Pub Date : 2022-01-01DOI: 10.22521/edupij.2022.112.4
İ. Çolak, Yahya Altınkurt
Background / purpose – In this study, the precarization of educational labor was identified in terms of teachers’ job insecurity perceptions. The purpose of the study was to examine the job insecurity perceptions of teachers with permanent, fixed-term, or temporary contracts. Materials / methods – Multiple case design was used in the study. The data of the study were collected from 30 teachers through semi-structured interviews and from 432 teachers using the Teachers’ Job Insecurity Scale, which was developed within the scope of the study. Thematic analysis, descriptive statistics, t -test, one-way ANOVA, Sidak test, and clustering analysis were used in the analysis of the obtained data. Results – The study’s results revealed that teachers perceived intense explicit and implicit job insecurity. Clustering analyses showed that 69% of the participants perceived moderate and high levels of both explicit and implicit job insecurity, whereas 73% perceived moderate and high levels of general job insecurity. Job insecurity had social, psychological, and educational effects. Justification of insecurity, instrumental use of power against job insecurity, acquiescence of job insecurity, and acceptance of job insecurity caused structuration of job insecurity. Conclusion – The study’s findings indicate that all teachers should be employed on a permanent contractual basis in order to reduce their perceptions of job insecurity and its effects. The autonomy of teachers within the teaching process should be increased, their employment benefits improved, and they should be economically empowered.
{"title":"The Precarization of Educational Labor: The Examination of Teachers’ Job Insecurity Perceptions","authors":"İ. Çolak, Yahya Altınkurt","doi":"10.22521/edupij.2022.112.4","DOIUrl":"https://doi.org/10.22521/edupij.2022.112.4","url":null,"abstract":"Background / purpose – In this study, the precarization of educational labor was identified in terms of teachers’ job insecurity perceptions. The purpose of the study was to examine the job insecurity perceptions of teachers with permanent, fixed-term, or temporary contracts. Materials / methods – Multiple case design was used in the study. The data of the study were collected from 30 teachers through semi-structured interviews and from 432 teachers using the Teachers’ Job Insecurity Scale, which was developed within the scope of the study. Thematic analysis, descriptive statistics, t -test, one-way ANOVA, Sidak test, and clustering analysis were used in the analysis of the obtained data. Results – The study’s results revealed that teachers perceived intense explicit and implicit job insecurity. Clustering analyses showed that 69% of the participants perceived moderate and high levels of both explicit and implicit job insecurity, whereas 73% perceived moderate and high levels of general job insecurity. Job insecurity had social, psychological, and educational effects. Justification of insecurity, instrumental use of power against job insecurity, acquiescence of job insecurity, and acceptance of job insecurity caused structuration of job insecurity. Conclusion – The study’s findings indicate that all teachers should be employed on a permanent contractual basis in order to reduce their perceptions of job insecurity and its effects. The autonomy of teachers within the teaching process should be increased, their employment benefits improved, and they should be economically empowered.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80701015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.22521/edupij.2022.112.2
Abdurrahman Kardaş, Bilal Yildirim
Background / purpose – In addition to many competencies of school administrators, the level of intellectuality can increase the commitment of educational actors to the organization in schools with sociocultural diversity, which is considered as a wealth of Turkey. Considering the sociocultural developments of the present day, it is important to know the intellectual level of school administrators. The aim of this research is to develop a valid and reliable scale to determine the intellectual level of school administrators. Materials / methods – In the development of the Intellectual Level Scale (ILS-19), which consists of 19 items, 500 data were collected from teachers and analyzed using IBM’s SPSS statistical program. In this context, exploratory factor analysis (EFA) was conducted for construct validity and confirmatory factor analysis (CFA) for construct verification. Results – According to the results of the exploratory factor analysis, the Eigen value of the scale consists of two subdimensions greater than one, and which was found to explain 66.743% of the total variance. The factor loading values of the scale items ranged from 0.610 to 0.864. According to the results of the confirmatory factor analysis, the chi-square value, AGFI (Adjusted Goodness-of-Fit Index), GFI (Goodness-of-Fit Index), NFI (Normed Fit Index), and RMSEA (Root Mean Square Error of Approximation) values of the model were found to be at an acceptable level, whilst the IFI (Incremental Fit Index) excellent and RMR (Root Mean Square Residual) values were found to be at an excellent level. Conclusion – The developed Intellectual Level Scale is a measurement tool that can be used to determine the intellectual level of school administrators. Subject to adaptation, the scale may be applied as a measurement tool in studies to determine the intellectual level of any adult group.
