1,720,976 research outputs found
An Academic Resilience Scale And Model For Malaysian Adolescents
Get PDFDespite their socioeconomically-disadvantaged backgrounds, which impede
academic achievements of the majority, some adolescents can academically succeed.
This exceptional achievement, defined as academic resilience, raises the question:
what and how individual, familial, and school factors enable some adolescent students
to perform the same task better than their peers from the same socioeconomic status
(low SES). To enhance understanding of this question and to explore factors
underlying academic resilience from the local sociocultural frame of reference, this
quantitative research integrated various theoretical and empirical literature into a
“Socio-Eco-Cultural-Transactional Framework of Academic Resilience”. Using this
framework, an academic resilience scale and model for Malaysian adolescents was
developed. Reliability and validity of the scale and model were tested and established
through pilot and main studies on academic resilience of adolescents with low SES in
a rural area of Kedah, Malaysia. The participants were randomly selected through a
venue-day-time sampling technique. Using FACTOR 10.7 version, a Minimum Rank
Factor Analysis of data collected from pilot study 2 (N = 308) and 4 (N = 127)
identified two interpersonal resources and two intrapersonal assets of academic
resilience. The resources appeared to be “perceived parental care” and “perceived
teacher care”, while the assets appeared “academic performance goal” and
“educational optimism”
The unconscious thinking processes of students
Get PDFThe purpose of this study was to investigate the factors underlying thinking processes of master degree students, with regard to their demographical factors, in the Faculty of Education at University Technology Malaysia. It was to enhance an understanding of how students’ thinking processes work from the perspective of Freudian unconscious mind theory that every psychic action starts unconsciously. An exploratory research with quantitative and qualitative methods was conducted on 314 cases. The factors underlying students’ thinking processes were identified by a maximum likelihood extraction method of exploratory factor analysis with direct oblimin-Kaiser Normalization. Three extracted factors solution namely “Rationalization,” “Repression,” and “Unconscious association,” were displayed having an eigenvalue greater than 1.0 with Cronbach’s alpha value of 0.92. These factors were explaining well enough the total variance by the value of 58.1%. Each extracted factor met the requirement of being a factor by loading size of 0.4 and above in rotated pattern matrix. An independent samples t-test and a one-way ANOVA between groups provided no significant differences between “Males and Females,” “Malay and Non-Malay,” “Muslim and Non-Muslim,” and between “Age Groups” on the factors underlying their thinking processes. A Chi-square test for independence yielded no significant relationship between the groups of Gender, Age, Ethnic, Religion and their made choices. Comments from the respondents showed interesting indication on the students’ thinking processes based on the unconscious desirable and undesirable thoughts. These findings indicated that the ways the students engaged in their thinking activities were quite the same based on the tested variables. It implies that the factors underlying students’ thinking processes could be related to the other elements out of their conscious awareness. Accordingly, several suggestions and recommendations were provided for future references especially in explaining the students’ thinking processes further
Empowering Roma Children: Tackling bullying and victimisation in schools in Ireland. Policy advisory and guidelines
Get PDFThe present report has been produced by the National Anti-Bullying Research and Resource Centre (ABC) at Dublin City University (DCU),
arising from research on the experiences of Roma children in schools in Ireland. The research was carried out over a two-year period as part of a
project called Breathe: Bullying and Discrimination of Roma Children which was part-funded by the EU Commission under the Rights, Equality,
and Citizenship Programme, the Department of Education under the Action Plan on Bullying (2013), and Dublin City University. The report was
prepared by the research team in partnership with representatives from the Roma community
¿Cómo cambian los estudiantes de pensamientos relacionados con la tarea a pensamientos no relacionados?
