Pub Date : 2024-06-13DOI: 10.15503/jecs2024.1.121.139
S. Surikova, Anna Sidorova
Aim. Recent studies have stressed that education transformation can be efficiently achieved by introducing a holistic approach, embedding a culture of teaching and learning for wholeness that espouses the holism of human beings and the world. A qualitative multiple study was performed to analyse Latvian “heart” teachers’ narratives about themselves and their significant life experiences to identify their dominant approaches to life and work at school to answer the following research questions: What do the narratives of the seven Latvian “heart” teachers reveal about themselves and their approaches to life and work at school and the contributions of the participants’ significant life experiences to their approaches? Are Latvian “heart” teachers’ approaches holistic or not? Methods. The research data encompasses seven cases based on semi-structured interviews with Latvian teachers nominated by their colleagues, students and/or parents to participate in the campaign HeartTeacher in the academic year 2021/2022. Qualitative data were processed and analysed using the QSR NVivo 12 software. Results. Implementing a holistic approach to education is evident in the Latvian “heart” teachers’ professional practices. In all seven cases, evidence was found about providing a welcoming environment to all, reflecting on the interdependence of things and focusing on multiple connections as well as being an equal learning partner of others. However, a holistic approach to personal life is not sufficiently evident among the experienced “heart” teachers. By contrast, the novice “heart” teachers’ approaches to personal life are perceived as more holistic. Conclusion. A whole (holistic) teacher implements the holistic approach both in their professional and personal lives, not only caring for others but also for themselves, thereby achieving balance. A whole (holistic) teacher’s life philosophy is based on the principles of wholeness, inclusion, connectedness, and balance among the different aspects of life.
{"title":"Implementing a Holistic Approach to Education: Lessons Learnt From Latvian “Heart” Teachers’ Narratives","authors":"S. Surikova, Anna Sidorova","doi":"10.15503/jecs2024.1.121.139","DOIUrl":"https://doi.org/10.15503/jecs2024.1.121.139","url":null,"abstract":"Aim. Recent studies have stressed that education transformation can be efficiently achieved by introducing a holistic approach, embedding a culture of teaching and learning for wholeness that espouses the holism of human beings and the world. A qualitative multiple study was performed to analyse Latvian “heart” teachers’ narratives about themselves and their significant life experiences to identify their dominant approaches to life and work at school to answer the following research questions: What do the narratives of the seven Latvian “heart” teachers reveal about themselves and their approaches to life and work at school and the contributions of the participants’ significant life experiences to their approaches? Are Latvian “heart” teachers’ approaches holistic or not?\u0000Methods. The research data encompasses seven cases based on semi-structured interviews with Latvian teachers nominated by their colleagues, students and/or parents to participate in the campaign HeartTeacher in the academic year 2021/2022. Qualitative data were processed and analysed using the QSR NVivo 12 software.\u0000Results. Implementing a holistic approach to education is evident in the Latvian “heart” teachers’ professional practices. In all seven cases, evidence was found about providing a welcoming environment to all, reflecting on the interdependence of things and focusing on multiple connections as well as being an equal learning partner of others. However, a holistic approach to personal life is not sufficiently evident among the experienced “heart” teachers. By contrast, the novice “heart” teachers’ approaches to personal life are perceived as more holistic.\u0000Conclusion. A whole (holistic) teacher implements the holistic approach both in their professional and personal lives, not only caring for others but also for themselves, thereby achieving balance. A whole (holistic) teacher’s life philosophy is based on the principles of wholeness, inclusion, connectedness, and balance among the different aspects of life.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141345609","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}
Aim. Empirical research and theoretical substantiation of the types of self-realisation of future teachers who did an educational-professional training course under conditions of a digital educational environment. Investigating the types of self-realisation and establishing statistically significant correlations with the research parameters of educational-professional training for future teachers will allow finding important scientific facts that will possess novelty and be of scientific interest for organisers of educational and scientific activities in a digital educational environment. Methods. The representative sample involved students of the final years of pedagogical educational programmes of Bachelor’s and Master’s studies. Methodological foundations of the research are the main statements of the concepts of self-realisation, self-actualisation and self-regulation in educational activity. Results. Spearman (rs) correlation coefficient allowed us to find that “value orientations”, “time competence”, “cognitive needs” and “creativity of activity” are the most important and dependent parameters. k-means clustering allowed identifying four types of self-realisation: “Value-oriented self-realisation”; “Temporal self-realisation”; “Passive self-realisation” and “Pragmatic self-realisation”. It explained that high external negative motivation in the type of passive self-realisation is not directly related to the process and results of educational-professional activity, but only reflects future teachers’ attitude towards it. It was highlighted that future teachers with a value-oriented type of self-realisation are ready to devote themselves to pedagogical activity and consider it to be the meaning of their life. Conclusion. It was recommended that the established empirical facts possessing cognitive value, scientific and theoretical novelty should be implemented in creation and improvement of a digital educational environment.
