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 14 Issue 4 February - April 2021

Article

A Holistic Approach to Working with Latinx Students

Mary Mayorga*

Department of Clinical Mental Health Counseling, Belmont University, Tennessee.

Mayorga, M. (2021). A Holistic Approach to Working with Latinx Students. i-manager's Journal on Educational Psychology, 14(4), 1-13. https://doi.org/10.26634/jpsy.14.4.17732

Abstract

This article reviews the issues and concerns that LatinX students deal with in school. It also looks at the ASCA model and the standards that are part of the ASCA model that a school counselor needs to follow while working with LatinX students. It also reviews how to work with immigrant families of Latinx students and how the school system's involvement is necessary to help the LatinX student succeed.

References

[1]. American School Counseling Association (2014). Mindsets and behaviors for student success: K-12 college – and career – readiness standards for every student. Alexandria, VA: Author.

[2]. American School Counseling Association (2015a). The school counselor and cultural diversity. Position Paper. Retrieved from www.schoolcounselor.org

[3]. American School Counseling Association (2015b). The school counselor and student mental health. Position Paper. Retrieved from www.schoolcounselor.org

[4]. American School Counseling Association (2016). The school counselor and school-family-community partnerships. Position Paper. Retrieved from www.school counselor.org

[5]. American School Counseling Association (2017). The professional school counselor and the identification, prevention and intervention of behaviors that are harmful and place students-at-risk. Position Paper. Retrieved from www.schoolcounselor.org

[6]. American School Counseling Association (2018a). The school counselor and equity for all students. Position Paper. Retrieved from www.schoolcounselor.org

[7]. American School Counseling Association (2018b). The school counselor and multitiered system of supports. Position Paper. Retrieved from www.schoolcounselor.org

[8]. American School Counseling Association (2019a). The essential role of high school counselors. Position Paper. Retrieved from www.schoolcounselor.org

[9]. American School Counseling Association (2019b). The professional counselor and use of support staff in school counseling programs. Position Paper. Retrieved from www.schoolcounselor.org

[10]. American School Counseling Association (2019c). The school counselor and working with students experiencing issues surrounding undocumented status. Position Paper. Retrieved from www.schoolcounselor.org

[11]. American School Counselor Association (2005). The ASCA national model: A framework for school counseling programs (2^nd ed.). Alexandria, VA: Author.

[12]. Arrendondo, P., Toporek, R., Pack Brown, S., Sanchez, J., Locke, D. C., Sanchez, J., & Stadler, H. (1996). Operationalization of the multicultural counseling competencies. Journal of Multicultural Counseling Development, 24, 42-78. https://doi.org/10.1002/j.2161- 1912.1996.tb00288.x

[13]. Bacallao, M. L., & Smokowski, P. R. (2009). Entre dos mundos/between two worlds: Bicultural development in context. Journal of Primary Prevention, 30, 421-451. https:// doi.org/10.1007/s10935-009-0176-x

[14]. Balfanz, J., & Wu, S. (2018). A holistic approach to student success. Retrieved from Blogs.edweek.org/ed week/learn_social_emotional/2018

[15]. Barthelemy, J. M. (2017). Working with Latina/os in counseling. Counseling Today. Retrieved from https://ct. couneling.org/category/online-exclusives

[16]. Bateman, H. V. (2002). Sense of community in the school: Listening to students' voices. In A. T. Fisher, C. C. Sonn, & B. J. Bishop (Eds.). Psychological sense of community: Research, applications, and implications (pp. 161-179). New York: Plenum.

[17]. Caldwell, R. M., Silverman, J., Lefforge, N., & Silver, N. C. (2004). Adjudicated Mexican American adolescents: The effects of familial emotional support on self-esteem, emotional well-being, and delinquency. American Journal of Family Therapy, 32(1), 55-60. https://doi.org/10.1080/01 926180490255828

[18]. Cazares-Cervantes, A., & Dykeman, C. (2017). School counselor's self-efficacy and training needs when working with the K-12

Full Article (HTML)

Pdf

Article

Assessment for Learning, Assessment of Learning, Assessment as Learning: A Conceptual Framework

Padmanabha C. H.*

Srinivas College of Education, Mangalore, Karnataka.

Padmanabha, C. H. (2021). Assessment for Learning, Assessment of Learning, Assessment as Learning: A Conceptual Framework. i-manager's Journal on Educational Psychology, 14(4), 14-21. https://doi.org/10.26634/jpsy.14.4.17681

Abstract

Assessment and evaluation both describe a process of gather and expound of verification for some purpose. They both involve decisions about what evidence to use, the collection of the evidence in a systematic and planned way, the explanation of the evidence to produce a judgement, and the communication and use of that judgement. “Assessment” refers to the action of gathering proof and building discernment related to the outcomes, such as students' achievement of particular goals of learning or teachers and others' understanding. The term 'assessment' is an attempt of enquiry undertaken by the teachers and students that is driven by the motive of refining the practice of teaching and learning for the better outcome of the same. The conclusive goal of AfL is therefore to involve pupil's in their own assessment so that they can reflect on where they are in their own learning, recognise where they need to go next and work out those steps to reach the goal. Present research article has been undertaken by keeping the following research questions in mind. What are the different concepts of assessment? Does assessment change its perspective from constructive perspective? Does assessment enhance pupil learning? What is the theoretical base for the different aspects of assessment? The present research study is useful for teacher educators, teachers, parents and educationalists.

