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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 11 Issue 2 August - October 2017

Research Paper

Designing Toys to Support Children's Development

Tom Page* , Gisli Thorsteinsson**

* Senior Lecturer, Loughborough Design School, United Kingdom.

** Professor, Department of Design and Craft Education, Iceland University of Education, Iceland

Page, T., and Thorsteinsson, G. (2017). Designing Toys to Support Children's Development. i-manager’s Journal on Educational Psychology, 11(2), 1-10. https://doi.org/10.26634/jpsy.11.2.13776

Abstract

This article reports a study that aimed to contribute to the theory of good toy design in terms of the value of using toys for children development. Moreover, the study attempts to evaluate ways in which children play and study the toys they commonly use with respect to how it influence their adulthood. The authors firstly looked into the literature of toy design and children development and then they carried out an interview with an elder designer. The study underlines the importance of good toy design to support children's maturity and self-realisation. It, also, show the complex the role of a toy designer is in terms of design a valuable toy. Furthermore, the study demonstrates a subject to the demands of users as well as regulations. In addition to the interview a questionnaire was given to 28 partaker's ages 18-25 years; the subject was a retrospective view of toys and their influences on the partaker's existing lifestyle. The main conclusions draw from the study was that using toys in our childhood influence the development of key skills, but, also, shape our negative or positive view on our childhood. The conclusions demonstrate the importance that toy designers both draw upon academic research and carry out their own in order to create powerful toys of quality.

References

[1]. Allen, S. (2004). Designs for learning: Studying science museums exhibits that do more than entertain. Science Education 88 Supplement, 1(2), S17-S33.

[2]. BBC. (2007). Top 12 toys for Christmas 2007. Retrieved 19/01/2017 from: http://news.bbc.co.uk/2/hi/in_ pictures/7037586.stm

[3]. Bergin Toys. (2017). Mark Bergin Toys: Consignments and Appraisals. Retrieved 12/10/2017 from: http:// bergintoys.com/

[4]. Buxton, P. (2007). Kid Appeal. Design Week Magazine, 22(37), 18-19.

[5]. Clay, R. A. (2005). Design through the Ages. Retrieved 19/01/2017 from: http://www.ispacesinc.com/news/ 19.cfm

[6]. Fishel, C. (2001). Designing for Children - Marketing Design that speaks to kids. Rockpoert: Rockport Publishers Inc.

[7]. Goldstein, J., Buckingham, D., & Brougère, G. (Eds.) (2004). Toys, Games and Media, Mahwah. London: Lawrence Erlbaum Associates.

[8]. Gringer, C. (2001). Smart Design Products that change our lives. Switzerland: Rotovision Book.

[9]. Hall, J. (2007). Profile: Nick Mather, Chief executive, Hamleys. Britain, Retrieved 19/01/2017 from: telegraph.co. uk/money/main.jhtml?xml=/money/2007/12/15/ccprof115.x ml

[10]. HBOS. (2012). HBOS Group Reorganisation. Retrieved 19/01/2016 from: http://www.hbosplc.com/

[11]. Johnson, J. (2008). Interview: Bjarne P. Tveskov, Classic Lego Space Designer. Retrieved 19/01/2017 from: http://gadgets.boingboing.net/2008/02/!1/interviewbjarne- p-t.html

[12]. Kahn, E. M. (2007). Just My Imagination. I.D. Magazine, 3(5), 47-48.

[13]. Kline, S., Dyer-Witheford N., & De Peuter G. (2006). Pocket Monsters: Marketing in the Perpetual Upgrade Market Place. Canada: McGill-Queen's University Press.

[14]. Lego, www (2012). Lego play for all. Retrieved 19/01/2017 from: http://www.lego.com/eng/info/default. asp?page=lifelong

[15]. MacPherson, K. (2000). Children help scientists; engineers design the toys of tomorrow. Retrieved 19/01/2017 from: http://www.post-gazette.com/ magazine/20000620toys3.asp

[16]. Masubuchi. (1994). Kawaii Kyodotai (Community of Cuteness). Tokyo: Nihon Hoso Kyokai.

[17]. Newson, J., & Newson, E. (1979). Toys and playthings: A practical guide for parents and teachers. New York: Pantheon.

[18]. Roqueta, H. (2002). Product Design. London: teNeus.

[19]. Scaro, D. G. (2008). Children's Drawings. ICON Magazine, 55(7), 1-30.

[20]. Seiter, E. (2004). The Internet Playground. In Goldstein J. et al. (Eds), Toys Games and Media, (pp.93-115).

