Educational Process International Journal最新文献

{"title":"The relationship between problematic online game usage, depression, and life satisfaction among university students","authors":"Zuhtiye Nur Yazici, Hatice Kumcağız","doi":"10.22521/EDUPIJ.2021.101.3","DOIUrl":"https://doi.org/10.22521/EDUPIJ.2021.101.3","url":null,"abstract":"Background / purpose – In this study, the relationship between problematic online game usage, and depression and life satisfaction levels of university students was examined. Materials / methods – The research was conducted according to the relational screening model, with a sample consisting of 401 university students. The research data were obtained using the Beck Depression Inventory, the Problematic Online Game Use Scale, the Contentment with Life Assessment Scale, and a Personal Information Form prepared by the researchers. The data obtained were analyzed using Pearson Correlation Analysis, Independent Sample t -test, and One-Way Analysis of Variance (ANOVA). Results – The results of the study show that the relationship between students’ use of problematic online games and their depression levels to be moderately positive, and revealed a low-level, negative relationship between life satisfaction levels. In addition, students’ problematic online game use, depression, and life satisfaction levels were analyzed according to the variables of gender and grade level, and statistically significant differences were found to exist between them. Conclusion – The study’s results revealed that as the use of problematic online games increased, the university students’ depression levels increased in parallel, and that the depression levels of female students were higher than for their male counterparts. Lastly, it was observed that as the university students’ use of problematic online games increased, their life satisfaction levels decreased.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75046969","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":"Investigating the moderator effect of fear of COVID-19 in the relation between communication anxiety and self-efficacy","authors":"Nesrullah Okan","doi":"10.22521/EDUPIJ.2021.103.5","DOIUrl":"https://doi.org/10.22521/EDUPIJ.2021.103.5","url":null,"abstract":"Background/purpose – COVID-19 has forced many people to face psychological problems, with already difficult living conditions having become progressively more challenging. Individuals with low prepandemic levels of communication anxiety saw those levels increase, which negatively affected their self-efficacy. Therefore, the main purpose of this study was to examine the moderating effect of fear of COVID-19 on the relationship between communication anxiety and self-efficacy. Materials/methods – Three measurement tools were used to perform analyses regarding the purpose of the research;the Communication Anxiety Scale, the Self-efficacy Scale, and the Fear of COVID-19 Scale. Along with these variables, the moderating effect of COVID-19 fear was examined. IBM’s SPSS 25 package program and Hayes’s process were used to perform the analysis. Data from 393 participants were included in the analysis within the scope of the research. Results – In the model in which the moderating effect of COVID-19 fear was examined, it was concluded that fear of COVID-19 worsened the relationship between communication anxiety and self-efficacy. In addition, a negative and significant result was obtained between communication anxiety and self-efficacy. Conclusion – According to the results obtained from this research, fear of COVID-19 increases communication anxiety and decreases self-efficacy. At the same time, fear of COVID-19 had a negative moderating effect on the relationship between communication anxiety and self-efficacy. This research was completed by analyzing the variables, presenting the results, forming a discussion, and with suggestions put forward. Copyright © 2021","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79204384","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":"A Qualitative Investigation of Team-Based Gamified Learning in an Online Environment","authors":"Yunjo An","doi":"10.22521/edupij.2021.104.5","DOIUrl":"https://doi.org/10.22521/edupij.2021.104.5","url":null,"abstract":"Background / purpose – This study examined how team-based gamified learning influenced students’ attitudes towards the gamification of learning, online collaboration, and competition. Furthermore, the study explored what factors contributed to the students’ positive or negative experiences with gamified learning. Materials / methods – Game elements used for the team-based gamified learning experience included challenges, points, peer feedback and voting (social influence), and inter-team competition. Qualitative data were collected from pre- and post-surveys and participants’ reflections. Results – Overall, the gamified learning experience had a positive influence on the participants’ attitudes toward the gamification of learning. The