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Factors Affecting the General Academic Achievement of University Students: Gender, Study Hours, Academic Motivation, Metacognition and Self-Regulated Learning
Get PDFThis study aimed to determine the effects of university students\u27 gender, weekly study hours, academic motivation, metacognition, and self-regulated learning levels on their overall academic achievement and to examine whether academic motivation, metacognition and self-regulated learning total scores predicted their GPAs. This study utilized a survey and prediction research design to analyze the research questions posed. The participants of the study consisted of 86 undergraduate students attending various programs of a university in Western Canada. The research data were collected using the “Metacognitive Awareness Inventory (MAI)” developed by Schraw and Dennison (1994), the “Self-regulated learning perception scale (SASR)” developed by Dugan and Andrade (2011), the Academic Motivation Scale (AMS-C 28) College Version developed by Vallerand, Pelletier, Blais, Brière, Senécal and Vallières (1992), and the “demographic form”. We found a significant relationship between the university students\u27 self-regulated learning, metacognition and academic motivation scores, and their grade point averages (GPAs). We also determined that the total scores related to the university students’ self-regulated learning, metacognition and academic motivation significantly predicted their GPAs, and that the gender and weekly study hours of the university students did not have a significant effect on their self-regulated learning, metacognition, academic motivation and academic GPA
An Evaluation of Equity and Access for All Students in a School District\u27s Career and Technical Education Programs
Get PDFThere is a great deal of research regarding the need for equity and access in Career and Technical Education (CTE); however, very little research exists acknowledging strategies to achieve it. The purpose of this study was to evaluate equity and access in CTE programs, as well as to determine any barriers to CTE program enrollment, participation, and completion faced by students identified as economically challenged, students with disabilities, or English language learners. The context of this inquiry was high school CTE programs in one school district in the United States of America. My study demonstrates both qualitative and quantitative data that reveal what CTE teachers were doing in their 21st century classrooms to provide equity and access for all students, and it further acknowledges any barriers that those teachers identified
Educating Individuals With Intellectual Disabilities: The US Constitution, Citizenship And Disability
Get PDFThis qualitative, design-based research study focuses on teaching citizenship to individuals with intellectual disabilities. The participants were middle school students who communicate in a variety of ways, many of whom don’t use speech. In the State of Illinois, the general education population is required to pass the U.S. Constitution test. However, in spite of a mandate that students with disabilities should have access to the general education curriculum, students with significant intellectual disabilities are not required to learn about the constitution or their rights as citizens. The goal of the research was to meet the needs of all students through federal mandates of gaining access to the general education curriculum. For this study, curriculum was written that includes an adapted Constitution test. The study provides in depth descriptions of the Constitution Unit constructed and adapted for each participant, the pedagogical practices employed, and the assessment results for the students who participated. The research found that when curricula is adapted to their individual communication styles, connected to their lives, and enacted through multiple modalities, that students with intellectual disabilities can learn complex ideas about rights and incorporate their learning into their lives
Exploration of Patient Variables and Characteristics Best Suited for Medical Marijuana Treatment for Anxiety and Depressive Disorders
Get PDFIndividuals with posttraumatic stress, anxiety and depressive disorders are currently being prescribed medical marijuana as a treatment in many states across the United States. However, marijuana is still considered a schedule one narcotic by the Drug Enforcement Administration and federal government, which provides several barriers and challenges to conduct research such as approval from the U.S. Food and Drug Administration and following guidelines from the National Institute on Drug Abuse issued by the DEA. Additionally, individuals prescribed medical marijuana for mental health disorders are not always thoroughly instructed on the type of medical marijuana, the dosage, and how frequently to use marijuana. This literature review’s objective was to understand what mental health symptoms medical marijuana treats and what factors indicate medical marijuana is a suitable treatment for posttraumatic stress disorder, anxiety, and depression. Cannabidiol and tetrahydrocannabinol have been found to contribute to an acute reduction in both posttraumatic stress disorder and anxiety symptoms, although long-term efficacy is still unclear. Results have varied with depressive disorders regarding the successful reduction of depressive symptoms. Conversely, studies have shown that medical marijuana and recreational marijuana use may exacerbate depressive symptoms and psychosis, and tetrahydrocannabinol-based medical marijuana products may not be best suited for individuals with a history of substance abuse due to potential habit-forming qualities. In addition, medical marijuana can have an impact on the concentration of psychotropic medications. Studies to date have indicated that medical marijuana’s effective dosage for treatment may differ across individuals depending on the disorder, individual factors, prior marijuana use, and time relative to experience symptoms
The Influence Of Parent-Child Relationships On Female Sexual Functioning: A Review Of The Literature
Get PDFThis literature review is an examination of the impact of parental communication of sexual functioning in women. Women have many commonalities of sexual experiences and receive similar messages as children and adolescents in regards to their sexual behavior. Current attitudes towards women’s sexuality and sexual functioning and the outcomes that a lack of communication can warrant are areas of importance for this literature review. This Clinical Research Project (CRP) examines how frequently parents communicate about sexual topics with their child, how parents communicate, and parental feelings surrounding discussions. Parenting models and attachment styles are reviewed and how childhood experiences shape current functioning. Parental relationships are an integral part of how an individual is currently functioning and this literature review examines how those relationships and conversations shape sexual functioning for women in adulthood. Other influences and the consequences of not engaging in those hard conversations with an adolescent are discussed. Based on the findings uncovered by the research, clinical recommendations are included in this literature review
Editorial
Get PDFListening. Connecting. Creating safe spaces to work and play. Building community. As we begin to emerge from the ravages of the Pandemic, and as reporting about racial violence and the aftermath of the attack on the Capitol remain front page news, such ideas seem to have slipped from our grasp. A great weariness weighs on us, as we long for a respite from assaults on our physical health, on our emotional well-being, and on our ability to function as members of a civil society. We long to move, to play, to enjoy the company of others, to share our thoughts, and to feel safe and at peace.
