i-manager Publications

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

Current Issue Vol. 18 Issue 2

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
A Survey Study on the Status of Life Skills of Secondary Students of Dakshina Kannada District
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

Most Cited

Volume 5 Issue 1 May - July 2011

Article

Taxonomy in Epistemology

Jerry P. Galloway*

Adjunct Professor of Instructional Technology, College of Charleston, Charleston, South Carolina, USA.

Jerry P. Galloway (2011). Taxonomy in Epistemology. i-manager’s Journal on Educational Psychology, 5(1), 1-8. https://doi.org/10.26634/jpsy.5.1.1493

Abstract

This Paper Outlines A Theoretical Paradigm For Distinguishing Thinking, Knowing And Believing. A New Taxonomy Is Presented For Categorizing Levels Of Knowing And Outlines A Structure Of Justification For Each Level. The Paper Discusses And Explains The Importance Of Such Distinctions In Decision Making And Thinking In General.

References

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[2]. Descartes, R. (2007). Meditations on First Philosophy. Sioux Falls, SD: NuVision Publ.

[3]. Galloway, J. P. (2009). A Mosaic of Perseverance: The Autobiography of Dr. Jerry P. Galloway. Dallas, TX: TMA Educational Services.

[4]. Giuffreda, E. L. (1995). A Primer in Jury Psychology. A Review of Jury Persuasion: Psychological Strategies and Trial Techniques. Maryland Journal of Contemporary Issues, 7(313).

[5]. Grube, G. M. A., & Reeve, C. D. C. (1992). Plato: Republic. IN, Indianapolis: Hackett Publishing Co., Inc.

[6]. Harman, G. (1982). Metaphysical Realism and Moral Relativism: Reflections on Hilary Putnam's Reason, Truth and History. The Journal of Philosophy, 79 (10), 568-575.

[7]. Lafleur, L. J., (1977). Rene Descartes: Meditations in First Philosophy. IN, Indianapolis: Bobbs-Merrill Co. Inc.

[8]. Linder, D. O. (2011). State v. John Scopes ("The Monkey Trial").Retrieved May 8,2011 from http://law2.umkc.edu/faculty/projects/ftrials/scopes/evol ut.htm

[9]. Maccia, G. S. (2007). A comparison of the educational aims of Charles Peirce and John Dewey. Educational Theory, 4 (4), 289-296.

[10]. Manktelow, K. (1999). Reasoning and Thinking. University of Wolverhampton, UK: Psychology Press.

[11]. Mayer, N. D., & Tormala, Z. L. (2010). “Think” versus “feel” framing effects in persuasion. Personality and social psychology bulletin, 36 (4), 443-54.

[12]. Starky, J. D., & Barr, R. L. (1972). The philosophical nature of teachers - Graduate and Undergraduate. Available July 26,2011 online from : http://www.eric.ed.gov/PDFS/ ED072018.pdf

[13]. Sternberg, R. J., Mio, J., & Mio, J. S. (2009). Cognitive Psychology (5th Edition). Belmont, CA: Wadsworth, Cengage Learning.

[14]. Terrell, S. (Feb. 20, 2011). Bill promotes teaching of `intelligent design.' The New Mexican. Granst, NM: The Cibola Beacon Newspaper. And available online from http://www.cibolabeacon.com/articles/2011/02/11/news /doc4d547fc469084740671146.txt

[15]. Wikipedia (2011). Epistemology. Retrieved May 7, 2011 from Giuffreda, E. L. (1995). A Primer in Jury Psychology. A Review of Jury Persuasion: Psychological Strategies and Trial Techniques. Maryland Journal of Contemporary Issues, 7(313).

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Research Paper

The Relationship Between Teachers’ Collective Efficacy And Student Achievement AtEconomically Disadvantaged Middle School Campuses

Dr. Juan Manuel Sandoval* , L.Challoo, Lori Kupczynski*

* Director of Federal Programs, Alice Independent School District, Alice, Texas.

Associate Dean for Research and Graduate Studies, Texas A&M University, Kingsville.

* Assistant Professor, Texas A&M University, Kingsville.