{"title":"Research on the Types of Future Teachers' Self-Realization Under Conditions of a Digital Educational Environment","authors":"Ihor Popovych, Nataliya Yaremchuk, Svitlana Yakovleva, A. Kariyev, Ainur Sadykova, Svitlana Kulbida","doi":"10.15503/jecs2024.1.435.451","DOIUrl":"https://doi.org/10.15503/jecs2024.1.435.451","url":null,"abstract":"Aim. Empirical research and theoretical substantiation of the types of self-realisation of future teachers who did an educational-professional training course under conditions of a digital educational environment. Investigating the types of self-realisation and establishing statistically significant correlations with the research parameters of educational-professional training for future teachers will allow finding important scientific facts that will possess novelty and be of scientific interest for organisers of educational and scientific activities in a digital educational environment.\u0000Methods. The representative sample involved students of the final years of pedagogical educational programmes of Bachelor’s and Master’s studies. Methodological foundations of the research are the main statements of the concepts of self-realisation, self-actualisation and self-regulation in educational activity.\u0000Results. Spearman (rs) correlation coefficient allowed us to find that “value orientations”, “time competence”, “cognitive needs” and “creativity of activity” are the most important and dependent parameters. k-means clustering allowed identifying four types of self-realisation: “Value-oriented self-realisation”; “Temporal self-realisation”; “Passive self-realisation” and “Pragmatic self-realisation”. It explained that high external negative motivation in the type of passive self-realisation is not directly related to the process and results of educational-professional activity, but only reflects future teachers’ attitude towards it. It was highlighted that future teachers with a value-oriented type of self-realisation are ready to devote themselves to pedagogical activity and consider it to be the meaning of their life.\u0000Conclusion. It was recommended that the established empirical facts possessing cognitive value, scientific and theoretical novelty should be implemented in creation and improvement of a digital educational environment.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141346235","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 : 2024-06-13DOI: 10.15503/jecs2024.1.349.370
Marlon Sipe, Henry Lemana, Jean Saludadez
Aim. Drawing upon the foundational principles of the ethnomethodological perspective, the present study delves into the viewpoints of English as a foreign language (EFL) lecturer concerning teaching as a discipline and their corresponding teaching practices within the context of a provisional workplace in an Asian university. Methods. Five conveniently and purposively sampled participants were subjected to in-depth interviews to seek answers to the following research questions: (a) What are the views of the participants on their temporary appointments as EFL lecturers? (b) How do these views define their teaching practices in the classroom to survive in a provisional environment? The analysis brings to the surface recurring themes and patterns, providing valuable insights into how the participants survived in an academic environment that gave them non-executive positions. Results. Results indicated a multiplicity of views on their temporary appointments as EFL lecturers: Temporary appointments as a policy and student-centered position, a venue for professional standards, and a venue for career advancement. These views prompted them to blend with the local culture and accordingly to perform culturally appropriate teaching practices. Conclusion. It can be concluded that fostering cultural awareness, building strong interpersonal relationships, and pursuing continuous professional development are essential components for EFL teachers to excel in their roles. Additionally, institutions and stakeholders play a crucial role in creating an environment that acknowledges and bolsters the significant contributions of temporary EFL lecturers, thereby enabling them to make a lasting and positive impact within the academic community. Additional implications are discussed.
