i-manager’s Journal on Educational Psychology最新文献_第7页

A DESIGN FOR COMPARING CTT AND IRT IN TEST ASSEMBLY, SCORING AND ARGUMENTATION: DIFFERENCES AMONG RELIABILITY, INFORMATION AND VALIDATION 比较CTT和irt在测试装配、评分和论证方面的设计:可靠性、信息和有效性的差异

i-manager’s Journal on Educational Psychology Pub Date : 1900-01-01 DOI: 10.26634/jpsy.13.2.16084

Mohammed Alqarni Abdulelah

引用次数: 0

INFLUENCE OF CLIENTS' COUNSELLING EXPECTATIONS ON PSYCHOLOGICAL HELP SEEKING BEHAVIOUR AMONG STUDENTS IN NATIONAL OPEN UNIVERSITY OF NIGERIA 尼日利亚国立开放大学学生心理求助行为对来访者咨询期望的影响

i-manager’s Journal on Educational Psychology Pub Date : 1900-01-01 DOI: 10.26634/JPSY.14.1.16213

Onjefu Okopi Fidel, M. Clifford

{"title":"INFLUENCE OF CLIENTS' COUNSELLING EXPECTATIONS ON\u0000 PSYCHOLOGICAL HELP SEEKING BEHAVIOUR AMONG STUDENTS\u0000 IN NATIONAL OPEN UNIVERSITY OF NIGERIA","authors":"Onjefu Okopi Fidel, M. Clifford","doi":"10.26634/JPSY.14.1.16213","DOIUrl":"https://doi.org/10.26634/JPSY.14.1.16213","url":null,"abstract":"The researchers investigated the influence of counselling expectations of students on their behaviours toward seeking psychological help in NOUN in Nigeria. The descriptive survey research design was used for this study. Four research questions and four hypotheses were formulated. Stratified randomisation was used to select six hundred (600) students from Lagos study, Port Harcourt Centre, Enugu Centre, Makurdi Centre and Maiduguri Centres of the National University of Nigeria. The brief form of abbreviated version of Counselling Expectations survey questionnaire containing 52 items was used. The questionnaire which is designed to measure expected counsellor’s expertise, students’ personal commitment and counsellor’s facilitative ability in building therapeutic relationship was validated, piloted tested and used for the research. Counsellor’s expertise was the most influential factor in students’ counselling expectations. When the hypotheses were tested at P<.05, Alpha level significant using IBM des étudiants en matière de conseil dans la recherche d’un comportement d’aide psychologique.","PeriodicalId":123621,"journal":{"name":"i-manager’s Journal on Educational Psychology","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114561574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

THEORETICAL BASIS FOR EVOLVING TAXONOMY OF THEAFFECTIVE DOMAIN 情感领域分类学进化的理论基础

i-manager’s Journal on Educational Psychology Pub Date : 1900-01-01 DOI: 10.26634/jpsy.15.2.17982

Datt Sachin

引用次数: 0

Adult learners' motivators from instructors' perceptions: a case of a political science program in vietnam

i-manager’s Journal on Educational Psychology Pub Date : 1900-01-01 DOI: 10.26634/jpsy.15.4.18701

T. Le, T. C. Tran, Thi Hue Man Vo, Quoc Lap Trinh

{"title":"Adult learners' motivators from instructors' perceptions: a case of a political science program in vietnam","authors":"T. Le, T. C. Tran, Thi Hue Man Vo, Quoc Lap Trinh","doi":"10.26634/jpsy.15.4.18701","DOIUrl":"https://doi.org/10.26634/jpsy.15.4.18701","url":null,"abstract":"Teaching adult learners is not an easy mission for instructors. Among many factors affecting adult learners' learning, motivation seems to be the most significant. Studies on adult learners' motivation, especially on Vietnamese ones who pursue political science programs to become leaders in government offices and in the private sector, are still limited. Accordingly, this current study was conducted to investigate what motivates adult learners to be successful in their learning. Forty-six instructors who have worked with adult learners in political science programs for at least five years participated in this study to provide their perceptions of adult learners' reasons for taking an advanced political science course. A sixteen-item questionnaire was used to collect the quantitative data on teachers' perception of learners' motivators, and two focus group interviews were conducted to gain an in-depth understanding of the motivators stimulating learners to get involved and thrive in their study program. According to the survey results, the instructor participants perceived the desire to serve the community and the country and the trust of beloved people as the primary motivators for encouraging adult learners to continue their learning. Additionally, personal advancement and selfinterest were also believed to have a remarkable impact on adult learners' learning motivation. The research context contributes to an explanation of why these motivators were highly perceived as adult learners' motivators. The results also stated the important role of institutional support for them to stay focused on their learning and foster the values of their school comeback.","PeriodicalId":123621,"journal":{"name":"i-manager’s Journal on Educational Psychology","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130004595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Demotivating factors experienced by teacher educators in synchronous distance education: A hermeneutic phenomenology research 同步远程教育教师的失动力因素:解释学现象学研究

i-manager’s Journal on Educational Psychology Pub Date : 1900-01-01 DOI: 10.26634/jpsy.16.1.18893

