The threat of the Novel Coronavirus (COVID-19) is not solely focused on one’s physical health, it has also affected one’s mental health. Studies suggest that COVID-19 led to a heightened level of anxiety (Racine et al., 2021). This study attempted to assess the level of general anxiety, the anxiety caused by the COVID-19 pandemic, and academic-related anxiety of the junior high school students of Sta. Teresita National High School for the school year 2020-2021. An online survey was conducted utilizing the General Anxiety Disorder -7 (GAD-7) screening tool together with questions on COVID-19 and academic-related anxiety. The respondents of the study were 290 junior high school students, which were selected randomly from the total population of 1,179. The study showed that 53% of the male students experience only Minimal Anxiety, while 38% of the female students experience Mild Anxiety. Additionally, the data showed that the majority of the students (54.25%) have experienced an increase in anxiety due to the COVID-19 pandemic. It can also be noted that 44.14% stated that they were having difficulty adapting to the Modular (Printed) Distance Learning, 43.10% expressed difficulties in answering the Self-Learning Modules (SLMs) and 48.62% affirmed that they experience difficulty in concentrating on their lessons. To address the anxiety of the junior high school students, the proponents recommend the utilization of Project EASED (Easing Academic Stress Experienced During pandemic) to control the anxiety of the students through Art activities.
新型冠状病毒(COVID-19)的威胁不仅集中在身体健康上，还影响了一个人的心理健康。研究表明，COVID-19导致焦虑水平升高(Racine et al.， 2021)。本研究试图评估Sta初中生的一般焦虑水平、新冠肺炎大流行焦虑水平和学业相关焦虑水平。特蕾西塔国家高中2020-2021学年。利用广泛性焦虑障碍-7 (GAD-7)筛查工具，结合COVID-19和学业相关焦虑的问题，进行了在线调查。本研究的调查对象是290名初中生，他们是从1179名总人口中随机抽取的。研究表明，53%的男生只有轻度焦虑，38%的女生有轻度焦虑。此外，数据显示，大多数学生(54.25%)因COVID-19大流行而焦虑增加。值得注意的是，44.14%的学生表示他们在适应模块化(印刷)远程学习方面有困难，43.10%的学生表示在回答自学模块(slm)方面有困难，48.62%的学生肯定他们在集中注意力学习方面有困难。针对初中生的焦虑，建议利用ease项目(缓解大流行期间的学术压力)通过艺术活动来控制学生的焦虑。
{"title":"Addressing the Anxiety of the Junior High School Students in Sta. Teresita National High School Amidst the Covid-19 Pandemic","authors":"Israeli D. Bonite, Atena A. Rivera","doi":"10.32861/rje.83.50.57","DOIUrl":"https://doi.org/10.32861/rje.83.50.57","url":null,"abstract":"The threat of the Novel Coronavirus (COVID-19) is not solely focused on one’s physical health, it has also affected one’s mental health. Studies suggest that COVID-19 led to a heightened level of anxiety (Racine et al., 2021). This study attempted to assess the level of general anxiety, the anxiety caused by the COVID-19 pandemic, and academic-related anxiety of the junior high school students of Sta. Teresita National High School for the school year 2020-2021. An online survey was conducted utilizing the General Anxiety Disorder -7 (GAD-7) screening tool together with questions on COVID-19 and academic-related anxiety. The respondents of the study were 290 junior high school students, which were selected randomly from the total population of 1,179. The study showed that 53% of the male students experience only Minimal Anxiety, while 38% of the female students experience Mild Anxiety. Additionally, the data showed that the majority of the students (54.25%) have experienced an increase in anxiety due to the COVID-19 pandemic. It can also be noted that 44.14% stated that they were having difficulty adapting to the Modular (Printed) Distance Learning, 43.10% expressed difficulties in answering the Self-Learning Modules (SLMs) and 48.62% affirmed that they experience difficulty in concentrating on their lessons. To address the anxiety of the junior high school students, the proponents recommend the utilization of Project EASED (Easing Academic Stress Experienced During pandemic) to control the anxiety of the students through Art activities.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122141892","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}
In face of an ever-changing academic framework, all scholars working with pre-modern literature, art history, philosophy, are currently deeply challenged to explain and justify their fields of investigation. More and more foreign and language departments in the United States decide to cut out the Middle Ages and the early modern period as irrelevant to their teaching and research portfolio. Nevertheless, medieval research continues strongly, as the wealth of relevant publications indicates, coupled with energetic conferences, symposia, and other activities. But there are hardly any academic job opportunities, which make it harder and harder to convince graduate students to pursue a degree in medieval literature, for instance. The present study does not promise to offer a panacea against this general malaise, but will indicate, through the close reading of two literary examples, the enormous potentialities of this primary material to attract students and to provide meaningful, relevant, and perhaps even transformative seminars on the undergraduate and graduate level.
