European Journal of Social & Behavioural Sciences最新文献

{"title":"E-Learning Environments, Opportunities and Challenges in Teaching and Learning to Play the Piano in Student Teacher Education","authors":"Jukka Enbuska, Atte Santeri Rimppi, L. Hietanen, Vesa Tuisku, I. Ruokonen, Heikki Ruismäki","doi":"10.15405/EJSBS.226","DOIUrl":"https://doi.org/10.15405/EJSBS.226","url":null,"abstract":"Digitalization has become a part of Finnish education from elementary schools to universities. Additionally, students have begun to participate in university administration, thus participating in course development and design. Blended learning has arrived on the education scene, providing solutions on how to create e-learning environments and how to make them useful for students as well as teachers. The purpose of this research is to study the possibilities and challenges of e-learning environments in student teachers’ piano courses. What is the position of e-learning environments compared to face-to-face or contact lessons? We want to know where students go to get information about piano playing and how students perceive autonomous learning, guided autonomous learning, and group contact lessons. The data was gathered from a large group lesson, from piano lessons in groups of different sizes, and from students’ assignments where they reflected on the relationship between e-learning environments and contact lessons for the development of their piano playing and musicianship. The e-learning environments had good design and content; however, students pointed out that it is important to possess some musical skills in order to fully benefit from these environments. Students need to be instructed on the benefits of and how to use e-learning platforms and blended learning to enhance their knowledge and skills through independent learning. © 2018 Published by Future Academy www.FutureAcademy.org.uk ∗ Corresponding author. Tel.: +0-000-000-0000 ; fax: +0-000-000-0000 . E-mail address: jukka.enbuska@ulapland.fi eISSN: 2301-2218 Selection & Peer-review under responsibility of the Editors 2563","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114980848","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}

{"title":"The Career Paths of Primary School Principals in Cyprus and Malta: A Comparative Study","authors":"Azize Ummanel","doi":"10.15405/EJSBS.196","DOIUrl":"https://doi.org/10.15405/EJSBS.196","url":null,"abstract":"1.IntroductionIn the late twentieth century, the term 'school leadership' came into currency and the concept of leadership was favored because it conveys dynamism and pro-activity. School leadership, in other words, educational leadership is a field of study and practice concerned with the operation of schools and other educational organizations (Bush, 2008). The principal is commonly thought to be the school leader. However, school leadership may include other people such as senior teachers, members of formal in-school teams and those who contribute to the aims of the school (Waters & Marzano, 2006). According to Rhodes and Brundrett (2009), an essential linkage between leadership and learning should be understood to involve incumbent senior leaders in schools, enabling teachers to improve their practice by fostering and supporting continued teacher professional development. Jones and Pound (2008) stated that the leaders and managers play a significant role in enabling other practitioners to develop the necessary capabilities in a climate of significant change and developments.Educational leadership has progressed from being a new field, dependent upon ideas development, to other settings to become an established discipline with its own theories and significant empirical data testing their validity in education (Bush, 2011). Arguably, understanding school leadership requires new studies in the field of education. One of the leading studies about principals' career development can be attributed to Peter Ribbins, who carried it out in the United Kingdom in 1997 and presented it at The National Conference of the British Educational Administration Society in the University of Oxford. Ribbins aimed to find out what the principals had done for the job as well as what the job had done for them. He used a qualitative interview method which included nineteen questions that focused on the idea that educational leaders, rather than systems are responsible for managing institutions. In-depth analyses showed that there was no strong parental effect on choosing teaching and principalship as a profession. However, parental effect was found to impact on some specific areas. In general, they had an uncertain start to their careers; they did not experience their career development as a planned process. Rather, it was simply a matter of being at the right place at the right time. Furthermore, all their decisions fell within a broad framework of educational values; knowing what they wanted to create and lead, and realizing that headship would allow them to achieve their goals. This study provided the catalyst for many other studies. One of them was carried out as a collective research project under the leadership of Gronn and Ribbins (2003) in four island states involving Singapore (Chew et al. 2003), Hong Kong (Wong & Ng, 2003), Cyprus (Pashiardis & Ribbins, 2003) and Malta (Bezzina & Cassar, 2003). Although different results were noted in those countries, some ke","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114510374","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}

