Pub Date : 2023-08-28DOI: 10.38140/ijspsy.v3i1.896
{"title":"Challenges of novice teachers in Covid-19 at a rural school in Thabo Mofutsanyane District, South Africa","authors":"","doi":"10.38140/ijspsy.v3i1.896","DOIUrl":"https://doi.org/10.38140/ijspsy.v3i1.896","url":null,"abstract":"","PeriodicalId":142287,"journal":{"name":"International Journal of Studies in Psychology","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132911911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-28DOI: 10.38140/ijspsy.v3i1.901
{"title":"Exploring barriers to learning hindering Learners with albinism’ academic achievement at schools in the Masvingo district in Zimbabwe","authors":"","doi":"10.38140/ijspsy.v3i1.901","DOIUrl":"https://doi.org/10.38140/ijspsy.v3i1.901","url":null,"abstract":"","PeriodicalId":142287,"journal":{"name":"International Journal of Studies in Psychology","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128978674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-28DOI: 10.38140/ijspsy.v3i1.899
{"title":"Delinquent behaviours influencing learners’ academic achievement at secondary schools in Nemanwa Community, Zimbabwe","authors":"","doi":"10.38140/ijspsy.v3i1.899","DOIUrl":"https://doi.org/10.38140/ijspsy.v3i1.899","url":null,"abstract":"","PeriodicalId":142287,"journal":{"name":"International Journal of Studies in Psychology","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114973944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-28DOI: 10.38140/ijspsy.v3i1.897
Nomthandazo Prudence, Zwane Kananga Robert, Mukuna
—This study explored the psychosocial factors influencing students' academic performance in a rural college. It employed a quantitative approach through descriptive design. Questionnaires were used as data collection tools. One hundred and fifteen respondents were conveniently and purposively sampled from a rural college. The study used descriptive statistics to determine frequency and percentages to analyse quantitative data. The findings revealed that psychological and social factors could influence the students' academic performance in a rural college. This recommends that postsecondary institutions: TVET colleges and other higher education institutions should develop programs and create student support systems that can help enhance academic performance, course completion and manage psychosocial factors.
{"title":"Psychosocial factors influencing the academic performance of students at a rural college in the Covid-19 era","authors":"Nomthandazo Prudence, Zwane Kananga Robert, Mukuna","doi":"10.38140/ijspsy.v3i1.897","DOIUrl":"https://doi.org/10.38140/ijspsy.v3i1.897","url":null,"abstract":"—This study explored the psychosocial factors influencing students' academic performance in a rural college. It employed a quantitative approach through descriptive design. Questionnaires were used as data collection tools. One hundred and fifteen respondents were conveniently and purposively sampled from a rural college. The study used descriptive statistics to determine frequency and percentages to analyse quantitative data. The findings revealed that psychological and social factors could influence the students' academic performance in a rural college. This recommends that postsecondary institutions: TVET colleges and other higher education institutions should develop programs and create student support systems that can help enhance academic performance, course completion and manage psychosocial factors.","PeriodicalId":142287,"journal":{"name":"International Journal of Studies in Psychology","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131443025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-28DOI: 10.38140/ijspsy.v3i1.900
—This study focused on the understanding of enhancing Learners with Special Educational Needs in rural primary schools in Lesotho. It employed the qualitative case study within an interpretative research paradigm. Data were collected through focus group discussions and one-to-one interviews. Thematic analysis was used to analyze the qualitative data. Thirteen participants were purposively selected from two rural primary schools (School A and School B). School A consisted of seven participants. School B comprised six participants and two from the Ministry of Education and Training (MoET) in the Special Education Unit (SEU), all in all, fifteen participants contributed to this study. The participants were chosen as participants with three years or more in teaching LSEN and specialists in Special Education. The participants comprised two males and thirteen females aged between 30 and 62. The findings suggested that participants understood the enabling environment for LSENs in rural primary schools in Lesotho. These could be explained by a safe, comfortable, healthy, inclusive setting for playing activities, developing learners’ self-confidence, self-esteem, quality education, user-friendly, barrier-free, supportive, and conducive environments where quality education is provided to all learners, regardless of their differences Therefore, the study helps in identifying the challenges that learners with SEN in rural areas face and how these challenges can be addressed.