References

[1]. Berry, R. (2008). Assessment for learning (Vol. 1). Hong Kong University Press.

[2]. Biggs, J. (1996). Assessing learning quality: Reconciling institutional, staff and educational demands. Assessment and evaluation in Higher Education, 21(1), 5-16. https:// doi.org/10.1080/0260293960210101

[3]. Biggs, J. (1998). Assessment and classroom learning: A role for summative assessment?. Assessment in Education: Principles, Policy & Practice, 5(1), 103-110. https://doi.org/ 10.1080/0969595980050106

[4]. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: principles, policy & practice, 5(1), 7-74. https://doi.org/10.1080/0969 595980050102

[5]. Black, P., McCormick, R., James, M., & Pedder, D. (2006). Learning how to learn and assessment for learning: A theoretical inquiry. Research Papers in Education, 21(02), 119-132. https://doi.org/10.1080/02671520600615612

[6]. Black, P. (2003). The nature and value of formative assessment for learning. Improving schools, 6(3), 7-22. https://doi.org/10.1177%2F136548020300600304

[7]. Daugherty, R., Black, P., Ecclestone, K., James, M., & Newton, P. (2008). Alternative perspectives on learning outcomes: Challenges for assessment. Curriculum Journal, 19(4), 243-254. https://doi.org/10.1080/0958517 0802509831

[8]. Ecclestone, K. (2004). Learning in a comfort zone: cultural and social capital inside an outcome-based assessment regime. Assessment in Education: Principles, Policy & Practice, 11(1), 29-47. https://doi.org/10.1080/0969594042000208985

[9]. Ecclestone, K. (2002). Learning autonomy in post-16 education: the politics and practice of formative assessment. Psychology Press.

[10]. Harlen, W. (2006). The role of teachers in the assessment of learning, Assessment Systems for the Future projects (ASF). Assessment Reform group, UK, 347-364.

[11]. James, M., & Brown, S. (2005). Grasping the TLRP nettle: preliminary analysis and some enduring issues surrounding the improvement of learning outcomes. The Curriculum Journal, 16(1), 7-30. https://doi.org/10.1080/0 958517042000336782

[12]. James, M., & McCormick, R. (2009). Teachers learning how to learn. Teaching and teacher education, 25(7), 973-982. https://doi.org/10.1016/j.tate.2009.02.023

[13]. James, M., McCormick, R., Black, P., Carmichael, P., Drummond, M-J., Fox, A., MacBeath, J., Marshall, B., Pedder, D., Procter, R., Swaffield, S., Swann, J. and Wiliam, D. (2007). Improving Learning How to Learn: Classrooms, Schools and Networks. London: Routledge.

[14]. Lee, I. (2007). Assessment for learning: Integrating assessment, teaching, and learning in the ESL/EFL writing classroom. Canadian Modern Language Review, 64(1), 199-213. https://doi.org/10.3138/cmlr.64.1.199

[15]. New Zealand Education Gazette. (2002). Better assessment likely. Formative Assessment: Improving Learning in Secondary Classrooms. Paris: OECD.

Full Article (HTML)

Pdf

Research Paper

Stress in Practicum: Voices of Preservice Teachers, Mentors, Supervisors and Administrators in an English Language Teacher Education (ELTE) Program

Elçin Ölmezer Öztürk*

Department of Foreign Language Education, Anadolu University, Turkey.

Öztürk, E. Ö. (2021). Stress in Practicum: Voices of Preservice Teachers, Mentors, Supervisors and Administrators in an English Language Teacher Education (ELTE) Program . i-manager's Journal on Educational Psychology, 14(4), 22-33. https://doi.org/10.26634/jpsy.14.4.17825

Abstract

This study aims to explore the stress factors of stakeholders in the practicum process of an English Language Teacher Education Program. The participants included 24 preservice teachers (PTs), 11 mentor teachers (MTs), 6 supervisors and 4 school administrators. As for the data collection, PTs and MTs wrote reflection reports, and supervisors and administrators were interviewed through semi-structured interviews. The data derived from these tools were analyzed based on a qualitative content analysis scheme. The findings revealed that lack of classroom teaching experience, lack of experience with students, mentors and supervisors, and logistics of practicum were the major stress factors for PTs whereas MTs felt stressed due to their role in the practicum, preservice teachers' characteristics and their self-perception of professional efficacy. On the other hand, it was also found that supervisors' major stress factors included their role in the process and the relationships of preservice teachers at school while administrators were found stressful due to the managerial issues of the practicum process. In the light of these findings, the study offers several suggestions related with the organization of the practicum processes in teacher education departments, and addresses further research points with respect to the psychological aspects of practicum.

