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

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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

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Volume 9 Issue 2 August - October 2015

Research Paper

Dispositional Forgiveness as a Predictor of Psychological Resilience among Women: A Sign of Mental Health

Momina Abid* , Sarwat Sultan**

* General Secretary, Multan Psychological Association, Pakistan.

** Vice President, Pakistan Psychological Association, Pakistan

Abid, M., and Sultan, S. (2015). Dispositional Forgiveness as a Predictor of Psychological Resilience among Women: A Sign of Mental Health. i-manager’s Journal on Educational Psychology, 9(2), 1-7. https://doi.org/10.26634/jpsy.9.2.3649

Abstract

Mental health includes several components of living a healthy life such as one's ability to enjoy life and to cope with stresses. Forgiveness is also one path to mental health. Present study aimed to investigate the predictive relationship of dispositional forgiveness with psychological resilience and to explore the role of marital status in dispositional forgiveness and psychological resilience among women. 160 women aged between 21-40 participated in the study and provided data on Heartland Forgiveness Scale (Thompson et al., 2005) and The Brief Resilience Scale (Smith et. al., 2008). Results showed a significant positive impact on forgiveness and psychological resilience among women. Findings further revealed that marital status was the significant determinant of forgiveness and resilience among women. It was found that married women have significant effects on forgiveness and resilience. Study has the implication to enhance the mental health by learning forgiveness skills, because universal forgiveness exercises can help to find best strategies to deal with feeling of stress, hurt, pain, revenge, resentment and so on.

References

[1]. Anderson, Mauren A., (2006). "The Relationship Among Resilience, Forgiveness, and Anger Expression in Adolescents". Electronic Theses and Dissertations. Paper 416.

[2]. Bono, G. & McCullough, M. E. (2006). “Positive responses to benefit and harm: Bringing forgiveness and gratitude into cognitive psychotherapy”. Journal of Cognitive Psychotherapy: An International Quarterly, Vol. 20, pp.1 – 10.

[3]. Block, J. H., & Block, J. (1980). “The role of ego-control and ego resiliency in the organization of behavior”. In W. A. Collins (Ed.), Minnesota Symposium on Child Psychology (pp. 39–101). Hillsdale, NJ: Erlbaum.

[4]. Broyles, L. C. (2005). Resilience: Its relationship to forgiveness in older adults. (Doctoral Dissertation). The University of Tennessee, Knoxville.

[5]. Connor, K. M., & Davidson, J. R. T. (2003). “Development of a new resilience scale: The connordavidson resilience scale (CD-RISC)”. Depression and Anxiety, Vol.18, pp.76-82.

[6]. Davydov, D. M., Stewart, R., Ritchie, K., & Chaudieu, I. (2010). “Resilience and mental health”. Clinical Psychology Review, Vol. 30, pp.479–495.

[7]. Enright, R. D. (2001). Forgiveness is a choice: A stepby- step process for resolving anger and restoring hope. Washington, DC: American Psychological Association.

[8]. Enright, R. D., & Fitzgibbons, R. P. (2000). Helping clients forgive: An empirical guide for resolving anger and restoring hope. Washington, DC: American Psychological Association.

[9]. Earvolino-Ramirez, M. (2007). “Resilience: A concept analysis”. In Nursing Forum, pp. 73–82.

[10]. Fenell, D. (1993). “Characteristics of long- term first marriages”. Journal of Mental Health Counseling, Vol. 15(4), pp. 446-460.

[11]. Fincham, F. D. (2000). “The kiss of the porcupines. From attributing responsibility to forgiving”. Personal Relationships, Vol. 7, pp. 1-23.

[12]. Karremans, J. C., Lange, A. M. V., Ouwerkerk, J. W., & Kluwer, E. S. (2003). “When forgiving enhances psychological well-being: The role of interpersonal commitment”. Journal of Personality and Social Psychology, Vol. 84(5), pp.1011-1026.

[13]. Luskin, F. (2003). Forgive for good: A proven prescription for health and happiness. San Francisco, CA: Harper.

[14]. Luthar, S. S., Cicchetti, D., & Becker, B. (2000). “The construct of resilience: A critical evaluation and guidelines for future work”. Child Development, Vol. 71, pp. 543–562.

[15]. Maltby, J., Day, L., & Barber, L. (2005). “Forgiveness and happiness : The differing contexts of forgiveness using the distinction between hedonic and eudaimonic happiness”. Journal of Happiness Study, Vol. 6(1), pp.1-13.

