European Journal of Psychology and Educational Research最新文献_第3页

The Relationship between Social Competence and Emotional Intelligence among Teachers of Resource Rooms for Learning Disabilities in Amman Governorate 安曼省学习障碍资源教室教师社会能力与情绪智力的关系

European Journal of Psychology and Educational Research Pub Date : 2022-06-15 DOI: 10.12973/ejper.5.1.53

Khalid Al-Jundi, Mohammad Anwar

{"title":"The Relationship between Social Competence and Emotional Intelligence among Teachers of Resource Rooms for Learning Disabilities in Amman Governorate","authors":"Khalid Al-Jundi, Mohammad Anwar","doi":"10.12973/ejper.5.1.53","DOIUrl":"https://doi.org/10.12973/ejper.5.1.53","url":null,"abstract":"The present study aims at identifying the relationship between social competence and the level of emotional intelligence among teachers of resource rooms for learning disabilities in Amman. The study population consisted of various educational directorates within the capital Amman governorate. They were 212 teachers – 31 males and 181 females. The sample of the study consisted of randomly chosen 60 teachers – 15 males and 45 females. They were tested first with Bar-On Model of Social and Emotional Intelligence, which is a sixty-paragraph self-assessment scale consisting of six aspects: social competence, personal competence, adaptability, stress management, general mood and positive impression. A researcher-designed social competence scale was also employed for teachers of resource rooms with learning disabilities in regular schools, which consisted of six aspects of social skills: expression of emotions, non-verbal communication, conversation, friendship, listening and participation. It has been found that there is a statistically significant positive relationship between the level of emotional intelligence and social competence in the sample of the study. In addition, there is a statistically significant relationship between the level of emotional intelligence and social competence among members of the sample due to the sex variable in favour of females.","PeriodicalId":188939,"journal":{"name":"European Journal of Psychology and Educational Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129904678","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

Investigating High School Students' Personality Traits and Academic Procrastination with Cluster Analysis 高中生人格特质与学业拖延的聚类分析

European Journal of Psychology and Educational Research Pub Date : 2022-06-15 DOI: 10.12973/ejper.5.1.63

Caner Börekci

{"title":"Investigating High School Students' Personality Traits and Academic Procrastination with Cluster Analysis","authors":"Caner Börekci","doi":"10.12973/ejper.5.1.63","DOIUrl":"https://doi.org/10.12973/ejper.5.1.63","url":null,"abstract":"In this study, a cluster analysis was performed by creating a data set from students' personality traits and academic procrastination behaviours. Correlation analysis was done to examine the relationship between the variables, and the characteristics of the formed clusters and the association of the clusters with the perceived socioeconomic status were examined. Cluster analysis is a simple and practical method for classifying a set of complex data based on certain variables and making them more meaningful and using the results as an aid to decision-making. Clustering algorithms handle such data effectively, making it more meaningful. Following the analysis, it was revealed that two clusters had formed. The first of the clusters includes 65.2 % of the sample population; the level of procrastination and the mean score of neurotic personality traits were calculated higher than the other cluster. The remaining part of the sample population (34.8 %) constitutes the second cluster. The mean scores of studying systematically habits and extroversion, agreeableness, conscientiousness, and openness to experience personality traits of the students forming this cluster are higher than the other cluster. No association was observed between the clusters and the perceived socioeconomic levels of the students. The distributions of socioeconomic levels within the clusters are similar to each other. When the correlations of these variables are examined; positive relationships were found between the level of procrastination and neurotic personality traits. Procrastination behaviour and neurotic personality traits were also negatively correlated with other variables.","PeriodicalId":188939,"journal":{"name":"European Journal of Psychology and Educational Research","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123610251","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

Systematic Review and Meta-Analysis of Family Needs Studies: Relationships with Parent, Family and Child Functioning 家庭需求研究的系统回顾与元分析:与父母、家庭和儿童功能的关系

European Journal of Psychology and Educational Research Pub Date : 2022-06-15 DOI: 10.12973/ejper.5.1.11

Carl J.

