The European Educational Researcher最新文献_第6页

A Study on Reading Habits of the University Students in Nigeria: A Case of Selected Students of Economics Department at Nile University of Nigeria 尼日利亚大学生阅读习惯研究——以尼日利亚尼罗大学经济系学生为例

The European Educational Researcher Pub Date : 2019-10-15 DOI: 10.31757/euer.234

Alpaslan Toker, Saidou Aminou

{"title":"A Study on Reading Habits of the University Students in Nigeria: A Case of Selected Students of Economics Department at Nile University of Nigeria","authors":"Alpaslan Toker, Saidou Aminou","doi":"10.31757/euer.234","DOIUrl":"https://doi.org/10.31757/euer.234","url":null,"abstract":": The study entitled “A Study on Reading Habits of the University Students in Nigeria: A Case of Selected Students of Economics Department at the Nile University of Nigeria” analyzed the major factors that hinder regular or systematic reading habits among university students. To determine reading habits, the study examined the concept of reading, its types, reading culture, the importance of reading, and many others through the literature review. Using a carefully-designed questionnaire and non-participatory observations as its research instruments, data was obtained from sixty randomly selected students of the Department of Economics who constituted the population of the study. From the analysis of the data using the quantitative paradigm as the theoretical framework, the findings indicated that there were some linguistic factors responsible for the decline in reading habits among the students included in our target group. The adverse impact of the Internet, the lack of interest, television addiction, and the lack of books made reading difficult. The study concluded by reiterating the importance of reading not just for the individual but the nation at large. Thereafter, the study offered some recommendations to the students, the management of the University, and the government at large.","PeriodicalId":307289,"journal":{"name":"The European Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114675125","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

Predicting GPAs with Executive Functioning Assessed by Teachers and by Adolescents Themselves 用教师和青少年自己评估的执行功能预测gpa

The European Educational Researcher Pub Date : 2019-10-15 DOI: 10.31757/euer.232

W. Samuels, Nelly Tournaki, S. Sacks, J. Sacks, S. Blackman, K. Byalin, Christopher Zilinski

{"title":"Predicting GPAs with Executive Functioning Assessed by Teachers and by Adolescents Themselves","authors":"W. Samuels, Nelly Tournaki, S. Sacks, J. Sacks, S. Blackman, K. Byalin, Christopher Zilinski","doi":"10.31757/euer.232","DOIUrl":"https://doi.org/10.31757/euer.232","url":null,"abstract":"Executive functions (EFs) show promise as important mediators of adolescent academic performance. However, the expense of measuring EFs accurately has restricted most field-based research on them to smaller, non-longitudinal studies of homogeneous populations with specific diagnoses. We therefore monitored the development of 259 diverse, at-risk students’ EFs as they progressed from 6th through 12th grade. Teachers completed the Behavior Rating Inventory of Executive Function (BRIEF) for a random subset of their students. At that same time, those same students completed the Behavior Rating Inventory of Executive Function-Self Report (BRIEF-SR) about themselves; teachers generally reported stronger EFs in students than students reported in themselves. Results further indicated that both BRIEF and BRIEF-SR Global Executive Composite (GEC) scores—measures of overall executive functioning—significantly predicted overall GPAs more than was already predicted by students’ gender, IEP status, and eligibility for free/reduced school lunch. BRIEF (teacher) scores were better predictors and contributed more to predictive accuracy than the BRIEF-SR (student) scores; BRIEF scores even added additional predictiveness to a model already containing BRIEF-SR scores, while the reverse did not hold. This study provides evidence for valid use of BRIEF and BRIEF-SR GEC scores to predict middle and high school GPAs, thereby supporting practitioners use for this purpose within similar, diverse, at-risk populations. The study also illuminates some of the EF development for this population during adolescence.","PeriodicalId":307289,"journal":{"name":"The European Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129395261","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

Educational Strategies Employed by Successful SMEs in KwaZuluNatal 夸祖鲁纳塔尔成功中小企业的教育策略

The European Educational Researcher Pub Date : 2019-06-15 DOI: 10.31757/EUER.223

G. A. Chapman

引用次数: 0

Entrepreneurship in Nepali Higher Education: An Interpretive Inquiry 尼泊尔高等教育中的企业家精神:解释性探究