{"title":"Surviving in a Provisional Workplace: Foreign Lecturers’ Practices in an Asian HEI","authors":"Marlon Sipe, Henry Lemana, Jean Saludadez","doi":"10.15503/jecs2024.1.349.370","DOIUrl":"https://doi.org/10.15503/jecs2024.1.349.370","url":null,"abstract":"Aim. Drawing upon the foundational principles of the ethnomethodological perspective, the present study delves into the viewpoints of English as a foreign language (EFL) lecturer concerning teaching as a discipline and their corresponding teaching practices within the context of a provisional workplace in an Asian university.\u0000Methods. Five conveniently and purposively sampled participants were subjected to in-depth interviews to seek answers to the following research questions: (a) What are the views of the participants on their temporary appointments as EFL lecturers? (b) How do these views define their teaching practices in the classroom to survive in a provisional environment? The analysis brings to the surface recurring themes and patterns, providing valuable insights into how the participants survived in an academic environment that gave them non-executive positions.\u0000Results. Results indicated a multiplicity of views on their temporary appointments as EFL lecturers: Temporary appointments as a policy and student-centered position, a venue for professional standards, and a venue for career advancement. These views prompted them to blend with the local culture and accordingly to perform culturally appropriate teaching practices.\u0000Conclusion. It can be concluded that fostering cultural awareness, building strong interpersonal relationships, and pursuing continuous professional development are essential components for EFL teachers to excel in their roles. Additionally, institutions and stakeholders play a crucial role in creating an environment that acknowledges and bolsters the significant contributions of temporary EFL lecturers, thereby enabling them to make a lasting and positive impact within the academic community. Additional implications are discussed.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141349796","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 : 2024-06-13DOI: 10.15503/jecs2024.1.19.28
Tibor Máhrik, Roman Kralik
Thesis. Divine Command Theory (hereafter DCT) is a metaethical theory belonging to the category of moral realism of the non-cognitive type, whose popularity is growing. In this thesis, we show some of the reasons that have triggered the need to address the normativity of ethical concepts, because of which DCT receives its justification. Concept. Our argument begins with an analysis of a critical moment in contemporary ethical discourse, the question of normativity, relating Hume's law to the contemporary problem of solipsism, philosophical pluralism, and epistemic reductionism in moral philosophy. We show the strengths of the moral reasoning offered by Divine Command Theory and point out its weaknesses, which have to do with the fact that God is not a perfect system of moral axioms, but a being who acts morally and perfectly. Results and conclusion. Divine Command Theory is an important metaethical approach that offers a solid space for the establishment of different ethical frameworks with normativity weights, but on the other hand harbours question marks that should not be overlooked. These are questions of justice and love in terms of God's model of reasoning, since both aspects are paradoxical from a theological point of view and, moreover, run the risk of a self-referential fallacy on the part of the interpreter of God's commandments. The problematic aspects of this theory that we point out do not in any way undermine its validity, but rather anticipate an even deeper level of reflection on ethical realism.
