Pub Date : 2019-12-19DOI: 10.33422/worldte.2019.12.930
E. Ivanova
. In the present scientific paper one of the most general aims is the complex health of the child with special educational needs (SEN), its full integration, as far as possible, that contributes to the well-being of the community and its personal happiness. The creative approach to the formation of a developing educational and creative environment for children with special educational needs is fundamental to their adaptation and socialization, to their full and independent way of life. Analysis of the cognitive and creative functioning of the person increases the probability of building skills to include realistic, evidence-based assessments of situations and to reduce the subjective experience of negative emotion. These skills include identifying cognitive distortions, changing beliefs related to the world and others, and changing behavioral coping strategies. With the development of modern technologies and the transition of human civilization to an information society, the problem of personal adaptability becomes more and more relevant. The adaptation of man to the requirements of the social environment, his experience as a professionally realized and succeeded, identified with the group, with the organization experiencing serious pressure from internal and external factors are present. This report discusses options that alleviate the condition of distress, both in children and in their parents. The practical dimension of this statement is related to seeking a coherent link in the application of creativity as a creative process.
{"title":"Modeling of educational and creative environment for children with special educational needs","authors":"E. Ivanova","doi":"10.33422/worldte.2019.12.930","DOIUrl":"https://doi.org/10.33422/worldte.2019.12.930","url":null,"abstract":". In the present scientific paper one of the most general aims is the complex health of the child with special educational needs (SEN), its full integration, as far as possible, that contributes to the well-being of the community and its personal happiness. The creative approach to the formation of a developing educational and creative environment for children with special educational needs is fundamental to their adaptation and socialization, to their full and independent way of life. Analysis of the cognitive and creative functioning of the person increases the probability of building skills to include realistic, evidence-based assessments of situations and to reduce the subjective experience of negative emotion. These skills include identifying cognitive distortions, changing beliefs related to the world and others, and changing behavioral coping strategies. With the development of modern technologies and the transition of human civilization to an information society, the problem of personal adaptability becomes more and more relevant. The adaptation of man to the requirements of the social environment, his experience as a professionally realized and succeeded, identified with the group, with the organization experiencing serious pressure from internal and external factors are present. This report discusses options that alleviate the condition of distress, both in children and in their parents. The practical dimension of this statement is related to seeking a coherent link in the application of creativity as a creative process.","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133647322","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 : 2019-12-19DOI: 10.33422/worldte.2019.12.921
Rex Hsieh, Kosei Yamamura, Satoshi Cho, Hisashi Sato
. This project is a 11-week anime avatar based eLearning programming program that took place from September 2019 to February 2020. It serves as the 2 nd step of vTuber based eLearning programming program where researchers used the survey results and academic performances from the spring semester’s eLearning program as basis and made refinement upon it in an effort to provide better avatar based eLearning contents to students. In the previous program, students are organised into groups and assigned to 1 or 2 of 6 videos composed of 1 of 3 visuals: male styled avatar (A), female styled avatar (B), or original lecturer avatar (O) and 1 of 2 audios: original audio (O) or transformed audio (T). In this semester, transformed voice (T) is dropped after finding out they offered no benefits to students’ motivation or grade performance. Furthermore, students are now free to choose from the 3 avatars offered instead of being assigned to specific videos for the entire semester. Lastly, weekly videos now encompass multiple subjects with clearly labelled titles to allow students watch the content most beneficial to them. The research team believed the increase in avatar type and subject choice will make students more motivated when viewing the contents. Currently this program is in its 7 th week and at the moment, the research team has found that students enjoyed the audios much more, as compared with the previous semester. Students are also observed to be selecting videos according to their needs.
