Pub Date : 2023-07-01DOI: 10.21608/erji.2023.306718
A. Khater, Ayman A. Zaaqoq, M. Wahdan, S. Ashry
Background: Artificial intelligence (AI) is rapidly evolving with the potential to revolutionize various aspects of healthcare. Despite the increasing use of AI in medicine, research on the knowledge and attitudes of medical students towards AI remains limited. Aim: This study aims to evaluate the level of knowledge and attitude towards AI and its use in medical education and future medical practice among Ain Shams University undergraduate medical students. Methods: A Cross-sectional study using a self-administered questionnaire. Results: A total of 410 medical students completed the questionnaire. The mean age of participating students was 19.7 ± 1.5, of which 56.1% were females. Students in the first and second years represented 75.3% of the total participating students. Most of the students demonstrated moderate (41.2%) to good (57.7%) knowledge and attitude regarding AI and its application in medical education, and similarly moderate (67.5%) to good (28.9%) knowledge and attitude regarding AI and its application in medical practice. Over 80% of students emphasized the need to integrate teaching about AI in their medical curricula and thought that AI will soon revolutionize education. In addition, over 85% showed enthusiasm to learn about the applications of AI in medicine. Conclusion: The findings from the current study highlight the crucial need for medical schools to adapt to the changing technology and ensure that future physicians are ready for these changes. Medical curricula must evolve to prepare students effectively by providing comprehensive knowledge and understanding of AI and its applications, ensuring students are well-prepared for their future careers.
{"title":"Knowledge and Attitude of Ain Shams University Medical Students towards Artificial Intelligence and its Application in Medical Education and Practice","authors":"A. Khater, Ayman A. Zaaqoq, M. Wahdan, S. Ashry","doi":"10.21608/erji.2023.306718","DOIUrl":"https://doi.org/10.21608/erji.2023.306718","url":null,"abstract":"Background: Artificial intelligence (AI) is rapidly evolving with the potential to revolutionize various aspects of healthcare. Despite the increasing use of AI in medicine, research on the knowledge and attitudes of medical students towards AI remains limited. Aim: This study aims to evaluate the level of knowledge and attitude towards AI and its use in medical education and future medical practice among Ain Shams University undergraduate medical students. Methods: A Cross-sectional study using a self-administered questionnaire. Results: A total of 410 medical students completed the questionnaire. The mean age of participating students was 19.7 ± 1.5, of which 56.1% were females. Students in the first and second years represented 75.3% of the total participating students. Most of the students demonstrated moderate (41.2%) to good (57.7%) knowledge and attitude regarding AI and its application in medical education, and similarly moderate (67.5%) to good (28.9%) knowledge and attitude regarding AI and its application in medical practice. Over 80% of students emphasized the need to integrate teaching about AI in their medical curricula and thought that AI will soon revolutionize education. In addition, over 85% showed enthusiasm to learn about the applications of AI in medicine. Conclusion: The findings from the current study highlight the crucial need for medical schools to adapt to the changing technology and ensure that future physicians are ready for these changes. Medical curricula must evolve to prepare students effectively by providing comprehensive knowledge and understanding of AI and its applications, ensuring students are well-prepared for their future careers.","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":"64 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73953049","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 : 2023-07-01DOI: 10.21608/erji.2023.293614
Youssef Fahd Rizqan Al-Mahlaki Al-Mutairi, Supervised by: Dr. Muhammad Ahmed Tayfur
Study Objective: reveal the correlation between psychological hardness and
研究目的:揭示心理硬度与老年痴呆的相关性
{"title":"Psychological hardness and its relationship to future anxiety among secondary school students in Taif","authors":"Youssef Fahd Rizqan Al-Mahlaki Al-Mutairi, Supervised by: Dr. Muhammad Ahmed Tayfur","doi":"10.21608/erji.2023.293614","DOIUrl":"https://doi.org/10.21608/erji.2023.293614","url":null,"abstract":"Study Objective: reveal the correlation between psychological hardness and","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":"71 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90482753","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 : 2023-07-01DOI: 10.21608/erji.2023.293592
{"title":"Impact of a Newly Implemented Leadership and Management Course on Knowledge, Attitude, and Satisfaction of Fourth-Year Medical Students at Ain Shams University","authors":"","doi":"10.21608/erji.2023.293592","DOIUrl":"https://doi.org/10.21608/erji.2023.293592","url":null,"abstract":"","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":"3 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79483737","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}
