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


Volume 1 Issue 2 August - October 2007

Article

Evolving Notions of Knowledge and Learning for Today’s Students

Jerry P. Galloway*
*Professor,Adjunct for University of Texas-Arlington
Jerry P. Galloway (2007). Evolving Notions of Knowledge and Learning for Today’s Students. i-manager’s Journal on Educational Psychology, 1(2), 1-6. https://doi.org/10.26634/jpsy.1.2.451

Abstract

This paper addresses current and fundamental issues in the classroom and raises some important issues and perspectives commonly ignored by practicing teachers, their student counterparts and existing literature.  This position paper is, essentially, a report of a troubling phenomenon among students, their mindset and motivations, which, if true, has serious implications for learning.  Specifically, students’ focus on information acquisition over knowledge or understanding and how this skews their motivations in the educational experience.  Teachers exacerbate the problem by teaching toward information and skills ignoring the development of knowledge, critical thinking and wisdom.  This paper raises issues and suggests further debate and awareness.

Article

Activity Based Learning as Self-Accessing Strategy to Promote Learners’ Autonomy

R. Ravi* , Xavier P**
*Assistant Professor,Department of Education,Karunya University,Coimbatore.
**Lecturer in Education ,Karunya University,Coimbatore.
R. Ravi and Xavier P (2007). Activity Based Learning as Self-Accessing Strategy to Promote Learners’ Autonomy. i-manager’s Journal on Educational Psychology, 1(2), 7-9. https://doi.org/10.26634/jpsy.1.2.457

Abstract

The Activity Based Learning (ABL) is unique and effective to attract out-of -school children to schools. It facilitates readiness for learning, instruction, reinforcement and evaluation. ABL has transformed the classrooms into hubs of activities and meaningful learning. Activity-based learning, naturally leads to cooperative learning. Since group work is a common feature of ABL.  Self-accessing is largely possible in ABL approach. Self access learning promotes students study independently choosing from among different resources that are available. Self-access is closely related to learner-centered approach, learner autonomy and self-directed learning as all focus on student responsibility and active participation for his/her own learning. This style of instruction is most often done in the setting of a self-contained learning environment or self-access center.  This article focuses on learner’s autonomy through ABL as Self-accessing strategy.

Research Paper

A study of the relationship between self-concept and adjustment of secondary school students

Mahender Reddy Sarsani*
*Associate Professor, University College of Education, Kakatiya University, Warangal, Andhra Pradesh, India.
Mahender Reddy Sarsani (2007). A study of the relationship between self-concept and adjustment of secondary school students. i-manager’s Journal on Educational Psychology, 1(2), 10-18. https://doi.org/10.26634/jpsy.1.2.459

Abstract

Self-concept and adjustment are two important psychological aspects influencing the personalities of individuals. The term self-concept refers to the individual’s perception or view of himself. It refers to those perceptions, beliefs, feelings, attitudes, and values which the individual’s perception of his abilities and his status and roles in the outer world. Self-esteem is another way of viewing self-concept. A person with high self-esteem has a positive self-concept while a person with low self-esteem has a negative self-concept. Life is a process of progressive adjustment and children should be stimulated to do their best. The aim of the education is to develop the personality of the child to make to adjust with the environment. If the adjustment is not proper it leads to the maladjustment. The present researcher made an attempt to study the self-concept and existing adjustment problems of the students with respect to their sex and type of school. Further an attempt has been also made to study the relationship between the self-concept of the learners and their adjustment problems. A normative survey method was used for the present research. A sample of 120 students of Warangal City was selected by simple random sampling technique. The study revealed that no significant difference was found between boys and girls in self-concept and adjustment but the difference was found between the private and government school students. The co-efficient of correlation between the students’ self-concept and adjustment is found to be —0.70, which is significant at 0.01 level. It indicates that high scores in self-concept tend to accompany with low scores in adjustment and vice versa.

Research Paper

Self-Concept, Sel-Efficacy, And Ict Literacy Level As Students’ Motivators Towards The Use Of Digital - Technology

O. Agbatogun Alaba*
* Lecturer, Department of Curriculum Studies and Instructional Technology, Olablsl Onabanjo University, Ago Iwoye, Nigeria.
O. Agbatogun Alaba (2007). Self-Concept, Sel-Efficacy, And Ict Literacy Level As Students’ Motivators Towards The Use Of Digital - Technology. i-manager’s Journal on Educational Psychology, 1(2), 19-26. https://doi.org/10.26634/jpsy.1.2.461

Abstract

The study investigated the interactive and relative effects of self-concept, self-efficacy and ICT literacy level on students’ motivation towards the use of digital technology. The study sample comprised 1216 participants drawn from three universities in Ogun State, Nigeria. Four valid instruments were used in collecting data. Multiple regression analysis was utilized to analyse the data. The results indicated that the independent variable combined to predict 57.4% of students’ motivation towards the use of digital technology. Self-concept was not a good predictor of students’ motivation towards the use of digital technology. However self-efficacy and ICT literacy level contributed significantly to the prediction of students’ motivation towards the of digital technology with ICT literacy level making higher contribution to the prediction of the dependent variable. In view of this finding, it was suggested that developing the students’ ICT literacy and self-efficacy would improve students urge towards the use of digital technology that expedient for academic excellence.

