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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 8 Issue 4 February - April 2015

Research Paper

From Passion to Emotion: Emotional Quotient as Predictor of Work Attitude Behaviour among Faculty Members

Dennis* , Sonia Janice Pilao, Rona Dela Rosa*

* MSc Research Methods in Psychology, University of Hertfordshire, Hatfield, United Kingdom

Assistant Professor, Department of Psychology, Centro Escolar University, Manila, Philippines

* Instructor, Department of English, Mariano Quinto Polytechnic College, Bulacan, Philippines

Relojo, D., Pilao, S.J., and Rosa, R. D. (2015). From Passion to Emotion: Emotional Quotient as Predictor of Work Attitude Behaviour Among Faculty Members. i-manager’s Journal on Educational Psychology, 8(4), 1-10. https://doi.org/10.26634/jpsy.8.4.3266

Abstract

Positive thinking, in conjunction with a robust attitude, can affect one's well-being and coping strategies under stressful events. This study sought to identify the role of Emotional Quotient (EQ) to Work Attitude Behaviour (WAB) of selected faculty members from three higher educational institutions in the Philippines. Using a non-experimental research design, participants were asked to complete questionnaires to obtain their EQ and WAB scores. EQ was gauged using the Emotional Quotient Test while WAB was measured using a self-made survey questionnaire. A chi-square test revealed that there was no significant relationship between EQ and WAB, F (1,24) = 2.469, p>0.05. Although no significant relationship has been observed, it is argued that findings from this study will highlight the need for teacher-training programmes to raise awareness of the emotional demands of teaching and consider ways to enhance emotion regulation skills in experienced as well as recently qualified teaching staff.

References

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Research Paper

Predicting Personality Resiliency by Psychological Well-Being and Its Components in Girl Students of Islamic Azad University

Hadi Kajbafnezhad* , Ali Khaneh Keshi**

*_** Department of Psychology, Behbahan Branch, Islamic Azad University, Behbahan, Iran.

Kajbafnezhad, H., and Keshi , A. K. (2015). Predicting Personality Resiliency by Psychological Well-Being and its Components in Girl Students of Islamic Azad University. i-manager’s Journal on Educational Psychology, 8(4), 11-15. https://doi.org/10.26634/jpsy.8.4.3268

Abstract

The aim of this study was to predict psychological resilience by psychological well-being and its components. The research sample consisted of 216 girl students who were selected through multistage random sampling. The data were collected by implementing psychological resilience and psychological well- being questionnaire and analyzed by using Pearson correlation coefficient and multiple regressions. A significant correlation coefficient was found between psychological resilience and overall psychological well – being (0.62, p<0.01). Resilience was also found to be positively and significantly related to all six dimensions of psychological well- being. The calculated determination coefficient (0.39) indicated that psychological well- being has the ability to predict psychological resilience. Results confirmed the impact of dimensions of psychological well- being on resilience among college students. It is likely that resilience and the psychological well- being reinforce one another in a cyclic manner. Individuals' psychological well- being maintained higher levels of resilient.

References

[1]. Bradshaw, J., Hoelscher, P., & Richardson, D. (2007). An index of child well-being in the European Union. Social Indicators Research, Vol. 80, pp. 133-177. doi: 10.1007/s 11205-006-9024-z

[2]. Johnson, E. (2011). “Protective Factors And Levels of Resilience Among College Students”. A Dissertation Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Educational Studies in Psychology, Research Methodology, and Counseling in the Graduate School of The University of Alabama .

[3]. Kumpfer, K.L. (1999). “Factors and processes contributing to resilience: the resilience framework”. In M.D. Glantz, and J.L. Johnson (Eds), Resilience and Development: Positive Life Adaptations. NY: Plenum Publishers.

[4]. Maginness, A. ( 2007). “Development of Resilience – A Model”. A thesis submitted for the degree of Doctor of Philosophy in Psychology, University of Canterbury .

[5]. Masten, A.S. (2001). “Ordinary magic: Resilience processes in development”. American Psychologist, Vol. 56(3), pp. 227-238.