{"title":"Fine Tuning of a Study Abroad Course for Japanese EFL Students","authors":"J. Maune","doi":"10.15405/EJSBS.194","DOIUrl":"https://doi.org/10.15405/EJSBS.194","url":null,"abstract":"1.IntroductionThere are many benefits gained by participating in study abroad (SA) programs. The most obvious is of course that second language acquisition (SLA) of the target language (TL) can, and should, occur during daily activities and is not limited to just the classroom (Pellegrino, 1998; Isabelli & Nishida, 2005; Shively, 2013). However, not all students utilize their immersive environment and its subsequent TL opportunities (Dewey, 2013), and SLA improvement due to SA participation is contested by some studies (Isabelli & Nishida, 2005). The duration of time spent for SA seems to correlate with improved SLA (Shively, 2013; Sasaki, 2011), but short term SA programs of four weeks or less have also been shown to be effective for stimulating SLA as well as increased intercultural awareness (Amuzie & Winke, 2009; Anderson, 2006; Jackson, 2006). Motivation (Isabelli, 2006), language learning beliefs (Amuzie & Winke, 2009), and self-efficacy (Cubillos & Ilvento, 2012) have also been shown to benefit from SA. However, individual student's benefits range widely from significant improvement to minimal (Isabelli, 2006; Shively, 2013) and, for intercultural development at least, there are questions about whether the benefits are long lasting (Rexeisen, 2008). A recent finding is that SA is positively correlated to increases in creative thinking (Lee, 2012; Maddux & Galinsky, 2009). These diverse benefits mentioned were long assumed, but the above empirical studies were necessary as having empirical support is always desired above speculation, however well meaning or supposedly intuitive.The Japanese SA program student numbers have been decreasing since 2004 influenced by worsening economic conditions, but the past three years have seen modest increases (Tanikawa, 2013). Improving upon the modest upswing is a current goal of the education ministry that is aiming for dramatic increases in SA student numbers by 2020 (The Japan Times, 2014; MEXT, 2011). The USA has similar grand plans to greatly increase the number of SA students by 2020 (Institute of International Education, 2014). Each statement uses such buzzwords such as internationalization, globalization and intercultural awareness as well as economic competitiveness to support their actions, though such claims are questioned as not being clearly defined (Long, 2012) and can be exaggerated (Salisbury, 2012).The goal of this study was to gain a better understanding of what in class activities merit teaching SA students before they leave for their SA destinations. Some activities that did and did not merit in-class time and should be deleted from the course, as well as some to be continued, are discussed elsewhere (Maune, 2014).2.MethodsUpon completion of their EFL courses abroad, first year students of the 2013 and 2014 academic years took an online survey in which they were asked to rank the effectiveness of various in class activities during the first semester SA preparatory course as well how sa","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125334744","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}

{"title":"Representation of the Dominant Political Ideology within a Cartoon Series: A Turkish Case","authors":"Nazlı Kazanoğlu","doi":"10.15405/EJSBS.198","DOIUrl":"https://doi.org/10.15405/EJSBS.198","url":null,"abstract":"1. IntroductionThe concept of \"childhood\" is understood as being a stage in life open to learning and shaping (Casey, et al., 2008). Generally, it is seen as an important part of internalizing the dominant sociocultural norms and values. Although Freud (1933) suggests that a sense of personal identity is learnt by observation of and interactions with others, the increasing role of the media on learning is undeniable. A growing body of literature demonstrates that with their colourful and captivating imagery, prime time television cartoons provide a unique opportunity for children to obtain new knowledge and even to modify their attitudes and behaviours. These programs are social constructions, which are prepared for children at the micro level by their parents and at the macro level by the dominant ideology (Buckingham, 2001). Thus, assuming prime time television cartoons to be one of the biggest sources of teaching does not mean that every single thing that it conveys to children has a positive content. As Former Federal Communication Commissioner of the United States of America Nicholas Johnson said, \"...All television is educational: the only question is what it is teaching?