Abstract

Adolescence is the period between childhood and adulthood and the most important stage of a human being. Adolescence is a period of stress and storm. Students cannot adjust with their new-fangled role in life. They can have Emotional, Mental, Behavioural, and Adjustment problems known as “disorders”. Behavioural patterns that appear in adolescents include consuming alcohol, smoking, using other substances, sexual behaviour, violence, etc. An individual experiences fulfilment when the psychological and physiological requirements are fulfilled. If an individual fails in satisfying the needs, it makes him/her disappointed and depressed. Behavioural disorders of adolescent students are depression, stress, anxiety, risky sexual behaviours, aggressive behaviour, violence, and disobedience. Adolescents find it difficult to adjust with family and society. With regard to somatic variation and problems, he/she is confused with the role of adolescence. The academic performance of the adolescent students at school are greatly affected by these problems. The fact that the behavioural and adjustment problems can be reduced by Yoga is the main aim of this paper. As a solution to their problems, the techniques of Yogasana, Pranayama, and Meditation are given to the Adolescent students to control the mind. The reason for this paper is to give an insight of Yoga and how Yoga helps the adolescents to lesser their stress and stay calm. It benefits the young people not only in school, home, and the community, but throughout their life. The result of Yoga intervention gives positive effects on both physical and mental health of the adolescent students.

Abstract

The purpose of the current study is to investigate the empathy and levels of social problem solving skills of physical education and sports teacher candidates. The research group of the study, which was carried out through relational screening model was made up of 148 candidate teachers of physical education (53 female, 95 male) in total studying in the departments of Physical Education and Sport Teaching in 5 universities in Turkey. As a data collection tool, the information form including personal characteristics of the participants, Interpersonal Reactivity Index (IRI), and Social Problem Solving Inventory – Short Form (SPSI-SF) were used. For the analysis of the data, descriptive statistics, independent t-test, and Pearson Correlation Analysis were employed. The data obtained in the study indicated that there was a significant relationship between the emphatic skills of the physical education candidate teachers and of social problem solving skills. Depending on the variable of gender, the mean scores of the females were higher in the sub dimension of emphatic concern compared to those of males. In addition, males had higher scores in the avoidance style, which was considered the sub-dimension of social problem solving skills compared to females. As for the age factor, while there was no difference in the empathy variable, a significant and positive relationship was found in the social problem solving skills. In addition, it was determined that those doing non-contact sports approached the problem positively, while the ones doing contact sports approached the problem in an avoidance style. As a conclusion, it is likely to say that the empathy skills of the physical education candidate teachers are directly and positively related to their social problem solving skills. In this sense, the empathy education that physical education candidate teachers who are in an active relationship with students must have in order that they could have a solution based approach to the problem they are likely to encounter in this communication is of great importance.

Abstract

Abstract

This study assesses the cultural, social, and ethical issues that an interim principal would need to face following a Level III Crisis in a U.S. middle school building. This level crisis is the most serious, as a previous administrator has passed-away suddenly causing disruption to the school district’s daily and long-term objectives. The replacement principal must not only keep the mandated testing on schedule for the students, but also ensure the following in order to continue the path for testing: (a) establishing District and School Crisis Teams, (b) releasing an informational letter to the parents, (c) issuing a statement to the media, and (d) designing a new scholarship in the deceased principal's name for this achievement test. This study found that accurate school leadership depends on holistic behaviorism and not individual behaviors. This includes administrators being well-versed in the mission and objectives of the district. Objectives included sharing the district's vision and plan while encouraging others to move forward (Kouzes and Posner, 2007).

Abstract

The goal of this study was to identify pre-school teacher candidates' beliefs and conditioned judgments regarding children's body image. The exploratory research pattern was used in this study. The sample group included final year B.A. students from the Pre-School Education departments in two state universities in Izmir. The qualitative part of the study was conducted using seven volunteer students, while the quantitative part was conducted using 87 students from both universities. An interview form and a questionnaire were developed by the researchers. Judging by the results of the study it was seen that teacher candidates perceived figures of skinny and fat children in a negative light when compared to figures of normal children. Support should be given to teacher candidates to accept different body forms and that this would not only be important in preventing conditioned judgments, but it would also have a positive effect on the class atmosphere.

Abstract

The present study was conducted to find out the effect of academic stress on achievement motivation of college students. 50 college students of various professional, arts, and science colleges functioning in and around Puducherry were approached at random to collect data using purposive sampling method. Academic stress scale developed and standardized by Rajendran and Kaliappan (1990) and Achievement Motivation Scale by Pratibha Deo and Asha Mohan (1985) were used for data collection. The collected data were statistically analysed using ‘t’ test and one way ANOVA. The findings revealed that moderate stress leads to high achievement motivation.

Abstract

Researchers analyzed that social emotional learning is one of the factors for effective learning to take place. Researchers call academic resilience as one of the important components of social emotional learning. It is the students’ ability to compete and get success in environment where they face adverse conditions. These adverse conditions include poverty or abuse etc. Academic resilience has numerous components, for example ability to motivate him, ability to understand stress, and ability to manage stress while facing adverse conditions. It also includes the level of confidence of the students. The framework of academic resilience makes clear the reasons for difference in success of students from similar socioeconomic background. The aim of this meta-analysis is to understand the theories of researchers and getting insight into their methodologies for establishing link between academic resilience and success

Abstract

“Critical”, “Criticism”, and “Critic” all come from the age-old Greek word “Kritikos”, meaning able to authorise, discern, or decide. In contemporary English, a “Critic” is someone whose job is to make appraise judgements, for example, about films, books, music, or food. It means giving a fair and unprejudiced opinion of something. The same as for Education is concerned, critical thinking is a cognitive activity associated with using mind. Critical thinking is the ability to transfer knowledge learned from certain disciplines to other cognitive areas. Critical thinking was connected with supporting suspicious thoughts along with developing individual thoughtful skills, such as logical reasoning and personal judgement. According to John Dewey, “thinking is the natural propensity of mind, day dreaming, building of acropolis in the air are the examples for thinking”, in a random sense. John Dewy further says to become analytical thinker or to think critically that “reflections” is more important. Piaget say “Thinking is based on experience”. “Intelligence, is the product of the innate potential interacting with the environment” and young children knows more that he can verbalise. Development has to do with general mechanisms of action and thinking. Vygotsky suggests that social interaction plays a fundamental role in the process of cognitive development. “Critical thinking” is needed for critical analysis, while “critical pedagogy” goes beyond it claiming that societal instructions producing and implementing knowledge, and related ideologies have to be questioned and transformed. Paul goes on to argue that an ample conception of critical thinking must go away from skills, and include the dispositions and personality traits relevant to the use and appreciation of those skills.

Abstract

Tension and anxiety is the common phenomena among the students of modern generation. These students go through stress due to personal, psychosocial, familial, and academic matters. Some of the common ones which substantially impact their lives like family disputes, academic challenges, parental conflicts, financial concerns, social isolation and interpersonal matters, parental separation and divorce, separation from family, and reduced support system. Untiring conflicts between the parents weaken the lifelong marriage contract to the verge of breakdown, where both the life partners determine to go for the option of divorce. This creates traumatic and nerve wracking atmosphere at home and the children are mostly affected by this decision and are torn between the parents. They undergo persistent mental pressure, which can have substantial physical, psychological, psychosocial impact on the student's wellbeing as well as on their academic performance graph.