Life for man has always been about adaptation and adjustment to his environment. If man has evolved and reached his status, it is only because of these two traits. The more we are able to adapt and adjust, the more we are in harmony with existence. N psychology, adjustment refers to the behavioral process of balancing conflicting needs, or needs challenged by obstacles in the environment. Humans and animals regularly adjust to their environment. For example, when they are stimulated by their physiological state to seek food, they eat (if possible) to reduce their hunger and thus adjust to the hunger stimulus. Adjustment disorder occurs when there is an inability to make a normal adjustment to some need or stress in the environment [1].
{"title":"Adjustment and Mental Health: Contemporary View","authors":"","doi":"10.33140/jepr.02.01.01","DOIUrl":"https://doi.org/10.33140/jepr.02.01.01","url":null,"abstract":"Life for man has always been about adaptation and adjustment to\u0000his environment. If man has evolved and reached his status, it is\u0000only because of these two traits. The more we are able to adapt and\u0000adjust, the more we are in harmony with existence. N psychology,\u0000adjustment refers to the behavioral process of balancing conflicting\u0000needs, or needs challenged by obstacles in the environment. Humans\u0000and animals regularly adjust to their environment. For example,\u0000when they are stimulated by their physiological state to seek food,\u0000they eat (if possible) to reduce their hunger and thus adjust to the\u0000hunger stimulus. Adjustment disorder occurs when there is an\u0000inability to make a normal adjustment to some need or stress in the\u0000environment [1].","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2020-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85269640","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 : 2020-01-01Epub Date: 2020-04-08DOI: 10.33140/jepr.02.02.01
Aida Midgett, Diana M Doumas
The purpose of this study was to adapt a brief, bystander bullying intervention to be culturally appropriate for ethnically-blended schools in low-income communities and to assess the social validity of the adapted intervention. A mixed-methods design with sequential sampling was used to collect qualitative data from focus groups and quantitative survey data. The researchers used Consensual Qualitative Research to analyze qualitative data and chi square analyses and independent sample t-tests to analyzed qualitative data. Students (N = 40) from an ethnically-blended school (i.e., predominantly White and Hispanic students) in a low-income community were trained in the bystander bullying program. The 90-minute training includes a didactic and experiential component. The didactic component includes information about bullying and strategies students can use to intervene when they witness bullying. The experiential component includes small group activities and role-plays in which students practice utilizing the strategies. We used a phased research approach to meet the study aims. In Phase 1, students participated in focus groups after receiving the bystander training. Qualitative themes that emerged from the focus groups included students' experiences with bullying, including types of bullying and reasons why students bully, negative emotions associated with bullying, fears related to reporting bullying to adults, and positive reactions to the intervention. In Phase 2, we adapted the intervention based on information from a literature search and feedback from participants in Phase 1. In Phase 3, we trained a new group of students (N = 69) in the adapted intervention to evaluate the intervention's social validity. Results indicated students perceived the adapted intervention as appropriate and relevant for their school, with no differences between White and Hispanic students. This study serves as a first step in developing a culturally appropriate intervention designed to address bullying-related health disparities for students attending an ethnically-blended school in a low-income community.
{"title":"Evaluation of a Brief, School-Based Bystander Bullying Intervention: A Pilot Study Conducted at an Ethnically-Blended, Low-Income School.","authors":"Aida Midgett, Diana M Doumas","doi":"10.33140/jepr.02.02.01","DOIUrl":"10.33140/jepr.02.02.01","url":null,"abstract":"<p><p>The purpose of this study was to adapt a brief, bystander bullying intervention to be culturally appropriate for ethnically-blended schools in low-income communities and to assess the social validity of the adapted intervention. A mixed-methods design with sequential sampling was used to collect qualitative data from focus groups and quantitative survey data. The researchers used Consensual Qualitative Research to analyze qualitative data and chi square analyses and independent sample <i>t</i>-tests to analyzed qualitative data. Students (N = 40) from an ethnically-blended school (i.e., predominantly White and Hispanic students) in a low-income community were trained in the bystander bullying program. The 90-minute training includes a didactic and experiential component. The didactic component includes information about bullying and strategies students can use to intervene when they witness bullying. The experiential component includes small group activities and role-plays in which students practice utilizing the strategies. We used a phased research approach to meet the study aims. In Phase 1, students participated in focus groups after receiving the bystander training. Qualitative themes that emerged from the focus groups included students' experiences with bullying, including types of bullying and reasons why students bully, negative emotions associated with bullying, fears related to reporting bullying to adults, and positive reactions to the intervention. In Phase 2, we adapted the intervention based on information from a literature search and feedback from participants in Phase 1. In Phase 3, we trained a new group of students (<i>N</i> = 69) in the adapted intervention to evaluate the intervention's social validity. Results indicated students perceived the adapted intervention as appropriate and relevant for their school, with no differences between White and Hispanic students. This study serves as a first step in developing a culturally appropriate intervention designed to address bullying-related health disparities for students attending an ethnically-blended school in a low-income community.</p>","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10668595/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80264754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As defined by Rouse, M. [1]. Appreciative Inquiry is an approach used by management which says that focus defines what we do the best. If we put all our attention on problems, then we only end up dealing but if we focus on the strengths only then we will end up strengthening and building up on those. This paper is about Mr. Innovator who joined a failed real estate company but with his own positivity and his skills of positive psychology, appreciative inquiry and using people’s strength, he brought huge success and triumph for himself, his team and his company.
