Inspired by an ancient tale of kupamanduka (Well Frog) that never ventures out of the well and lives to think the well as the world, and see nothing beyond it. This article conceptualises the ‘Epistemic Well’ and the native epistemic community that dwells in it remains within the confines of the epistemic well. Philosophical foundations are the core of each individual researcher and all research questions, hypothesis, methodologies, recommendations are shaped by it. Particular modes of governance instil particular modes of philosophies. Under neoliberalism the prevailing philosophical foundations have been identified as, detached, decontextualized, depoliticized, dehistoricized, dissocialized, deproblematized, reductionist/individualist, instrumentalization, separation, marketisation, positivist and objectivist. The combination of these attributes builds the epistemic well. The epistemic well of research is not absolute and is not meant to provide quantification data. The epistemic well is a reflexive tool that can be used to evaluate a research especially for a nation like Nepal. The research funds or the benefits that ensues a researcher are important criteria for research. When thinking of a research topic, the primary determining factor becomes the amount of fund available the gaze of a native researcher can overlook various conditions and processes. The epistemic community that is formed by these researchers maintain and sustain particular epistemes. The NCD’s were selected primarily to stick to a cohort but this does not limit the scope and purpose of the epistemic well.
{"title":"Philosophical Foundations of Research and the Case of the Epistemic Well in a Least Developed Nation","authors":"","doi":"10.33140/jepr.05.01.05","DOIUrl":"https://doi.org/10.33140/jepr.05.01.05","url":null,"abstract":"Inspired by an ancient tale of kupamanduka (Well Frog) that never ventures out of the well and lives to think the well as the world, and see nothing beyond it. This article conceptualises the ‘Epistemic Well’ and the native epistemic community that dwells in it remains within the confines of the epistemic well. Philosophical foundations are the core of each individual researcher and all research questions, hypothesis, methodologies, recommendations are shaped by it. Particular modes of governance instil particular modes of philosophies. Under neoliberalism the prevailing philosophical foundations have been identified as, detached, decontextualized, depoliticized, dehistoricized, dissocialized, deproblematized, reductionist/individualist, instrumentalization, separation, marketisation, positivist and objectivist. The combination of these attributes builds the epistemic well. The epistemic well of research is not absolute and is not meant to provide quantification data. The epistemic well is a reflexive tool that can be used to evaluate a research especially for a nation like Nepal. The research funds or the benefits that ensues a researcher are important criteria for research. When thinking of a research topic, the primary determining factor becomes the amount of fund available the gaze of a native researcher can overlook various conditions and processes. The epistemic community that is formed by these researchers maintain and sustain particular epistemes. The NCD’s were selected primarily to stick to a cohort but this does not limit the scope and purpose of the epistemic well.","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135837807","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}
Bullying or school harassment Although in our environment we have only found a single article about this phenomenon, published in the Cuban Journal of Comprehensive General Medicine, the topic has been little discussed by island child and adolescent psychologists and psychiatrists.
{"title":"Bullying or School Harassment","authors":"","doi":"10.33140/jepr.05.01.04","DOIUrl":"https://doi.org/10.33140/jepr.05.01.04","url":null,"abstract":"Bullying or school harassment Although in our environment we have only found a single article about this phenomenon, published in the Cuban Journal of Comprehensive General Medicine, the topic has been little discussed by island child and adolescent psychologists and psychiatrists.","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136122062","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}
The research is on the adoption of Technology acceptance model in technical universities libraries: Implication to higher institutions education in Ghana. It revealed the concept of the Technology acceptance model theory that related to the study. Descriptive research was used for the research with a sample of 20 librarians within the technical universities landscape. Findings showed that 90percent of the respondents revealed that their students do not have access to online digital resources like open public access catalogues (OPAC), e-books, e- journals and other electronic databases. Network problems; Server slowness and frequent breakdown of digital resources. The implications to technical higher education are that students that utilize less of Technology in knowledge acquisitions will lag in their research, learning and assignment process in this digital age. The research recommends that GTEC should enforce the implementation of the ten to fifteen percent of each Technical University's expenditure on Library’s Technology infrastructure.
