha prefer both Odia and English language during instruction, and also realizing the need of a metacognitive awareness inventory in Odia language, this cross-cultural study was conducted. This study focused on examining the psychometric properties of the translated version of MAI and its validation. For the pilot study, 135 higher secondary school Odia medium students were selected randomly, and ten higher secondary school teachers were selected purposively to examine the test of comparability of language, the similarity of interpretation, and the degree of understandability of the translated MAI. Both forwards and backward translation of the MAI was done consulting both language and subject experts. The psychometric properties of the translated MAI were estimated. The KR-20 reliability and split-half reliability were 0.895 and 0.944, respectively, which revealed high internal consistency of the inventory. The opinion of the experts showed a high degree of comparability, similarity and understandability between English and Odia version of the inventory. The factor analysis by the principal component method with varimax rotation and Kiser normalisation extracted twelve principal components, and the implications of the study were discussed.

References

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Research Paper

School Education for Children with Cerebral Palsy and other Non-Verbal Learning Disorders: Catch – 22 Situation Confronted by the Parents

Sankaranarayanan Paleeri*

Department of Social Sciences Education, NSS Training College, Ottapalam, Kerala, India.

Paleeri, S. (2020). School Education for Children with Cerebral Palsy and other Non-Verbal Learning Disorders: Catch – 22 Situation Confronted by the Parents. i-manager's Journal on Educational Psychology, 14(2), 47-54. https://doi.org/10.26634/jpsy.14.2.17535

Abstract

Schooling of the children with Non-Verbal Learning Disorders, particularly of those with Cerebral Palsy (CP), is a Catch -22 situation to parents and teachers. The phrase Catch 22 reflects the dilemma faced by the parents while choosing education for their children with CP. The CP children with normal intelligence are precisely able to have normal schooling. A child with CP can be a regular classroom student who can partake in all teaching learning tasks except that which needs active physical participation. However, presently, the education of such children is not satisfactorily carried out in the main stream or inclusion. This research paper reconnoitres to the educational contexts of such children and their parents' perspectives. The major objective of the study is to explore the discernments of parents on choosing educational opportunities for their children with CP or other NVLD; whether mainstream or special education. The design of the study is investigative survey. Data have been collected by employing informal interview and inventory. The constituted sample included 36 parents of the children with the specified learning disorders. Six parents were chosen for the conduct of interview. The study reached on certain relevant findings that are upsetting the wide appreciation given to administrative and academic plans and policy supports to the present inclusive system. The parents of C P children wish for a paradigm shift from the present system and practice of inclusion.

References

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[7]. May, D. R., Gilson, R. L., & Harter, L. M. (2004). The psychological conditions of meaningfulness, safety and availability and the engagement of the human spirit at work. Journal of Occupational and Organizational Psychology, 77(1), 11-37.

[8]. Paleeri, S. N. (2010). Educational programmes for children with cerebral palsy: Parents' and teachers' dilemma. Journal of Education and Practice, 1(3), 137- 141.

[9]. Paleeri, S. N. (2011). Teachers' role in identifying and educating children with nonverbal learning disorders: some specific steps. Journal of Innovations and Researches in Education, 1 (1), 43-56.

[10]. Rao, A. A. (2009). Learning disabilities. Neelkamal Publications.

[11]. Singal, A. (2006). Education in India: International concept and national interpretation. Journal of Community Living and Guidance, 11(16), 189-202.

[12]. Vasudeva, (1979). Social adjustment of the special school children: Effect of certain selected variables (Doctoral dissertation). Banglore University. Retrieved from www.shodganga.edu

[13]. Weigerink, D J. (2007). Development of romantic relationships and sexual activity in young adults with cerebral palsy. Journal on Transition Research, 14(19), 149- 157.

[14]. Wiegerink, D. J., Stam, H. J., Gorter, J. W., Cohen- Kettenis, P. T., Roebroeck, M. E., & Netherlands, T. R. G. S. (2010). Development of romantic relationships and sexual activity in young adults with cerebral palsy: A longitudinal study. Archives of Physical Medicine and Rehabilitation, 91(9), 1423-1428.

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

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Volume 14 Issue 2 August - October 2020

Mathematical Problem-Solving Achievement and Motivational Strategies for Learning

Emre Dinc* , Dilek Sezgin-Memnun**, Bunyamin Aydin***

* Penn State University, USA. ** Uludag University, Turkey. *** Necmettin Erbakan University, Turkey.

Dinc, E., Sezgin-Memnun, D., and Aydin, B. (2020). Mathematical Problem-Solving Achievement and Motivational Strategies for Learning. i-manager's Journal on Educational Psychology, 14(2), 1-15. https://doi.org/10.26634/jpsy.14.2.17478

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Improving Emotional and Social Intelligence among Secondary School Students: The Role of Training

D. B. Jack * , R. Oguntayo **

* Department of General and Applied Psychology, University of Jos, Jos, Nigeria. ** Department of Psychology, University of Ilorin, Ilorin, Nigeria.

Jack, D. B., and Oguntayo, R. (2020). Improving Emotional and Social Intelligence among Secondary School Students: The Role of Training. i-manager's Journal on Educational Psychology, 14(2), 16-23. https://doi.org/10.26634/jpsy.14.2.17506

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Academic Engagement among College Students in Urban Bangalore: Exploring Institutional and Individual Level Determinants of Academic Engagement

Prakat Karki * , Soumonetra Chaudhury **, Bishal Patangia ***

*-*** Christ (Deemed to be) University, Bangalore, Karnataka, India.

Karki, P., Chaudhury, S., and Patangia, B. (2020). Academic Engagement among College Students in Urban Bangalore: Exploring Institutional and Individual Level Determinants of Academic Engagement. i-manager's Journal on Educational Psychology, 14(2), 24-33. https://doi.org/10.26634/jpsy.14.2.17487

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Cultural Adaptation and Validation of the Metacognitive Awareness Inventory for Higher Secondary School Students of Odisha

Venkateswar Meher* , Rajashree Baral**

*-** School of Education, Gangadhar Meher University, Sambalpur, Odisha, India.

Meher, V., and Baral, R. (2020). Cultural Adaptation and Validation of the Metacognitive Awareness Inventory for Higher Secondary School Students of Odisha. i-manager's Journal on Educational Psychology, 14(2), 34-46. https://doi.org/10.26634/jpsy.14.2.17631

Abstract

References

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School Education for Children with Cerebral Palsy and other Non-Verbal Learning Disorders: Catch – 22 Situation Confronted by the Parents

Sankaranarayanan Paleeri*

Department of Social Sciences Education, NSS Training College, Ottapalam, Kerala, India.

Paleeri, S. (2020). School Education for Children with Cerebral Palsy and other Non-Verbal Learning Disorders: Catch – 22 Situation Confronted by the Parents. i-manager's Journal on Educational Psychology, 14(2), 47-54. https://doi.org/10.26634/jpsy.14.2.17535

Abstract

References

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Emre Dinc* , Dilek Sezgin-Memnun, Bunyamin Aydin*

* Penn State University, USA.

Uludag University, Turkey.

* Necmettin Erbakan University, Turkey.

* Department of General and Applied Psychology, University of Jos, Jos, Nigeria.

** Department of Psychology, University of Ilorin, Ilorin, Nigeria.

Prakat Karki * , Soumonetra Chaudhury , Bishal Patangia *