i-manager Publications

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

Current Issue Vol. 18 Issue 2

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

Most Cited

Volume 11 Issue 3 November - January 2018

Research Paper

The Standing of Hands-On Learning in Education

Gisli Thorsteinsson* , Tom Page**

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

** Senior Lecturer, Loughborough Design School, United Kingdom.

Thorsteinsson, G., and Page, T. (2018). The Standing of Hands-On Learning in Education. i-manager’s Journal on Educational Psychology, 11(3), 1-11. https://doi.org/10.26634/jpsy.11.3.13873

Abstract

The article reports a research that reviewed the history and content of technical related subjects in order to consider the educational areas that have caused scepticism and the creation of stigma. A literary research was undertaken to identify issues. Subsequently, the authors firstly questioned the general public in order to assess their opinions; and secondly students, to achieve their academic capability and personal experiences of stigma. The stigma was found to be grounded around the achievement of practical skills which, due to the poor or limited interaction people have had during their education at a young age, was believed to encompass

References

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[4]. Denzin, N. K. & Lincoln, Y. S. (1994, 2000). Introduction: Entering the field of qualitative research. In Denzin and Lincoln (Eds.), Handbook of Qualitative Research. Cited in: Gephart, R. (2004). What is Qualitative Research and Why is it important? Academy of Management Journal, 47(4).

[5]. Dovido, J. F., Major, B., Crocker, J. (2003). Stigma: Introduction and Overview. In Heatherton T. F. et al., (Eds.), The Social Psychology of Stigma. London: Guilford Press

[6]. Dyke, W. (1882). Second Report of the Royal Commission on Technical Instruction. In Penfold, J. (Eds.), Craft, Design and Technology: Past, Present and Future. Stoke-On-Trent: Trentham.

[7]. Eggleston, J. (1996). Teaching Design and Technology, nd 2 Ed. Buckingham: Open University Press.

[8]. Fischhoff, B. (2001). Defining Stigma. In Flynn, J., Slovic, P., & Kunreuther, H. Eds., Risk, Media and Stigma: Understanding Public Challenges to Modern Science and Technology. London: Earthscan Publications.

[9]. Forss, C. (1835). Practical Remarks upon the Education of the Working Classes. In Penfold, J. (Eds.), Craft, Design and Technology: Past, Present and Future. Stoke-On- Trent: Trentham.

[10]. Forster, W. E. (1870). Hansards Parliamentary Debates. In Penfold, J. (Eds.), Craft, Design and Technology: Past, Present and Future. Stoke-On-Trent: Trentham.

[11]. Gephart, R. (2004). What is Qualitative Research and Why is it important? Academy of Management Journal, 47(4), 454-462.

[12]. Given, L. M. (2008). The Sage Encyclopaedia of Qualitative Research Methods. Los Angeles. Calif.: Sage Publications

[13]. Glenister, S. H. (1968). The Technique of Craft rd Teaching (Woodwork and Metalwork) 3 Ed. London: George G. Harrap.

[14]. Huxley, T. (1878). Technical Education. The Fortnightly Review 23. In Penfold, J. (Eds.), Craft, Design and Technology: Past, Present and Future. Stoke-On-Trent: Trentham.

[15]. Kardorff, E. V. (2004). A Companion to Qualitative Research. London: Sage Publications.

[16]. Maanen, V. (1998). Cited in: Gephart, R. (2004). What is Qualitative Research and Why is it important? Academy of Management Journal, 47(4), 454-462.

[17]. Miliband, D. (2004). Design and Technology: Framework and Training Materials (Foreword). Retrieved from http://www.standards.dfes.gov.uk/secondar y/ keystage3 /respub/design/foreword/(19 March 2017).

[18]. Moss, J. F. (1884). The value of special and general workshop instruction in elementary, higher and evening schools, International Health Exhibition (Presentation). In Penfold, J. (Eds.), Craft, Design and Technology: Past, Present and Future. Stoke-On- Trent: Trentham.

[19]. Mundella, A. J. (1884). Technical Teaching, The Health Education Literature, 14. In Penfold, J. (Eds.), Craft, Design and Technology: Past, Present and Future. Stoke-On- Trent: Trentham.