{"title":"Assessment of Academic Performance in Free to Select Anime Avatar Educational Video for Ray Tracing Programming Class","authors":"Rex Hsieh, Kosei Yamamura, Satoshi Cho, Hisashi Sato","doi":"10.33422/worldte.2019.12.921","DOIUrl":"https://doi.org/10.33422/worldte.2019.12.921","url":null,"abstract":". This project is a 11-week anime avatar based eLearning programming program that took place from September 2019 to February 2020. It serves as the 2 nd step of vTuber based eLearning programming program where researchers used the survey results and academic performances from the spring semester’s eLearning program as basis and made refinement upon it in an effort to provide better avatar based eLearning contents to students. In the previous program, students are organised into groups and assigned to 1 or 2 of 6 videos composed of 1 of 3 visuals: male styled avatar (A), female styled avatar (B), or original lecturer avatar (O) and 1 of 2 audios: original audio (O) or transformed audio (T). In this semester, transformed voice (T) is dropped after finding out they offered no benefits to students’ motivation or grade performance. Furthermore, students are now free to choose from the 3 avatars offered instead of being assigned to specific videos for the entire semester. Lastly, weekly videos now encompass multiple subjects with clearly labelled titles to allow students watch the content most beneficial to them. The research team believed the increase in avatar type and subject choice will make students more motivated when viewing the contents. Currently this program is in its 7 th week and at the moment, the research team has found that students enjoyed the audios much more, as compared with the previous semester. Students are also observed to be selecting videos according to their needs.","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127935772","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 : 2019-12-19DOI: 10.33422/worldte.2019.12.932
Jenny Johana Izquierdo Casadiego
Language is a natural skill in humans and every day more people recognize how important is to be multilingual. Teachers, linguistics, and parents believe that early childhood is the best period to learn the four areas that structure a language which are speaking, listening, reading and writing. When an infant is learning a second language, the educator should design a program with activities that can improve each of these areas and according to Garner, there are multiple intelligences and different styles of learning from the outside world, styles such as auditory, visual, tactile, and kinesthetic.Multi-sensory Technology states that teaching preschoolers a foreign language recognizes that every child is capable of learning, allowing every individual to acquire knowledge according to his/her characteristics. The Russian system offers public kindergarten to it's citizens and the main classes are taught in the Russian language with the option of having English classes as an additional service. Classes are two times a week, with a duration of 30 minutes per class and the average group of students has 8 to 10 kids. Based on the experiences and the results observed in different students, the multi-sensory method is the answer for teaching English as a second language in the kindergarten because the method accomodates to different learning styles while developing motivation, attention and energy in the kids.
{"title":"Multi-Sensory Technology In Teaching English To Young Learners","authors":"Jenny Johana Izquierdo Casadiego","doi":"10.33422/worldte.2019.12.932","DOIUrl":"https://doi.org/10.33422/worldte.2019.12.932","url":null,"abstract":"Language is a natural skill in humans and every day more people recognize how important is to be multilingual. Teachers, linguistics, and parents believe that early childhood is the best period to learn the four areas that structure a language which are speaking, listening, reading and writing. When an infant is learning a second language, the educator should design a program with activities that can improve each of these areas and according to Garner, there are multiple intelligences and different styles of learning from the outside world, styles such as auditory, visual, tactile, and kinesthetic.Multi-sensory Technology states that teaching preschoolers a foreign language recognizes that every child is capable of learning, allowing every individual to acquire knowledge according to his/her characteristics. The Russian system offers public kindergarten to it's citizens and the main classes are taught in the Russian language with the option of having English classes as an additional service. Classes are two times a week, with a duration of 30 minutes per class and the average group of students has 8 to 10 kids. Based on the experiences and the results observed in different students, the multi-sensory method is the answer for teaching English as a second language in the kindergarten because the method accomodates to different learning styles while developing motivation, attention and energy in the kids.","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116860532","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 : 2019-12-19DOI: 10.33422/worldte.2019.12.922
Yalçın Bay, Dondu Neslihan Bay
The aim of this study was to determine the primary school students' readiness for school and analyze it according to some socio-demographic characteristics. Furthermore, the research will contribute in terms of revealing how much the children are ready to begin the process of elementary school in Turkey, which has a different education system and culture. The research was conducted in the general survey model, one of the quantitative research methods and 402 children attending the first grade of primary school in Eskisehir province participated in the study. In the study, “ Primary School Readiness Scale ” (Canbulat and Kırıktaş, 2016) was filled by teachers for each child. Children’s readiness for school was analyzed in cognitive, affective, psychomotor and self-care skills sub dimensions of the scale. As a result of the research, it was found that primary school readiness levels of the following children groups were significantly higher (p <0.05): the children who had preschool education compared to the children who had not; the children who are 72-84 months old compared to the children who are 60-72 months old; the, children whose mothers’ education level are high compared to the children whose mothers have lower education and the children whose fathers are working compared to the children whose fathers are not working. In addition, significant differences were found in primary school readiness level of some subgroups in the following dimension: girls are significantly more ready in affective dimension; the readiness of the children whose mother is working is higher in cognitive dimension; and children whose father had university education and more are more ready in cognitive, affective and psychomotor dimensions (p <0,05).