References

[1]. Agudo, J. D. M. (2016). What type of feedback do student teachers expect from their school mentos during practicum experience? The case of Spanish student teachers. Australian Journal of Teacher Education, 41 (5), 35-51.

[2]. Agustina, V. (2014). Preservice teachers' anxiety during teaching practicum. English Review: Journal of English Education, 2 (2), 174-182.

[3]. Allen, J. M. , Ambrosetti, A., & Turner, D. (2013). How school and university supervising staff perceive the preservice teacher education practicum: A comparative study. Australian Journal of Teacher Education, 38 (4), 107- 128.

[4]. Anderson, J. W. (2004). A study of preservice teacher exposure to technology in the college classroom and field experience (Unpublished Doctoral Dissertation). The University of Alabama at Birmingham, United States.

[5]. Anindra, R. R. (2016). Investigating student teachers' concerns during teaching practicum: An analysis of individual reflections (Unpublished Predoctoral Dissertation). Satya Wacana Christian University, Indonesia.

[6]. Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theiory of professional education. In G. Skyes & L. Darling- Hammond (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3-32). San Francisco, CA: Jossey-Bass.

[7]. Black-Branch, J. L., & Lamont, W. K. (1998). Duty of care and teacher wellness: A rationale for providing support services in colleges of education. Journal of Collective Negotiations, 27, 175-193.

[8]. Çapan, S. A. (2017). Reciprocal peer mentoring in preservice ELT practicum in terms of teaching concerns and teacher efficacy beliefs (Unpublished PhD dissertation), Çukurova University, Turkey.

[9]. Chen, R. J. (2010). Investigating models for preservice teachers' use of technology to support student-centered learning. Computers & Education, 55 (1), 32-42. https://doi. org/10.1016/j.compedu.2009.11.015

[10]. Coşkun, A. (2013). Stress in English language teaching practicum: The views of all stakeholders. H. U. Journal of Education, 28 (3), 97-110.

[11]. Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Boston: Pearson.

[12]. Crookes, G. (2003). A practicum in TESOL: Professional development through teaching practice. New York: Cambridge University Press.

[13]. Darling-Hammond, L. (2006). Constructing 21^st century teacher education. Journal of Teacher Education, 57 (5), 1-15. https://doi.org/10.1177%2F00224871052859 62

[14]. Day, R. R. (2013). Peer observation and reflection in the ELT practicum. Journal of Language and Literature Education, 8, 1-8.

[15]. Eklerton, C. A. (1984). An investigation of stress experienced by beginner teachers during teaching practice. South African Journal of Education, 4, 97-102.

[16]. Farrell, T. (2003). Learning to teach English language during the first year: Personal influences and challanges. Teaching & Teacher Education, 19 (1), 95-111. https://doi. org/10.1016/S0742-051X(02)00088-4

[17]. Gan, Z. (2013). Learning to teach English language in the practicum: What challenges do non-native ESL student teachers face? Australian journal of Teacher Education, 38 (3), 91-108. https://doi.org/10.14221/ajte.2013v38n3.3

[18]. Gatbonton, E. (1999). Investigating experienced ESL teachers' pedagogical knowledge. Candian Modern Language Review, 83 (1), 35-50. https://doi.org/10.3138/ cmlr.56.4.585

[19]. Gebhard, J. (2009). The practicum. In A. Burns, & J .C. Richards (Eds.). The Cambridge Guide to Second Language Teacher Education, (pp. 250-258). New York: Cambridge University Press.

[20]. Grudnoff, L. (2011). Rethinking the practicum: Limitations and possibilities. Asia-Pacific Journal of Teacher Education, 39 (3), 223-234. https://doi.org/10.1080/13598 66X.2011.588308

[21]. Hudson, P. (2005). Identifying mentor practices for developing effective primary teaching. International Journal of Science Education, 27 (14), 1723-1739. https:// doi.org/10.1080/09500690500206457

[22]. Kim, S. Y., & Kim, J. H. (2004). When the learners becomes teachers: Foreign language teaching anxiety as an occupational hazard. English Teaching, 59 (1), 165- 186.

[23]. Kokkinos, C. M., & Stavropolous, G. (2009). Potential stressors in teaching: Stuent teachers' future occupational concerns. Paper presented at the 11 the European Congress of Psychology, Oslo, Norway.