P. Tadeu, Maria do Céu Ribeiro, M. Kaya, Mithat Takunyaci, Janete Rosa da Fonseca, David Arenas Carmona
The epidemiological situation on a global scale caused by the COVID-19 pandemic has led to the general confinement of the population and the need to close the physical spaces of schools of all levels of education. To overcome this, it was necessary to adopt emergency measures, including Emergency Remote Education (ERE), using technologies to interact synchronously with students. Besides, it was also required to reconfigure educational practices and develop skills in digital literacy to enable the continuity of educational experiences, respecting isolation but maintaining the interaction of teachers and students. This situation has not met borders, so we consider it essential to collect information about the degree of student satisfaction with the (ERE) caused by the COVID-19 pandemic in three countries (Portugal, Brazil and Turkey), located on three continents (Europe, America and Asia). Data were collected in 2019/2020 and 2020/2021 by the researchers who are conducting the study from different countries. The authors use a survey created on Google Forms to collect data, assuring the confidentiality of the data collected. We obtained 566 valid responses in the three countries: Portugal 140, Turkey 359 and Brazil 67. From this collection and subsequent statistical analysis, we can show, from the results obtained, that the models chosen in the three countries did not please in a unanimous way all the students involved. There are significant differences in access, knowledge of the platforms used and even in the methodologies used by different teachers concerning countries. On the contrary, about the possibility of moving to a permanent online model, there is unanimity, verifying from the opinions that face-to-face education is not replaceable by the model that has been used over the last two years.
{"title":"Three continents, three countries","authors":"P. Tadeu, Maria do Céu Ribeiro, M. Kaya, Mithat Takunyaci, Janete Rosa da Fonseca, David Arenas Carmona","doi":"10.46661/ijeri.7436","DOIUrl":"https://doi.org/10.46661/ijeri.7436","url":null,"abstract":"The epidemiological situation on a global scale caused by the COVID-19 pandemic has led to the general confinement of the population and the need to close the physical spaces of schools of all levels of education. To overcome this, it was necessary to adopt emergency measures, including Emergency Remote Education (ERE), using technologies to interact synchronously with students. Besides, it was also required to reconfigure educational practices and develop skills in digital literacy to enable the continuity of educational experiences, respecting isolation but maintaining the interaction of teachers and students. This situation has not met borders, so we consider it essential to collect information about the degree of student satisfaction with the (ERE) caused by the COVID-19 pandemic in three countries (Portugal, Brazil and Turkey), located on three continents (Europe, America and Asia). Data were collected in 2019/2020 and 2020/2021 by the researchers who are conducting the study from different countries. The authors use a survey created on Google Forms to collect data, assuring the confidentiality of the data collected. We obtained 566 valid responses in the three countries: Portugal 140, Turkey 359 and Brazil 67. From this collection and subsequent statistical analysis, we can show, from the results obtained, that the models chosen in the three countries did not please in a unanimous way all the students involved. There are significant differences in access, knowledge of the platforms used and even in the methodologies used by different teachers concerning countries. On the contrary, about the possibility of moving to a permanent online model, there is unanimity, verifying from the opinions that face-to-face education is not replaceable by the model that has been used over the last two years.","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":"12 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83322129","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}
L. Molina-García, César Bernal-Bravo, Antonio Hilario Martín-Padilla
En este artículo de investigación, se presentan los resultados de transferencia al puesto de trabajo de la formación Mindfulness: Cultivando la atención plena, recibida por parte personas trabajadoras de la Diputación de Sevilla. La acción formativa es recibida como formación continua dentro de los planes de formación continua de la Diputación de Sevilla. Concretamente la acción formativa presencial, es una Intervención Basada en el Mindfulness (MBI): Mindfulness: cultivando la atención plena, con una duración de 28 horas. De esta intervención MBI se han analizado varios parámetros, uno de ellos la transferencia de los conocimientos adquiridos a la práctica profesional y personal. Los datos analizados desprenden resultados positivos en todas las personas participantes, por lo que se puede afirmar que la formación en mindfulness supone una mejora en capacidades como la paciencia, resiliencia, comunicación, resolución de problemas, reducción del estrés, entre otras cuestiones a destacar en el clima empresarial y en la salud mental de las personas que la componen.