[16]. McCullough, M. E. (2000). “Forgiveness as human strength: Theory, measurement, being”. Journal of Social and Clinical Psychology, Vol. 19, pp.43-55.

[17]. McCullough, M. E., Emmons, R. A., & Tsang, J. (2002). “The grateful disposition: A conceptual and empirical topography”. Journal of Personality and Social Psychology, Vol. 82(1), pp. 112-127.

[18]. Nakamura, Y. M., & Orth, U. (2005). “Acceptance as a coping reaction: Adaptive or not?” Swiss Journal of Psychology, Vol.64(4), pp.281-192.

[19]. Rutter, M. (1981). “Stress, coping and development: Some issues and some questions”. Journal of Child Psychology and Psychiatry and Allied Disciplines, Vol.22, pp.323–356.

[20]. Rutter, M. (2006). “Implications of resilience concepts for scientific understanding”. Annals of the New York Academy of Sciences, Vol. 1094, pp.1–12. doi: 10.1196/annals.1376.002

[21]. Soanes, C., & Stevenson, A. (2006). Oxford dictionary of English (2nd edn.). Oxford, UK: Oxford University Press.

[22]. Sato, T. (2005). “The internal conflict: A theoretical framework for integration”. Humanistic Psychologist, Vol. 33(1), pp.33-44.

[23]. Orcutt, H. K. (2006). “The prospective relationship of interpersonal forgiveness and psychological distress symptoms among college women”. Journal of Counseling Psychology, Vol. 53(3), pp.350-361.

[24]. Smith, B. W., Dalen, J., Wiggins, K., Tooley, E., Christopher, P., & Bernard, J. (2008). “ The brief resilience scale: assessing the ability to bounce back”. International Journal Of Behavioral Medicine, Vol. 15(3), pp.194-200.

[25]. Thompson, L. Y. & Synder, C.R. (2003). “Measuring forgiveness. In S. J Lopez & C.R.Synder (eds)”, Positive psychological assessment: A handbook of models and measures, pp. 301-312. Washington, DC: American Psychological Association.

[26]. Thompson, L., Synder C. & Hoffman, L. (2005). Heartland forgiveness scale. Faculty publications, Department of Psychology. Paper 452.

[27]. Thompson, L. Y., Snyder, C. R., Hoffman, L., Michael, S. T., Rasmussen, H. N., Billings, L. S., Heinze, L.,Neufeld, J. E., Shorey, H. S., Roberts, J. C., & Roberts, D. E. (2005). “Dispositional forgiveness of self, others, and situations”. Journal of Personality, Vol.73, pp.313-359.

[28]. Toussaint, L., & Jorgensen, K. M. (2008). “Interparental conflict, parent-child relationship quality, and adjustment in Christian adolescents: Forgiveness as a mediating variable”. Journal of Psychology & Christianity, Vol.27(4), pp.337-346.

[29]. Tugade, M. M., & Fredrickson, B. L. (2004). “Resilient individuals use positive emotions to bounce back from negative emotional experiences”. Journal of Personality and Social Psychology, Vol.86(2), pp.320-333.

[30]. Vanderbilt-Adriance, E., & Shaw, D. S. (2008). Conceptualizing and re-evaluating resilience across levels of risk, time, and domains of competence. Clinical Child and Family Psychology Review, Vol. 11,pp. 30–58.

[31]. Windle, G. (2011). “ What is resilience? A review and concept analysis”. Reviews in Clinical Gerontology, Vol. 21, pp. 152–169.

[32]. Zechmeister, J. S., & Romero, C. (2002). “Victim and offender accounts of interpersonal conflict : Autobiographical narratives of forgiveness and unforgiveness”. Journal of Personality and Social Psychology, Vol. 82, pp.675-686.

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Research Paper

Creative Thinking of University Teachers in the Age of Intellectual Capital: Is It Affected by Personality Types and Traits?

Isam Najib Al-Fuqaha* , Adnan Tobasi**

* Dean, Faculty of Administrative & Financial Sciences, Philadelphia University, Jordan

** Assistant Professor, Faculty of Arts, Philadelphia University, Jordan.

Alfuqaha, I., and Tobasi , A. (2015). Creative Thinking of University Teachers in the Age of Intellectual Capital: Is It Affected by Personality Types and Traits?. i-manager’s Journal on Educational Psychology, 9(2), 8-18. https://doi.org/10.26634/jpsy.9.2.3650

Abstract

This article attempts to probe the level of creative thinking of teachers at Philadelphia University in Jordan, and to define its relation with several independent demographic variables, namely age, gender, duration of experience, specialization, and personality types and traits. To accomplish this purpose, three questionnaires are administered on a randomly-chosen sample of (90) teachers at Philadelphia University, Jordan.