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[23]. Penfold, J. (1988). Craft, Design and Technology: Past, Present and Future. Stoke-On- Trent: Trentham.

[24]. Penfold, J. (1988). The Industrial Origins of School Workshop Subjects. In: Craft, Design and Technology: Past, Present and Future. Stoke-On-Trent: Trentham.

[25]. Playfair, L. (1867). Journal of the Society of Arts. In Penfold, J. (Eds.), Craft, Design and Technology: Past, Present and Future. Stoke-On-Trent: Trentham.

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[27]. Stanley, E. I. (1881). Industrial Schools and the Home Office. The Fortnightly Review, 10. In Penfold, J. (Eds.), Craft, Design and Technology: Past, Present and Future. Stoke- On-Trent: Trentham

[28]. The School Master. (1882). Progress of Technical Education. In Penfold, J. (Eds.), Craft, Design and Technology: Past, Present and Future. Stoke-On-Trent: Trentham.

[29]. Walker, V. R. (2001). Defining and Identifying Stigma. In Flynn, J., Slovic, P., & Kunreuther, H. (Eds.), Risk, Media and Stigma, Understanding Public Challenges to Modern Science and Technology. London: Earthscan Publications.

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Research Paper

Identifying the Behavior Patterns that Influence on Students' Achievement in Psychological Foundations of Learning and Development: A Case of Mekelle University, Ethiopia

J. Master Arul Sekar* , Mengesha Eyasu**

* Assistant Professor, Department of Teacher Education, Institute of Pedagogical Science, Mekelle University, Ethiopia.

** Lecturer and Head, Department of Teacher Education, Institute of Pedagogical Science, Mekelle University, Ethiopia.

Sekar, J. M. A., and Eyasu, M. (2018). Identifying the Behavior Patterns that Influence on Students' Achievement in Psychological Foundations of Learning and Development:A Case of Mekelle University, Ethiopia. i-manager’s Journal on Educational Psychology, 11(3), 12-20. https://doi.org/10.26634/jpsy.11.3.13874

Abstract

Generally, the behavior patterns concerns a social significance of values. This paper highlights the various behavior patterns like planner behavior, solution oriented behavior, and prescriptive behavior patterns. The main objective of the present study is to identify the behavior patterns that influence on students' achievement in psychological foundations of learning and development: a case of Mekelle University, Ethiopia in general. The one hundred PGDT student teachers were participating in this research. The data were collected by Behavior Pattern Rating Scale created and standardized by Nihat Caliskan (Caliskan et al., 2017) and the investigator developed a self-made questionnaire for students' achievement in psychological foundations of learning and development. The data were analyzed by 't' test and Pearson's product moment correlation. The results of the study revealed that there is no significant difference was found in the relationship between behavior patterns and psychological foundations of learning and development.

References

[1]. Alberto, P. A., & Troutman, A. C. (2003). Applied Behavior Analysis Procedures for Teachers (4th Edition). Englewood Cliffs, NJ: Prentice Hall.

[2]. Areaya, S. (2008). Policy Formulation Curriculum Development and Implementation in Ethiopia. Addis Ababa University: The Book Center.

[3]. Bekele, A. (1991). Principle of curriculum inquiry (Unpublished, Department of curriculum and instruction, Faculty of education, Addis Ababa University).

[4]. Bernard, L. L. (1926). Behavior Patterns: Their Nature and Development. In An Introduction to Social Psychology (pp. 106-122). New York: Henry Holt and Co.

[5]. Bush, P. D. (1987). The Theory of Institutional change. Journal of Economic Issues, 21(3),1075-1116.

[6]. Caliskan, N., Kuzu, O., & Kuzu, Y. (2017). The Development of a Behavior Patterns Rating Scale for Preservice Teachers. Journal of Education and Learning, 6(1), 130 -142.

[7]. Duczeminski, M. (2015). Becoming a Solution-Oriented Problem Solver. In Archetypes.com. Retrieved on 18 October 2017 from https://www.archetypes.com/ becoming-a-solution-oriented-problem-solver/

[8]. Francis, H. (1996). The role of psychology in initial teacher education? Education Section Review, 20(2), 2–4.