{"title":"Intellectual Level Scale (ILS-19) for School Administrators: Validity and Reliability Study","authors":"Abdurrahman Kardaş, Bilal Yildirim","doi":"10.22521/edupij.2022.112.2","DOIUrl":"https://doi.org/10.22521/edupij.2022.112.2","url":null,"abstract":"Background / purpose – In addition to many competencies of school administrators, the level of intellectuality can increase the commitment of educational actors to the organization in schools with sociocultural diversity, which is considered as a wealth of Turkey. Considering the sociocultural developments of the present day, it is important to know the intellectual level of school administrators. The aim of this research is to develop a valid and reliable scale to determine the intellectual level of school administrators. Materials / methods – In the development of the Intellectual Level Scale (ILS-19), which consists of 19 items, 500 data were collected from teachers and analyzed using IBM’s SPSS statistical program. In this context, exploratory factor analysis (EFA) was conducted for construct validity and confirmatory factor analysis (CFA) for construct verification. Results – According to the results of the exploratory factor analysis, the Eigen value of the scale consists of two subdimensions greater than one, and which was found to explain 66.743% of the total variance. The factor loading values of the scale items ranged from 0.610 to 0.864. According to the results of the confirmatory factor analysis, the chi-square value, AGFI (Adjusted Goodness-of-Fit Index), GFI (Goodness-of-Fit Index), NFI (Normed Fit Index), and RMSEA (Root Mean Square Error of Approximation) values of the model were found to be at an acceptable level, whilst the IFI (Incremental Fit Index) excellent and RMR (Root Mean Square Residual) values were found to be at an excellent level. Conclusion – The developed Intellectual Level Scale is a measurement tool that can be used to determine the intellectual level of school administrators. Subject to adaptation, the scale may be applied as a measurement tool in studies to determine the intellectual level of any adult group.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86647443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.22521/edupij.2022.112.6
Hatice Ozaslan, Rabia Seyma Gun, G. Akduman
Background / purpose – This paper investigated the relationship between childhood trauma and psychological resilience in preschool teachers. The study also determined whether psychological resilience depended on age. Materials / methods – The study adopted a correlational survey model. The sample consisted of 268 preschool teachers. Data were collected using a demographic characteristics questionnaire named the Childhood Trauma Questionnaire (CTQ-33), and the Adult Resilience Measure (ARM-R). Results – The study’s results showed that higher CTQ-33 emotional abuse, emotional neglect, sexual abuse, and total CTQ-33 subscale scores have correspondingly lower ARM-R total and subscale scores. The results also showed that higher physical abuse, physical neglect, and overprotection–overcontrol subscale scores have correspondingly lower ARM-R relational resources, personal resources, and familial resources subscale and total ARM-R scores. There was no correlation found between the CTQ-33 physical abuse, physical neglect, and overprotection–overcontrol subscale scores and the ARM-R cultural and contextual resources subscale scores. The results showed that age did not affect the participants’ ARM-R subscale or total scores. Conclusion – The study’s results revealed a negative correlation between childhood trauma and psychological resilience. Age did not affect psychological resilience levels. The CTQ-33 emotional neglect subscale score was found to be negatively and moderately correlated with the ARM-R relational resources ( r = -.482) and personal resources ( r = -.435) subscale scores and the total ARM-R score ( r = -.576). The CTQ-33 emotional neglect subscale score was found to be negatively and weakly correlated with the ARM-R cultural and contextual resources ( r = -.192) subscale score. The CTQ-33 emotional neglect subscale score was found to be negatively and highly correlated with the ARM-R familial resources ( r = -.705) subscale score. These results show that a higher CTQ-33 emotional neglect subscale score results in correspondingly lower ARM-R scores. The CTQ-33 sexual abuse subscale score was found to be negatively and moderately correlated with the ARM-R relational resources ( r = -.300) and familial resources ( r = -.200) subscale scores and also the total ARM-R score ( r = -.347). The CTQ-33 sexual abuse subscale score was found to be negatively and weakly correlated with the ARM-R personal resources ( r = -.150) and cultural and contextual resources ( r = -.200) subscale scores. These results show that a higher CTQ-33 sexual abuse subscale score has correspondingly lower ARM-R scores. The results show that age did not affect the participant teachers’ ARM-R subscale and total scores ( p > .05).
