European Journal of Social & Behavioural Sciences最新文献_第3页

Evaluation of Students’ Perception of the Relationship between Academic Success and Families’ Psychological Nature 评价学生对学业成功与家庭心理本质关系的认知

European Journal of Social & Behavioural Sciences Pub Date : 2018-04-01 DOI: 10.15405/EJSBS.236

Şebnem Erişmen, Ahmet Güneyli, Azize Ummanel, Çelen Dimililer

引用次数: 0

Unlocking US Teachers' Vocal Potential by Raising Awareness about the Body-Mind Interconnectedness in VoicePilates Training 通过提高对发声训练中身心相互联系的认识，释放美国教师的发声潜力

European Journal of Social & Behavioural Sciences Pub Date : 2018-04-01 DOI: 10.15405/EJSBS.234

K. Vainio

{"title":"Unlocking US Teachers' Vocal Potential by Raising Awareness about the Body-Mind Interconnectedness in VoicePilates Training","authors":"K. Vainio","doi":"10.15405/EJSBS.234","DOIUrl":"https://doi.org/10.15405/EJSBS.234","url":null,"abstract":"Teachers are at high risk of voice disorders, and voice trainings are shown to help to prevent the disorders. This qualitative phenomenological study investigated individual experiences of US teachers (n=5) attending “Teachers ́ voice with VoicePilates” interventions. Data was collected on participants ́ VHI (self-reported symptoms of vocal fatigue) and open-ended questionnaires, recordings of preand post-training vocal samples taken during the 4 days of the intervention session and 30 days after the interventions started. Interventions consisted of a voice hygiene lecture (30 min) and 2 x 45 minute and 2 x 2 hour group voice trainings. Participants ́ reflections were compared with the Finnish speech-language pathologists ́ expert group reviews, and they mainly correlated. All the respondents (n=5) felt that they had been paying close attention and have learnt something new about their voice and how to use it during teaching, describing concrete situations where new vocal and postural skills were consciously used. Results of the preliminary study give indications that teachers ́ awareness of their voice in teaching situations can be developed with VoicePilates method, thus improving teachers ́ vocal well-being. This study could offer voice teachers valuable insights in light of recent research in motor learning, hopefully leading to better practice regimens and more effective feedback, the two most important parameters in motor learning. © 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":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122657476","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

Fourth Graders' Objectively Measured Week Long Physical Activity 四年级学生一周体育活动的客观测量

European Journal of Social & Behavioural Sciences Pub Date : 2018-01-31 DOI: 10.15405/ejsbs.252

J. Valtonen, Anna-Liisa Kyhälä, Sari Slotte, Jyrki Reunamo

{"title":"Fourth Graders' Objectively Measured Week Long Physical Activity","authors":"J. Valtonen, Anna-Liisa Kyhälä, Sari Slotte, Jyrki Reunamo","doi":"10.15405/ejsbs.252","DOIUrl":"https://doi.org/10.15405/ejsbs.252","url":null,"abstract":"We explored 10–11 year-old children’s moderate to vigorous physical activity (MVPA) to describe how it is distributed within weekdays, weekend days, the segments of a schoolday and how it meets the global recommendation of ≥ 60 min daily MVPA. Participants were from two fourth classes (N = 33; 20 boys, 13 girls) in the city of Vantaa, capitol area of Finland. PA was measured using a Polar Active® (PAC) wrist-worn accelerometer. A diary supported the accelerometer data. Raw metabolic equivalent (MET) data from accelerometers were transmitted to computer, organized and uploaded to SPSS. We used MET-thresholds moderate PA (MPA) ≥ 3 < 6, vigorous (VPA) ≥ 6 and consequently moderate to vigorous PA (MVPA) ≥ 3. Average daily MVPA was 92 minutes. Differences between weekdays and weekend days existed, but they were at least partly caused by the weather. Global recommendation was met by 21%, more often by girls than boys. However, almost everyone met the recommendation ≥ 4 a week. In segments of the schoolday (lessons, long recesses, short recesses and lunch breaks) the children were physically quite active at 5, 12, 4 and 8 minutes, respectively. Hypothetically summed up, a schoolday accumulated 50 minutes MVPA. Boys accumulated quite systematically slightly more MVPA during schooldays and leisure time. Schooldays play an important role in children’s total MVPA and the current situation is decent. However, teacher educators, decision makers, school administration, principals, teachers and school staff should still aim at finding new ways of making schooldays even more physically active. © 2019 Published by Future Academy www.FutureAcademy.org.uk","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122365216","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

