Pub Date : 2021-10-20DOI: 10.6000/2292-2598.2021.09.05.6
G. Manashova, Larissa Shkutina, N. Mirza, G. B. Beisenbekova, Gulden N. Jabayeva
In this article, devoted to the problem of professional training of future teachers-psychologists based on practice-oriented teaching, the research results, tested during the educational process, are presented. They are as follows: the essence of the concept "professional competence" of a teacher is specified; based on the analysis of existing approaches to the study of the structure of professional readiness, personal, intellectual-operational, motivational, communicative, and reflexive components are determined; the structural and functional model of practice-oriented teaching of future teachers-psychologists has been developed following the pedagogical features of practice-oriented teaching and the identified pedagogical conditions, which includes four interrelated blocks: the target, the methodological, the content-procedural, the learning outcome. The criteria of professional training of future teachers-psychologists on the basis of practice-oriented teaching (personal, intellectual-operational, motivational, communicative, and reflexive) and levels of readiness are defined: reproductive (low), adaptive (medium), and integrative (high). The development and consolidation of skills in students is carried out by solving specific tasks of professional activity, during which students try to explain the procedure for solving a specific professional task and check the actual material in practice. The practice-oriented content of the educational material allows bringing teaching closer to specific situations of professional activity, the chosen specialty, to form the life experience of students, thus increasing the level of knowledge and skills, cognitive interest, and, as a result, to form the level of professional competence of students.
{"title":"Practice-Oriented Teaching in Preparing Future TeachersPsychologists for Professional Activity","authors":"G. Manashova, Larissa Shkutina, N. Mirza, G. B. Beisenbekova, Gulden N. Jabayeva","doi":"10.6000/2292-2598.2021.09.05.6","DOIUrl":"https://doi.org/10.6000/2292-2598.2021.09.05.6","url":null,"abstract":"In this article, devoted to the problem of professional training of future teachers-psychologists based on practice-oriented teaching, the research results, tested during the educational process, are presented. They are as follows: the essence of the concept \"professional competence\" of a teacher is specified; based on the analysis of existing approaches to the study of the structure of professional readiness, personal, intellectual-operational, motivational, communicative, and reflexive components are determined; the structural and functional model of practice-oriented teaching of future teachers-psychologists has been developed following the pedagogical features of practice-oriented teaching and the identified pedagogical conditions, which includes four interrelated blocks: the target, the methodological, the content-procedural, the learning outcome. The criteria of professional training of future teachers-psychologists on the basis of practice-oriented teaching (personal, intellectual-operational, motivational, communicative, and reflexive) and levels of readiness are defined: reproductive (low), adaptive (medium), and integrative (high). The development and consolidation of skills in students is carried out by solving specific tasks of professional activity, during which students try to explain the procedure for solving a specific professional task and check the actual material in practice. The practice-oriented content of the educational material allows bringing teaching closer to specific situations of professional activity, the chosen specialty, to form the life experience of students, thus increasing the level of knowledge and skills, cognitive interest, and, as a result, to form the level of professional competence of students.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45560976","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 : 2021-10-20DOI: 10.6000/2292-2598.2021.09.05.14
Jaza Rizvi, Abid Khan, S. Farooqui, B. Soomro, B. Hassan
Virtual Reality (VR) is an approach in stroke rehabilitation with ever-improving technological advancement for targeted motor rehabilitation by providing a user interface in a simulated environment with proprioceptive and visual feedback. This meta-analysis intended to evaluate the impact of immersive and non-immersive VR-based interventions compared to conventional rehabilitation in sensorimotor recovery following stroke. Randomized Controlled Trials based on the impact of VR, either immersive or non-immersive type in comparison to conventional rehabilitation on post-stroke patients (>18 years) sensorimotor recovery were searched on six databases including Google Scholar, PEDro, MEDLINE, Cochrane Library, EMBASE, and Web of Science from August to November 2020. A total of 17 randomized controlled trials on VR based intervention showed significant improvement in sensorimotor recovery following a stroke in overall FMA outcomes in comparison to the control group with pool effects in terms of SMD in a random effect model showed an impact of 0.498 at 95% CI (p<0.001) depicts a moderate effect size. An immersive and non-immersive emerging VR trend appears to be a promising therapeutic tool in sensorimotor recovery following stroke.