在这篇研究文章中，我们展示了将正念培训转移到工作场所的结果:培养正念，由diputacion de Sevilla的员工接受。在塞维利亚省议会的持续培训计划中，培训行动被视为持续培训。具体来说，面对面的培训行动是一种基于正念(MBI)的干预:正念:培养正念，持续28小时。MBI干预分析了几个参数，其中之一是将获得的知识转移到专业和个人实践中。数据分析热气所有取得积极成果,因此可以说,培训mindfulness构成等功能改善耐心、韧性、交流、问题解决、缓解压力等问题突出的商业环境和人们的心理健康。
{"title":"Mindfulness (MBI) en la formación continua y evaluación de la transferencia en la empresa pública","authors":"L. Molina-García, César Bernal-Bravo, Antonio Hilario Martín-Padilla","doi":"10.46661/ijeri.7396","DOIUrl":"https://doi.org/10.46661/ijeri.7396","url":null,"abstract":"En este artículo de investigación, se presentan los resultados de transferencia al puesto de trabajo de la formación Mindfulness: Cultivando la atención plena, recibida por parte personas trabajadoras de la Diputación de Sevilla. La acción formativa es recibida como formación continua dentro de los planes de formación continua de la Diputación de Sevilla.\u0000Concretamente la acción formativa presencial, es una Intervención Basada en el Mindfulness (MBI): Mindfulness: cultivando la atención plena, con una duración de 28 horas.\u0000De esta intervención MBI se han analizado varios parámetros, uno de ellos la transferencia de los conocimientos adquiridos a la práctica profesional y personal.\u0000Los datos analizados desprenden resultados positivos en todas las personas participantes, por lo que se puede afirmar que la formación en mindfulness supone una mejora en capacidades como la paciencia, resiliencia, comunicación, resolución de problemas, reducción del estrés, entre otras cuestiones a destacar en el clima empresarial y en la salud mental de las personas que la componen.","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":"42 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72910481","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}
Los avances tecnológicos permiten crear diferentes tipos de recurso educativos. Las instantáneas culturales, vinculadas a narraciones que conjugan el cine, la música y la literatura, son ahora desarrolladas a través de vídeos, blogs o podcast, denominándose e-instantáneas. La creación de estos recursos digitales influye en el desarrollo de la competencia digital. Debido a ello, el objetivo de este estudio es conocer la influencia que la elaboración de e-instantáneas culturales tiene en el nivel de competencia digital de futuros docentes. Se aplicó un diseño cuantitativo de panel longitudinal (pre-test y post-test), con un enfoque descriptivo e inferencial. La muestra la componen 113 futuros docentes de primaria de la Universidad de Málaga (España) en el curso 2021/2022. Se utilizó como instrumento el Cuestionario de Competencia Digital para Futuros Docentes. Los resultados indican una percepción notable del nivel de competencia digital tras crear las e-instantáneas, mejorando de forma significativa respecto al momento anterior a su desarrollo. En cuanto a la variable sexo, existen diferencias significativas en favor de los hombres. Como conclusión, la creación de e-instantáneas culturales supone una alternativa creativa para el diseño de recursos educativos que favorece la mejora de la competencia digital.
{"title":"E-instantáneas culturales como recurso digital","authors":"Ernesto Colomo Magaña, Andrea Cívico Ariza","doi":"10.46661/ijeri.7569","DOIUrl":"https://doi.org/10.46661/ijeri.7569","url":null,"abstract":"Los avances tecnológicos permiten crear diferentes tipos de recurso educativos. Las instantáneas culturales, vinculadas a narraciones que conjugan el cine, la música y la literatura, son ahora desarrolladas a través de vídeos, blogs o podcast, denominándose e-instantáneas. La creación de estos recursos digitales influye en el desarrollo de la competencia digital. Debido a ello, el objetivo de este estudio es conocer la influencia que la elaboración de e-instantáneas culturales tiene en el nivel de competencia digital de futuros docentes. Se aplicó un diseño cuantitativo de panel longitudinal (pre-test y post-test), con un enfoque descriptivo e inferencial. La muestra la componen 113 futuros docentes de primaria de la Universidad de Málaga (España) en el curso 2021/2022. Se utilizó como instrumento el Cuestionario de Competencia Digital para Futuros Docentes. Los resultados indican una percepción notable del nivel de competencia digital tras crear las e-instantáneas, mejorando de forma significativa respecto al momento anterior a su desarrollo. En cuanto a la variable sexo, existen diferencias significativas en favor de los hombres. Como conclusión, la creación de e-instantáneas culturales supone una alternativa creativa para el diseño de recursos educativos que favorece la mejora de la competencia digital.","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":"28 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86531093","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 study examines research articles on STEM education and its technology innovation that have been indexed by the Scopus, Web of Science (WoS) databases, Springer, and Google, and aims to provide an in-depth analysis of the high-impact empirical studies in STEM education. The authors' conclusions are consistent with past studies on the topic, highlighting the increasing need for technology-based occupations as robots replace humans in industry and society. The study highlights several issues in the field of STEM education, including the gender divide and the effects of STEM education on people of all ethnicities. The authors provide an in-depth investigation of high-impact empirical studies in STEM education to understand the progress of research paradigms in the subject. The study offers an up-to-date view of the highly cited empirical research articles in STEM education and technology, serving as a solid foundation for future studies. It is recommended that future research continues to emphasize creativity, particularly in the field of science, in both research and education. The authors stress the importance of addressing the issues of the gender divide and the effects of STEM education on people of all ethnicities in future research.