Toward a Blended Learning Model of Teaching Guitar as Part of Primary Teacher Training Curriculum 小学教师培训课程中吉他教学的混合式学习模式探讨

European Journal of Social & Behavioural Sciences Pub Date : 2017-08-30 DOI: 10.15405/EJSBS.222

Vesa Tuisku, I. Ruokonen

{"title":"Toward a Blended Learning Model of Teaching Guitar as Part of Primary Teacher Training Curriculum","authors":"Vesa Tuisku, I. Ruokonen","doi":"10.15405/EJSBS.222","DOIUrl":"https://doi.org/10.15405/EJSBS.222","url":null,"abstract":"This study focused on the challenges that students face during the early state of learning to play the guitar. Based on those challenges, a model of blended learning was developed, which provides a solution to how to organize teaching and answer students’ diverse needs with the aim of encouraging our students to take advantage of blended learning environments and styles. Data were gathered with semi-structured theme interviews. The most critical factors in organizing teaching and designing a blended learning guitar course fell into four categories: Instrument specific challenges, heterogeneous group, learning facilities and course structure, and motivation. The results added depth to knowledge of previous studies on e-learning. Students want to have an instrument in hand when they watch instructional videos online; otherwise, they are just watching videos without learning. This indicates a need to define the concept of autonomous learning more specifically. When and where exactly is it supposed to happen? Results of the relationship between face-toface lessons and e-learning were in line with earlier research, in which both were seen to support each other. © 2017 Published by Future Academy www.FutureAcademy.org.uk","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"1983 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125452556","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: 8

Increasing Immigrant Children’s Participation in the Finnish Early Childhood Education Context 增加移民儿童在芬兰幼儿教育中的参与

European Journal of Social & Behavioural Sciences Pub Date : 2017-08-30 DOI: 10.15405/EJSBS.223

Outi Arvola, Anna-Leena Lastikka, Jyrki Reunamo

{"title":"Increasing Immigrant Children’s Participation in the Finnish Early Childhood Education Context","authors":"Outi Arvola, Anna-Leena Lastikka, Jyrki Reunamo","doi":"10.15405/EJSBS.223","DOIUrl":"https://doi.org/10.15405/EJSBS.223","url":null,"abstract":"The ongoing immigration flow poses challenges to the development of inclusive early childhood education (ECE) in Finland. This article focuses on immigrant children ́s participation as a means to developing effective pedagogical practices in the Finnish ECE settings. The research method involves collecting large-scale observation data (N=316) based on a random sampling of immigrant children’s everyday activities in the ECE context. The results show that the children’s participatory action is correlated with their involvement, deepening their level of inclusion in the particular situation. Participatory action is also related to peer relations with a group of children or another child. Role play is positively correlated with participatory action. The results imply the need for more attention to jointly creating and supporting elaborated learning practices and contexts, as well as to understanding the crucial roles of peer relations and ECE teachers in promoting children’s interaction, participation and role play. Teachers should develop daily actions and practices to be more accessible and understandable for all children to participate. The results demonstrate that the participation of immigrant children and families needs more effective interventions in the Finnish ECE setting. © 2017 Published by Future Academy www.FutureAcademy.org.uk","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115617326","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: 12

Student Experiences with a Digital Tool for Music Practice and Learning 学生使用数字工具进行音乐练习和学习的体验

European Journal of Social & Behavioural Sciences Pub Date : 2017-08-01 DOI: 10.15405/ejsbs.224

R. Upitis, Karen Boese, P. Abrami

{"title":"Student Experiences with a Digital Tool for Music Practice and Learning","authors":"R. Upitis, Karen Boese, P. Abrami","doi":"10.15405/ejsbs.224","DOIUrl":"https://doi.org/10.15405/ejsbs.224","url":null,"abstract":"The research literature suggests that learning to play a music instrument can be a long and complex process. Weekly music lessons are challenging to students who are not motivated to practise between lessons, and who may stop taking lessons before reaching musical proficiency. The literature also suggests that those students who develop strong habits of self-regulation are most likely to succeed as musicians. The present study was designed to determine whether a digital tool, designed to support music practising and learning through selfregulation, could help motivate students to practise and to achieve musical success. Following a case study protocol, data were collected from three music teachers and their students, all of whom used a digital practice tool (Cadenza) over a 10-month period. The results indicated that Cadenza was a powerful motivator for many – but not all – of the students. Five student profiles were identified, ranging from weak students who did not appear to benefit from Cadenza, to strong students whose proficiency improved when using Cadenza. Of particular interest were the weak or average students for whom Cadenza was transformative. The study concludes with a description of the features of Cadenza that proved to be most important for motivating students and for the resulting progress in self-regulatory learning and musicianship. © 2017 Published by Future Academy www.FutureAcademy.org.uk","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127226433","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: 4

