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


Volume 12 Issue 1 May - July 2018

Research Paper

Counselor Self-Efficacy: The Effects of Online Preparatory Counseling Programs

Kristopher Garza* , Marie-Anne Mundy**, Lori Kupczynski***
* Assistant Professor and Clinical Mental Health Counseling Program Coordinator, Department of Educational Leadership and Counseling, Texas A&M University, USA.
** Associate Professor of Educational Leadership, Texas A&M University, USA.
*** Professor of Educational Leadership, University of St. Augustine for Health Sciences, USA.
Garza, K., Mundy, M., and Kupczynski, L. (2018). Counselor Self-Efficacy: The Effects of Online Preparatory Counseling Programs. i-manager’s Journal on Educational Psychology, 12(1), 1-7. https://doi.org/10.26634/jpsy.12.1.14374

Abstract

The delivery of counseling servicesonline is increasing at a rapid rate. This increase in online delivery is concerning due to the ethical obligation for preparatory courses to ensure that counseling programs are providing resources toensure the development of self-efficacy in addition toskill development among counselors-in-training for practice in an increasing online world. The development of counseling skills is very specific and requires applying learned techniques to real life situations. This study utilized data collected from counselors currently in practice concerning their perception of the effects of online counseling serviceson student self-efficacy. Professional counselors, with graduate level degrees in counseling, involved in private practice and practicing in K-12 educational settings served as the sample for this study.The results focused on the relationship between self-efficacy and technology. The results and implications of the study will be shared along with connections to current literature in academia and application to counseling practice

Research Paper

The Role of Self-Fulfilling Prophecies in Education: Teacher-Student Perceptions

Jennifer Chandrasegaran* , Padmakumari P.**
* PhD Scholar, Department of Psychology, CHRIST (Deemed to be University), Bengaluru, Karnataka, India.
** Associate Professor, Department of Psychology, CHRIST (Deemed to be University), Bengaluru, Karnataka, India.
Chandrasegaran, J., and Padmakumari, P.(2018). The Role of Self-Fulfilling Prophecies in Education: Teacher-Student Perceptions. i-manager’s Journal on Educational Psychology, 12(1), 8-18. https://doi.org/10.26634/jpsy.12.1.14639

Abstract

A positive teacher-student relationship has for long been considered, a developmental asset for children from kindergarten to high school (Birch & Ladd, 1997). Such a relationship is usually characterised by less conflict and increased understanding between both. Students who enjoy a supportive relationship with their teachers, achieve at higher levels and are better accepted by classmates (Ladd et al., 1999). The purpose of the present study was to understand the role of self-fulfilling prophecies in the field of education. Self-fulfilling prophecies are an integral aspect of teacher-student interactions. The participants for the study included ten teachers and ten students from grades 8 to 10. Data was collected using semi-structured, in-depth interviews, to explore how teachers perceived their expectations, predictions, labels, and comments to have self-fulfilling prophecy effects on students and, how students believe it impacts various aspects of their school life. The data obtained was analysed using thematic analysis. The findings of the study indicated that teachers' expectations, predictions, labels, and comments are influenced by several key classroom factors and have a significant impact on the personal, social, psychological, and academic facets of a student's life.

Research Paper

Assessing General Intelligence in Influencing Performance of Mathematics

Rajkumar* , Dr. G. Hema**
* Research Scholar, Department of Education, Periyar University, Salem, Tamil Nadu, India.
** Assistant Professor, Department of Education, Periyar University, Salem, Tamil Nadu, India.
Rajkumar, R., and Hema, G. (2018). Assessing General Intelligence in Influencing Performance of Mathematics i-manager’s Journal on Educational Psychology, 12(1), 19-24 https://doi.org/10.26634/jpsy.12.1.14143

Abstract

Academic achievement is very important in any educational setting, as it indicates the level of students' competence in respect of the academic content. This is obviously defined in terms of performance which represents the most understandable and regularly accepted pointer of performance in educational contexts (Ladipo & Gbotosho, 2015). Intelligence influences our ability on all level of intellectual tasks. Generally, people who are good at mathematics associate intelligence with it. Not everybody, but majority think on these lines. For them, being good at mathematics is an important criteria for being general intelligent. This study investigated the extent to which general intelligence determine the performance in mathematics among undergraduate students. The investigator used random sampling technique for selecting the sample from the population. The sample consists of 310 students studying undergraduate mathematics in Tirunelveli District, Tamil Nadu, India. Standardized tool namely Test of General Intelligence (TGI) for College Students by Misra and Pal was used and its reliability value was 0.81. The data collected were subjected to statistical techniques like t - test and F-test. Further analysis showed that majority of the undergraduate mathematics students had moderate level of general intelligence. Findings on relationships between general intelligence and performance of undergraduate mathematics students are positively correlated. The study recommended that the performance of study groups should be formed in the college to help in cooperative learning of outperformed students than male students. Since these groups will also help the weaker students to enhance the performance in their subjects.