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

[25]. Kyriacou, C. (2011). Teacher stress: From prevalenceto resilience. In J. Langan-Fox & C. L. Cooper (Eds.), Handbook of stress in the occupations, (pp. 161- 176). Northampton, MA, Edward Elgar Publishing.

[26]. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage Publications.

[27]. MacDonald, C. (1993). Coping with stress during the teaching practicum: The student teacher's perspectives. The Alberta Journal of Educational Research, 39 (4), 407- 418.

[28]. Mahmoudi, F., & Özkan, Y. (2016). Practicum stress and coping strategies of preservice English language teachers. Procedia-Social and Behavioral Sciences (232), 494-501. https://doi.org/10.1016/j.sbspro.2016.10.067

[29]. Merç, A. (2010). Self-reported problems of preservice EFL teachers throughout teaching practicum. Anadolu University Journal of Social Sciences, 10 (2), 199-226.

[30]. Mudra, H. (2018). Pre-service EFL teachers' experiences in teaching practicum in rural schools in Indonesia. The Qualitative Report, 23 (2), 319-344.

[31]. Murray-Harvey, R. (2001). How teacher education students cope with practicum concerns. The Teacher Educator, 37 (2), 117-132. https://doi.org/10.1080/08878730109555286

[32]. Mutlu, G. (2014). Challenges in practicum: Preservice and cooperating teachers' voices. Journal of Education and Practice, 5 (36), 1-7.

[33]. Nguyen, H. T. M., & Hudson, P. (2012). Peer group mentoring: Preservice EFL teachers' collaborations for enhancing practices. In A. Honigsfeld & M. G. Dove (Eds.), CoTeaching and Other Collaborative Practices in the EFL / ESL Classrooms (pp. 241-250). Information Age Publishing.

[34]. Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Sage Publications.

[35]. Portner, H. (2003). Mentoring new teachers. Thousand Oaks, CA: Corwin.

[36]. Ryan, J. & Jones, M. (2014). Communication in the practicum: Fostering relationships between universities and schools. In M. Jones & J. Ryan (Eds.), Successful Teacher Education: Partnerships, Reflective Practice and the Place of Technology, (pp.103-120). Springer Publishing.

[37]. Sarıçoban, A. (2010). Problems encountered by student-teachers during their practicum studies. Procedia- Social and Behavioral Sciences, 2(2), 707-711. https://doi. org/10.1016/j.sbspro.2010.03.088

[38]. Slick, S. K. (1998). The university supervisor: A disenfranchised outsider. Teaching and Teacher Education, 14(8), 821-834. https://doi.org/10.1016/S0742- 051X(98)00028-6

[39]. Trubowitz, S., & Robins, M. P. (2003). The good teacher mentor: Setting the standard for support and success. New York, NY: Teachers College Press. https://doi.org/10.1080/ 02671520410001695425

[40]. Ulla, M. B. (2016). Preservice teacher training programs in the Philippines: The student-teachers practicum teaching experience. EFL Journal, 1(3), 235- 250.

[41]. Velez- Rendon, G. (2003). Student or teacher: Tensions faced by a Spanish language student teacher. Colombian Applied Linguistics Journal, 5, 7-21.

[42]. Wright, T. (2010). Second language teacher education: Review of recent research on practice. Language Teaching, 43, 259-296.

[43]. Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college and university-based teacher education. Journal of Teacher Education, 61 (1), 89-99. https://doi.org/10.1177 %2F0022487109347671

Full Article (HTML)

Pdf

Research Paper

Comparing the Burnout-Levels of Turkish EFL Instructors at State and Private Universities Depending on Several Variables

Ahmet Erdost Yastibas*

Gazi University, Ankara, Turkey.

Yastibas, A. E. (2021). Comparing the Burnout-Levels of Turkish EFL Instructors at State and Private Universities Depending on Several Variables. i-manager's Journal on Educational Psychology, 14(4), 34-46. https://doi.org/10.26634/jpsy.14.4.17971

Abstract

The present study aimed to compare the burnout-levels of the Turkish EFL instructors working at state and public universities, depending on several variables in terms of emotional exhaustion, depersonalization and reduced personal accomplishment. One hundred and four Turkish English as a Foreign Language (EFL) instructors working at several Turkish state and private universities participated in the research. The data were collected through a personal information form and Maslach Burnout Inventory-Teacher Form online. The data were analyzed with descriptive statistics, the Mann-Whitney U Test and the Kruskal-Wallis H Test. The findings of the present study showed that the Turkish EFL instructors at Turkish state and private universities experienced moderate levels of emotional exhaustion and high levels of depersonalization and reduced personal accomplishment. The findings also indicated that gender, the type of the educational institutions, peer support, age, workload, classroom size and teaching experience did not have an effect on the three dimensions of burnout, while administrative support, student behaviors, job satisfaction, work stress, social support and salary had an effect on different dimensions of burnout. According to the findings, salary and administrative support had an effect on depersonalization, and social support affected emotional exhaustion, while student behaviors, job satisfaction and work stress had an impact on the three dimensions of burnout. The findings were discussed and suggestions were made, depending on the findings.

