Ihor Bloshchynskyi, Ivan Okhrimenko, Iryna Dekhtiarenko, Mariia Rohovenko, Ruslan Vasylchenko, K. Prontenko
The key indicators of personal achievements and professional accomplishments, in particular, education, effective communication skills, self-esteem, and worldview, and the appropriate degree of professionally significant qualities are often formed and developed based on a high level of cognitive independence. Given this, the cognitive independence of a personality can determine the vector of his or her successful actualization in the course of education and professional activities. The article aims to study the manifestation of the indicators of cognitive independence in cadets and their relationship with academic performance. The empirical research involved 132 fourth-year cadets of the National Academy of Internal Affairs (Kyiv). The cadets’ cognitive indicators were assessed by the expert group consisting of the research and educational personnel of the National Academy of Internal Affairs (12 people). The cadets’ cognitive independence results were determined by four main components: motivational, activity, psychological, and ideological. It has been found that cadets’ cognitive activity is in direct correlation with their gnostic abilities, which determine the quality, speed, and effectiveness of their cognitive independence. The research has found that the cognitive independence of future specialists is reflected in their further personal and professional self-actualization and manifests itself at three levels: professional self-determination (training in the chosen specialty), individual development, and personal formation. It has been stated that cadets generally demonstrate a sufficient level of readiness for cognitive independence during their educational activities. Given this, there is a need to create a favorable educational environment for the development of cadets’ cognitive independence, which in the future can be reflected in the positive indicators of their education and professional activities.
{"title":"Cadets’ Cognitive Independence as a Leading Factor of their Successful Training","authors":"Ihor Bloshchynskyi, Ivan Okhrimenko, Iryna Dekhtiarenko, Mariia Rohovenko, Ruslan Vasylchenko, K. Prontenko","doi":"10.18662/rrem/15.4/778","DOIUrl":"https://doi.org/10.18662/rrem/15.4/778","url":null,"abstract":"The key indicators of personal achievements and professional accomplishments, in particular, education, effective communication skills, self-esteem, and worldview, and the appropriate degree of professionally significant qualities are often formed and developed based on a high level of cognitive independence. Given this, the cognitive independence of a personality can determine the vector of his or her successful actualization in the course of education and professional activities. The article aims to study the manifestation of the indicators of cognitive independence in cadets and their relationship with academic performance. The empirical research involved 132 fourth-year cadets of the National Academy of Internal Affairs (Kyiv). The cadets’ cognitive indicators were assessed by the expert group consisting of the research and educational personnel of the National Academy of Internal Affairs (12 people). The cadets’ cognitive independence results were determined by four main components: motivational, activity, psychological, and ideological. It has been found that cadets’ cognitive activity is in direct correlation with their gnostic abilities, which determine the quality, speed, and effectiveness of their cognitive independence. The research has found that the cognitive independence of future specialists is reflected in their further personal and professional self-actualization and manifests itself at three levels: professional self-determination (training in the chosen specialty), individual development, and personal formation. It has been stated that cadets generally demonstrate a sufficient level of readiness for cognitive independence during their educational activities. Given this, there is a need to create a favorable educational environment for the development of cadets’ cognitive independence, which in the future can be reflected in the positive indicators of their education and professional activities.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":"46 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139216938","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. Talaghir, B. Olaru, C. Mereuță, Koray Cantez, C. Rus, T. Iconomescu
The knowledge-based approach of the PE subject involves the achievement of a mix between a theoretical and a practical component. This approach aims to provide the student with the necessary theoretical notions for an in-depth understanding of the role that practical activity plays in maintaining health. In this way, PE becomes a meaningful school subject for the student. Aim: This paper aims at testing the following hypotheses, built on the conclusions of previous studies: (1) PE teachers consider the theoretical content as less important than the practical one; (2) teachers would rather not deal with the implementation of theoretical content. Method: A data collection tool was devised taking as reference a group of 210 PE teachers, selected by mixed randomization from 7 counties of Romania. The obtained data were then analysed using the statistical programming language R (see 4.1.3). Results and discussions: Teachers value practical content more (4.948) than theoretical content (4.082). And we find this difference even after analysing the data according to the seniority of the teachers within the department. The lowest value is recorded when teachers were asked for their opinion related to the necessity of a PE textbook (3.063). Conclusions and future implications: The two components (theoretical and practical) are not equally appreciated by specialized teachers. This fact highlights the need to emphasise the role of theoretical knowledge within the PE lesson in the training of future teachers.