{"title":"Teaching Medieval Literature and Culture in Contemporary Universities Challenges and Opportunities from Past to Present. Exemplary Case Studies of the Roman de Silence and Mauritius von Craûn","authors":"A. Classen","doi":"10.32861/rje.82.42.49","DOIUrl":"https://doi.org/10.32861/rje.82.42.49","url":null,"abstract":"In face of an ever-changing academic framework, all scholars working with pre-modern literature, art history, philosophy, are currently deeply challenged to explain and justify their fields of investigation. More and more foreign and language departments in the United States decide to cut out the Middle Ages and the early modern period as irrelevant to their teaching and research portfolio. Nevertheless, medieval research continues strongly, as the wealth of relevant publications indicates, coupled with energetic conferences, symposia, and other activities. But there are hardly any academic job opportunities, which make it harder and harder to convince graduate students to pursue a degree in medieval literature, for instance. The present study does not promise to offer a panacea against this general malaise, but will indicate, through the close reading of two literary examples, the enormous potentialities of this primary material to attract students and to provide meaningful, relevant, and perhaps even transformative seminars on the undergraduate and graduate level.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124581578","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}
This paper focuses on analyzing the relationship between pedagogical content knowledge (PCK) and teaching professionalization, taking into account a case study by a Social Science teacher. The case study was conducted in an official school with sixth graders. The intervention focused on promoting in the teacher the design of teaching strategies taking into account the elements of the PCK. Given this, the teacher designed ICT-mediated teaching strategies, with different technological tools; which she integrates consistently and according to teaching needs, bearing in mind not only the curriculum but also the pedagogical intentionality. Thanks to that, it was possible to understand when assessing the impact of the intervention, that her level of teaching professionalization was strengthened, since the teacher was evoked to plan her teaching tools based on the aspects that make up the PCK, refining her disciplinary knowledge, technological competences and also the importance of the emotional aspect in the teacher professionalization since positive emotions fostered on her, the ability to reflect on their pedagogical practices. Given the above, it is important to highlight the teaching professionalization in the educational processes.
{"title":"Towards the Strengthening of the Teaching Role from its Professionalization","authors":"Camilo Marín, Diana Fernández, N. Garcia","doi":"10.32861/rje.82.33.41","DOIUrl":"https://doi.org/10.32861/rje.82.33.41","url":null,"abstract":"This paper focuses on analyzing the relationship between pedagogical content knowledge (PCK) and teaching professionalization, taking into account a case study by a Social Science teacher. The case study was conducted in an official school with sixth graders. The intervention focused on promoting in the teacher the design of teaching strategies taking into account the elements of the PCK. Given this, the teacher designed ICT-mediated teaching strategies, with different technological tools; which she integrates consistently and according to teaching needs, bearing in mind not only the curriculum but also the pedagogical intentionality. Thanks to that, it was possible to understand when assessing the impact of the intervention, that her level of teaching professionalization was strengthened, since the teacher was evoked to plan her teaching tools based on the aspects that make up the PCK, refining her disciplinary knowledge, technological competences and also the importance of the emotional aspect in the teacher professionalization since positive emotions fostered on her, the ability to reflect on their pedagogical practices. Given the above, it is important to highlight the teaching professionalization in the educational processes.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117143416","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}
This study applies the state of the Japanese university industry to a theoretical model of monopolistic competition. Using a model of spatial economics, it is possible to identify how and why an increasingly competitive university environment leads to university agglomeration and dispersion. The study analyses whether the location of universities will be less unevenly distributed in cities and whether the number of universities and students in rural areas will increase. Using a model of spatial economics, the study analyses two aspects: the demand aspect of the choice of universities by students and the supply aspect of location by universities. A decrease in the number of students per university results in a decrease in the quality of education through a decrease in university income. The results of this study can also explain the impact on the quality of education. The analysis leads to the following conclusions. The higher the cost of inter-regional travel during the job search, the fewer students are willing to move from one region to another to find a job, and the lower the number of students enrolled. When the substitutability between university varieties is weak, the number of universities increases because prospective students need more variety, and the number of students per university decreases. When fixed inputs are low, e.g. when the fixed costs of a university are low due to online etc., the number of universities increases because it is easier to establish new universities and the number of students and graduates per university decreases. In a model that assumes two types of students within the same university who want to work in their region or another region, there will be more students who move between regions. The location of universities is determined by the balance between market size and the level of competition. As people move from one region to another in the course of their job search, there will be competitors in the other region, and the effect of new competition will be weaker in regions with more universities than in regions with fewer universities. Thus, regions with more universities will have a larger market relative to the level of competition, and more universities than their share of the population will be located there. Even in a model with two regions, one with universities in higher education and the other with homogeneous goods in non-university production, the region with the largest population has a larger share of university enrolments than its share of the population. This means that even if the two regions have the same level of technology and resources, they will experience a reduction in enrolment simply because of their small population size. Smaller universities in rural areas mean that a negative spiral of declining enrolments will occur.