Juan Manuel Sandoval, Linda Challoo and Lori Kupczynski (2011). The Relationship Between Teachers' Collective Efficacy And Student Achievement At Economically Disadvantaged Middle School Campuses. i-manager’s Journal on Educational Psychology, 5(1), 9-23. https://doi.org/10.26634/jpsy.5.1.1494

Abstract

The Purpose Of This Study Was To Examine The Relationship Between The Collective Efficacy Of Teachers And Student Achievement At Economically Disadvantaged Middle School Campuses. The Population Of The Study Consisted Of Texas Campuses That Served Economically Disadvantaged Students And Received A Campus Rating Of Exemplary Or Academically Unacceptable For Two Consecutive Years, According To The Texas Education Agency (TEA). The Data Shows That Significant Differences Exist Between The Collective Efficacy Of Teachers From Exemplary And Academically Unacceptable Campuses. It Was Also Discovered That The Assessment Of Teaching Competence (GC) And Analysis Of Teaching Task (TA) Is Higher For Teachers From Exemplary Campuses Versus That Of Teachers From Academically Unacceptable Campuses. The Quantitative Findings Presented In The Study Provide Further Knowledge On The Relationship Between Collective Efficacy And Student Achievement. This Study Has Found That The Collective Efficacy Of A Campus Can Influence Student Achievement At The Middle School Level.

References

[1]. Ashton, P. (1984). Teaching Efficacy: A Motivational Paradigm For Effective Teacher Education. Journal of Teacher Education, 35(5), 28-35.

[2]. Ashton, P. T., Webb, R. B., & Doda, N. (1983). A study of teachers' sense of efficacy. Final Report. Gainesville, FL: University of Florida. (ERIC Document Reproduction Service. No. ED231833).

[3]. Bandura, A. (1977). Self-efficacy: Toward a Unifying Theory Of Behavioral Change. Psychological Review, 84, 191-215.

[4]. Bandura, A. (1986). Social Foundations Of Though And Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall.

[5]. Bandura, A. (1993). Perceived Self-efficacy In Cognitive Development And Functioning. Educational Psychologist, 28(2), 177-148.

[6]. Bandura, A. (1997). Self-efficacy: The exercise of control. New York; W.H. Freeman and Company.

[7]. Bell, L. I. (2001). High-performing, high-poverty schools. Educational Leadership, 31(1), 8-13.

[8]. Ceyanes, J. (2004). An Analysis Between Teacher Trust In The Principal And Teacher Burnoutas Identified By Teachers In Selected Texas Public Schools. ProQuest Information and Learning Company, (UMI 3202228).

[9]. Craig, P. (2006). A Descriptive Analysis Of The Relationship Between Specific Teacher Characteristics And Teacher Efficacy In Florida's Low-performing Public High Schools. ProQuest Information and Learning Company, (UMI3248269).

[10]. Crowl, T. K. (1996). Fundamentals Of Educational Research (2nd ed.). The College of Staten Island, City University of New York.

[11]. Darling-Hammond, L. (1996). What matters most: Teaching for America's future. Report of the National Commission on Teaching and America's Future.

[12]. Darling-Hammond, L. (2000). Teacher Quality And Student Achievement: A Review Of State Policy Evidence. Education Policy Analysis Archives, 8(1), 1-38.

[13]. Delso, D. L. (1993). What good teachers do: A Qualitative Study Of Experienced Oklahoma Teacher's Views On Effective Teaching. ProQuest Information and Learning Company, (UMI9400130).

[14]. Donald, K. (2009). Evaluation of Self-reported Teacher Efficacy And Minority Achievement In Middle School. ProQuest Information and Learning Company, (UMI3341510).

[15]. Etheridge, S. D. (2001). Title I School Wide Programs: District Support For Achieving Success. Journal of Education for Students Placed At Risk, 6(4), 335-356.

[16]. Gall, M. D., Gall, J. & Borg, W. B. (2005). Educational research. Boston: Pearson Education, Inc.

[17]. Garcia, H. (2004). The impact of collective efficacy on student achievement: Implications for building a learning community. ProQuest Information and Learning Company, (UMI3165916).

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[19]. Goddard, R. D. (1998). The Effects Of Collective Teacher Efficacy On Student Achievement In Urban Public Elementary Schools. Dissertation Abstracts International, 59 (10), 3702. (UMI9911194).