体育学科以知识为基础的教学方法包括理论与实践的结合。这种方法旨在为学生提供必要的理论概念，使其深入了解实践活动在维护健康方面的作用。这样，体育对学生来说就成了一门有意义的学校课程。目的：本文旨在根据以往研究的结论，检验以下假设：(1) 体育教师认为理论内容不如实践内容重要；(2) 教师宁愿不涉及理论内容的实施。研究方法：参考从罗马尼亚 7 个县以混合随机方式选出的 210 名体育教师，设计了数据收集工具。然后使用 R 统计编程语言（见 4.1.3）对获得的数据进行分析。结果与讨论教师对实践内容的重视程度（4.948）高于理论内容（4.082）。即使根据系内教师的资历对数据进行分析，我们也发现了这种差异。在询问教师对体育教科书的必要性的看法时，记录的数值最低（3.063）。结论和对未来的影响：专业教师对两个组成部分（理论和实践）的重视程度不尽相同。这一事实突出表明，在对未来教师的培训中，有必要强调体育课中理论知识的作用。
{"title":"Study on PE Teachers’ Perception Regarding the Theoretical Component of the PE Lesson","authors":"L. Talaghir, B. Olaru, C. Mereuță, Koray Cantez, C. Rus, T. Iconomescu","doi":"10.18662/rrem/15.4/797","DOIUrl":"https://doi.org/10.18662/rrem/15.4/797","url":null,"abstract":"The knowledge-based approach of the PE subject involves the achievement of a mix between a theoretical and a practical component. This approach aims to provide the student with the necessary theoretical notions for an in-depth understanding of the role that practical activity plays in maintaining health. In this way, PE becomes a meaningful school subject for the student. Aim: This paper aims at testing the following hypotheses, built on the conclusions of previous studies: (1) PE teachers consider the theoretical content as less important than the practical one; (2) teachers would rather not deal with the implementation of theoretical content. Method: A data collection tool was devised taking as reference a group of 210 PE teachers, selected by mixed randomization from 7 counties of Romania. The obtained data were then analysed using the statistical programming language R (see 4.1.3). Results and discussions: Teachers value practical content more (4.948) than theoretical content (4.082). And we find this difference even after analysing the data according to the seniority of the teachers within the department. The lowest value is recorded when teachers were asked for their opinion related to the necessity of a PE textbook (3.063). Conclusions and future implications: The two components (theoretical and practical) are not equally appreciated by specialized teachers. This fact highlights the need to emphasise the role of theoretical knowledge within the PE lesson in the training of future teachers.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":"66 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139218971","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}
Sandu Razvan Enoiu, Denisa Iulia Brus, Veronica Mîndrescu
The study explains how employing sensors while alpine skiing may raise an athlete's technical proficiency. The sensors offer a reliable set of data that enables the creation of a picture of the athlete's technical dexterity. Through statistical analysis of this data, it is possible to derive the equation for multiple linear regression, which illustrates the relationship between the athlete's time recording (which is regarded as the dependent variable) and the sensor-monitored parameters (considered independent variables). In the study, two linear regression equations were developed, with the number of independent variables considered determining which one was used. The quantity of athletes being watched and their technical proficiency have an impact on how accurate multiple linear regression is. The educational utility of the study derives from the mathematical model provided. This model will enable the athlete to concentrate primarily on the technical aspects of performance improvement while also understanding how improvement in specific technical elements affects the potential time to be achieved.
