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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 10 Issue 4 February - April 2017

Research Paper

College Student Work Habits, Interruptions, and Stress

Maureen Conard* , Michael K. Barbour, Robert Marsh*

* Associate Professor, Department of Psychology, Sacred Heart University, Fairfield, Connecticut, USA.

Associate Professor, College of Education and Health Sciences, Touro University, California, USA.

* Associate Professor, Department of Management, Sacred Heart University, Fairfield, Connecticut, USA.

Conard, M., Barbour, M., and Marsh, R. (2017). College Student Work Habits, Interruptions, and Stress. i-manager’s Journal on Educational Psychology, 10(4), 1-11. https://doi.org/10.26634/jpsy.10.4.13455

Abstract

We see them every day, staring fervently at their phones, oblivious to other people and sometimes cars. Today's college student is constantly bombarded with interruptions and distractions from a variety of sources, and presumably is unable to focus on any task for any length of time. The purpose of this study was to explore the work habits of college students in a naturalistic education setting. The data indicated that college students had longer periods of uninterrupted work compared to studies of the knowledge workforce. We already know current knowledge workers, a generation raised almost without electronic interruptions, can hardly cope with a harried environment. This study found college students also seem to manage interruptions by delaying responses and batching them, and they did not seem to experience significant stress from interruptions.

References

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[8]. Conard, M.A., and Marsh, R.F., (2010). “Single and multiple interruptions increase task completion time, but don't affect stress, pressure or flow”. Paper presented at the Association for Psychological Science Conference, Boston, MA.

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Research Paper

Examination of the Relation between Burnout Syndrome and Ways of Coping with Stress in Teachers

Gï¿½?nselI Yildirim*

Associate Professor, Education Faculty, Dokuz EylÃ¼l University, Izmir, Turkey.

Yildirim, G. (2017). Examination of the Relation between Burnout Syndrome and Ways of Coping with Stress in Teachers. i-manager’s Journal on Educational Psychology, 10(4), 12-18. https://doi.org/10.26634/jpsy.10.4.13456

Abstract

The aim of this study was to examine the relation between burnout syndrome and ways of coping with stress in teachers. It is a population screening study. Data were collected with Maslach Burnout Inventory – Educators Survey and Stress Coping Styles Scale. The study included 210 teachers working in state schools in Izmir, Turkey. Obtained data were analyzed with Spearmanrank correlation. The results showed significant relations between subscales of burnout and coping styles. There were significant negative correlations between all subscales of burnout and receiving social support, acceptance of stress, loss of interest in work, considering stress as something positive and planning skills. In addition, there were significant positive correlations between all subscales of burnout and substance use.

References

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[4]. Bacanli, H. Sürücü, M., and Ilhan, T., (2013). “Basa Çikma Stilleri Ölçegi Kisa Formunun (BÇSÖ-KF) Psikometrik Özelliklerinin Incelenmesi: Geçerlik ve Güvenirlik Çalismasi”. Kuram ve Uygulamada Egitim Bilimleri, Vol. 13, No. 1, pp. 81-96.

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[15]. Haberthür A.K, Elkuch F.M, Grosse Holtforth M, Hochstrasser B, and Soyka M., (2009). “Characterisation of patients discharged from inpatient treatment for burnout: Use of psychological characteristics to identify aftercare needs”. J. Clin. Psychol., Vol. 65, pp. 1039–1055.

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Research Paper

An Innovative Psychometric Model for Dynamic Educational Testing that is a Sequential Section of the 4a Metric Algorithm as Repetitive Mastery Testing

James Edward Osler II*

North Carolina Central University, USA.

Osler, J. E., II. (2017). An Innovative Psychometric Model for Dynamic Educational Testing that is a Sequential Section of the 4a Metric Algorithm as Repetitive Mastery Testing. i-manager’s Journal on Educational Psychology, 10(4), 19-28. https://doi.org/10.26634/jpsy.10.4.13457

Abstract

This monograph provides an epistemological rational for the innovative and novel use of repetitive psychometrics in the “4A Metric Algorithm” first introduced in the 2016 Journal of Educational Technology. It is grounded in the seminal work on “Mastery Testing” conducted by pioneering researcher John A. Emrick while at the University of Massachusetts at Amherst and detailed in his groundbreaking article entitled, “An Evaluation Model for Mastery Testing” published in the NCME (National Council on Measurement in Education) Journal of Educational Measurement. The 4A Metric Algorithm© Repetitive Mastery Test (4A [RMT] or simply “[RMT]”) is an innovative testing methodology that is embedded in the 4A Metric architecture as an infrastructural method of psychometric assessment. It is the pivotal point around which the student is able to demonstrate and illustrate their complete mastery of subject matter at multiple levels. The methodology of the RMT is provided via a set of robust and rigorous calculations, a sequence of precise geometric models, and a series of sequential computational formulae. The use of the RMT within the 4A Metric Algorithm sequentially provides the rational and evidence that the Metric is ideal for the verification and validation of meta-competency-based mastery learning.