本研究的目的是确定小学生的入学准备情况，并根据一些社会人口统计学特征对其进行分析。此外，这项研究将有助于揭示土耳其的儿童在多大程度上准备好开始小学教育过程，土耳其拥有不同的教育制度和文化。本研究采用定量研究方法之一的一般调查模式，选取Eskisehir省402名小学一年级学生参与研究。在研究中，“小学入学准备量表”(Canbulat and Kırıktaş， 2016)由教师为每个孩子填写。从认知、情感、精神运动和自理能力四个维度分析儿童的入学准备情况。研究结果发现，以下儿童群体的小学准备水平显著高于未接受学前教育的儿童(p <0.05):接受过学前教育的儿童;72-84个月大的孩子对比60-72个月大的孩子;母亲受教育程度高的孩子与母亲受教育程度低的孩子相比，父亲有工作的孩子与父亲没有工作的孩子相比。此外，各亚组小学入学准备水平在以下维度上存在显著差异:女孩在情感维度上的准备程度显著高于女孩;母亲在职的幼儿在认知维度上的准备程度较高;父亲受过大学及以上教育的子女在认知、情感和心理运动方面的准备程度更高(p < 0.05)。
{"title":"Analysis of Children’s Primary School Readiness According to Some Variables","authors":"Yalçın Bay, Dondu Neslihan Bay","doi":"10.33422/worldte.2019.12.922","DOIUrl":"https://doi.org/10.33422/worldte.2019.12.922","url":null,"abstract":"The aim of this study was to determine the primary school students' readiness for school and analyze it according to some socio-demographic characteristics. Furthermore, the research will contribute in terms of revealing how much the children are ready to begin the process of elementary school in Turkey, which has a different education system and culture. The research was conducted in the general survey model, one of the quantitative research methods and 402 children attending the first grade of primary school in Eskisehir province participated in the study. In the study, “ Primary School Readiness Scale ” (Canbulat and Kırıktaş, 2016) was filled by teachers for each child. Children’s readiness for school was analyzed in cognitive, affective, psychomotor and self-care skills sub dimensions of the scale. As a result of the research, it was found that primary school readiness levels of the following children groups were significantly higher (p <0.05): the children who had preschool education compared to the children who had not; the children who are 72-84 months old compared to the children who are 60-72 months old; the, children whose mothers’ education level are high compared to the children whose mothers have lower education and the children whose fathers are working compared to the children whose fathers are not working. In addition, significant differences were found in primary school readiness level of some subgroups in the following dimension: girls are significantly more ready in affective dimension; the readiness of the children whose mother is working is higher in cognitive dimension; and children whose father had university education and more are more ready in cognitive, affective and psychomotor dimensions (p <0,05).","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114185099","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 : 2019-12-19DOI: 10.33422/worldte.2019.12.935
M. Dania
The aim of the study was to assess the lifestyle of teachers in Poland. It was the first such research in Poland conducted on such a large scale.The study was performed in the Łódź region. The stratified sampling method was applied, taking into account the type of school (primary school, junior high school, high school, profiled high school, technical school, vocational school, special school) and place (voivodeship city; city>5,000 inhabitants; town<5,000 inhabitants; village). Out of 650 questionnaires, 416 were returned (64%). The study group consisted of 71 men (17%) and 345 women (83%). Their average age was 47.6±8.2 and work experience 21.6±9.2 years.The study used three questionnaires KomPAN (developed by the Committee of Human Nutrition Science of the Polish Academy of Sciences), a survey prepared by the Department of Occupational Physiology and Ergonomics, NIOM, Łódź, and the International Physical Activity Questionnaire.The study shows that teachers lead a healthy lifestyle, as evidenced by proper diet (only 2% of the respondents displayed moderately unhealthy traits), low alcohol consumption (86.8% do not drink strong alcohol at all), small percentage of smokers (10% men, 8% women) and high/sufficient physical activity (52%). The average BMI was within normal limits and equaled 25.05±6.7, only in men it was slightly exceeded (26.6±6.6).The research results suggest that teachers, as a professional group, are aware of the lifestyle impact on health. To check whether this positive observation applies to all teachers in Poland, further research is planned embracing the whole country.