[20]. Goddard, R. D., Hoy, W. K., Woolfolk Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure, and effect on student achievement. American Education Research Journal. 37(2), 479-507.

[21]. Goldhaber, D., & Anthony, E. (2003). Indicators of teacher quality. ERIC Digest. New York: ERIC Clearinghouse on Urban Education..

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[29]. Naumann, L. M. (2008). Collective Efficacy As Identified By Teachers At Heritage Middle School, East Central Independent School District, San Antonio, Texas. Proquest Information and Learning Company, (UMI3321758)

[30]. Puma, J. J., Karweit, N., and Price, C. (1997). Prospects: Final report on student outcomes. Cambridge, MA: Bat Associates, Inc.

[31]. Rees, N. S. (1999, April). A close look at Title I, the federal program to aid economically disadvantaged children.Retrieved March 22, 2004, from http://www.heritage.org/library/backgrounder/bg1271.ht ml

[32]. Ross, J. A., Hogaboam-Gray, A., & Gray, P. (2003, March). The contribution of prior student achievement and school processes to collective teacher efficacy in elementary schools. Paper presented at the annual meeting of the American Educational Research Association.

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[34]. Slavin, R. E. (2001). How Title I Can Become The Engine Of School Reform In America's Schools. In Borman, Stringfield, and Slavin (Eds.), Title I compensatory education at the crossroads (pp. 235-260). Mahwah, NJ: Lawrence Erlbaum Associates.

[35]. Stronge, J. H. (2007). Qualities of Effective Teachers (2nd ed). Association for Supervision & Curriculum Development.

[36]. Theuer, K. A. (2003). On the road to becoming exemplary: Teachers perceptions of their development. ProQuest Information and Learning Company, (UMI3112551).

[37]. Tschannen-Moran, M., & Hoy, W. K. (2000). A multidisciplinary analysis of the nature, meaning and measurement of trust. Review of Educational Research, 70(4), 547-593.

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Research Paper

The Relationship Of Academic Stress With Aggression, Depression, And Academic Performance Of College Students In Iran

Ali Khaneh Keshi* , Basavarajappa**

* Faculty of Islamic Azad University, Behbahan Branch, Iran.

** Department of Studies in Psychology, Mysore

Ali Khanehkeshi and Basavarajappa (2011). The Relationship Of Academic Stress With Aggression,Depression and Academic Performance of College Students in Iran. i-manager’s Journal on Educational Psychology, 5(1), 24-31. https://doi.org/10.26634/jpsy.5.1.1495

Abstract

This Paper Investigates The Relationship Of Academic Stress With Aggression, Depression And Academic Performance Of College Students. Using A Random Sampling Technique, 60 Students Consist Of Boys And Girls Were Selected As Students Having Academic Stress. The Scale For Assessing Academic Stress (Sinha, Sharma And Mahendra, 2001); The Buss-Perry Aggression Questionnaire (1992); And Beck Depression Inventory Were Used For Collecting The Data. The Pearson’s Coefficient Of Correlation Showed That Academic Stress Has A Simple Significant Correlation With Aggression (R=.54), Depression (R=.49) And Academic Performance (R=-44) (P<. /..1). Further, The Analysis Of The Study Shows That Academic Stress, Aggression And Depression Are Able To Explain 68% Of The Variance Of Academic Performance. Also, Results Show That Boys And Girls Are Different In Terms Of Aggression And Depression.

References

[1]. Beck AT, Ward CH, Mendelson M, Mock J, Erbaugh J (1961). "An Inventory For Measuring Depression". Arch. Gen. Psychiatry, 4, 561–571.

[2]. Burns, J.W., & Katkin, E.S. (1993). Psychological, situational, and gender predictors of cardiovascular reactivity to stress: A multivariate approach. Journal of Behavioral Medicine, 16, 445-465.

[3]. Burton, L., Hafetz, J., & Henninger, D. (2007). Gender Differences in Relational and Physical Aggression. Soical Behavior And Personality, 35(1), 41-50. Retrieved fromhhttp://www.fordham.edu/academics/programs_at _fordham_/psychology/burton.

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[8]. Frodi, A. (1978). Experiential and Physiological Responses Associated With Anger And Aggression In Women And Men. Journal of Research in Personality, 12, 335-349.