[6]. Neill, J. (2006). “What is Psychological Resilience”? Retrieved December 02, 2008, from http://www.wilderdom.com/psychology/resilience/Psych ologicalResilience.html006.

[7]. Richardson, G. E., Neiger, B.L., Jensen, S., & Kumpfer, K.L. (1990). “The resilience model”. Health Education, Vol.21, pp.33-39. doi: 10.1080/00970050.1990. 10614589 .

[8]. Ryff, C.D., & Singer, B. (2003). “Flourishing under fire: Resilience as a prototype of challenged thriving”. In C.L. Keyes & J. Haidt (Eds.), Flourishing: Positive psychology and the life well-lived, (pp. 15-36). Washington, DC: American Psychological Association.

[9]. Ryff, C.D., & Keyes CL. (1995). “The structure of psychological well-being revisited”. J. Perso and Soci Psych; Vol. 69: pp. 719–727.

[10]. Souri, H & Hejazi, E.(2014). “The Relationship between Resilience and psychological well-being: The Mediating Role of Optimism”, Knowledge and Research Applied Psychology, Vol. 15(55): pp. 5-15.

[11]. Souri, H. &Hasanirad, T.(2011). “Relationship between Resilience, Optimism and Psychological Well- Being in Students of Medicine”, 2nd World Conference on Psychology, Counseling and Guidance, Volume 30, pp.1541–1544.

[12]. Wagnild, G., & Young, H. (1993). “Development and psychometric evaluation of the resilience scale”. Journal of Nursing Measurement, Vol. 1(2), pp. 165-178.

[13]. Werner, E.E. & Smith, R.S. (2002). “Journey's from Childhood to Midlife: Risk, Resilience and Recovery”. NY: Cornell University Press.

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Research Paper

Employing Handwriting without Tears® to Teach a 4-Yearold Preschool Student to Write His Name with the Appropriate Size, Shape, and Form Combined With an Imitate/Trace/Copy/Memory Procedure

Emalia C. Steele* , T. F. McLaughlin, K. Mark Derby*, Kimberly P. Weber**, Denise K Donica*, Michelle Mckenzie****

* Early Childhood Special Education

Retired Full Professor, Gonzaga University

*,** Full Professors, Department of Special Education, Gonzaga University.

* Associate Professor ,East Carolina State University

**** Special Education Teacher, Spokane Public Schools

Steele, E.C., Mclaughlin, T. F., K. Derby, M., Weber, K. P., Donica, D., and Mckenzie, M. (2015). Employing Handwriting without Tears® to Teach a 4-Year old Preschool Student to Write His Name with the Appropriate Size, Shape, and Form Combined With an Imitate/Trace/Copy/Memory Procedure. i-manager’s Journal on Educational Psychology, 8(4), 16-24. https://doi.org/10.26634/jpsy.8.4.3267

Abstract

The main purpose of this study was to evaluate the effectiveness of the prewriting and handwriting curriculum Handwriting Without Tears® (HWT) in a preschool setting with a single student who has developmental delays and a suspected Autism Spectrum Disorder (ASD) diagnosis. Data were collected during the regular preschool day. The behavior measured was the student's ability to independently and accurately write his name given by the visual prompt “Name: ______” and verbal instructional cue “write your name”. A modified imitate, trace, copy, and memory procedure was used with the student with the instructional support and curriculum from the Handwriting Without Tears® Get Set for School (Olsen, 2003) curriculum. In addition to this curriculum, first author created materials were also used. The overall outcomes indicated that the Handwriting Without Tears® programs was successful in teaching that student who has severe developmental delays, tactile defensiveness, and sensory processing deficits to write his name.

References

[1]. Case-Smith, J. (2002). Effectiveness of school-based OT intervention on handwriting. American Journal of Occupational Therapy, Vol. 56, pp. 17-25.

[2]. Cooper, J. O., Heron, T., & Heward, W. L. (2007). Applied Behavior Analysis (2nd. ed.). Upper Saddle River, NJ: Prentice-Hall/Pearson Education.