\" (Johnson, 1999 as cited in Thompson and Zebrinos 1995, p. 415). Therefore, analysing the content of the prime time television cartoon series and seeing how much children notice the given messages in those texts is significant in how it shapes the perceptions and future outlook of the children and, in the long term, of the country.This study focuses particularly on Turkey, whose freedom of expression index is 65 out of 100, where zero is considered the best and 100 considered the worst (FHR, 2015). Accordingly, this study aims to analyse and evaluate the first Turkish prime time television children cartoon series Pepee in relation to the dissemination of the Turkish ruling party AKP's ideology.2. Research MethodThis research has been conducted to illustrate the reflection and presentation of the AKP ideology in the first Turkish prime time television cartoon series entitled Pepee. For a complete and careful illustration of such an issue, a qualitative research methodology was utilized with a combination of exploratory and descriptive forms of research design.The data was derived from the 211 episodes of the \"Pepee\" cartoon series broadcast from 2008 September until 2015 January on TRT Kids, Show TV and TV 8 channels. Each cartoon episode was approximately ten minutes long and the episodes were accessed via the Internet, downloaded, archived and analysed.Discourse analysis, which is the study of the narrative of the content of a text, was employed in the illustration phase of the research. Narrative consists of visual signs that include all the images and graphics that are seen on the screen and aural signs that consist of speech, sound and music which television produces (Bignell, 2013). Accordingly, the language, food and beverages, clothes and accessories, the songs and ","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131602995","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}

{"title":"Correlation of Affiliation Needs with Intensity of Using Facebook in Young Adulthood","authors":"A. Marissa","doi":"10.15405/EJSBS.197","DOIUrl":"https://doi.org/10.15405/EJSBS.197","url":null,"abstract":"1.IntroductionThe internet has emerged as one of the most popular communication media for all ages and is the most widely used tool for socializing at the moment. Bargh and McKenna (2004) state that communicating with others via the internet can help maintain close relationships with family and friends. Internet-based communication is also called Computer Mediated Communication (CMC) (Thurlow et al., 2004).Currently, many online media companies promote CMC, as a form of social media to the general public, such as Yahoo, Google, Hotmail, MSN, Friendster, My Space, Facebook, Kaskus, CNN, Gmail, MIRC, Wikipedia, Twitter and others. One example of this form of social media communication or CMC that has become very popular today worldwide, is the social networking site, Facebook. Facebook was designed by Mark Zuckerberg to keep in touch with fellow students in Harvard University in 2004 (Kaplan & Haenlein, 2010). The advent of Facebook recorded 21 million users (Needham & Company, 2007). In Indonesia, as much as 47.96182 million people use Facebook, making Indonesia among the top four countries in the world to most frequently use Facebook with the percentage of males at 59.1% (28.42646 million users) and 40.9% of women (19.68732 million users) (www.checkfacebook.com).Research conducted by Subrahmanyam, Reich, Waechter, and Espinoza (2008) states that today, many adults are starting to use social networks to build intimacy and fulfill affiliation needs by connecting, and reconnecting with friends and family members. This tendency is reinforced by social networking sites such as Facebook often requiring users to create web pages containing information about themselves and information that want to share with other people (Clark & Roberts, 2010). By uploading information, both current and past about themselves, they create a \"space\" for themselves where they find validation by other like-minded people.Survey results of studies undertaken by several universities in the US Midwest found that 91% of participants used the website facebook.com (Wiley & Sisson, 2006). This shows that prevalence of CMC via Facebook among the general population. Spending time on social networking sites has become so much a part of daily activities among mostly young adults. According to a survey by Nielsen Telecom Practice (Kristo, 2011), five of the most widely performed activities by Facebook users in Indonesia are; sending messages to friends as much as 91%; profile editing as much as 91%; exploring a friend or stranger's profile as much as 86%; updating their status or uploading something on the wall as much as 84%; and uploading photos as much as 79%. The ease of use facilitates such activities and leads to its users using the internet to open Facebook almost every day.Facebook has become a part and parcel of everyday life for most people. Williams and Skoric (2007) have studied the tendency of using Facebook and found that a high tendency to use Facebook is associated with ","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129876186","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}