本研究考察了被Scopus、Web of Science (WoS)数据库、Springer和Google收录的关于STEM教育及其技术创新的研究文章，旨在对STEM教育中具有高影响力的实证研究进行深入分析。作者的结论与过去对该主题的研究一致，强调随着机器人在工业和社会中取代人类，对技术型职业的需求日益增加。该研究强调了STEM教育领域的几个问题，包括性别差异和STEM教育对所有种族的影响。作者对STEM教育中高影响力的实证研究进行了深入调查，以了解该学科研究范式的进展。该研究提供了STEM教育和技术领域高被引实证研究文章的最新观点，为未来的研究奠定了坚实的基础。建议今后的研究在研究和教育方面继续强调创造力，特别是在科学领域。作者强调了在未来的研究中解决性别鸿沟问题以及STEM教育对所有种族的影响的重要性。
{"title":"Technology Innovation in STEM Education","authors":"Amir Khushk, Liu Zhiying, Xu Yi, Zhang Zengtian","doi":"10.46661/ijeri.7883","DOIUrl":"https://doi.org/10.46661/ijeri.7883","url":null,"abstract":"The study examines research articles on STEM education and its technology innovation that have been indexed by the Scopus, Web of Science (WoS) databases, Springer, and Google, and aims to provide an in-depth analysis of the high-impact empirical studies in STEM education. The authors' conclusions are consistent with past studies on the topic, highlighting the increasing need for technology-based occupations as robots replace humans in industry and society. The study highlights several issues in the field of STEM education, including the gender divide and the effects of STEM education on people of all ethnicities. The authors provide an in-depth investigation of high-impact empirical studies in STEM education to understand the progress of research paradigms in the subject. The study offers an up-to-date view of the highly cited empirical research articles in STEM education and technology, serving as a solid foundation for future studies. It is recommended that future research continues to emphasize creativity, particularly in the field of science, in both research and education. The authors stress the importance of addressing the issues of the gender divide and the effects of STEM education on people of all ethnicities in future research.","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":"35 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75421016","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}
Mariana-Daniela González-Zamar, E. Abad-Segura, Horacio Ademar Ferreyra
In a digital world, which is evolving more and more rapidly towards the culture of the visual, acquiring visual literacy tools can be essential, especially for the professional future of university students. Art education manages to enhance the development of visual learning and motivate the student in their process of analysis, discovery, understanding, assessment and apprehension of the visual arts. The use of the image as a teaching tool in the classroom favours the progress of critical and reflective observation and promotes expressive skills. The objective of this work was to present experiences on visual learning in Art Education in university contexts. A systematic review of the literature was carried out during 1990 to 2020. The results allowed us to recognize the main author agents, their research tendencies, and reveal certain gaps in critical knowledge. Research findings and trends converge on the advantages of incorporating visual resources in higher education, emphasizing the importance of sensory approaches to support learning.