{"title":"Exploring the understanding of enabling environment for Learners with Special Educational Needs in rural primary schools in Lesotho","authors":"","doi":"10.38140/ijspsy.v3i1.900","DOIUrl":"https://doi.org/10.38140/ijspsy.v3i1.900","url":null,"abstract":"—This study focused on the understanding of enhancing Learners with Special Educational Needs in rural primary schools in Lesotho. It employed the qualitative case study within an interpretative research paradigm. Data were collected through focus group discussions and one-to-one interviews. Thematic analysis was used to analyze the qualitative data. Thirteen participants were purposively selected from two rural primary schools (School A and School B). School A consisted of seven participants. School B comprised six participants and two from the Ministry of Education and Training (MoET) in the Special Education Unit (SEU), all in all, fifteen participants contributed to this study. The participants were chosen as participants with three years or more in teaching LSEN and specialists in Special Education. The participants comprised two males and thirteen females aged between 30 and 62. The findings suggested that participants understood the enabling environment for LSENs in rural primary schools in Lesotho. These could be explained by a safe, comfortable, healthy, inclusive setting for playing activities, developing learners’ self-confidence, self-esteem, quality education, user-friendly, barrier-free, supportive, and conducive environments where quality education is provided to all learners, regardless of their differences Therefore, the study helps in identifying the challenges that learners with SEN in rural areas face and how these challenges can be addressed.","PeriodicalId":142287,"journal":{"name":"International Journal of Studies in Psychology","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133596161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-20DOI: 10.38140/ijspsy.v2i2.744
Mukuna Kananga Robert
It is essential to understand that parental involvement can protect children’s schooling from sociocultural practices that interfere with their education. This study explores teachers’ experiences of newly initiated young Basotho boy learners after attending Indigenous Male Circumcision (IMC) at rural high schools. A qualitative case study approach was employed in this study. Nine participants (n=9) were purposively selected, including four males and five female teachers from two rural high schools in Thabo Mofutsanyana District, Free State Province. All the participants were from the Basotho culture and spoke Sesotho as their home language. Semi-structured interviews were conducted during data collection. Narrative techniques were employed to analyze data. The results revealed that teachers experienced the following when newly initiated Basotho boy learners returned from the IMC. They highlighted that they were aware that some attended initiation schools and others missed their year-end examinations. Some were motivated to education completion when they returned. Many learners changed behaviours and attitudes and were involved in substance abuse. The findings revealed that socioeconomic status could influence them to discontinue school attendance after undergoing IMC. This study recommends that indigenous male circumcision should recruit initiates above eighteen years of age and be strictly regulated by the South African government.
{"title":"Teachers’ experiences of working with newly initiated Basotho boy learners underwent indigenous male circumcision: A case of rural high schools in Free State Province, South Africa","authors":"Mukuna Kananga Robert","doi":"10.38140/ijspsy.v2i2.744","DOIUrl":"https://doi.org/10.38140/ijspsy.v2i2.744","url":null,"abstract":"It is essential to understand that parental involvement can protect children’s schooling from sociocultural practices that interfere with their education. This study explores teachers’ experiences of newly initiated young Basotho boy learners after attending Indigenous Male Circumcision (IMC) at rural high schools. A qualitative case study approach was employed in this study. Nine participants (n=9) were purposively selected, including four males and five female teachers from two rural high schools in Thabo Mofutsanyana District, Free State Province. All the participants were from the Basotho culture and spoke Sesotho as their home language. Semi-structured interviews were conducted during data collection. Narrative techniques were employed to analyze data. The results revealed that teachers experienced the following when newly initiated Basotho boy learners returned from the IMC. They highlighted that they were aware that some attended initiation schools and others missed their year-end examinations. Some were motivated to education completion when they returned. Many learners changed behaviours and attitudes and were involved in substance abuse. The findings revealed that socioeconomic status could influence them to discontinue school attendance after undergoing IMC. This study recommends that indigenous male circumcision should recruit initiates above eighteen years of age and be strictly regulated by the South African government.","PeriodicalId":142287,"journal":{"name":"International Journal of Studies in Psychology","volume":"336 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122749213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-20DOI: 10.38140/ijspsy.v2i2.716
S. Ntim
This study investigated automatic priming, schema induction, spread of activation and L2 lexical access through vocabulary size and depth. Employing theoretical framework of the distributed memory representation, the underlying assumption was that conceptual knowledge was identified through connection weights linking processing units that were universal rather than local. Using experimental pre-test-post-test design with purposive sampling of estimated one hundred and fifty (150) students from three (3) Senior High Schools, the critical findings in this study were that cognitive differences in automatic priming, schema induction and spread of activation predicted enhanced reading comprehension in L2, especially how fast one could infer from text since these cognitive processes helped to reduce cognitive load involved in reading. The second finding was that ability to use automatic priming, schema induction and spread of activation reduced mental load to facilitate comprehension by the size and level of vocabulary readers possessed in long-term memory. Third finding was that priming, spread of activation and schema induction increased with increasing attentional control. Readers with high attentional control were more likely to be involved in a proactive expectancy strategic use of priming, spread of activation and schema induction to generate possible targets. These cognitive differences remain invariant in readers, unless classroom practices are deliberately designed to help less enhanced readers strategies to promote schema induction, priming and spread of activation.
