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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 6 Issue 4 February - April 2013

Article

Ideation training via Innovation Education to improve students’ ethical maturation and social responsibility

Gisli Thorsteinsson*

Associate Professor, Department Of Design And Craft, School Of Education, University Of Iceland

Gisli Thorsteinsson (2013). Ideation Training Via Innovation Education To Improve Students' Ethical Maturation And Social Responsibility. i-manager’s Journal on Educational Psychology, 6(4), 1-7. https://doi.org/10.26634/jpsy.6.4.2180

Abstract

This paper will represent the pedagogy of Innovation Education in Iceland that is a new school policy within the Icelandic school system. In Innovation Education (IE) students trained to identify needs and problems in their environment and to find solutions: this is referred to as the process of ideation. The main aim is to improve their social capital through general education. Innovation Education has taken form as a new cross curriculum subject called ‘Innovation and practical use of knowledge’ as presented in the new National Curriculum from 2007. It has a place in the National Curriculum as a part of the new area for Information Technology and Technology Education. Innovation Education in this form can be said to be the result of 25 year’s research work, aimed at developing this new model for education. This was done in cooperation between the school system and the work place. The paper presents how the curriculum subject has developed its character, the pedagogical framework it is based upon as well as the ideology behind it and its ethical value as a part of general education.

References

[1]. Borg, K. (2006). What is sloyd? A question of legitimacy and identity. Journal of Research in Teacher Education No. 2-3, pp. 34-52.

[2]. Demerest, M. (1997). Understanding knowledge management. Journal of Long Range Planning, Vol. 30, No. 3, pp. 374-84.

[3]. Edwards, A. (2001). Researching pedagogy: a sociocultural agenda. Pedagogy, Culture and Society, Vol. 9, No 2, pp. 161–186.

[4]. Guilford, J.P. (1950). Creativity. American Psychologist, Vol. 5, No. 9, pp. 444-454.

[5]. Gunnarsdottir, R. (2001). Innovation Education: Defining the Phenomenon. Unpublished doctoral thesis. Leeds: University of Leeds.

[6]. Henry, J. (1991). Creative Management. London: Sage Publications.

[7]. Jonassen, D. (2006). A constructivist's perspective on functional contextualism. Educational Technology Research & Development, Vol. 54, No. 1, pp. 43-47.

[8]. Osborn, A.F. (1967). Applied Imagination: Principles and Procedures of Creative Problem Solving (Third Revised Edition). NY: Charles Scribner's Sons.

[9]. Rickards, J.P., and Friedman, F. (1978). The encoding versus the external storage hypothesis in note taking. Contemporary Educational Psychology, Vol. 3, No. 1, pp.136-143.

[10]. Runco, M., and Albert, R. (1999). Theories of Creativity. Sage Publications, London, p. 215-233.

[11]. Shotter, J. (1993). Cultural Politics of Everyday Life. Buckingham: Open University Press.

[12]. Smith, G.F. (2003). Towards a Logic of Innovation. The International Handbook on Innovation. Elsevier Science Ltd.

[13]. The Icelandic Ministry of Education (1999). The Icelandic National Curriculum.

[14]. The Icelandic Ministry of Education (2007). The Icelandic National Curriculum.

[15]. The Icelandic Ministry of Education (2011). The Icelandic National Curriculum 2011.

[16]. The Oxford Dictionaries Online (2011). Retrieved (5. April, 2011) from http://oxforddictionaries.com

[17]. Thorsteinson, G. (2002). Innovation and practical use of knowledge. DATA International Research Conference 2002. The Design and Technology Association (eds) Norman, Spendlove and Grover, pp. 177-183.

[18]. Thorsteinsson, G., Page, T., and Niculescu, A. (2010). Adoption of ICT in supporting ideation skills in conventional classroom settings. Journal of Studies in Informatics and Control, Vol. 193, pp. 309-318, ISSN 1200-1766.

[19]. Thorsteinsson, G. (1996). Nyskapelse i islandske grunnskoler. Håndarbejde i skolen Vol. 1, pp. 22-23.