{"title":"New Technology in Education on Performance Analysis. Wearable Sensors Utility on Alpine Skiing","authors":"Sandu Razvan Enoiu, Denisa Iulia Brus, Veronica Mîndrescu","doi":"10.18662/rrem/15.4/793","DOIUrl":"https://doi.org/10.18662/rrem/15.4/793","url":null,"abstract":"The study explains how employing sensors while alpine skiing may raise an athlete's technical proficiency. The sensors offer a reliable set of data that enables the creation of a picture of the athlete's technical dexterity. Through statistical analysis of this data, it is possible to derive the equation for multiple linear regression, which illustrates the relationship between the athlete's time recording (which is regarded as the dependent variable) and the sensor-monitored parameters (considered independent variables). In the study, two linear regression equations were developed, with the number of independent variables considered determining which one was used. The quantity of athletes being watched and their technical proficiency have an impact on how accurate multiple linear regression is. The educational utility of the study derives from the mathematical model provided. This model will enable the athlete to concentrate primarily on the technical aspects of performance improvement while also understanding how improvement in specific technical elements affects the potential time to be achieved.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":"30 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139222234","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}
Researchers use often self-reported grades as indicators of students’ educational achievement because of difficulties in obtaining the official records. However, the results of such studies are questionable due to doubts regarding the reliability of self-reported grade data and factors that may lead to distortion. In this study, we help to resolve this issue by comparing self-reported grade point averages (GPAs) of 926 eighth grade Romanian students from the previous academic year with their official GPAs. At the descriptive and practical levels, we conclude that the distortions are positive—overreporting is more frequent than underreporting—and that their limited magnitude allows for the use of self-reported grades for the usually description i.e. of achievements in a population of students but not for individual students’ diagnostics. At the explanatory level, the distortions are non-random, and there are two main causal mechanisms. First, overreporting is a cognitive and commitment-based error. Second, overreporting is an effect of social desirability, according to which students are expected to perform well based on their social characteristics. However, this second causal channel is not visible in bivariate tests because it is statistically suppressed by the main mechanism and the correlation of actual GPA with gender and socioeconomic status (SES – parents’ education and class) variables.
{"title":"The Reliability of Self-Reported GPA in Educational Research: A Comparison of Self-Reported and Officially Recorded Data","authors":"Adrian Hatos, Beáta Fatime Gyarmati","doi":"10.18662/rrem/15.4/786","DOIUrl":"https://doi.org/10.18662/rrem/15.4/786","url":null,"abstract":"Researchers use often self-reported grades as indicators of students’ educational achievement because of difficulties in obtaining the official records. However, the results of such studies are questionable due to doubts regarding the reliability of self-reported grade data and factors that may lead to distortion. In this study, we help to resolve this issue by comparing self-reported grade point averages (GPAs) of 926 eighth grade Romanian students from the previous academic year with their official GPAs. At the descriptive and practical levels, we conclude that the distortions are positive—overreporting is more frequent than underreporting—and that their limited magnitude allows for the use of self-reported grades for the usually description i.e. of achievements in a population of students but not for individual students’ diagnostics. At the explanatory level, the distortions are non-random, and there are two main causal mechanisms. First, overreporting is a cognitive and commitment-based error. Second, overreporting is an effect of social desirability, according to which students are expected to perform well based on their social characteristics. However, this second causal channel is not visible in bivariate tests because it is statistically suppressed by the main mechanism and the correlation of actual GPA with gender and socioeconomic status (SES – parents’ education and class) variables.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":"43 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139224122","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}
Introduction: The vertiginous growth of Artificial Intelligence (AI) is present in all fields including the University, implying a rethinking of pedagogical processes that has to be seen from the technoetic to give way to new ways of learning and personalizing learning. Method: this research is of qualitative perspective from the Grounded Theory of systematic design. For the analysis, AI was established as the central category, then open coding was established to give way to axial coding. Phases: 1) theoretical sampling, 2) constant comparison based on axial coding, 3) synthesis and paradigmatic reinterpretation. Results: After the review of the scientific literature reaching theoretical saturation, 3 elements were identified that should accompany the current critical and analytical debate: 1) AI and pedagogy, 2) AI in university educational practice, 3) AI and technoethics. Discussion: there is a need to create knowledge about application, possible impact and effects of AI in the university. Any review on AI should be done from the technoethical to give way to a technodidactics that allows progress towards digital transformation and the promotion of technological humanization. The University must respond to the new scenario presented by AI.
