European Journal of Social & Behavioural Sciences最新文献

英文中文

Counselling in an Ancient Hindu text: A case for CBT in the Sri Madbhagavad Gita focusing on Arjuna’s distress 古印度文本中的咨询:关注阿尔诸那痛苦的《摩诃伽梵歌》中CBT的案例

European Journal of Social & Behavioural Sciences

Pub Date : 2020-04-23 DOI: 10.15405/ejsbs.276

Aditya Angiras

引用次数: 2

Ethics in Business: A Case Study of a Pharmaceutical Company 商业伦理:一家制药公司的案例研究

European Journal of Social & Behavioural Sciences

Pub Date : 2020-04-17 DOI: 10.15405/ejsbs.273

R. Ganesan, R. Thambusamy

引用次数: 1

Overcoming the Ideology of Extremism and Terrorism among Today’s Youth 克服当今青年中的极端主义和恐怖主义意识形态

European Journal of Social & Behavioural Sciences

Pub Date : 2020-04-17 DOI: 10.15405/ejsbs.272

S. Oganesyan

引用次数: 1

Cognitive Behavioural Therapy Treatment for Child Anger Management 认知行为疗法治疗儿童愤怒管理

European Journal of Social & Behavioural Sciences

Pub Date : 2020-04-17 DOI: 10.15405/ejsbs.274

Zafer Bekirogullari, Sevim Y. Asvaroǧlu

引用次数: 2

Development of Competencies of Elementary School Pupils Using Educational Robotic Kits 使用教育机器人套件发展小学生的能力

European Journal of Social & Behavioural Sciences

Pub Date : 2020-01-16 DOI: 10.15405/ejsbs.267

Petr Coufal

The study deals with educational robotic kits and its influence on the pupils' key competency development during the educational process. The paper further focuses on the problem-solving competency of the pupils in project-based learning with the use of educational robotic kits. First, the paper describes the introduction to the question of robotic construction kits, as well as the key competencies and project-based learning. Subsequently, it establishes the research question and represents the research methodology and the results as such. Together with the results, it presents a literature review of published research in the given field. On the basis of established data, a particular set of educational and methodical materials for project-based learning was designed. The study itself will benefit teachers using educational robotics during the educational process. © 2020 Published by Future Academy www.FutureAcademy.org.uk

本研究涉及教育机器人套件及其在教育过程中对学生关键能力发展的影响。本文进一步关注学生在基于项目的学习中使用教育机器人套件解决问题的能力。首先，本文介绍了机器人施工套件的问题，以及关键能力和基于项目的学习。随后，确立了研究问题，并代表了研究方法和结果。与结果一起，它提出了在给定领域已发表的研究的文献综述。在已有数据的基础上，为基于项目的学习设计了一套特殊的教育和系统材料。这项研究本身将使在教育过程中使用教育机器人的教师受益。©2020由未来学院出版www.FutureAcademy.org.uk

引用次数: 1

Differences in Student Learning Outcomes that Utilize High Impact Practices 使用高影响实践的学生学习成果差异

European Journal of Social & Behavioural Sciences

Pub Date : 2020-01-16 DOI: 10.15405/ejsbs.266

L. Simons, Charlotte Marshall, Nancy Blank, Natalie Weaver

This study compares student learning outcomes for 1,500 students enrolled in psychology courses that utilize academicand cultural-based service-learning and experiential learning (i.e., internships) as primary pedagogical methods. A repeated measures analyses of variance with post hoc Tukey HSD analyses were conducted to measure differences in student learning outcomes from the beginning to the end of the semester for academic-based service-learners (ABSL), cultural-based service-learners (CBSL), and experiential learners (EL). There were significant Group x Time interaction effects. Experiential learners and academic-based service-learners increased their guilt and shame regarding their own Whiteness from the beginning to the end of semester compared to cultural-based service-learners. Cultural-based service-learners also increased their intercultural relationships, civic responsibility, interpersonal engagement, and understanding of diversity content by the end of the semester. ABSL, CBSL, and EL contribute to different student learning outcomes. The alignment between HIPs and student learning outcomes is discussed. © 2020 Published by Future Academy www.FutureAcademy.org.uk

