39 research outputs found
sj-docx-1-jiv-10.1177_08862605221127193 – Supplemental material for Dublin Anti-Bullying Self-Efficacy Models and Scales: Development and Validation
No full textSupplemental material, sj-docx-1-jiv-10.1177_08862605221127193 for Dublin Anti-Bullying Self-Efficacy Models and Scales: Development and Validation by Aikaterini Sargioti, Seffetullah Kuldas, Mairéad Foody, Paloma Viejo Otero, Angela Kinahan, Colm Canning, Darran Heaney and James O’Higgins Norman in Journal of Interpersonal Violence</p
An Academic Resilience Scale And Model For Malaysian Adolescents
No full textDespite 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”
Does ethnicity of victims and bullies really matter? Suggestions for further research on intra-ethnic bullying/victimisation
No full textThis review aims to address a growing concern: Why are ethnic minority students, such as of Roma, bullied by their in-group
peers for an ethnical reason? According to recent fndings, intra-ethnic bullying is becoming more prevalent across Europe;
ethnic minority students are often bullied by one another more than by White-European peers. However, less is known
about how intra-ethnic bullying happens in the same- or cross-ethnic minority groups and how it difers from inter-ethnic
bullying. How classroom ethnic diversity afects not only inter-ethnic but also intra-ethnic bullying needs to be identifed
for an accurate estimation of the prevalence rate, which appears inconsistent in the literature. This narrative review focused
on common measurement methods leading to this inconsistency, provided theoretical explanations and proposed several
hypotheses for further research. Prospective fndings might help to meet the growing concern for educational and social
integration of ethnic minority students, particularly across Europe, Canada and the USA
The unconscious thinking processes of students
No full textThe 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
No full textThe 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
A review and content validation of 10 measurement scales for parental mediation of children’s Internet use
No full textFor the last decade, research has shown inconsistent findings about validity of parental mediation scales for children’s Internet use. This inconsistency has manifested itself in at least 10 parental mediation models, which are also inconsistent in contents and definitions, lacking content validity thereof. With the goal of facilitating a consistent framework, this narrative review focuses on the content and factorial validity of 10 measurement scales. A panel of eight experienced researchers in the field of children’s online safety/risks assessed the content validity. Based on this assessment, the present review proposes a trichotomy of restrictive-enabling-observant parental mediation and corresponding conceptual definitions for further research.</p
Dublin Anti-Bullying Self-Efficacy Scales: Bifactor and Item Response Theory Models
No full textDublin Anti-Bullying Self-Efficacy Scales aim to measure the effectiveness of school anti-bullying programs in promoting five steps that victims and bystanders take against online and offline bullying behaviors. These steps are anti-bullying self-efficacy beliefs to recognize bullying behaviors, comprehend emergency, take responsibility, know what to do, and intervene. However, when an anti-bullying program is very effective for the majority of participants who give high scores, a considerable number of participants who give low scores are very likely to be detected as outliers. This raises two measurement issues. First, high scores create highly negatively skewed data and lead to measuring a unidimensional rather than multidimensional construct. This could be one reason why recent research has been unclear about the extent to which the scales measure a unidimensional, multidimensional, or bifactor construct. Second, should outliers be removed or be considered as participants for whom the program was ineffective? If the scales had measurement invariance across the group of outliers and nonoutliers or low and high self-efficacy, it could be concluded that the antibullying program was ineffective for some participants. The current research aims to address these issues by testing both measurement invariance as well
as unidimensional and bifactor models of anti-bullying self-efficacy. Results of Pure Exploratory Bifactor (PEBI) Analyses and Item Response Theory (IRT) with Two-Parameter-Logistic (2PL) Models of data from a convenience sample of 14-year-old students in Ireland (N=1,222) indicated sufficient psychometric properties of both unidimensional and multidimensional scales for victim offline, victim online, bystander offline, and bystander online. Further research can use these scales for measuring the bifactor model of anti-bullying self-efficacy as well as the cut-off score for distinguishing between low and high anti-bullying self-efficacy
How Do Students Shift from Task-Related to Task-Unrelated Thoughts?
No full text<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;">Although a growing body of psychological research shows that students’ unconscious thought<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> processes can be task-related, educational research has yet to provide empirical evidence for<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> this relation in a classroom learning context. Educational literature is also inconclusive as to<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> whether students consciously or unconsciously engage in task-unrelated thoughts. A key issue<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> arising from this indistinctness is whether task-unrelated thoughts facilitate or inhibit learning<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> and task performance when students consciously and when unconsciously shift their attention<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> away from task-related thoughts. This review aims to enhance understanding of how students<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> shift from task-related to task-unrelated thoughts. The review presents a wide range of<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> evidence for how the shift happens unconsciously rather than consciously. The unconscious<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> shift as a result of students’ negative emotions can inhibit rather than facilitate learning<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> processes. Further evidence is necessary for the required educational research on how the shift<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> in students’ thoughts happens within the classroom.<br style="font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: -webkit-auto; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px;" /></span></span></span></span></span></span></span></span></span></span></span></span></jats:p
¿Cómo cambian los estudiantes de pensamientos relacionados con la tarea a pensamientos no relacionados?
No full textAlthough 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