major factors that contributed to the positive change included (1) fun and enjoyment, (2) motivation and engagement, (3) relevance, and (4) choice and","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90696542","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":"A Qualitative Study of Social Media Marketing in Ireland: The Facilitating Role of Higher Education","authors":"S. Stephens, Christopher McLaughlin","doi":"10.22521/EDUPIJ.2020.94.3","DOIUrl":"https://doi.org/10.22521/EDUPIJ.2020.94.3","url":null,"abstract":"In this paper we present a qualitative study of social media marketing by small business owners in Ireland. We present data from interviews with six owner/managers, six employees, and six experts. Exploring the three perspectives simultaneously facilitates a three-way narrative. We apply narrative structuring as proposed by Kvale (2006) in order to provide insight into the understanding, practices, motivations, behavior, and activities of small businesses as they relate to marketing; specifically, social media-based marketing. The delivery of skills to small businesses create challenges for higher education in terms of the design of curriculum, pedagogy and accreditation. A significant finding of this study is the influence that the attitudes, knowledge and capacity of the owners have on their propensity to engage with social media marketing. There is a role for higher education in bridging this gap. However, this is not just in the delivering of traditional skills, but working as facilitators and developing student, graduate and employee advocates through a comprehensive provision of experiential and work-based learning initiatives. This paper presents novel insights and improves our understanding of the role of higher education in supporting the training needs of small businesses. In our conclusion we present a series of recommendations on the design of customized training programs for small businesses.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"67 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73167271","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":"Global Education in the Shadow of the Novel Coronavirus: Reflections on the Impact of COVID-19 Outbreak on Education Systems","authors":"Turgut Karakose","doi":"10.22521/EDUPIJ.2020.94.1","DOIUrl":"https://doi.org/10.22521/EDUPIJ.2020.94.1","url":null,"abstract":"This current issue of EDUPIJ includes two articles, each with different themes. In the first article, Ozkayran et al., evaluated guidance services, which play a crucial role in crisis management, based on the opinions of inservice teachers. In the second article, Stephens and McLaughlin examined the facilitating role of higher education in social","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"9 1","pages":"201-204"},"PeriodicalIF":0.0,"publicationDate":"2020-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46862418","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":"Editor's Note","authors":"Turgut Karakose","doi":"10.22521/edupij.2020.93.1","DOIUrl":"https://doi.org/10.22521/edupij.2020.93.1","url":null,"abstract":"","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41401074","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 Opinions of Teachers on Crisis Management in Guidance Services","authors":"Secil Eda Ozkayran, Aslihan Yetis Abali, A. Abalı","doi":"10.22521/EDUPIJ.2020.94.2","DOIUrl":"https://doi.org/10.22521/EDUPIJ.2020.94.2","url":null,"abstract":"","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"9 1","pages":"205-220"},"PeriodicalIF":0.0,"publicationDate":"2020-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42145960","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":"Maternal and Paternal Authority Styles and Developmental Outcomes: An Investigation of University Students in Turkey and the United States","authors":"Hamide Gozu, J. Newman, Kimberly F. Colvin","doi":"10.22521/edupij.2020.93.3","DOIUrl":"https://doi.org/10.22521/edupij.2020.93.3","url":null,"abstract":"Using data from undergraduates in both Turkey and the United States, we examined cultural differences in the perceived parenting authority styles and the links between perceived parenting authority styles, academic achievement, and self-esteem. We also examined the separate contributions of fathers and mothers in each country. A total of 423 undergraduates (196 from Turkey and 227 from the US) completed the Buri Parent Authority Questionnaire to report on the parenting styles of their parents. They also reported on their own college GPA and completed the Rosenberg self-esteem measure. Some adjustment of the parenting scales was needed in order to achieve cross-cultural measurement invariance. Our study revealed that there were differences of parental style both between and within the two countries. Fathers were reported to be more authoritarian than mothers, and mothers to be more authoritative. Higher levels of authoritarian parenting by fathers was found in the American data. Some parental authority measures were associated with the students’ self-esteem, and all of these involved paternal authority. Paternal authoritarian parenting was negatively associated with the students’ self-esteem in the Turkish data, with paternal authoritative parenting positively associated with the self-esteem of the American students only. The study’s findings suggest that researchers should not ignore differences in parental authority style between mothers and fathers, nor differences between different countries. In particular, the role of fathers should not be overlooked.