{"title":"Divine Command Theory – Potentiality and Limits","authors":"Tibor Máhrik, Roman Kralik","doi":"10.15503/jecs2024.1.19.28","DOIUrl":"https://doi.org/10.15503/jecs2024.1.19.28","url":null,"abstract":"Thesis. Divine Command Theory (hereafter DCT) is a metaethical theory belonging to the category of moral realism of the non-cognitive type, whose popularity is growing. In this thesis, we show some of the reasons that have triggered the need to address the normativity of ethical concepts, because of which DCT receives its justification.\u0000Concept. Our argument begins with an analysis of a critical moment in contemporary ethical discourse, the question of normativity, relating Hume's law to the contemporary problem of solipsism, philosophical pluralism, and epistemic reductionism in moral philosophy. We show the strengths of the moral reasoning offered by Divine Command Theory and point out its weaknesses, which have to do with the fact that God is not a perfect system of moral axioms, but a being who acts morally and perfectly.\u0000Results and conclusion. Divine Command Theory is an important metaethical approach that offers a solid space for the establishment of different ethical frameworks with normativity weights, but on the other hand harbours question marks that should not be overlooked. These are questions of justice and love in terms of God's model of reasoning, since both aspects are paradoxical from a theological point of view and, moreover, run the risk of a self-referential fallacy on the part of the interpreter of God's commandments. The problematic aspects of this theory that we point out do not in any way undermine its validity, but rather anticipate an even deeper level of reflection on ethical realism.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141348244","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 : 2024-06-13DOI: 10.15503/jecs2024.1.475.488
Geovannys Montero Zayas, Edward Jarmoch, Patrik Maturkanič, Gabriel Paľa, Peter Kondrla
Aim. The article aims to offer a theoretical approach to the literary sciences and art, in essential aspects such as their general theoretical and methodological assumptions, the relations with other sciences, and the functions performed by the literary sciences and art in the system of culture. Methods. The research methods used were the inductive-deductive and the analytical-synthetic. Results. As a result, a theoretical article is presented which reveals essential issues of the literary sciences and art, from the processing of a wide literature and historical, theoretical and critical sources associated with literature and different artistic manifestations. Conclusion. The literary and art sciences make up a complex and diverse field of knowledge, which offers transcendental knowledge in the approaches to these expressions of culture. The literary and art sciences fulfill several functions in the system of culture, given fundamentally by the spiritual needs they satisfy, oriented towards the subjectivity of cultural subjects and projected towards the survival of culture. These functions change in human cultural communities, and often determine the existence and trends in the development of literary sciences and art. Cognitive value. The article reveals essential issues to the literary sciences and art, so it is an indispensable source in the approaches to a theory of these forms of human knowledge.
{"title":"Literary and Arts Sciences","authors":"Geovannys Montero Zayas, Edward Jarmoch, Patrik Maturkanič, Gabriel Paľa, Peter Kondrla","doi":"10.15503/jecs2024.1.475.488","DOIUrl":"https://doi.org/10.15503/jecs2024.1.475.488","url":null,"abstract":"Aim. The article aims to offer a theoretical approach to the literary sciences and art, in essential aspects such as their general theoretical and methodological assumptions, the relations with other sciences, and the functions performed by the literary sciences and art in the system of culture.\u0000Methods. The research methods used were the inductive-deductive and the analytical-synthetic.\u0000Results. As a result, a theoretical article is presented which reveals essential issues of the literary sciences and art, from the processing of a wide literature and historical, theoretical and critical sources associated with literature and different artistic manifestations.\u0000Conclusion. The literary and art sciences make up a complex and diverse field of knowledge, which offers transcendental knowledge in the approaches to these expressions of culture. The literary and art sciences fulfill several functions in the system of culture, given fundamentally by the spiritual needs they satisfy, oriented towards the subjectivity of cultural subjects and projected towards the survival of culture. These functions change in human cultural communities, and often determine the existence and trends in the development of literary sciences and art.\u0000Cognitive value. The article reveals essential issues to the literary sciences and art, so it is an indispensable source in the approaches to a theory of these forms of human knowledge.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141349039","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 : 2024-06-13DOI: 10.15503/jecs2024.1.333.347
Andriana Shyshak, Volodymyr Chaika, Iurii Shcherbiak, Maria Gažiová, Miroslav Tvrdon
Aim. The aim of the research is to elucidate the essence of the concept of "safe behaviour on the Internet"; and determine the means of developing digital literacy skills among primary school students, as well as the specifics of their usage. The study also involves experimentally investigating the effectiveness of the identified tools in enhancing the level of safe behaviour on the Internet skills among primary education learners. Methods. The research used the following methods: analysis, generalisation, experiment, observation, and statistical methods. Results. The use of thematic stories and comics, ready-made didactic games and exercises, conducting thematic lessons according to plans, etc., provided that the activity is systematic and consistent, taking into account the age and individual characteristics of students in grades 1-4, contributes to the successful development of the ability of primary education learners to behave safely on the Internet. Conclusion. The ability to behave safely on the Internet is the ability to perform online activities without harming one's own health, the health of others and financial situation, formed on the basis of knowledge and experience. The means of forming the skills of safe behaviour of primary school students on the Internet are thematic fairy tales, stories, presentations, video clips, illustrative material, comics, ready-made materials for didactic games and exercises, development of thematic lessons, computer, etc. The results of the experiment allowed us to draw conclusions that by using the developed tools in the learning process, it is possible to increase the level of primary school students' ability to behave safely on the Internet.