{"title":"Artificial intelligence (AI) and the 21st Century University: Discussion on a New University Scenary","authors":"Gustavo Eduardo Toledo Lara","doi":"10.18662/rrem/15.4/806","DOIUrl":"https://doi.org/10.18662/rrem/15.4/806","url":null,"abstract":"Introduction: The vertiginous growth of Artificial Intelligence (AI) is present in all fields including the University, implying a rethinking of pedagogical processes that has to be seen from the technoetic to give way to new ways of learning and personalizing learning. Method: this research is of qualitative perspective from the Grounded Theory of systematic design. For the analysis, AI was established as the central category, then open coding was established to give way to axial coding. Phases: 1) theoretical sampling, 2) constant comparison based on axial coding, 3) synthesis and paradigmatic reinterpretation. Results: After the review of the scientific literature reaching theoretical saturation, 3 elements were identified that should accompany the current critical and analytical debate: 1) AI and pedagogy, 2) AI in university educational practice, 3) AI and technoethics. Discussion: there is a need to create knowledge about application, possible impact and effects of AI in the university. Any review on AI should be done from the technoethical to give way to a technodidactics that allows progress towards digital transformation and the promotion of technological humanization. The University must respond to the new scenario presented by AI.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139219703","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}
O. Rogulska, Kateryna Rudnitska, O. Mahdiuk, Veronika Drozdova, Halyna Lysak, Svitlana Korol
The relevance of the article is due to the increasing attention of researchers in the field of psychology and pedagogy to the problem of formation and development of emotional intelligence as a necessary component of the process of learning a foreign language. Success in professional and personal sphere to a large extent depends on the ability of a person to understand and accept the manifestation of their own and other people's emotional states. Social skills possessed by people with developed emotional intelligence include, first of all, the ability to control their own emotions and the emotions of other people. The development of such skills is especially necessary nowadays, when the use of digital technologies is growing and the value of interpersonal interactions is decreasing. The article defines the essence of the concept of "emotional intelligence"; defines approaches to the definition of the effectiveness criteria of teaching the English language and their relationship with emotional intelligence; investigates the emotional aspect of forming foreign language competences; investigates emotional intelligence in cadets and their relationship with foreign language competences. In our article the most effective way to develop emotional intelligence are the types and types of tasks that promote students' activity in dialogic and monologic statements, as well as in class discussions. In this organization of pedagogical activities students communicate and share their ideas in English.
{"title":"The Today's Linguistic Paradigm: The Problem of Investigating Emotional Intelligence in the Learning of a Foreign Language","authors":"O. Rogulska, Kateryna Rudnitska, O. Mahdiuk, Veronika Drozdova, Halyna Lysak, Svitlana Korol","doi":"10.18662/rrem/15.4/804","DOIUrl":"https://doi.org/10.18662/rrem/15.4/804","url":null,"abstract":"The relevance of the article is due to the increasing attention of researchers in the field of psychology and pedagogy to the problem of formation and development of emotional intelligence as a necessary component of the process of learning a foreign language. Success in professional and personal sphere to a large extent depends on the ability of a person to understand and accept the manifestation of their own and other people's emotional states. Social skills possessed by people with developed emotional intelligence include, first of all, the ability to control their own emotions and the emotions of other people. The development of such skills is especially necessary nowadays, when the use of digital technologies is growing and the value of interpersonal interactions is decreasing. The article defines the essence of the concept of \"emotional intelligence\"; defines approaches to the definition of the effectiveness criteria of teaching the English language and their relationship with emotional intelligence; investigates the emotional aspect of forming foreign language competences; investigates emotional intelligence in cadets and their relationship with foreign language competences. In our article the most effective way to develop emotional intelligence are the types and types of tasks that promote students' activity in dialogic and monologic statements, as well as in class discussions. In this organization of pedagogical activities students communicate and share their ideas in English.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":"174 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139220121","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}
A frequently encountered speech at the level of educational policies is related to the inclusion of children with disabilities in mainstream schools. The expected results, for disabled children, would be related to the reduction of discrimination and prejudices, the chance to offer a better education, to develop their socialization, etc. but the benefits would also extend to the other children, through sensitization, more empathic and informational, nuance of perceptions. Despite these advantages, the integration takes place at a slow pace, with multiple oppositions and resistances from the interested factors, with a reduced compliance and a lack of synchronization of the action of the decision-makers; the most frequent reasons cited are: insufficient training of teaching staff for special education, the demand/rejection by the parents of majority children of the idea of inclusion that would alter their children's performance, the heterogeneity of the children's functioning rhythms which would overburden the teachers, absorbing part of educational energy etc. The current study aims to evaluate the attitudinal context of the future specialists (social workers and teaching staff) towards the integration problem, the degree of perceived educational efficiency, the responsibilities assigned by them to the decision-makers involved. The expected results are the externalization of responsibilities to the central decision-making factors (school inspectorate, NGOs), the overestimation of the role of teachers and parents and non-involvement of groups of children in integrative activities.