[9]. Friedman, M. & Rosenman, R. H. (1959). Association of specific overt behavior pattern with blood and cardiovascular findings. Journal of the American Medical Association, 169(12), 1286-1296

[10]. Gemechu, E., Shishigu, A., Michael, K., Atnafu, M., & Ayalew, Y. (2017). Reforms of Teacher Education in Ethiopia: A historical Analysis. Research Journal of Educational Sciences, 5(2), 1-6.

[11]. Kassa K. & Amdemeskel, Y. (2013). Practices and Challenges of Postgraduate Diploma in Teaching (PGDT) program: The Case of Haramaya University. International Journal of Science and Research, 5(5), 242-251.

[12]. Lockheed M. E. & Verspoor, A. M. (1991). Improving Primary Education In Developing Countries. World Bank. Washington, DC.

[13]. Mahapatra, S. (2016). Development of Planning Behavior and Decision Making Ability of Children. Journal of Education and Practice, 7(6), 74-77.

[14]. Mekonnen, G. T. (2017). The current teacher education programs in Ethiopia: Reflection on practice. Educational Research and Reviews, 12(6), 366-372.

[15]. Ministry of Education (2011). Postgraduate Diploma in Teaching (PGDT), Practicum Implementation Provisional Guideline. Addis Ababa: FDRE, Ministry of Education of Ethiopia.

[16]. Palmer, D. C. (2008). On Skinner's definition of Verbal Behavior. International Journal of Psychology and Psychological Theory, 8(3), 295-307.

[17]. Psacharopoulos, G. (1985). Returns to Education. A Further International Update and Implications. Journal of Human Resources, 20 (4), 583- 604.

[18]. Psychology Dictionary. (n.d.). Retrieved on 19.10. 2017 from https : // psychology dictionary. org/behavior-pattern/

[19]. Simmons, K. (2011). Is Positive Psychology Prescriptive or Descriptive? Retrieved on 19.10.2017 from http:// positivepsychologynews.com/news/kevin-simmons /2011121420096.

[20]. Snowman, J. (1997). Educational psychology: what do we teach, what should we teach? Educational Psychology Review, 9(2), 151–170.

[21]. The Global Campaign for Education (GCE). (2002). A Quality Education For All: Priority Actions for Governments, Donors and Civil Society. GCE Briefing Paper. Retrieved from http://www.campaignforeducation.org.

[22]. Theories of Learning in Psychology. (n.d.). Retrieved on 18.10.2017 from http://www.eruptingmind.com/ theories-of-learning-in-psychology/

[23]. Transitional Government of Ethiopia. (TGE) (1994). The New Education and Training Policy. Addis Ababa: EMPDA.

[24]. UNESCO. (1997). Educating for Sustainable Future: A Tran disciplinar y Vision For Concerted Action. EPD- 97/CONF.401/.UNESCO

[25]. UNESCO. (2005). EFA Global Monitoring Report. The Quality Imperative. UNESCO, Paris.

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Research Paper

Library Anxiety of Teacher Trainees

Dr. Savita* , Poonam Attri**

* Assistant Professor, Gaur Brahman College of Education, Rohtak, Haryana, India.

** Librarian, Gaur Brahman College of Education, Rohtak, Haryana, India.

Sharma, S., and Attri, P. (2018). Library Anxiety of Teacher Trainees. i-manager’s Journal on Educational Psychology, 11(3), 21-24. https://doi.org/10.26634/jpsy.11.3.13875

Abstract

This study investigates the library anxiety in Teacher Trainees and found it to be a prevalent phenomenon in students. The five dimensions of library anxiety, namely, barriers with staff, affective barriers, comfort with the library, knowledge of the library, and mechanical barriers have been identified. The sample of the study constituted 58 teacher trainees of B.Ed. college of Rohtak District in Haryana. The sample was selected by stratified random sampling techniques. The data collected was analyzed by using the statistical techniques of t-test and percentage. The result of study shows that 28% of Teacher Trainees had low library anxiety, 57% of teacher trainees had average library anxiety, and 15.4% of teacher trainees had high library anxiety. It was further found that library anxiety was more in teacher trainees from rural background than teacher trainees from urban background

References

[1]. Bostick, S. L. (1992). The Development and Validation of Library Anxiety Scale (Doctoral Dissertation, Wayne State University). Retrieved from www.scirp.org/(S(351jmbntvnsjt1 aadkposzje))/reference/ReferencesPapers.aspx?.

