IAFOR Journal of Psychology & the Behavioral Sciences最新文献

Emerging Adults’ Views of Marriage: Influence of Religion and Sexual History 新兴成年人的婚姻观：宗教和性史的影响

IAFOR Journal of Psychology & the Behavioral Sciences Pub Date : 2024-03-29 DOI: 10.22492/ijpbs.9.2.01

Julie Herweyer, Katherine Brushaber-Drockton, H. Searight

引用次数: 0

Effectiveness of Interprofessional Education Based on the Case-and Communication-Based Approach 基于病例和交流方法的跨专业教育的有效性

IAFOR Journal of Psychology & the Behavioral Sciences Pub Date : 2024-03-29 DOI: 10.22492/ijpbs.9.2.03

Emiko Yamamoto, M. Kanaoka, Takayuki Nemoto, Yumiko Kinoshita, Ryu Takeya, Toshihiko Yanagita

{"title":"Effectiveness of Interprofessional Education Based on the Case-and Communication-Based Approach","authors":"Emiko Yamamoto, M. Kanaoka, Takayuki Nemoto, Yumiko Kinoshita, Ryu Takeya, Toshihiko Yanagita","doi":"10.22492/ijpbs.9.2.03","DOIUrl":"https://doi.org/10.22492/ijpbs.9.2.03","url":null,"abstract":"Pharmacology role-playing, which follows a case and communication (C & C)-based approach, has been developed for use in medical education, and its learning effects have been reported. To cultivate team spirit among medical professionals from an early stage, we proposed developing the C & C approach for interprofessional education (IPE). Therefore, this study aimed to examine the learning effects of the C & C approach during joint classes of medical and nursing students. In December 2017, we employed the C & C approach to simulate a scenario in which drugs were explained to patients, and responses were collected from 103/115 medical (90%) and 55/60 nursing students (92%). The questionnaires used were designed to evaluate the following five items: understanding pharmacotherapy, understanding patients’ feelings, learning motivation, change in learning attitudes, and understanding IPE. Open-ended questions on learning content were analyzed based on free-text responses. Each student group acknowledged the effectiveness of the approach and the importance of cooperation. In total, 80.2% of medical students and 76.3% of nursing rated “understanding of IPE” as “very effective/effective.” Participants learned about the disparity in perspectives, with medical students gaining insight into nursing students’ approaches to patient interactions, and nursing students acquiring an understanding of doctors’ perspectives on disease and medical treatment. In conclusion, the C & C approach proved beneficial as an IPE method, raising awareness among both nursing and medical students about the significance of communication skills and patient perspectives.","PeriodicalId":166115,"journal":{"name":"IAFOR Journal of Psychology & the Behavioral Sciences","volume":"73 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140366611","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

Examining Junior High School Students’ Personality Factors as Predictive Indices of Adolescent Digital Technology Interaction and Importance 研究作为青少年数字技术互动和重要性预测指标的初中生人格因素

IAFOR Journal of Psychology & the Behavioral Sciences Pub Date : 2024-03-29 DOI: 10.22492/ijpbs.9.2.02

Alfonso Maria Kristina, Marites R. Veloso, Claire G. Castro

引用次数: 0

A Leadership Intervention Targeting Job Satisfaction Among ABA Practitioners 针对美国律师协会从业人员工作满意度的领导干预

IAFOR Journal of Psychology & the Behavioral Sciences Pub Date : 2023-01-20 DOI: 10.22492/ijpbs.8.2.05

Stephanie M. Morgan, Mitze Burnett, C. Firebaugh

引用次数: 0

A Study on Compassionate and Self-Image Goals in relation to Academic Resilience among Undergraduate Students 大学生体恤目标、自我形象目标与学业弹性的关系研究

IAFOR Journal of Psychology & the Behavioral Sciences Pub Date : 2023-01-20 DOI: 10.22492/ijpbs.8.2.04

Anjum Ahmed, Areeba Qaseem

引用次数: 0

Emotional Intelligence and Administrative Effectiveness of Heads of Academic Departments in Public Polytechnics in South West Nigeria 尼日利亚西南部公立理工学院学术部门负责人的情商和行政效率

IAFOR Journal of Psychology & the Behavioral Sciences Pub Date : 2023-01-20 DOI: 10.22492/ijpbs.8.2.01