Findings point out that personality traits included in the study are found available in teachers of Philadelphia University at meager proportions. They can be arranged according to degree of availability in the following descending order: amiable, persevering, savvy, courageous and daring, intelligent, insightful, dynamic and active, and independent. The level of creative thinking of teachers at Philadelphia University is found to be somewhat moderate. Besides, there is no statistically significant relation between the creative thinking of teachers studied and each of the following demographic variables: gender, age, experience, and personality types. Specialization and amiability are concluded to affect the level of creative thinking: the first positively and the second adversely. The other personality traits studied are not available in proportions that considerably affect the level of creative thinking of teachers. As for personality types, they were found to be mainly Epimetheans and Apollonians. Several conclusions and recommendations concerning the teachinglearning environments and processes are outlined.

References

[1]. Al-Fuqaha, Isam (2000). "Tajalliyat AlEbda' ", (in Arabic, means Revelations of Creativity), Al-Baraka Press, Amman, Jordan.

[2]. Al-Fuqaha, Isam (2014). “Pedagogy Redefined: Frameworks Of Learning Approaches Prevalent In The Current Digital Information Age”, i-manager’s Journal of Educational Technology, Vol. 10(1), Apr-June 2013, Print ISSN 0973-0559, E-ISSN 2230-7125, pp. 36-45.

[3]. Al Rakhawi, Yahya (1991). " The Aggression Energy", Ebda' Journal (in Arabic), 9th. year, Cairo: Egypt, pp. 50 - 66.

[4]. Craft, A. (1999). Creative development in the Early Years: Implications of Policy for Practice, The Curriculum Journal, Vol.10(1), pp.135–150.

[5]. Dhawan, Erica & Joni, Saj-Nicole ( 2015). Get Big Things Done: The Power of Connectional Intelligence, Palgrave Macmillan, USA, ISBN 978-1-137-27978-1, p.9-7.

[6]. Keirsey, David (1998). Please Understand Me II: Temperament, Character, Intelligence. Amazon Pub., ISBN-13: 978-1885705020

[7]. Mitra, Sugara (2010). The Child Driven Education, TED. http://www.ted.com/talks/sugara_mitra_the_child_driven _education/transcript?language=en.

[8]. Morris. Wayne (2006). Creativity: Its Place in Education, Future Edge Ltd, New Zealand.

[9]. Ruggiero, V. (1988). The Art of Thinking, 2 nd. ed., New York: Harper & Row Pub., USA, pp.2-33.

[10]. Stein, M. (1975). " Creativity and Culture", Journal of Psychology, Vol. XXXVI, pp. 311 - 328.

[11]. Sternberg, R. (2003). Wisdom, Intelligence, and Creativity Synthesized, Cambridge University Press, Cambridge, UK.

[12]. Taylor, C. (1972). " Creativity: Progress and Potential", in Stroycock (ed.) Educational Psychology, Canada: The Copper Book Publishing Co., pp. 53 - 55.

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Research Paper

Assessing Postgraduate Students' Critical Thinking Ability

Muhammad Javed* , Muhammad Atif Nawaz, Ansa Qurat-Ul-Ain*

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

Lecturer, Department of Economics, The Islamia University of Bahawalpur, Pakistan

* Doctoral (Psychology) Candidate, Awang Had Saleh Graduate School, College of Arts and Sciences, Universiti Utara Malaysia

Javed, M., Nawaz, M. A., and Qurat-Ul-Ain, A. (2015). Assessing Postgraduate Students' Critical Thinking Ability.i-manager’s Journal on Educational Psychology, 9(2), 19-26. https://doi.org/10.26634/jpsy.9.2.3651

Abstract

This paper addresses to assess the critical thinking ability of postgraduate students. The target population was the male and female students at University level in Pakistan. A small sample of 45 male and 45 female students were selected randomly from The Islamia University of Bahawalpur, Pakistan. Cornell Critical Thinking Test Series, The Cornell Class- Reasoning Test, Form X developed by Ennis (1964) were used to assess the students' critical thinking ability. SPSS version 20 was used to analyze the data. The percentage was calculated to assess the students' critical thinking ability. The t-test was used to make comparison of the students' ability on gender bases. The analysis, based on t-value, revealed an insignificant difference between the critical thinking ability of male and female students. Recommendations were furnished in order to improve the students’ critical thinking skills.