{"title":"Examination of the Relationship between Childhood Trauma and Psychological Resilience in Preschool Teachers","authors":"Hatice Ozaslan, Rabia Seyma Gun, G. Akduman","doi":"10.22521/edupij.2022.112.6","DOIUrl":"https://doi.org/10.22521/edupij.2022.112.6","url":null,"abstract":"Background / purpose – This paper investigated the relationship between childhood trauma and psychological resilience in preschool teachers. The study also determined whether psychological resilience depended on age. Materials / methods – The study adopted a correlational survey model. The sample consisted of 268 preschool teachers. Data were collected using a demographic characteristics questionnaire named the Childhood Trauma Questionnaire (CTQ-33), and the Adult Resilience Measure (ARM-R). Results – The study’s results showed that higher CTQ-33 emotional abuse, emotional neglect, sexual abuse, and total CTQ-33 subscale scores have correspondingly lower ARM-R total and subscale scores. The results also showed that higher physical abuse, physical neglect, and overprotection–overcontrol subscale scores have correspondingly lower ARM-R relational resources, personal resources, and familial resources subscale and total ARM-R scores. There was no correlation found between the CTQ-33 physical abuse, physical neglect, and overprotection–overcontrol subscale scores and the ARM-R cultural and contextual resources subscale scores. The results showed that age did not affect the participants’ ARM-R subscale or total scores. Conclusion – The study’s results revealed a negative correlation between childhood trauma and psychological resilience. Age did not affect psychological resilience levels. The CTQ-33 emotional neglect subscale score was found to be negatively and moderately correlated with the ARM-R relational resources ( r = -.482) and personal resources ( r = -.435) subscale scores and the total ARM-R score ( r = -.576). The CTQ-33 emotional neglect subscale score was found to be negatively and weakly correlated with the ARM-R cultural and contextual resources ( r = -.192) subscale score. The CTQ-33 emotional neglect subscale score was found to be negatively and highly correlated with the ARM-R familial resources ( r = -.705) subscale score. These results show that a higher CTQ-33 emotional neglect subscale score results in correspondingly lower ARM-R scores. The CTQ-33 sexual abuse subscale score was found to be negatively and moderately correlated with the ARM-R relational resources ( r = -.300) and familial resources ( r = -.200) subscale scores and also the total ARM-R score ( r = -.347). The CTQ-33 sexual abuse subscale score was found to be negatively and weakly correlated with the ARM-R personal resources ( r = -.150) and cultural and contextual resources ( r = -.200) subscale scores. These results show that a higher CTQ-33 sexual abuse subscale score has correspondingly lower ARM-R scores. The results show that age did not affect the participant teachers’ ARM-R subscale and total scores ( p > .05).","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91283104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.22521/edupij.2022.111.2
Gamze Erdem Coşgun
{"title":"An Exploration of Literary Genres Through the Eyes of Pre-Service English Teachers","authors":"Gamze Erdem Coşgun","doi":"10.22521/edupij.2022.111.2","DOIUrl":"https://doi.org/10.22521/edupij.2022.111.2","url":null,"abstract":"","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"13 11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76025065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.22521/edupij.2022.111.4
Tijen Tulubas
{"title":"The Influence of Educational Employees’ Policy Alienation on Their Change Cynicism: An Investigation in the Turkish Public-Schooling Context","authors":"Tijen Tulubas","doi":"10.22521/edupij.2022.111.4","DOIUrl":"https://doi.org/10.22521/edupij.2022.111.4","url":null,"abstract":"","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78090671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.22521/edupij.2022.112.8
Ramazan Yirci, E. Atalmiş, Gulseda Kirisci