[3]. 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, Vol.1, pp.302-310. Retrieved from: http://www.ijee.org/ current_issue

[4]. Delegato, C., McLaughlin, T. F., Derby, K. M., & Schuster, L. (2013). The effects of using handwriting without tears® and a handwriting racetrack to teach five preschool students with disabilities pre handwriting and handwriting. Journal of Occupational Therapy, Schools, & Early Intervention, Vol. 6. pp. 255-268, DOI: 10.1080/19411243.2013.850962

[5]. Donica, D. K., Larson, M. H., & Zinn, A. A. (2012). Survey of handwriting instruction practices of elementary teachers and educational programs: Implications for occupational therapy. Occupational Therapy in Health Care, Vol.26, pp.120-137.

[6]. Donica, D. (2010a). A historical journey through the development of handwriting instruction (part 1): The historical foundation. Journal of Occupational Therapy, Schools, and Early Intervention, Vol. 3(1), pp. 11-31.

[7]. Donica, D. (2010b). A historical journey through the development of handwriting instruction (part 2): The occupational therapists' role. Journal of Occupational Therapy, Schools, and Early Intervention Vol. 3(1), pp. 32- 53.

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

[9]. Graham, S. (2010). Want to improve children's writing? Don't neglect their handwriting. Education Digest: Essential Readings Condensed for Quick Review, Vol. 76(1), pp. 49-55.

[10]. Graham, S, Harris, K., & Fink, B. (2000). Extra handwriting instruction: Prevent writing difficulties right from the start. Teaching Exceptional Children Vol. 33(2), pp.88-91.

[11]. Jessica Griffith, T.F. McLaughlin, Jen Neyman, Denise K Donica and Milena Robison (2013). “The Differential Effects of the Use of Handwriting Without Tears ® Modified Gray Block Paper to Teach Two Preschool Students with Developmental Delays Capital Letter Writing Skills”. i-manager’s Journal on Educational Psychology. Vol. 7(1) May-July 2013 Print ISSN 0973-8827, E-ISSN 2230- 7141, pp. 13 - 22.

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

[13]. 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, Vol. 2(2), pp.373-378. Retrieved from http://174.36.46.112/ ~savaporg/ journals/issue.html

[14]. McLaughlin, T. F. (1983). An examination and evaluation of single subject designs used in behavior analysis research in school settings. Educational Research Quarterly, Vol. 7, pp. 35-42.

[15]. 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 preschooler prewriting skills using the draw a person with sixteen specific body parts. Academic Research International, Vol. 2(1), pp. 590-598. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.html

[16]. Naidoo, P., Engelbrecht, A., Lewis, S., & Kekana, B. (2009). Visual-motor integration (VMI) – a predictor for handwriting in grade) children. South African Journal of Occupational Therapy, Vol. 39(2), pp. 18-21 (Used VMI)

[17]. Neuman, S. (2004). Introducing children to the world of writing. Early Childhood Today, Vol. 18 (4), pp. 34-38

[18]. Olsen, J. Z. (1998). Handwriting without tears. Brookfield, IL: Fred Sammons, Inc. ®

[19]. Olsen, J. Z. (2003). Handwriting without tears Get Set For School Workbook. Brookfield, IL: Fred Sammons, Inc.

[20]. Olsen, J. Z. (2005). Handwriting Without Tears®: Bridging the educational gap. OT Practice, Vol. 10(3), pp.7-8.

[21]. Olsen, J. Z. (2013). Letters and numbers for me (6th. ed.). Cabin John, MD: Handwriting Without Tears.

[22]. Olsen, J. Z., & Knapton, E. F. (2006). The print tool: The tool to evaluate and remediate. Cabin John, MD: Handwriting Without Tears.

[23]. Olsen, J., & Knapton, E. (2008). Pre-writing teaching aid and method to assist beginning writers in creating letters ®. John Cabin, MD: Handwriting Without Tears.

[24]. Olsen, J. Z. & Knapton, E. F. (2012). Readiness & writing pre-k teacher's guide. Cabin John, MD: Get Set For School.

[25]. Olsen J. Z. & Knapton, E. F. (2013). Handwriting Without Tears ®, kindergarten teacher's guide (11th. ed.). Cabin John, MD: Handwriting Without Tears.