{"title":"Forming the Ability of Younger Students to Behave Safely on the Internet","authors":"Andriana Shyshak, Volodymyr Chaika, Iurii Shcherbiak, Maria Gažiová, Miroslav Tvrdon","doi":"10.15503/jecs2024.1.333.347","DOIUrl":"https://doi.org/10.15503/jecs2024.1.333.347","url":null,"abstract":"Aim. The aim of the research is to elucidate the essence of the concept of \"safe behaviour on the Internet\"; and determine the means of developing digital literacy skills among primary school students, as well as the specifics of their usage. The study also involves experimentally investigating the effectiveness of the identified tools in enhancing the level of safe behaviour on the Internet skills among primary education learners.\u0000Methods. The research used the following methods: analysis, generalisation, experiment, observation, and statistical methods.\u0000Results. The use of thematic stories and comics, ready-made didactic games and exercises, conducting thematic lessons according to plans, etc., provided that the activity is systematic and consistent, taking into account the age and individual characteristics of students in grades 1-4, contributes to the successful development of the ability of primary education learners to behave safely on the Internet.\u0000Conclusion. The ability to behave safely on the Internet is the ability to perform online activities without harming one's own health, the health of others and financial situation, formed on the basis of knowledge and experience. The means of forming the skills of safe behaviour of primary school students on the Internet are thematic fairy tales, stories, presentations, video clips, illustrative material, comics, ready-made materials for didactic games and exercises, development of thematic lessons, computer, etc. The results of the experiment allowed us to draw conclusions that by using the developed tools in the learning process, it is possible to increase the level of primary school students' ability to behave safely on the Internet.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141346461","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 : 2024-06-13DOI: 10.15503/jecs2024.1.315.330
Anikó Ficzere, Ivan Haringa, Ervín Weiss
Aim. Acquiring the skill of listening comprehension can be considered as a difficult process, which is influenced by the personality traits of the student. Tolerance of novelty is an inherent and innovative factor in teaching a foreign language, which plays an important role in the effective processing of new information. The aim of the research is to determine the difference in listening comprehension performance between groups with different levels of tolerance of novelty. Methods. We used standardised test to determine listening comprehension efficiency and the subscale of the Tolerance of Ambiguity Scale instrument to determine the degree of tolerance of novelty. The research was implemented with 154 university students who studied professional English at language level B2. Results. A statistically significant difference in listening comprehension between respondents with high and average levels of tolerance of novelty was confirmed. Furthermore, we found significantly different listening performance between respondents with high and low tolerance of novelty. Respondents with a high tolerance of novelty deliver greater results in listening in a foreign language than people with an average and low level of tolerance of novelty. Conclusion. Research shows that students with a higher tolerance of novelty are more willing to experiment with new, alternative forms and language structures in a foreign language. The personality factor of tolerance of novelty belongs to relatively dynamic personality characteristics that can be optimised with the help of the teacher's deliberate action and in this way simultaneously stimulate the cognitive processes of listening and understanding.