Get PDFAlthough a growing body of psychological research shows that students’ unconscious thought processes can be task-related, educational research has yet to provide empirical evidence for this relation in a classroom learning context. Educational literature is also inconclusive as to whether students consciously or unconsciously engage in task-unrelated thoughts. A key issue arising from this indistinctness is whether task-unrelated thoughts facilitate or inhibit learning and task performance when students consciously and when unconsciously shift their attention away from task-related thoughts. This review aims to enhance understanding of how students shift from task-related to task-unrelated thoughts. The review presents a wide range of evidence for how the shift happens unconsciously rather than consciously. The unconscious shift as a result of students’ negative emotions can inhibit rather than facilitate learning processes. Further evidence is necessary for the required educational research on how the shift in students’ thoughts happens within the classroom.Aunque un creciente número de investigaciones psicológicas demuestran que los procesos de pensamiento inconsciente de los estudiantes pueden estar relacionados con las tareas, la investigación educativa todavía tiene que proporcionar evidencia empírica para esta relación en un contexto de aprendizaje en el aula. La literatura educativa también es poco concluyente en cuanto a si los estudiantes consciente o inconscientemente se involucran en pensamientos que no tienen relación con la tarea. Una cuestión clave que surge de esta indiferencia es si los pensamientos no relacionados con la tarea facilitan o inhiben el aprendizaje y el desempeño de las tareas cuando los estudiantes consciente e inconscientemente cambian su atención fuera de los pensamientos relacionados con la tarea. Esta revisión tiene como objetivo mejorar la comprensión de cómo los estudiantes cambian de pensamientos relacionados y no relacionados con la tarea. La revisión presenta una amplia gama de pruebas de cómo el cambio ocurre inconscientemente en lugar de conscientemente. El cambio inconsciente como resultado de las emociones negativas de los estudiantes puede inhibir en lugar de facilitar los procesos de aprendizaje. Se necesita más evidencia en la investigación educativa acerca de cómo ocurre el cambio en los pensamientos de los estudiantes dentro del aula
How Thinking Works: The Challenge of Teaching how to Think
No full textAbstractRendering students as conscious thinkers is an essential aim of education. Educational endeavours have commonly been aiming at improving students‟ critical thinking skills. Nevertheless, the skill performance has appeared to be below the expected proficiency level. Related reports have shown the insufficient understanding of educators about what thinking means to be a factor contributing to this unsatisfactory result. According to reviewed literature here, this understanding level is associated with the imprecise definition that restricts thinking to its conscious aspect. This review suggests reconsidering the definition of thinking in relation to its unconscious aspect, too. A definition consisting of both the conscious and unconscious aspects would enhance the understanding of how thinking works, thereby contributing to the aim
A Review of Literature on At-Risk Adolescent Students in Malaysia: Needing an Academic Resilience Model
No full textThis review article synthesises evidence for a growing concern over delinquency and crimes, such as alcohol, drug, and sexual abuse, among adolescent students in Malaysia. Some of the students can be academically successful despite risk factors that prevent the majority of others with the same background from succeeding. This exceptional academic achievement raises the question of what and how resilience assets enable some students to perform the same task better than others who have the same background. How Malaysian adolescent students develop academic resilience against risk factors is unclear. The review argues that this issue should be brought to light, so that an academic resilience model is developed for non-resilient students. Such a model would allow teachers to establish a caregiving relationship with their non-resilient students, help them counteract risk factors, and, thus, make a positive difference in their lives
Do Students Need More Motivational Resources or More Cognitive Resources for Better Learning?
No full textAbstractA cognitive learning task can impose a harmful load on the working memory capacity of learners. This load stems either from the intrinsic difficulty or instructional format of the task. Better learning requires optimizing the load or avoidance of exceeding the capacity. Reviewed literature suggests tailoring an instructional design to learners‟ expertise levels. However, the allocation of the available capacity to the learning calls upon learners‟ motivation. Whether students draw upon more cognitive resources or more motivational resources is not clear enough. This review explains the need for further examination of how an instructional intervention must be tailored not just to suit the expertise levels, but also to meet learners‟ motivational needs
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe 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
Get PDF“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
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