[26]. Roberts, A. (2009). Write on!. Parenting School Years, Vol.23 (10), pp.102

[27]. Thompson, J., McLaughlin, T. F., Derby, K. M., & Conley, D. (2012). Using tracing and modeling with a Handwriting without Tears® worksheet to increase handwriting legibility for two preschool students with developmental delays. Academic Research International, Vol. 2(2), pp. 309-314. Retrieved from: http://174.36.46.112/~savaporg/ journals/issue.html

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Research Paper

Influence of Parental Encouragement towards Health Care Of Their Wards

R. Grace Sophia* , A. Veliappan**

* Research Scholar, Department of Education, Manonmaniam Sundaranar University, Tirunelveli, India

** Assistant Professor, Department of Education, Manonmaniam Sundaranar University, Tirunelveli, India.

Sophia, R.G., and Veliappan , A. (2015). Influence of Parental Encouragement Towards Health Care of Their Wards. i-manager’s Journal on Educational Psychology, 8(4), 25-30. https://doi.org/10.26634/jpsy.8.4.3269

Abstract

The purpose of the present study is to explore how parents are encouraging towards health care of their wards. A ‘Survey Method’ was used in the present study. A standardized ‘Agarwal Parental Encouragement Scale (APES)’ was used to collect information from the students. The sample consists of thousand and ninety five higher secondary students from Tirunelveli, Tuticorin and Kanyakumari districts. Percentage analysis and 't' test were used for data analysis. Findings of the study indicate that, the male and female higher secondary students, significantly differed from their parental encouragement on health care. Similarly, the higher secondary students studying in Tamil and English medium, significantly differed from their parental encouragement on health care.

References

[1]. Tamanna, K. (2014). “Parental encouragement as correlated to self-concept and learning behavior of children”. New Delhi: MANAK Publications.

[2]. Lamport, R. (2011). “Unleashing the power of encouragement”. USA: Zondervan Publishing House.

[3]. Sreelatha, S & Prasad, K. B. (2011). “Early childhood education philosophy and practice”. Tirunelveli: A.V. Parvathy Publications.

[4]. Neinstein, L. S. (2008). Adolescent health care: a practical guide. 5th ed. Philadelphia: Williams & wilkins.

[5]. Bodhale P, Karkare S & Khedkar S. (2014). Knowledge and attitude of parents toward oral health maintenance and treatment modalities for their children”. Journal of Dental Research and Review, Vol. 1(1), pp. 24-27. DOI: 10. 4103/2348-3172.126161.

[6]. Coveney, J. (2002). “What does research on families and food tell us? Implications for nutrition and dietetic practice”. Nutrition & Dietetics, Vol. 59, pp.113-119.

[7]. Rhee, K.E., Lumeng, J.C., Appugliese, D.P., Kaciroti, N., & Bradley, R.H. (2006). Parenting styles and overweight status in first grade. Pediatrics, pp.117, 2054.

[8]. Nicholls, L. (2014). Parental encouragement of healthy behaviors: adolescent weight status and healthrelated quality of life. BMC Public Health Vol.14, pp.369 DoI: 10.1186/1471-2458-14-369.

[9]. Gibson EL, Kreichauf S, Wildgruber A, Vögele C, Summerbell CD, Nixon C, Moore H, Douthwaite W, Manios Y (2012). “A narrative review of psychological and educational strategies applied to young children's eating behaviours aimed at reducing obesity risk”. Obesity Review, Vol. 13(1), pp. 85–95.

[10]. Elsa Maria de Oliveira Pinheiro de Melo, Pedro Lopes Ferreira, Regina Aparecida Garcia de Lima and Débora Falleiros de Mello (2014). The involvement of parents in the healthcare provided to hospitalzed children. Revista Latino-Americana de Enfermagem. Vol. 22(3), DOI.10.1590/0104-1169.3308.2434.

[11]. Sekar, P & Mani, S. (2013). Parental Encouragement to Higher Secondary Students in Thiruvannamalai District: An Empirical Analysis. International Journal on Global Research Analysis Vol.2(11), pp.32.