虚拟现实（VR）是中风康复的一种方法，通过在模拟环境中提供具有本体感觉和视觉反馈的用户界面，有针对性的运动康复的技术进步不断提高。这项荟萃分析旨在评估与传统康复相比，基于沉浸式和非沉浸式VR的干预措施对中风后感觉运动恢复的影响。2020年8月至11月，在Google Scholar、PEDro、MEDLINE、Cochrane Library、EMBASE和Web of Science等六个数据库中搜索了基于VR对卒中后（>18岁）感觉运动恢复的影响的随机对照试验，无论是沉浸式还是非沉浸式VR。共有17项基于VR干预的随机对照试验显示，与对照组相比，中风后感觉运动恢复的总体FMA结果显著改善，SMD方面存在池效应。在随机效应模型中，95%置信区间下的影响为0.498（p＜0.001），描述了中等效应大小。一种沉浸式和非沉浸式的新兴VR趋势似乎是中风后感觉运动恢复的一种很有前途的治疗工具。
{"title":"The Impact of Immersive and Non-Immersive Virtual Reality Trends in Sensorimotor Recovery of Post-Stroke Patients-A Meta-Analysis","authors":"Jaza Rizvi, Abid Khan, S. Farooqui, B. Soomro, B. Hassan","doi":"10.6000/2292-2598.2021.09.05.14","DOIUrl":"https://doi.org/10.6000/2292-2598.2021.09.05.14","url":null,"abstract":"Virtual Reality (VR) is an approach in stroke rehabilitation with ever-improving technological advancement for targeted motor rehabilitation by providing a user interface in a simulated environment with proprioceptive and visual feedback. This meta-analysis intended to evaluate the impact of immersive and non-immersive VR-based interventions compared to conventional rehabilitation in sensorimotor recovery following stroke. Randomized Controlled Trials based on the impact of VR, either immersive or non-immersive type in comparison to conventional rehabilitation on post-stroke patients (>18 years) sensorimotor recovery were searched on six databases including Google Scholar, PEDro, MEDLINE, Cochrane Library, EMBASE, and Web of Science from August to November 2020. A total of 17 randomized controlled trials on VR based intervention showed significant improvement in sensorimotor recovery following a stroke in overall FMA outcomes in comparison to the control group with pool effects in terms of SMD in a random effect model showed an impact of 0.498 at 95% CI (p<0.001) depicts a moderate effect size. An immersive and non-immersive emerging VR trend appears to be a promising therapeutic tool in sensorimotor recovery following stroke.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45818497","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 : 2021-10-20DOI: 10.6000/2292-2598.2021.09.05.4
Nataliia Horopakha, Olha Shadiuk, N. Frolenkova, O. Sotska, A. Proseniuk
This article presents a comprehensive pedagogical technology for correctional and developmental work with parents and their preschool children with speech disorders. The purpose of this article is also to consider the change in parents' attitude to the environmental education of a child with speech disorders. The project is designed to involve parents and increase their interest in the environmental education of preschoolers with speech disorders. It is investigated to what extent the involvement of parents and teachers in joint research projects increases competencies in terms of knowledge, abilities, and attitudes to educational processes. The article uses several methods of synthesis and analysis in research. The descriptive method and the experimental method were also used. The hypothesis is that using a comprehensive program involving parents for research and experimental activities in environmental education of preschool children with speech disorders promotes the more successful acquisition of knowledge about nature, improves therapy, and strengthens family relationships. In technology, attention is paid to the actual educational activities and the reflection of teachers' and parents' internal structures of competencies. The presented technology systematizes the instrumental-methodical, expressive (behavioral) aspects of teaching and raising a child with speech disorders and provides a universal basis for any intervention program to change attitudes and involve parents in educational work.