Background / purpose – Psychological resilience is considered a factor that can support teachers’ adaptation to rapidly changing situations such as COVID-19, and in turn help to reduce the fear they may experience. The current study aims to examine the effect of COVID19 fear on happiness through the mediating effect of psychological resilience based on teachers' perceptions. Materials / methods – The study was designed according to the relational survey model, and was conducted with the participation of 346 teachers. Research data were collected through online surveys. The study used the Sobel, Aroian, and Goodman tests to test the significance of the effect of the mediator variables between the dependent and independent variables Results – The results of the study showed that teachers’ fear of COVID-19 significantly affected their happiness level. However, it was found that fear related to COVID-19 significantly predicted resilience and teachers’ resilience level had a significant effect on their happiness. Conclusion – Fear and resilience associated with COVID-19 have a significant impact on happiness. In addition, psychological resilience was found to have a mediating effect on the relationship between fear and happiness associated with COVID-19. The findings of this study will lead the other researchers to expand their studies to assess other behavioral variables, such as apathy and depression that might influence the relationship between fear of covid, resilience and happiness.
背景/目的-心理弹性被认为是一个因素，可以支持教师适应快速变化的情况，如COVID-19，从而有助于减少他们可能经历的恐惧。本研究旨在基于教师感知，通过心理弹性的中介作用，检验covid - 19恐惧对幸福感的影响。材料/方法:本研究采用关系调查模型设计，共有346名教师参与。研究数据是通过在线调查收集的。本研究采用Sobel, Aroian, and Goodman检验，检验因变量和自变量之间中介变量影响的显著性。结果-研究结果显示，教师对COVID-19的恐惧显著影响其幸福水平。然而，我们发现与COVID-19相关的恐惧显著预测心理弹性，教师的心理弹性水平对他们的幸福感有显著影响。结论:与COVID-19相关的恐惧和韧性对幸福感有重大影响。此外，研究发现心理弹性对与COVID-19相关的恐惧和幸福之间的关系具有中介作用。这项研究的结果将引导其他研究人员扩大他们的研究，以评估其他行为变量，如冷漠和抑郁，这些变量可能会影响对covid的恐惧、复原力和幸福感之间的关系。
{"title":"Analyzing the Mediating Effect of Psychological Resilience on the Relationship between COVID-19 Fear and Happiness","authors":"Ramazan Yirci, E. Atalmiş, Gulseda Kirisci","doi":"10.22521/edupij.2022.112.8","DOIUrl":"https://doi.org/10.22521/edupij.2022.112.8","url":null,"abstract":"Background / purpose – Psychological resilience is considered a factor that can support teachers’ adaptation to rapidly changing situations such as COVID-19, and in turn help to reduce the fear they may experience. The current study aims to examine the effect of COVID19 fear on happiness through the mediating effect of psychological resilience based on teachers' perceptions. Materials / methods – The study was designed according to the relational survey model, and was conducted with the participation of 346 teachers. Research data were collected through online surveys. The study used the Sobel, Aroian, and Goodman tests to test the significance of the effect of the mediator variables between the dependent and independent variables Results – The results of the study showed that teachers’ fear of COVID-19 significantly affected their happiness level. However, it was found that fear related to COVID-19 significantly predicted resilience and teachers’ resilience level had a significant effect on their happiness. Conclusion – Fear and resilience associated with COVID-19 have a significant impact on happiness. In addition, psychological resilience was found to have a mediating effect on the relationship between fear and happiness associated with COVID-19. The findings of this study will lead the other researchers to expand their studies to assess other behavioral variables, such as apathy and depression that might influence the relationship between fear of covid, resilience and happiness.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87279086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.22521/edupij.2022.112.9
Mohd Zulfadli Mat Husin, Ruhil Amal Azmuddin