References

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[2]. Bailin, S. (2002). “Critical thinking and science education”. Science & Education, Vol. 11(4), pp.361-375.

[3]. Baker, S. C., & MacIntyre, P. D. (2000). “The role of gender and immersion in communication and second language orientations”. Language Learning, Vol. 50(2), pp. 311-341.

[4]. Behar-Horenstein, L. S., & Niu, L. (2011). “Teaching critical thinking skills in higher education: A review of the literature”. Journal of College Teaching & Learning (TLC), Vol. 8(2).

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[6]. Cheung, W. S., & Hew, K. F. (2004). “Evaluating the extent of ill-structured problem solving process among pre-service teachers in an asynchronous online discussion and reflection log-learning environment”. Journal of Educational Computing Research, Vol. 30(3), pp.197-227.

[7]. Davidson, B. (1998). “Critical thinking faces the challenge of Japan”. Inquiry, Vol. 14(3), pp.41-53.

[8]. Davidson, B. W. (2009). “Critical thinking education faces the challenge of Japan”. Inquiry: Critical Thinking Across the Disciplines, Vol. 14(3), pp. 41-53.

[9]. Davies, M. (2011). “Introduction to the special issue on critical thinking in higher education”. Higher Education Research & Development, Vol. 30(3), pp.255- 260.

[10]. Day, R. (2003). “Teaching critical thinking and discussion”. The Language Teacher, Vol. 27(7), pp.25-27. .

[11]. Ennis, R. H. (1964). Cornell Critical Thinking Test Series; The Cornell Class-Reasoning Test, Form X: Illinois Critical Thinking Project, Department of Educational Policy Studies, University of Illinois at Urbana-Champaign.

[12]. Ennis, R. H. (1992). “The degree to which critical thinking is subject specific: Clarificationand needed research”. In S. P. Norris (Ed.), The generalizability of critical thinking: Multiple perspectives on an educational ideal (pp. 21-37). New York: Teachers College Press, Columbia University.

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[14]. Farrington, S., DiGregorio, K. D. &Page, S. (1999). “The things that Matter: Understanding the Factors that Affect the Participation and Retention of Indigenous Students in the Cadigal Program at the Faculty of Health Sciences, University of Sydney”. Paper presented at the Joint Annual Conference of the Australian Association for Research in Education (AARE) and New Zealand Association for Research in Education (NZARE), Melbourne.

[15]. Hickey, M. (1990). “Reading and social studies: The critical connection”. Social Education, Vol. 54, pp. 175- 179.

[16]. Hurley, P. J. (2010). A Concise Introduction to Logic. Cengage Learning.

[17]. Jeong, A. C. (2003). “The sequential analysis of group interaction and critical thinking in online”. The American Journal of Distance Education, Vol. 17(1), pp. 25-43.

[18]. Lewinsohn, P. M., Gotlib, I. H., Lewinsohn, M., Seeley, J. R., & Allen, N. B. (1998). “Gender differences in anxiety disorders and anxiety symptoms in adolescents”. Journal of abnormal psychology, Vol. 107(1), pp. 109.

[19]. Lochhead, J., & Clement, J. (1979). “Cognitive Process Instruction”. Research on Teaching Thinking Skills. Franklin : Franklin Institute Press.

[20]. Gorinski, R. & Abernethy, G. (2003). “Maori Student Retention and Success: Curriculum, Pedagogy and Relationships”. 7th Pacific Rim: First Year in Higher Education Conference, QUT, Brisbane

[21]. Marchigiano, G., Eduljee, N., & Harvey, K. (2011). “Developing critical thinking skills from clinical assignments: a pilot study on nursing students' self reported perceptions”. Journal of Nursing Management, Vol. 19(1), pp. 143-152.