{"title":"The Importance of the Novelty Factor in Teaching Listening Comprehension","authors":"Anikó Ficzere, Ivan Haringa, Ervín Weiss","doi":"10.15503/jecs2024.1.315.330","DOIUrl":"https://doi.org/10.15503/jecs2024.1.315.330","url":null,"abstract":"Aim. Acquiring the skill of listening comprehension can be considered as a difficult process, which is influenced by the personality traits of the student. Tolerance of novelty is an inherent and innovative factor in teaching a foreign language, which plays an important role in the effective processing of new information. The aim of the research is to determine the difference in listening comprehension performance between groups with different levels of tolerance of novelty.\u0000Methods. We used standardised test to determine listening comprehension efficiency and the subscale of the Tolerance of Ambiguity Scale instrument to determine the degree of tolerance of novelty. The research was implemented with 154 university students who studied professional English at language level B2.\u0000Results. A statistically significant difference in listening comprehension between respondents with high and average levels of tolerance of novelty was confirmed. Furthermore, we found significantly different listening performance between respondents with high and low tolerance of novelty. Respondents with a high tolerance of novelty deliver greater results in listening in a foreign language than people with an average and low level of tolerance of novelty.\u0000Conclusion. Research shows that students with a higher tolerance of novelty are more willing to experiment with new, alternative forms and language structures in a foreign language. The personality factor of tolerance of novelty belongs to relatively dynamic personality characteristics that can be optimised with the help of the teacher's deliberate action and in this way simultaneously stimulate the cognitive processes of listening and understanding.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141348457","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 : 2024-06-13DOI: 10.15503/jecs2024.1.201.212
Agus Syahrani, Iyoh Mastiyah, Martina Martina, D. Asfar, P. Cakranegara, Syarifah Lubna, Sumarsih Anwar
Aim. This research was conducted through a descriptive-qualitative design that aimed to determine the factors of students' speaking anxiety. Methods. This study used qualitative research involving 205 eleventh grade students of Senior High School on Pontianak, Indonesia who had attended English lessons. Data on students' anxiety in speaking English were collected using two instruments: questionnaires and interviews. Result. eleventh graders students fall into the middle category, and their lack of mastery leads to speaking anxiety about grammar, a lack of vocabulary, and a lack of preparation. Conclusion. Foreign language anxiety, especially in speaking, is a challenging problem for most students. Therefore, teachers should provide opportunities for students to practice speaking in front of the class gradually because such activities will positively increase their self-confidence and perception of their performance in the target language. More importantly, teachers and students must collaborate by providing a better learning environment and setting achievable speaking performance standards. If this activity is carried out continuously, it will increase students' motivation in learning foreign languages, especially class XI students at Pontianak High School. Cognitive Value. This research will provide input for stakeholders, especially English teachers to overcome speaking anxiety in their classrooms.