{"title":"Systematic Review and Meta-Analysis of Family Needs Studies: Relationships with Parent, Family and Child Functioning","authors":"Carl J.","doi":"10.12973/ejper.5.1.11","DOIUrl":"https://doi.org/10.12973/ejper.5.1.11","url":null,"abstract":"Findings from a research synthesis of the relationships between family needs and parent, family, and child functioning are reported. The synthesis included 31 studies conducted in 12 different countries. The studies were conducted between 1987 and 2021 and included 4,543 participants. Eight different family needs scales or adaptations of the scales were completed by the study participants (mothers, fathers, or grandmothers of children with developmental disabilities, autism spectrum disorders, or medical conditions). The outcome measures included caregiver psychological health, parenting stress, parenting burden, parenting beliefs, family coping strategies, family functioning, family support, and child functioning. The correlations between family needs and the outcome measures were used as the sizes of effects for evaluating the strength of the relationships between measures. Results showed that unmet family needs were associated with more negative and less positive family and family member functioning and fewer unmet family needs were associated with more positive and less negative family and family member functioning. The sizes of effect for parenting stress and burden were larger than were the sizes of effects for each of the other outcome measures. Child condition and study quality moderated the relationship between family needs and parenting stress and burden but not the other outcome measures. The results are discussed in terms of one component of family systems intervention models.","PeriodicalId":188939,"journal":{"name":"European Journal of Psychology and Educational Research","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122590369","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

Adult Attention Deficit and Hyperactivity Disorder Symptoms and Internet Addiction in College Students: Prevalence and Differential Associations 成人注意缺陷和多动障碍症状与大学生网络成瘾:患病率和差异关联

European Journal of Psychology and Educational Research Pub Date : 2022-06-15 DOI: 10.12973/ejper.5.1.33

Wei Zhang, Xu Jiang, Lu Yang, Wanling Zhu

{"title":"Adult Attention Deficit and Hyperactivity Disorder Symptoms and Internet Addiction in College Students: Prevalence and Differential Associations","authors":"Wei Zhang, Xu Jiang, Lu Yang, Wanling Zhu","doi":"10.12973/ejper.5.1.33","DOIUrl":"https://doi.org/10.12973/ejper.5.1.33","url":null,"abstract":"This paper presents an investigation that aims to: 1) explore the relations between core symptoms of adult Attention Deficit and Hyperactivity Disorder (ADHD) and several typical Internet activities, and 2) compare the predictive power of two core symptoms of ADHD- inattention and hyperactivity/impulsivity- in predicting Internet addiction. Methods: A total of 2016 Chinese college students participated in this study. The ADHD symptoms were assessed using Conners self-rating scales and DSM-5 semi-structured interviews. Structured Clinical Interview for the Diagnostic and Statistical Manual of Mental Disorders Fifth Edition (SCID-5) was used to exclude other psychiatric disorders. Chen’s Internet addiction scale (CIAS) was used to evaluate Internet addiction. Information about Internet activities (e.g., online gaming) was collected through a self-constructed questionnaire. Results: The ratio of Internet addiction problems among individuals with ADHD symptoms is significantly higher than in ordinary individuals (48.9% vs. 14.3%). Further, each core ADHD symptom has unique relations with different types of Internet activities. Specifically, both core ADHD symptoms are negatively associated with information downloading and online learning, and positively associated with online gaming, while online shopping is only associated with hyperactivity/impulsivity. Furthermore, both core ADHD symptoms are significant predictors of Internet addiction, especially inattention. Conclusion: College students with ADHD symptoms are at a higher risk of having Internet addiction than peers without ADHD symptoms. For individuals with ADHD symptoms and excessive online gaming and/or online shopping behaviors, the probability of having Internet addiction is even higher. These findings have important implications for identifying risk factors of Internet addiction and preventing Internet addiction in Higher Education settings.","PeriodicalId":188939,"journal":{"name":"European Journal of Psychology and Educational Research","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115099657","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

Assessing College Students’ Social and Emotional Strengths: A Cross-Cultural Comparison from Mexico, United States, and Spain 大学生社会和情感优势评估:来自墨西哥、美国和西班牙的跨文化比较

European Journal of Psychology and Educational Research Pub Date : 2021-12-15 DOI: 10.12973/ejper.4.2.123

M. J., José A., Leticia Chacón-Gutiérrez, E. Dowdy, Karen Nylund-Gibson, Mei-ki Chan, Victoria Soto-Sanz, J. C., Tíscar Tíscar, Agustín E.