{"title":"Cooperation with Parents on Environmental Education of Preschool Children with Speech Disorders","authors":"Nataliia Horopakha, Olha Shadiuk, N. Frolenkova, O. Sotska, A. Proseniuk","doi":"10.6000/2292-2598.2021.09.05.4","DOIUrl":"https://doi.org/10.6000/2292-2598.2021.09.05.4","url":null,"abstract":"This article presents a comprehensive pedagogical technology for correctional and developmental work with parents and their preschool children with speech disorders. The purpose of this article is also to consider the change in parents' attitude to the environmental education of a child with speech disorders. The project is designed to involve parents and increase their interest in the environmental education of preschoolers with speech disorders. It is investigated to what extent the involvement of parents and teachers in joint research projects increases competencies in terms of knowledge, abilities, and attitudes to educational processes. The article uses several methods of synthesis and analysis in research. The descriptive method and the experimental method were also used. The hypothesis is that using a comprehensive program involving parents for research and experimental activities in environmental education of preschool children with speech disorders promotes the more successful acquisition of knowledge about nature, improves therapy, and strengthens family relationships. In technology, attention is paid to the actual educational activities and the reflection of teachers' and parents' internal structures of competencies. The presented technology systematizes the instrumental-methodical, expressive (behavioral) aspects of teaching and raising a child with speech disorders and provides a universal basis for any intervention program to change attitudes and involve parents in educational work.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43855862","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 : 2021-08-26DOI: 10.6000/2292-2598.2021.09.04.8
A. ElAdl, Mourad Ali Eissa Saad
The purpose was to investigate the effectiveness of a group E-therapy program on improving children's social skills with ASD. Participants were (16) children between the ages of Six and eleventh. A pre-post design was used to examine the effectiveness of group therapy on developing social skills in children with Autism. Stone's social skills Scale was administered to assess children's social skills with autism spectrum disorder as a pre-post-test. The group therapy strategies were performed on the experimental group by their actual teacher during an exact 8-week lesson period with 50-minute sessions three times per week. The Z-value results for the differences in the mean post-test scores between the experimental and control groups in social skills. The table shows that the value of (Z) ranged between (2.809 - 3.354). These values are significant at (0.01) level in favor of the experimental group. The value of (Z) in Table 2 ranged between (2.617 - 2.711), which are significant values at the level (0.01). This indicates that group therapy had a positive effect on social skills in children with ASD.
{"title":"Effects of a Group E-Therapy Program on Improving Social Skills of Children with ASD","authors":"A. ElAdl, Mourad Ali Eissa Saad","doi":"10.6000/2292-2598.2021.09.04.8","DOIUrl":"https://doi.org/10.6000/2292-2598.2021.09.04.8","url":null,"abstract":"The purpose was to investigate the effectiveness of a group E-therapy program on improving children's social skills with ASD. Participants were (16) children between the ages of Six and eleventh. A pre-post design was used to examine the effectiveness of group therapy on developing social skills in children with Autism. Stone's social skills Scale was administered to assess children's social skills with autism spectrum disorder as a pre-post-test. The group therapy strategies were performed on the experimental group by their actual teacher during an exact 8-week lesson period with 50-minute sessions three times per week. The Z-value results for the differences in the mean post-test scores between the experimental and control groups in social skills. The table shows that the value of (Z) ranged between (2.809 - 3.354). These values are significant at (0.01) level in favor of the experimental group. The value of (Z) in Table 2 ranged between (2.617 - 2.711), which are significant values at the level (0.01). This indicates that group therapy had a positive effect on social skills in children with ASD.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48280986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In today's world, women are increasingly taking the place of leaders, so they have to be active, focused, resistant to stress, have a high level of self-regulation, and be able to work in a team. So, we can see how women are sometimes forced to become leaders in difficult life circumstances. Due to persistence, self-education, determination, they work in leadership positions and demonstrate masculine personality traits. The study aimed to study the psychological characteristics of women scientists who hold high positions in educational establishments - vice-rector, dean, and department head. We hypothesized that the professional success of women scientists depends on the level of their potential leadership skills. The study involved 75 women from higher education institutions who successfully work as vice-rectors, deans, heads of departments. All of them have the degree of doctors of philosophy from various scientific fields and combined scientific activity with managerial activity. Analysis of the results of empirical research showed that a high level of leadership skills determines the professional success of 37% of women studied, but 63% of women scientists have other determinants of professional success. Differences in indicators were identified, and three groups of women were characterized depending on the level of development of their leadership abilities. In groups of women with a medium and low level of leadership skills, the main determinants of professional success are the focus on real-life circumstances, high level of development of stable emotional and volitional sphere, voluntary self-regulation, self-control in difficult situations, emotional stability. Women who have achieved professional success, not on the basis of potential leadership abilities, form a socially determined personal quality - forced leadership, which we tend to consider as a social psychological phenomenon, which is based on the ability to adapt to living conditions in situations requiring a person to choose against own individual psychological features, namely to become a leader, to cultivate the traits inherent in a true leader.