[21]. Smithers, R. (2007). Meet the new face of Christmas, Britain. Retrieved 19/01/2017 from: http://www.guardian. co.uk/media/2007/octyi1/retail.business

[22]. Transformer Toys. (2012). Tim Bradley - Hasbro Product Design. Retrieved 19/01/2017 from: http://www.transformertoys.co.uk/

[23]. Vivid Imaginations. (2017). Vivid Imaginations. Retrieved 19/01/2017 from: http://www.vividim aginations.co.uk

[24]. Wiles, W. (2008). Article with Will Wright creator of SimCity and The Sims. ICON Magazine, 5(56), 40-41.

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Research Paper

Utilizing Action Research to Improve Counseling Education Course Work for Culturally Diverse Students

Sabina De Vries* , Deirdre Mcdonald, Mary G. Mayorga*

* Assistant Professor, Department of Counseling, Health and Kinesiology, Texas A&M University, San Antonio, Texas, USA.

Instructional Services Manager, Texas A&M University, San Antonio, Texas, USA.

* Associate Professor, Department of Counseling, Health and Kinesiology, Texas A&M University, San Antonio, Texas, USA.

Vries, S.D., Mcdonald, D., and Mayorga, M. G. (2017). Utilizing Action Research to Improve Counseling Education Course Work for Culturally Diverse Students. i-manager’s Journal on Educational Psychology, 11(2), 11-17. https://doi.org/10.26634/jpsy.11.2.13778

Abstract

This article informs counselor educators and psychologists on how to utilize action research to evaluate diverse students, course work, and to improve classroom instruction. A paucity exists in research investigating educational needs of diverse counseling students. The present action research study examined educational experiences of diverse counseling students enrolled in a research course. The sample consisted of 70% Hispanic/Latino students, and a little less than half were older adults; 80% of the participants were female. Quantitative and qualitative data was collected and analyzed. Findings, limitations, and suggestions for future research are discussed.

References

[1]. Adelman, C. (1993). Kurt Lewin and the origins of action research. Educational Action Research, 1(1), 7-24. doi:10.1080/0965079930010102

[2]. Gerig, M. S. (2012). Getting master's level counseling students interested in research. Journal of Psychology and Christianity, 31(4), 303-308.

[3]. Gershuny, P., & Rainey, C. (2006). Nontraditional students, accelerated programs, grade expectations, and instructor evaluations. Journal of Legal Studies Education, 23(2), 123-150. doi:10.1111/j.1744- 1722.2006.00025.x

[4]. Guiffrida, D. A., Douthit, K. Z., Lynch, M. F., & Mackie, K. L. (2011). Publishing action research in counseling journals. Journal of Counseling & Development, 89(3), 282-287. doi:10.1002/j.1556-6678.2011.tb00090.x

[5]. Home, A. M. (1998). Predicting role conflict, overload and contagion in adult women university students with families and jobs. Adult Education Quarterly, 48(2), 85-97.

[6]. Hu, S., & Kuh, G. D. (2003). Diversity experiences and college student learning and personal development. Journal of College Student Development, 44(3), 320-334. doi:10.1353/csd.2003.0026

[7]. Husson, W. J., & Kennedy, T. (2003). Developing and maintaining accelerated degree programs within traditional institutions. New Directions for Adult and Continuing Education, 2003(97), 51-62. doi:10.1002/ ace.88

[8]. Kasworm, C. E. (2003). From the adult student's perspective: Accelerated degree programs. New Directions for Adult and Continuing Education, 2003(97), 17-28. doi:10.1002/ace.85

[9]. Kinsella, S. (1998). A cross-discipline study of traditional and nontraditional college students. College Student Journal, 32(4), 532-538.

[10]. Norton, L. (2001). Researching your teaching: The case for action research. Psychology Learning and Teaching, 1(1), 21-27.

[11]. Patel, S., Hagedorn, W. B., & Bai, H. (2013). An Investigation of Counselor Educators' Attitudes Toward Evidence-Based Practices. Counselor Education and Super vision, 52(2), 96-108. doi:10.1002/j.1556- 6978.2013.00031.x

[12]. Prosek, E. A., & Hurt, K. M. (2014). Measuring professional identity development among counselor trainees. Counselor Education and Supervision, 53(4), 284-293. doi:10.1002/j.1556-6978.2014.00063.x.

[13]. Smith, S. D., Ng, K. M., Brinson, J., & Mityagin, E. (2008). Multiculturalism, diversity, and social advocacy: A 17-year content analysis of counselor education and supervision. Counselor Education and Supervision, 47(4), 249-263.doi:10.1002/ceas.12010.