{"title":"Assessing College Students’ Social and Emotional Strengths: A Cross-Cultural Comparison from Mexico, United States, and Spain","authors":"M. J., José A., Leticia Chacón-Gutiérrez, E. Dowdy, Karen Nylund-Gibson, Mei-ki Chan, Victoria Soto-Sanz, J. C., Tíscar Tíscar, Agustín E.","doi":"10.12973/ejper.4.2.123","DOIUrl":"https://doi.org/10.12973/ejper.4.2.123","url":null,"abstract":"Endeavors supporting college students’ positive psychosocial development are gaining attention and investment in various countries and social contexts. Higher education experiences provide new academic, social, and vocational advancement opportunities at a critical developmental stage. However, higher education can also cause distress due to the challenges and stressors present during this new stage of increased independence. The Social Emotional Health Survey-Higher Education (SEHS-HE) assesses the core psychosocial strengths of youths transitioning from secondary schools into higher education institutions (IHE) to aid campus student support services. The present study sought to extend the SEHS-HE research by examining its application with samples from Mexico (n = 4,207), United States (n = 1,638), and Spain (n = 1,734), college students. Confirmatory factor analyses investigated the hypothesized SEHS-HE higher-order factor model. The Mexico sample returned an acceptable model fit, but the USA and Spain samples had a suboptimal fit; hence, we explored alternative models. A two-level structure had full invariance for all three samples. This study extends the current scholarship on the conceptual model and psychometric properties of SEHS-HE. The discussion focuses on implications for future research to enhance SEHS-HE in national and cross-national research and practice.","PeriodicalId":188939,"journal":{"name":"European Journal of Psychology and Educational Research","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122315696","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: 2

’MPower Shows Me Who I Want to Be’: A Qualitative Study of a Youth Purpose Program “MPower让我知道我想成为什么样的人”:一个青年目标项目的定性研究

European Journal of Psychology and Educational Research Pub Date : 2021-12-15 DOI: 10.12973/ejper.4.2.113

Brenna Lincoln, Willow Wood, Madeline Reed, Jonathan Sepulveda, B. Liang, Nancy E., John Perella

{"title":"’MPower Shows Me Who I Want to Be’: A Qualitative Study of a Youth Purpose Program","authors":"Brenna Lincoln, Willow Wood, Madeline Reed, Jonathan Sepulveda, B. Liang, Nancy E., John Perella","doi":"10.12973/ejper.4.2.113","DOIUrl":"https://doi.org/10.12973/ejper.4.2.113","url":null,"abstract":"Studies have documented widespread academic disengagement in middle and high school students. This disengagement has been tied to a myriad of negative outcomes, including failure to graduate from high school and transition into college and meaningful vocations. Supporting adolescents in cultivating a sense of beyond-the-self purpose is one factor that may combat student disengagement. MPower is a program designed to cultivate beyond-the-self purpose in an effort to promote student engagement and completion of high school (Klein et al., 2019). In a recent quantitative study, MPower participants compared to controls demonstrated a higher GPA, BTS purpose, self-efficacy, and decreased performance approach and performance avoidance goal orientations. In the current qualitative descriptive study, 11th and 12th grade (N=25) students in the Northeastern region of the United States, described their experiences in the MPower program. Three themes associated with the transformative aspects of MPower emerged from focus group data: 1) practice in strategic goal planning, 2) engagement in mentoring relationships, and 3) increased social support within a community. Because fostering youth purpose engenders many promotive and protective factors, these findings hold important implications for implementing similar programs more widely.","PeriodicalId":188939,"journal":{"name":"European Journal of Psychology and Educational Research","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132104735","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

