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Procrastination is Detrimental to Undergraduate Students’ Self-Rated Creativity: The Mediating Role of State Anxiety

., Hu, Y., & Runco, M. A. (2015). Verbal divergent thinking facilitated by a pleasurable incubation interval. Psychology of Aesthetics, Creativity, and the Arts, 9(3), 286-295. doi: 10.1037/a0038851 Haycock, L. A., McCarthy, P., & Skay, C. L. (1998). Procrastination in college students: The role of self-efficacy and anxiety. Journal of Counseling and Development, 76, 317-324. Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis : A regression-based approach: New York, NY: The Guilford Press

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Regulation of Cognition as a Mediator in the Relationship Between Knowledge of Cognition and Perceived Self-Intervention

://www.apa.org/ed/governance/bea/learner-centered.pdf 4. Andrade, H., & Valtcheva, A. (2009). Promoting learning and achievement through self-assessment. Theory into Practice, 48 (1), 12-19. doi: 10.1080/00405840802577544 5. Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51 (6), 1173-1182. 6. Bayazıt, A. (2007). Çevrim içi sınavlar ve kağıt-kalem sınavları arasındaki sınav süresi ve öğrenci başarım farklılıkları. PhD diss., University

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Forming of Students’ Professional Legal Competency: Foreign Experience

Abstract

The article deals with analysis of future social workers’ training in the context of forming students’ professional legal competency in higher education institutions of European Union (EU), the USA and Ukraine. Based on the study of scientific and reference sources the peculiarities of the educational process in the most popular higher education institutions, particularly, in EU, offering Bachelor’s and Master’s degrees in Social Work have been defined: in France there is no distinct differentiation between social workers and social pedagogues; these professions successfully combine functions of education and assistance; future social workers are trained in centers and universities that follow instructions of French National Academy for Youth Protection and Juvenile Justice; at German universities social work curricula are based on threefold study load of future specialists: world societies and social development, social problems and human rights violation, international rights in social work; are interdisciplinary and can be realized in cooperation with other European universities; at British universities teachers have great practical experience in social work; student body is cosmopolitan, i.e. a mixture of mature and young students from different ethnic groups and nationalities; curricula also provide for a large volume of practical learning in working conditions corresponding to national requirements; in Spain future specialists are trained for three appropriate segments of labour market, namely, law, social work expert and Master in Social Work (such specializations as social mediation, leisure time activities, professional adaptation).

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The Creative Self-Concept as a Mediator Between Openness to Experience and Creative Behaviour

University Press. Furnham, A., Zhang, J., & Chamorro-Premuzic, T. (2005). The relationship between psychometric and self-estimated intelligence, creativity, personality and academic achievement. Imagination, Cognition and Personality, 25 , 119-145. Gong, Y., Huang, J.-C., & Farh, J.-L. (2009). Employee learning orientation, transformational leadership, and employee creativity: The mediating role of employee creative self-efficacy. Academy of Management Journal, 52 , 765-778. Graziano, W. G., Jensen-Campbell, L. A., & Finch, J. F. (1997). The self as a

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Does the Frequency of Using Emoticons in Computer-Mediated Communication Signal Creativity?

REFERENCES Baas, M., De Dreu, C. K., & Nijstad, B. A. (2008). A meta-analysis of 25 years of mood-creativity research: Hedonic tone, activation, or regulatory focus?. Psychological Bulletin, 134 (6), 779-806. http://dx.doi.org/10.1037/a0012815 Baron, N. S. (2004). See you online: Gender issues in college student use of instant messaging. Journal of Language and Social Psychology , 23 (4), 397-423. https://doi.org/10.1177%2F0261927X04269585 Boldea, O. & Norley, N. (2008). Emoticons and their role in computer-mediated communication. Journal

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On the relevancy of using Vygotsky’s theoretical framework to legitimize dialogic teaching/learning

), 45-64. Gredler, M. E. (2009). Hiding in plain sight: the stages of mastery/self-regulation in vygotsky’s cultural-historical theory. Educational Psychologist, 44(1), 1-19. Gredler, M. E. (2012). Understanding Vygotsky for the classroom: Is it too late? Educational Psychology Review, 24, 113-131. Hasan, R. (1995). On social conditions for semiotic mediation: The genesis of mind in society. In A. R. Sadovnik (Ed.), Knowlege and pedagogy: The sociology of Basil Bernstein (pp. 171-196). Norwood, New Yersey: Ablex

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The Significance of Context: Moral Education and Religious Education Facing the Challenge of Sustainability

Abstract

Education for sustainable development as presented by UNESCO involves a value dimension which is both pivotal and problematic. Pivotal, because values concern what matters to beings, problematic because the values brought forward are formulated as universal values, with the risk of suppressing the plurality of context.

The first part of the article develops a theoretical approach for a research project on environmental ethical values in moral education which accommodates for both universality and context. While the scope is mainly theoretical, some empirical material is brought in to illustrate and exemplify. The school subject involved includes religious education, and the empirical material shows that religion is a part of the context. However, this aspect is not accentuated in the theoretical approach presented.

The second part is a mediation between this theoretical approach on moral education and the interpretive approach addressing religious education. The aim is to explore common ground, uncover factual tension and reflect on how both moral education and religious education may contribute to environmental and sustainability education.

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Shades of Freire: Exorcising the spectre haunting pedagogy

Abstract

In the second part of this special issue on neoliberalism, pedagogy and curriculum, I explore the contributions of each author to confronting neo-liberal reforms of education, notably the spectre of neo-liberalism haunting aspects of pedagogy, teaching and curriculum. Exemplary of the scholarly work produced by many critical educators, the contributing authors share an understanding of the oppressive function of educational apparatuses and their complicity with the reproduction of dominant epistemes of knowledge/power. In this case, neo-liberalism is defined as a canonical narrative through which existing education relations, practices and discourses are structured and mediated. Against this neo-liberal imaginary, the authors argue in favour of models of knowing, learning and teaching that work to sustain practices of critical inquiry and self-discovery among learners as active, reflexive and engaged subjects. The result is a timely collection of papers critiquing the nuances pertaining to the global transmission of neo-liberal education and a much- -needed reinvigoration of the Freirean demand for a liberating and critical pedagogy.

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Study on analysis the emotion regulation mechanisms responsible for improvement of sport performance in artistic gymnastics

Abstract

This study aims to identify mechanisms responsible for the achievements in the artistic gymnastics performance. The main mechanisms we have considered a priori as being mechanisms of change were: anxiety for high performance sport, general self-efficacy, specific self-efficacy in gymnastics, motivation in high performance sport, emotional skills and social skills. Gymnasts from 3 national clubs attended this study. The gymnasts were distributed in 3 lots. The subjects are between 8 and 10 years. Since this study aimed to monitor certain psychological variables and one of the participating group received psychological counseling, before intervention we submitted screening questionnaires related to emotional and behavioral disorders to all groups.

All gymnasts attending the study received questionnaires related to each mechanism monitored both in the beginning and at the end of the emotional development program. During the study the gymnasts were distributed in three lots as follows: the first lot received in addition to classical training methods, an emotional training program and a complex technical training program; the second lot received the same complex technical training program as the first lot; and the third lot did not receive intervention program and the gymnasts were trained following the traditional training program. We have analyzed the results using the procedure described by Weersing, V.R. and Weisz, J.R. [19]: the Efficiency Test, the Specificity of Intervention Test, Mechanisms of Change Test; Mediation Test.

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