Research Paper

Influence of Demographic, School and Economic-Related Variables on Psychological Flourishing of Higher Secondary Teachers

J. Johnsi Priya*
Assistant Professor of Education, Meston College of Education (Autonomous), Chennai, Tamil Nadu, India.
Priya, J. J. (2018). Influence of Demographic, School and Economic-related Variables on Psychological Flourishing of Higher Secondary Teachers. i-manager’s Journal on Educational Psychology, 12(1), 25-31. https://doi.org/10.26634/jpsy.12.1.14764

Abstract

Feeling good and living well are the self and social dynamics of mental well-being representing the hedonics and eudaemonic perspective of life. Several researchers endorse the psychological flourishing as a state encapsulating the high levels of mental well-being and high levels of social-psychological well being. The present study aims to examine the influence of demographic school and economic–related variables on psychological flourishing of higher secondary teachers using the Flourishing Scale. The survey research method was used in the present study. Using the stratified random sampling technique, 300 higher secondary teachers (152 male and 148 female) were selected from few schools in and around Chennai district. The mean, standard deviation, 't' test, and one-way ANOVA were used to analyze the data with the help of Statistical Package for the Social Sciences (SPSS) (version 20.0). On the analysis of hypothesis framed, it is shown that the psychological flourishing of the male and female teachers is similar but not high; urban teachers are having significantly higher psychological flourishing than rural teachers; it is observed that the psychological flourishing of teachers belonging to joint family is significantly higher than the teachers belonging to nuclear family; the psychological flourishing of teachers working in government, government aided, and self-financing higher secondary schools are not differing significantly; the psychological flourishing of teachers earning more than `25,000 are significantly higher than the other groups.

Review Paper

Designing to Support Children Development: A Literature Review

Tom Page* , Gisli Thorsteinsson **
* Associate Professor, Department of Product Design, Nottingham Trent University, England.
** Professor, Department of Design and Craft Education, University of Iceland, Iceland.
Page, T., & Thorsteinsson, G. (2018). Influence of Demographic, School and Economic-related Variables on Psychological Flourishing of Higher Secondary Teachers. i-manager’s Journal on Educational Psychology, 12(1), 32-42. https://doi.org/10.26634/jpsy.12.1.14605

Abstract

The article is an attempt to discover how useful the existing literature in field of designing children's playful learning products, is for people who wish to create quality toys and games. It sets out from the right of children to play, and the assertion that plays is crucial for the development of children, to the massive size of the global toy industry. It reviews the literature in terms of its usefulness in terms of information and inspiration, covering all related factors, such as the design process, the nature of play, and the products themselves. The aim is to propose a solution that would improve the situation, and ensure quality play products.

Survey Paper

Greenleaf's Style of Servant-Leadership Compared to the Styles of Contemporary Educational Theorists (Covey, Schein, & Bass)

Gabrielle L. McBath*
Ph.D. in Educational Leadership, Northcentral University, USA.
Mcbath, G. L. (2018). Greenleaf's Style of Servant-Leadership Compared to the Styles of Contemporary Educational Theorists (Covey, Schein, & Bass). i-manager’s Journal on Educational Psychology, 12(1), 43-50. https://doi.org/10.26634/jpsy.12.1.14004

Abstract

Morality and ethics are two instrumental facets within academia. Often however, with increasing federal, state, and local mandates, educational administration loses sight of these two criteria (Kowalski, 2008). Greenleaf (2010/1977), countering this dilemma, established a visionary leadership-style known as Servant-Leadership, wherein the leader humbled himself to the status of serving others holistically within the applicable environment (Greenleaf, 2003; Spears, 2004). His model of leadership incorporated guidance and fellowship. This paper will compare his model of Servant- Leadership to three educational/ organizational leaders of our current era: Covey's conscious versus ego, Schein's clarity of vision and the culture of the environment, and Bass' empowerment as individual consideration.