[20]. Thorsteinsson, G. (1998). Innovation in the Elementary School. Uppeldi. Vol. 6, pp. 14 -148.

[21]. Thorsteinsson, G., and Denton, H. (2003). The development of Innovation Education in Iceland: a pathway to modern pedagogy and potential value in the UK. The Journal of Design and Technology Education, Vol. 8, No. 3, pp. 172-179.

[22]. Thorsteinsson, G., and Denton, H.G. (2008). Developing an understanding of the pedagogy of using a Virtual Reality Learning Environment (VRLE) to support Innovation Education (IE) in Iceland: a literature survey. Design and Technology Education: An International Journal, Vol. 13, No. 2, pp. 15-26, ISBN 1360-1431.

[23]. Thorsteinsson, G., Page, T., and Olafson, B. (2009). Moving from Craft to Technology Education in Icelandic Schools. Journal of Studies in Informatics and Control, Vol. 18, No. 4, pp. 369-378, ISBN 1220-1766.

[24]. Thurlow, C., Lengel, L., & Tomic, A. (2004). Computer Mediated Communication: Social Interaction and the Internet. London: Sage.

[25]. Titus, P. (2000). Marketing and the creative problem solving process. Journal of Marketing Education, Vol. 22, No. 3, pp. 225-35.

[26]. Van de Ven, A., Angle, V. and Poole, M.S. (2000). Research on the Management of Innovation. Oxford: Oxford University Press.

[27]. Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.

[28]. Winn, W., Windschiti, M. and Thomson-Bulldis, A. (1999). Learning science in virtual environments: A theoretical framework and research agenda. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada. Retrieved(5.April2009)from http://faculty.washington.edu/billwin/aera99.htm

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Article

An example of a visually impaired student’s learning geometry

Diana Cheng*

Assistant Professor, Towson University, Maryland, USA.

Diana Cheng (2013). An Example Of A Visually Impaired Student's Learning Geometry. i-manager’s Journal on Educational Psychology, 6(4), 8-12. https://doi.org/10.26634/jpsy.6.4.2181

Abstract

Students with special needs often require additional assistance in order to learn at the university level. This article documents a professor’s efforts in teaching a visually impaired prospective elementary school teacher geometry content knowledge. The goal of this article is to shed light upon the iterative process of accommodating for individual needs of students. The author highlights the persistence and creative problem solving required for helping this student, with the hope that other faculty members will provide the due help to their special needs students with the same persistence.

References

[1]. Americans with Disabilities Act of (1990), as Amended, 42 U.S.C. 12101 et seq (2008).

[2]. Choppin, J. (2007). Engaging students in collaborative discussions: Developing teachers' expertise. In M. E. Strutchens & G. Martin (Eds.), The Learning of Mathematics: 69th NCTM Yearbook (pp. 129-140). Reston, VA: National Council of Teachers of Mathematics.

[3]. Dick, T., & Kubiak, E. (1997). Issues and aids for teaching mathematics to the blind. The mathematics teacher, 90(5), 344-349.

[4]. Hollenbrands, K., & Lee, H. (2012). Preparing to teach mathematics with technology: An integrated approach to geometry. Kendall Hunt Publishing: Dubuque, IA.

[5]. Rouzier, S., et al. (2004). Touching geometry for visually impaired pupils. In the Proceedings of EuroHaptics, Munich, Figure 1. Part 1 Solutions Germany, 104-109

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Article

Adolescence Behaviour Problems : How To Tackle Or Prevent?

V. Jurist Lionial Kumar*

Professor in Psychology, Ponjesly College of Education, Nagercoil.

V. Jurist Lional Kumar (2013). Adolescence Behaviour Problems: How To Tackle Or Prevent? i-manager’s Journal on Educational Psychology, 6(4),13-17. https://doi.org/10.26634/jpsy.6.4.2182

Abstract

Adolescence is a transitional stage of physical and mental human development that occurs between child hood and adulthood. Adolescent period starts with puberty. The period during which the capability for sexual reproduction is attained; it is marked by changes in both primary and secondary sexual characteristics and is dated from menarche in girls and the emergence of pigmented pubic hair in boys. During Adolescence period psycho–social development, psycho–sexual development are taking place because of all the developments adolescents play several roles and that creates problems in adolescents life. In this article the author gives some important behavior problems of adolescents and how to tackle or overcome these problems.