{"title":"The Socio-Cultural Context of the Integration of Children with Disabilities in Mainstream Schools","authors":"Romana Oneț, Claudia Marian","doi":"10.18662/rrem/15.4/799","DOIUrl":"https://doi.org/10.18662/rrem/15.4/799","url":null,"abstract":"A frequently encountered speech at the level of educational policies is related to the inclusion of children with disabilities in mainstream schools. The expected results, for disabled children, would be related to the reduction of discrimination and prejudices, the chance to offer a better education, to develop their socialization, etc. but the benefits would also extend to the other children, through sensitization, more empathic and informational, nuance of perceptions. Despite these advantages, the integration takes place at a slow pace, with multiple oppositions and resistances from the interested factors, with a reduced compliance and a lack of synchronization of the action of the decision-makers; the most frequent reasons cited are: insufficient training of teaching staff for special education, the demand/rejection by the parents of majority children of the idea of inclusion that would alter their children's performance, the heterogeneity of the children's functioning rhythms which would overburden the teachers, absorbing part of educational energy etc. The current study aims to evaluate the attitudinal context of the future specialists (social workers and teaching staff) towards the integration problem, the degree of perceived educational efficiency, the responsibilities assigned by them to the decision-makers involved. The expected results are the externalization of responsibilities to the central decision-making factors (school inspectorate, NGOs), the overestimation of the role of teachers and parents and non-involvement of groups of children in integrative activities.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":"24 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139217325","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}
There is a growing interest in extracurricular and out-of-school activities for pupils, given their positive effects on the development of individuals. In the present study we aimed to develop a training program for the game of football as an extracurricular activity that integrates both physical skills and personality traits in high school students. The research design assumed a pre-posttest design, with the dependent samples t-test used as the statistical method of investigation. The physical abilities tracked in the study were body mass index, body harmony, exercise endurance, fitness, body recovery after exercise and endurance running. As personality traits we looked at dominance, emotional stability, spontaneity, sensitivity, intelligence, conformity and discipline, sense of self, and refocusing on planning as a positive cognitive-emotional coping strategy. The results show that football, as an extracurricular activity, offers the possibility of harmonious physical and mental development of young people.
鉴于课外活动对个人发展的积极影响，人们对小学生课外活动的兴趣与日俱增。在本研究中，我们的目标是为高中生开发一套集身体技能和个性特征于一体的足球课外活动训练计划。研究设计采用前测-后测设计，统计方法为因果样本 t 检验。研究追踪的身体能力包括体重指数、身体协调性、运动耐力、体能、运动后身体恢复能力和耐力跑。在人格特质方面，我们考察了主导性、情绪稳定性、自发性、敏感性、智力、服从性和纪律性、自我意识，以及作为一种积极的认知-情绪应对策略的重新关注计划。研究结果表明，足球作为一种课外活动，为青少年的身心和谐发展提供了可能。
{"title":"Development of Physical Skills and Personality in High School Students Through Football Training as an Extracurricular Activity","authors":"Cătălin Popescu, Liliana Mihăilescu, Manuela Ciucurel","doi":"10.18662/rrem/15.4/795","DOIUrl":"https://doi.org/10.18662/rrem/15.4/795","url":null,"abstract":"There is a growing interest in extracurricular and out-of-school activities for pupils, given their positive effects on the development of individuals. In the present study we aimed to develop a training program for the game of football as an extracurricular activity that integrates both physical skills and personality traits in high school students. The research design assumed a pre-posttest design, with the dependent samples t-test used as the statistical method of investigation. The physical abilities tracked in the study were body mass index, body harmony, exercise endurance, fitness, body recovery after exercise and endurance running. As personality traits we looked at dominance, emotional stability, spontaneity, sensitivity, intelligence, conformity and discipline, sense of self, and refocusing on planning as a positive cognitive-emotional coping strategy. The results show that football, as an extracurricular activity, offers the possibility of harmonious physical and mental development of young people.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":"25 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139222111","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}
Emel Esen, S. Taştan, Nazlı Ece Bulgur, Serap Gençoğlu
The aim of this study is to investigate the relationship between perceived communication and career management of employees working at various levels in different sectors in Turkey in terms of demographic variables. The research covers 260 employees working in the public and private sectors in Istanbul. Results showed that employees’ perceived communication barriers have a significant negative and weak correlation with career management and also regression analysis indicated the same results. Further, differences were reported for participants’ age and work experience in terms of perceived career management and no significant differences were found for the other demographic variables in terms of employee communication barriers and career management. Based on the findings, it is suggested that to increase the positive perceptions of career management of employees, communication barriers should be eliminated and organizational communication effectiveness should be improved.