[14]. Steele, J. M., & Rawls, G. J. (2015). Quantitative Research Attitudes and Research Training Perceptions Among Master's-Level Students. Counselor Education and Supervision, 54(2), 134-146.

[15]. Stringer, E. T. (2014). Action Research (4^th ed.). Thousand Oaks, CA: Sage Publications, Inc.

[16]. The Chronical of Higher Education Almanac. (2014). Racial and ethnic representation among college students, by type of institutions, 2012. The Chronicle of Higher Education (August, 2014). Retrieved from http://www.chronicle.com.tamusa.idm.oclc.org/article/R acialEthnic/147373

[17]. Wang, S. C., & Guo, Y. J. (2011). Counseling students' attitudes toward research methods class. Ideas and Research You can use: VISTAS. Retrieved from http://counselingoutfitters.com/vistas/vistas11/Article_ 30.pdf

[18]. Whiston, S. C. (1996). Accountability through action research: Research methods for practitioners. Journal of Counseling and Development, 74(6), 616-623. doi:10.1002/j.1556-6676.1996.tb02301.x

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Research Paper

Belief Patterns and Anxiety Levels of Turkish EFL Students in Relation to Level of Instruction

Aysegul Okay* , Cem Balcikanli**

* Research Scholar, Department of ELT, Gazi University, Ankara, Turkey.

** Associate Professor, Department of ELT, Gazi University, Ankara, Turkey

Okay, A., and Balçikanli, C. (2017). Belief Patterns and Anxiety Levels of Turkish EFL Students in Relation to Level of Instruction. i-manager’s Journal on Educational Psychology, 11(2), 18-28. https://doi.org/10.26634/jpsy.11.2.13784

Abstract

This study investigates whether there is a relationship between anxiety levels and belief patterns of Turkish EFL students in relation to level of instruction. A total number of 207 students voluntarily participated in the study. To gather quantitative data, adapted Turkish versions of Beliefs about Language Learning Inventory (BALLI) and Foreign Language Classroom Anxiety Scale (FLCAS) were used, and qualitative data were collected through semi-structured interviews. The quantitative data analyses revealed that low-proficient students are more anxious than their high-proficient peers. In addition, a significant relationship was found between students' anxiety levels and four belief patterns: high-anxious students believed that (1) English is a difficult language; (2) they do not have language aptitude; (3) they will not eventually learn to speak English; and (4) they feel self-conscious when speaking English in front of other people – the opposite beliefs were found to be true for low-anxious students. The qualitative data analyses also supported the finding that learner beliefs and anxiety have a close relationship. The implications are discussed.

References

[1]. Ay, S. (2010). Young Adolescent Students' Foreign Language Anxiety in relation to Language Skills at different Levels. The Journal of International Social Research, 3(11), 83-91.

[2]. Aydin, B. (1999). A study of sources of foreign language anxiety in speaking and writing classes (Unpublished Doctoral Dissertation, Eskisehir Anadolu University).

[3]. Bekleyen, N. (2009). Helping teachers become better English students: Causes, effects, and coping strategies for foreign language listening anxiety. System, 37, 664-675.

[4]. Cheng, Y. S. (2001). Learners' beliefs and second language anxiety. Concentric: Studies in English Literature and Linguistics, 27(2), 209-223.

[5]. Diab, R. L. (2006). University students' beliefs about learning English and French in Lebanon. System, 34(1), 80-96.

[6]. Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford: Oxford University Press.

[7]. Gardner, R. C., Smythe, P. C., Clement, R., & Gliksman, L. (1976). Second language acquisition: A social psychological perspective. The Canadian Modern Language Review, 32,198-273.

[8]. Graham, S. (2006). Listening comprehension: The learners' perspective. System, 34, 165-182.

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[16]. Liu, M. (2006). Anxiety in Chinese EFL students at different proficiency levels. System, 34(3), 301-316.

[17]. MacIntyre, P. D. (1995). How does anxiety affect second language learning? A reply to Sparks and Ganschow. The Modern Language Journal, 79(1), 90-99.

[18]. MacIntyre, P. D., & Gardner, R. C. (1989). Anxiety and second language leaning: Toward a theoretical clarification. Language Learning, 39(2), 251-275.

[19]. Matsuda, S., & Gobel, P. (2004). Anxiety and predictors of performance in the foreign language classroom. System, 32(1), 21-36.

[20]. Onwuegbuzie, A. J., Bailey, P., & Daley, C. E. (1999). Factors associated with foreign language anxiety. Applied Psycholinguistics, 20(2), 217-239.