References

[1]. Morgan, T., Clifford, King A. Richard, Weisz, R. John and Schopler John (1993). (8th Reprint). Introduction to psychology. New Delhi : Tata Mc Graw – Hill.

[2]. Freud, S. (1920). A general introduction to psycho analysis. New York : Boni and Liveright.

[3]. Freud, S. (1953). A general introduction to psycho analysis. Gardencity, New York : Doubleday.

[4]. Judith Harber, Leach, M. Anita, Schudy, M. Sylvia and Flynn Barbara Sidelean (1978). Comprehensive psychiatric Nursing. New York : Mc Graw – Hill Book company.

[5]. American Academy of Pacediatrics, Committee on Adolescence (1988). Suicide and Suicide attempts in adolescence and young adults. Pediatrics 81:322-324.

[6]. Committee on Adolescence, Group for the Advancement of Psychiatry. Adolescent suicide (1996). Washington, Dc : American Psychiatric Press.

[7]. Hussain, SA (1990), Current Perpective on the role of psychological factors in adolescent suicides. Psychiatr Ann 20 : 122 – 127.

[8]. Morrison, M.A. (1990). Addiction in adolescents. In Addiction Medicine (Special Issue), West J Med 1990 May, 152 : 543 – 546.

[9]. Santrock, John W. (2005). Adolescence. Eleventh Edition. New York : Mc Graw-hill P.452 – 454.

[10]. National cancer Institute. April 2002/ March 2006. http://www.cancer.gov/newscenter/monograph14.

[11]. Erickson, E.H. (1968). Identity: Youth and crisis (2nd ed.) New York: Norton.

[12]. Erickson, E.H. (1963). Childhood and society (2nd ed.) New York : Norton.

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Research Paper

Effect of Educational Games on Social Skills in Iranian Mentally Retarded Children

Zohreh Shakibaei* , Flora Rahimaghaee, Masoumeh Arish*

* Ph.D, Educational Management, Assistant Professor, Faculty Member of Islamic Azad University-Tonekabon Branch.

Ph.D, Nursing Education, Assistant Professor, Faculty Member of Islamic Azad University-Tonekabon Branch.

* M.A, Educational Research, Islamic Azad University-Tonekabon Branch.

Zohreh Shakibaei, Flora Rahimaghaee and Masoumeh Arish (2013). Effect Of Educational Games On Social Skills In Iranian Mentally Retarded Children. i-manager’s Journal on Educational Psychology, 6(4), 18-22. https://doi.org/10.26634/jpsy.6.4.2183

Abstract

There is about 1.5 to 3 million of exceptional children in Iran. By this great population, educational system of Iran must undoubtedly pay special attention to these children. One of the most distinct characteristics of these people is their inability to establish effective communication with the society. Current research was conducted to investigate the efficacy of educational games on the ability of social skills in mentally retarded girls aging 8-12 years. This study was semi-experimental study with pre-test and post-test. The sample group contained 20 mentally retarded girls according to the research criteria which Whole of them were selected because of a small number of cases. 10 of them were randomly assigned to the test group, while the other 10 were assigned to the control group. The test group was trained the social skills using directed educational games, while the control group followed the normal trend of the class. Wailand’s social growth test was applied to both groups. In this study, ANCOVA was used for analysis. Results suggest that the experience group has significantly higher scores as compared to the control group. This finding is in agreement with those of other researchers and indicates capabilities of the educational games in improving the ability of social skills.

References

[1]. Davarmanesh, A., Barati Sedeh, F. (2006). An Introduction on Rehabilitation Principles of Disabled People. Tehran: Roshd Pub.