{"title":"Teachers’ Lifestyle in Poland","authors":"M. Dania","doi":"10.33422/worldte.2019.12.935","DOIUrl":"https://doi.org/10.33422/worldte.2019.12.935","url":null,"abstract":"The aim of the study was to assess the lifestyle of teachers in Poland. It was the first such research in Poland conducted on such a large scale.The study was performed in the Łódź region. The stratified sampling method was applied, taking into account the type of school (primary school, junior high school, high school, profiled high school, technical school, vocational school, special school) and place (voivodeship city; city>5,000 inhabitants; town<5,000 inhabitants; village). Out of 650 questionnaires, 416 were returned (64%). The study group consisted of 71 men (17%) and 345 women (83%). Their average age was 47.6±8.2 and work experience 21.6±9.2 years.The study used three questionnaires KomPAN (developed by the Committee of Human Nutrition Science of the Polish Academy of Sciences), a survey prepared by the Department of Occupational Physiology and Ergonomics, NIOM, Łódź, and the International Physical Activity Questionnaire.The study shows that teachers lead a healthy lifestyle, as evidenced by proper diet (only 2% of the respondents displayed moderately unhealthy traits), low alcohol consumption (86.8% do not drink strong alcohol at all), small percentage of smokers (10% men, 8% women) and high/sufficient physical activity (52%). The average BMI was within normal limits and equaled 25.05±6.7, only in men it was slightly exceeded (26.6±6.6).The research results suggest that teachers, as a professional group, are aware of the lifestyle impact on health. To check whether this positive observation applies to all teachers in Poland, further research is planned embracing the whole country.","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114903249","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 : 2019-12-19DOI: 10.33422/worldte.2019.12.927
J. Hladik
Self-regulation is a capability to control or change person's behaviour. It is mechanism which allows adaptation in social group and desirable social behaviour. Social rejection which students experience in their class is a contemporary problem. Self-regulation can play important role in social rejection of students. The aim of the research was to analyse group of social rejected students from the perspective of self-regulation mechanisms. 229 social rejected students of upper primary school were identified from the randomly selected sample (n = 1625) of upper primary school in the Czech Republic. Sociometric test, MEPS, Cognitive Emotional Regulation and ERQ scale and selfregulation failure questionnaire were research tools. Five groups of social rejected students depending on the 1) emotional regulation; 2) cognitive problem solving which refers to students’ level of self-regulation skills; 3) self-regulation failure and 4) level of social rejection in the class were identified via cluster analysis. Results show that group of social rejected students is not a monolithic block but it is internally divers group with very different subgroups of students.
