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Methods for Enhancing Memory Performance in a Type of Learning (Forgetting) of Categorized Mind States
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Volume 10 Issue 3 November - January 2017

Research Paper

Inculcating Positive Thinking in the Self-Concept of Children with Learning Difficulties

Mohaned Ghazi Abed*

Assistant Professor, Program of Educational Graduate Studies, King Abdulaziz University, Kingdom of Saudi Arabia.

Abed, M.G., (2017). Inculcating Positive Thinking in the Self-Concept of Children with Learning Difficulties. i-manager’s Journal on Educational Psychology, 10(3), 1-10. https://doi.org/10.26634/jpsy.10.3.10378

Abstract

Inculcating positive thinking can act as a valuable tool in enhancing the overall self-concept of children with learning disabilities. The value of positive psychology is recognized as the basis for recent research conducted in the field of strength development. Positive psychology is centered on the view that individual lives can be improved by simply teaching them how to focus and expand on their strengths. The primary aim of this study is to measure the effectiveness of positive psychology interventions in relation to the self-concept of children with learning disabilities. This approach has been developed specifically for children between the age of 12 and 14 in Jeddah, Saudi Arabia. Notably, the sample population comprised 40 children. Each participant was randomly assigned to either the control or experimental group. The intervention group underwent a five-week long intervention course on positive psychology. The Values in Action (VIA) Inventory of Character Strengths' Survey-earlier carried out among youth-was also completed in an effort to establish each child's individual strengths. Furthermore, the group was evaluated using the Strengths and Difficulties Questionnaire (SDQ) both prior to and following the intervention initiative. The current research revealed that, the adoption of the VIA Survey along with three class lectures on positive psychology led to improved post-test self-concept scores in comparison with pre-test scores among the intermediate school children.

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Research Paper

Personal Traits and Their Relationship with Future Anxiety and Achievement

Lama M. Al Qaisy* , 0**

* Assistant Professor, Counseling and Mental Health, Faculty of Educational Sciences, Department of Educational Psychology, Tafila Technical University, Jordan.

** Associate Professor, Educational Psychology, Faculty of Educational Sciences, Department of Educational Psychology, Tafila Technical University, Jordan.

Qaisy, L.M.A., and Thawabieh, A.M. (2017). Personal Traits and Their Relationship with Future Anxiety and Achievement. i-manager’s Journal on Educational Psychology, 10(3), 11-19. https://doi.org/10.26634/jpsy.10.3.10379

Abstract

This study aimed to investigate the type of personalities that students had and the relationship between personality type with future anxiety and students' achievement. The sample of the study consisted of 304 students from Tafila Technical University and Al-Hussien Bin Talal University. The researchers used the big five scale which was developed by Costa and McCrae (1992) and adapted by Al-Ansari (1997). The results indicated that the most popular personality trait was conscientiousness and the least one was neuroticism. There was a statistically significant difference in agreeableness personality attributed to gender in favor of female students. Future anxiety level was mid and it was negatively correlated with the extraversion, openness to experience, agreeableness, and conscientiousness and positively correlated with neuroticism. Finally, the result indicated that differences involving achievement were statistically significant in favor of female students, and there was not a statistically significant difference in means of future anxiety attributed to gender.

References

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Research Paper

General Well-Being of Higher Secondary Students

Arul*

Assistant Professor, School of Education, Tamil Nadu Open University, Chennai, India.

Lawrence, A.S.A. (2017). General Well-Being of Higher Secondary Students. i-manager’s Journal on Educational Psychology, 10(3), 20-27. https://doi.org/10.26634/jpsy.10.3.10380

Abstract

General well-being is the quality of life of a person/individual in terms of health, happiness and prosperity rather than wealth. The present study aims to probe the General Well-being of Higher Secondary Students. In this normative survey th th study, the investigator has selected a sample of 200 higher secondary school students who were studying 11 and 12 standards from four different schools in Cheranmahadevi Educational District, Tirunelveli by convenient sampling technique. General Well-Being Scale (GWBS) constructed and standardised by Kalia and Deswal (2011) was used for collecting data. The collected data were analyzed by using SPSS Package. For analysis, the data mean, standard deviation, t-test and ANOVA were employed as the statistical techniques. Findings show that higher secondary students significantly differ in their general well-being in terms of gender, location of school, type of school, and nature of school. They do not differ in their general well-being in terms of type of family.

References

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Research Paper

Effect of Selected Variables on Regular School Teachers Attitude towards Inclusive Education

Saradha Priyadarshini. S* , Thangarajathi S**

* Ph.D Scholar, Department of Educational Technology, Bharathiar University, Coimbatore, Tamil Nadu, India.

** Assistant Professor, Department of Educational Technology, Bharathiar University, Coimbatore, Tamil Nadu, India.

Priyadarshini, S.S., and Thangarajathi, S. (2017). Effect of Selected Variables on Regular School Teachers Attitude towards Inclusive Education. i-manager’s Journal on Educational Psychology, 10(3), 28-38. https://doi.org/10.26634/jpsy.10.3.10381

Abstract

Inclusive education is a means of creating effective classrooms where educational needs of all children including children with special needs are addressed. The concept of inclusion is still emerging as far as India is concerned. In the recent years, there is a growing awareness about inclusive education among educators. Government of India had introduced various legislations and schemes in order to promote the concept of inclusive education throughout the country. The successful implementation of the concept is determined by the teacher's attitude and their willingness to handle children with special needs. But the teacher's attitude towards inclusive education is impacted by several other factors viz. personal, familial or professional influence the attitude of teachers. The present study has made an attempt to identify the effect of selected variables, namely personal, familial and professional variables on regular school teaches attitude towards inclusive education. The sample for the present study comprised of 134 teachers working in various types of schools located in the Mettupalayam town, Tamil Nadu, India. A Likert type scale named “Scale of Teachers' Attitudes toward Inclusive Classrooms” comprised of 20 items developed by H. Keith Cochran (2000) was used for the purpose of data collection. The findings revealed that personal variables like age and gender, familial variables, namely family income and professional variables like educational qualification, type of school, teaching experience, teaching experience in present school, experience in teaching differently abled and level of class exerts as an impact on teachers attitude towards inclusive education.