[12]. Lofton, K. & Nettles, M. F. (2010). “Ready, Set, Go! Creating and Maintaining a Wellness Environment in Child Care Centers Participating in the CACFP”. Mississippi: National Food Service Management Institute.

[13]. Agarwal, K. (1999). “Manual for agarwal parental encouragement scale”. Lucknow: Ankur Psychological Agency.

[14]. Janet, K. (2001). “Good practice in child care”. London: Continuum.

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Research Paper

Studying Faculty Members' and Students' Perspective in an Affiliated Undergraduate Engineering Institution

Neeraj Kumari*

Assistant Professor, Department of Humanities and Management, Faculty of Engineering & Technology, Manav Rachna International University, Haryana, India

Kumari, N. (2015). Studying Faculty Members' and Students' Perspective in an Affiliated Undergraduate Engineering Institution. i-manager’s Journal on Educational Psychology, 8(4), 31-38. https://doi.org/10.26634/jpsy.8.4.3270

Abstract

The study aims to examine the relationship between parameters affecting the quality of Education in affiliated Under Graduate Engineering institution from the faculty members' and students' perspective. It is a descriptive research. The data has been collected with the help of ‘Questionnaire Based Survey’. The sample size for the study is 110 comprising of the faculty respondents and 500 comprising of student respondents. The sample has been taken on the random (Probability) basis and the questionnaire was filled by the faculty members (teaching B.Tech) and students (pursuing B.Tech) chosen on the random basis from an affiliated undergraduate engineering institution in NCR, Haryana. For data analysis and conclusion of the results of the survey, statistical tool like correlation was performed in MS Excel. It can be inferred that for the faculty members' perspective “selection process” is negligibly impactive factor on “academic excellence”, “infrastructure”, “personality development & industry exposure” and “management & administration”. For the students' perspective “selection process” is negligibly impactive factor on “academic excellence”, “infrastructure”, “personality development & industry exposure”, “placements” and “management & administration”. And “academic excellence” is poorly impactive factor on “infrastructure”.

References

[1]. Balakrishnan, S. (2005). “Competency Based Education System”. National Symposium on Engineering Education, pp. 90-96.

[2]. Bhushi, U. M., Manvi, S. S. & Dandagi, S. B. (2005). “Reformation of continuing education program (CEP) - a perspective of university affiliated colleges”. National Symposium on Engineering Education, pp. 84-89.

[3]. Bairagi A. & Shrivastava A. (2013). “Right to education in India: A study”. Indian Streams Research Journal, Vol. 3, No. 2, pp. 6.

[4]. Gafoor S. F. & Khabeer Q. (2013). “Role of ICT in review of accreditation, assessment and academic audit in today's higher education”. Indian Streams Research Journal, Vol. 2, No. 12, pp. 9.

[5]. Khamkar, S.B. (2013). “Quality enhancement in teaching and learning”. Indian Streams Research Journal, Vol. 3, No. 2, pp. 5.

[6]. Naik, B. M. (2005). “Institutes to Adopt Modern Vision”. National Symposium on Engineering Education, pp. 68- 70.

[7]. Sakran, T. M. & Mesanovic, M. (2013). “Pedagogical Innovations and Engineering Students Perceptions of the Relevance of an English for Engineering Course”. International Journal of Pedagogical Innovations, Vol. 1, pp. 15-24.

[8]. Sharma, H. & Goswami, V.K. (2013). “Qualitative Approach for Sustenance of Quality Higher Education through FDI”. International Conference on Technology and Business Management.

[9]. Shinde, V. V. & Inamdar, S. S. (2013). “Problem Based Learning (PBL) for Engineering Education in India: Need and Recommendations”. Wireless Pers Commun, pp.1197-1105.