本研究比较了1500名参加心理学课程的学生的学习结果，这些课程采用基于学术和文化的服务学习和体验学习(即实习)作为主要的教学方法。采用事后Tukey HSD分析进行重复测量方差分析，以测量学术型服务学习者(ABSL)、文化型服务学习者(CBSL)和体验型学习者(EL)从学期开始到学期结束时学生学习成果的差异。组间交互作用显著。与文化型服务学习者相比，体验型和学术型服务学习者从学期开始到学期结束，对自己的白人身份的内疚感和羞耻感有所增加。以文化为基础的服务学习者在学期结束时也提高了他们的跨文化关系、公民责任、人际交往和对多样性内容的理解。ABSL, CBSL和EL有助于不同的学生学习成果。讨论了HIPs与学生学习成果之间的一致性。©2020由未来学院出版www.FutureAcademy.org.uk

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引用次数: 3

Teachers Support of Students’ Social-Emotional and Self-Management Skills Using a Solution-Focused Skillful-Class Method 教师使用以解决方案为中心的技巧课堂方法支持学生的社会情绪和自我管理技能

European Journal of Social & Behavioural Sciences

Pub Date : 2020-01-16 DOI: 10.15405/ejsbs.269

S. Niu, H. Niemi

Increasing importance is being attached to support students’ learning of social-emotional and self-management skills as they may experience all kinds of difficulties and problems at school. How can teachers support students to learn useful skills to overcome these problems? The purpose of this study is to assess the effectiveness of the Skillful-Class method, which teachers can use in their classrooms to support students learn social-emotional and self-management skills in a supportive and collaborative learning environment. A Skillful-Class project was conducted in 22 Finnish and 18 Chinese primary school classes. Data was collected by preand post-questionnaires from autumn 2018 – spring 2019. Qualitative data was collected using a post questionnaire with open-ended questions, interviews, and discussions on webpages, which were reviewed by content analysis. There is clear evidence showing that students’ skills improved significantly; further, the relationships among students, teachers, and parents also improved. The students became more supportive of and collaborative with each other. The teachers’ responses also show that their work became easier at school when students learned many social-emotional and self-management skills. Based on these findings, we can conclude that the Skillful-Class method is an effective tool for teachers to help students learn skills. Further, it improves the collaboration among teachers, students, and parents, and builds a supportive and collaborative learning community. © 2020 Published by Future Academy www.FutureAcademy.org.uk

由于学生在学校可能会遇到各种各样的困难和问题，因此越来越重视支持学生学习社会情感和自我管理技能。教师如何支持学生学习有用的技能来克服这些问题?本研究的目的是评估技巧课堂方法的有效性，教师可以在课堂上使用这种方法来支持学生在支持性和协作性的学习环境中学习社会情感和自我管理技能。在芬兰22个小学班和中国18个小学班开展了“技能班”项目。从2018年秋季到2019年春季，通过问卷前和问卷后收集数据。定性数据是通过开放式问题、访谈和网页讨论的问卷调查收集的，并通过内容分析进行审查。有明确的证据表明，学生的技能有了显著提高;此外，学生、老师和家长之间的关系也有所改善。学生们变得更加相互支持和合作。教师们的反应还表明，当学生们学会了许多社会情感和自我管理技能后，他们在学校的工作变得更容易了。基于这些发现，我们可以得出结论，技巧课堂方法是教师帮助学生学习技能的有效工具。此外，它促进了教师、学生和家长之间的协作，并建立了一个支持性和合作性的学习社区。©2020由未来学院出版www.FutureAcademy.org.uk

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引用次数: 6

Pragmatics Communication Deficiencies and the Role of Gamification 语用学、交际缺陷与游戏化的作用