[2]. College Success: Get to Know Your Library. (2017). Library Anxiety. Retrieved from libguides.cccneb.edu/c. php?g=743707 &p=5324060

[3]. Doris, K. A., Provata, P. A., & Vraimaki, E. (2017). Assessing library anxiety in undergraduate students using the Greek Library Anxiety Scale (G-LAS). In Kavoura, A., Sakas, D., & Tomaras, P. (Eds.), Strategic Innovative Marketing (p. 152). Springer Proceedings in Business and Economics. Springer, Cham.

[4]. Hellen. (February, 2016). Feeling Anxious about the Library? we are here to help [Blog Post]. Retrieved from http://libraryblog.rhul.ac.uk/2016/02/02/feeling-anxiousabout- the-library-we-are-here-to-help/

[5]. Jiao, Q. G., & Onwuegbuzie, A. J. (1997). The Nature and Etiology of Library Anxiety (Unpublished Manuscript).

[6]. Library Anxiety - How to Beat It: Library Anxiety Overview. (2018). In WSU Libraries. Retrieved from libguides.libraries.wsu. edu/libraryanxiety

[7]. Mellon, C. A. (1986). Library Anxiety: A grounded theory and its development. College and Research Libraries, 47(2), 160-165.

[8]. Onwuegbuzie, A. J., Jiao, Q. G., & Bostick, S. L. (2004). Library Anxiety: Theory, Research, and Applications (Vol. 1).

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Research Paper

Relative Contributions of Planned Behaviour and Social Capital on Educational Continuation Decisions of Disadvantaged Students

Sreekala Edannur*

Assistant Professor, School of Education, Pondicherry University, India.

Edannur, S. (2018). Relative Contributions of Planned Behaviour and Social Capital on Educational Continuation Decisions of Disadvantaged Students. i-manager’s Journal on Educational Psychology, 11(3), 25-35. https://doi.org/10.26634/jpsy.11.3.13876

Abstract

The present study is conducted to understand the relative contributions of planned behavior and social capital on educational continuation decisions of VIII standard students belonging to backward class in India. Scheduled Castes (SC), Scheduled Tribes (ST), and Other Backward Classes (OBC) are the three social groups dealt as backward classes in this study. A socioeconomic and educational status schedule was used to collect the data on the social background of students. The social background factors considered in this study are community, father's education and occupation, and Mother's education and occupation. The planned behaviour of the students were assessed using a scale. Social capital scale was used to assess the social capital possessed by the students. The educational continuation decisions, the dependent variable is assessed with a question of whether they will continue to higher secondary level of education. The answer had to be binary, either yes or no. Data were collected from 498 backward class students of VIII students studying in government schools of Puducherry in India. The results showed that the planned behavior of students predicted their educational continuation decisions. Social capital (family, network, and school) was not a predictor. It is a good sign that social capital factors do not seem influencing the educational continuation decisions of students. Helping students to possess social capital is a complex process and there are limitations for teachers and policymakers to focus on these aspects. Specific recommendations are spelt based on the results of the study. Interestingly since social capital and other social background variables are not found the determinants of decisions, it would be wiser to focus on the planned behaviour components. It would be practical and easier to train the students in possessing better and favourable attitudes towards continuing their education

References

[1]. Ajzen, I. (1988). Attitudes, Personality, and Behavior. Homewood, IL. Dorsey Press.

[2]. Awan, A. G. & Kauser, D. (2015). Impact of Educated Mother on Academic Achievement of her Children: A Case Study of District Lodhran- Pakistan. Journal of Literature, Languages and Linguistics, 12, 57-65.

[3]. Battin-Pearson, S., Newcomb, M. D., Abbott, R. D., Hill, K. G., Catalano, R. F., & Hawkins, J. D. (2000). Predictors of early high school dropout: A test of five theories. Journal of Educational Psychology, 92(3), 568-582.

[4]. Bourdieu, P. (1986). The forms of capital. In Richardson, J., Handbook of Theory and Research for the Sociology of Education (pp. 241-258). Westport, CT: Greenwood.

[5]. Cairns, R. B., Cairns, B. D., & Neckerman, H. J. (1989). Early school dropout: Configurations and determinants. Child Development, 60(6), 1437-1452.