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Research Paper

A Delphi Survey on Citizenship Education in Asean Countries: Findings for Brunei

Hajah Sallimah Haji Mohammed Salleh* , Kumar Laxman, Rosmawijah Jawawi*

* Senior Lecturer, Sultan Hassanal Bolkiah Institute of Education (SHBIE), University Brunei Darussalam, Brunei

Associate Professor, University of Auckland

* Lecturer, Sultan Hassanal Bolkiah Institute of Education (SHBIE), University Brunei Darussalam

Salleh, H. S. H. M., Laxman, K., and Jawawi, R. (2015). A Delphi Survey on Citizenship Education in Asean Countries: Findings for Brunei. i-manager’s Journal on Educational Psychology, 8(4), 39-52. https://doi.org/10.26634/jpsy.8.4.3271

Abstract

The aim of the Delphi Survey was to elucidate Bruneian Education experts' responses to five questions regarding their knowledge and understanding of the charateristics of citizenship education viz. Environment, Coexistence, Culture, Social Justice and Equity, Democracy, Sustainable Development, Interdependence, Foreign Language, Social Welfare, Human Rights, ASEAN History and Culture, and Common Social Problems of ASEAN (Association of Southeast Asian Nations ) Countries. A Delphi Survey questionnaire was given to the education experts at two different times. The education experts were primary and secondary teachers, University lecturers and other education experts. There were 386 participants in the first round survey, and 101 participants in the second round survey. The results shows that in the first part of the survey, most of the education experts' thought about their achievements of the characteristics for knowledge and understanding, skills and understanding, and values and attitudes at local, national, regional, global level and universal levels, at present, and in ten years later, are stable during the two rounds of the Delphi survey. For the second part of the survey, regarding their knowledge and understanding of the twelve characteristics of citizenship education, it was shown that there were consensus on their knowledge and understanding on different culture, social justice and equity, democracy, interdependence, foreign language, social welfare, ASEAN history and culture, and common social problems of ASEAN countries.

References

[1]. Appiah, K.A. (2008). “Education for global citizenship”. in: Coulter, D., Fenstermacher, G., and Wiens J.R. (eds). Yearbook of the National Society for the Study of Education. The National Society For The Study Of Education, Vol. 1.

[2]. Bondar, R., Dudar, E., Foster, A., Fox, M., Schwartzberg, P., & Walsh, M. (2007). “Shaping our Schools, Shaping our Future”: Environmental Education in Ontario Schools. Retrieved from http://www.edu. gov.on.ca/eng/teachers/enviroed/ shaping Schools.pdf

[3]. Kalaian, S. & Kasim, R. (2012). “Terminating sequential Delphi Survey data collection”. Practical Assessment, Research and Evaluation. Vol. 17(5). Available online: http://pareonline.net/getvn.asp?v=17&n=5

[4]. Kerr, D. (1999). Citizenship education: An international comparison (pp. 200-227). Qualifications and Curriculum Authority.

[5]. Torney-Purta, J., Lehmann, R., Oswald, H., & Schulz, W. (2001). Citizenship and education in twenty-eight countries: Civic knowledge and engagement at age fourteen. IEA Secretariat, Herengracht 487, 1017 BT, Amsterdam, The Netherlands.

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

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Volume 8 Issue 4 February - April 2015

From Passion to Emotion: Emotional Quotient as Predictor of Work Attitude Behaviour among Faculty Members

Dennis* , Sonia Janice Pilao**, Rona Dela Rosa***

* MSc Research Methods in Psychology, University of Hertfordshire, Hatfield, United Kingdom ** Assistant Professor, Department of Psychology, Centro Escolar University, Manila, Philippines *** Instructor, Department of English, Mariano Quinto Polytechnic College, Bulacan, Philippines

Relojo, D., Pilao, S.J., and Rosa, R. D. (2015). From Passion to Emotion: Emotional Quotient as Predictor of Work Attitude Behaviour Among Faculty Members. i-manager’s Journal on Educational Psychology, 8(4), 1-10. https://doi.org/10.26634/jpsy.8.4.3266

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Predicting Personality Resiliency by Psychological Well-Being and Its Components in Girl Students of Islamic Azad University

Hadi Kajbafnezhad* , Ali Khaneh Keshi**

*_** Department of Psychology, Behbahan Branch, Islamic Azad University, Behbahan, Iran.