{"title":"Appreciative Inquiry in Real Estate Industry","authors":"","doi":"10.33140/jepr.01.02.06","DOIUrl":"https://doi.org/10.33140/jepr.01.02.06","url":null,"abstract":"As defined by Rouse, M. [1]. Appreciative Inquiry is an approach\u0000used by management which says that focus defines what we do the\u0000best. If we put all our attention on problems, then we only end up\u0000dealing but if we focus on the strengths only then we will end up\u0000strengthening and building up on those. This paper is about Mr.\u0000Innovator who joined a failed real estate company but with his own\u0000positivity and his skills of positive psychology, appreciative inquiry\u0000and using people’s strength, he brought huge success and triumph\u0000for himself, his team and his company.","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2019-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83511514","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 paper deals with the issue on the relations of self-esteem, anxiousness and anxiety at teenagers. The aim of the research was to identify the influence of anxiousness on self-esteem and influence of self-esteem on anxiety within a sample of adolescents and intersexual difference in variables. The research sample consisted of 2 374 adolescents (females n = 1149) out of which 356 suffer from the symptoms of anxiety disorders (ADS; females n= 263). The variables were gained through the revised Rosenberg self-esteem scale and SUDS scales for anxiousness and anxiety findings. Using statistical analyses it was found that females reached a lower average score in self-esteem (t = 10.512; p <.001) and a higher average score in anxiousness (t = 10.132; p <.001). Similar results were achieved also at the sample of adolescents in variables of self-esteem (t = 3.611; p <.001) and anxiety (t = 5.845; p <.001). Furthermore, was found that there is a statistically significant predictable relation between research variables: anxiousness is a predictor of self-esteem (F = 2495.490, p<.001) at a non-ADS sample of respondents, whereby ADS respondents´ self-esteem is a significant predictor of anxiety (F = 83.810, p<.001).
{"title":"Anxiousness, Self-esteem, and Anxiety: Which Variable is a Predictor?","authors":"","doi":"10.33140/jepr.01.02.05","DOIUrl":"https://doi.org/10.33140/jepr.01.02.05","url":null,"abstract":"The paper deals with the issue on the relations of self-esteem, anxiousness and anxiety at teenagers. The aim of the\u0000research was to identify the influence of anxiousness on self-esteem and influence of self-esteem on anxiety within a sample\u0000of adolescents and intersexual difference in variables. The research sample consisted of 2 374 adolescents (females n =\u00001149) out of which 356 suffer from the symptoms of anxiety disorders (ADS; females n= 263). The variables were gained\u0000through the revised Rosenberg self-esteem scale and SUDS scales for anxiousness and anxiety findings. Using statistical\u0000analyses it was found that females reached a lower average score in self-esteem (t = 10.512; p <.001) and a higher\u0000average score in anxiousness (t = 10.132; p <.001). Similar results were achieved also at the sample of adolescents in\u0000variables of self-esteem (t = 3.611; p <.001) and anxiety (t = 5.845; p <.001). Furthermore, was found that there is a\u0000statistically significant predictable relation between research variables: anxiousness is a predictor of self-esteem (F =\u00002495.490, p<.001) at a non-ADS sample of respondents, whereby ADS respondents´ self-esteem is a significant predictor\u0000of anxiety (F = 83.810, p<.001).","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84105522","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}
Student recruitment and retention are an important management and marketing strategy for higher education institutions such as universities. These strategies are increasingly becoming crucial terminologies in the education sector around the world today. Stakeholders, for example, parents and policymakers, see recruitment and eventual retention of students as both an effective part of measure and indicator of university performance and student success. While recruitment and retention strategies may relatively vary, such variation in most cases can inform a hallmark of management and marketing deficiency. This scenario typically characterizes African universities, where inclusive best practices of student recruitment and retention trends have been less receptive. This study aims to identify the gap existing between African universities student recruitment and retention strategies and that used at western universities. The study adopts a qualitative, analytical approach based on a review of existing literature, and a combination of the author’s experience of past involvement in a somewhat student retention process. Findings show that recruitment and retention strategies at African universities are lacking. Further, their marketing strategies are riddled by lack of commitment, professionalism, and student diversity principles. This situation has impacted the education sector adversely. The study provides a conceptual analysis of recruitment and retention, but re-conceptualizes the latter more broadly, in the context of manifest current realities. Furthermore, it proposes principles of student recruitment and retention. The study overall argues that African universities can tailor western universities recruitment and retention strategies as opportunities for sustaining international best practices to compete globally in the international educational market.
