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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 13 Issue 1 May - July 2019

Article

Violence in Youth

Rahim Kamruddin Merchant* , Inara Rafiq, Nasreen Rafiq, Neelam Rafiq, Anaiz Ahmed Khowaja

* Master's of Science of Nursing, University of Alberta, Edmonton, Canada.

Bachelor of Business Administration, University of Karachi, Pakistan.

* Intensive Care Unit, Aga Khan University Hospital, Pakistan.

Bachelors of Science in Nursing, Aga Khan University School of Nursing and Midwifery, Karachi, Pakistan.

* Coronary Care Unit, Aga Khan University Hospital, Karachi, Pakistan.

Merchant, R. K., Rafiq, I., Rafiq, N., Rafiq, N., and Khowaja, A. A. (2019). Violence in Youth. i-manager’s Journal on Educational Psychology, 13(1), 1-6. https://doi.org/10.26634/jpsy.13.1.15577

Abstract

With the change in socio cultural environment, today's youth is encountering more challenges than ever before. This encounter is influencing heavily on their daily life activities and behaviors. Youth today has become more violent and vigilant than they were before. Some leading factors of this behavior can be marked as more prone towards the gadgets and smart handheld devices, mainly the video games that promotes violence. Other leading factors could be poor parenting, lack of attention and affection from family, and corporal punishments used at home or other institutes for correcting deviant behaviors force them to indulge in activities from which they can express their aggression. Lower IQ level at school and peer also promote the violence in behaviors. This study is therefore conducted to ascertain the important factors that leads to violent behaviors among youth.

References

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[3]. Bukowski, W. M., Laursen, B., & Rubin, K. H. (Eds.). (2018). Handbook of Peer Interactions, Relationships, and Groups. Guilford Publications.

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[5]. David-Ferdon, C. F., Haileyesus, T., Liu, Y., Simon, T. R., & Kresnow, M. J. (2018). Nonfatal Assaults among Persons Aged 10–24 Years-United States, 2001–2015. Morbidity and Mortality Weekly Report, 67(5), 141-145. https://doi.org/10.15585/mmwr.mm6705a1

[6]. Dawn. (2010). Suicide rate up in Pakistan. Retrieved from https://www.dawn.com/news/890520

[7]. Esmaeilpour, M., Salsali, M., & Ahmadi, F. (2011). Workplace violence against Iranian nurses working in emergency departments. International Nursing Review, 58(1), 130-137. https://doi.org/10.1111/j.1466-7657. 2010.00834.x

[8]. Frick, P. J., Ray, J. V., Thornton, L. C., & Kahn, R. E. (2014). Annual research review: A developmental psychopathology approach to understanding callous- unemotional traits in children and adolescents with serious conduct problems. Journal of Child Psychology and Psychiatry, 55(6), 532-548. https://doi.org/10.1111/ jcpp.12152

[9]. Gershoff, E. T., Grogan-Kaylor, A., Lansford, J. E., Chang, L., Zelli, A., Deater-Deckard, K., & Dodge, K. A. (2010). Parent discipline practices in an international sample: Associations with child behaviors and moderation by perceived normativeness. Child Development, 81(2), 487-502. https://doi.org/10.1111/j. 1467-8624.2009.01409.x

[10]. Kawabata, Y., Alink, L. R., Tseng, W. L., van Ijzendoorn, M. H., & Crick, N. R. (2011). Maternal and paternal parenting styles associated with relational aggression in children and adolescents: A conceptual analysis and meta-analytic review. Developmental Review, 31(4), 240-278. https://doi.org/10.1016/j.dr.2011. 08.001

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[12]. Lucas, S., Jernbro, C., Tindberg, Y., & Janson, S. (2016). Bully, bullied and abused. Associations between violence at home and bullying in childhood. Scandinavian Journal of Public Health, 44(1), 27-35. https://doi.org/10.1177/1403494815610238

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[17]. Patterson, G. R., DeBaryshe, B. D., & Ramsey, E. (2017). A developmental perspective on antisocial Behaviour. In Developmental and Life-course Criminological Theories (pp. 29-35). Routledge.