{"title":"Students Anxiety in Speaking a Foreign Language. The Case of Eleventh Graders","authors":"Agus Syahrani, Iyoh Mastiyah, Martina Martina, D. Asfar, P. Cakranegara, Syarifah Lubna, Sumarsih Anwar","doi":"10.15503/jecs2024.1.201.212","DOIUrl":"https://doi.org/10.15503/jecs2024.1.201.212","url":null,"abstract":" Aim. This research was conducted through a descriptive-qualitative design that aimed to determine the factors of students' speaking anxiety.\u0000Methods. This study used qualitative research involving 205 eleventh grade students of Senior High School on Pontianak, Indonesia who had attended English lessons. Data on students' anxiety in speaking English were collected using two instruments: questionnaires and interviews.\u0000Result. eleventh graders students fall into the middle category, and their lack of mastery leads to speaking anxiety about grammar, a lack of vocabulary, and a lack of preparation.\u0000Conclusion. Foreign language anxiety, especially in speaking, is a challenging problem for most students. Therefore, teachers should provide opportunities for students to practice speaking in front of the class gradually because such activities will positively increase their self-confidence and perception of their performance in the target language. More importantly, teachers and students must collaborate by providing a better learning environment and setting achievable speaking performance standards. If this activity is carried out continuously, it will increase students' motivation in learning foreign languages, especially class XI students at Pontianak High School.\u0000Cognitive Value. This research will provide input for stakeholders, especially English teachers to overcome speaking anxiety in their classrooms.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141348844","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 : 2024-06-13DOI: 10.15503/jecs2024.1.101.117
N. Hapon, Agata Chudzicka‐Czupała, Marta Żywiołek-Szeja, Z. Dubniak, Roger Ho
Aim. The aim was to study motivation functions and the psycho-emotional reaction to participation in volunteering in Polish and Ukrainian volunteers who assisted Ukrainian refugees at the beginning of the war in Ukraine in 2022. Methods. For the empirical study of volunteers, the team of authors developed the questionnaire. The Volunteer Functions Inventory VFI and the Depression Anxiety Stress Scales DASS were used. The significance of the differences between the mean results of the measured variables in the Polish and Ukrainian samples was tested using the Student's t-test. Volunteers' expectations of volunteer leaders were tested by analysing responses to the open exploratory question. Results. The article reveals similarities and significant differences between Polish and Ukrainian volunteers in their motives and psycho-emotional reactions to volunteering. A common motive for both samples is that they are not helping for the sake of their professional careers. Ukrainian volunteers had higher rates of protective, religious, and social motivation functions of volunteering. Polish volunteers had higher rates of motivation based on understanding and empowerment opportunities. Ukrainian volunteers scored higher than Polish volunteers on the depression, anxiety, and stress scales. Volunteers' motivation expectations of leaders indicate the importance for volunteers of leaders' adherence to values, openness of intentions and actions, and attentiveness to volunteers' difficulties. Conclusion. The survey results can be used in psychological training for volunteers, in planning the activities of volunteer leaders, and in developing new methods for studying volunteer motivation.
目的目的是研究 2022 年乌克兰战争初期援助乌克兰难民的波兰和乌克兰志愿者参与志愿服务的动机功能和心理情感反应。为了对志愿者进行实证研究，作者团队编制了调查问卷。使用了志愿者功能量表 VFI 和抑郁焦虑压力量表 DASS。使用学生 t 检验法检验了波兰和乌克兰样本中测量变量平均结果之间的差异是否显著。通过分析对开放性探索问题的回答，检验了志愿者对志愿者领导的期望。文章揭示了波兰和乌克兰志愿者在志愿服务动机和心理情感反应方面的相似之处和显著差异。两个样本的共同动机都是他们不是为了自己的职业生涯而提供帮助。乌克兰志愿者的志愿服务动机在保护、宗教和社会功能方面的比例较高。波兰志愿者的志愿动机更多的是基于理解和增强能力的机会。在抑郁、焦虑和压力量表上，乌克兰志愿者的得分高于波兰志愿者。志愿者对领导者的激励期望表明，领导者对价值观的坚持、意图和行动的开放性以及对志愿者困难的关注对志愿者来说非常重要。调查结果可用于志愿者的心理培训、志愿者领导的活动规划以及开发研究志愿者动机的新方法。
{"title":"Motivation and the Psycho-Emotional Reaction of Volunteers in War-Time","authors":"N. Hapon, Agata Chudzicka‐Czupała, Marta Żywiołek-Szeja, Z. Dubniak, Roger Ho","doi":"10.15503/jecs2024.1.101.117","DOIUrl":"https://doi.org/10.15503/jecs2024.1.101.117","url":null,"abstract":"Aim. The aim was to study motivation functions and the psycho-emotional reaction to participation in volunteering in Polish and Ukrainian volunteers who assisted Ukrainian refugees at the beginning of the war in Ukraine in 2022.\u0000Methods. For the empirical study of volunteers, the team of authors developed the questionnaire. The Volunteer Functions Inventory VFI and the Depression Anxiety Stress Scales DASS were used. The significance of the differences between the mean results of the measured variables in the Polish and Ukrainian samples was tested using the Student's t-test. Volunteers' expectations of volunteer leaders were tested by analysing responses to the open exploratory question.