1,720,959 research outputs found
Adjustment problems of freshmen college students: Basis for the development of a college survival program
Get PDFAbstract onlyThe purpose of this study was to identify the adjustment problems of freshmen college students on three areas namely, personal/emotional, social/interpersonal, and academic. The area on personal/emotional adjustment problems comprised the following aspects: self, family, self-management, and spirituality, while the academic area included components on reading ability, attendance, study skills, communication skills, and others. The participants of the study were the 75 freshmen students who were new enrollees for the second semester of school year 2011-2012 at Central Philippine University. Seventy (70) teachers and 26 administrators were also asked to assess the adjustment problems. The quantitative data were obtained using the researcher-made Adjustment Problem Checklist. To supplement the quantitative data, follow up interviews were conducted with the three students, teachers, and administrators who identified the most number of problems, and another three students who identified the least number of problems. The descriptive statistics employed were the frequency count, mean, and rank; while the inferential statistics utilized were the eta correlation ratio and gamma statistic both set at .05 alpha. The results of the study showed that the students' predominant problem on self was on coping with new school environment while internet addiction and addiction in texting were the common problems assessed by the teachers and administrators, respectively. On problems in the family, the students identified communication within the as a major concern whereas the teachers and administrators identified lack of financial resources to support school expenses. Moreover, students and administrators agreed that on self-management, dealing with personal problems was the topmost while the teachers identified prioritizing tasks that need to be done as the primary concern on self-management. In the realm of spirituality, both teachers and administrators identified applying the Scriptures in one's daily life as a problem while the students pinpointed knowing more about one's faith as the major concern. In the area of social/interpersonal adjustment, the students identified making and keeping friends, following school authorities, and getting along with others (roommates, classmates, and schoolmates) as their top concerns. For the teachers, these were: getting along with friends, getting along with others (roommates, classmates, and schoolmates), and dealing with peer pressure on cutting as the common problems. Whereas, the administrators identified getting along with others (roommates, classmates, and schoolmates), dealing with peer pressure on cutting classes, and making and keeping friends as the major concerns. The three groups of participants agreed on the following as common academic concerns: attendance— attending classes regularly, communication skills-- speaking in front of an audience, and other concerns-- working on projects. However, the main problems on study skills identified by the following were: students--setting goals, teachers-preparing for examinations, and administrators-- poor study habits. Positive and significant relationships existed between sex and the following: overall personal/emotional adjustment problems and self-management. The study also revealed that a positive and significant relationship existed between sex and social/interpersonal adjustment problems. Likewise, positive and significant relationships existed between sex and academic adjustment problems particularly on reading ability and between other concerns such as working on projects. Finally, the study revealed that the students, teachers, and administrators agreed on the existence of problems in the different adjustment concerns. Although the three groups had varied assessment of the predominant concerns, the participants acknowledged the existence of these adjustment problems among the freshmen students. These research results were the basis for the development of a college survival program.Includes bibliographical referencesDoctor of Education (Psychology and Guidance
Knowledge, attitude, and experiences of bullying among high school students
Get PDFAbstract onlyThis study aimed to find out the knowledge about bullying, attitude towards bullying and experiences of bullying of high school students. In consonance with the objectives of the study, it was hypothesized that the levels of knowledge, attitude and experiences vary according to their sex, age, grade level, family status and birth order and their knowledge about bullying and attitude towards bullying are related to their experiences of bullying. This study made use of the descriptive-correlational method with one shot survey design. Complete enumeration of the four hundred and twenty seven (427) Grade VII and Grade VIII students participated and served as the respondents of this study.
Data were collected using a questionnaire and were computer-processed using the Statistical Package for the Social Sciences (SPSS) for MS Windows software. The profile of the respondents were analyzed using percentages and frequency distribution. Majority of the respondents were 13-14 years of age. There were more female respondents than male respondents. There is almost an equal distribution of respondents by grade level. As to birth order, a little more than one third of the respondents were the eldest in the family. Most of the respondents were living with both parents. Majority of the respondents are highly knowledgeable about bullying and have highly favorable attitude towards bullying. The respondents’ age, sex, grade level, and family status and their knowledge about bullying are found to be significantly related. The respondents’ attitude towards bullying and their experiences and knowledge of bullying is significantly related.
