European Journal of Social & Behavioural Sciences最新文献_第2页

Counselling in an Ancient Hindu text: A case for CBT in the Sri Madbhagavad Gita focusing on Arjuna’s distress 古印度文本中的咨询:关注阿尔诸那痛苦的《摩诃伽梵歌》中CBT的案例

European Journal of Social & Behavioural Sciences Pub Date : 2020-04-23 DOI: 10.15405/ejsbs.276

Aditya Angiras

引用次数: 2

Ethics in Business: A Case Study of a Pharmaceutical Company 商业伦理:一家制药公司的案例研究

European Journal of Social & Behavioural Sciences Pub Date : 2020-04-17 DOI: 10.15405/ejsbs.273

R. Ganesan, R. Thambusamy

引用次数: 1

Overcoming the Ideology of Extremism and Terrorism among Today’s Youth 克服当今青年中的极端主义和恐怖主义意识形态

European Journal of Social & Behavioural Sciences Pub Date : 2020-04-17 DOI: 10.15405/ejsbs.272

S. Oganesyan

引用次数: 1

Cognitive Behavioural Therapy Treatment for Child Anger Management 认知行为疗法治疗儿童愤怒管理

European Journal of Social & Behavioural Sciences Pub Date : 2020-04-17 DOI: 10.15405/ejsbs.274

Zafer Bekirogullari, Sevim Y. Asvaroǧlu

引用次数: 2

Development of Competencies of Elementary School Pupils Using Educational Robotic Kits 使用教育机器人套件发展小学生的能力

European Journal of Social & Behavioural Sciences Pub Date : 2020-01-16 DOI: 10.15405/ejsbs.267

Petr Coufal

引用次数: 1

Differences in Student Learning Outcomes that Utilize High Impact Practices 使用高影响实践的学生学习成果差异

European Journal of Social & Behavioural Sciences Pub Date : 2020-01-16 DOI: 10.15405/ejsbs.266

L. Simons, Charlotte Marshall, Nancy Blank, Natalie Weaver

{"title":"Differences in Student Learning Outcomes that Utilize High Impact Practices","authors":"L. Simons, Charlotte Marshall, Nancy Blank, Natalie Weaver","doi":"10.15405/ejsbs.266","DOIUrl":"https://doi.org/10.15405/ejsbs.266","url":null,"abstract":"This study compares student learning outcomes for 1,500 students enrolled in psychology courses that utilize academicand cultural-based service-learning and experiential learning (i.e., internships) as primary pedagogical methods. A repeated measures analyses of variance with post hoc Tukey HSD analyses were conducted to measure differences in student learning outcomes from the beginning to the end of the semester for academic-based service-learners (ABSL), cultural-based service-learners (CBSL), and experiential learners (EL). There were significant Group x Time interaction effects. Experiential learners and academic-based service-learners increased their guilt and shame regarding their own Whiteness from the beginning to the end of semester compared to cultural-based service-learners. Cultural-based service-learners also increased their intercultural relationships, civic responsibility, interpersonal engagement, and understanding of diversity content by the end of the semester. ABSL, CBSL, and EL contribute to different student learning outcomes. The alignment between HIPs and student learning outcomes is discussed. © 2020 Published by Future Academy www.FutureAcademy.org.uk","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130808644","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: 3

Teachers Support of Students’ Social-Emotional and Self-Management Skills Using a Solution-Focused Skillful-Class Method 教师使用以解决方案为中心的技巧课堂方法支持学生的社会情绪和自我管理技能

European Journal of Social & Behavioural Sciences Pub Date : 2020-01-16 DOI: 10.15405/ejsbs.269

S. Niu, H. Niemi

{"title":"Teachers Support of Students’ Social-Emotional and Self-Management Skills Using a Solution-Focused Skillful-Class Method","authors":"S. Niu, H. Niemi","doi":"10.15405/ejsbs.269","DOIUrl":"https://doi.org/10.15405/ejsbs.269","url":null,"abstract":"Increasing importance is being attached to support students’ learning of social-emotional and self-management skills as they may experience all kinds of difficulties and problems at school. How can teachers support students to learn useful skills to overcome these problems? The purpose of this study is to assess the effectiveness of the Skillful-Class method, which teachers can use in their classrooms to support students learn social-emotional and self-management skills in a supportive and collaborative learning environment. A Skillful-Class project was conducted in 22 Finnish and 18 Chinese primary school classes. Data was collected by preand post-questionnaires from autumn 2018 – spring 2019. Qualitative data was collected using a post questionnaire with open-ended questions, interviews, and discussions on webpages, which were reviewed by content analysis. There is clear evidence showing that students’ skills improved significantly; further, the relationships among students, teachers, and parents also improved. The students became more supportive of and collaborative with each other. The teachers’ responses also show that their work became easier at school when students learned many social-emotional and self-management skills. Based on these findings, we can conclude that the Skillful-Class method is an effective tool for teachers to help students learn skills. Further, it improves the collaboration among teachers, students, and parents, and builds a supportive and collaborative learning community. © 2020 Published by Future Academy www.FutureAcademy.org.uk","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133535503","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: 6

