Nanotechnology Learning Innovation: “The Quantum Tripositive Biosmart Nanobiotechnology Model” that Supports a Healthy, Caring,and Nurturing Learning Environment
Effect of Job Stress (Job Itself, Role Management) Work Overload Work Family Conflict Job Embeddedness and Job Satisfaction on Job Performance of School Educators
Exploring Teachers’ Perceptions of Professional Development: A Report of a Research Study undertaken in Thimphu District schools.
NHT: A Potential Intervention to Improve Students’ Cognition and Performance in Bio-Sciences
The Analysis of High School Students’ Attitudes towards Physical Education and Sports Class
Effect of Academic Stress on Achievement Motivation among College Students
The Standing of Hands-On Learning in Education
The Role of Self-Fulfilling Prophecies in Education: Teacher-Student Perceptions
Predictors of Academic Resilience among Students: A Meta Analysis
Impact of Divorce on Students’ Life
Cognitive Versus Learning Styles: Emergence of the Ideal Education Model (IEM)
Adolescents’ Computer Mediated Learning And Influences On Interpersonal Relationships
Observing Emotional Experiences in Online Education
The intelligence of the hands: studying the origin of pedagogical craft education
Ideation training via Innovation Education to improve students’ ethical maturation and social responsibility
This study compared the psychometric properties of reliability in Classical Test Theory (CTT), item information in Item Response (IRT), and validation from the perspective of modern validity theory for the purpose of bringing attention to potential issues that might exist when testing organizations use both test theories in the same testing administration. It was found that reliability, instead using corrected item-total test score correlations, and item information functions are only grossly similar and their conjoint use should be compartmentalized in the processes of test assembly, pre-testing, and scoring broadly speaking. For validity, only minor differences attributable to scoring processes are conceivable, but the main problem is that too much subjectivity by way of different arguments being constructed using the same test and test scores engenders a lack of consensus in the meaning of arguments. A checklist is presented for consideration by test validators that will produce greater consensus of arguments by improving argument comprehensiveness.
In this study, the effect of gender roles and perceived parental attitudes on career decision-making self-efficacy levels of university students was investigated. In addition, students' self-efficacy levels were evaluated according to gender, age, department, and class variables. A total of 248 students from different departments of Erciyes University Faculty of Sport Sciences participated in the study. Participants were administered the Gender Roles Scale (GRAS), Perceived Parental Attitudes Scale (PPAS), and Career Decision Making Self-Efficacy Scale (CMSS). Mann Whitney U test, Kruskal Wallis test, Post Hoc test, Correlation analysis, and Hierarchical Regression analysis were used for the data. According to the results the study, gender roles and perceived parental attitudes of students had an effect on self-efficacy of career decision making. CMSS scores did not differ according to gender and grade, but differed by age and department. The fact that teachers have an egalitarian gender role can enable their students to have an egalitarian attitude. Therefore, it can be said that students should gain parental support in order to gain an egalitarian perspective on gender roles and guidance studies should be emphasized in order to develop their own thoughts, behaviors, and attitudes.
The objective of the present study was to examine how Atheist, Christian, and Muslim elite athletes motivate themselves before competitions. Using a semi-structured format qualitative design, seventeen elite male volleyball players were interviewed. For Muslim athletes, the focus was on “Praying” with the highest frequency, while for Christian athletes the “Visualization” had the highest frequency. For Atheist athletes, “Winning the Game” was the highest frequency. Muslim, Christian, and Atheist athletes had similar motivation focus point as; “Want to Do the Best”. When we compared the Muslim and Christian athletes, “Stay Alone” and “Want to Do the Best” were common motivation styles for them. They prefered to stay alone because of some reasons such as; suppress excitement, imagine, and relaxing. There was no similar expression between Muslim and Atheist athletes. “Desire to Win” and “Listen to Music” were common expressions for Christian and Atheist athletes.
The study assessed the relationship among the factors of inhibition control, working memory and cognitive flexibility in relation to cognitive development of children. Total 30 children (17 male and 13 female) age group 6-7 years old (Mean =6.5 ; SD = 0.34) participated in the study. In this study, we used Stroop Task, saccadic test, and Simon Task Flanker Task to assess the inhibitory control. In addition, Working Memory Tasks, Cognitive Flexibility Tasks, and Cognitive Development scale assessed working memory, cognitive flexibility and cognitive development. It resulted that processing speed, selective attention, and automaticity factors of inhibitory control has significant relationship with cognitive development of children. Moreover, the timing and kinematics factors of inhibitory control assessed by Saccadic Task, found significant relationship with cognitive development. Not only was that but also the tendency to respond the stimulus has also significant relation with cognitive development that was assessed by Simon Task. Children's detection and recognition of target factor of inhibitory control was assessed by Flankar Task found significant relationship with cognitive development. As a whole processing speed, selective attention, automaticity, timing and kinematics, and tendency to response the stimulus factors were hierarchical related with cognitive development of elementary children.
Mobile learning is getting very popular in this 21st century due to advanced digital technology. Students' in the present day are growing up in a society which is immensely different compared to their teachers. Many educators are struggling to keep up with the modern evolution and there is a need to change teacher beliefs. This study, investigated how students' can benefit if mobile hand held technology is incorporated into their learning. The study further investigates how low socio economic students' manage this technological evolution. Peer reviewed journals were analysed to find out how mobile digital technology is improving students' academic achievement level in different parts of the world. This study looked at many peer reviewed journals, but 18 were chosen to be analysed. The journals releveled that incorporation of these technology into lessons improve student motivation, improves academic achievement, improves engagement, builds student – teacher relationship, technology is very easy to use, students' feel comfortable, enhances peer engagement and social media can be beneficial to education. On the other hand, journals also reveal that teacher beliefs needs to be changed, more professional development is needed for teachers, schools are restricting many useful websites as they are fearful, can bring digital divide, can be disruptive to students' and low socio economic students' can be left out. There is an urgent need to involve this technology into lessons as for many students' using these handheld mobile devices has become a daily part of life. Many parents also believe that these devices can help their children achieve improved academic results. Mobile learning motivates and improves student academic achievement level, however many schools around the world do not give students' full access to internet during school hours and many also ban some useful websites which can be very beneficial to student learning.