[2] Rice, F. (2009). Human Growth: Growth Psychiatry from Birth to Death. Translated by: M. Foroughan. 2nd Edition. Tehran: Arjmand Pub.

[3]. Khodaei Khiavi, S. (2001). Psychology of Game. Tabriz: Ahrar Pub.

[4]. Javadian, M. (2005). Education and Training of Mentally Retarded Children. Mashhad: Astan-e-Ghods-e-Razavi Pub.

[5]. Cartledge, J., & Milbern, J. (2006). Training Social Skills to Children, Translated by M. Nazari Nezhad, Mashhad: Astan-e-Ghods-e-Razavi Pub.

[6]. Maier, A. (2004). Exceptional Child in the Schools. New York: Holt, Rinehart and Winston Inc.

[7]. Saadati, A., Moein Nemati, A., Mofidi, F., & Nazm Deh, K., (2008). Instructions for Educating Mentally Retarded Children. (Social Skills), Tehran: Pub. Of State Organization of Iran.

[8]. Crack, S., Anastazirov, N, & Coleman, M., (2009). Training and Education of Exceptional Children. Translated by M. Ganji, Tehran: Savalan Pub.

[9]. Moghaddasi, H. (1993). Art Psychiatry for Normal and Exceptional Children. Tehran: Chapar Farzanegan Pub.

[10]. Pasha Sharifi, H. (2009). Principles of Psychometry and Psychotest. Tehran: Roshd Pub.

[11] . Madden Welch, J. (2004). Learning Social Skills by Pupptry. www.therapy&treatment

[12]. Parading, T. (2006). Latency-Group Art Therapy: Teaching Socialization Skills Through Art.

[13]. Ronald, H. (2011). Intervention in Child Language 13]. Ronald, H. (2011). Intervention in Child Language Disorders. INC: Jones & Bartlett Publishers.

[14]. Malon, D.M.m Stoneman, Z., (1990). “Cognitive Ply of Mentally Retarded”

[15]. Jalilvand, M., & Ghobari Bonab, B. (2004). Studying the Role of Performing Arts in Social Growth of Educable Mentally Retarded Students. Journal of Research on Exceptional Children.14(1):46-52.

[16]. Anaraki, A. (2007). Studying Efficacy of Drama Therapy in Reducing Signs of Anxiety Disorder among Children. Master of Science Thesis in Child Psychiatry, Tehran: Shahid Beheshti University.

[17] . Bayan Zadeh, A., & Arjmand, Z. (2003). Effect of Educating Social Skills on Comparative Behavior of Low Mentally Retarded Children, Tehran Psychiatric Institute.

[18]. Dekker, M.C., Koot, H.M., van der Ende, J., & Verhults, F.C. (2002). Emotional and behavioral problems in children and adolescents with and without intellectual disability. Journal of Child Psychology and Psychiatry, 43: 1087–1098.

[19]. Alwell, M. (2009). Social and Communicative Interventions and Transition Outcomes for Youth with Disabilities: A Systematic Review. Career Development for Exceptional Individuals. 32: 94-107.

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Research Paper

The Effects of, Lined Paper, Prompting, Tracing, Rewards, and Fading to Increase Handwriting Performance and Legibility with Two Preschool Special Education Students Diagnosed with Developmental Delays, and Fine Motor Deficits

Erin Smith* , T. F. McLaughlin, Jennifer Neyman*, Lisa Rinaldi****

* Special education teacher in Northern California.

Ph. D., Professor, Department of Special Education, Gonzaga University, Spokane

* Lecturer, Department of Special Education, Gonzaga University, Spokane.

**** M.Ed, Spokane Public Schools, Gonzaga University.

Erin Smith, T. F. Mclaughlin, Jennifer Neyman and Lisa Rinaldi (2013). The Effects Of, Lined Paper, Prompting, Tracing, Rewards, And Fading To Increase Handwriting Performance And Legibility With Two Preschool Special Education Students Diagnosed With Developmental Delays, And Fine Motor Deficits. i-manager’s Journal on Educational Psychology, 6(4), 23-29. https://doi.org/10.26634/jpsy.6.4.2184

Abstract

This study was designed to examine the effects of tracing and fading prompts to improve the handwriting of two preschoolers both diagnosed as Developmentally Delayed (DD) and one of whom had fine motor goals. The study took place in a self-contained special education public preschool classroom located in the Pacific Northwest. The results showed an increase in legibility of writing for both participants as well as an increase in independence when writing their letters. This report suggests that providing traceable prompts and methodically fading those prompts based on student performance was effective and applicable when teaching preschool children diagnosed with Developmental Delays to write their names.