[21]. Oxford, R. (1999). Anxiety and the Language Learner: New Insights. In A. Jane (Ed.), Affect in Language Learning (pp.58-67). Cambridge: Cambridge University Press.

[22]. Öz, H., Demirezen, M., & Pourfeiz, J. (2015). Willingness to communicate of EFL learners' in Turkish context. Learning and Individual Differences, 37, 269-275.

[23]. Rassaei, E. (2015). Oral corrective feedback, foreign language anxiety and L2 development. System, 49, 98- 109.

[24]. Saito, Y., & Samimy, K. K. (1996). Foreign language anxiety and language performance: A study of learner anxiety in beginning, intermediate, and advanced-level college students of Japanese. Foreign Language Annals, 29(2), 239-249.

[25]. Talebinejad, M. R., & Nekouei, R. (2013). The relationship between foreign language anxiety and belief toward FLL among children EFL learners. Basic Research Journal of Education Research and Review, 2(3), 49-54.

[26]. TEPAV & British Council. (2013). Turkey National Needs Assessment of State School English Language Teaching. Retrieved from britishcouncil.org.tr

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[28]. Thompson, A. S., & Aslan, E. (2015). Multilingualism, Perceived Positive Language Interaction (PPLI), and learner beliefs: What do Turkish students believe? International Journal of Multilingualism, 12(3), 259-275.

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Research Paper

Mental Health and Adjustment of Higher Secondary School Students

P. Velmurugan*

Associate Professor, Bishop Agniswamy College of Education, Muttom, Kanyakumari District, Tamil Nadu, India.

Murugan, P. V. (2017). Mental Health and Adjustment of Higher Secondary School Students. i-manager’s Journal on Educational Psychology, 11(2), 29-35. https://doi.org/10.26634/jpsy.11.2.13785

Abstract

The main objective of this study is to find out the relationship between mental health and adjustment of higher secondary school students. Mental Health Scale developed by Sakthimani (2010) and Adjustment Inventory developed by A.K.P. Sinha and R.P. Singh (2007) were used to collect the relevant data. The sample consists of 103 higher secondary school students of whom 53 are male and 50 are female. The data are analysed by 't' test and Karl Pearson's Product moment correlation. The result indicates that there was significant relationship between mental health and adjustment of higher secondary school students.

References

[1]. Dhurandher, D., & Agrawal, A. (2015). A comparative study on mental health of students of science and art subject. International Journal of Education and Psychological Research, 4(2), 20-22.

[2]. Jayachandran, P. (2017). Mental health and peer relation among higher secondary school students. Scholarly Research Journal for Humanity Science & English Language, 4(19), 4268-4275.

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[7]. Sinha. A. K. P., & Singh, R. P. (2007). Manual for adjustment inventory for school students. Agra: National Psychological Corporation.

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Research Paper

Mathematical Problem Solving Ability of Eleventh Standard Students

J. Johnsi Priya*

Assistant Professor, Meston College of Education (Autonomous), Chennai, TamilNadu, India.

Priya, J. J. (2017). Mathematical Problem Solving Ability of Eleventh Standard Students. i-manager’s Journal on Educational Psychology, 11(2), 36-44. https://doi.org/10.26634/jpsy.11.2.13786

Abstract

There is a general assertion among mathematics instructors that learners need to acquire problem solving expertise, figure out how to communicate using mathematics knowledge and aptitude, create numerical reasoning and thinking, to see the interconnectedness amongst mathematics and other subjects. Based on this perspective, the present study aims to examine the mathematical problem solving ability of eleventh standard students. A sample of 810 Eleventh standard students (406 boys and 404 girls) was selected from different schools of Chennai district, using the stratified random sampling technique. Survey method of research has been adapted. The Mathematical Problem Solving Ability test constructed by the investigator was used to collect data from the eleventh standard students. Mean, standard deviation,'t' test, and one-way ANOVA were used to analyze the data with the help of SPSS (Version 20.0). The analysed data were tabulated and tested with hypothesis. Finding shows that the mathematical problem solving ability of girl students is significantly higher than boys. There is no significant difference among government, government aided, and self-financing higher secondary school students in their Mathematical Problem Solving Ability. It is also observed that the students from high socio-economic status found to be higher than their counterparts in their mathematical problem solving ability.

References

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* Senior Lecturer, Loughborough Design School, United Kingdom.

** Professor, Department of Design and Craft Education, Iceland University of Education, Iceland

Sabina De Vries* , Deirdre Mcdonald, Mary G. Mayorga*

* Research Scholar, Department of ELT, Gazi University, Ankara, Turkey.

** Associate Professor, Department of ELT, Gazi University, Ankara, Turkey