Kajbafnezhad, H., and Keshi , A. K. (2015). Predicting Personality Resiliency by Psychological Well-Being and its Components in Girl Students of Islamic Azad University. i-manager’s Journal on Educational Psychology, 8(4), 11-15. https://doi.org/10.26634/jpsy.8.4.3268

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Employing Handwriting without Tears® to Teach a 4-Yearold Preschool Student to Write His Name with the Appropriate Size, Shape, and Form Combined With an Imitate/Trace/Copy/Memory Procedure

Emalia C. Steele* , T. F. McLaughlin**, K. Mark Derby***, Kimberly P. Weber****, Denise K Donica*****, Michelle Mckenzie******

* Early Childhood Special Education ** Retired Full Professor, Gonzaga University ***,**** Full Professors, Department of Special Education, Gonzaga University. ***** Associate Professor ,East Carolina State University ****** Special Education Teacher, Spokane Public Schools

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Influence of Parental Encouragement towards Health Care Of Their Wards

R. Grace Sophia* , A. Veliappan**

* Research Scholar, Department of Education, Manonmaniam Sundaranar University, Tirunelveli, India ** Assistant Professor, Department of Education, Manonmaniam Sundaranar University, Tirunelveli, India.

Sophia, R.G., and Veliappan , A. (2015). Influence of Parental Encouragement Towards Health Care of Their Wards. i-manager’s Journal on Educational Psychology, 8(4), 25-30. https://doi.org/10.26634/jpsy.8.4.3269

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Studying Faculty Members' and Students' Perspective in an Affiliated Undergraduate Engineering Institution

Neeraj Kumari*

Assistant Professor, Department of Humanities and Management, Faculty of Engineering & Technology, Manav Rachna International University, Haryana, India

Kumari, N. (2015). Studying Faculty Members' and Students' Perspective in an Affiliated Undergraduate Engineering Institution. i-manager’s Journal on Educational Psychology, 8(4), 31-38. https://doi.org/10.26634/jpsy.8.4.3270

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A Delphi Survey on Citizenship Education in Asean Countries: Findings for Brunei

Hajah Sallimah Haji Mohammed Salleh* , Kumar Laxman**, Rosmawijah Jawawi***

* Senior Lecturer, Sultan Hassanal Bolkiah Institute of Education (SHBIE), University Brunei Darussalam, Brunei ** Associate Professor, University of Auckland *** Lecturer, Sultan Hassanal Bolkiah Institute of Education (SHBIE), University Brunei Darussalam

Salleh, H. S. H. M., Laxman, K., and Jawawi, R. (2015). A Delphi Survey on Citizenship Education in Asean Countries: Findings for Brunei. i-manager’s Journal on Educational Psychology, 8(4), 39-52. https://doi.org/10.26634/jpsy.8.4.3271

Abstract

References

Full Article (HTML)

Pdf

Dennis* , Sonia Janice Pilao, Rona Dela Rosa*

* MSc Research Methods in Psychology, University of Hertfordshire, Hatfield, United Kingdom

Assistant Professor, Department of Psychology, Centro Escolar University, Manila, Philippines

* Instructor, Department of English, Mariano Quinto Polytechnic College, Bulacan, Philippines

Emalia C. Steele* , T. F. McLaughlin, K. Mark Derby*, Kimberly P. Weber**, Denise K Donica*, Michelle Mckenzie****

* Early Childhood Special Education

Retired Full Professor, Gonzaga University

*,** Full Professors, Department of Special Education, Gonzaga University.

* Associate Professor ,East Carolina State University

**** Special Education Teacher, Spokane Public Schools

* Research Scholar, Department of Education, Manonmaniam Sundaranar University, Tirunelveli, India

** Assistant Professor, Department of Education, Manonmaniam Sundaranar University, Tirunelveli, India.

Hajah Sallimah Haji Mohammed Salleh* , Kumar Laxman, Rosmawijah Jawawi*

* Senior Lecturer, Sultan Hassanal Bolkiah Institute of Education (SHBIE), University Brunei Darussalam, Brunei

Associate Professor, University of Auckland

* Lecturer, Sultan Hassanal Bolkiah Institute of Education (SHBIE), University Brunei Darussalam