References

[1]. Bakker, A. B., & Schaufeli, W. B. (2000). Burnout contagion processes among teachers. Journal of Applied Social Psychology, 30 (11), 2289-2308. https://doi.org/10.1 111/j.1559-1816.2000.tb02437.x

[2]. Camilli, K. A. (2004). Teacher job satisfaction and teacher burnout as a product of years of experience (Unpublished Master's Thesis). Rowan University.

[3]. Cano-García, F. J., Padilla-Muñoz, E. M., & Carrasco- Ortiz, M. Á. (2005). Personality and contextual variables in teacher burnout. Personality and Individual Differences, 38(4), 929-940.

[4]. Chan, D. W. (2006). Emotional intelligence and components of burnout among Chinese secondary school teachers in Hong Kong. Teaching and Teacher Education, 22(8), 1042-1054. https://doi.org/10.1016/j. tate.2006.04.005

[5]. Dericioğulları, A., Konak, S., Arslan, E., & Öztürk, B. (2007). Burnout levels of lecturers: Example of Mehmet Akif Ersoy University. Fırat Journal of Health Services, 2 (5), 13-23.

[6]. Durhan, G. (2019). The relationship between English teachers' emotional intelligence and their burnout level (Unpublished Master's Thesis). Hacettepe University, Turkey.

[7]. Ercan Demirel, E. & Cephe, P. T. (2014). Looking into burnout levels among English language instructors. Journal of Language and Linguistic Studies, 11(1), 1-14.

[8]. Gedik Bal, N. (2019). Turkish EFL instructors' level of burnout and the underlying reasons. ELT Research Journal, 8(2), 105-125.

[9]. Girgin, G., & Baysal, A. (2005). Tükenmişlik sendorumuna bir örnek: Zihinsel engelli öğrencilere eğitim veren öğretmenlerin mesleki tükenmişlik düzeyi. TSK Koruyucu Hekimlik Bülteni, 4 (4), 172-187.

[10]. Greenglass, E. R., Burke, R. J., & Konarski, R. (1998). Components of burnout, resources and gender-related differences. Journal of Applied Social Psychology, 28(12), 1088-1106. https://doi.org/10.1111/j.1559-1816.1998.tb0 1669.x

[11]. Günes, Ç., & Uysal, H. H. (2019). The relationship between teacher burnout and organizational socialization among English language teachers. Journal of Language and Linguistic Studies, 15(1), 339-361. https://doi.org/10.1 7263/jlls.547758

[12]. Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43, 495-513.

[13]. Hastings, R. P., & Bham, M. S. (2003). The relationship between student behaviour patterns and teacher burnout. School Psychology International, 24(1), 115-127.

[14]. Hismanoglu, M. & Ersan, Y. (2016). Investigating Turkish EFL teachers' burnout levels in relation to demographic variables. Journal of Educational and Instructional Studies in the World, 6(4), 21-31.

[15]. Kahn, J. H., Schneider, K. T., Jenkins-Henkelman, T. M., & Moyle, L. L. (2006). Emotional support and job burnout among high-school teachers: Is it all due to dispositional affectivity? Journal of Organizational Behaviour, 27, 793- 807.

[16]. Kazimlar, M. & Kesli Dollar, Y. (2015). Burnout levels of EFL instructors in relation to organizational context. Participatory Educational Research (PER), 2(3), 91-108. http://dx.doi.org/10.17275/per.15.47.2.3

[17]. Kimsesiz, F. (2019). The effect of school type on EFL teachers' burnout. Journal of Language and Linguistic Studies, 15(4), 1413-1425. Doi: 10.17263/jlls.668533

[18]. Kokkinos, C. M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77(1), 229-243. https://doi.org/ 10.1348/000709905X90344

[19]. Köksal, D., Özdemir, E., Tercan, G., Gün, S., & Bilgin, E. (2018). The relationship between teachers' written feedback preferences, self- efficacy beliefs and burnout levels. Journal of Language and Linguistic Studies, 14(4), 316-327.

[20]. Kolotoğlu, E. B. (2020). Quantitative research on the perception of burnout syndrome among Englsh teachers in state secondary schools: the case of Sultanbeyli District (Pre-doctoral Dissertation), Maltepe Üniversitesi, Lisansüstü Eğitim Enstitüsü.

[21]. Kulavuz-Onal, D. & Tatar, S. (2017). Teacher burnout and participation in professional learning activities: Perspectives from university English language instructors in Turkey. Journal of Language and Linguistic Studies, 13(1), 283-303.

[22]. Maslach, C. & Jackson, S. E. (1986). The Maslach Burnout Inventory (2^nd ed.). Palo Alto, CA: Consulting Psychologists Press.