A. Adekunle, Tunde Dayo Oke

{"title":"Emotional Intelligence and Administrative Effectiveness of Heads of Academic Departments in Public Polytechnics in South West Nigeria","authors":"A. Adekunle, Tunde Dayo Oke","doi":"10.22492/ijpbs.8.2.01","DOIUrl":"https://doi.org/10.22492/ijpbs.8.2.01","url":null,"abstract":"The study examined the emotional intelligence and administrative effectiveness of HODs in public Polytechnics in South West, Nigeria. Three hypotheses were formulated and tested at .05 confidence level. A descriptive survey research design was adopted for the study. The population comprised all the 394 HODs in all the 18 public owned Polytechnics in South West Nigeria. The sample size comprised 197 HODs selected from 11 public Polytechnics using stratified and non-proportionate sampling techniques. Self-designed 25 items validated and reliable instrument, r = .89 titled “Emotional Intelligence and Administrative Effectiveness Questionnaire” (EIAEQ) was used for data collection. Data analysis was done using multiple Regression Analysis and Analysis of Variance. The result showed that emotional intelligence indicators jointly predicted HODs administrative effectiveness in the following descending order: self-awareness, social-awareness, relationship awareness, and self- management significantly predicted HODs administrative effectiveness and that there was no statistically significant sex difference on emotional intelligence of HODs in polytechnics in South West, Nigeria. The result further showed that gender was not statistically significant on administrative effectiveness as male HODs did not differ significantly from their female counterparts on administrative effectiveness. It was recommended inter alia that the appointment of HODs should be democratized to enable members of the department to have opportunity of assessing the emotional intelligence level of the aspiring HODs.","PeriodicalId":166115,"journal":{"name":"IAFOR Journal of Psychology & the Behavioral Sciences","volume":"139 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115972763","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

Happiness Impacting Psychological Well-Being of Government and Private School Teachers with Self-Esteem as a Moderator 幸福感对公办和私立学校教师心理健康的影响:自尊为调节因子

IAFOR Journal of Psychology & the Behavioral Sciences Pub Date : 2023-01-20 DOI: 10.22492/ijpbs.8.2.03

Vanshika Jain

引用次数: 0

Cross-Cultural Social Skills Instruction and Indirect Expressions: Psychoeducation in Japan’s High-Context Culture 跨文化社交技能教学与间接表达:日本高语境文化中的心理教育

IAFOR Journal of Psychology & the Behavioral Sciences Pub Date : 2023-01-20 DOI: 10.22492/ijpbs.8.2.02

Sachiko Nakano, Tomoko Tanaka, Koji Mikushi

{"title":"Cross-Cultural Social Skills Instruction and Indirect Expressions: Psychoeducation in Japan’s High-Context Culture","authors":"Sachiko Nakano, Tomoko Tanaka, Koji Mikushi","doi":"10.22492/ijpbs.8.2.02","DOIUrl":"https://doi.org/10.22492/ijpbs.8.2.02","url":null,"abstract":"In recent years, the number of international students in Japan has been increasing. They suffer from understanding indirect expressions in communication with Japanese people. In this study, we implemented and assessed the impacts of a novel instructional program aimed at teaching social skills in a high-context culture characterized by the frequent use of indirect expressions. We conducted two experiments with students in Japan. Experiment 1 included semi-structured interviews with international students in Japan. Interview analysis revealed that it is difficult to learn to use and understand the intent behind indirect expressions without having first-hand experience communicating with Japanese people who use indirect language, particularly regarding “sassuru” – expressions that allow for multiple interpretations. Experiment 1 highlights the presence of problems that cannot be solved simply by learning Japanese and the challenges of adapting to communication styles characterized by the frequent use of indirect expressions in high-context cultures. Based on Experiment 1, we provided social skills instruction to an experimental group of international students as a teaching intervention. Next, participants in the experimental group and control group (who had not received the social skills instruction) completed questionnaires before and after the experiment. Data analysis verified that the intervention participants (1) developed more awareness of, and interest in, the Japanese culture; (2) became more confident in their interpretation of expressions with multiple meanings and of silence; and (3) became more accepting of ambiguous expressions because they had developed greater understanding. Conversely, the control group participants did not experience similar notable changes.","PeriodicalId":166115,"journal":{"name":"IAFOR Journal of Psychology & the Behavioral Sciences","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123641072","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