Perhaps some respite from this constant state of fatigue and anxiety can be found in three essays published in this year’s edition of SPACE. Each offers a glimpse at the possible. Themes emerge that cause the authors’ ideas to resonate with each other in a way that seems planned, but which converged organically. Our selected essays address issues surrounding education, which also seems fitting in this time of distance learning. Images of teachers speaking to black squares on computer screens challenge us to ask: what can we do to help students learn while also supporting their physical and emotional well-being? How can such simple acts as listening, connecting, creating safe spaces and building community enhance the way young people learn? As we revisit these elemental ideas, can we grow into new ways of teaching and learning that cause us to look back at these challenges and thank them for the lessons they contain? As we reflect on our collective weariness of violence and incivility, can we begin to find ways to reconstruct positive social interaction—even if the steps toward that ideal might seem too small to make a difference?
Youla Bekiaris and Randall O’Neill, who recently became licensed to teach history and social studies in Illinois, write about their experience doing service-learning at the Youth Services Program at the Center on Halsted. This is a safe space for LGBTQ youth in Chicago, many of whom have experienced violence and homelessness. The authors, who engaged in the simple act of preparing and serving meals at the Center, write about the importance of learning firsthand about the experiences of these young people in order to become better advocates for the LGBTQ students they teach.
Dominique Modory shares her experiences teaching a hip-hop dance class to elementary school children. By incorporating Gloria Ladson-Billings’ teachings about culturally relevant pedagogy, Modory explores the natural extension of this approach to the larger issues of social justice and inequity she anticipates encountering in her future career as an elementary school teacher.
Carolyn Crost and Kimberly Maljak share their research findings about how using a Social Ecological Model (SEM) can help educators discover the ways the larger community influences the physical health of school children. Although the authors discovered that the community where they conducted their research provides multiple supports for the well-being of the people who live there, they do suggest ways to use the SEM model in order to identify and provide those supports in communities where they are lacking.
Serving food and listening. Learning from children whose culture is different from our own. Looking at how the larger community sends powerful messages to people who live there. These are the small steps and hopeful moments our writers in this edition of SPACE offer us. We hope their ideas inspire you
Using a Social Ecological Model to Examine the Role that the Community Plays Regarding Children\u27s Opportunities to be Physically Active
Get PDFStudies have shown that communities exist within a broader environment and it is important to consider how different levels interact and influence physical activity (PA) engagement. Guided by the social ecological model (SEM), a service-learning project was completed via observations at a Chicago Private School for a service-learning project and interactions with faculty, students, and community members. Results were directly connected to the SEM and two themes emerged: 1) the community contained an abundant amount of safe spaces for PA engagement and 2) the school displayed a supportive and positive attitude toward PA. The purpose of this study was to examine the role the community and school played in children’s PA levels
Let the Symphony of Life Dance with an Unrelenting Crescendo
Get PDFTime moves on. This challenging period will also end. Let\u27s have faith and hope for a better tomorrow and aspire for our growth through knowledge, understanding, and learning
Investigating the Relationship Between Adolescents’ Interpersonal Problem-Solving Skills and Developmental Guidance Needs
Get PDFIn this study, it was investigated whether adolescents\u27 developmental guidance needs predicted by their interpersonal problem-solving skills. Adolescents\u27 Determination of Developmental Guidance Needs Scale, Interpersonal Problem Solving Skills Scale, and Personal Information Form used as data collection tools. The sample group of the study consists of 1002 high school students. While obtaining the findings of the study, correlational analysis, and multiple linear regression analysis performed. Adolescents\u27 interpersonal problem-solving skills predicted 18.8% of their developmental guidance needs. It is concluded that adolescents\u27 interpersonal problem-solving skills predict their developmental guidance needs
An Inquiry-Based Learning Approach for Effective Concept Teaching
Get PDFThe purpose of this research is to investigate the effect of simulation supported inquiry-based learning on the conceptual understanding of pre-service teachers about the capacitors. The participants of research consist of 50 pre-service teachers studying at a state university in Turkey. The participants were divided into two groups of 25 each on the basis of their physics grades in the previous semester. The research was patterned according to non-equivalent control group design with pretest and posttest. In the research, simulation-supported inquiry-based learning was used in the experimental group, and lecture-based learning supported by simulations in the control group. The research data were collected with the Capacitor Concept Test prepared by the researchers. The findings of the research showed that pre-service teachers had various misconceptions about the parallel plate capacitors before the implementation. The research revealed that inquiry-based learning was found to be more effective than the lecture-based learning in eliminating these misconceptions