[9]. Gelder, B. D, Vroomen, J.H.M., & Van der Heide, L. (1991). Face Recognition And Lip-reading In Autism. European Journal of Cognitive Psychology, 3(1), 69-86.

[10]. Hashim , I. H (2003). Cultural and gender differences in perceptions of stressors and coping skill. A study of Western and African college student in China. School Psychology International, 24,182-203.

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[13]. Kimberly. & Smith, T (2009). Predictors of Academic Related Stress in College Students: An examination of coping, social support, parenting and anxiety, Journal of Student Affairs Research and Practice, University of central florida.

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[15]. MacGorge, Erina, Samter, Wendy & Gillihan, Seth (2009). Academic stress and supportive communication in college students, Annual meeting of international communication association, New York City.

[16]. Ogle, R. S., Maier-Katkin D., & Bernard T. J. (1995). A theor y of homicidal behavior among women. Criminology, 33, 173-19.

[17]. Paykel, E. S (1991). Depression in Women. British Journal of Psychiatry, 158, 22-29.

[18]. Rangaswamy, K (1995). Editorial: Academic stress and Mental Health. Indian Journal of Psychology, 22, 1-20

[19]. Rusting, C. L., & Nolen-Hoeksema, S. (1998). Regulating Responses To Anger: Effects Of Rumination And Distraction On Angry Mood. Journal of Personality and Social Psychology, 74, 790-803.

[20]. Scott E. Wilks.(2008). Resilience and academic stress, the moderating impact of social support among social work students. Advances in Social Work. Vol 9. No 2.

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Research Paper

Factor Analytic Study of Cognitive Processing and Self Perception of Learning Disabilities Among The Elementary Inclusive School Children

K. C. Rijumol* , Thanga Rajathi Sethurajan, Ananthasayanam R.*

* Senior Research Fellow, Department of Educational Technology, Bharathiar University, Coimbatore.

Assistant Professor, Department of Educational Technology, Bharathiar University, Coimbatore.

* Professor & Head, Department of Education Technology, Bharathiar University, Coimbatore.

K.C Rijumol, S. Thangarajathi and R. Ananthasayanam (2011). Factor Analytic Study Of Cognitive Processing And Self Perception Of Learning Disabilities Among The Elementary Inclusive School Children. i-manager’s Journal on Educational Psychology, 5(1), 32-38. https://doi.org/10.26634/jpsy.5.1.1496

Abstract

The Present Investigation Was An Attempt To Explore The Underlying Construct Of Cognitive Processing And Self-Perception Of Learning Disabilities In Elementary Inclusive School Children. A Cognitive Assessment Test Battery And Self-Perception Of Disabilities Inventory Was Developed By The Investigator And Administered To 100 Elementarysixth And Seventh Graders Of Kerala, India. Varimax Rotated Exploratory Factor Analysis Yielded Four Factors In Cognitive Processing And Self-Perception. It Was Concluded That These Four Dimensions Could Explain The Empirical Evidence To Support The Multidimensionality Of Cognitive Processing As Suggested By Das And His Colleagues (1994b) In PASS Theory Of Cognitive Processing. Further There Emerged Four Factors In Self-Perception Of Learning Disabilities Among The Elementary Inclusive School Children, Which Resembled The Factors In Cognitive Processing.

References

[1]. Luria. A.R. (1996). “Human Brain and Psychological processes”, Harper and Row, New York.

[2]. Das. J.P., Naglieri. J.A. & Kirby. J.R. (1994b). “assessment Of Cognitive Processes: The Pass Theory Of Intelligence”, Allyn & Bacon, USA.

[3]. Naglieri. J.A.,(1997). PASS theory and CAS: A New Theory Based Measure Of Intelligence., Contemporary Intellectual Assessment, Guilford, New York, pp 247-265.

[4]. Naglieri, J.A., & Das, J.P. (1997). “Das Naglieri Cognitive Assessment System interpretative handbook”, Itasca, IL: Riverside.

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Research Paper

Influence Of Family Environment On The Students’ Use Of Self-Regulated Learning Strategies

S.Kadhiravan*

Associate Professor & Head, Department of Psychology, Periyar University, Salem, Tamil Nadu, India.