{"title":"Forced Leadership as a Social Psychological Phenomenon in Professionally Successful Women Scientists","authors":"Cherepiekhina Olha, Dysa Olena, Bulanov Valerii, Turubarova Anastasiia, Rukolyanska Nataliya","doi":"10.6000/2292-2598.2021.09.04.7","DOIUrl":"https://doi.org/10.6000/2292-2598.2021.09.04.7","url":null,"abstract":"In today's world, women are increasingly taking the place of leaders, so they have to be active, focused, resistant to stress, have a high level of self-regulation, and be able to work in a team. So, we can see how women are sometimes forced to become leaders in difficult life circumstances. Due to persistence, self-education, determination, they work in leadership positions and demonstrate masculine personality traits. The study aimed to study the psychological characteristics of women scientists who hold high positions in educational establishments - vice-rector, dean, and department head. We hypothesized that the professional success of women scientists depends on the level of their potential leadership skills. The study involved 75 women from higher education institutions who successfully work as vice-rectors, deans, heads of departments. All of them have the degree of doctors of philosophy from various scientific fields and combined scientific activity with managerial activity. Analysis of the results of empirical research showed that a high level of leadership skills determines the professional success of 37% of women studied, but 63% of women scientists have other determinants of professional success. Differences in indicators were identified, and three groups of women were characterized depending on the level of development of their leadership abilities. In groups of women with a medium and low level of leadership skills, the main determinants of professional success are the focus on real-life circumstances, high level of development of stable emotional and volitional sphere, voluntary self-regulation, self-control in difficult situations, emotional stability. Women who have achieved professional success, not on the basis of potential leadership abilities, form a socially determined personal quality - forced leadership, which we tend to consider as a social psychological phenomenon, which is based on the ability to adapt to living conditions in situations requiring a person to choose against own individual psychological features, namely to become a leader, to cultivate the traits inherent in a true leader.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48648383","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 : 2021-08-26DOI: 10.6000/2292-2598.2021.09.04.1
Eleni Rachanioti, Stergiani Giaouri, Eleni Laskaraki, A. Alevriadou
Research evidence has shown that employment is crucial and purposeful for people with intellectual disabilities, promoting positive effects associated with independent living and social inclusion. Notwithstanding, people with intellectual disabilities find it particularly difficult to accomplish successful employment. They face discrimination, and they are considered to lack work capacity. The extremely marginal position of people with intellectual disabilities in the labor market appears to prevail across national settings. Over the last 35 years, there has been an improvement in the vocational inclusion of individuals with intellectual disabilities in Greece, with the legislation embracing the human rights-based approach to disability. Nevertheless, the challenge of accomplishing full participation and equality in employment for people with intellectual disabilities still remains huge in Greece. Their participation rates in the Greek labour market are significantly lower than in the rest of the European Union. This article illustrates the employment provisions for individuals with intellectual disabilities in Greece. Additionally, it presents the current implemented models of their occupational inclusion while critically discussing the convention's pursuance on the Rights of Persons with Disabilities in the Greek context.
{"title":"“Can I Work Here?”: Employment Barriers for Individuals with Intellectual Disabilities in Greece","authors":"Eleni Rachanioti, Stergiani Giaouri, Eleni Laskaraki, A. Alevriadou","doi":"10.6000/2292-2598.2021.09.04.1","DOIUrl":"https://doi.org/10.6000/2292-2598.2021.09.04.1","url":null,"abstract":"Research evidence has shown that employment is crucial and purposeful for people with intellectual disabilities, promoting positive effects associated with independent living and social inclusion. Notwithstanding, people with intellectual disabilities find it particularly difficult to accomplish successful employment. They face discrimination, and they are considered to lack work capacity. The extremely marginal position of people with intellectual disabilities in the labor market appears to prevail across national settings. Over the last 35 years, there has been an improvement in the vocational inclusion of individuals with intellectual disabilities in Greece, with the legislation embracing the human rights-based approach to disability. Nevertheless, the challenge of accomplishing full participation and equality in employment for people with intellectual disabilities still remains huge in Greece. Their participation rates in the Greek labour market are significantly lower than in the rest of the European Union. This article illustrates the employment provisions for individuals with intellectual disabilities in Greece. Additionally, it presents the current implemented models of their occupational inclusion while critically discussing the convention's pursuance on the Rights of Persons with Disabilities in the Greek context.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45365680","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 : 2021-08-26DOI: 10.6000/2292-2598.2021.09.04.9
A. Mamekova, N. Toxanbayeva, Khapiza Naubaeva, S. Ongarbayeva, Kulmariya Nurtaevna Akhmediyeva
Controversy surrounds the effectiveness of educational gamification on learners’ motivation to study. Prior papers attempting to summarize the available empirical evidence on the topic encompass too many additional domains like the academic performance so that the motivational point is discentrated. Hence, the current meta-analysis aimed to synthesize research findings limited to the clearly stated impact of gamification on higher education students’ academic motivation. Results from random effects proportion meta-analysis applied to seven relevant studies with a total of 368 students showed a pooled proportion of 29.68%. In other words, game design elements incorporated into the learning activities were significantly motivating for only about one-third of participants. The assumption of homogeneity was violated for certain reasons. As part of the discussion, previous scholars’ efforts to identify moderating factors of successful gamification were overviewed, and their practicality was questioned. It is concluded that the issue of whether educational gamification can amplify students’ learning motivation remains an area for further research.
