Nanotechnology Learning Innovation: “The Quantum Tripositive Biosmart Nanobiotechnology Model” that Supports a Healthy, Caring,and Nurturing Learning Environment
Effect of Job Stress (Job Itself, Role Management) Work Overload Work Family Conflict Job Embeddedness and Job Satisfaction on Job Performance of School Educators
Exploring Teachers’ Perceptions of Professional Development: A Report of a Research Study undertaken in Thimphu District schools.
NHT: A Potential Intervention to Improve Students’ Cognition and Performance in Bio-Sciences
The Analysis of High School Students’ Attitudes towards Physical Education and Sports Class
Effect of Academic Stress on Achievement Motivation among College Students
The Standing of Hands-On Learning in Education
The Role of Self-Fulfilling Prophecies in Education: Teacher-Student Perceptions
Predictors of Academic Resilience among Students: A Meta Analysis
Impact of Divorce on Students’ Life
Cognitive Versus Learning Styles: Emergence of the Ideal Education Model (IEM)
Adolescents’ Computer Mediated Learning And Influences On Interpersonal Relationships
Observing Emotional Experiences in Online Education
The intelligence of the hands: studying the origin of pedagogical craft education
Ideation training via Innovation Education to improve students’ ethical maturation and social responsibility
The present study aimed at examining the interpersonal aspects of depression among female college students. A sample of 60 undergraduate female college students (50 pairs: 25 depressed and 25 non-depressed subjects along with their best friends) was drawn from Government Degree College for Women, Multan. Beck Depression Inventory (Beck et al., 1961) was administered to both the depressed and non-depressed subjects along with their best friends (i) to fill it out for themselves, (ii) to fill it out for as would their friends (iii) and to fill out for, as would the average person. Statistical analysis showed that the best friends of depressed subjects were significantly more depressed than the best friends of non-depressed subjects. Results also suggested that depressed subjects perceived their best friends and the average persons to be more depressed as compared to the non-depressed subjects. No significant differences were found between actual and perceived scores of best friends of both the depressed and non-depressed subjects. Also, no significant differences were found between best friend’s perception and actual scores of depressed and non-depressed subjects.
The purpose of this study was to compare self-efficacy and self-regulation between the students with SRB and students with NSRB, and the relationship of these variables to academic performance. Using a random stratified sampling technique 60 girl students who had school refusal behavior (SRB) and 60 of students without SRB were selected from 8 high schools. The general self efficacy scale (GSE; Schwarzer& Jerusalem, 1995), the Kearney, Cook, and Chapman, 2007’s school refusal criterions; self-regulation inventory (Kanlapan & Velasco, 2009), and the student’s current academic performance scores as a measure of academic performance were used for collecting the data. Independent t-Test showed that there are significant differences between self-efficacy, self-regulation and academic performance among two groups (p<0.05). Finally results showed that self-efficacy and self-regulation have simple and multiple significant correlation with academic performance in two groups (p<%5).
The following is an abridged version of the author’s original Master’s thesis written in 2008 for LeMoyne College in Syracuse, New York. This qualitative, structural, comparison determined if twelve Character Education studies of Brigham Young University, specifically the Positive Behavioral Support Initiative, assessed the same literacy program components this author designed in spring 2008 for the Syracuse Academy of Science Charter School in Syracuse, New York. Based on McConnell and LoGiudice’s (1998) That’s Life! Social Language, five main curricular units connected student communication, conversation, emotions, peer relationships, and collaboration. This study found that the Society of Jesus and the Church of Jesus Christ of Latter-day Saints upheld the importance of an educational setting beginning at home and continuing religious objectives within K-12 academia. Still, future research was needed to analyze the level of impact of parochial curricula on U.S. Federal mandates.
The aim of this study was to present results of our one year experience with Cognitive Behavioral Psychology Program, in order to contribute to the building of whole school approach and positive psychology preventive mental health problems model. Based on Penn Resilience program (PRP), we modify and create program for early adolescents: how to prevent depression and to develop resilience. The program should promote optimism and reduce depression in children. Our focus was on explanatory style and optimism. Program’s goal is not simply to teach “positive thinking”. The goal is realistic thinking. During one academic year we have implemented this program in four classes in one primary school in Stip, R. Macedonia. One hundredth and twenty, eight grade’s adolescents, at the age of 14 years, 56 boys, 64 girls, were involved. We conducted a pre & post survey. Children’s Attribution Style Questionnaire (CASQ, Seligman et al.,1995), was used in order to measure the optimistic and pessimistic level among students. According to the results gathered by the pre & post survey, we can see that there exist some changes in the children’s optimistic and pessimistic level. Depression prevention research will live up to its promise if interventions like PRP can be successfully implemented by schools, clinics, and other community settings.
A school counselor’s work environment is diverse by virtue of the student population that attends the school setting, yet it is possible that school counselors may not be prepared to deal with a diverse population. As part of counselor training a course in multicultural counseling is offered so that counseling students become familiar with the competencies and knowledge that help develop multicultural competency. Counselors are ethically mandated to remain multiculturally competent as they progress in their chosen profession. The perception of being multiculturally competent is different than being multiculturally competent. This article will examine the importance of school counselors maintaining their multicultural competency and will examine school counselor’s perception of their own skills, attitudes, and knowledge about multicultural competency.
The central dimension of human personality is extroversion and introversion, the present study is therefore focussed on the relationship between creativity and extraversion and introversion personality traits. A teacher can identify extrovertism and introvertism among the students easily on the basis of their behaviour and habits. Teacher can also identify the relationship between creativity and these personality traits. This is the basic reason behind the present study undertaken by the investigator. In the present study, the data is collected randomly from ten schools; the total number of the students taken for the investigation are 100. The researcher selected Baqar Mehdi’s Creativity Test and Dr. Jai Prakash’s Diagnostic Test for Introversion and Extraversion in the present investigation. The data is analyzed by way of mean, standard deviation, critical ratio and Co-efficient of co-relation. The results are discussed and the conclusions are drawn. On overall observation of the study of some educational implications are also given. This research denies any relationship between creativity of extroverts and introverts, which will help all the person related to the student’s personality development.