References

[1]. Barlow, D., Nock, M. K., & Hersen, M. (2008). Single case research designs: Strategies for studying behavior change (3rd ed.). Boston: Allyn and Bacon.

[2]. Caletti, E., McLaughlin, T. F., Derby, K. M., & Rinaldi, L. (2012). The effects of using visual prompts, tracing, and consequences to teach two preschool students with disabilities to write their names. Academic Research International , 2(3) , 265- 270. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.html

[3]. Carlson, B., McLaughlin, T., Derby, K., & Blecher, J. (2009). Teaching preschool children with autism and developmental delays to write. Electronic Journal of Research in Educational Psychology, 7(1), 225-238. Retrieved from http : //www . investigacion-psicopedagogica.org/revista/new/english/ anteriores.php

[4]. Chandler, A., McLaughlin, T. F., Neyman, J., & Rinaldi, L. (2012). The differential effects of direct instruction flashcards with and without a shorter math racetrack to teach numeral identification to preschoolers: A failure to replicate. Academic Research International, 2(3), 308- 313.Retrieved from :http://174.36.46.112/~savaporg/journals/issue.htm/

[5]. Cosby, E., McLaughlin, T. F., & Derby, K. M., & Huewe, P. (2009). Using tracing and modeling with a Handwriting without Tears® worksheet to increase handwriting legibility for a preschool student with autism. Open Social Science Journal,2,67-69.Retrievedfrom: http://www.benthamscience.com/open/tosscij/

[6]. Coussens, M., McLaughlin, T. F., Derby, K. M., & McKenzie, M. (2012). The differential effects of Handwriting Without Tears® chalkboard, wooden letters, and worksheet using highlight, model and start point on legibility for two preschool students with disabilities. International Journal of English and Education, 1, 302- 310. Retrieved from: http://www.ijee.org/current_issue

[7]. Ehlers, E., McLaughlin, T. F., Derby, K. M., & Rinaldi, L. (2012). The differential effects of direct instruction flashcards and math racetrack on number identification for three preschool students with disabilities. Academic Research International, 2(3), 285-295. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.htm/

[8]. Graham, S. (1999). Handwriting and spelling instruction for students with leaning disabilities: A review. Learning Disability Quarterly, 22, 78-98.

[9]. Howard, V. F., Williams, B. F., & Lepper, C. (2010). (4th ed.). Very young children with special needs: A foundation for educators, families, and service providers. Upper Saddle River, NJ: Prentice-Hall/Pearson.

[10]. Kazdin, A. E. (2011). Single-case research designs: Methods for clinical and applied settings (2nd ed.). New York, NY: Oxford University Press.

[11]. LeBrun, M., McLaughlin, T. F., Derby, K. M., & McKenzie, M. (2012). The effects of using Handwriting without Tears® to teach thirty-one integrated preschoolers of varying academic ability to write their names. Academic Research International, 2(2), 373-- 378.Retrieved from http://174.36.46.112/~ savaporg/journals/issue.html.