The European Educational Researcher Pub Date : 2019-06-15 DOI: 10.31757/EUER.221

Dhanapati Subedi

引用次数: 0

Teacher Recruitment, Motivation and Retention at Rural Schools in Namibia 纳米比亚农村学校教师招聘、激励和保留

The European Educational Researcher Pub Date : 2019-06-15 DOI: 10.31757/EUER.224

E. E. Shikalepo

引用次数: 1

Interrogating the Efficacy of Public Service Personnel Training at the Kenya School of Government 对肯尼亚政府学院公共服务人员培训效果的质疑

The European Educational Researcher Pub Date : 2019-06-15 DOI: 10.31757/EUER.222

C. M. Kimeli

引用次数: 0

Do students develop the way universities say they do? Staff perceptions of student development of graduate attributes in the context of a transnational partnership in Kazakhstan 学生是否按照大学所说的方式发展?在哈萨克斯坦的跨国伙伴关系背景下，工作人员对学生研究生属性发展的看法

The European Educational Researcher Pub Date : 2019-06-15 DOI: 10.31757/EUER.225

D. Mahon, D. Murphy

引用次数: 1

Independent Research as a Resident Physician: Novel Methods for Data Collection, Teaching, and Collaboration During Graduate Medical Training 作为住院医师的独立研究:研究生医学训练期间数据收集、教学和合作的新方法

The European Educational Researcher Pub Date : 2019-02-15 DOI: 10.31757/EUER.214

R. Ghomi, Sarah Holden, A. Ong, A. Bawa, A. Rafiq, A. Hariprasad, Christian Buensuceso, E. Nguyen, Enoch Chung, Goda Lajauskaite, Hiral J. Kadakia, John Kim, K. Tam, Kendra Leete, Kielan Lemoine-Kowalski, K. Bacon, Lana Shamdeen, Nadav Brumer, Nikolai Liang, Yasmin Byott, David C. Atkins, J. Neumaier

引用次数: 0

Advantages and Disadvantages of Eportfolio Implementation in Primary Education 小学教育实施电子投资的利与弊

The European Educational Researcher Pub Date : 2019-02-15 DOI: 10.31757/euer.211

Angelos Konstantinou Haralabous, Maria Darra

引用次数: 0

Studying-away Strategies: A Three-wave Longitudinal Study of the Wellbeing of International Students in the United Kingdom 留学策略:对英国国际学生幸福感的三波纵向研究

The European Educational Researcher Pub Date : 2019-02-15 DOI: 10.31757/EUER.215

Eman S. Alharbi, Andrew P. Smith

{"title":"Studying-away Strategies: A Three-wave Longitudinal Study of the Wellbeing of International Students in the United Kingdom","authors":"Eman S. Alharbi, Andrew P. Smith","doi":"10.31757/EUER.215","DOIUrl":"https://doi.org/10.31757/EUER.215","url":null,"abstract":"Few longitudinal studies have examined the changes over time in international students’ wellbeing. This study aimed to explore any change in wellbeing from the beginning of the first semester until the end of the academic year and the impact of using ‘wellbeing away’ strategies on international students’ wellbeing. The survey used the Smith Wellbeing Questionnaire (SWELL), a ‘quality of university life’ questionnaire, a ‘being away strategies’ questionnaire and three open-ended questions focused on difficulties, coping strategies and the respondents’ most demanding time during their study period in the UK. A total of 104 participants completed the three phases. Repeated measurements showed no significant difference in students’ wellbeing over the academic year. A hierarchical regression analysis showed that positive effects were predicted by positive personality, lower level of course demands, by unwinding after study and by quality of life in the second phase. Themes derived from open-ended responses showed that participants found the hardest parts were pre-arrival and the first few weeks in the UK: 48% of the students reported academic difficulties such as exams, deadlines and lack of adjustment to the education system. Time management and study-life balance were the next most difficult issues, especially for those who reported themselves married. Finally, students reported getting social support from family and friends and used exercise as a coping strategy. Results give support to the value of ‘studying away’ strategies that can help students who are away from home to maintain wellbeing.","PeriodicalId":307289,"journal":{"name":"The European Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127164540","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