{"title":"Foreign Language Education and Dynamics of Foreign Language Competence","authors":"Eva Stranovská, S. Hvozdíková, Dasa Munková, Gadušová Zdenka","doi":"10.15405/EJSBS.192","DOIUrl":"https://doi.org/10.15405/EJSBS.192","url":null,"abstract":"1.IntroductionCurrently, the need to speak foreign languages across the world has created a significant need for efficient methodologies, high quality resources and well-educated and qualified, interdisciplinary educated foreign language teachers for the development of foreign language competence. While there has been a sincere search into these aspects of foreign language education, the objectives and syllabi of such programmes have also gone through extensive overhauling to meet the needs of the global marketplace. This overhaul is connected to the need for good communication skills in foreign languages as today, it is not enough to be able to read or write in a foreign language, but to be able to communicate authentically in a foreign language speaking world. Acknowledging these needs, foreign language teaching methodology has shifted its focus from grammar and traditional receptive teaching to communicative and community based approaches with a wider focus on the interdisciplinary aspects of foreign language education. Although foreign language teaching is a broad topic that has been extensively discussed over the years, the following study was meant to be a discourse on uncovering insights into potentially successful methodology in teaching foreign languages as well as examining a specific element of foreign language learning, that is the dynamics of foreign language competence.The field of foreign language learning has been discussed and analyzed from a wide variety of viewpoints and determinants (Richards 2006; Janikova, 2011; Lojova, 2005; Stranovska, 2011; Rickheit, Sichelschmidt & Strohner, 2007; Rickheit, Strohner & Vorwerg, 2008). Previous research studies looked mainly into foreign language competence and its relationship to communication skills and reading comprehension skills (Devine, 1987; Carrell, 1983; Clarke, 1976; Eskey, 1973; Goodman 1967, 1971). Furthermore, the aims of the previous research studies were to examine the two following hypotheses: The Linguistic Threshold Hypothesis and The Linguistic Interdependency Hypothesis. The basic argument of the Linguistic Threshold Hypothesis is that a certain level of competence in a foreign language has to be in place before learners are able to perform fluently in a foreign language. The Interdependency Hypothesis argues that prior to the acquisition of the second or foreign language (L2, L3), the first language (L1) skills have to be sufficiently developed. Recent studies have focused predominantly on examining predictors of reading; operating memory, language sensitivity, rapid naming, and phonological awareness, as well as personal characteristics and social competences of language acquisition (Anthony & Francis, 2005; Foy & Mann, 2006; Smith-Spark & Fisk, 2007; Stranovska et al., 2013). Additionally, contemporary research studies examined the influence of a variety of foreign language instructional methods in teaching foreign language on foreign language competence (Farkasova, ","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123900146","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}

{"title":"Changing Policy, Legislation and Its Effects on Pedagogic Leadership in China","authors":"Danping Peng, J. Vašťatková","doi":"10.15405/EJSBS.190","DOIUrl":"https://doi.org/10.15405/EJSBS.190","url":null,"abstract":"1.IntroductionThe relationship between school development and the changing policy has become critical in modem times, adding to the complexity of school leadership, particularly since China's National Middle and Long Term Talents Development Plan Outline (2010-2020) came into effect. Although there is a significant and growing body of research on school development and educational policy work in compulsory education, the methodology of many recent studies in schools in China is reliant on the relationship between educational input and students' achievement (Li, 2013). Nevertheless, these studies have not offered deep insights into the relationship between changing policy and pedagogic leadership. In contrast, studies have shown that pedagogic leadership is associated with school culture (MacNeill & Cavanagh, 2007), curriculum (Robinson et al, 2009; Their & Aarnitukia, 1994), and engaged learning and teaching and school outcomes (Bush & Glover, 2003; Mulford, 2008; Kruger & Scheerens, 2012). In this respect, educational researchers and policymakers in China have increasingly recognized the crucial role of pedagogic leadership in the compulsory school education system especially in improving teaching and learning as well as ensuring that high quality education reaches the classroom. Every proposal for educational reform and every plan for school improvement have emphasized high quality leadership. The importance of head teachers in attaining high quality leadership is unquestionable. However, few can dispute the fact that 21st century school leaders are finding it difficult to keep up with the pressures inherent in their profession. Therefore, focusing on pedagogic leadership is integral to the development of high quality education in China.2.Purpose and significance of studyThis study considers the research status of pedagogical leadership, including the various viewpoints of conceptualizing pedagogical leadership and its improvement in China. Accordingly, the main purpose of this study is to explore the status of the development of pedagogic leadership in schools providing compulsory education under current educational policies and the relationship between pedagogic leadership and current educational policies. To achieve this purpose, the study is guided by the following research questions:i)What is the status of pedagogic leadership in compulsory education in China?ii) What is the relationship between pedagogic leadership and current educational policy since China's National Middle and Long Term Talents Development Plan Outline (2010-2020) came into effect?iii) Which dimensions of pedagogic leadership are affected by current educational policy in China?3.Literature reviewMost contemporary theories of leadership suggest that leadership cannot be separated from the context in which it is exerted (Leithwood, 2003). Pedagogical leadership applies in situations where there is a synergy between management and the pedagogical touch (Their & Aarnitukia,","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126318454","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}