[6]. Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, S95- S120.

[7]. Fishbein, M. A. & Ajzen, I. (1975). Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research Reading, MA: Addison-Wesley.

[8]. Furstenberg, F. F. & Hughes, M. E. (1995). Social capital and successful development among at-risk youth. Journal of Marriage and the Family, 57(3), 580-592.

[9]. Glick, P. & Sahn, D. E. (2000). Schooling of Girls and Boys in a West African Country: The effects of Parental Education, Income and Household Structure. Economics of Education Review, 19(1), 63-87.

[10]. Halpern, D. (2005). Social Capital. Polity Press. Cambridge, U.K.

[11]. Halsey, A. H., Heath, A. F., & Ridge, J. M. (1980). Origins and Destinations: Family, Class, and Education in Modern Britain. Clarendon Pr.

[12]. Rasak, C. A. & Sreekala, E. (2016). Inequality In Accessing Higher Education and Social Capital Among Backward Class Students of Kerala (Doctoral Dissertation).

[13]. Rasak, K. & Sreekala, E. (2015). Social Inequality and Higher Educational Access of Backward Class Students in Kerala. International Journal of Multidisciplinary Educational Research, 8(5), 144-147.

[14]. Rogosic, S. & Baranovic, B. (2016). Social capital and educational achievements: Coleman vs. Bourdieu. CEPS Journal: Center for Educational Policy Studies Journal, 6(2), 81-100.

[15]. Rumberger, R. W. (1995). Dropping out of Middle School: A Multilevel Analysis of Students and Schools. American Educational Research Journal, 32(3), 583-625.

[16]. Rumberger, R. W. & Lim, S. A. (2008). Why students drop out of school: A review of 25 years of research. California Dropout Research Project #15, Retrieved from https://www.issuelab.org/resources/11658/11658.pdf

[17]. Shaffer, D. (2005). Social and Personality Development. Nelson Education

[18]. Smrekar, C. (1996). The Impact of School Choice and Community: In the Interest of Families and Schools. Suny Press.

[19]. Sreekala E. & Firsad, S. (2016). Determinants of Educational Continuation Decisions of Higher Secondary School Students in India: An Application of Theory of Planned Behavior. i-manager's Journal on Educational Psychology, 9(3), 32-43.

[20]. Weng, C., Weng, A., & Tsai, K. (2014). Online teaching evaluation for higher quality education: Strategies to increase university students' participation. TOJET: The Turkish Online Journal of Educational Technology, 13(4), 105-114.

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Research Paper

Emotional Intelligence of Self Regulated Learners

Ami Rathore*

Assistant Professor, Lokmanya Tilak Teachers Training College, Udaipur, Rajasthan, India..

Rathore, A. (2018). Emotional Intelligence of Self Regulated Learners. i-manager’s Journal on Educational Psychology, 11(3), 36-42. https://doi.org/10.26634/jpsy.11.3.13877

Abstract

The study was conducted on self regulated learners of senior secondary school. The main objectives of the study were to find out significant dimensions of emotional intelligence held by self regulated learners. To compare the emotional intelligence dimensions of self regulated learners, in terms of subject and gender. To find out the relationship between the self regulated learning and emotional intelligence of self regulated learners. To achieve these objectives 480 of senior secondary classes were selected purposively as a sample. Checklist of self regulated learning was constructed and administered on them, like this the self regulated learners were identified and selected for further study. The study was conducted on identified 360 self- regulated learners. Descriptive and comparative study methods were used. Data were analyzed with the help of mean percentage score and t-test. The analysis revealed that self regulated learners held all the dimensions of Emotional Intelligence in which self actualization, problem solving, happiness, optimism, and empathy are dominant, but 'self actualization' is the most significant dimension held by self regulated learners as they are very enthusiastic, like to do work with responsibility and feel self satisfaction after doing a quality work. The results show that there is a significant difference between boys and girls in respect to 'self actualization'. It reveals that girls are more self actualized than boys as girls are more enthusiastic, do work with more responsibility, and feel satisfaction after doing quality work. Results reveal that there is a positive correlation between self regulated learning and emotional intelligence of self regulated learners.

References

[1]. Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, N.J.: Prentice-Hall.