S. Kadhiravan (2011). Influence Of Family Environment On The Students' Use Of Self-Regulated Learning Strategies. i-manager’s Journal on Educational Psychology, 5(1), 39-47. https://doi.org/10.26634/jpsy.5.1.1497

Abstract

Recently researchers have begun to study empirically the role of the personal attributes of students and psychological processes underlying their learning and academic performance. One such aspect is known as Self-Regulation in Learning (SRL). Self-regulated learning (SRL) is a cognitively inherent aspect of learning. SRL is a deliberate, judgmental and adaptive process. Active family involvement helps the child to grow in a healthy manner and hence it is accepted by the researchers that healthy development of personality is promoted only by providing suitable atmosphere in the family. An attempt is made in this study to assess the impact of family environment on the students’ use of self-regulated learning strategies. The results of this study reveal that students differ significantly in self-regulated learning with respect to their gender, type of school they have studied and their parents’ education. The various dimensions of the family environment have a significant impact on the students’ self-regulated learning. The findings are discussed in this article.

References

[1]. Ablard, K.E., & Lipschultz, R.E. (1998). Self-regulated learning in high-achieving students: Relation to advanced reasoning, achievement goals, and gender. Journal of Educational Psychology, 90, 94-101.

[2]. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261 -271.

[3]. Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 3, 122-147.

[4]. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.

[5]. Bandura, A., & Walters, R.H. (1963). Social learning and personality development. New York: Ronald Press.

[6]. Bhatia, H. & Chadha, N. K. (2001). Manual for Family Environment Scale (FES). Lucknow: Aandur Psychological Agency.

[7]. Corno, L. (1993). The Best Laid Plans: Modern Conceptions of Volition and Educational Research. Educational Researcher, 22, 14-22.

[8]. Cummings, M. (2010). Children's School Performance Tied To Family 'type'. Science Daily. University of Notre Dame. Retrieved September 21, 2010, from h t t p : / / w w w . s c i e n c e d a i l y . c o m- /releases/2010/07/100720162317.htm

[9]. Kadhiravan, S. (1999). Effectiveness of computer assisted instruction in relation to students' use of selfregulated learning strategies. Unpublished Ph.D. Dissertation, Bharathiar University, Coimbatore.

[10]. Kuhl, J. (1992). A Theory of Self-regulation: Action Versus State Orientation, Self-discrimination, and Some Applications. Applied Psychology: An International Review, 41, 97-129.

[11]. Morrison, M. T. (1994). Increasing Parental Involvement by Motivating Parents of Fourth and Fifth Grade Students to Become More Meaningfully Involved In Children's Education (Practicum Report). Miami, FL: Nova University.

[12]. Peklaj, C., & Pecjak, S. (2002). Differences in Students' Self-regulated Learning According to Their Achievement and Sex. Studia Psychologia, 44, 29-43.

[13]. Rumberger, R. W., Ghatak, R., Poulos, G., Ritter, P. L., & Dornbusch, S. M. (1990). Family Influences on Dropout Behavior in One California High School. Sociology of Education.

[14]. Torrano, F., & Torres, M.G. (2004). Self-regulated learning: Current and Future Directions. Electronic Journal of Research in Educational Psychology, 2, 1-34.

[15]. Virtanen, P., & Nevgi, A. (2010). Disciplinary and Gender Differences among Higher Education Students in Self-regulated Learning Strategies. Educational Psychology, 30, 323-347

[16]. Winne, P.H. (1995). Inherent Details in Self-regulated Learning. Educational Psychologist, 31, 173-187.

[17]. Zimmerman, B.J. (1986). Development of Selfregulated Learning: Which Are The Key Sub-processes? Contemporary Educational Psychology, 16, 307-313.

[18]. Zimmerman, B.J. (1998). Academic Studying and the Development of Personal Skill: A Self-regulatory Perspective. Educational Psychologist, 33, 73-86.

[19]. Zimmerman, B.J., & Bandura, A. (1994). Impact of Self-regulatory Influences on Writing Course Attainment. American Educational Research Journal, 31, 845-862.

[20]. Zimmerman, B.J., & Martinez-Pons, M. (1986). Development of a Structured Interview for Assessing Students' Use of Self-regulated Learning Strategies. American Educational Research Journal, 23, 614–628.

