1,720,955 research outputs found
Perceived Stress Variations in Relation to Gender, Year of Study, and Employment Status of Teacher-Trainees in Selected Universities in Central Region, Uganda
Full text linkTransition from high school to university comes with challenges and opportunities that are stressful to the teacher-trainees. The study aimed to establish whether variations of stress existed between gender, year of study, and employment status of teacher-trainees in universities in the Central Region, Uganda. This cross-sectional quantitative study adopted a stratified sampling strategy to select programmes and simple random sampling to select participants using random numbers. Data were collected from 554 teacher-trainees using a self-administered questionnaire and analysed using means, t-tests, and ANOVA. The findings revealed that although both male and female teacher-trainees experienced stress, females (mean=2.31) presented a slightly higher level than males (mean=2.30). The findings further revealed that stress increased as one moved to years two and three. The year two mean scores were slightly higher (mean=2.39), followed by those in year three (mean = 2.38) and lastly by year one (mean=2.17), and the observed F=11.57 had a highly significant level of (p=0.000<0.05). Additionally, working teacher-trainees experienced higher stress levels as indicated by a slightly higher (mean = 2.80) compared to their non-working peers (mean =2.31). The findings further revealed a negative students’ t-test (-0.524) and the level of significance (p=0.875 >0.05). Thus, university managers should provide an enabling environment, create awareness regularly about mental health through counselling. Universities should also create a supportive environment and activities that can help student to achieve their academic goals. A work-study scheme can be adopted to help needy students work and study from the same institution
Effect of Stressors and Coping Strategies on Preservice Teacher-Trainees’ Academic Performance in Ugandan Universities
Full text linkUniversity students generally face numerous stressors that impede their academic performance. The study aimed at exploring how stressors and coping strategies affected the academic performance of preservice teacher-trainees in universities in the Central region, Uganda. A sample of 554 teacher-trainees enrolled on the BA(ED) and BSc (Ed) programmes from three universities participated in the study to ascertain the effect of stressors and coping strategies used. The study further sought views from 346 respondents enrolled in years two and three to establish the effect of stressors and coping strategies on their academic performance. The first years were excluded since they had not received their results at the time of data collection. The results revealed that teacher-trainees used myriad coping strategies to avert the effects of stressors. Results further revealed a significant negative relationship between stressors and academic performance (r= -0.239**, p=0.000< 0.05). This negative correlation implied that as stress increased, the academic performance of teacher-trainees reduced. Results further revealed a negative relationship between coping strategies and academic performance measured by their current CGPA (r= -0.089, p= 0.099>0.05). Thus, the way teacher-trainees coped with stress had a very minimal impact on their academic performance. Problem-focused coping had a positive relationship with academic performance, unlike emotion-focused and avoidant coping strategies. The study concluded that problem-focused coping could improve academic performance compared to maladaptive strategies such as emotion-focused and avoidance coping strategies. The study recommended strengthening the orientation of new students into university life and continued mentorship throughout their stay at university. The university managers should strengthen counselling programmes and encourage peer counselling for the students. Lastly, students should be guided in setting realistic academic goals and managing their time appropriatel
Examining the Relationship between Stressors and Coping Strategies Used by Teacher-Trainees in Universities in Central Region, Uganda
Full text linkStress is an integral part of the student’s university life that calls for appropriate coping measures. Guided by the Transactional Appraisal Theory of stress and coping, this study examined the relationship between stressors and coping strategies used by pre-service teacher-trainees in universities in the Central region of Uganda. The study was quantitative in nature and adopted a cross-sectional survey research design on a target population of 7502 teacher-trainees. Five hundred fifty-four (554) pre-service teacher-trainees from year one to year three on two programs of study were selected using a simple random sampling strategy. The study involved 254 (45.8%) males and 300 (54.2%) females with an average age of 24 years. The findings revealed academic difficulties and time pressure as key stressors. The findings further revealed a significant positive relationship between stressors and coping strategies used by pre-service teacher-trainees to mitigate stress (r = 0.469, p = 0.000<0.05, n=554). Although teacher-trainees adopted myriad coping strategies simultaneously, the findings revealed that the majority used avoidant coping strategies (β = 0.550, p = 0.000<0.05), followed by problem-focused coping (β=0.439, p = 0.000<0.05) and emotion-focused coping strategies (β = 0.363, p=0.000<0.05). Thus, the study underscored the importance of adaptive coping strategies in mitigating stressful situations. The study recommends awareness and orientation of students in university life, strengthening counselling services, and introducing mindfulness programs to enhance the students’ problem-solving and adaptation-solving skill
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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