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[19]. Schore, A. N. (2015). Affect Regulation and the Origin of the Self: The Neurobiology of Emotional Development. Routledge.

[20]. Sheldon, B. (2015). The influence of learning on development. In Developmental Psychology for the Helping Professions (pp. 111-160). Palgrave Macmillan, London.

[21]. Swedish National Board for Youth Affairs. (2010). Youth and youth policy – a Swedish perspective. Retrieved from https://www.mucf.se/sites/default/files/publikationer _uploads/youth-and-youth-policy.pdf

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[23]. Tremblay, M. S., LeBlanc, A. G., Kho, M.E., Saunders, T. J., Larouche, R., Colley, R. C. & Gorber, S. C. (2011). Systematic review of sedentary behaviour and health indicators in school-aged children and youth. International Journal of Behavioral Nutrition and Physical Activity, 8(1), 98. https://doi.org/10.1186/1479-5868-8-98

[24]. Vanderbilt, D., & Augustyn, M. (2010). The effects of bullying. Paediatrics and Child Health, 20(7), 315-320. https://doi.org/10.1016/j.paed.2010.03.008

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Article

Professional Development of a Teacher for an Effective Teaching–Learning in School Education: A View

Subhashini Bada* , R. Siva Prasadh**

* Department of Education, Andhra University, Andhra Pradesh, India.

** Institute of Advanced Studies in Education, Andhra University, Andhra Pradesh, India.

Bada, S., and Prasadh, R. S. (2019). Professional Development of a Teacher for an Effective Teaching–Learning in School Education: A View. i-manager’s Journal on Educational Psychology, 13(1), 7-13. https://doi.org/10.26634/jpsy.13.1.15855

Abstract

Effective school education is very important to achieve the strategic goals set by any government. Education is fundamental in shaping a child’s future. Providing better education ensures good health, better income and made life happier. In this digital era, the expectations from every individual are changing very rapidly and hence teachers and school administrators should update their skills and knowledge. The experience gained in the pre-service teacher education is not enough for an effective teaching-learning process, as the teacher is a continuous learner they need to engage in in-service teacher education programs. Like many other professions, teaching is also a profession. The teaching profession plays a crucial role in the social transformation and economic development of the country. The teacher involvement is very much essential in every aspect of the teaching-learning process such a curriculum design, planning of learning experiences, proper execution of the learning experiences, and evaluation. The professional development of a teacher is vital due to the aforementioned reasons. This paper highlights the need for the professional development of a teacher for effective teaching-learning, the scope of professional development programs and presented in a lucid manner.

References

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[2]. Desimone, L. M., Porter, A. C., Garet, M. S., Yoon, K. S., & Birman, B. F. (2002). Effects of professional development on teachers' instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2), 81-112. https://doi.org/10.3102/0 1623737024002081

[3]. Egert, F., Fukkink, R. G., & Eckhardt, A. G. (2018). Impact of in-service professional development programs for early childhood teachers on quality ratings and child outcomes: A meta-analysis. Review of Educational Research, 88(3), 401-433. https://doi.org/10.3102/00 34654317751918

[4]. Fischer, C., Fishman, B., Dede, C., Eisenkraft, A., Frumin, K., Foster, B., ... & McCoy, A. (2018). Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform. Teaching and Teacher Education, 72, 107-121. https://doi.org/10.1016/j.tate.2018.02.011

[5]. Guskey, T. R. (2003). What makes professional development effective? Phi Delta Kappan, 84(10), 748- 750. https://doi.org/10.1177/003172170308401007

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[9]. Sandilos, L. E., Goble, P., Rimm-kaufman, S. E., & Pianta, R. C. (2018). Does professional development reduce the influence of teacher stress on teacher-child interactions in pre-kindergarten classrooms?. Early Childhood Research Quarterly, 42(1), 280-290. https://doi.org/10.1016/j.ecresq.2017.10.009

[10]. Selvaraj, N., Alagukanna, A. S., & Suganya, M. (2015). Professional Development in Education in India: A View. Journal of Political Sciences & Public Affairs, 3(3), 1- 6. https://doi.org/10.4172/2332-0761.1000173

[11]. van Driel, J. H., Beijaard, D., & Verloop, N. (2001). Professional development and reform in science education: The role of teachers' practical knowledge. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 38(2), 137-158. https://doi.org/10. 1002/1098-2736 (200102) 38: 2%3C137::AID- TEA1001%3E3.0.CO;2-U

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Research Paper

Affective Challenges Faced by Doctoral Students: Supporting them to Completion

Dana Sparkman * , Cheryl Doran**

*Mayo Clinic, USA.