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Research Paper

Awareness about Right of Children to Free and Compulsory (RTE) Act 2009 among Elementary Teachers in Coimbatore District

Reshmi Ramachandran* , G. Subramonian**

* Research Scholar, Sri Ramakrishna Mission Vidyalaya, College of Education (Autonomous), Coimbatore, Tamil Nadu, India

** Associate Professor, Sri Ramakrishna Mission Vidyalaya College of Education (Autonomous), Tamil Nadu, India.

Ramachandran, R., and Subramonian, G. (2015). Awareness about Right of Children to Free and Compulsory (RTE) Act 2009 among Elementary Teachers in Coimbatore District. i-manager’s Journal on Educational Psychology, 9(2), 27-31. https://doi.org/10.26634/jpsy.9.2.3652

Abstract

As per RTE Act 2009, all children between the age of 6 and 14 shall have the right to free and compulsory elementary education at neighborhood schools. The facilities as mentioned in the RTE Act should reach into the hands of students properly and the teachers should have a good awareness level. This article explores the awareness of RTE Act 2009 among elementary school teachers in Coimbatore District. In this article, survey method was adopted with 100 elementary school teachers taken as a sample from Coimbatore District. A Personal Data Sheet was used to collect demographic information like qualification, locale, teaching experience and type of management. It was found that awareness level of average group was highest with 58% of the total sample. The mean scores of teachers in rural area was higher than the mean scores of urban area. In this case mean scores of under graduate teachers and post graduate teachers as well as teachers having teaching experience between 0 and 10 years and between 10 and 20 years are almost equal. From the total analysis it was found that the teachers are required to have better awareness about RTE Act in order to attain the aim of the Act.

References

[1]. Asha, K.V.D & Shivaswamy, M. (2013). Awareness on right to education act-2009 among elementary school Teachers. “Indian Journal of Education Research Experimentation and Innovation. Vol. 3(5). Retrived from http://www.ijerei.com/index.php?option=com_content& view=article&id=213:awareness-on-right-to-educationa ct-2009- among-elementary-school-teachers - &catid=92:english&Itemid=163.

[2]. Gadam, A.M. (2013). “Teacher awareness of the responsibility under Right to free and compulsory Education Act”. International Indexed and Referred Journal, Vol. 49, pp. 38-40.

[3]. Gandhi,V.,& Yadav,N. (2013). “A study of awareness among Primary school Teachers towards Right to Education Act- 2009”. International Indexed and Referred Journal, Vol. 48, pp. 48-49.

[4]. Nithya, S. (2012). A study on the awareness of Right to Education Act (2009) among the B.Ed student teachers. Unpublished M.Phil dissertation, S.R.K.V.College of Education, Coimbatore.

[5]. Right of Children to Free and Compulsory Education Act (2009). Ministry of Human Resource Development. Gazette of India 27.

[6]. Sudha, K & Mohammad, A. (2014). “Awareness among Primary School Teachers Regarding the Right to Education” Act, 2009. European Academic Research. Vol. 1, pp. 983-985.

[7]. Thote,, P. Mathew, L. & Rathoure, D.P.S. (2013). “Right to Education Act: An Analysis of Teachers Awareness in Central India”. International Journal of Advanced Research . Vol. 3, pp. 184-187.

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Research Paper

Biotrichotomy: The Neuroscientific and Neurobiological Systemology, Epistemology, and Methodology of the Tri–Squared Test and Tri–Center Analysis in Biostatistics

James Edward Osler II*

North Carolina Central University

Osler, J. E. (2015). Biotrichotomy: The Neuroscientific and Neurobiological Systemology, Epistemology, and Methodology of the Tri–Squared Test and Tri–Center Analysis in Biostatistics. i-manager’s Journal on Educational Psychology, 9(2),32-42. https://doi.org/10.26634/jpsy.9.2.3653

Abstract

This monograph provides a neuroscience–based systemological, epistemological, and methodological rational for the design of an advanced and novel parametric statistical analytics designed for the biological sciences referred to as “Biotrichotomy”. The aim of this new arena of statistics is to provide dual metrics designed to analyze the Pre and the Post Hoc outcomes of biological phenomena. The data analysis methodology of “Biotrichotomy” as “Biotrichotometrics” uses the unique instrumentation of the qualitative to quantitative “Tri–Squared Test”and its associated Post Hoc statistic “Tri–Center Analysis” as in–depth data analytic psychometrics. Using these two tools together the researcher has a seamless longitudinal research methodology. Access through these procedures also allows the use of the traditional parametric statistical measures of central tendency within the trichotomous research design framework. In terms of post hoc metrics, Tri–Center Analysis involves the computation of normal distribution parametric measures to examine the values of an independent statistically significant Tri–Squared Test. Both systems of statistical analysis were initially introduced in the i-manager’s Journal on Mathematics and i-manager’s Journal of Educational Technology respectively, and the result of this paper illustrates their utility, usability, and viability.