{"title":"Monopolistic Competition and the University Industry the Determinants of University Choice by Students and the Choice of University Location","authors":"Takaharu Ishii","doi":"10.32861/rje.82.24.32","DOIUrl":"https://doi.org/10.32861/rje.82.24.32","url":null,"abstract":"This study applies the state of the Japanese university industry to a theoretical model of monopolistic competition. Using a model of spatial economics, it is possible to identify how and why an increasingly competitive university environment leads to university agglomeration and dispersion. The study analyses whether the location of universities will be less unevenly distributed in cities and whether the number of universities and students in rural areas will increase. Using a model of spatial economics, the study analyses two aspects: the demand aspect of the choice of universities by students and the supply aspect of location by universities. A decrease in the number of students per university results in a decrease in the quality of education through a decrease in university income. The results of this study can also explain the impact on the quality of education. The analysis leads to the following conclusions. The higher the cost of inter-regional travel during the job search, the fewer students are willing to move from one region to another to find a job, and the lower the number of students enrolled. When the substitutability between university varieties is weak, the number of universities increases because prospective students need more variety, and the number of students per university decreases. When fixed inputs are low, e.g. when the fixed costs of a university are low due to online etc., the number of universities increases because it is easier to establish new universities and the number of students and graduates per university decreases. In a model that assumes two types of students within the same university who want to work in their region or another region, there will be more students who move between regions. The location of universities is determined by the balance between market size and the level of competition. As people move from one region to another in the course of their job search, there will be competitors in the other region, and the effect of new competition will be weaker in regions with more universities than in regions with fewer universities. Thus, regions with more universities will have a larger market relative to the level of competition, and more universities than their share of the population will be located there. Even in a model with two regions, one with universities in higher education and the other with homogeneous goods in non-university production, the region with the largest population has a larger share of university enrolments than its share of the population. This means that even if the two regions have the same level of technology and resources, they will experience a reduction in enrolment simply because of their small population size. Smaller universities in rural areas mean that a negative spiral of declining enrolments will occur.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116807771","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}
Bo Peng, Piaopiao Sun, Chuanling Zhang, Yanfang Sun, Xuezhong Sun, Xiayu Tian, Rui-hua Pang, Wei Zhou, Quanxiu Wang
At present, with the rapid development of biology, the national basic education also pays more and more attention to the biology curriculum, updates the educational concept, and implements the curriculum reform, which has significantly improved the quality of biology teaching in middle school. However, due to the uneven distribution of educational resources between urban and rural areas, there is still a big gap in biology teaching between rural and urban areas. This paper mainly analyzes the main problems of biology teaching in rural middle schools through literature research and combined with the current teaching situation of several rural middle schools in Henan Province. The results show that the problems existing in biology teaching in rural middle schools mainly focus on three aspects: teachers, biology experiment teaching, and the development and utilization of biology curriculum resources. This paper aims to investigate and study the main problems existing in biology teaching in rural middle schools, and then put forward targeted development countermeasures to improve the quality of biology teaching in rural middle schools and narrow the teaching gap between urban and rural areas. Such as strengthening the construction of biology teachers and promoting teachers’ professional development, changing the concept of biological experiments,s and strengthening the construction of laboratories, on the basis of making full use of school resources, vigorously developing natural resources, and network resources. The number of rural middle schools in China is huge and the teaching situation is complex. Therefore, this study is not comprehensive. It is the problem of most rural schools, not all schools. Rural education is the weak point of Chinese education, and biology teaching is the weak point of rural education. Analyzing the existing main problems of biology teaching in rural middle schools and putting forward development countermeasures can not only enrich the theoretical research of rural education, but also provide reference for the teaching practice of rural teachers.