{"title":"Teachers' Attitudes towards Inclusion of Special Needs Children into Primary Level Mainstream Schools in Karachi","authors":"Zeenat Ismail, Ismat Basheer, Jehanzeb Khan","doi":"10.15405/EJSBS.195","DOIUrl":"https://doi.org/10.15405/EJSBS.195","url":null,"abstract":"1.IntroductionThe inclusion of students with special needs in mainstream education has been a major cause of concern for many governments around the world. It is a national and international development that is supported in national legislation and in statements and reports that have been issued by international bodies such as the United Nations and Council of Europe. The Salamanca Statement (UNESCO 1994) advocated that children with special educational needs (SEN) should have access to mainstream education so as to provide a basis to combat discriminating attitudes. The statement is therefore conceived as forming the basis for inclusion and a shift from segregation by creating a welcoming community, building an inclusive society and achieving education for all.Inclusive education is a key policy in a number of countries, including the UK and US. The New Labor Government in the UK addressed the issue through its Green Paper within a few months of taking office. A major driver of all these efforts and developments has been concern that children's rights are being compromised by special education. This is because these special children are segregated from their typically developing peers and the mainstream curriculum and educational practices. Here, the issue of the actual effectiveness of the different educational approaches has been a matter of concern for some other time. Most of the studies on the effectiveness of special education is based on empirical research. We believe that the issue should be primarily determined through the perspective of values and ideologies which promulgates that all humanity is equal and therefore everyone, whether disabled or not, should have an equal right to education. (UNESCO, 1994, Statement, p. ix)The last census done in 1998 shows that of the total population in Pakistan, 2.54% is disabled in some form. This amounts to a total of 3,286,630 people. However, even this value is very small as it ignores those who are mildly disabled. The highest number of disabled is in Punjab (1,826,623), followed closely by Sindh (929,400). Of the total number of people disabled, 0.82 million are children between the ages of 5-14. This is 24.8% of the population with disability (Bureau of Statistics, 1998). This data is more than 17 years old now and can be used only as a rough gauge to determine of the current scenario in Pakistan as a thorough search has revealed that current statistics dealing with this group is non-existent. It can be assumed that this percentage would have increased in tandem with the increase in population throughout the world in the last 17 years. The point here is that, with the increase in numbers of special needs children, people have become increasingly aware that all children have the right to education. Therefore, more schools for special needs children were opened up and today increasingly, people have become aware of mainstreaming.It is a fact that special children (either physically or mentally d","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126917012","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}

{"title":"Insidious, Invasive, Invisible: Academic Dishonesty and on-going assessments in higher education","authors":"Parmjit Singh, R. Thambusamy, Zachariah Aidin Druckman","doi":"10.15405/EJSBS.193","DOIUrl":"https://doi.org/10.15405/EJSBS.193","url":null,"abstract":"1.IntroductionDespite every effort made by higher education institution authorities to stamp out Academic Dishonesty (AD), it continues to remain a scourge that threatens the moral and ethical foundations of academic endeavour. The threat of AD is now all the more alarming looking at the statistics of AD prevalent in higher education. According to studies undertaken by the International Centre for Academic Integrity, out of around 70,000 undergraduates and 17,000 graduates who had responded to a survey on AD between 2002 and 2015, a shocking 39% of undergraduates admitted to cheating on tests, while 62% admitted cheating on written assignments. Of the graduate students, 17% admitted cheating on tests, while 40% admitted cheating on written assignments. Graduate students are those engaged in educational pursuits at the master and doctorate levels, which in itself, is even more alarming. The researchers who had also surveyed high school students found that:\"of over 70,000 high school students at over 24 high schools in the United States... 