{"title":"A Meta-Analysis on the Impact of Gamification over Students’ Motivation","authors":"A. Mamekova, N. Toxanbayeva, Khapiza Naubaeva, S. Ongarbayeva, Kulmariya Nurtaevna Akhmediyeva","doi":"10.6000/2292-2598.2021.09.04.9","DOIUrl":"https://doi.org/10.6000/2292-2598.2021.09.04.9","url":null,"abstract":"Controversy surrounds the effectiveness of educational gamification on learners’ motivation to study. Prior papers attempting to summarize the available empirical evidence on the topic encompass too many additional domains like the academic performance so that the motivational point is discentrated. Hence, the current meta-analysis aimed to synthesize research findings limited to the clearly stated impact of gamification on higher education students’ academic motivation. Results from random effects proportion meta-analysis applied to seven relevant studies with a total of 368 students showed a pooled proportion of 29.68%. In other words, game design elements incorporated into the learning activities were significantly motivating for only about one-third of participants. The assumption of homogeneity was violated for certain reasons. As part of the discussion, previous scholars’ efforts to identify moderating factors of successful gamification were overviewed, and their practicality was questioned. It is concluded that the issue of whether educational gamification can amplify students’ learning motivation remains an area for further research.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44111839","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 : 2021-08-26DOI: 10.6000/2292-2598.2021.09.04.4
A. Khalifa
Students with high levels of procrastination were unable to organize and achieve their academic goals. A student who procrastinates may face internal consequences such as low academic performance, bad learning habits, and low learning motivation. When he/she is unable to address procrastination, this will hinder his/her academic performance. The study group of the research consists of 258 boys studying in high schools in the Riyadh region in the 2019-2020 academic year. They aged 16-18 years, (M= 17.23,SD= 4.45). Social Media Addiction Scale - Student Form, High-School Satisfaction Scale, and Tuckman's procrastination scale –short form were used for gathering and analyzing data. Quality of academic life correlates negatively with social networking addiction and academic procrastination. On the other hand, social networking addiction was found to be positively correlated with academic procrastination. Regression coefficients of the empirical model show that social networking addiction had a direct negative effect on the quality of academic life (b= -0.49, p<0.001) and a direct positive effect on academic procrastination (b=0.52, p<0.001). Results support previous research showing that social networking addiction negatively impacts academic achievement by creating academic procrastination, reducing sleep quality, and increasing academic stress. Evidence indicates a positive and significant correlation between inappropriate and problematic use of technology and quality of academic life. Procrastination may interrupt the academic performance, as procrastinators are likely to avoid completing the task at Hand until the last moment. They may also be unable to invest the time and effort necessary for performing as they underestimate the amount of time required for completing specific tasks.