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46706590","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":"Online Teaching Practices During the COVID-19 Pandemic","authors":"Shaista Noor, F. Isa, F. Mazhar","doi":"10.22521/edupij.2020.93.4","DOIUrl":"https://doi.org/10.22521/edupij.2020.93.4","url":null,"abstract":"The COVID-19 pandemic has had a remarkable economic impact worldwide, including in Pakistan, and was soon declared an international public health issue. The education sector in Pakistan, specifically school (K-12) education, has seen a staggering impact due to obstacles in delivering alternative forms of education during the pandemic. Educational institutions in Pakistan closed on March 13, 2020, and then, on April 13, 2020, the Ministry of Education, in collaboration with the Information and Broadcasting Ministry, announced the launch of a “tele-schooling” initiative. Teaching staff, who are arguably the most vital resource in any schooling system, faced considerable physical, mental, and financial challenges due to an overnight shift to an online mode of teaching, with issues concerning inadequate digital pedagogical knowledge and infrastructure limitations relating mostly to power connectivity. The current study investigated the perception of Pakistani school teachers regarding their online teaching practices during the COVID-19 pandemic. In the study, a qualitative research strategy was adopted, with semi-structured interviews conducted via Skype with 10 school teachers from Pakistan’s renowned Army Public School and College System (APSACS) schools located in the Rawalpindi and Islamabad regions of the country. Saldana’s (2016) structured inductive data analysis method was used in analyzing the collected data. The study’s results highlighted the issues and challenges confronted by school teachers in delivering online lessons via Google Classroom, Zoom, and Microsoft Teams such as high-cost Internet packages, uncooperative learners, low attendance of learners, teachers’ technology confidence, limited availability of educational resources, lack of ICT knowledge, and poor network infrastructure. However, the creativity, dedication, and community spirit which the school teachers demonstrated in working with very limited facilities were exemplary. Hence, based on the study’s findings, changes were proposed as a way forward. It is hoped that the study’s findings will help policymakers and the Ministry of Education in Pakistan to focus more on human capital development, interpersonal development, communication and technology management training, and support programs, especially for school teachers as the foundation of the next and future generations.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49190620","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":"Critically Analysing the Ethical Dilemmas Arising from Lecturer and Student Relationships at the University: Pushing Social Boundaries for Institutional Revolution","authors":"K. James, Richie Bain, N. Duncan, Michael Martin, James Mole, Michael Williamson, Blair Wilson","doi":"10.22521/EDUPIJ.2020.93.2","DOIUrl":"https://doi.org/10.22521/EDUPIJ.2020.93.2","url":null,"abstract":"The basis of the ethical dilemma discussed in this article is the controversy surrounding the personal relationship between a student and their lecturer. The social constructs of university highlight that the potential for any friendship or relationship within the institution is very uncommon and both parties usually assume that integration of their social groups cannot take place. Many people argue that the relationship of this nature can adversely affect grade attainment and fairness of judgement. We assess and reflect upon the merits of this conventional view by drawing upon a real-life case-study involving the first author (a lecturer) and the remaining six authors (his students). After considering the various arguments on both sides, and drawing upon authors such as Freud, Marx, and Sartre, we conclude that, if individuals remain honest, the relationship can only mean a greater understanding for the student and a lesser alienation complex for both parties.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"9 1","pages":"139-152"},"PeriodicalIF":0.0,"publicationDate":"2020-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45969700","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}