{"title":"Strategies and Opportunities for Student Recruitment and Retention in African Universities: Lessons from Western Universities","authors":"","doi":"10.33140/jepr.01.02.04","DOIUrl":"https://doi.org/10.33140/jepr.01.02.04","url":null,"abstract":"Student recruitment and retention are an important management and marketing strategy for higher education institutions such as universities. These strategies are increasingly becoming crucial terminologies in the education sector around the world today. Stakeholders, for example, parents and policymakers, see recruitment and eventual retention of students as both an effective part of measure and indicator of university performance and student success. While recruitment and retention strategies may relatively vary, such variation in most cases can inform a hallmark of management and marketing deficiency. This scenario typically characterizes African universities, where inclusive best practices of student recruitment and retention trends have been less receptive. This study aims to identify the gap existing between African universities student recruitment and retention strategies and that used at western universities. The study adopts a qualitative, analytical approach based on a review of existing literature, and a combination of the author’s experience of past involvement in a somewhat student retention process. Findings show that recruitment and retention strategies at African universities are lacking. Further, their marketing strategies are riddled by lack of commitment, professionalism, and student diversity principles. This situation has impacted the education sector adversely. The study provides a conceptual analysis of recruitment and retention, but re-conceptualizes the latter more broadly, in the context of manifest current realities. Furthermore, it proposes principles of student recruitment and retention. The study overall argues that African universities can tailor western universities recruitment and retention strategies as opportunities for sustaining international best practices to compete globally in the international educational market.","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2019-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85377719","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}
Each year, the United States resettles more refugees than any other country in the world. These students are placed into foreign learning environments where they are forced to adapt to new academic settings while also adjusting to a new culture. Often times, these students are escaping a violent past and are placed with teachers who have limited training in dealing with such issues. This article provides school leaders with intentional implementation strategies within a three-tiered framework that can be used to guide districts towards a more comprehensive and culturally responsive educational setting. Future research would be beneficial in the areas of students’ feelings of school belonging, selfawareness, nationality equating to academic achievement, and the impact entry age has on academic success.
{"title":"A Framework for Educating Newcomer Refugees in the United States","authors":"","doi":"10.33140/jepr.01.02.03","DOIUrl":"https://doi.org/10.33140/jepr.01.02.03","url":null,"abstract":"Each year, the United States resettles more refugees than any other country in the world. These students are placed into\u0000foreign learning environments where they are forced to adapt to new academic settings while also adjusting to a new\u0000culture. Often times, these students are escaping a violent past and are placed with teachers who have limited training\u0000in dealing with such issues. This article provides school leaders with intentional implementation strategies within a\u0000three-tiered framework that can be used to guide districts towards a more comprehensive and culturally responsive\u0000educational setting. Future research would be beneficial in the areas of students’ feelings of school belonging, selfawareness, nationality equating to academic achievement, and the impact entry age has on academic success.","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87732417","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}
Youth mental illness has reached alarming rates globally and, as such, international organizations such as the United Nations and the World Health Organization are calling for schools to play an active role in preventing youth distress and promoting youth wellbeing. With this in mind, the field of positive education, now a decade old, has much to offer with its emphasis on bringing the science of positive psychology to schools. However, the rapid growth of positive education has created a potentially fragmented field with a proliferation of concepts and strategies being studied and applied in isolation, with a failure to create the inter-connected, big picture of wellbeing that combines various positive education interventions in ways that synergistically build youth mental health. To address these concerns and provide a way in which to cohesively organise and build the science of positive education, a new data-driven, meta-framework for positive education called the SEARCH framework is illustrated in this paper. A discussion of how SEARCH was developed is presented together with suggestions for how researchers in education and positive psychology can use SEARCH to guide their research programs. It is hoped that the SEARCH meta-framework will steer positive education in a direction that allows for replicability and cohesive growth.