[23]. Mede, E. (2009). An analysis of relations among personal variables, perceived self-efficacy and social support on burnout among Turkish EFL instructors. Inonu University Journal of the Faculty of Education, 10(2), 39-52.

[24]. Mo, K-W. (1991). Teacher burnout: Relations with stress, personality, and social support. UHK Educational Journal, 19(1), 3-11.

[25]. Otacıoğlu, S. N. (2008). Müzik öğretmenlerinde tükenmişlik sendromu ve etkileyen faktörler. İstanbul Üniversitesi Eğitim Fakültesi Dergisi, 9(15), 103-116.

[26]. Otero-López, J. M., Marino, M. J. S., & Bolano, C. C. (2008). An integrating approach to the study of burnout in university professors. Psicothema, 20(4), 766-772.

[27]. Özkanal, Ü., & Arıkan, N. (2010). Investigation of burnout among instructors working at ESOGU preparatory school. English Language Teaching, 3(1), 166-172.

[28]. Ozkara, B. (2019). An investigation into the relationship between Turkish EFL teachers' self-efficacy and burnout level. Journal of Family Counseling and Education, 4(1), 12-24. https://doi.org/10.32568/jfce.504499

[29]. Öztürk, G. (2013). Job burnout experienced by Turkish instructors of English working at state universities. International Online Journal of Educational Sciences, 5(3), 587-597.

[30]. Song, Z. (2008). Current situation of job burnout of junior high school teachers in Shangqiu urban areas and its relationship with social support. Frontiers of Education in China, 3(2), 295-309. https://doi.org/10.1007/s11516-008- 0019-1

[31]. Ulum, Ö. G. (2019). Job burnout and social problem solving skills at school of foreign languages. Black Sea Journal of Public and Social Science, 2(1), 16-25.

[32]. Unaldi, I., Bardakci, M., Dolas, F., & Arpaci, D. (2013). The relationship between occupational burnout and personality traits of Turkish EFL teachers. Journal of Education and Practice, 4(13), 86-99.

Full Article (HTML)

Pdf

Review Paper

A Meta-Analysis on the Effectiveness of Metacognitive Strategies and Interventions in Teaching and Learning Process

Venkateswar Meher* , Rajshree Baral, Sanjukta Bhuyan*

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

Government. Women's College, Sambalpur, Odisha, India.

Meher, V., Baral, R., and Bhuyan, S. (2021). A Meta-Analysis on the Effectiveness of Metacognitive Strategies and Interventions in Teaching and Learning Process. i-manager's Journal on Educational Psychology, 14(4), 47-58. https://doi.org/10.26634/jpsy.14.4.17969

Abstract

The present study aims at collecting and analyzing related researches on the effectiveness of metacognitive interventions in teaching-learning. The Flavell's metacognition model was taken as the theoretical framework of the study which includes knowledge of cognition in one hand and regulation of cognition in others. The review work was done in two phases, first the summary review is done to find out the metacognitive interventions used by the researchers in conducting field experiments. The summary review indicated brainstorming, self-assessment, concept mapping, and think aloud as metacognitive interventions used in different experimental studies. Secondly, related literature on the above-cited metacognitive interventions were collected and three studies for each metacognitive intervention were taken finally for meta-analysis with the help of Cohen d effect size. The results of meta-analysis revealed that the effect size for brainstorming was 0.733, 0.885, and 0.508 which reflected large effect and for concept mapping strategy 1.04, 0.97 and 2.38 which represented large effect size. On the other hand, one study for think-aloud strategy indicated 1.12 effect size which is having a large effect, and the remaining two studies indicated 0.443 and 0.24 which revealed a medium effect size. Finally, one of the effect sizes of self-assessment revealed a large effect, i.e. 1.2 and the rest two revealed medium effect i.e. 0.375 and 0.238.The study recommended promoting and encouraging brainstorming, concept mapping, think aloud and self-assessment in the teaching-learning process as the positive effect while large size effect was found in this process.

References

[1]. Adeniran, S. A., Ochu, A. N. O., & Atoo, S. F. (2018). Effects of concept mapping strategy on students' retention in basic science in Benue state, Nigeria. International Journal of Research and Review, 5(5), 193-200.

[2]. Alqahtani, M. A. (2015). The effect of think-aloud strategy to improve reading comprehension of 6^th -grade students in Saudi Arabia (Doctoral Dissertation), State University of New York.

[3]. ALshammari, M. K. (2015). Effective brainstorming in teaching social studies for elementary school in Saudi Arabia. Journal of Education & Social Policy, 2(3), 70-75.

[4]. Awofala, A. O. A. (2011). Effect of concept mapping strategy on students' achievement in junior secondary school Mathematics. International Journal of Mathematics Trends and Technology, 2 (3), 11-16.