{"title":"Adoption of Technology Acceptance Model in Technical Universities Libraries: Implication to Higher Education in Ghana","authors":"","doi":"10.33140/jepr.03.02.02","DOIUrl":"https://doi.org/10.33140/jepr.03.02.02","url":null,"abstract":"The research is on the adoption of Technology acceptance model in technical universities libraries: Implication to higher institutions education in Ghana. It revealed the concept of the Technology acceptance model theory that related to the study. Descriptive research was used for the research with a sample of 20 librarians within the technical universities landscape. Findings showed that 90percent of the respondents revealed that their students do not have access to online digital resources like open public access catalogues (OPAC), e-books, e- journals and other electronic databases. Network problems; Server slowness and frequent breakdown of digital resources. The implications to technical higher education are that students that utilize less of Technology in knowledge acquisitions will lag in their research, learning and assignment process in this digital age. The research recommends that GTEC should enforce the implementation of the ten to fifteen percent of each Technical University's expenditure on Library’s Technology infrastructure.","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75273490","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 the light of the Cultural-Historical Theory (L.S. Vygotsky) and the Theory of Transcendental Psychology of Perception (A.I. Mirakyan), the author considers the position and functional role of the perceptual process in the development of the mind of an adult. The hypothesis is that the functional role of perception in the mind of the person at the end of its period of maturation is subordinate to the higher mental functions, in particular, the process of thinking, which is based on the search for a person available memory capacity and the possibility of finding knowledge in the relevant external sources. Therefore, in semantic terms, visual perception can be excluded from a conscious process of finding semantic solutions. This suggests the subordinate function of visual perception in cognitive adult life and the virtually automatic nature of the process that serves the knowledge-based development opportunities. In this context, we presented and experimentally tested on 30 students the effect of perceptual-semantic blindness, which shows that the mental process of solving semantic tasks is in the main ignoring additional visual stimuli containing the solution in the general visual field. In contrast to inattentional blindness, these stimuli are constantly presented in the field of vision and perceptual blindness was due not so much to inattention, but semantic processes. The presented effect of perceptual-semantic blindness is clearly expressed in more than 60% of cases (up to 100% for graphical variants). This situation can be regarded as the result of a kind of sociocultural development, formed in the conditions of modern information technology society. It also points to the need for special and purposeful perceptual-cognitive training as one of the effective means of using unclaimed perceptual possibilities to avoid the phenomena of perceptual-semantic blindness. These means are especially important for the educational process.
{"title":"The Effect of Perceptual-Semantic Blindness in Solving Semantic Problems with Visual Means Containing the Solution","authors":"","doi":"10.33140/jepr.03.01.01","DOIUrl":"https://doi.org/10.33140/jepr.03.01.01","url":null,"abstract":"In the light of the Cultural-Historical Theory (L.S. Vygotsky) and the Theory of Transcendental Psychology of Perception (A.I. Mirakyan), the author considers the position and functional role of the perceptual process in the development of the mind of an adult. The hypothesis is that the functional role of perception in the mind of the person at the end of its period of maturation is subordinate to the higher mental functions, in particular, the process of thinking, which is based on the search for a person available memory capacity and the possibility of finding knowledge in the relevant external sources. Therefore, in semantic terms, visual perception can be excluded from a conscious process of finding semantic solutions. This suggests the subordinate function of visual perception in cognitive adult life and the virtually automatic nature of the process that serves the knowledge-based development opportunities. In this context, we presented and experimentally tested on 30 students the effect of perceptual-semantic blindness, which shows that the mental process of solving semantic tasks is in the main ignoring additional visual stimuli containing the solution in the general visual field. In contrast to inattentional blindness, these stimuli are constantly presented in the field of vision and perceptual blindness was due not so much to inattention, but semantic processes. The presented effect of perceptual-semantic blindness is clearly expressed in more than 60% of cases (up to 100% for graphical variants). This situation can be regarded as the result of a kind of sociocultural development, formed in the conditions of modern information technology society. It also points to the need for special and purposeful perceptual-cognitive training as one of the effective means of using unclaimed perceptual possibilities to avoid the phenomena of perceptual-semantic blindness. These means are especially important for the educational process.","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79579303","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}
The purpose of this study was to develop a companion Teacher Training for a brief, bystander bullying intervention (STAC) and to assess feasibility and post-training outcomes. Although research supports the efficacy of the STAC intervention, training teachers to support student “defenders” may enhance the program’s impact. A mixed-methods design with sequential sampling was used with qualitative focus group data and quantitative survey data. The researchers used Consensual Qualitative Research to analyze qualitative data and independent sample t-tests to analyze qualitative data. Teachers (N =18) from one high school in an urban community were recruited for the study. We used a phased research approach to meet the study aims. In Phase 1, teachers participated in focus groups to develop content for the training. Qualitative themes that emerged included identification of barriers to intervening in bullying, gaps in teacher knowledge, suggestions for supporting students to report bullying to teachers, the need for a supportive school culture, and attitudes toward students who bully. In Phase 2, we created the STAC Teacher Training based on the literature and feedback from participants in Phase 1. The 50-minute training includes 1) normative feedback regarding beliefs about bullying, 2) a didactic component that includes information about bullying, a description of the student STAC strategies, and corresponding teacher strategies used to support student “defenders” and 3) an experiential component for strategy practice. In Phase 3, we trained a sub-set of teachers (N = 8) in the STAC Teacher Training to evaluate feasibility and post-training outcomes. Results supported training feasibility and teachers reported an increase in knowledge, confidence to support students to act as “defenders”, as well as confidence, comfort, and self-efficacy in intervening in bullying situations. This study serves as a first step in developing a companion Teacher Training for the STAC intervention.