[12]. Leo, P. (2006, April 13). Tracing the roots of illegible handwriting. Pittsburgh Post-Gazette. Retrieved from http://www.buffalo.edu/news/pdf/April06/PittPGThorntonH andwriting.pdf

[13]. Morris, K., McLaughlin, T.F., Derby, K.M., & McKenzie, M. (2012). The differential effects of using Handwriting without Tears® and Mat Man materials to teach seven preschoolers prewriting skills using the draw a person with sixteen specific body parts. Academic Research International,2(1),590-598.Retrieved from: http://174.36.46.112/~savaporg/journals/issue.html

[14]. Newborg, J. (2004). Battelle Developmental Inventory (2nd ed.) (BDI-2). Rolling Meadows, IL: Riverside Publishing,

[15]. Nilsson, J. (2004). Handwriting research article: How legible handwriting enhances the writing process and assessment . Retrieved from http://www.southtexascollege.edu/nilsson

[16]. Park, C., Weber, K.P., & McLaughlin, T.F. (2007). Effects of fading, modeling, prompting, and direct instruction on letter legibility for two preschool students with physical disabilities. Child & Family Behavior Therapy, 29(3), 13-21.

[17]. Richard, K. (2011, August 4). The write stuff: Penmanship still important skill for kids to have, education expert says. K-State. Retrieved from http://www.kstate. edu/media/newsreleases/aug11.

[18]. Winstrom, E. (2011). Let's practice writing: alphabet tracing. Bright hub: The hub for bright minds, Retrieved from http://www.brighthub.com/education/earlychildhood/ articles/79690.aspx.

[19]. Woodcock, R.W., McGrew, W.S., & Mather, N. (2008). Woodcock Johnson Tests of Achievement (WJ III). Rolling Meadows, IL: Riverside Publishing Company.

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Research Paper

New Horizon of Spiritual Well-being and Hope among Cancer Patients: A Psychological Aspect

Sidra Liaquat* , Sarwat Sultan, Irshad Husain*

* M.Phil Scholar, Department of Applied Psychology, Bahauddin Zakaryia University, Multan.

Head, Department of Applied Psychology, Bahauddin Zakaryia University, Multan.

* Chairman, Department of Educational Training, The Islamia University of Bahawalpur, Pakistan.

Sidra Liaquat, Sarwat Sultan and Irshad Hussain (2013). New Horizon Of Spiritual Well-Being And Hope Among Cancer Patients: A Psychological Aspect. i-manager’s Journal on Educational Psychology, 6(4), 30-35. https://doi.org/10.26634/jpsy.6.4.2185

Abstract

The purpose of this study was to address the importance of spiritual well-being and hope among cancer patients diagnosed with its different stages. Through stratified sampling techniques, 120 cancer patients from four stages evenly divided into male and female participated in this study. Spiritual Well-being Scale (Paloutzian & Ellison, 1982) and Hope Scale (Snyder, Harris, Anderson, et al, 1991) were used to measure the levels of spiritual well-being and hope respectively. Results indicated a significant positive relationship between spiritual well-being and hope among cancer patients of all stages while surprisingly this relationship was higher in last stage of cancer patients. The findings showed that patients in last stage of cancer have high hope and high spiritual well-being than that of other stages. The findings pertaining to gender differences showed that female cancer patients have high level of hope and spiritual well-being as compared to male cancer patients.

References

[1]. EllisonC.W(1983).Spiritualwel -being : conceptualization and measurement. Journal of Psychology & Theology 11:330-340.

[2]. Kamya H.A.(1997). African immigrants in the United States: the challenge for research and practice. Soc Work. ;42:154-65. Retrieved May10, 2010 from http://www.ispub.com/ostia/index.php?xmlFilePath=jour nals/ijanp/vol9n1/health.xml.

[3]. McVey, J. (2

[4]. Mickley J.R., Soeken, K., and Belcher A (1997). National Center for Biotechnology Information, U.S National Library of Medicine 8600 Rockville Pike, Bethesda 010). An Introduction to Human Disease.http://www.livestrong.com/article 135652-anintroduction- human-disease/ MD, 208954 USA :24(4):663-71.

[5]. Paloutzian, R. F., & Ellison, C. W. (1982). Manual for the Spiritual Well-being Scale. Nyack, NY: Life Advance, Inc.

[6]. Pazdur R., Wagman L.D., Camphausen K.A., Hoskins W.J. (2009). Cancer Management: A Multidisciplinary Approacj. (11th ed).

