Journal of Psychological and Educational Research最新文献_第2页

Philosophical Foundations of Research and the Case of the Epistemic Well in a Least Developed Nation 研究的哲学基础与最不发达国家的认识井案例

Journal of Psychological and Educational Research Pub Date : 2023-03-14 DOI: 10.33140/jepr.05.01.05

{"title":"Philosophical Foundations of Research and the Case of the Epistemic Well in a Least Developed Nation","authors":"","doi":"10.33140/jepr.05.01.05","DOIUrl":"https://doi.org/10.33140/jepr.05.01.05","url":null,"abstract":"Inspired by an ancient tale of kupamanduka (Well Frog) that never ventures out of the well and lives to think the well as the world, and see nothing beyond it. This article conceptualises the ‘Epistemic Well’ and the native epistemic community that dwells in it remains within the confines of the epistemic well. Philosophical foundations are the core of each individual researcher and all research questions, hypothesis, methodologies, recommendations are shaped by it. Particular modes of governance instil particular modes of philosophies. Under neoliberalism the prevailing philosophical foundations have been identified as, detached, decontextualized, depoliticized, dehistoricized, dissocialized, deproblematized, reductionist/individualist, instrumentalization, separation, marketisation, positivist and objectivist. The combination of these attributes builds the epistemic well. The epistemic well of research is not absolute and is not meant to provide quantification data. The epistemic well is a reflexive tool that can be used to evaluate a research especially for a nation like Nepal. The research funds or the benefits that ensues a researcher are important criteria for research. When thinking of a research topic, the primary determining factor becomes the amount of fund available the gaze of a native researcher can overlook various conditions and processes. The epistemic community that is formed by these researchers maintain and sustain particular epistemes. The NCD’s were selected primarily to stick to a cohort but this does not limit the scope and purpose of the epistemic well.","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135837807","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

Bullying or School Harassment 欺凌或校园骚扰

Journal of Psychological and Educational Research Pub Date : 2023-02-25 DOI: 10.33140/jepr.05.01.04

引用次数: 0

Adoption of Technology Acceptance Model in Technical Universities Libraries: Implication to Higher Education in Ghana 加纳技术大学图书馆采用技术接受模式对高等教育的启示

IF 0.7

Journal of Psychological and Educational Research Pub Date : 2021-07-25 DOI: 10.33140/jepr.03.02.02

引用次数: 0

The Effect of Perceptual-Semantic Blindness in Solving Semantic Problems with Visual Means Containing the Solution 知觉-语义盲目性对包含解的视觉手段解决语义问题的影响

IF 0.7

Journal of Psychological and Educational Research Pub Date : 2021-07-09 DOI: 10.33140/jepr.03.01.01

{"title":"The Effect of Perceptual-Semantic Blindness in Solving Semantic Problems with Visual Means Containing the Solution","authors":"","doi":"10.33140/jepr.03.01.01","DOIUrl":"https://doi.org/10.33140/jepr.03.01.01","url":null,"abstract":"In the light of the Cultural-Historical Theory (L.S. Vygotsky) and the Theory of Transcendental Psychology of Perception (A.I. Mirakyan), the author considers the position and functional role of the perceptual process in the development of the mind of an adult. The hypothesis is that the functional role of perception in the mind of the person at the end of its period of maturation is subordinate to the higher mental functions, in particular, the process of thinking, which is based on the search for a person available memory capacity and the possibility of finding knowledge in the relevant external sources. Therefore, in semantic terms, visual perception can be excluded from a conscious process of finding semantic solutions. This suggests the subordinate function of visual perception in cognitive adult life and the virtually automatic nature of the process that serves the knowledge-based development opportunities. In this context, we presented and experimentally tested on 30 students the effect of perceptual-semantic blindness, which shows that the mental process of solving semantic tasks is in the main ignoring additional visual stimuli containing the solution in the general visual field. In contrast to inattentional blindness, these stimuli are constantly presented in the field of vision and perceptual blindness was due not so much to inattention, but semantic processes. The presented effect of perceptual-semantic blindness is clearly expressed in more than 60% of cases (up to 100% for graphical variants). This situation can be regarded as the result of a kind of sociocultural development, formed in the conditions of modern information technology society. It also points to the need for special and purposeful perceptual-cognitive training as one of the effective means of using unclaimed perceptual possibilities to avoid the phenomena of perceptual-semantic blindness. These means are especially important for the educational process.","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79579303","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

Development, Feasibility, and Post-Training Outcomes of the STAC Teacher Training: A Companion Program for a Brief, Bystander Bullying Intervention STAC教师培训的发展、可行性和培训后的结果:一个简短的同伴计划，旁观者欺凌干预

IF 0.7

Journal of Psychological and Educational Research Pub Date : 2020-10-23 DOI: 10.33140/jepr.02.04.01