Self-Efficacy and Burnout Syndrome among Teachers 教师自我效能感与职业倦怠

European Journal of Social & Behavioural Sciences Pub Date : 2017-08-01 DOI: 10.15405/ejsbs.219

I. Smetackova

{"title":"Self-Efficacy and Burnout Syndrome among Teachers","authors":"I. Smetackova","doi":"10.15405/ejsbs.219","DOIUrl":"https://doi.org/10.15405/ejsbs.219","url":null,"abstract":"Since the burnout syndrome is highly prevalent in the teaching profession, there is a great need to identify protective factors from chronic stress and long-term professional dissatisfaction among teachers. One of these could be self-efficacy. This study examines the connection between burnout syndrome and self-efficacy among the teachers at Czech grammar schools. The sample consists of 2394 teachers at Czech grammar schools. The survey instrument were two questionnaires which included: 1) Shirom-Melamed Burnout Scale and 2) Czech Teachers Self-efficacy Scale which was developed within the study. Both instruments showed good reliability (over .90) and other acceptable psychometrics. The findings revealed that the correlation between burnout and self-efficacy was significant and different rates of burnout among teachers with high self-efficacy and low self-efficacy. In conclusion, the study detected a negative correlation between self-efficacy and burnout syndrome. A strong correlation was found between emotional burnout and self-efficacy. The correlations between burnout subscales and self-efficacy subscales were also considered. The differences based on gender, teaching experience and educational level were also considered with regard to burnout and self-efficacy. The three-factor structure of the Shirom-Melamed Burnout Scale and its excellent psychometrics, including high reliability, were confirmed for the Czech version (Ptacek et al., in print). The original SMBM includes 14 items divided into three subscales. However, for the purpose of this study, only 13 items were used because in the Czech language two items referring to physical exhaustion are too close in meaning and show an unacceptably high correlation. The norms (the mean scores) were adapted to 13 items in total.","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114074307","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: 24

The Relationship between Educational Leadership and Teachers’ Self-efficacy 教育领导与教师自我效能感的关系

European Journal of Social & Behavioural Sciences Pub Date : 2017-08-01 DOI: 10.15405/EJSBS.221

L. Hoxha, Z. Hyseni-Duraku

{"title":"The Relationship between Educational Leadership and Teachers’ Self-efficacy","authors":"L. Hoxha, Z. Hyseni-Duraku","doi":"10.15405/EJSBS.221","DOIUrl":"https://doi.org/10.15405/EJSBS.221","url":null,"abstract":"Leadership style of school principals is considered an influential factor in teachers’ self-efficacy. However, very few studies have explored the relationship between the transformational and transactional leadership style of school principals and self-efficacy of teachers. The aim of this study is to investigate the relationship between teachers’ self-efficacy and their perceptions of leaders/principals’ behaviour, with a special focus on the transactional and transformational leadership practices. Quantitative research design employing a stratified random sampling was used for this study. A total of (n= 357) teachers were surveyed, using the Multifactor Leadership Questionnaire (MLQ) and Bandura’s Instrument for self-efficacy. The strongest correlation was noticed between Idealized influence and self-efficacy for climate in schools (r = .377, p<.001), while Individual Consideration was found to be the strongest predictor of self-efficacy for teaching F (1,355) = .363, p<.000) with an R2 of .132. All four attributes of transformational leadership and two attributes of transactional leadership (contingent reward and active management by exception) were significantly associated with attributes of self-efficacy, whereas passive management by exception was the only leadership trait that was correlated negatively with self-efficacy. Results could point to contextual and cultural explanations regarding the perception of authority and leadership. Further work is needed to provide a better understanding of the relationship between attributes of transformational and transactional leadership and self-efficacy. The study provides practical implications that can be used in educational settings.","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"233 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126029201","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: 14

Risky Behaviours in Adolescence: A Brief Overview of Unintentional Injuries 青少年的危险行为:意外伤害的简要概述

European Journal of Social & Behavioural Sciences Pub Date : 2017-08-01 DOI: 10.15405/ejsbs.217

Rafael Filiberto Forteza Fernández, L. Korneeva

引用次数: 0

Student Perceptions of Workplace Corruption and its Effect on their Academic Motivation 学生对职场腐败的认知及其对学习动机的影响

European Journal of Social & Behavioural Sciences Pub Date : 2017-08-01 DOI: 10.15405/EJSBS.220

Njomza Llullaku, Dashamir Bërxulli

引用次数: 6