** School of Education, Capella University, USA.

Sparkman, D., and Doran, C. (2019). Affective Challenges Faced by Doctoral Students: Supporting them to Completion. i-manager’s Journal on Educational Psychology, 13(1), 14-23. https://doi.org/10.26634/jpsy.13.1.15484

Abstract

For decades, doctoral attrition has been a concern for administrators and faculty in higher education, along with doctoral students themselves. Although most doctoral students have the academic skills that they need in order to complete their degree, many struggle with challenges outside of the scholarly process. Affective challenges may be particularly present in online learning situations, as doctoral students are usually located far from their chairperson and are isolated from face-to-face interaction with faculty and their peers. In this article, the authors identify stressors that doctoral students experience, and discuss the relationship between isolation and anxiety. This “perfect storm” can result in disengagement from their work and their university, and they may ultimately leave their doctoral studies. The authors offer recommendations for supporting students through this stressful time, including support from their chair, other faculty, and their peers.

References

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[6]. Constantin, T., Rusu, A., Niculescu, A., Ianos, A., Nechita, V., & Mogosanu, A. (2010). Work style: Development and validation of a standardized assessment instrument. Retrieved from https://www. researchgate.net/publication/259078034_Work_ Style_Development_and_Validation_of_a_Standardised _Assessement_Instrument

[7]. Devos, C., Boudrenghien, G., Van der Linden, N., Frenay, M., Azzi, A., Galand, B., & Klein, O. (2016). Misfits between doctoral students and their supervisors: (How) are they regulated? International Journal of Doctoral Studies, 11, 467-486.

[8]. Fabelo-Alcover, H. E. (2002). A model for teaching research methods based on cognitive-behavioral and social learning theories. Journal of Baccalaureate Social Work, 8(1), 133-144. https://doi.org/10.18084/1084- 7219.8.1.133

[9]. Greene, M. (2015). Come hell or high water: Doctoral students' perceptions on support ser vices and persistence. International Journal of Doctoral Studies, 10(1), 501-518. Retrieved from http://ijds.org/Volume10/ IJDSv10p501-518Greene0597.pdf

[10]. Hart, C. (2012). Factors associated with student persistence in an online program of study: A review of the literature. Journal of Interactive Online Learning, 11(1), 19-42.

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[13]. Jairam, D., & Kahl Jr., D.H. (2012). Navigating the doctoral experience: The role of social support in successful degree completion. International Journal of Doctoral Studies, 7, 311-329. Retrieved from http://ijds.org/Volume7/IJDSv7p311-329Jairam0369.pdf

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[16]. Kristof-Brown, A. L., Zimmerman, R.D., & Johnson, E.C. (2005). Consequences of individual's fit at work: A meta-analysis of person-job, person-organization, person-group, and person-supervisor fit. Personnel Psychology, 58(2), 281-342. https://doi.org/10.1 111/j.1744-6570.2005.00672.x

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[23]. Paglis, L. L., Green, S. G., & Bauer, T. N. (2006). Does adviser mentoring add value? A longitudinal study of mentoring and doctoral student outcomes. Research in Higher Education, 47(4), 451-476. https://doi.org/ 10.1007/s11162-005-9003-2

[24]. Pain, E. (2018). Graduate students need more mental health support, new study highlights. Retrieved from https://www.sciencemag.org/careers/2018/03/ graduate-students-need-more-mental-health-support-new-study-highlights

[25]. Ryan, C. L., & Bauman, K. (2016). Educational attainment in the United States: 2015. Retrieved from https://www.census.gov/content/dam/Census/librar y/ publications/2016/demo/p20-578.pdf

[26]. Schichtel, M. (2010). Core-competence skills in ementoring for medical educators: A conceptual exploration. Medical Teacher, 32(7), e248-e262. https://doi.org/10.3109/0142159X.2010.489126

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Research Paper

Impact Family Size on Children’s Literacy Development in Maiduguri Metropolitan Council, Borno State, Nigeria

Muhammad Ali Mustapha* , Yagana S. Wali , Fatihi A. Abulfathi*

*-*** Department of Arts Education, University of Maiduguri, Borno State, Nigeria.