Content Validity of a Questionnaire to Assess Parental Involvement in Education 评估家长参与教育的问卷内容效度

European Journal of Psychology and Educational Research Pub Date : 2021-12-15 DOI: 10.12973/ejper.4.2.83

M. Gabriela, Mirta Susana

引用次数: 0

School Improvement by Addressing Bullying: Α Case Study in Greece 通过解决欺凌问题改善学校:Α希腊案例研究

European Journal of Psychology and Educational Research Pub Date : 2021-12-15 DOI: 10.12973/ejper.4.2.66

A. Ioannis

引用次数: 1

Strengthening Socio-Cognitive and Emotional Skills in Early Education through a School-Based Program: Preliminary Study 通过校本计划加强早期教育中的社会认知和情感技能:初步研究

European Journal of Psychology and Educational Research Pub Date : 2020-12-15 DOI: 10.12973/ejper.3.2.87

Mirta Susana

{"title":"Strengthening Socio-Cognitive and Emotional Skills in Early Education through a School-Based Program: Preliminary Study","authors":"Mirta Susana","doi":"10.12973/ejper.3.2.87","DOIUrl":"https://doi.org/10.12973/ejper.3.2.87","url":null,"abstract":"This work has two objectives. The first is to describe a program to strengthen socio-cognitive abilities in initial education children (called PHSC), which is focused on training teachers on its implementation in the classroom. The second objective is to examine the effectiveness of the program when it is applied in schools with different socio-cultural contexts. It involved a total of 257 initial-level students attending two pre-primary schools in the province of Mendoza. One school was in an urban area of a more stable social environment, and the other in a socially-vulnerable area. The program was administered by teachers who had been trained for it. Preand post-assessments were conducted using socio-cognitive tests on the students. The teachers responded to the Executive Functioning Scale for initial education children before and after implementation of the PHSC program, and parents responded to an on-line survey to find out whether they had noticed any improvements or positive changes after the application of the program. The results suggest the possibility that this program, implemented by teachers, could improve the socio-cognitive abilities in children of both of the different social contexts, as well as being a driver to create conditions of equal opportunities and generate learning benefits in all their students.","PeriodicalId":188939,"journal":{"name":"European Journal of Psychology and Educational Research","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117023711","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

Cumulative Risk of Psychological Distress in College Students Effected by Hurricane Harvey 受哈维飓风影响的大学生心理困扰的累积风险

European Journal of Psychology and Educational Research Pub Date : 2020-12-15 DOI: 10.12973/EJPER.3.2.101

J. Philip

{"title":"Cumulative Risk of Psychological Distress in College Students Effected by Hurricane Harvey","authors":"J. Philip","doi":"10.12973/EJPER.3.2.101","DOIUrl":"https://doi.org/10.12973/EJPER.3.2.101","url":null,"abstract":"Cumulative Risk of Psychological Distress in College Students Affected by Hurricane Harvey By Philip J. Hudson 8/23/2018 This study examines the relationship between prior trauma and post disaster psychological distress in a sample of college students (n = 324) exposed to Hurricane Harvey in Houston, Texas in 2017. College students receive treatment for psychological problems at very low rates, so screening for the most vulnerable students after a disaster is important. While the relationship between prior trauma and post-disaster psychological distress is well established, the evidence for prior disaster exposure as risk factor outside of other trauma is mixed. Prior trauma was divided into two cumulative risk style indicators: prior traumatic experiences (excluding disasters) and prior disaster exposure. In multiple linear regression models, prior traumatic experiences were significant predictors of post-disaster symptoms of both PTSD and depression following the hurricane. Prior disaster exposures were not significant in either case. Implications for future screening and analysis of risk factors are discussed. Cumulative Risk of Psychological Distress in College Students Affected by Hurricane Harvey Philip J. Hudson B.A., Georgia State University A Thesis Submitted to the Graduate Faculty of Georgia State University in Partial Fulfillment of the Requirements for the Degree MASTER OF PUBLIC HEALTH ATLANTA, GEORGIA 30303","PeriodicalId":188939,"journal":{"name":"European Journal of Psychology and Educational Research","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131346878","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