Akay Cenk

{"title":"Demotivating factors experienced by teacher educators in synchronous distance education: A hermeneutic phenomenology research","authors":"Akay Cenk","doi":"10.26634/jpsy.16.1.18893","DOIUrl":"https://doi.org/10.26634/jpsy.16.1.18893","url":null,"abstract":"Just like every system, distance education also has disadvantages as well as advantages. The aim of the study is to examine the experiences of the teacher trainers about the difficulties or problems that demotivate them in synchronous distance education applications from a hermeneutic phenomenological point of view and to explain in detail their justifications. In this study, attention was paid to the fact that the teacher trainers had synchronous distance education experience of at least two years. The research participants were chosen in accordance with the purposive maximum variation sampling strategy. Eleven teacher trainers consented to participate. As a result of the research, it was concluded that the teacher trainers were partly demotivated in the synchorous distance education process. Different sources of this demotivation were obtained from the findings of the trainers based on their experiences. Accordingly, it has been concluded that the factors that demotivate the trainers are, technological and physical infrastructure problems, hardware inadequacies, problems arising from the characteristics of the platforms used, the inadequacies and inexperience of the trainers themselves in synchronized distance education, the unwillingness of the students in this process, the technological inadequacies and problems students experience in synchronized distance education, the inability to effectively measure and evaluate pedagogically, the inability to implement different teaching methods in the classroom, the inadequacies of the instructional programmes and course materials, the inability to create a studentteacher and student-student interaction.","PeriodicalId":123621,"journal":{"name":"i-manager’s Journal on Educational Psychology","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128314292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

THE EFFECTIVENESS OF MINDFULNESS-BASED COGNITIVE THERAPY ON ANXIETY AND AGGRESSION OF THE FEMALE STUDENTS 正念认知疗法对女学生焦虑与攻击行为的治疗效果

i-manager’s Journal on Educational Psychology Pub Date : 1900-01-01 DOI: 10.26634/JPSY.12.4.15486

Khaneh Keshi Ali, Azizi Moghadam Masoumeh

引用次数: 1

Assessing measurement invariance with dichotomous items: The case of early grade mathematic assessment from the zambian sample 评估测量不变性与二分类项目:从赞比亚样本的初等数学评估的情况

i-manager’s Journal on Educational Psychology Pub Date : 1900-01-01 DOI: 10.26634/jpsy.16.1.18942

Mumba Brian, Alici Devrim, Uzun N. Bilge

{"title":"Assessing measurement invariance with dichotomous items: The case of early grade mathematic assessment from the zambian sample","authors":"Mumba Brian, Alici Devrim, Uzun N. Bilge","doi":"10.26634/jpsy.16.1.18942","DOIUrl":"https://doi.org/10.26634/jpsy.16.1.18942","url":null,"abstract":"Assessment of measurement invariance is an essential component of construct validity in psychological measurement. However, the procedure for assessing measurement invariance with dichotomous items partially differs from that of invariance testing with continuous items. However, many studies have focused on invariance testing with continuous items or ordered polytomous items. Hence, this study assessed the measurement invariance with dichotomous items using Confirmatory Factor Analysis. The study was conducted with data from primary school students who participated in the Early Grade Mathematics Assessment Survey (EGMA) from different provinces of Zambia in 2018. The study determined measurement invariance for three subtests of EGMA according to gender. The total sample consisted of 4698 individuals (49% male, n = 2305 and 51% female, n = 2393). The method used was a Confirmatory Factor Analysis with three highly correlated factors, number identification, number discrimination, and recognition of number patterns. The findings revealed measurement invariance of the EGMA model as defined by three subtests (number identification, number discrimination, and recognition of number patterns) across gender subgroups. However, individual analysis of each subtest revealed that the test scores have the same unit of measurement for both male and female on two factors, excluding those of number identification that lack measurement invariance. Finally, these results contribute to evidence of validity for EGMA scores in terms of their internal structure from the perspective of equality of measurement.","PeriodicalId":123621,"journal":{"name":"i-manager’s Journal on Educational Psychology","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127466324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

CHILDHOOD MALTREATMENT AND SUICIDE IDEATION AMONG MALE AND FEMALE COLLEGE STUDENTS 男女大学生童年虐待与自杀意念

i-manager’s Journal on Educational Psychology Pub Date : 1900-01-01 DOI: 10.26634/jpsy.13.1.16109

Kour Prabhjyot, S. Pallavi, India. . Kashmir

引用次数: 0

The role of distance education in teachers' work-life balance 远程教育在教师工作与生活平衡中的作用

i-manager’s Journal on Educational Psychology Pub Date : 1900-01-01 DOI: 10.26634/jpsy.15.4.18646

Kandemir Ayhan, Sezgin Nartgün Şenay

引用次数: 0