Mustapha, M. A., Wali, Y. S., and Abulfathi, F. A. (2019).Impact Family Size on Children’s Literacy Development in Maiduguri Metropolitan Council, Borno State, Nigeria. i-manager’s Journal on Educational Psychology, 13(1), 24-28. https://doi.org/10.26634/jpsy.13.1.15023

Abstract

This paper deals with impact of family size on children`s literacy development in Maiduguri Metropolitan Council, Borno state, Nigeria. Two research designs were used for this study. These are: descriptive and correlation. The population of the study comprised of entire residents of Zajeri Area, Maiduguri. Total number of ten (10) families were purposively selected for this study using purposive sampling technique. Self-structured interview was administered to collect data. And data collected from the respondents were analyzed using SPSS. The finding revealed that there is significant relationship between family size and children`s literacy development in the area under study. Therefore, the researchers recommend that Government should facilitate children`s school enrolment and make it compulsory especially at the lower basic level.

References

[1]. Akpotu, N. E., Omotor, D. G., & Onoyase, D. (2007). Family size and parents' socio-economic variables as predictors of investment in children education in South- West Nigeria. Studies on Home and Community Science, 1(2), 127-132. https://doi.org/10.1080/09737189.2007. 11885243

[2]. Anderson, K. G. (2003). Family structure, schooling outcomes, and investment in education in South Africa. PSC Research Report 03-538. Ann Arbor: Population Studies Center, University of Michigan.

[3]. Arthur, J. L. (2005). Family Size and Its Socio-Economic Implications in the Sunyani Municipality of the BrongAhafo Region of Ghana, West Africa. Centre for Development Studies, University of Cape Coast, Cape Coast, Ghana.

[4]. Becker, B. S. (1981). A Treatise on the Family. Cambridge: Harvard University Press.

[5]. De Haan, M. (2005). Birth order, family size and educational attainment. Economics of Education Review, 29(4), 576-588. https://doi.org/10.1016/j. econedurev.2009.10.012

[6]. Ermisch, J., & Francesconi, M. (2001). Family matters: Impacts of family background on educational attainments. Economica, 68 (270), 137-156. https://doi.org/10.1111/1468-0335.00239

[7]. Ermisch, J., & Pronzato, C. (2010). Causal Effects of Parents' Education on Children's Education. ISER Working Paper Series, Institute for Social and Economic Research (ISER), University of Essex.

[8]. Javier, V. (2011). Family Background, Gender and Cohort Effects on Schooling Decisions. School of Economics Discussion Papers, University of Kent.

[9]. Maralani, V. (2008). The changing relationship between family size and educational attainment over the course of socioeconomic development: Evidence from Indonesia. Demography, 45(3), 693-717. https://doi.org/ 10.1353/dem.0.0013

[10]. Marjoribanks, K. (2012). Family capital and cognitive performance. In: Grigorenko EL, Sternberg RJ, (Eds.). Family environment and intellectual functioning: A life-span perspective. Mahwah, NJ: Erlbaum 49-70.

[11]. Marteleto, L. J., & de Souza, L. R. (2012). The changing impact of family size on adolescents' schooling: Assessing the exogenous variation in fertility using twins in Brazil. Demography, 49(4), 1453-1477. https://doi.org/10.1007/s13524-012-0118-8 .