{"title":"Existing Problems and Development Countermeasures of Biology Teaching in Rural Middle Schools","authors":"Bo Peng, Piaopiao Sun, Chuanling Zhang, Yanfang Sun, Xuezhong Sun, Xiayu Tian, Rui-hua Pang, Wei Zhou, Quanxiu Wang","doi":"10.32861/rje.82.17.23","DOIUrl":"https://doi.org/10.32861/rje.82.17.23","url":null,"abstract":"At present, with the rapid development of biology, the national basic education also pays more and more attention to the biology curriculum, updates the educational concept, and implements the curriculum reform, which has significantly improved the quality of biology teaching in middle school. However, due to the uneven distribution of educational resources between urban and rural areas, there is still a big gap in biology teaching between rural and urban areas. This paper mainly analyzes the main problems of biology teaching in rural middle schools through literature research and combined with the current teaching situation of several rural middle schools in Henan Province. The results show that the problems existing in biology teaching in rural middle schools mainly focus on three aspects: teachers, biology experiment teaching, and the development and utilization of biology curriculum resources. This paper aims to investigate and study the main problems existing in biology teaching in rural middle schools, and then put forward targeted development countermeasures to improve the quality of biology teaching in rural middle schools and narrow the teaching gap between urban and rural areas. Such as strengthening the construction of biology teachers and promoting teachers’ professional development, changing the concept of biological experiments,s and strengthening the construction of laboratories, on the basis of making full use of school resources, vigorously developing natural resources, and network resources. The number of rural middle schools in China is huge and the teaching situation is complex. Therefore, this study is not comprehensive. It is the problem of most rural schools, not all schools. Rural education is the weak point of Chinese education, and biology teaching is the weak point of rural education. Analyzing the existing main problems of biology teaching in rural middle schools and putting forward development countermeasures can not only enrich the theoretical research of rural education, but also provide reference for the teaching practice of rural teachers.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129355049","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}
Kristopher K. Garza, Kelly S. Hall, Gijs van Oort, Judith Gonzalez-Rodriguez, Kastaylia Garcia
The purpose of the study was to assess how the COVID-19 pandemic impacted the experiences of teachers as they transitioned to teaching online. The researchers investigated the experiences of 81 teachers of grades 4-12 in South Texas while teaching at home during the pandemic. An online survey using a 3-point scale, posed questions to teachers about their experiences with administrative support, technical difficulties, communications capabilities, and personal wellbeing under pandemic protocols. Findings showed that teachers experienced a lack of administrative support and reported deteriorating wellbeing conditions. Daily contact with students and colleagues and weekly contact with parents was reported. Decreased social time was experienced by teachers as were increased stress and frustration levels. Most respondents observed different online learning capabilities among students from different social backgrounds. We conclude that teaching from home offers additional stress factors for teachers which- if this type of teaching needs to be equally effective to classroom teaching- will require guidance, administrative encouragement, and assistance in maintaining stable levels of wellbeing. Future research may consider the impact of such support mechanisms on teacher effectiveness.