Online Health Information Seeking Behavior and Thriving Quotient in the COVID-19 Pandemic: The Mediating Role of Mental Toughness COVID-19大流行中网络健康信息寻求行为与繁荣商:心理韧性的中介作用

IAFOR Journal of Psychology & the Behavioral Sciences Pub Date : 2022-08-12 DOI: 10.22492/ijpbs.8.1.03

Rhalf Jayson Guanco

{"title":"Online Health Information Seeking Behavior and Thriving Quotient in the COVID-19 Pandemic: The Mediating Role of Mental Toughness","authors":"Rhalf Jayson Guanco","doi":"10.22492/ijpbs.8.1.03","DOIUrl":"https://doi.org/10.22492/ijpbs.8.1.03","url":null,"abstract":"Accurate and dependable health information has been shown to support students’ thriving capacity and overall well-being, especially during a pandemic, when students’ well-being is critical. The issue is unclear as to what truly supports the established link between students’ ability to thrive in the event of a COVID-19 pandemic. This study looks at the correlation between online health information seeking behavior (OHSIB) and thriving quotient (TQ) and the role of a positive construct known as mental toughness (MT). Researchers enrolled 830 males and females from universities in the Philippines. Online Health Seeking Information Behavior (OHSIB-12), the modified and adapted Mental Toughness Questionnaire (MTQ-18), and the Thriving Quotient (TQ-30) were used as accurate and legitimate research instruments. We discovered meager levels of MT and TQ subcomponents and a high level of OHSIB in most university students. Correlation analyses revealed a positive relationship between online health information seeking behavior, mental toughness, and the thriving quotient. Mediation analysis revealed a significant mediation effect, but only on a partial scale. Developing a healthy online information search can assist students in making healthier choices, which in turn helps them feel better, thrive in an uncertain world, and achieve academic success. Mental toughness is also critical for students to access reliable health information online and thus achieve their goals even in the event of a pandemic. Proper guidance from education and health authorities was recommended for students’ OHSIB. The implications of the findings for future research were discussed.","PeriodicalId":166115,"journal":{"name":"IAFOR Journal of Psychology & the Behavioral Sciences","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125872032","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

Immersive Research Experiences: Influences on Science Teaching Motivation and Practices 沉浸式研究体验:对科学教学动机与实践的影响

IAFOR Journal of Psychology & the Behavioral Sciences Pub Date : 2022-08-12 DOI: 10.22492/ijpbs.8.1.05

Lindsey Hubbard, Stella Jackman-Ryan, M. Thomson

{"title":"Immersive Research Experiences: Influences on Science Teaching Motivation and Practices","authors":"Lindsey Hubbard, Stella Jackman-Ryan, M. Thomson","doi":"10.22492/ijpbs.8.1.05","DOIUrl":"https://doi.org/10.22492/ijpbs.8.1.05","url":null,"abstract":"The push for inquiry-based learning in science classrooms has been met with anxiety and oftentimes low teaching self-efficacy among science teachers (Martin, et al., 2019). Professional development offers an opportunity for teachers to gain confidence through experiencing a real research lab. The current study investigates the outcomes of an extensive 8-week professional development program (N=8) on teachers’ classroom instruction and explores the influential factors in instructional change. Focus groups and individual interviews were conducted to understand teacher’s PD experiences. Three major themes emerged: model the actions of scientists, evidence of inquiry-based instruction, and evidence of self-efficacy. Professional development opportunities including an immersive lab experience, opportunities to build a learning community, and opportunities to feel like a student are influential to changes towards are more inquiry-based learning approach in the classroom and higher self-efficacy. When seeking opportunities for professional development for high school science teachers, school leaders and science teachers should search for key features that promote changes in the classroom leading to more inquiry-based learning.","PeriodicalId":166115,"journal":{"name":"IAFOR Journal of Psychology & the Behavioral Sciences","volume":"197 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132272877","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

IAFOR Journal of Psychology &amp; the Behavioral Sciences最新文献

IAFOR Journal of Psychology & the Behavioral Sciences最新文献