[12]. Ress, A., & Azzolini, D. (2014). Primary and secondary effects of social background on educational attainment in Italy. Evidence from an administrative dataset. Italian Journal of Sociology of Education, 6(1), 53-80, https://doi.org/10.14658/pupj-ijse-2014-1-3

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Research Paper

Examination of Computer Game Addiction and Attention in Turkish Secondary School Students

Emre Ozan Tingaz * , Meryem Altun, Seyda Nur Vural*

* Department of Physical Education and Sport Teaching, Sport Sciences Faculty, Gazi University, Ankara and Department of Psychology, Institute of Social Sciences, Cag University, Mersin, Turkey.

School of Physical Education and Sports, Nigde Omer Halisdemir University, Turkey.

* Department of Physical Education and Sports, Institute of Educational Sciences, Nigde Omer Halisdemir University, Turkey.

Tingaz, E. O., Altun, M., and Vural, S. N. (2019). Examination of Computer Game Addiction and Attention in Turkish Secondary School Students. i-manager’s Journal on Educational Psychology, 13(1), 29-36. https://doi.org/10.26634/jpsy.13.1.15664

Abstract

The objective of the present study was to examine computer game addiction and attention in Turkish secondary school students. Four hundred twenty six (n=426) secondary school students aged 11 to 14 (M_age = 12.44 years, SD = 1.08), participated voluntarily. A total of four schools, two are in a village (45.5%, n= 211) and two are in a center (50.4%, n= 215), were selected from Niğde province in the middle of the Turkey by convenience sampling. Among the respondents, 48.8% were female (n = 208) and 51.2% were male (n = 218). The data were collected with "Bourdon Attention Test (Letter Form)-BAT" and "Computer Game Addiction Test ". As a result of the study, males' computer game addiction score was higher than females and females' attention score was higher than males. Increased computer game addiction was related to inattention. While there was no significant correlation between computer game addiction and school type, attention score was significantly different. Besides, there was low positive correlation between age and attention while there was no statistically significant correlation between age and computer game addiction.

References

[1]. Aarseth, E. (2001). Computer game studies, year one. Game Studies, 1(1), 1-15. Retrieved from http://www. gamestudies.org/0101/editorial.html

[2]. Aarseth, E., Bean, A. M., Boonen, H., Colder Carras, M., Coulson, M., Das, D., ... & Haagsma, M. C. (2017). Scholars' open debate paper on the World Health Organization ICD-11 Gaming Disorder proposal. Journal of Behavioral Addictions, 6 (3), 267-270. https://doi.org/10.1556/2006.5.2016.088

[3]. American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (DSM-5 (R)), Washington, DC: American Psychiatric Association. https://doi.org/10.1176/appi.books.9780890425596

[4]. Anderson, C. A., & Dill, K. E. (2000). Video games and aggressive thoughts, feelings, and behavior in the laboratory and in life. Journal of Personality and Social Psychology, 78(4), 772-790. https://doi.org/10.1037// 0022-3514.78.4.772

[5]. Arriaga, P., Esteves, F., Carneiro, P., & Monteiro, M. B. (2006). Violent computer games and their effects on state hostility and physiological arousal. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 32(2), 146-158. http://onlinelibrary.wiley. com/doi/10.1002/ab.20134/abstract

[6]. Bauermeister, J. J., Shrout, P. E., Chávez, L., Rubio- Stipec, M., Ramírez, R., Padilla, L., & Canino, G. (2007). ADHD and gender: Are risks and sequel of ADHD the same for boys and girls?. Journal of Child Psychology and Psychiatry, 48(8), 831-839. https://doi.org/10.1111/ j.1469-7610.2007.01750.x

[7]. Bluemke, M., Friedrich, M., & Zumbach, J. (2010). The influence of violent and nonviolent computer games on implicit measures of aggressiveness. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 36(1), 1-13. https://doi.org/ 10.1002/ab.20329

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Childhood Maltreatment and Suicide Ideation among Male and Female College Students

Prabhjyot Kour * , Pallavi Sachdeva **

* University of Jammu, Jammu and Kashmir, India.