{"title":"Experiences of Teachers While Teaching at Home During the COVID-19 Pandemic","authors":"Kristopher K. Garza, Kelly S. Hall, Gijs van Oort, Judith Gonzalez-Rodriguez, Kastaylia Garcia","doi":"10.32861/rje.81.11.16","DOIUrl":"https://doi.org/10.32861/rje.81.11.16","url":null,"abstract":"The purpose of the study was to assess how the COVID-19 pandemic impacted the experiences of teachers as they transitioned to teaching online. The researchers investigated the experiences of 81 teachers of grades 4-12 in South Texas while teaching at home during the pandemic. An online survey using a 3-point scale, posed questions to teachers about their experiences with administrative support, technical difficulties, communications capabilities, and personal wellbeing under pandemic protocols. Findings showed that teachers experienced a lack of administrative support and reported deteriorating wellbeing conditions. Daily contact with students and colleagues and weekly contact with parents was reported. Decreased social time was experienced by teachers as were increased stress and frustration levels. Most respondents observed different online learning capabilities among students from different social backgrounds. We conclude that teaching from home offers additional stress factors for teachers which- if this type of teaching needs to be equally effective to classroom teaching- will require guidance, administrative encouragement, and assistance in maintaining stable levels of wellbeing. Future research may consider the impact of such support mechanisms on teacher effectiveness.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133122114","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}
This paper was about analyses of the principals’ effectiveness on school performance and how principals play a major role to make the school do well in terms of academic results. Furthermore, the paper discussed why it is important to have good leaders (principals) in schools who are able to contribute to the school’s effectiveness in terms of school performance. The mixed-method was employed in this study as both descriptive and statistical data were used. In addition, the study included 30 participants who comprised both principals and teachers. The results revealed that the majority of teachers disagreed that their principals are not highly effective while some principals seem not to be well acquainted with the knowledge of the effectiveness of principals’ roles.
{"title":"Effectiveness of Principals’ Roles on School Performance: Perspective of School Principal-Ship","authors":"Daniel K. Mbangula, Dr. Isaacs Albert","doi":"10.32861/rje.81.1.10","DOIUrl":"https://doi.org/10.32861/rje.81.1.10","url":null,"abstract":"This paper was about analyses of the principals’ effectiveness on school performance and how principals play a major role to make the school do well in terms of academic results. Furthermore, the paper discussed why it is important to have good leaders (principals) in schools who are able to contribute to the school’s effectiveness in terms of school performance. The mixed-method was employed in this study as both descriptive and statistical data were used. In addition, the study included 30 participants who comprised both principals and teachers. The results revealed that the majority of teachers disagreed that their principals are not highly effective while some principals seem not to be well acquainted with the knowledge of the effectiveness of principals’ roles.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"31 7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128783511","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}
Khalifa Ahmed Humaid Al Qassabi, Rabia Al Mur Al Dhuhli, Aaisha Khalifa Ahmed Al Qassabi
The world was surprised by the outbreak of the COVID-19 pandemic. The pandemic started in China and rapidly spread in the world. This pandemic impacted different aspects of life such as the economy, health, and social life. The study aimed to build a tool to measure the psychological effects of the corona COVID-19 pandemic on Omani university students. The sample of the scale consisted of (566) students from different Omani universities. The researcher used an electronic method to distribute the questionnaire, which was Google Drive. Fifty-nine factors were used in its initial form to measure the psychological effects of the pandemic on Omani university students. The results showed that the tool is an appropriate indication of validity and reality. They revealed the results of factor validity and face validity on a scale consisting of (45) items divided into five areas: thinking about the future, pressures resulting from the requirements of the study, restrictions of movement and communication, and concern about the disease. The study recommended that student councilors and people in charge of Omani universities can use this measure to overcome the psychological effects of the pandemic on students and conduct other studies to verify the applicability to other samples.