[7]. Roberts, J.A., Brown, D., Elkins T, (1997). Factors influencing views of patients with gynecological cancer about end-of-life decisions. Journal of Obstetrics & Gynaecology 176:166-172.

[8]. Snyder, C. R. (1989). Reality negotiation: From excuses to hope and beyond. Journal of Social and Clinical Psychology, 8, 130-157.

[9]. Snyder, C. R. (1994). The psychology of hope: You can get there from here. New York: Free Press.

[10]. Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., et. al.(1991). The will and the ways: Development and validation of an individualdifferences measure of hope. Journal of Personality and Social Psychology, 60, 570-585.

[11]. Snyder, C. R., Michael, S. T., & Cheavens, J. S. (1999). Hope as a psychotherapeutic foundation of nonspecific factors, placebos, and expectancies. In M. A. Huble, B. Duncan, & S. Miller (Eds.), Heart and soul of change (pp. 205-230). Washington, D.C.: American Psychological Association.

[12]. Verna Hendricks-Ferguson. (2006). Comparative Study; Journal of pediatric oncology nursing: official Journal of the Association of Pediatric Oncology Nurses Volume: 23 ISSN: 1043-4542.

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Research Paper

The Psychological Efficacy of Education as a Science through Personal, Professional, and Contextual Inquiry of the Affective Learning Domain

James Edward Osler II*

North Carolina Central University

James Edward Osler (2013). The Psychological Efficacy Of Education As A Science Through Personal, Professional, And Contextual Inquiry Of The Affective Learning Domain. i-manager’s Journal on Educational Psychology, 6(4), 36-41. https://doi.org/10.26634/jpsy.6.4.2186

Abstract

This monograph provides a psychological rational for the novel field of “Educational Science” and how it conducts in–depth research investigations first presented in an article by the author in the iManager Journal of Mathematics through the trichotomous analysis of the affective domain. Educational Science uses the innovative Total Transformative Trichotomy–Squared [Tri–Squared] Test as a means of informative inquiry. This novel approach to data analysis is a mixed methods research design that involves the holistic combination and comparison of qualitative and quantitative data. An example is provided of the process of creating trichotomous instruments that are an essential part of the Tri–Squared Test.

References

[1] On the Cutting Edge: The Affective Domain in the Classroom. Professional Development for Geoscience Faculty (2012). Retrieved May 9, 2012 from Student motivations and attitudes:The role of the affective domainingeosciencelearning. http://serc.carleton.edu/NAGTWorkshops/affective/index. html

[2] Orlich, et al. (2004). Teaching Strategies: A Guide to Effective Instruction, Houghton Mifflin. Boston, Mass

[3] Osler, J. E. (2012). Trichotomy–Squared – A novel mixed methods test and research procedure designed to analyze, transform, and compare qualitative and quantitative data for education scientists who are administrators, practitioners, teachers, and technologists. i-manager's (International) Journal on Mathematics. Vol. 1, No 3. July – September, pp:23-32.

[4]. Osler, J. E., & Waden, C. (2012). Using innovative technical solutions as an intervention for at risk students: a meta–cognitive statistical analysis to determine the impact of ninth grade freshman academies, centers, and center models upon minority student retention and achievement. i-manager's (International) Journal on School Educational Technology. Vol. 7, No 3, September – November, pp: 11-23

[5]. Rust, J., & Golombok, S. (1989). Modern psychometrics: The science of psychological assessment (2nd ed.). Florence, KY, US: Taylor & Frances/Routledge

[ 6 ]. Sensagent: Retrieved, May9, (2012. http://dictionary.sensagent.com/trichotomy+(mathema tics)/en-en/

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Research Paper

Stress Management: A Case Study of Professional Students on Impact of Meditation & Yoga on stress levels

DR.T.L.Narasimha Reddy* , S. Ammani**

*Lecturer, Department of Commerce, S.G.S Arts College, Tirupati

**Assistant Professor, Department of English, PACE Institute of Technology and Sciences, Ongole

T. L. Narasimha Reddy and S. Ammani (2013). Stress Management: A Case Study Of Professional Students On Impact Of Meditation & Yoga On Stress Levels. i-manager’s Journal on Educational Psychology, 6(4), 42-47. https://doi.org/10.26634/jpsy.6.4.2187