** Department of Lifelong Learning, University of Jammu, Jammu and Kashmir, India.

Kour, P., and Sachdeva, P. (2019). Childhood Maltreatment and Suicide Ideation among Male and Female College Students. i-manager’s Journal on Educational Psychology, 13(1), 37-44. https://doi.org/10.26634/jpsy.13.1.16109

Abstract

Childhood maltreatment is any behavioral conduct by parents or guardian or any known or unknown person which causes physical, emotional, sexual pain to the child and hurts him/her immensely. Suicide ideation can be defined as the intention or desire to kill oneself. Suicide ideation is largely prevalent among youngsters. The aim of the present research paper is to find out gender difference in childhood maltreatment and suicide ideation among male and female students studying in Government colleges of Jammu city, India. Convenience sampling technique is used to collect the data. Mean and t-test are used for the analysis of data. After the analysis of data significant gender difference is found in childhood maltreatment and suicide ideation among college students. Results revealed that female students are more prone to physical neglect, emotional neglect, emotional abuse, sexual abuse whereas male students indicated only higher degree of physical abuse. At the same time females have shown higher suicide ideation than males. Thus present results are to be taken into serious consideration because young students are the future of our nation and it becomes the responsibility of educationists and psychologists to lay stress to cure not only their physical health but mental health too. So this study lays emphasis on the fact that colleges should organize workshops for students where they can be motivated, encouraged to live their life to the fullest and there must be counselling cells in the colleges to prevent and reduce suicide ideation among college students because mentally healthy students can concentrate more on studies and develop healthy habits which would eventually leads to development of society.

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Self-Concept and Self-Regulation of Higher Secondary Students

Arul* , K. Saileela**

* School of Education, Tamil Nadu Open University (TNOU), Tamil Nadu, India.

** Department of Education, Annamalai University, Tamil Nadu, India.

Lawrence, A. S. A., and Saileela, K. (2019). Self-Concept and Self-Regulation of Higher Secondary Students. i-manager’s Journal on Educational Psychology, 13(1), 45-53. https://doi.org/10.26634/jpsy.13.1.15497

Abstract

This study aims to investigate whether there is any significant difference found in the self-concept and self-regulation of higher secondary students in terms of gender, locality, and type of school and its relationship. In this normative survey, the samples were selected by using simple random technique from five higher secondary schools at Villupuram district, Tamil Nadu, India. A sample of 300 eleventh standard students during the academic year 2018-2019 was selected. The research tools consisted of individual data collection form and the Academic Self-Concept (ASC) Scale and Self- Regulation Scale. The data were analyzed with the help of IBM SPSS Statistics V21.0. For analyzing the data mean, standard deviation, t-test, F-test, and Pearson's product moment correlation were used as statistical techniques. Findings show that the higher secondary girls, urban students, and government-aided school students are found to be better in their self-concept and self-regulation, and low positive relationship is found between self-concept and self-regulation of higher secondary students.

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Review Paper

First Year Engagement: The Transition to University

Donald J. Comi*

*School of Education, Whitworth University, Washington, USA.

Comi, D. J. (2019). First Year Engagement: The Transition to University. i-manager’s Journal on Educational Psychology, 13(1), 54-66. https://doi.org/10.26634/jpsy.13.1.15847

Abstract

Technology, socio-economic disparities, and an increasingly diverse population have changed the nature of American communities and thus the educational landscape. Higher education is functionally the gatekeeper for technical/professional careers. The achievement gap between the number of students starting a four-year degree and the number completing is discouraging. As a student transitions to college, many factors influence personal resiliency. Familial support, pre-college preparation, peer-to-peer relationships, and institutional connection all influence a student's resiliency. However, higher education's traditional engagement and transitional programming does not always engender connection nor promote academic success. Higher education has a responsibility to design institutional engagement that can lead to improved access and greater student resiliency. However, actual results of engagement strategies may have unintended results. Engagements can create division, and lead to diminished persistence and retention. This literature review explores recent research into Institutional engagement strategies.