Background / purpose – Game-based learning is becoming increasingly popular among educators in higher institutions. However, it can be a daunting task for educators to ascertain which of the currently available game-based learning platforms best suits their learners’ needs. This study explored the suitability of Kahoot! as one of the most commonly used game-based learning platforms in education. The aim of study was to determine whether Kahoot! can be used to engage learners and reinforce learning for academic purposes in higher education institutions. Materials / methods – Data were collected among 80 science and technology undergraduate students enrolled to an “English for Academic Communication” course, which is compulsory for English language proficiency at the participant university. The students were exposed to the use of Kahoot! through several predetermined quizzes conducted during their lessons over a single 14-week semester. The study employed a two-part, 24-item, Likert-type scale administered via Google Forms. The questionnaire was assessed using Cronbach alpha reliability analysis, which yielded a score of .97, confirming the questionnaire to be a reliable instrument. Results – The study’s findings revealed that the participant students found Kahoot! to be fun, enjoyable, engaging, and interesting to use. Conclusion – The participant students also believed that Kahoot! was able to consolidate and reinforce learning in academic courses, which is integral to the higher education context in terms of creating better classroom dynamics.
{"title":"Learner Engagement in Using Kahoot! within a University English Proficiency Course","authors":"Mohd Zulfadli Mat Husin, Ruhil Amal Azmuddin","doi":"10.22521/edupij.2022.112.9","DOIUrl":"https://doi.org/10.22521/edupij.2022.112.9","url":null,"abstract":"Background / purpose – Game-based learning is becoming increasingly popular among educators in higher institutions. However, it can be a daunting task for educators to ascertain which of the currently available game-based learning platforms best suits their learners’ needs. This study explored the suitability of Kahoot! as one of the most commonly used game-based learning platforms in education. The aim of study was to determine whether Kahoot! can be used to engage learners and reinforce learning for academic purposes in higher education institutions. Materials / methods – Data were collected among 80 science and technology undergraduate students enrolled to an “English for Academic Communication” course, which is compulsory for English language proficiency at the participant university. The students were exposed to the use of Kahoot! through several predetermined quizzes conducted during their lessons over a single 14-week semester. The study employed a two-part, 24-item, Likert-type scale administered via Google Forms. The questionnaire was assessed using Cronbach alpha reliability analysis, which yielded a score of .97, confirming the questionnaire to be a reliable instrument. Results – The study’s findings revealed that the participant students found Kahoot! to be fun, enjoyable, engaging, and interesting to use. Conclusion – The participant students also believed that Kahoot! was able to consolidate and reinforce learning in academic courses, which is integral to the higher education context in terms of creating better classroom dynamics.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"53 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87000335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.22521/edupij.2022.113.2
Öner Çelikkaleli, Sezai Demir
{"title":"Anxiety in High School Adolescents by Gender: Friend Attachment, Ineffective Coping with Stress, and Gender in Predicting Anxiety","authors":"Öner Çelikkaleli, Sezai Demir","doi":"10.22521/edupij.2022.113.2","DOIUrl":"https://doi.org/10.22521/edupij.2022.113.2","url":null,"abstract":"","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"231 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85125462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.22521/edupij.2022.111.6
Tugba Hosgorur, İler Aysel
{"title":"Trends for the Segregation Practices of International Students: A Review of Higher Education in Turkey","authors":"Tugba Hosgorur, İler Aysel","doi":"10.22521/edupij.2022.111.6","DOIUrl":"https://doi.org/10.22521/edupij.2022.111.6","url":null,"abstract":"","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"97 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85749068","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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