Results of the study showed that majority of the respondents are female with a mean age of 13.49 years. There is almost an equal distribution of respondents by grade level. Most of the respondents are the eldest in the family and are living with both parents. Majority of the respondents were highly knowledgeable about bullying. The respondents’ age, sex and knowledge about bullying are found to be significantly related. Furthermore, sex of the respondents is significantly related with the attitude towards bullying. The attitude towards bullying and the knowledge about bullying are significantly related.Includes bibliographical referencesMaster of Arts in Education major in Guidance and Counselin
How do secondary school guidance counselors address bullying? A closer examination on their perceived self-efficacy and practices
Get PDFAbstract onlyThis descriptive study was conducted to determine the school counselors’ self-efficacy and practices in addressing bullying in public and private secondary schools in Iloilo City. The respondents of the study were 73 secondary school guidance counselors. A one-shot survey research design was used. The data were processed and analyzed using Statistical Package for Social Sciences (SPSS). Results of the study showed that guidance counselors in Iloilo City are generally females, middle-aged, married, have earned units in the master’s program in guidance and counseling, have attended or participated to relevant trainings related to bullying, are non-registered guidance counselors, and have low perceived self-efficacy. It also showed that guidance counselors strongly endorsed three strategies in dealing with bullying such as working with the bully, enlisting other adults, and working with the victim. There was also a difference in their practices as male guidance counselors tend to deal with victims of bullying as compared to females. Guidance counselors perceived that they can deal effectively with the victims of bullying.Includes bibliographical referencesMaster of Science in Guidance and Counselin
Facilitators and barriers in the extent of difficulties in career decision-making experienced by senior high school students of Roxas City
Get PDFAbstract onlyThis descriptive-relational study aimed to explore the career decision-making experience of senior high school students, and the relationship of the variables perceived as facilitators or barriers to the extent of difficulties they experienced in the process. A 3-part questionnaire, composed of a validated researcher-made questionnaire and the standard Career Decision Making Difficulties Questionnaire (CDDQ), was administered to a sample (n=345) of Grade 11 and Grade 12 students from one private and one public secondary school in Roxas City during the school-year 2019-2020. Findings revealed that senior high school students in Roxas City, Capiz, were mostly female, and have parents, who are college educated. They were exposed to career-related opportunities in school, and at home, having attended the high school orientation program, availed guidance and counseling services, and had a primary influencer of career choice. The study found that career decision-making difficulties, in terms of (lack of) readiness, information inadequacy and information inconsistency, were prevalent among senior high school students which indicates their need for focused intervention such as career counseling and professional guidance. Among the variables included in the study, only sex was found to be significantly related to the extent of career decision-making difficulty in terms of readiness. Results suggest that the extent of difficulty in career decision-making, whether negligible, moderate or salient, is an individual experience for every senior high school student who face the developmental task of making career decisions.Includes bibliographical referencesMaster of Science in Guidance and Counselin
Autonomy support and academic achievement: The mediating role of mental health in the context of early adolescence
Get PDFAbstract onlyThis descriptive-correlational study was conducted to investigate the association between autonomy support and academic achievement and the mediating role of mental health. Specifically, it sought to describe the students in terms of grade level, sex, autonomy support, mental health and academic achievement. It also looked into variation in autonomy support, mental health and achievement according to grade level and sex. Moreover, the study investigated the relationships between the major variables, namely, between autonomy support and mental health, autonomy support and academic achievement, and mental health and academic achievement. Furthermore, it sought to determine whether or not mental health has a mediating effect in the association between autonomy support and achievement.
The respondents of the study were 249 Grade 7 and 8 students of Central Philippine University High School. Data were collected using two standardized, self-report scales, namely the Learning Climate Questionnaire by Edward L. Deci and Richard M. Ryan, and the Mental Health Inventory-5 by the RAND Corporation.
Results of the study revealed that the respondents were almost equally divided by sex and grade level, with a slightly higher proportion of Grade 8 than Grade 7 students, and slightly more female than male students. The students were divided in their perceptions of teacher autonomy support, half of them perceived their teachers as moderately autonomy-supportive, while exactly the same proportion rated their teachers as or highly autonomy-supportive. Nearly half of them had "vulnerable" mental health, while close to half had "near optimal" mental health, indicating that although junior high school students were generally happy, peaceful and calm, they were also prone to anxiety and depression. Many of the students had "proficient" academic achievement, while almost a third of them were "approaching proficiency". Thus, a typical student may likely have average grades of 80-89.
There was no significant variation in the three major variables according to grade level. In terms of gender differences, males were found to have better mental health than females whereas, female students earned significantly higher grades than their male counterparts. No evidence of gender differences in autonomy support was found.
Significant positive correlations were established between autonomy support and mental health, and autonomy support and academic achievement. However, no direct relationship was found between mental health and academic achievement.
The study also provided evidence of a mediating effect of mental health in the relationship between autonomy support and academic achievement among students with "vulnerable" mental health.Includes bibliographical referencesMaster of Science in Guidance and Counselin
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
Lived experiences of parents of children with developmental disabilities: Basis for a pastoral care training program
Get PDFFull text availableThis study explored the lived experiences of parents of children with developmental disabilities as a basis for pastoral care. The participants of the study were 6 mothers and 4 fathers of children with Autism Spectrum Disorder (ASD), Down Syndrome (DS), and Attention-Deficit/Hyperactivity Disorder (ADHD). They were asked about the challenges they have encountered raising and caring for a child with a developmental disability; how they cope with the situation of having to raise a child with a developmental disability; the strategies they used in coping with having children with disability; their insights and experiences and lessons they had learned, and shared with parents with the same situation; and the suggestions they gave for church pastors/ministers and churches to help families in handling and dealing with children having developmental disabilities. The findings were as follows: Parents commonly experienced grief, worry, and disbelief upon receiving their child’s diagnosis; pressures on handling a child's changing behavior; stress in juggling multiple responsibilities; no time for respite; and difficulty dealing with sibling conflicts were the challenges they had encountered in having a child with a developmental disability. The parents were able to cope because of the moral and social support from family, friends, and other parents of children with special needs; spiritual support; and acceptance of reality of the plight of their children; and they believed that pastoral care must be intentional; hence, this study proceeded on planning and creating a manual for Pastors because a Pastor is the spiritual leader of a faith community.Includes bibliographical referencesDoctor of Ministr
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
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe 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
- …