{"title":"Automatic priming, schema induction and spread of activation in l2 lexical access: Do differences in vocabulary size and depth of priming remain invariant?","authors":"S. Ntim","doi":"10.38140/ijspsy.v2i2.716","DOIUrl":"https://doi.org/10.38140/ijspsy.v2i2.716","url":null,"abstract":"This study investigated automatic priming, schema induction, spread of activation and L2 lexical access through vocabulary size and depth. Employing theoretical framework of the distributed memory representation, the underlying assumption was that conceptual knowledge was identified through connection weights linking processing units that were universal rather than local. Using experimental pre-test-post-test design with purposive sampling of estimated one hundred and fifty (150) students from three (3) Senior High Schools, the critical findings in this study were that cognitive differences in automatic priming, schema induction and spread of activation predicted enhanced reading comprehension in L2, especially how fast one could infer from text since these cognitive processes helped to reduce cognitive load involved in reading. The second finding was that ability to use automatic priming, schema induction and spread of activation reduced mental load to facilitate comprehension by the size and level of vocabulary readers possessed in long-term memory. Third finding was that priming, spread of activation and schema induction increased with increasing attentional control. Readers with high attentional control were more likely to be involved in a proactive expectancy strategic use of priming, spread of activation and schema induction to generate possible targets. These cognitive differences remain invariant in readers, unless classroom practices are deliberately designed to help less enhanced readers strategies to promote schema induction, priming and spread of activation.","PeriodicalId":142287,"journal":{"name":"International Journal of Studies in Psychology","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128433709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-30DOI: 10.38140/ijspsy.v3i1.911
Nthofela Tsiu
he teachers’ preparation in teaching and learning Life Skills Education is crucial in the education system in Lesotho. This study explores the teachers’ training needs in implementing Life Skills Education at rural secondary schools in Lesotho. The study adopted qualitative interpretivism and phenomenological research design. Eight LSE teachers and principals were chosen randomly from four schools. Telephonic semi-structured interviews were used for data collection. The thematic results revealed that teachers were not trained to teach LSE and needed in-service courses. The findings yielded that the teaching and learning of LSE must be enhanced in secondary schools. Thus, it recommended that the Ministry of Education facilitate and broaden in-service training of LSE teachers and provide a framework for guiding the contents of LSE. The curriculum developers would find the research helpful as they reflect on the extent to which the objectives were achieved for the subject.