{"title":"Development, Feasibility, and Post-Training Outcomes of the STAC Teacher Training: A Companion Program for a Brief, Bystander Bullying Intervention","authors":"","doi":"10.33140/jepr.02.04.01","DOIUrl":"https://doi.org/10.33140/jepr.02.04.01","url":null,"abstract":"The purpose of this study was to develop a companion Teacher Training for a brief, bystander bullying intervention (STAC) and to assess feasibility and post-training outcomes. Although research supports the efficacy of the STAC intervention, training teachers to support student “defenders” may enhance the program’s impact. A mixed-methods design with sequential sampling was used with qualitative focus group data and quantitative survey data. The researchers used Consensual Qualitative Research to analyze qualitative data and independent sample t-tests to analyze qualitative data. Teachers (N =18) from one high school in an urban community were recruited for the study. We used a phased research approach to meet the study aims. In Phase 1, teachers participated in focus groups to develop content for the training. Qualitative themes that emerged included identification of barriers to intervening in bullying, gaps in teacher knowledge, suggestions for supporting students to report bullying to teachers, the need for a supportive school culture, and attitudes toward students who bully. In Phase 2, we created the STAC Teacher Training based on the literature and feedback from participants in Phase 1. The 50-minute training includes 1) normative feedback regarding beliefs about bullying, 2) a didactic component that includes information about bullying, a description of the student STAC strategies, and corresponding teacher strategies used to support student “defenders” and 3) an experiential component for strategy practice. In Phase 3, we trained a sub-set of teachers (N = 8) in the STAC Teacher Training to evaluate feasibility and post-training outcomes. Results supported training feasibility and teachers reported an increase in knowledge, confidence to support students to act as “defenders”, as well as confidence, comfort, and self-efficacy in intervening in bullying situations. This study serves as a first step in developing a companion Teacher Training for the STAC intervention.","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2020-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89496661","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

IF 0.7

Journal of Psychological and Educational Research Pub Date : 2020-07-03 DOI: 10.33140/jepr.02.03.02

引用次数: 0

An Examination of College Student Academic Social Supports with Diverse College Students 不同类型大学生学业社会支持的考察

IF 0.7

Journal of Psychological and Educational Research Pub Date : 2020-07-03 DOI: 10.33140/jepr.02.03.01

引用次数: 2

Diabetes control and metabolism maintenance during COVID-19 period in comparison to three other periods using GH-Method: math-physical medicine (No. 288) 利用GH-Method:数理医学(288号)对比新冠肺炎期间与其他三个时期的糖尿病控制和代谢维持

IF 0.7

Journal of Psychological and Educational Research Pub Date : 2020-07-03 DOI: 10.33140/jepr.02.03.04

引用次数: 2

Re-Designing, Humanizing and Globalizing Higher ducation: Disruptive Strategies for Business School Leadership from the Bottom Up 高等教育的重新设计、人性化和全球化:商学院自下而上领导的颠覆性策略

IF 0.7

Journal of Psychological and Educational Research Pub Date : 2020-07-03 DOI: 10.33140/jepr.02.03.03

{"title":"Re-Designing, Humanizing and Globalizing Higher ducation: Disruptive Strategies for Business School Leadership from the Bottom Up","authors":"","doi":"10.33140/jepr.02.03.03","DOIUrl":"https://doi.org/10.33140/jepr.02.03.03","url":null,"abstract":"This paper highlights disruptive strategies to move students from the classroom and traditional business education to using their skills in impoverished villages in the Third World. Beginning in the late 1990s, innovations were designed by faculty and students to roll out a pro-poor agenda that includes the following: Student-led microfinance NGO spinoffs, accounting school faculty and students offering financial training and services, MPA student initiatives that assist African village leaders, annual social entrepreneurship conferences, the establishing of a campus center for economic self-reliance, and more. We will describe the leadership processes that evolved as these and other campus programs were established and rolled out to effect real social change across the globe. As described below, many of these efforts began at the lower level of the university, among students and professors, not at the top. However, this kind of higher education leadership from below promises exciting and path-breaking new strategies for higher education scholars and practitioners everywhere, especially within the context of schools of management.","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87521808","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

psychological and social implications of students with speech and language disorders from the point of view of specialists and ways to treat them in the northern West Bank - Palestine 从专家的角度看言语和语言障碍学生的心理和社会影响以及在西岸-巴勒斯坦北部治疗他们的方法

IF 0.7

Journal of Psychological and Educational Research Pub Date : 2020-07-03 DOI: 10.33140/jepr.02.03.05

{"title":"psychological and social implications of students with speech and language disorders from the point of view of specialists and ways to treat them in the northern West Bank - Palestine","authors":"","doi":"10.33140/jepr.02.03.05","DOIUrl":"https://doi.org/10.33140/jepr.02.03.05","url":null,"abstract":"This study aimed to identify the psychological and social effects of students with speech and language disorders from the point of view of specialists and ways to address them in the West Bank governorates, as well as to identify the role of the study variables, and to achieve the goal of the study a questionnaire was developed and its sincerity and stability factor were confirmed, and after an operation the collection of questionnaires was encoded and entered to the computer. The computer was used to analyze the data by the statistical packages program. The study reached the following results: 1. The stability coefficient (93%), which is an excellent stability coefficient that meets the objectives of the study. 2. The size of the study sample for speech therapy centers was 25 3. The percentage of psychological and social effects on students with speech and language disorders from the point of view of specialists and ways of treating them in the Nablus governorate (74%) is high. 4. It was found that there are no statistically significant differences in there are no statistically significant differences at the level of significance (a≤0.05) psychological and social effects on students with speech and language disorders from the point of view of the specialists and ways to address them in the Nablus governorate due to the variable of gender, age, specialization Scientific. Based on the Results of the Study, the Researcher Recommends the Following Recommendations: 1. The need to pay attention to the role of parental treatment methods in developing linguistic development among children as a priority, by holding courses for parents, to train them on how to deal with their children in building linguistic growth. 2. The teacher education programs in universities include courses related to the detection of speech and speech disorders, and how to deal with them. 3. Caring for group school activities, especially in the field of sports activities, committees, and school radio","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86266944","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