{"title":"Determinants of self-regulation of social rejected students","authors":"J. Hladik","doi":"10.33422/worldte.2019.12.927","DOIUrl":"https://doi.org/10.33422/worldte.2019.12.927","url":null,"abstract":"Self-regulation is a capability to control or change person's behaviour. It is mechanism which allows adaptation in social group and desirable social behaviour. Social rejection which students experience in their class is a contemporary problem. Self-regulation can play important role in social rejection of students. The aim of the research was to analyse group of social rejected students from the perspective of self-regulation mechanisms. 229 social rejected students of upper primary school were identified from the randomly selected sample (n = 1625) of upper primary school in the Czech Republic. Sociometric test, MEPS, Cognitive Emotional Regulation and ERQ scale and selfregulation failure questionnaire were research tools. Five groups of social rejected students depending on the 1) emotional regulation; 2) cognitive problem solving which refers to students’ level of self-regulation skills; 3) self-regulation failure and 4) level of social rejection in the class were identified via cluster analysis. Results show that group of social rejected students is not a monolithic block but it is internally divers group with very different subgroups of students.","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124857743","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 : 2019-12-19DOI: 10.33422/worldte.2019.12.934
Melouka Ziani
Verbal communication is the most deterrminant aspect of communicative competence among foreign language speakers .In EFL classrooms, the foreign language learner ,frustratedly experiences misunderstanding or even a communication gap with his teacher or class mates. The present paper, then, tries partly to investigate the causes behind communication breakdowns in EFL classes and the strategies used by our learners to overcome their limitations in verbal communication. The data obtained through the combination of two tools revealed that our learners are not aware of the strategies that help them get rid of such deficiencies. Hence, the role of the teacher in training his learners to use indirect strategies (Oxford, 1990), mainly compensation ones that help them overcome communication breakdowns.
{"title":"Overcoming Communication Breakdowns through the Use of Communication Strategies: Perceptions, Practices and Perspectives","authors":"Melouka Ziani","doi":"10.33422/worldte.2019.12.934","DOIUrl":"https://doi.org/10.33422/worldte.2019.12.934","url":null,"abstract":"Verbal communication is the most deterrminant aspect of communicative competence among foreign language speakers .In EFL classrooms, the foreign language learner ,frustratedly experiences misunderstanding or even a communication gap with his teacher or class mates. The present paper, then, tries partly to investigate the causes behind communication breakdowns in EFL classes and the strategies used by our learners to overcome their limitations in verbal communication. The data obtained through the combination of two tools revealed that our learners are not aware of the strategies that help them get rid of such deficiencies. Hence, the role of the teacher in training his learners to use indirect strategies (Oxford, 1990), mainly compensation ones that help them overcome communication breakdowns.","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"78 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132972789","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 : 2019-12-19DOI: 10.33422/worldte.2019.12.931
A. Szyjkowska
: Occupational and Non-Occupational Stress Among Teachers Depending on the School Type.The aim of the project was to assess the level of general and professional stress among teachers depending on the school type. In order to assess the level of general stress, the Perceived Stress Scale (according to Cohen) was applied. The occupational stress was assessed using the Subjective Job Assessment Questionnaire. Out of 650 distributed questionnaires, 64% were returned. The average age of the respondents was 47.6±8.2 and work experience - 21.6±9.2 (0.5-43 years). In the studied group, general stress was at an average level of 25.5±7.6 (3-53 points) and was significantly higher among high school teachers compared to teachers from primary, technical and vocational schools (28.03±7.71, 25.85±8.0, 23.15±8.25; p=0.012). Significantly more technical secondary school and vocational school teachers, compared to high school teachers, stated that they were never sure of being able to manage their affairs independently (36.0% vs. 13.2%; p=0.002). Occupational stress was at a high level and equaled 112.2±35.1 (65-223 points). Significantly more teachers of special schools (12.9%) assessed their work as requiring high physical effort (p=0.011) and experienced lack of support and mobbing on the part of their supervisors and colleagues (30%; p=0.0001). On the other hand, high school teachers significantly more often considered competition among colleagues as an aggravating factor (32.4%; p=0.001)). Also, more of them stated (23.8%; p=0.010) that they were often bothered at work by the need to perform tasks within deadlines, although serious obstacles prevented meeting the deadlines, and felt treated worse than their colleagues (21,6%; p=0,0001).