[2]. Bar-On, R. (2000). Emotional and Social Intelligence: Insights from the Emotional Quotient Inventory. In R. Bar-On, and J.D.A. Parker, (Eds.), The Handbook of Emotional Intelligence 17 (pp. 363-388). Jossey-Bass, San Francisco.

[3]. Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.

[4]. Goleman, D. (1995). Emotional Intelligence. New York: Bantam.

[5]. Mayer, J. D. & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.), Emotional Development and Emotional Intelligence: Educational implications (pp. 3-34). New York: Basic Books.

[6]. Zimmerman, B. J. (1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. In D. H Schunk & B. Zimmerman (Eds.), Self-Regulated Learning: From Teaching to Self-Reflective Practice (pp. 1-19). New York: Guilford Press.

[7]. Zimmerman, B. J. & Schunk, D. H. (2001). Self- Regulated Learning and Academic Achievement. Theoretical Perspective. Routledge Taylor & Francis Group.

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Case Study

Brief Counseling Scenarios from Fictional Characters for Counselors in Training

Katrina Cook*

Associate Professor, Department of Leadership & Counseling, Texas A&M University, San Antonio, USA.

Cook, K. (2018). Brief Counseling Scenarios from Fictional Characters for Counselors in Training. i-manager’s Journal on Educational Psychology, 11(3), 43-48. https://doi.org/10.26634/jpsy.11.3.13878

Abstract

To develop confidence and competence, student counselors need opportunities to practice applying their counseling skills. However, practicing on actual clients before counseling students are developmentally prepared not only can provoke anxiety within students but is also unethical. Counselor educators must find ways to help students practice their skills without the possibility of causing harm to potential clients. Some counselor educators utilize fictional characters to enhance student counselors' understanding of case conceptualization and treatment in a non-threatening environment. Most often, counselor educators apply a semester long approach of using fictional characters. Although the benefits of using fictional characters in counseling education are identified, the semester long approach encroaches on valuable instructional time. The concept of using brief counseling scenarios from fictional characters is introduced and examples of possible cases are provided.

References

[1]. American Counseling Association (2014). ACA Code of Ethics. Alexandria, VA: Author.

[2]. Chung, R. C. & Bemak, F. (2013). Use of ethnographic fiction in social justice graduate counselor training. Counselor Education and Supervision, 52(1), 56-69. doi/10.1002/ceas.2013.53.issue-1/issuetoc

[3]. Cook, K. (2009). The movie Nanny McPhee and the magic of reality therapy. International Journal of Reality Therapy, 29(1), 60-62.

[4]. Gibson, D. M. (2007). Empathizing with Harry Potter: The use of popular literature in counselor education. Journal of Humanistic Counseling, Education and Development, 46(2), 197-210. doi: 10.1002/j.2161-1039.2007.tb00036.x

[5]. Gladding, S. T. (1994). Teaching family counseling through the use of fiction. Counselor Education and Supervision, 33(3), 191-200 10. doi: 10.1002/j1556- 6978.1994.tb00 285.x

[6]. Gladding, S. T. (2005). Counseling as an Art: The Creative Arts in Counseling (2^ndEd.). Alexandria, VA: American Counseling Association.

[7]. Gladding, S. T. & Newsome, D. W. (2003). Art in counseling. In C. A. Malchiodi (Ed.), Handbook of Art Therapy (pp. 243-253). New York: Guilford Press.

[8]. Granello, D. H. (2000). Contextual teaching and learning in counselor education. Counselor Education and Supervision, 39(4), 270-284. doi: 10.1002/j.1556- 6978.2000.tb01237.x

[9]. Higgins, J. A. & Dermer, S. (2001). The use of film in marriage and family education. Counselor Education and Supervision, 40(3), 182-192. doi: 10.1002/j.1556- 6978.2001.tb01251.x

[10]. Newsome, D. W. Henderson, D. A., & Veach, L. J. (2005). Using expressive arts in group supervision to enhance awareness and foster cohesion. The Journal of Humanistic Counseling, Education and Development, 44(2), 145-158. doi: 10.1002/j.2164-490X.2005.tb00027.x

[11]. Rowling, J. K. (1997). Harry Potter #1: Harry Potter and the Sorcerer's Stone. New York: Scholastic.

