Nanotechnology Learning Innovation: “The Quantum Tripositive Biosmart Nanobiotechnology Model” that Supports a Healthy, Caring,and Nurturing Learning Environment
Effect of Job Stress (Job Itself, Role Management) Work Overload Work Family Conflict Job Embeddedness and Job Satisfaction on Job Performance of School Educators
Exploring Teachers’ Perceptions of Professional Development: A Report of a Research Study undertaken in Thimphu District schools.
NHT: A Potential Intervention to Improve Students’ Cognition and Performance in Bio-Sciences
The Analysis of High School Students’ Attitudes towards Physical Education and Sports Class
Effect of Academic Stress on Achievement Motivation among College Students
The Standing of Hands-On Learning in Education
The Role of Self-Fulfilling Prophecies in Education: Teacher-Student Perceptions
Predictors of Academic Resilience among Students: A Meta Analysis
Impact of Divorce on Students’ Life
Cognitive Versus Learning Styles: Emergence of the Ideal Education Model (IEM)
Adolescents’ Computer Mediated Learning And Influences On Interpersonal Relationships
Observing Emotional Experiences in Online Education
The intelligence of the hands: studying the origin of pedagogical craft education
Ideation training via Innovation Education to improve students’ ethical maturation and social responsibility
A quasi experimental study was conducted at a South West State University counseling program to investigate if using meditation techniques would lower levels of anxiety and create mindfulness attention awareness among counseling students enrolled in a counseling skills course, taught in a masters-level counseling program. A total of 29 students were recruited from three counseling skills courses, two of which were included in the treatment condition and one was designated as the control condition. Students in the treatment condition were instructed in one pointed breathing meditation and it was practiced for five minutes at the beginning of each class. The results indicated that, there was a significant reduction in anxiety in the treatment group; however, no significant changes in mindfulness were noted.
The present study was designed to investigate the stress among school-going adolescents in relation to psychological hardiness and also to study the gender and locale-wise differences in various dimensions and components of stress. The study was conducted over a sample of 200 (100 rural and 100 urban) adolescents studying in 10+1 and 10+2 classes in four schools (2 rural and 2 urban) of the Muktsar Sahib District of Punjab. Dr. Abha Rani Bisht's Battery of Stress Scales (1992) and Nowack's Psychological Hardiness Scale (1990) were employed to measure the adolescents' various dimensions and components of stress and psychological hardiness respectively. The results reported that there exist significant gender differences among school-going adolescents in terms of their existential stress, achievement stress, academic stress, self-concept stress, self-actualization stress, physical stress, social stress, institutional stress, financial stress and superstition stress, whereas significant locale-wise differences among school-going adolescents were found only in terms of existential stress, role stress, institutional stress and financial stress. Apart from the above, stress among schoolgoing adolescents was found to be significantly negatively correlated with the psychological hardiness of the adolescents.
Emotional intelligence rating tools are not available for children, but mostly for children. So, the present study investigated the measurement and assessment of Emotional Intelligence in children with the age range of 4 -8 years old by parents (mothers) through a preliminary research-made questionnaire. This study was based on an exploratory-survey design. The samples of the study were 330 mothers of children (4-8 years), selected from Behbahan city which were selected through a Cluster Random Sampling. After testing with exploratory factorial analysis method, 3 factors with 45 questions were extracted. The results of the confirmatory factorial analysis based on the scores on parental form stated three factors such as : perception and expression of the emotion, emotional understanding and evaluation, and emotional management and regulation; and stated 22.11 percentage of variance in children’s emotional intelligence in total.
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation introduced by CBSE in all CBSE affiliated schools across the country to evaluate both scholastic and non-scholastic aspects of students' growth and development. Continuous and comprehensive evaluation is to evaluate every aspect of the child during their presence at the school. This is believed to help reduce the pressure on the child during and before the examination and to improve the overall skill and ability of the student by means of evaluation of other activities. The focus was on identifying the talents of the learner and empowering with positive input. The purpose of the present study was to find out the attitude towards continuous and comprehensive evaluation of high school students. The research type was a survey method, which consists of purposive sampling of 99 high school students in Dindigul district. Personal data sheet and Attitude towards continuous and comprehensive evaluation scale was prepared and validated by the investigator. The interpretation of data was done with statistical methods in percentage analysis, mean, standard deviation and 't'-test. The results showed that, the attitude of continuous and comprehensive evaluation of high school students in Dindigul district, found to be positive.
The state of psychological equilibrium in school teachers is of great concern. As a truth, equilibrium is the most delicate, unstable state and gets disturbed even by a slight disturbance in its components. The causal factors of imbalance or disequilibria, in the psychological configuration of school teachers are plenty in number; the environment in which they are living and interacting with others, the work environment and the constitution of the person himself. The complexities of human life, changed structure of families, tough competition in all walks of life, rapid changes in the environment (such as Industrialization, Urbanization and Modernization), changing the values of society, social demand and expectations, work conditions, etc. have flooded the human minds of school teachers with tension and anxiety as they fail to cope with all of them simultaneously and effectively and this causes injury to their psychological well-being or mental health. The aim of the present study is to find out the effects of Yoga on Subjective Well-Being of school teachers. In this study, 36 school teachers are trained in Yoga for 48 days and their Subjective Well-Being is measured before and after Yoga. It is found that, there is a significant increase in the Subjective Well-Being due to Yoga training, thereby giving them a good mental and physical health.
An emotional/behavioral disorder is a mental health disability characterized by intensive internalized behaviors (e.g., anxiety, depression) and/or externalized behaviors (e.g., physical aggression, verbal aggression). Autism is a neurodevelopmental disorder characterized by deficits in social communication and repetitive behaviors (i.e., stereo type). Both of the aforementioned disorders are persistent and may result in a reduced quality of life. Currently, there is a substantial knowledge gap in regards to best practices for students who demonstrate the diagnostic criteria for both disorders concomitantly (i.e., comorbidity). The lack of knowledge regarding co-occurrence of autism and emotional/behavioral disorders in school-age children results in unreliable, invalid diagnostic practices, as well as ineffective instructional programming. The aim of this paper is to provide a review of the literature in order to close this knowledge gap. Thus, the purpose of this paper is to promote valid, reliable diagnostic procedures that lead to efficient individualized supports for children with both autism and an emotional/behavioral disorder. Results of the literature review are discussed in regards to comorbidity of the two disorders (e.g., overlap of phenotypic characteristics) and diagnostic assessment procedures proposed by researchers in the field. Implications for practice and future research are also discussed.