Pragmatics Communication Deficiencies and the Role of Gamification 语用学、交际缺陷与游戏化的作用

European Journal of Social & Behavioural Sciences Pub Date : 2018-06-15 DOI: 10.15405/EJSBS.232

E. Toki, P. Fakitsa, Konstantinos Drosos, J. Pange, V. Siafaka, A. Karampas, P. Petrikis

{"title":"Pragmatics Communication Deficiencies and the Role of Gamification","authors":"E. Toki, P. Fakitsa, Konstantinos Drosos, J. Pange, V. Siafaka, A. Karampas, P. Petrikis","doi":"10.15405/EJSBS.232","DOIUrl":"https://doi.org/10.15405/EJSBS.232","url":null,"abstract":"The proper use of language for communication in any context is defined as Pragmatics. Pragmatics includes the linguistic adjustments made (what is said, how it is said, body language, appropriateness) in order to accomplish the communication goal. Children and adults may be referred for rehabilitation when pragmatic communication deficits have an impact on social functioning, employment, and family/marital relationships (Turkstra, et al., 2016). The aim of this study is to examine gamification as an alternative to supplement clinical assessment procedures of an individual’s communication deficiencies with a focus on pragmatics perception, which led to the creation of a mobile gamified procedure designed to collect data on pragmatics perception. The gamified procedure was created in Kahoot! and was played by a sample of two hundred and fifty-six (256) university students with non-acquired communicative deficits studying health related courses in Greece. Data on points scored, response accuracy and duration of time spent on of each language feature was recorded. A detailed description on students’ pragmatics abilities and motivation was reported. The results of the study described normative data concerning points scored, response time and accuracy of language features. Statistically significant differences were found between genders in terms of response accuracy and time for some language features. The gamified e-assessment has the clear potential to contribute innovatively to the clinical assessment procedures of pragmatic communicative deficits including the needs of individuals with developmental disorders, psychiatric disorders, acquired brain injury, neurodegenerative disorders in a motivating way along with current technological advances of face to face and/or telepractice services. © 2018 Published by Future Academy www.FutureAcademy.org.uk","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125967767","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: 3

Effects of Economic Recession on the Lifestyle of Undergraduates in Nigeria 经济衰退对尼日利亚大学生生活方式的影响

European Journal of Social & Behavioural Sciences Pub Date : 2018-06-15 DOI: 10.15405/ejsbs.235

A. Lasode, Oluwabusola C. Waare, O. Soetan

{"title":"Effects of Economic Recession on the Lifestyle of Undergraduates in Nigeria","authors":"A. Lasode, Oluwabusola C. Waare, O. Soetan","doi":"10.15405/ejsbs.235","DOIUrl":"https://doi.org/10.15405/ejsbs.235","url":null,"abstract":"The implications of economic recession on undergraduate students cannot be overlooked. This study investigated the effects of economic recession on the lifestyle of undergraduates in Nigeria. Simple random sampling technique was used to select 247 respondents. Data were collected with the aid of questionnaire and analyzed using descriptive and inferential statistics. The mean age of the respondents was 23 years. Results showed that, among the perceived indicators of economic recession, a general rise in price of goods and services (mean=4.34) ranked first, followed by an inadequate regulation framework for financial institutions (mean=4.05). In terms of lifestyle, the majority of respondents (88.7%) engaged in religious activities while 82.8% engaged in peer group-related activities. In terms of coping strategies, the highest percentage of respondents (85.5%) prioritised what they do in their social life, while 82.4% respondents organized their daily activities and how best to accomplish tasks. Loss of sense of direction and purpose (mean=4.13) ranked highest among the effects of economic recession while living life one day at a time and not thinking about the future (mean=3.90) ranked second. There was a significant relationship between indicators of economic recession and effect of economic recession on lifestyles of undergraduates (r=0.291). It is recommended that parents or other care-givers should ensure that they provide for the needs of their children during economic recession to prevent their engagement in negative social vices and actions that may affect their lifestyles. © 2018 Published by Future Academy www.FutureAcademy.org.uk","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124353201","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: 1

A Comparison of the Entrance Examinations for Postgraduate Music Education at Selected Estonian and Finnish Universities 爱沙尼亚和芬兰大学研究生音乐教育入学考试比较

European Journal of Social & Behavioural Sciences Pub Date : 2018-04-01 DOI: 10.15405/EJSBS.233

I. Ruokonen, K. Kiilu, Anu Sepp, Heikki Ruismäki

引用次数: 0