References

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An Investigation on Balance between Professional and Personal Work of Women Teachers

J. Johnsi Priya*

Assistant Professor, Department of Education, Meston College of Education (Autonomous), Chennai, Tamil Nadu, India.

Priya, J.J., (2017). An Investigation on Balance between Professional and Personal Work of Women Teachers. i-manager’s Journal on Educational Psychology, 10(3), 39-45. https://doi.org/10.26634/jpsy.10.3.10382

Abstract

The present study aims to examine the work-life balance of women teachers in Chennai city. In this normative survey study, 100 women teachers were selected as sample by using convenient sampling technique. The data were collected from 100 women teachers who are working in eight Higher Secondary Schools at chennai city using the Work-life Balance Checklist by Daniels, Lewis, and McCarraher (2000). The tool consists of ten statements pertaining to work-life balance. For analyzing the data, the investigator used mean, standard deviation, t-test, and ANOVA as the statistical techniques. Finding shows that there is a significant difference among work-life balance of women teachers with respect to age group and years of experience and there is no significant difference among work-life balance of women teachers with respect to salary, marital status, and number of children.

References

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[2]. Dhanya, J.S. and Kinslin, D., (2016). “A study on work life balance of teachers in engineering colleges in Kerala”. Journal of Chemical and Pharmaceutical Sciences, Vol. 9, No. 4, pp. 2098-2104. Retrieved from www.jchps.com

[3]. Garett and Ssesanger, (2005). “Devolution and Teachers' Work: The underside of a Complex Phenomenon”. Educational Management Administration & Leadership, Vol. 23, pp. 168-175.

[4]. Glass, J., and Camarigg, V., (1992). “Gender, parenthood, and job-family compatibility”. American Journal of Sociology, Vol. 98, No. 1, pp. 131–151.

[5]. Jacobs A. Jerry, (2004). “The Faculty Time Divide”. Sociological Forum, Vol. 19, No. 1, pp. 3-27.

[6]. Kofodimos, J.R., (2003). “Why executives lose their balance”. Organizational Dynamics, Vol. 19, No. 1, pp. 58–73.

[7]. Kumari, K. Thriveni, and Devi, V. Rama, (2012). “Impact of demographic variables on work-life balance of women employees (with special reference to Bangalore City)”. International Journal of Advances in Management and Economics, Vol. 1, No. 6, pp. 226-229. Retrieved from www.managementjournal.info

[8]. Padma, S., and Reddy, M., Sudhir, (2013). “Role of family support in balancing personal and work-life of women employees ”. International Journal of Computational Engineering & Management, Vol. 16, No. 3, pp. 93-97. Retrieved from www.ijcem.org

[9]. Panisoara, Georgeta and Serban, Mihaela, (2013). “Marital status and work-life balance”. Procedia - Social and Behavioral Sciences, Vol. 78, pp. 21-25. doi:10.1016/ j.sbspro. 2013.04.243

[10]. Rosner, E., Lisa Indovino, Jennifer DeNicolis Bragger, Ofelia Rodriguez-Srednicki, and Eugene J. Kutcher, (2005). “Work-family Conflict, Work-family Culture, and Organizational Citizenship Behavior among Teachers”. Journal of Business and Psychology, Vol. 20, No. 2, pp. 303-324

[11]. Santhi, T.S. and Sundar, K., (2012). “A study on the work life balance of women employees in Information Technology industry”. ZENITH International Journal of Business Economics & Management Research, Vol. 2, No. 1, pp. 82-96. Retrieved from www.zenithresearch.org.in

[12]. Ward, K., and Wolf-Wendel, L., (2006). “Academic life and motherhood: Variations by institutional type”. Higher Education, Vol. 52, No. 3, pp. 487-521.

[13]. Weinstein, Bruce, (2009). The Ethics of Work-Life Balance. A Special Report-The Ethics Guy.

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Saradha Priyadarshini. S* , Thangarajathi S**

* Ph.D Scholar, Department of Educational Technology, Bharathiar University, Coimbatore, Tamil Nadu, India. ** Assistant Professor, Department of Educational Technology, Bharathiar University, Coimbatore, Tamil Nadu, India.

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An Investigation on Balance between Professional and Personal Work of Women Teachers

J. Johnsi Priya*

Assistant Professor, Department of Education, Meston College of Education (Autonomous), Chennai, Tamil Nadu, India.

Priya, J.J., (2017). An Investigation on Balance between Professional and Personal Work of Women Teachers. i-manager’s Journal on Educational Psychology, 10(3), 39-45. https://doi.org/10.26634/jpsy.10.3.10382

Abstract

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* Ph.D Scholar, Department of Educational Technology, Bharathiar University, Coimbatore, Tamil Nadu, India.

** Assistant Professor, Department of Educational Technology, Bharathiar University, Coimbatore, Tamil Nadu, India.