Abstract

Meditation is one of the Five Principles of Yoga. It is the practice by which there is constant observation of the mind. It requires you to focus your mind at one point and make your mind still in order to perceive the 'self'. Through the practice of Meditation, it will help achieve a greater sense of purpose and strength of will. It also helps you achieve a clearer mind, improve your concentration, and discover the wisdom and tranquility within you. To Assess the Yoga and Meditation impact of Academic Stress among Professional Students like Medicos, Engineering students this study is undertaken. This study we conducted on a sample of 100(Yoga=50 and Meditation=50) Professional Students in Tirupati of Chittor District of Andhra Pradesh. In order to realize the objectives of the study, Two hypotheses were formulated. (1) There would be significant impact of Yoga on Stress among Professional Students with regard to Pre-test and Post-test.(2) There would be significant impact of Meditation on Stress among Professional Students with regard to Pre-test and Post-test. Stress index developed by A.K.Srivatsava and A.P.Singh (1984) was administered to the sample. It measures stress in 12 dimensions, namely, Role Over load, Role ambiguity, Role conflict, Unreasonable groups and political pressures, Frustration, Under Pressure For Exams, Competition in class, Poor peer relations, Financial burden, scholarship requirements, family-related pressures and course-related stress. Their age ranges from 21 to 25 years. Data was analyzed using Means, SD’S and t values. Results show that Yoga and Mediation training reduce the stress among Professional Students, and implications were drawn.

References

[1]. Anand, S. (2000). The Essence of the Hindu Religion. Los Angeles, CA: ASK Publications.

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

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Volume 6 Issue 4 February - April 2013

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* Ph.D, Educational Management, Assistant Professor, Faculty Member of Islamic Azad University-Tonekabon Branch. ** Ph.D, Nursing Education, Assistant Professor, Faculty Member of Islamic Azad University-Tonekabon Branch. *** M.A, Educational Research, Islamic Azad University-Tonekabon Branch.

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Sidra Liaquat* , Sarwat Sultan**, Irshad Husain***

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James Edward Osler II*

North Carolina Central University

James Edward Osler (2013). The Psychological Efficacy Of Education As A Science Through Personal, Professional, And Contextual Inquiry Of The Affective Learning Domain. i-manager’s Journal on Educational Psychology, 6(4), 36-41. https://doi.org/10.26634/jpsy.6.4.2186

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DR.T.L.Narasimha Reddy* , S. Ammani**

*Lecturer, Department of Commerce, S.G.S Arts College, Tirupati **Assistant Professor, Department of English, PACE Institute of Technology and Sciences, Ongole

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Zohreh Shakibaei* , Flora Rahimaghaee, Masoumeh Arish*

* Ph.D, Educational Management, Assistant Professor, Faculty Member of Islamic Azad University-Tonekabon Branch.

Ph.D, Nursing Education, Assistant Professor, Faculty Member of Islamic Azad University-Tonekabon Branch.

* M.A, Educational Research, Islamic Azad University-Tonekabon Branch.

Erin Smith* , T. F. McLaughlin, Jennifer Neyman*, Lisa Rinaldi****

* Special education teacher in Northern California.

Ph. D., Professor, Department of Special Education, Gonzaga University, Spokane

* Lecturer, Department of Special Education, Gonzaga University, Spokane.

**** M.Ed, Spokane Public Schools, Gonzaga University.

Sidra Liaquat* , Sarwat Sultan, Irshad Husain*

* M.Phil Scholar, Department of Applied Psychology, Bahauddin Zakaryia University, Multan.

Head, Department of Applied Psychology, Bahauddin Zakaryia University, Multan.

* Chairman, Department of Educational Training, The Islamia University of Bahawalpur, Pakistan.

*Lecturer, Department of Commerce, S.G.S Arts College, Tirupati

**Assistant Professor, Department of English, PACE Institute of Technology and Sciences, Ongole