{"title":"In-service teachers’ training needs in Implementing Life Skills Education in Rural secondary schools in Lesotho","authors":"Nthofela Tsiu","doi":"10.38140/ijspsy.v3i1.911","DOIUrl":"https://doi.org/10.38140/ijspsy.v3i1.911","url":null,"abstract":"he teachers’ preparation in teaching and learning Life Skills Education is crucial in the education system in Lesotho. This study explores the teachers’ training needs in implementing Life Skills Education at rural secondary schools in Lesotho. The study adopted qualitative interpretivism and phenomenological research design. Eight LSE teachers and principals were chosen randomly from four schools. Telephonic semi-structured interviews were used for data collection. The thematic results revealed that teachers were not trained to teach LSE and needed in-service courses. The findings yielded that the teaching and learning of LSE must be enhanced in secondary schools. Thus, it recommended that the Ministry of Education facilitate and broaden in-service training of LSE teachers and provide a framework for guiding the contents of LSE. The curriculum developers would find the research helpful as they reflect on the extent to which the objectives were achieved for the subject.","PeriodicalId":142287,"journal":{"name":"International Journal of Studies in Psychology","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127765766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-16DOI: 10.38140/ijspsy.v2i1.626
Yihan
The onset of severe mental illness (SMI) typically manifests during adolescence. Given that it is a particularly sensitive stage for adolescents from an identity development perspective, receiving a SMI diagnosis at this time may have long-term impacts on their identity, as well as presenting a number of psychosocial challenges. Most importantly, it is at this stage in life that adolescents are at a critical juncture in terms of making future plan and career paths, increasing social interaction, completing higher school education. This review will argue that, since SMI is more likely to occur during adolescence and this can have additional psychosocial challenges which may cause several issues on one’s identity, and this effect may be carried forward across lifespan. It seeks to establish the positive and negative impacts of severe mental illness on adolescents’ psychosocial development. It is essential to comprehensively understand this impact as this has implication for recovery and for health professionals selecting suitable treatment interventions.
{"title":"Narrative Review on Psychosocial Challenges and Identity Issues Associated with Severe Mental Illness in Adolescents","authors":"Yihan","doi":"10.38140/ijspsy.v2i1.626","DOIUrl":"https://doi.org/10.38140/ijspsy.v2i1.626","url":null,"abstract":"The onset of severe mental illness (SMI) typically manifests during adolescence. Given that it is a particularly sensitive stage for adolescents from an identity development perspective, receiving a SMI diagnosis at this time may have long-term impacts on their identity, as well as presenting a number of psychosocial challenges. Most importantly, it is at this stage in life that adolescents are at a critical juncture in terms of making future plan and career paths, increasing social interaction, completing higher school education. This review will argue that, since SMI is more likely to occur during adolescence and this can have additional psychosocial challenges which may cause several issues on one’s identity, and this effect may be carried forward across lifespan. It seeks to establish the positive and negative impacts of severe mental illness on adolescents’ psychosocial development. It is essential to comprehensively understand this impact as this has implication for recovery and for health professionals selecting suitable treatment interventions.","PeriodicalId":142287,"journal":{"name":"International Journal of Studies in Psychology","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127339758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-16DOI: 10.38140/ijspsy.v2i1.655
Gargi Bansal
A randomized control trial with repeated measures was used with 60 bilingual learners aged 8-10 years from English medium schools to evaluate the effectiveness of Computer-Assisted virtual Cognitive Retraining (CACR) on school-going children with average or above-average IQ and no identified learning impairment. Data collection was done virtually. The experimental group received CACR for five weeks, with 15 sessions of an hour’s duration. Learners in the control group did not receive any training. The dependent variables were evaluated by 15 minutes of reading, copying, and dictation test from their grade level English textbook and using the Language subtests of Diagnostic Test for Learning Disability (DTLD), a test for diagnosing learning disability validated in the Indian population. Results showed improvements in the learners’ academic skills, such as reading fluency, copying, and dictation. The outcome of this study has implications for using virtual computer-based interventions to enhance the academic skills of school-going children.
{"title":"Effectiveness of computer-assisted virtual cognitive retraining in improving reading, dictation, and copying skills among school-going children","authors":"Gargi Bansal","doi":"10.38140/ijspsy.v2i1.655","DOIUrl":"https://doi.org/10.38140/ijspsy.v2i1.655","url":null,"abstract":"A randomized control trial with repeated measures was used with 60 bilingual learners aged 8-10 years from English medium schools to evaluate the effectiveness of Computer-Assisted virtual Cognitive Retraining (CACR) on school-going children with average or above-average IQ and no identified learning impairment. Data collection was done virtually. The experimental group received CACR for five weeks, with 15 sessions of an hour’s duration. Learners in the control group did not receive any training. The dependent variables were evaluated by 15 minutes of reading, copying, and dictation test from their grade level English textbook and using the Language subtests of Diagnostic Test for Learning Disability (DTLD), a test for diagnosing learning disability validated in the Indian population. Results showed improvements in the learners’ academic skills, such as reading fluency, copying, and dictation. The outcome of this study has implications for using virtual computer-based interventions to enhance the academic skills of school-going children.","PeriodicalId":142287,"journal":{"name":"International Journal of Studies in Psychology","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121262914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：