Research Paper

Observing Emotional Experiences in Online Education

Milka Lehtonen* , Gisli Thorsteinsson**, Tom Page***
* University of Lapland, Finland.
** Loughborough University, UK.
*** Lecturer, Department of Design and Technology, Loughborough University, UK.
Milka Lehtonen, Gisli Thorsteinsson and Tom Page (2007). Observing Emotional Experiences in Online Education. i-manager’s Journal on Educational Psychology, 1(2), 28-42. https://doi.org/10.26634/jpsy.1.2.463

Abstract

This article examines the significance of emotion for the processes of teaching, studying and learning. The goal is to demonstrate on the basis of both theoretical examination and empirical data that emotional processes are crucial for human learning and should be taken into account in online teaching and learning as well. Emotional factors during studying influence in several ways whether one studies, how one studies, whether one learns and whether one remembers what one studied. We also examine online group dynamics in online teaching and studying from the point of view of shared emotional states and online conveyance of emotions. Emotional situations related to studying are also examined from the point of view of cognitive and emotional load and via the concepts of situational anxiety and situational pleasure. The examples in the empirical data were collected during 2005—2006 from online courses of the Cornet project. The data was analyzed by classifying the data referring to emotionality with nVivo program under special themes described in this article. The data contain student essays “I as a learner” during the “Education, organisations and culture” study unit (N=12) and students’ study-related email messages during the “Learning organisation and small group dynamics” study unit (N=28).

Research Paper

Asian Indian American Students: Attitudinal Motivation to Seek Mental Health Services

Rejitha Nair* , Marsha Harman J**, Thomas Kordinak S***, Jerry Bruce J****
*Doctoral student in Educational Psychology,The city University of NewYork -Graduate Center.
**Professor of Psychology,Sam Houston State University.
***-****Professor ,Department of Psychology and Philosophy,Sam Houston State University.
Rejitha Nair, Marsha Harman J, Thomas Kordinak S and Jerry Bruce A (2007). Asian Indian American Students: Attitudinal Motivation to Seek Mental Health Services. i-manager’s Journal on Educational Psychology, 1(2), 43-55. https://doi.org/10.26634/jpsy.1.2.464

Abstract

Help seeking attitudes and acculturation of Asian Indian Americans were examined in a sample consisted of 69 Asian Indian American students. Participants completed a demographic questionnaire, the Suinn-Lew Asian Self-Identity Acculturation Scale and the Attitudes toward Seeking Professional Psychological Help Scale. There were no significant relationships between levels of acculturation and motivation or attitudes toward seeking help. Reasons why professional help would not be sought included alternative sources of support and prohibitive cost. In seeking assistance, the participants preferred family first, followed by mental health professionals and then religious persons.  Hindus were significantly more tolerant of seeking psychological help than Christians. Specifically, results demonstrated no significant difference between the low acculturated and bicultural groups for attitudes toward seeking psychological help.

Research Paper

Learner –Oriented Co-Operative Learning: A Booster To Higher Educational Learners

Singaravelu*
*Lecturer, Department of Educational Technology, Bharathiar University, Coimabatore ,Tamilnadu
Singaravelu G (2007). Learner –Oriented Co-Operative Learning: A Booster To Higher Educational Learners. i-manager’s Journal on Educational Psychology, 1(2), 56-59. https://doi.org/10.26634/jpsy.1.2.465

Abstract

The present study enlightens the impact of  Learner-Oriented-Co-operative Learning  in enriching knowledge in Environmental Education at Higher Education. To achieve the expected competency in Biodiversity, various approaches were adopted in the class room transaction which were not fruitful. Hence the researcher practiced the Learner—Oriented-Co operative Learning in the classroom transaction. Single group Experimental method was adopted in the study. Qualitative and quantitative approaches were adopted in the study. Twenty five students studying in Master of Commerce at Bharathiar University,Coimbatore,Tamilnadu were considered as sample for the study. Achievement test was considered as tool for the study. Resarcher’s self-made tool was used for pretest and post test. After administering pre test, treatment was given through Learner-Oriented-Co-operative Learning to find out the effectiveness of it. Descriptive statistics was applied for the study. Learner-oriented-Cooperative Learning is more effective than traditional method in Learning Biodiversity in Environmental Education. The fruitful method can be implemented in some other Universities and colleges for other subjects also.