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

Current Issue Vol. 18 Issue 2

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Volume 13 Issue 1 May - July 2019

Rahim Kamruddin Merchant* , Inara Rafiq**, Nasreen Rafiq***, Neelam Rafiq****, Anaiz Ahmed Khowaja*****

Merchant, R. K., Rafiq, I., Rafiq, N., Rafiq, N., and Khowaja, A. A. (2019). Violence in Youth. i-manager’s Journal on Educational Psychology, 13(1), 1-6. https://doi.org/10.26634/jpsy.13.1.15577

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Subhashini Bada* , R. Siva Prasadh**

* Department of Education, Andhra University, Andhra Pradesh, India. ** Institute of Advanced Studies in Education, Andhra University, Andhra Pradesh, India.

Bada, S., and Prasadh, R. S. (2019). Professional Development of a Teacher for an Effective Teaching–Learning in School Education: A View. i-manager’s Journal on Educational Psychology, 13(1), 7-13. https://doi.org/10.26634/jpsy.13.1.15855

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Dana Sparkman * , Cheryl Doran**

*Mayo Clinic, USA. ** School of Education, Capella University, USA.

Sparkman, D., and Doran, C. (2019). Affective Challenges Faced by Doctoral Students: Supporting them to Completion. i-manager’s Journal on Educational Psychology, 13(1), 14-23. https://doi.org/10.26634/jpsy.13.1.15484

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Muhammad Ali Mustapha* , Yagana S. Wali **, Fatihi A. Abulfathi***

*-*** Department of Arts Education, University of Maiduguri, Borno State, Nigeria.

Mustapha, M. A., Wali, Y. S., and Abulfathi, F. A. (2019).Impact Family Size on Children’s Literacy Development in Maiduguri Metropolitan Council, Borno State, Nigeria. i-manager’s Journal on Educational Psychology, 13(1), 24-28. https://doi.org/10.26634/jpsy.13.1.15023

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Emre Ozan Tingaz * , Meryem Altun**, Seyda Nur Vural***

Tingaz, E. O., Altun, M., and Vural, S. N. (2019). Examination of Computer Game Addiction and Attention in Turkish Secondary School Students. i-manager’s Journal on Educational Psychology, 13(1), 29-36. https://doi.org/10.26634/jpsy.13.1.15664

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Prabhjyot Kour * , Pallavi Sachdeva **

* University of Jammu, Jammu and Kashmir, India. ** Department of Lifelong Learning, University of Jammu, Jammu and Kashmir, India.

Kour, P., and Sachdeva, P. (2019). Childhood Maltreatment and Suicide Ideation among Male and Female College Students. i-manager’s Journal on Educational Psychology, 13(1), 37-44. https://doi.org/10.26634/jpsy.13.1.16109

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Arul* , K. Saileela**

* School of Education, Tamil Nadu Open University (TNOU), Tamil Nadu, India. ** Department of Education, Annamalai University, Tamil Nadu, India.

Lawrence, A. S. A., and Saileela, K. (2019). Self-Concept and Self-Regulation of Higher Secondary Students. i-manager’s Journal on Educational Psychology, 13(1), 45-53. https://doi.org/10.26634/jpsy.13.1.15497

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Donald J. Comi*

*School of Education, Whitworth University, Washington, USA.

Comi, D. J. (2019). First Year Engagement: The Transition to University. i-manager’s Journal on Educational Psychology, 13(1), 54-66. https://doi.org/10.26634/jpsy.13.1.15847

Abstract

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Rahim Kamruddin Merchant* , Inara Rafiq, Nasreen Rafiq, Neelam Rafiq, Anaiz Ahmed Khowaja

* Department of Education, Andhra University, Andhra Pradesh, India.

** Institute of Advanced Studies in Education, Andhra University, Andhra Pradesh, India.

*Mayo Clinic, USA.

** School of Education, Capella University, USA.

Muhammad Ali Mustapha* , Yagana S. Wali , Fatihi A. Abulfathi*

Emre Ozan Tingaz * , Meryem Altun, Seyda Nur Vural*

* University of Jammu, Jammu and Kashmir, India.

** Department of Lifelong Learning, University of Jammu, Jammu and Kashmir, India.

* School of Education, Tamil Nadu Open University (TNOU), Tamil Nadu, India.

** Department of Education, Annamalai University, Tamil Nadu, India.