\u0000Results. The article reveals similarities and significant differences between Polish and Ukrainian volunteers in their motives and psycho-emotional reactions to volunteering. A common motive for both samples is that they are not helping for the sake of their professional careers. Ukrainian volunteers had higher rates of protective, religious, and social motivation functions of volunteering. Polish volunteers had higher rates of motivation based on understanding and empowerment opportunities. Ukrainian volunteers scored higher than Polish volunteers on the depression, anxiety, and stress scales. Volunteers' motivation expectations of leaders indicate the importance for volunteers of leaders' adherence to values, openness of intentions and actions, and attentiveness to volunteers' difficulties.\u0000Conclusion. The survey results can be used in psychological training for volunteers, in planning the activities of volunteer leaders, and in developing new methods for studying volunteer motivation.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141345201","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}
Aim. The purpose of the study was to study approaches to the resumption of an effective educational process in the Kazakh SSR after the end of the World War II. The study of the approaches to restoration and improvement of the educational system in post-war Kazakhstan is relevant in today’s conditions, when the educational environment of Kazakhstan faces a number of challenges that require its reform. Methods. Various research methods were used in the scientific work, in particular, analysis, synthesis, comparison, deduction, generalisation. Results and conclusion. As a result, the state of the educational environment in Kazakhstan was studied immediately after the end of the war. The approaches of state bodies to the regulation of educational public relations are considered, taking into account the conditions of that time. There was a significant increase in the number of schools and other educational institutions, which contributed to the development of educational infrastructure. It is proved that the priority specialties for the state were those that contributed to the implementation of construction and economic activities. Based on this, it was possible to reveal the main advantages in reforming education, which contributed to improving the quality of knowledge in schools, universities and technical schools. Cognitive value. The value of the results obtained is both scientific and practical. Accordingly, the first provides a deepening of knowledge regarding the historical process of the formation of the educational environment in Kazakhstan, and the second allows us to determine the most effective ways to revive education in society.
{"title":"Education in Kazakhstan in the post-war years","authors":"Olzhas Tursynbayev, Kalibek Ybyraimzhanov, Azamat Bekish, Sholpan Nurman, Assem Aubakirova","doi":"10.15503/jecs2024.1.389.402","DOIUrl":"https://doi.org/10.15503/jecs2024.1.389.402","url":null,"abstract":"Aim. The purpose of the study was to study approaches to the resumption of an effective educational process in the Kazakh SSR after the end of the World War II. The study of the approaches to restoration and improvement of the educational system in post-war Kazakhstan is relevant in today’s conditions, when the educational environment of Kazakhstan faces a number of challenges that require its reform.\u0000Methods. Various research methods were used in the scientific work, in particular, analysis, synthesis, comparison, deduction, generalisation.\u0000Results and conclusion. As a result, the state of the educational environment in Kazakhstan was studied immediately after the end of the war. The approaches of state bodies to the regulation of educational public relations are considered, taking into account the conditions of that time. There was a significant increase in the number of schools and other educational institutions, which contributed to the development of educational infrastructure. It is proved that the priority specialties for the state were those that contributed to the implementation of construction and economic activities. Based on this, it was possible to reveal the main advantages in reforming education, which contributed to improving the quality of knowledge in schools, universities and technical schools.\u0000Cognitive value. The value of the results obtained is both scientific and practical. Accordingly, the first provides a deepening of knowledge regarding the historical process of the formation of the educational environment in Kazakhstan, and the second allows us to determine the most effective ways to revive education in society.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141348155","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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