{"title":"Visual Arts Education literacy in university contexts","authors":"Mariana-Daniela González-Zamar, E. Abad-Segura, Horacio Ademar Ferreyra","doi":"10.46661/ijeri.5735","DOIUrl":"https://doi.org/10.46661/ijeri.5735","url":null,"abstract":"In a digital world, which is evolving more and more rapidly towards the culture of the visual, acquiring visual literacy tools can be essential, especially for the professional future of university students. Art education manages to enhance the development of visual learning and motivate the student in their process of analysis, discovery, understanding, assessment and apprehension of the visual arts. The use of the image as a teaching tool in the classroom favours the progress of critical and reflective observation and promotes expressive skills. The objective of this work was to present experiences on visual learning in Art Education in university contexts. A systematic review of the literature was carried out during 1990 to 2020. The results allowed us to recognize the main author agents, their research tendencies, and reveal certain gaps in critical knowledge. Research findings and trends converge on the advantages of incorporating visual resources in higher education, emphasizing the importance of sensory approaches to support learning.","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":"1 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72597468","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}
José David Carnicero Pérez, R. Moreno-Rodriguez, Nerea Felgueras Custodio
For some authors, the development of empathy is a central aspect of the development of ethical values. Role-playing games can be the ideal vehicle to transfer learning from fiction to reality. The present study analyzes in an exploratory and descriptive way the scores obtained in the Test of Cognitive and Affective Empathy (TECA) of a total sample of 208 participants. Although no major differences were found between those who had previously participated in role-playing games and those who had not, there was a tendency to obtain higher mean scores than those obtained by the TECA through its scales.
{"title":"Development of empathy and ethical values through role-playing games as innovation for education in values","authors":"José David Carnicero Pérez, R. Moreno-Rodriguez, Nerea Felgueras Custodio","doi":"10.46661/ijeri.7273","DOIUrl":"https://doi.org/10.46661/ijeri.7273","url":null,"abstract":"For some authors, the development of empathy is a central aspect of the development of ethical values. Role-playing games can be the ideal vehicle to transfer learning from fiction to reality. The present study analyzes in an exploratory and descriptive way the scores obtained in the Test of Cognitive and Affective Empathy (TECA) of a total sample of 208 participants. Although no major differences were found between those who had previously participated in role-playing games and those who had not, there was a tendency to obtain higher mean scores than those obtained by the TECA through its scales.","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":"20 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85133612","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}
Buğracan Acibal, M. Kaya, J. Fernández-Batanero, Nesrin Akinci Çötok
Psychological resilience is a person's ability to cope with difficulties he/she faces. It is important in terms of being a positive predictor of a person's mental health. Since resilience is associated with social support from the environment, this study aimed to examine the relationship between the support perceived by married individuals from their spouses and their levels of resilience. The Working group consists of 294 married individuals, 73 (24.8%) men and 221 women (72.2%) participating in the research. "Spousal Support Scale," "Short Psychological Resilience Scale," and "Personal Information Form" developed by the researchers to examine socio-demographic characteristics were used to obtain the data. Data were tested with simple linear correlation, simple linear regression, independent sample t-test, and ANOVA test. According to the findings of the study, there is a significant relationship between perceived spousal support and resilience, and spousal support is a significant predictor of resilience. However, while the level of resilience does not differ according to gender, spousal support differs according to gender. While spousal support does not differ according to income level and educational status, psychological resilience differs according to income level but does not differ according to educational status. As a result, the perceived spousal support of married individuals predicts their psychological resilience levels.
{"title":"relatıonshıp between perceived spouse support and levels of psychological resilience in married individuals","authors":"Buğracan Acibal, M. Kaya, J. Fernández-Batanero, Nesrin Akinci Çötok","doi":"10.46661/ijeri.7381","DOIUrl":"https://doi.org/10.46661/ijeri.7381","url":null,"abstract":"Psychological resilience is a person's ability to cope with difficulties he/she faces. It is important in terms of being a positive predictor of a person's mental health. Since resilience is associated with social support from the environment, this study aimed to examine the relationship between the support perceived by married individuals from their spouses and their levels of resilience. The Working group consists of 294 married individuals, 73 (24.8%) men and 221 women (72.2%) participating in the research. \"Spousal Support Scale,\" \"Short Psychological Resilience Scale,\" and \"Personal Information Form\" developed by the researchers to examine socio-demographic characteristics were used to obtain the data. Data were tested with simple linear correlation, simple linear regression, independent sample t-test, and ANOVA test. According to the findings of the study, there is a significant relationship between perceived spousal support and resilience, and spousal support is a significant predictor of resilience. However, while the level of resilience does not differ according to gender, spousal support differs according to gender. While spousal support does not differ according to income level and educational status, psychological resilience differs according to income level but does not differ according to educational status. As a result, the perceived spousal support of married individuals predicts their psychological resilience levels.","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":"69 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85099369","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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