[5]. Chevron, M. P. (2014). A metacognitive tool: Theoretical and operational analysis of skills exercised in structured concept maps. Perspectives in Science, 2(1-4), 46-54. https://doi.org/10.1016/j.pisc.2014.07.001

[6]. Clift, L. D. (2015). The effects of student self-assessment with goal setting on fourth grade mathematics students: Creating self-regulating agents of learning. Liberty University.

[7]. Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdle.

[8]. Cubukcu, F. (2009). Metacognition in the classroom. Procedia-Social and Behavioral Sciences, 1(1), 559-563. https://doi.org/10.1016/j.sbspro.2009.01.101

[9]. Dike, J. W., Mumuni, A. A. O., & Chinda, Q. (2017). Metacognitive teaching strategies on secondary school students' academic performance. International Journal of Computational Engineering Research (IJCER), 7(1), 14-20.

[10]. Duman, B. &Semerci, C. (2019). The effect of a metacognition-based instructional practice on the metacognitive awareness of the prospective teachers. Universal Journal of Educational Research, 7 (3), 720-728, https://doi.org/10.13189/uier.2019.070311

[11]. Ellis, A. K., Denton, D. W., & Bond, J. B. (2014). An analysis of research on metacognitive teaching strategies. Procedia-Social and Behavioral Sciences, 116, 4015- 4024. https://doi.org/10.1016/j.sbspro.2014.01.883

[12]. Fathima, M. P., & Saravanakumar, A. R. (2012). Reflection on metacognitive strategies: Teaching learning perspectives. International Journal of Scientific Research, 1(5), 35-37.

[13]. Festo, T, G., & Soby, B. (2014). Metacognition: An introduction. Research in Practice Series, 3 (1), 1-7.

[14]. Filgona, J., Sababa, L. K., & Iyasco, M. D. (2016). Effect of brainstorming learning strategy on junior secondary school students' academic achievement in social studies in Yola educational zone, Adamawa State, Nigeria. International Journal of Progressive Sciences and Technologies, 3(2), 108-115.

[15]. Flavell, J. H. (1979). Metacognition and cognitive monitoring. A new area of cognitive-developmental inquiry. American Psychologists. 34 (10), 906-911. https://doi.org/10.1037/0003-066X.34.10.906

[16]. Flavell, J. H. (1985). Cognitive development (2^nd ed.). Englewood Cliffs, New York: Prentice Hall Inc.

[17]. Florida Department of Education (2009). Classroom cognitive and metacognitive strategies for teachers. Florida: Bureau of Exceptional Education and Student Services.

[18]. Jahandar, S., Khodabandehlou, M., Seyedi, G. & Abadi, R. M. D. (2012). The think-aloud method in EFL reading comprehension. International Journal of Scientific and Engineering Research, 3 (9), 1-9.

[19]. Jarrah, T. M., Mansor, N., Talafhah, R. H. & Jarrah, J. M. (2017). A review of research into metacognitive strategies in the process of education: Teaching and learning of English skills. International Journal of Current Research, 10 (12), 76823-76838. https://doi.org/10.24941/ijcr.33608.12. 2018

[20]. Karvawati, L. (2016). The effectiveness of the thinkaloud strategy in teaching reading comprehension on the narrative text. Unpublished Undergraduate Thesis, State Islamic Institute of Surakarta.

[21]. Koumy, A. S. A. (2017). Effects of student selfassessment on knowledge achievement and academic thinking. Educational Resources Information Centre. USA.

[22]. Langdon, J., Botnaru, D. T., Wittenberg, M., Riggs, A. J., Mutchler, J., Syno, M., & Caciula, M. C. (2019). Examining the effects of different teaching strategies on metacognition and academic performance. Advances in Physiology Education, 43(3), 414-422. https://doi.org/10.1 152/advan.00013.2018

[23]. Louca, E. P. (2008). Metacognition and theory of mind. Newcastle: Cambridge Scholars Publishing.

[24]. Malkawi, N. A. M. &Smadi, M. (2018). The effectiveness of using brainstorming strategy in the development of the academic achievement of sixthgrade students in English grammar at the public school of Jordan. International Education Studies, 11 (3), 92-100. https://doi.org/10.5539/ies.v11n3p92

[25]. Mohamed, A. H. H. (2012). The relationship between metacognition and self-regulation in young children. Procedia-Social and Behavioural Science, 69, 477-486.

[26]. Nett, U. E., Goetz, T., Hall, N. C., & Frenzel, A. C. (2012). Metacognitive strategies and test performance: An experience sampling analysis of students' learning behavior. Education Research International, 1-16. https:// doi.org/10.1155/2012/958319

[27]. Ogonnaya, U. P., Okafor, G., Abonyi, O. S., & Ugama, J. O. (2016). Effects of concept mapping instruction approach on students' achievement in basic science. Journal of Education and Practice, 7(8), 79-84.