{"title":"Development, Feasibility, and Post-Training Outcomes of the STAC Teacher Training: A Companion Program for a Brief, Bystander Bullying Intervention","authors":"","doi":"10.33140/jepr.02.04.01","DOIUrl":"https://doi.org/10.33140/jepr.02.04.01","url":null,"abstract":"The purpose of this study was to develop a companion Teacher Training for a brief, bystander bullying intervention (STAC) and to assess feasibility and post-training outcomes. Although research supports the efficacy of the STAC intervention, training teachers to support student “defenders” may enhance the program’s impact. A mixed-methods design with sequential sampling was used with qualitative focus group data and quantitative survey data. The researchers used Consensual Qualitative Research to analyze qualitative data and independent sample t-tests to analyze qualitative data. Teachers (N =18) from one high school in an urban community were recruited for the study. We used a phased research approach to meet the study aims. In Phase 1, teachers participated in focus groups to develop content for the training. Qualitative themes that emerged included identification of barriers to intervening in bullying, gaps in teacher knowledge, suggestions for supporting students to report bullying to teachers, the need for a supportive school culture, and attitudes toward students who bully. In Phase 2, we created the STAC Teacher Training based on the literature and feedback from participants in Phase 1. The 50-minute training includes 1) normative feedback regarding beliefs about bullying, 2) a didactic component that includes information about bullying, a description of the student STAC strategies, and corresponding teacher strategies used to support student “defenders” and 3) an experiential component for strategy practice. In Phase 3, we trained a sub-set of teachers (N = 8) in the STAC Teacher Training to evaluate feasibility and post-training outcomes. Results supported training feasibility and teachers reported an increase in knowledge, confidence to support students to act as “defenders”, as well as confidence, comfort, and self-efficacy in intervening in bullying situations. This study serves as a first step in developing a companion Teacher Training for the STAC intervention.","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2020-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89496661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explored African American girls’ perceived racial/ethnic discrimination and teachers’ perceptions to understand the unique impact of each on educational outcomes for African American girls compared to girls from other racial/ethnic groups. The sample included 2,384 7th grade girls. In this multi-informant study, girls completed a survey that included ratings of perceived teacher discrimination, teachers rated the girls on academic engagement and antisocial behavior, and end-of-the-year GPA for each girl was gathered from school records data. One-way ANOVA revealed a main effect of race/ethnicity, such that African American girls reported higher levels of racial/ethnic discrimination, had a lower GPA, and were rated by their teachers as less engaged and more anti-social compared to Asian, Latinx, and white girls. Regression analysis revealed that, compared to white and Asian girls, low teacher perceived engagement was related to lower achievement for African American girls. These results highlight the need to analyze the educational experiences that African American girls are facing.