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

Current Issue Vol. 18 Issue 2

Most Read

Most Cited

Volume 5 Issue 1 May - July 2011

Taxonomy in Epistemology

Jerry P. Galloway*

Adjunct Professor of Instructional Technology, College of Charleston, Charleston, South Carolina, USA.

Jerry P. Galloway (2011). Taxonomy in Epistemology. i-manager’s Journal on Educational Psychology, 5(1), 1-8. https://doi.org/10.26634/jpsy.5.1.1493

Abstract

References

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The Relationship Between Teachers’ Collective Efficacy And Student Achievement AtEconomically Disadvantaged Middle School Campuses

Dr. Juan Manuel Sandoval* , L.Challoo**, Lori Kupczynski***

* Director of Federal Programs, Alice Independent School District, Alice, Texas. ** Associate Dean for Research and Graduate Studies, Texas A&M University, Kingsville. *** Assistant Professor, Texas A&M University, Kingsville.

Juan Manuel Sandoval, Linda Challoo and Lori Kupczynski (2011). The Relationship Between Teachers' Collective Efficacy And Student Achievement At Economically Disadvantaged Middle School Campuses. i-manager’s Journal on Educational Psychology, 5(1), 9-23. https://doi.org/10.26634/jpsy.5.1.1494

Abstract

References

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Pdf

The Relationship Of Academic Stress With Aggression, Depression, And Academic Performance Of College Students In Iran

Ali Khaneh Keshi* , Basavarajappa**

* Faculty of Islamic Azad University, Behbahan Branch, Iran. ** Department of Studies in Psychology, Mysore

Ali Khanehkeshi and Basavarajappa (2011). The Relationship Of Academic Stress With Aggression,Depression and Academic Performance of College Students in Iran. i-manager’s Journal on Educational Psychology, 5(1), 24-31. https://doi.org/10.26634/jpsy.5.1.1495

Abstract

References

Full Article (HTML)

Pdf

Factor Analytic Study of Cognitive Processing and Self Perception of Learning Disabilities Among The Elementary Inclusive School Children

K. C. Rijumol* , Thanga Rajathi Sethurajan**, Ananthasayanam R.***

* Senior Research Fellow, Department of Educational Technology, Bharathiar University, Coimbatore. ** Assistant Professor, Department of Educational Technology, Bharathiar University, Coimbatore. *** Professor & Head, Department of Education Technology, Bharathiar University, Coimbatore.

K.C Rijumol, S. Thangarajathi and R. Ananthasayanam (2011). Factor Analytic Study Of Cognitive Processing And Self Perception Of Learning Disabilities Among The Elementary Inclusive School Children. i-manager’s Journal on Educational Psychology, 5(1), 32-38. https://doi.org/10.26634/jpsy.5.1.1496

Abstract

References

Full Article (HTML)

Pdf

Influence Of Family Environment On The Students’ Use Of Self-Regulated Learning Strategies

S.Kadhiravan*

Associate Professor & Head, Department of Psychology, Periyar University, Salem, Tamil Nadu, India.

S. Kadhiravan (2011). Influence Of Family Environment On The Students' Use Of Self-Regulated Learning Strategies. i-manager’s Journal on Educational Psychology, 5(1), 39-47. https://doi.org/10.26634/jpsy.5.1.1497

Abstract

References

Full Article (HTML)

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Dr. Juan Manuel Sandoval* , L.Challoo, Lori Kupczynski*

* Director of Federal Programs, Alice Independent School District, Alice, Texas.

Associate Dean for Research and Graduate Studies, Texas A&M University, Kingsville.

* Assistant Professor, Texas A&M University, Kingsville.

* Faculty of Islamic Azad University, Behbahan Branch, Iran.

** Department of Studies in Psychology, Mysore

K. C. Rijumol* , Thanga Rajathi Sethurajan, Ananthasayanam R.*

* Senior Research Fellow, Department of Educational Technology, Bharathiar University, Coimbatore.

Assistant Professor, Department of Educational Technology, Bharathiar University, Coimbatore.

* Professor & Head, Department of Education Technology, Bharathiar University, Coimbatore.