[28]. Ozturk, I, N. (2015). A short review of research on metacognition training with elementary students. Journal of Educational and Instructional Studies in the World, 5 (3), 50-62.

[29]. Pisacco, N. M. T., Sperafico, Y. L. S., Enricone, J. R. B., Guimaraes, L. S. P., Rohde, L. A. & Dorneles, B. V. (2018). Metacognitive interventions in text production and working memory in students with ADHD. Psicologia: Reflexaoe Critica, 31 (5), 1-15. https://doi.org/10.1186/s41155-0081-9

[30]. Rahman, S., Yasin, R. M., Salamuddin, N., & Surat, S. (2014). The use of metacognitive strategies to develop research skills among postgraduate students. Asian Social Science, 10(19), 271. https://doi.org/10.5539/ass.v10n19p 271

[31]. Schraw, G. & Dennison, S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475.

[32]. Sönmez, Y., & Sulak, S. E. (2018). The effect of the thinking-aloud strategy on the reading comprehension skills of 4^th grade primary school students. Universal Journal of Educational Research, 6(1), 168-172. https://doi.org/ 10.13189/ujer.2018.060116

[33]. Van Rooyen, W. J. (1997). Metacognitive strategies and academic perfomance among children with learning problems (Doctoral Dissertation). The University of Zululand.

[34]. Wagaba, F., Treagust, D. F., Chandrasegaran, A. L. & Won, M. (2016). Using metacognitive strategies in teaching to facilitate understanding of light concepts among year 9 students. Research in Science and Technological Education, 34 (3), 253-272. https://doi.org/10.1080/02635 143.2016.1144051

[35]. Zan, R. (2000). A metacognitive intervention in Mathematics at the university level. International Journal of Mathematical Education in Science and Technology, 31, 143-150.

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

Current Issue Vol. 17 Issue 3

Most Read

Most Cited

Volume 14 Issue 4 February - April 2021

A Holistic Approach to Working with Latinx Students

Mary Mayorga*

Department of Clinical Mental Health Counseling, Belmont University, Tennessee.

Mayorga, M. (2021). A Holistic Approach to Working with Latinx Students. i-manager's Journal on Educational Psychology, 14(4), 1-13. https://doi.org/10.26634/jpsy.14.4.17732

Abstract

References

Full Article (HTML)

Pdf

Assessment for Learning, Assessment of Learning, Assessment as Learning: A Conceptual Framework

Padmanabha C. H.*

Srinivas College of Education, Mangalore, Karnataka.

Padmanabha, C. H. (2021). Assessment for Learning, Assessment of Learning, Assessment as Learning: A Conceptual Framework. i-manager's Journal on Educational Psychology, 14(4), 14-21. https://doi.org/10.26634/jpsy.14.4.17681

Abstract

References

Full Article (HTML)

Pdf

Stress in Practicum: Voices of Preservice Teachers, Mentors, Supervisors and Administrators in an English Language Teacher Education (ELTE) Program

Elçin Ölmezer Öztürk*

Department of Foreign Language Education, Anadolu University, Turkey.

Öztürk, E. Ö. (2021). Stress in Practicum: Voices of Preservice Teachers, Mentors, Supervisors and Administrators in an English Language Teacher Education (ELTE) Program . i-manager's Journal on Educational Psychology, 14(4), 22-33. https://doi.org/10.26634/jpsy.14.4.17825

Abstract

References

Full Article (HTML)

Pdf

Comparing the Burnout-Levels of Turkish EFL Instructors at State and Private Universities Depending on Several Variables

Ahmet Erdost Yastibas*

Gazi University, Ankara, Turkey.

Yastibas, A. E. (2021). Comparing the Burnout-Levels of Turkish EFL Instructors at State and Private Universities Depending on Several Variables. i-manager's Journal on Educational Psychology, 14(4), 34-46. https://doi.org/10.26634/jpsy.14.4.17971

Abstract

References

Full Article (HTML)

Pdf

A Meta-Analysis on the Effectiveness of Metacognitive Strategies and Interventions in Teaching and Learning Process

Venkateswar Meher* , Rajshree Baral**, Sanjukta Bhuyan***

*,*** School of Education, Gangadhar Meher University, Sambalpur, Odisha, India. ** Government. Women's College, Sambalpur, Odisha, India.

Meher, V., Baral, R., and Bhuyan, S. (2021). A Meta-Analysis on the Effectiveness of Metacognitive Strategies and Interventions in Teaching and Learning Process. i-manager's Journal on Educational Psychology, 14(4), 47-58. https://doi.org/10.26634/jpsy.14.4.17969

Abstract

References

Full Article (HTML)

Pdf

Venkateswar Meher* , Rajshree Baral, Sanjukta Bhuyan*

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

Government. Women's College, Sambalpur, Odisha, India.