64% admitted to cheating on a test, 58%admitted to plagiarism and 95% said they participated in some form of cheating, whether it was on a test, plagiarism or copying homework. \"(http://www.academicintegrity.org/icai/integrity-3.php) retrieved 9 July 2016This only goes to show that the extent of the insidious nature of this scourge is as deep as it is far reaching; right from school to the highest levels of educational endeavor. Policymakers and stakeholders should take note that this behaviour appears to start at adolescence (high school) which is a notable predictor of the age at which such behaviour starts to rear its ugly head, and devise appropriate and timely interventions to cut off the head of the Hydra before it starts to mutate into multiple heads of unethical behaviours.If the data above is not upsetting enough, it was revealed in a U.S News and World Report that 90% of those polled believed that neither they nor others would be caught for cheating or punished, which means that, in their view, AD would go unpunished. (http://oedb.org/ilibrarian/8-astonishing-stats-on-academic-cheating/ retrieved 9 July 2016).The problem of AD had become endemic enough to have caught the attention of educational institutions and government agencies. For years, AD has been considerably studied and debated (Huang, Yang & Chen, 2015; Desalegn & Berhan, 2014) ) as a topic of concern among university educators. AD, according to Callahan (2004) can be defined as a type of rule-breaking behaviour undertaken by an individual to get ahead of others academically, professionally or financially. That being said, AD is defined as \"a student's use of unauthorized assistance with intent to deceive an instructor or other such person who may be assigned to evaluate the student's work in meeting course and degree requirements,\" (Center for Academic Integrity, Duke University 1999).As mentioned earlier, various studies have been undertake","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128462619","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}

{"title":"Adaptation of Rosenberg´s Self-esteem scale and EBEPS-A© Self-esteem Subscale on Portuguese students","authors":"M. Tagarro, S. Galinha","doi":"10.15405/EJSBS.191","DOIUrl":"https://doi.org/10.15405/EJSBS.191","url":null,"abstract":"1. IntroductionThe study of students' self esteem is of great importance, as the level of self esteem influences the wellbeing of the students, the choice of courses, academic acquisitions and the achievement of curriculum goals (Marsh, 2005; Tagarro & Veiga, 2014). Having gained increasing attention globally, self-esteem studies aims at improving the understanding of the self in different contexts, to comprehend and predict behavior and create measures to provide better interventions (Marsh & Craven, 1997). A picture of oneself involves cognitive, emotional and behavioral attitudes and this seems to reflect in the motivation, commitment, pleasure and creativity that students demonstrate in their academic life (Tagarro, 2012; 2013). Hence, it is important that self esteem is studied using appropriate tools.Coopersmith (1967), Garcia (1998) and Peixoto (2003) define self-esteem as the assessment that the individual makes of himself, expressing an attitude of approval or disapproval and that shows the competence that the subject possesses to believe in himself, his capabilities and value. Additionally, the way others see us seems to have a great importance on self-esteem. Onate (1989) states that how others see us influences our conception of actual self and ideal self that is used as a reference according to social and family expectations. Peixoto (1998) states that it is the distance between the actual self and the ideal self that defines self-esteem. Alcantra (1990) defines selfesteem as an attitude about oneself while Valles and Valles (1995) define it as the feeling of liking oneself, taking pride in what one does, thinks or feels, being responsible, expressing emotions, accepting difficulties, and getting along with others. Due to this, self-esteem is considered a onedimensional construct by some authors (Andrews, 1998; Hattie 1992 cited by Peixoto, 2003).2. Purpose of the StudyThe purpose of this study is to analyze the psychometric properties of two instruments; Rosenberg's Self-esteem scale (Rosenberg, 1979) and the Psychosocial Wellbeing Scale - EBEPSA© (Galinha & Loureiro, 2005; 2006) subscale of Self-esteem on two samples of Portuguese students.The research questions that guided the study were as follows:Q1. Will the psychometric qualities of the self-esteem measures be appropriate for Portuguese students?Q2. Are the instruments one-dimensional or bi-dimensional?Q3. What are the psychometric characteristics of the instruments?To understand this issue, two investigations were conducted for the psychometric validation of these instruments relating to self-esteem.3.Methodology3.1Study 1: Rosenberg's Self-Esteem Scale (1979)3.1.1InstrumentRosenberg's Self-Esteem Scale (1979) consists of 10 items and measures the feelings of respect for and acceptance of oneself. Half of the items are positive and the other half are negative, organized in a Likert scale of four points ranging from strongly agree = 4, agree = 3, disagree = 2 and strongly disa","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114938899","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}