{"title":"Social Networking Addiction and Quality of Academic Life among First-Year High School Students in Saudi Arabia: The Mediating Role of Academic Procrastination","authors":"A. Khalifa","doi":"10.6000/2292-2598.2021.09.04.4","DOIUrl":"https://doi.org/10.6000/2292-2598.2021.09.04.4","url":null,"abstract":"Students with high levels of procrastination were unable to organize and achieve their academic goals. A student who procrastinates may face internal consequences such as low academic performance, bad learning habits, and low learning motivation. When he/she is unable to address procrastination, this will hinder his/her academic performance. The study group of the research consists of 258 boys studying in high schools in the Riyadh region in the 2019-2020 academic year. They aged 16-18 years, (M= 17.23,SD= 4.45). Social Media Addiction Scale - Student Form, High-School Satisfaction Scale, and Tuckman's procrastination scale –short form were used for gathering and analyzing data. Quality of academic life correlates negatively with social networking addiction and academic procrastination. On the other hand, social networking addiction was found to be positively correlated with academic procrastination. Regression coefficients of the empirical model show that social networking addiction had a direct negative effect on the quality of academic life (b= -0.49, p<0.001) and a direct positive effect on academic procrastination (b=0.52, p<0.001). Results support previous research showing that social networking addiction negatively impacts academic achievement by creating academic procrastination, reducing sleep quality, and increasing academic stress. Evidence indicates a positive and significant correlation between inappropriate and problematic use of technology and quality of academic life. Procrastination may interrupt the academic performance, as procrastinators are likely to avoid completing the task at Hand until the last moment. They may also be unable to invest the time and effort necessary for performing as they underestimate the amount of time required for completing specific tasks.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41734733","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 : 2021-08-26DOI: 10.6000/2292-2598.2021.09.04.2
Akintunde Oluseyi Dada, O. P. Adeleke, S. Aderibigbe, Michael Adeife Adefemi, M. A. Apie
Inattention is one of the significant problems that inhibit learning among children with intellectual disabilities. However, several strategies and therapies have been developed to solve the problem. This study, therefore, investigates the effectiveness of music therapy in enhancing attention among children with intellectual disability. A pretest-posttest control experimental research design was adopted. The experiment was carried out for six weeks using Music Therapy Treatment Package on 24 children with intellectual disability that were randomly selected Modupe Cole Momerial Childcare and Treatment Home/School, Akoka, Yaba, Lagos. A validated Attention Observation Rating Scale (AORS) with a reliability coefficient of 0.88 was used for this study. Three hypotheses were tested in the study, and Analysis of Covariance (ANCOVA) was used for data analysis. This study revealed that music therapy is effective in enhancing attention among children with intellectual disabilities. Sex and level of severity of the disability were also tested as moderator variables, but they have no significant main or interaction effect with music therapy in enhancing attention for children with intellectual disability. The finding is that music therapy is significantly effective in enhancing attention for children with intellectual disability regardless of their sex or level of severity. It was concluded that attention deficit could be improved for children with intellectual disability. Therefore, Music therapy was recommended for use in the school with adequate teacher training.
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Pub Date : 2021-08-26DOI: 10.6000/2292-2598.2021.09.04.5
H. Meshko, O. Meshko, I. Trubavina
The article is devoted to the current problem of the modern school - the emotional well-being of students in the learning process. The study analyzes the role of the emotional component in students' learning activities, the impact of emotions on learning outcomes, and the importance of emotional well-being in maintaining and strengthening their health. The purpose of the study was to identify the causes of emotional discomfort of students in the learning process, the ways to ensure the emotional well-being of students, the implementation of which will improve learning success, maintain and strengthen students' health. The following methods were used to study the state of the emotional well-being of the students: 1) a questionnaire developed by the authors of the research to study the emotional well-being of students at school; 2) the method of assessment of mental activation, interest, emotional tone, tension and comfort, created by L. Kurganskyi and his colleagues; 3) a card to identify factors of learning success. The results of the study showed a low level of the emotional well-being of students in modern schools. Based on the analysis of the study outcomes, the causes of emotional discomfort of students in the learning process are identified. The possibility of improving the effectiveness of learning, educational achievements of students by ensuring their emotional well-being in the learning process is described. Practical ways to improve the emotional well-being of students in the modern school and the formation of their emotional health are outlined and substantiated.
本文探讨了现代学校存在的问题——学生在学习过程中的情绪健康问题。本研究分析了情绪成分在学生学习活动中的作用、情绪对学习结果的影响，以及情绪健康对维持和加强学生健康的重要性。本研究旨在找出学生在学习过程中产生情绪不适的原因，并探讨确保学生情绪健康的方法，其实施将有助于提高学习成功率，维护和加强学生的健康。采用以下方法对学生的情绪健康状况进行研究:1)采用作者自行设计的问卷调查法对在校学生的情绪健康状况进行调查;(2) L. Kurganskyi等创造的心理激活、兴趣、情绪基调、紧张和舒适的评估方法;3)一张卡片，用来识别学习成功的因素。研究结果显示，现代学校学生的情绪健康水平较低。通过对研究结果的分析，找出学生在学习过程中产生情绪不适的原因。描述了通过确保学生在学习过程中的情绪健康来提高学习有效性和教育成就的可能性。提出了提高现代学校学生情绪幸福感和形成学生情绪健康的切实可行的途径。
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