{"title":"Occupational and Non-occupational Stress Among Teachers Depending on the School Type","authors":"A. Szyjkowska","doi":"10.33422/worldte.2019.12.931","DOIUrl":"https://doi.org/10.33422/worldte.2019.12.931","url":null,"abstract":": Occupational and Non-Occupational Stress Among Teachers Depending on the School Type.The aim of the project was to assess the level of general and professional stress among teachers depending on the school type. In order to assess the level of general stress, the Perceived Stress Scale (according to Cohen) was applied. The occupational stress was assessed using the Subjective Job Assessment Questionnaire. Out of 650 distributed questionnaires, 64% were returned. The average age of the respondents was 47.6±8.2 and work experience - 21.6±9.2 (0.5-43 years). In the studied group, general stress was at an average level of 25.5±7.6 (3-53 points) and was significantly higher among high school teachers compared to teachers from primary, technical and vocational schools (28.03±7.71, 25.85±8.0, 23.15±8.25; p=0.012). Significantly more technical secondary school and vocational school teachers, compared to high school teachers, stated that they were never sure of being able to manage their affairs independently (36.0% vs. 13.2%; p=0.002). Occupational stress was at a high level and equaled 112.2±35.1 (65-223 points). Significantly more teachers of special schools (12.9%) assessed their work as requiring high physical effort (p=0.011) and experienced lack of support and mobbing on the part of their supervisors and colleagues (30%; p=0.0001). On the other hand, high school teachers significantly more often considered competition among colleagues as an aggravating factor (32.4%; p=0.001)). Also, more of them stated (23.8%; p=0.010) that they were often bothered at work by the need to perform tasks within deadlines, although serious obstacles prevented meeting the deadlines, and felt treated worse than their colleagues (21,6%; p=0,0001).","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130974275","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 : 2019-12-19DOI: 10.33422/worldte.2019.12.918
J. Varjas
{"title":"Empirical study on environmental knowledge and attitudes of Hungarian Geography Teacher students","authors":"J. Varjas","doi":"10.33422/worldte.2019.12.918","DOIUrl":"https://doi.org/10.33422/worldte.2019.12.918","url":null,"abstract":"","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124127486","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 : 2019-12-19DOI: 10.33422/worldte.2019.12.920
Elif Çimşir
As a complex construct that is characterized by different dimensions such as self-understanding and self-acceptance, insight has long been suggested to be a predictor of greater life satisfaction. However, research is scarce when it comes to the underlying dynamics of the relationship between insight and life satisfaction. Thus, a mediation model is hypothesized in this study wherein increased insight is proposed to be connected to greater life satisfaction through an increased level of romantic relationship satisfaction. A sample of 244 adults (147 females and 97 males) with a mean age of 34.88 filled out the Insight Scale, the Life Satisfaction Scale and the Relationship Assessment Scale. Although no indirect effect of relationship satisfaction was found between insight and life satisfaction, the results indicated that both insight (r=.36) and romantic relationship satisfaction (r=.43) are significantly correlated with life satisfaction. Furthermore, almost 30% of the total variance in life satisfaction was explained by the regression model featuring insight and romantic relationship satisfaction as predictors. Implications for the fields of counseling and education are discussed.
{"title":"Insight and Relationship Satisfaction as Predictors of the Life Satisfaction of a Community Sample of Adults","authors":"Elif Çimşir","doi":"10.33422/worldte.2019.12.920","DOIUrl":"https://doi.org/10.33422/worldte.2019.12.920","url":null,"abstract":"As a complex construct that is characterized by different dimensions such as self-understanding and self-acceptance, insight has long been suggested to be a predictor of greater life satisfaction. However, research is scarce when it comes to the underlying dynamics of the relationship between insight and life satisfaction. Thus, a mediation model is hypothesized in this study wherein increased insight is proposed to be connected to greater life satisfaction through an increased level of romantic relationship satisfaction. A sample of 244 adults (147 females and 97 males) with a mean age of 34.88 filled out the Insight Scale, the Life Satisfaction Scale and the Relationship Assessment Scale. Although no indirect effect of relationship satisfaction was found between insight and life satisfaction, the results indicated that both insight (r=.36) and romantic relationship satisfaction (r=.43) are significantly correlated with life satisfaction. Furthermore, almost 30% of the total variance in life satisfaction was explained by the regression model featuring insight and romantic relationship satisfaction as predictors. Implications for the fields of counseling and education are discussed.","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117241005","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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