{"title":"School-Related Barriers that might be Impeding Academic Success for African American Girls","authors":"","doi":"10.33140/jepr.02.03.02","DOIUrl":"https://doi.org/10.33140/jepr.02.03.02","url":null,"abstract":"This study explored African American girls’ perceived racial/ethnic discrimination and teachers’ perceptions to understand the unique impact of each on educational outcomes for African American girls compared to girls from other racial/ethnic groups. The sample included 2,384 7th grade girls. In this multi-informant study, girls completed a survey that included ratings of perceived teacher discrimination, teachers rated the girls on academic engagement and antisocial behavior, and end-of-the-year GPA for each girl was gathered from school records data. One-way ANOVA revealed a main effect of race/ethnicity, such that African American girls reported higher levels of racial/ethnic discrimination, had a lower GPA, and were rated by their teachers as less engaged and more anti-social compared to Asian, Latinx, and white girls. Regression analysis revealed that, compared to white and Asian girls, low teacher perceived engagement was related to lower achievement for African American girls. These results highlight the need to analyze the educational experiences that African American girls are facing.","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81108378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined the validity of seven academic support scales and their relationships with demographics, achievement and retention of diverse college students. In study one, 207 students completed an online survey containing five scales assessing student perceptions of faculty, university, family and peer supports. Exploratory factor analysis results supported the hypothesized five-factor structure. In study two, 633 students responded to the five initial scales and two additional scales related to family and peers to replicate and extend the factor structure. EFA results supported the hypothesized seven-factor structure. In study three, we examined relationships between the academic social support scales, student demographics, college GPA and fourth semester retention. Demographic differences were present on student perceptions of faculty, university community, family academic discussions, family college persistence, and family financial supports. Moreover, the academic social supports predicted college GPA across four semesters and fourth semester retention. Implications for research and practice are discussed.
{"title":"An Examination of College Student Academic Social Supports with Diverse College Students","authors":"","doi":"10.33140/jepr.02.03.01","DOIUrl":"https://doi.org/10.33140/jepr.02.03.01","url":null,"abstract":"This study examined the validity of seven academic support scales and their relationships with demographics, achievement and retention of diverse college students. In study one, 207 students completed an online survey containing five scales assessing student perceptions of faculty, university, family and peer supports. Exploratory factor analysis results supported the hypothesized five-factor structure. In study two, 633 students responded to the five initial scales and two additional scales related to family and peers to replicate and extend the factor structure. EFA results supported the hypothesized seven-factor structure. In study three, we examined relationships between the academic social support scales, student demographics, college GPA and fourth semester retention. Demographic differences were present on student perceptions of faculty, university community, family academic discussions, family college persistence, and family financial supports. Moreover, the academic social supports predicted college GPA across four semesters and fourth semester retention. Implications for research and practice are discussed.","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85330642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper describes the author’s quantitative results of diabetes control and metabolism maintenance within a 4.5-year period covering two years from 7/1/2018 to 6/30/2020. Special attention has been placed on the COVID-19 quarantine period from 1/1/2020 to 6/30/2020. COVID-19 is more than 100 times worse than SARS that occurred in 2003, in terms of its spreading speed, fatality number, and emotional impact on the world population. People belonging to the “vulnerable” groups, such as the elderly with existing chronic diseases and history of complications, or people with psychological disorders, who require special attention to their health conditions and lifestyle management during this quarantine period. However, during this time, the author has achieved better results on both of his diabetes control and metabolism management. The knowledge and experience he has acquired in the past 10 years of medical research and his developed MI model and diabetes prediction tools have assisted him in many ways. As a result, he has turned the COVID-19 crisis into his health advantage!
{"title":"Diabetes control and metabolism maintenance during COVID-19 period in comparison to three other periods using GH-Method: math-physical medicine (No. 288)","authors":"","doi":"10.33140/jepr.02.03.04","DOIUrl":"https://doi.org/10.33140/jepr.02.03.04","url":null,"abstract":"This paper describes the author’s quantitative results of diabetes control and metabolism maintenance within a 4.5-year period covering two years from 7/1/2018 to 6/30/2020. Special attention has been placed on the COVID-19 quarantine period from 1/1/2020 to 6/30/2020. COVID-19 is more than 100 times worse than SARS that occurred in 2003, in terms of its spreading speed, fatality number, and emotional impact on the world population. People belonging to the “vulnerable” groups, such as the elderly with existing chronic diseases and history of complications, or people with psychological disorders, who require special attention to their health conditions and lifestyle management during this quarantine period. However, during this time, the author has achieved better results on both of his diabetes control and metabolism management. The knowledge and experience he has acquired in the past 10 years of medical research and his developed MI model and diabetes prediction tools have assisted him in many ways. As a result, he has turned the COVID-19 crisis into his health advantage!","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73985693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper highlights disruptive strategies to move students from the classroom and traditional business education to using their skills in impoverished villages in the Third World. Beginning in the late 1990s, innovations were designed by faculty and students to roll out a pro-poor agenda that includes the following: Student-led microfinance NGO spinoffs, accounting school faculty and students offering financial training and services, MPA student initiatives that assist African village leaders, annual social entrepreneurship conferences, the establishing of a campus center for economic self-reliance, and more. We will describe the leadership processes that evolved as these and other campus programs were established and rolled out to effect real social change across the globe. As described below, many of these efforts began at the lower level of the university, among students and professors, not at the top. However, this kind of higher education leadership from below promises exciting and path-breaking new strategies for higher education scholars and practitioners everywhere, especially within the context of schools of management.