European Journal of Social & Behavioural Sciences

Pub Date : 2018-06-15 DOI: 10.15405/EJSBS.232

E. Toki, P. Fakitsa, Konstantinos Drosos, J. Pange, V. Siafaka, A. Karampas, P. Petrikis

The proper use of language for communication in any context is defined as Pragmatics. Pragmatics includes the linguistic adjustments made (what is said, how it is said, body language, appropriateness) in order to accomplish the communication goal. Children and adults may be referred for rehabilitation when pragmatic communication deficits have an impact on social functioning, employment, and family/marital relationships (Turkstra, et al., 2016). The aim of this study is to examine gamification as an alternative to supplement clinical assessment procedures of an individual’s communication deficiencies with a focus on pragmatics perception, which led to the creation of a mobile gamified procedure designed to collect data on pragmatics perception. The gamified procedure was created in Kahoot! and was played by a sample of two hundred and fifty-six (256) university students with non-acquired communicative deficits studying health related courses in Greece. Data on points scored, response accuracy and duration of time spent on of each language feature was recorded. A detailed description on students’ pragmatics abilities and motivation was reported. The results of the study described normative data concerning points scored, response time and accuracy of language features. Statistically significant differences were found between genders in terms of response accuracy and time for some language features. The gamified e-assessment has the clear potential to contribute innovatively to the clinical assessment procedures of pragmatic communicative deficits including the needs of individuals with developmental disorders, psychiatric disorders, acquired brain injury, neurodegenerative disorders in a motivating way along with current technological advances of face to face and/or telepractice services. © 2018 Published by Future Academy www.FutureAcademy.org.uk

在任何语境中正确使用语言进行交际被定义为语用学。语用学包括为达到交际目的而进行的语言调整(说什么、怎么说、肢体语言、适当性)。当语用沟通缺陷对社会功能、就业和家庭/婚姻关系产生影响时，儿童和成人可能会被转介康复(Turkstra, et al.， 2016)。本研究的目的是研究游戏化作为一种替代方案来补充个人沟通缺陷的临床评估程序，重点关注语用感知，这导致了一个旨在收集语用感知数据的移动游戏化程序的创建。游戏化程序是在Kahoot!并由256名在希腊学习健康相关课程的非获得性沟通缺陷的大学生作为样本进行了测试。记录每个语言特征的得分、反应准确性和持续时间的数据。对学生的语用能力和动机进行了详细的描述。研究结果描述了关于得分、反应时间和语言特征准确性的规范性数据。在某些语言特征的反应准确性和反应时间方面，性别之间存在统计学上的显著差异。随着当前面对面和/或远程医疗服务的技术进步，游戏化的电子评估具有明显的潜力，以一种激励的方式，为实用交流缺陷的临床评估程序做出创新贡献，包括患有发育障碍、精神障碍、获得性脑损伤、神经退行性疾病的个体的需求。©2018由未来学院www.FutureAcademy.org.uk出版

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引用次数: 3

Effects of Economic Recession on the Lifestyle of Undergraduates in Nigeria 经济衰退对尼日利亚大学生生活方式的影响