References

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[6]. Hirumi, A. (2013). “Three Levels of Planned E- learning Interactions: A framework for grounding research and the design of e-Learning programs”. Quarterly Review of Distance Education, Vol. 14(1), pp.1-16. Retrieved from: http://search.proquest.com/docview/1373183285?acc ountid=458

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[9]. Kumar, L., & Yap, K. C. (2010). “Brain- Based Education: Its Pedagogical Implications And Research Relevance”. imanager’s Journal on Educational Psychology. Vol. 4(2) Aug-Oct 2010. Print ISSN 0973-8827, E-ISSN 2230-7141, pp. 1-5.

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[ 17]. Osler, J.E . (2012a ) . “ Introducing : 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 Journal on Mathematics, Vol. 1(3), Jul - Sep 2012 Print ISSN 2277- 5129, E-ISSN 2277-5137, pp. 23-32.

[18]. Osler, J. E. &Waden, C. (2012b). “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 Journal on School Educational Technology, Vol. 8(2), Sep-Nov 2012, Print ISSN: 0973-2217, E-ISSN: 2230-7133, pp. 11-23.

[19]. Osler, J. E. (2013a). “The Psychometrics Of Educational Science: Designing Trichotomous Inventive Investigative Instruments For Qualitative And Quantitative Inquiry”. i-manager's Journal on School Educational Technology, Vol. 8(3), Dec-Feb 2013, Print ISSN: 0973- 2217, E-ISSN: 2230-7133, pp. 15-22.

[20]. Osler, J. E. (2013b). “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. Vol. 6(4) Feb-April 2013, Print ISSN: 0973-8827, E-ISSN: 2230-7141, pp. 36-41.

[21]. Osler, J. E. (2013c). “Algorithmic Triangulation Metrics for Innovative Data Transformation: Defining The Application Process of The Tri–Squared Test”. i- manager’s Journal on Mathematics, Vol. 2(2), Apr - Jun 2013, Print ISSN: 2277-5129, E-ISSN: 2277-5137, pp. 10-16.

[22]. Osler, J. E. (2014). “Tri-Center Analysis: Determining Measures of Trichotomous Central Tendency For The Parametric Analysis of Tri-Squared Test Results”, imanager’s Journal of Educational Technology, Vol. 11(1), Apr-Jun 2014, Print ISSN: 0973-0559, E-ISSN: 2230-7125, pp.22-29.

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

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Volume 9 Issue 2 August - October 2015

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* General Secretary, Multan Psychological Association, Pakistan. ** Vice President, Pakistan Psychological Association, Pakistan

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Creative Thinking of University Teachers in the Age of Intellectual Capital: Is It Affected by Personality Types and Traits?

Isam Najib Al-Fuqaha* , Adnan Tobasi**

* Dean, Faculty of Administrative & Financial Sciences, Philadelphia University, Jordan ** Assistant Professor, Faculty of Arts, Philadelphia University, Jordan.

Alfuqaha, I., and Tobasi , A. (2015). Creative Thinking of University Teachers in the Age of Intellectual Capital: Is It Affected by Personality Types and Traits?. i-manager’s Journal on Educational Psychology, 9(2), 8-18. https://doi.org/10.26634/jpsy.9.2.3650

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Assessing Postgraduate Students' Critical Thinking Ability

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Awareness about Right of Children to Free and Compulsory (RTE) Act 2009 among Elementary Teachers in Coimbatore District

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* Research Scholar, Sri Ramakrishna Mission Vidyalaya, College of Education (Autonomous), Coimbatore, Tamil Nadu, India ** Associate Professor, Sri Ramakrishna Mission Vidyalaya College of Education (Autonomous), Tamil Nadu, India.

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Biotrichotomy: The Neuroscientific and Neurobiological Systemology, Epistemology, and Methodology of the Tri–Squared Test and Tri–Center Analysis in Biostatistics

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North Carolina Central University

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* General Secretary, Multan Psychological Association, Pakistan.

** Vice President, Pakistan Psychological Association, Pakistan

* Dean, Faculty of Administrative & Financial Sciences, Philadelphia University, Jordan

** Assistant Professor, Faculty of Arts, Philadelphia University, Jordan.

Muhammad Javed* , Muhammad Atif Nawaz, Ansa Qurat-Ul-Ain*

* Research Scholar, Sri Ramakrishna Mission Vidyalaya, College of Education (Autonomous), Coimbatore, Tamil Nadu, India

** Associate Professor, Sri Ramakrishna Mission Vidyalaya College of Education (Autonomous), Tamil Nadu, India.