{"title":"Re-Designing, Humanizing and Globalizing Higher ducation: Disruptive Strategies for Business School Leadership from the Bottom Up","authors":"","doi":"10.33140/jepr.02.03.03","DOIUrl":"https://doi.org/10.33140/jepr.02.03.03","url":null,"abstract":"This paper highlights disruptive strategies to move students from the classroom and traditional business education to using their skills in impoverished villages in the Third World. Beginning in the late 1990s, innovations were designed by faculty and students to roll out a pro-poor agenda that includes the following: Student-led microfinance NGO spinoffs, accounting school faculty and students offering financial training and services, MPA student initiatives that assist African village leaders, annual social entrepreneurship conferences, the establishing of a campus center for economic self-reliance, and more. We will describe the leadership processes that evolved as these and other campus programs were established and rolled out to effect real social change across the globe. As described below, many of these efforts began at the lower level of the university, among students and professors, not at the top. However, this kind of higher education leadership from below promises exciting and path-breaking new strategies for higher education scholars and practitioners everywhere, especially within the context of schools of management.","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87521808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to identify the psychological and social effects of students with speech and language disorders from the point of view of specialists and ways to address them in the West Bank governorates, as well as to identify the role of the study variables, and to achieve the goal of the study a questionnaire was developed and its sincerity and stability factor were confirmed, and after an operation the collection of questionnaires was encoded and entered to the computer. The computer was used to analyze the data by the statistical packages program. The study reached the following results: 1. The stability coefficient (93%), which is an excellent stability coefficient that meets the objectives of the study. 2. The size of the study sample for speech therapy centers was 25 3. The percentage of psychological and social effects on students with speech and language disorders from the point of view of specialists and ways of treating them in the Nablus governorate (74%) is high. 4. It was found that there are no statistically significant differences in there are no statistically significant differences at the level of significance (a≤0.05) psychological and social effects on students with speech and language disorders from the point of view of the specialists and ways to address them in the Nablus governorate due to the variable of gender, age, specialization Scientific. Based on the Results of the Study, the Researcher Recommends the Following Recommendations: 1. The need to pay attention to the role of parental treatment methods in developing linguistic development among children as a priority, by holding courses for parents, to train them on how to deal with their children in building linguistic growth. 2. The teacher education programs in universities include courses related to the detection of speech and speech disorders, and how to deal with them. 3. Caring for group school activities, especially in the field of sports activities, committees, and school radio
{"title":"psychological and social implications of students with speech and language disorders from the point of view of specialists and ways to treat them in the northern West Bank - Palestine","authors":"","doi":"10.33140/jepr.02.03.05","DOIUrl":"https://doi.org/10.33140/jepr.02.03.05","url":null,"abstract":"This study aimed to identify the psychological and social effects of students with speech and language disorders from the point of view of specialists and ways to address them in the West Bank governorates, as well as to identify the role of the study variables, and to achieve the goal of the study a questionnaire was developed and its sincerity and stability factor were confirmed, and after an operation the collection of questionnaires was encoded and entered to the computer. The computer was used to analyze the data by the statistical packages program. The study reached the following results: 1. The stability coefficient (93%), which is an excellent stability coefficient that meets the objectives of the study. 2. The size of the study sample for speech therapy centers was 25 3. The percentage of psychological and social effects on students with speech and language disorders from the point of view of specialists and ways of treating them in the Nablus governorate (74%) is high. 4. It was found that there are no statistically significant differences in there are no statistically significant differences at the level of significance (a≤0.05) psychological and social effects on students with speech and language disorders from the point of view of the specialists and ways to address them in the Nablus governorate due to the variable of gender, age, specialization Scientific. Based on the Results of the Study, the Researcher Recommends the Following Recommendations: 1. The need to pay attention to the role of parental treatment methods in developing linguistic development among children as a priority, by holding courses for parents, to train them on how to deal with their children in building linguistic growth. 2. The teacher education programs in universities include courses related to the detection of speech and speech disorders, and how to deal with them. 3. Caring for group school activities, especially in the field of sports activities, committees, and school radio","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86266944","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：