References

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Research Paper

National Open University of Nigeria Student Counsellors' Perceptions of Code of Ethics Guiding Use of Online Resources for Counselling

Fidel Onjefu Okopi*

Regional Training and Research Institute for Distance Learning, Nigeria.

Okopi, F.O. (2017). National Open University of Nigeria Student Counsellors’ Perceptions of Code of Ethics Guiding Use of Online Resources for Counselling. i-manager’s Journal on Educational Psychology, 10(4), 29-39. https://doi.org/10.26634/jpsy.10.4.13458

Abstract

This research determined the perception of Code of ethics guiding online counselling among NOUN student counsellors. Also, the research investigated whether there was significant difference between the female and male counsellors in their perceptions of code of ethics guiding online counselling. The purpose was to create awareness about code of ethics guiding online counselling among counsellors who wish to engage in online therapeutic approach and the need to abide by them. A self-developed Distance Counselling, Technology and Social Media Scale questionnaire (DCTSM) derived from 2014 American Counselling Association Code of Ethics (section H) was used for the research. Descriptive survey of Ex-post facto design and simple random sampling technique were used to draw a sample of seventy- two out of student counsellors' population of seventy–six. The highest mean score of 3.604 was obtained in client verification variable while the lowest mean of .857 was obtained in informed consent variable. Six hypotheses on gender differences were tested via t-test and the results obtained showed no significant differences among all the variables. In conclusion therefore, despite NOUN student counsellors having high positive perceptions of the 2014 ACA Code of Ethics guiding the use of online counselling resources, there is a need of continuous sensitisation especially in the area of obtaining client informed consent.

References

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

Current Issue Vol. 18 Issue 2

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Volume 10 Issue 4 February - April 2017

College Student Work Habits, Interruptions, and Stress

Maureen Conard* , Michael K. Barbour**, Robert Marsh***

Conard, M., Barbour, M., and Marsh, R. (2017). College Student Work Habits, Interruptions, and Stress. i-manager’s Journal on Educational Psychology, 10(4), 1-11. https://doi.org/10.26634/jpsy.10.4.13455

Abstract

References

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Examination of the Relation between Burnout Syndrome and Ways of Coping with Stress in Teachers

Gï¿½?nselI Yildirim*

Associate Professor, Education Faculty, Dokuz EylÃ¼l University, Izmir, Turkey.

Yildirim, G. (2017). Examination of the Relation between Burnout Syndrome and Ways of Coping with Stress in Teachers. i-manager’s Journal on Educational Psychology, 10(4), 12-18. https://doi.org/10.26634/jpsy.10.4.13456

Abstract

References

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An Innovative Psychometric Model for Dynamic Educational Testing that is a Sequential Section of the 4a Metric Algorithm as Repetitive Mastery Testing

James Edward Osler II*

North Carolina Central University, USA.

Osler, J. E., II. (2017). An Innovative Psychometric Model for Dynamic Educational Testing that is a Sequential Section of the 4a Metric Algorithm as Repetitive Mastery Testing. i-manager’s Journal on Educational Psychology, 10(4), 19-28. https://doi.org/10.26634/jpsy.10.4.13457

Abstract

References

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National Open University of Nigeria Student Counsellors' Perceptions of Code of Ethics Guiding Use of Online Resources for Counselling

Fidel Onjefu Okopi*

Regional Training and Research Institute for Distance Learning, Nigeria.

Okopi, F.O. (2017). National Open University of Nigeria Student Counsellors’ Perceptions of Code of Ethics Guiding Use of Online Resources for Counselling. i-manager’s Journal on Educational Psychology, 10(4), 29-39. https://doi.org/10.26634/jpsy.10.4.13458

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Social Maturity of Prospective Teachers in Relation to their Risk Taking Behaviour

J. Johnsi Priya*

This paper has been removed due to dual submission

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Maureen Conard* , Michael K. Barbour, Robert Marsh*