{"title":"Perceived Communication Barriers With Career Management: An Assessment in Terms of Demographic Variables","authors":"Emel Esen, S. Taştan, Nazlı Ece Bulgur, Serap Gençoğlu","doi":"10.18662/rrem/15.4/780","DOIUrl":"https://doi.org/10.18662/rrem/15.4/780","url":null,"abstract":"The aim of this study is to investigate the relationship between perceived communication and career management of employees working at various levels in different sectors in Turkey in terms of demographic variables. The research covers 260 employees working in the public and private sectors in Istanbul. Results showed that employees’ perceived communication barriers have a significant negative and weak correlation with career management and also regression analysis indicated the same results. Further, differences were reported for participants’ age and work experience in terms of perceived career management and no significant differences were found for the other demographic variables in terms of employee communication barriers and career management. Based on the findings, it is suggested that to increase the positive perceptions of career management of employees, communication barriers should be eliminated and organizational communication effectiveness should be improved.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":"29 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139227631","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}
Our paper is concerned with improving reading comprehension by intervention or intervention program for reading comprehension for English language. This program facilitates the individual into thinking and learning, as well as their progress at the level of cognitive and metacognitive processes, emotional and social factors. Cognitive and metacognitive processes stimulate comprehension of written texts. Emotional and social factors support self-efficiency in the process of developing comprehension. With this, we have the opportunity to improve reading comprehension in a greater manner. The research goal of our paper is to find out the effect of intervention for improving reading comprehension skills of Slovak high school students, specifically in regards to reading English texts, as well as to find out the strength of improvement in reading comprehension and the duration of this improvement. Our selected research sample consists of Slovak ESL students with the proficiency level of B1 according to CEFR. Chosen research methods were a didactic test (test of reading comprehension for English language) and experiment (the intervention itself). Findings in particular research groups support the intervention’s efficiency.
{"title":"The Improvement of Reading Comprehension of English Texts by Slovak Learners Via Intervention Program","authors":"Eva Stranovská, Augustín Sokol, Ivan Haringa","doi":"10.18662/rrem/15.4/777","DOIUrl":"https://doi.org/10.18662/rrem/15.4/777","url":null,"abstract":"Our paper is concerned with improving reading comprehension by intervention or intervention program for reading comprehension for English language. This program facilitates the individual into thinking and learning, as well as their progress at the level of cognitive and metacognitive processes, emotional and social factors. Cognitive and metacognitive processes stimulate comprehension of written texts. Emotional and social factors support self-efficiency in the process of developing comprehension. With this, we have the opportunity to improve reading comprehension in a greater manner. The research goal of our paper is to find out the effect of intervention for improving reading comprehension skills of Slovak high school students, specifically in regards to reading English texts, as well as to find out the strength of improvement in reading comprehension and the duration of this improvement. Our selected research sample consists of Slovak ESL students with the proficiency level of B1 according to CEFR. Chosen research methods were a didactic test (test of reading comprehension for English language) and experiment (the intervention itself). Findings in particular research groups support the intervention’s efficiency.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139219043","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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