[12]. Schwitzer, A. M., Boyce, D., Cody, P., Holman, A., & Stein, J. (2005). Clinical supervision and professional development using clients from literature, popular fiction, and entertainment media. Journal of Creativity in Mental Health, 1(1), 57-80. doi:10.1300/J456v01n01_06

[13]. Shepard, D. S. (2002). Using screenwriting techniques to create realistic and ethical role plays. Counselor Education and Supervision, 42(2), 145-158. doi: 10.1002/j.1556-6978.2002.tb01806.x

[14]. Sommer, C. A. & Cox, J. A. (2003). Using Greek mythology as a metaphor to enhance supervision. Counselor Education and Supervision, 42(4), 326-335. doi: 10.1002/j.1556-6978.2003.tb01817.x

[15]. Wilkins, P. (1995). A creative therapies model for the group supervision of counsellors. British Journal of Guidance and Counselling, 23(2), 245-257. doi: 10.1080/03069889508253009

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

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Volume 11 Issue 3 November - January 2018

The Standing of Hands-On Learning in Education

Gisli Thorsteinsson* , Tom Page**

* Professor, Department of Design and Craft Education, Iceland University of Education, Iceland. ** Senior Lecturer, Loughborough Design School, United Kingdom.

Thorsteinsson, G., and Page, T. (2018). The Standing of Hands-On Learning in Education. i-manager’s Journal on Educational Psychology, 11(3), 1-11. https://doi.org/10.26634/jpsy.11.3.13873

Abstract

References

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Identifying the Behavior Patterns that Influence on Students' Achievement in Psychological Foundations of Learning and Development: A Case of Mekelle University, Ethiopia

J. Master Arul Sekar* , Mengesha Eyasu**

* Assistant Professor, Department of Teacher Education, Institute of Pedagogical Science, Mekelle University, Ethiopia. ** Lecturer and Head, Department of Teacher Education, Institute of Pedagogical Science, Mekelle University, Ethiopia.

Abstract

References

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Library Anxiety of Teacher Trainees

Dr. Savita* , Poonam Attri**

* Assistant Professor, Gaur Brahman College of Education, Rohtak, Haryana, India. ** Librarian, Gaur Brahman College of Education, Rohtak, Haryana, India.

Sharma, S., and Attri, P. (2018). Library Anxiety of Teacher Trainees. i-manager’s Journal on Educational Psychology, 11(3), 21-24. https://doi.org/10.26634/jpsy.11.3.13875

Abstract

References

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Relative Contributions of Planned Behaviour and Social Capital on Educational Continuation Decisions of Disadvantaged Students

Sreekala Edannur*

Assistant Professor, School of Education, Pondicherry University, India.

Edannur, S. (2018). Relative Contributions of Planned Behaviour and Social Capital on Educational Continuation Decisions of Disadvantaged Students. i-manager’s Journal on Educational Psychology, 11(3), 25-35. https://doi.org/10.26634/jpsy.11.3.13876

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Emotional Intelligence of Self Regulated Learners

Ami Rathore*

Assistant Professor, Lokmanya Tilak Teachers Training College, Udaipur, Rajasthan, India..

Rathore, A. (2018). Emotional Intelligence of Self Regulated Learners. i-manager’s Journal on Educational Psychology, 11(3), 36-42. https://doi.org/10.26634/jpsy.11.3.13877

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Brief Counseling Scenarios from Fictional Characters for Counselors in Training

Katrina Cook*

Associate Professor, Department of Leadership & Counseling, Texas A&M University, San Antonio, USA.

Cook, K. (2018). Brief Counseling Scenarios from Fictional Characters for Counselors in Training. i-manager’s Journal on Educational Psychology, 11(3), 43-48. https://doi.org/10.26634/jpsy.11.3.13878

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

** Senior Lecturer, Loughborough Design School, United Kingdom.

* Assistant Professor, Department of Teacher Education, Institute of Pedagogical Science, Mekelle University, Ethiopia.

** Lecturer and Head, Department of Teacher Education, Institute of Pedagogical Science, Mekelle University, Ethiopia.

* Assistant Professor, Gaur Brahman College of Education, Rohtak, Haryana, India.

** Librarian, Gaur Brahman College of Education, Rohtak, Haryana, India.