{"title":"Building a Scale to Measure the Psychological Effects of the COVID -19 Coronaviruson Omani University Students","authors":"Khalifa Ahmed Humaid Al Qassabi, Rabia Al Mur Al Dhuhli, Aaisha Khalifa Ahmed Al Qassabi","doi":"10.32861/rje.74.176.187","DOIUrl":"https://doi.org/10.32861/rje.74.176.187","url":null,"abstract":"The world was surprised by the outbreak of the COVID-19 pandemic. The pandemic started in China and rapidly spread in the world. This pandemic impacted different aspects of life such as the economy, health, and social life. The study aimed to build a tool to measure the psychological effects of the corona COVID-19 pandemic on Omani university students. The sample of the scale consisted of (566) students from different Omani universities. The researcher used an electronic method to distribute the questionnaire, which was Google Drive. Fifty-nine factors were used in its initial form to measure the psychological effects of the pandemic on Omani university students. The results showed that the tool is an appropriate indication of validity and reality. They revealed the results of factor validity and face validity on a scale consisting of (45) items divided into five areas: thinking about the future, pressures resulting from the requirements of the study, restrictions of movement and communication, and concern about the disease. The study recommended that student councilors and people in charge of Omani universities can use this measure to overcome the psychological effects of the pandemic on students and conduct other studies to verify the applicability to other samples.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114271184","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}
E. Sagone, Maria Luisa Indiana, Elena Commodari, Salvatore Luciano Orazio Fichera
This study examined the differences between adolescents with a self-fulfilling profile and those with a self-destructive profile in resilience, well-being, and satisfaction with life. The Resiliency Attitudes and Skills Profile (De Caroli & Sagone, 2014a) was used to measure sense of humor, competence, adaptability, control, and engagement; the Life Satisfaction Scale (Di Fabio & Gori, 2016), the Psychological Well-Being Scale (Ryff & Keyes, 1995) was used to explore general psychological well-being; the Positive (PA) and Negative (NA) Affect Scale (Di Fabio & Bucci, 2015) was applied to measure the two opposite affective profiles, self-fulfilling (high PA and low NA) and self-destructive profile (low PA and high NA). Results showed that adolescents with a self-fulfilling profile reported higher resilience, life satisfaction, psychological well-being than those with a self-destructive profile. Future research could deep protective factors of self-fulfilling profile and risk factors of self-destructive profile in adolescence.
{"title":"Self-fulfilling Versus Self-destructive Adolescents: Exploration of Relations among Resilience, Well-Being, and Life Satisfaction","authors":"E. Sagone, Maria Luisa Indiana, Elena Commodari, Salvatore Luciano Orazio Fichera","doi":"10.32861/rje.74.168.175","DOIUrl":"https://doi.org/10.32861/rje.74.168.175","url":null,"abstract":"This study examined the differences between adolescents with a self-fulfilling profile and those with a self-destructive profile in resilience, well-being, and satisfaction with life. The Resiliency Attitudes and Skills Profile (De Caroli & Sagone, 2014a) was used to measure sense of humor, competence, adaptability, control, and engagement; the Life Satisfaction Scale (Di Fabio & Gori, 2016), the Psychological Well-Being Scale (Ryff & Keyes, 1995) was used to explore general psychological well-being; the Positive (PA) and Negative (NA) Affect Scale (Di Fabio & Bucci, 2015) was applied to measure the two opposite affective profiles, self-fulfilling (high PA and low NA) and self-destructive profile (low PA and high NA). Results showed that adolescents with a self-fulfilling profile reported higher resilience, life satisfaction, psychological well-being than those with a self-destructive profile. Future research could deep protective factors of self-fulfilling profile and risk factors of self-destructive profile in adolescence.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121977333","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}
Many articles have been written about elite performers that attain muscle memory and experience flow and zoneness. This article details how the author personally attained higher level performance and explains the feelings experienced during the process. A one-person study was designed to experience muscle memory and explore the mental aspects of putting. Twenty thousand attempts (strokes) were used. The design included four parts; a) Establish Baseline, b) Master Mechanics, c) Experience Muscle Memory, and d) Explore Mental Aspects. The conversion rate for the first 1,000 attempts during baseline was 58.3 percent and for the last 1,000 attempts was 90.4 percent. The concept of deliberate practice was used throughout the study showing performance increases. When experiencing muscle memory it was found to be boring and far from fun. When the mental aspects were explored the concepts of flow and pre-live generated enthusiasm and joy.
{"title":"A Personal Account: Attaining Muscle Memory and Higher Mental Functioning","authors":"J. Payne","doi":"10.32861/rje.74.161.167","DOIUrl":"https://doi.org/10.32861/rje.74.161.167","url":null,"abstract":"Many articles have been written about elite performers that attain muscle memory and experience flow and zoneness. This article details how the author personally attained higher level performance and explains the feelings experienced during the process. A one-person study was designed to experience muscle memory and explore the mental aspects of putting. Twenty thousand attempts (strokes) were used. The design included four parts; a) Establish Baseline, b) Master Mechanics, c) Experience Muscle Memory, and d) Explore Mental Aspects. The conversion rate for the first 1,000 attempts during baseline was 58.3 percent and for the last 1,000 attempts was 90.4 percent. The concept of deliberate practice was used throughout the study showing performance increases. When experiencing muscle memory it was found to be boring and far from fun. When the mental aspects were explored the concepts of flow and pre-live generated enthusiasm and joy.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"216 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122001936","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}
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