{"title":"Searching for Wellbeing in Schools: A New Framework to Guide the Science of Positive Education","authors":"L. Waters","doi":"10.33140/jepr.01.02.02","DOIUrl":"https://doi.org/10.33140/jepr.01.02.02","url":null,"abstract":"Youth mental illness has reached alarming rates globally and, as such, international organizations such as the United Nations and the World Health Organization are calling for schools to play an active role in preventing youth distress and promoting youth wellbeing. With this in mind, the field of positive education, now a decade old, has much to offer with its emphasis on bringing the science of positive psychology to schools. However, the rapid growth of positive education has created a potentially fragmented field with a proliferation of concepts and strategies being studied and applied in isolation, with a failure to create the inter-connected, big picture of wellbeing that combines various positive education interventions in ways that synergistically build youth mental health. To address these concerns and provide a way in which to cohesively organise and build the science of positive education, a new data-driven, meta-framework for positive education called the SEARCH framework is illustrated in this paper. A discussion of how SEARCH was developed is presented together with suggestions for how researchers in education and positive psychology can use SEARCH to guide their research programs. It is hoped that the SEARCH meta-framework will steer positive education in a direction that allows for replicability and cohesive growth.","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81174527","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 modification of Dmitri Uznadze well known concept “Attitude-Behavior”, as a triad “Attitude - Adaptive syndromeBehavior”, based on modern achievements in functional neurochemistry, presented in this article is in full accordance with the theory of psychological attitude.
{"title":"Psychological Biology Is a Basic Subject for Professional Psychologists","authors":"","doi":"10.33140/jepr.01.02.01","DOIUrl":"https://doi.org/10.33140/jepr.01.02.01","url":null,"abstract":"The modification of Dmitri Uznadze well known concept “Attitude-Behavior”, as a triad “Attitude - Adaptive syndromeBehavior”, based on modern achievements in functional neurochemistry, presented in this article is in full accordance with the theory of psychological attitude.","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2019-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79774421","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}
Ahmed. Y. Ali, Hamad Al Ghaferi, Abuelgasim Elrasheed
Concerns about two Gabapentoids namely Gabapentin and Pregabalin have been raised for years. Both were introduced as anti-epileptic agents before finding a myriad of indications, not without controversy. Experts are divided about their safety; one camp defends their use the other flagging incidents of diversion, reports of abuse cases of overdosing and even mortality. This article presents alarming Middle Eastern example of a wave of Gabapentoids abuse, mostly Pregabalin, among patients seeking treatment at the National Rehabilitation Center, Abu Dhabiand UAE. It also provides an overview of indications, side effects, evidence for and against abuse and misuse potential, laboratory tests, all within the context of a substance use disorder rehabilitation service.
{"title":"The Gabapentoids Conundrum: “Mind the Gabs”","authors":"Ahmed. Y. Ali, Hamad Al Ghaferi, Abuelgasim Elrasheed","doi":"10.33140/jepr.01.01.02","DOIUrl":"https://doi.org/10.33140/jepr.01.01.02","url":null,"abstract":"Concerns about two Gabapentoids namely Gabapentin and Pregabalin have been raised for years. Both were introduced\u0000as anti-epileptic agents before finding a myriad of indications, not without controversy. Experts are divided about their\u0000safety; one camp defends their use the other flagging incidents of diversion, reports of abuse cases of overdosing and even\u0000mortality. This article presents alarming Middle Eastern example of a wave of Gabapentoids abuse, mostly Pregabalin,\u0000among patients seeking treatment at the National Rehabilitation Center, Abu Dhabiand UAE. It also provides an overview\u0000of indications, side effects, evidence for and against abuse and misuse potential, laboratory tests, all within the context of\u0000a substance use disorder rehabilitation service.","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2019-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72411604","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}
Education used to be a private good with positive externalities. Thanks to technology and government largesse, it is no longer the case. It is being transformed into a non-pure public good. Technology-borne education is nonrivalrous and, like its traditional counterpart, has positive externalities. It can be replicated and disseminated virtually cost-free to the next consumer through the Internet, television, radio, and on magnetic media. MIT has recently placed 500 of its courses online and made them freely accessible. Distance learning is spreading like wildfire. Webcasts can host - in principle - unlimited amounts of students. Yet, all forms of education are exclusionary, at least in principle. It is impossible to exclude a citizen from the benefits of his country's national defense, or those of his county's dam. It is perfectly feasible to exclude would be students from access to education - both online and offline.
{"title":"Education as a Public Good","authors":"J. Polcyn","doi":"10.33140/jepr.01.01.01","DOIUrl":"https://doi.org/10.33140/jepr.01.01.01","url":null,"abstract":"Education used to be a private good with positive externalities. Thanks to technology and government largesse, it is no\u0000longer the case. It is being transformed into a non-pure public good.\u0000Technology-borne education is nonrivalrous and, like its traditional counterpart, has positive externalities. It can be\u0000replicated and disseminated virtually cost-free to the next consumer through the Internet, television, radio, and on\u0000magnetic media. MIT has recently placed 500 of its courses online and made them freely accessible. Distance learning is\u0000spreading like wildfire. Webcasts can host - in principle - unlimited amounts of students.\u0000Yet, all forms of education are exclusionary, at least in principle. It is impossible to exclude a citizen from the benefits\u0000of his country's national defense, or those of his county's dam. It is perfectly feasible to exclude would be students from\u0000access to education - both online and offline.","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90959446","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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