European Journal of Social & Behavioural Sciences

Pub Date : 2018-06-15 DOI: 10.15405/ejsbs.235

A. Lasode, Oluwabusola C. Waare, O. Soetan

The implications of economic recession on undergraduate students cannot be overlooked. This study investigated the effects of economic recession on the lifestyle of undergraduates in Nigeria. Simple random sampling technique was used to select 247 respondents. Data were collected with the aid of questionnaire and analyzed using descriptive and inferential statistics. The mean age of the respondents was 23 years. Results showed that, among the perceived indicators of economic recession, a general rise in price of goods and services (mean=4.34) ranked first, followed by an inadequate regulation framework for financial institutions (mean=4.05). In terms of lifestyle, the majority of respondents (88.7%) engaged in religious activities while 82.8% engaged in peer group-related activities. In terms of coping strategies, the highest percentage of respondents (85.5%) prioritised what they do in their social life, while 82.4% respondents organized their daily activities and how best to accomplish tasks. Loss of sense of direction and purpose (mean=4.13) ranked highest among the effects of economic recession while living life one day at a time and not thinking about the future (mean=3.90) ranked second. There was a significant relationship between indicators of economic recession and effect of economic recession on lifestyles of undergraduates (r=0.291). It is recommended that parents or other care-givers should ensure that they provide for the needs of their children during economic recession to prevent their engagement in negative social vices and actions that may affect their lifestyles. © 2018 Published by Future Academy www.FutureAcademy.org.uk

经济衰退对大学生的影响不容忽视。本研究调查了经济衰退对尼日利亚大学生生活方式的影响。采用简单随机抽样方法，共抽取247名调查对象。采用问卷调查法收集数据，采用描述性统计和推理统计进行分析。受访者的平均年龄为23岁。结果显示，在经济衰退的感知指标中，商品和服务价格普遍上涨(平均=4.34)排在第一位，其次是金融机构监管框架不足(平均=4.05)。在生活方式方面，大多数受访者(88.7%)从事宗教活动，82.8%的受访者从事与同龄人群体有关的活动。在应对策略方面，最高比例的受访者(85.5%)优先考虑他们在社交生活中所做的事情，而82.4%的受访者组织他们的日常活动和如何最好地完成任务。在经济不景气的影响中，方向感和目标感的丧失(平均4.13分)排在第一位，而“活在当下，不考虑未来”(平均3.90分)排在第二位。经济衰退指标与经济衰退对大学生生活方式的影响存在显著相关(r=0.291)。建议父母或其他照顾者应确保在经济衰退期间为子女提供所需，以防止他们参与可能影响其生活方式的消极社会恶习和行为。©2018由未来学院www.FutureAcademy.org.uk出版

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引用次数: 1

A Comparison of the Entrance Examinations for Postgraduate Music Education at Selected Estonian and Finnish Universities 爱沙尼亚和芬兰大学研究生音乐教育入学考试比较

European Journal of Social & Behavioural Sciences

Pub Date : 2018-04-01 DOI: 10.15405/EJSBS.233

I. Ruokonen, K. Kiilu, Anu Sepp, Heikki Ruismäki

The primary goal of music teacher education programs is to produce good teachers for schools and how to identify them through entrance examinations. This study examines the kind of entrance examinations in place at the masters’ level in music education in Estonian and Finnish universities, and the similarities or differences between these examinations. In this study, the aims, content, focus areas, and the background philosophy of the entrance examinations are compared and discussed. Similarities identified include testing of aptitude to become a music teacher, practical musicianship, singing, playing different instruments, music theory and solfége. The main differences revealed that in Estonia there are two entrance examinations (Bachelor and Master level) and a teaching session for candidates is not required. What is most challenging to evaluate is the pedagogical motivation because the entrance examination cannot assess long-term motivation, commitment required to teach music or reacting in problem situations. © 2018 Published by Future Academy www.FutureAcademy.org.uk

音乐教师教育计划的主要目标是为学校培养优秀的教师，以及如何通过入学考试来识别他们。本研究考察了爱沙尼亚和芬兰大学音乐教育硕士阶段的入学考试类型，以及这些考试之间的异同。本文对高考的目的、内容、重点领域、背景理念等进行了比较和探讨。发现的相似之处包括成为音乐教师的能力测试、实用音乐技能、唱歌、演奏不同乐器、音乐理论和独奏。主要的不同之处是，爱沙尼亚有两种入学考试(学士和硕士水平)，不要求考生参加教学会议。最具挑战性的评估是教学动机，因为入学考试无法评估长期动机，教学音乐所需的承诺或对问题情况的反应。©2018由未来学院www.FutureAcademy.org.uk出版

引用次数: 0

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European Journal of Social & Behavioural Sciences

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