Niño Jay D Degorio, Patricia Anne Nicole E Diaz, Clauden V Ando, Tomas Jr A Diquito, Conrado Jr Panerio
This study utilizes descriptive and exploratory research design to determine the factor structure of science learning anxiety in the new normal. Qualitative data collection was carried out first by interviewing twenty (20) participants from different strands of the Senior High School department of UM Digos College. The identified items were transformed into a questionnaire for the quantitative phase and implemented to the two-hundred thirty-five (235) Senior High School students. Statistically, four factors of Science Learning Anxiety in the new normal were explored, these are; Attitude, Learner’s Interaction Towards Assessment and Activities, Learning Environment, and Disappointment. From this result, conducting a confirmatory analysis is recommended to confirm the dimensionality of science learning anxiety in the new normal and to review the explored factors in different contexts.
{"title":"Exploring Science Learning Anxiety in the New Normal - An Exploratory Factor Analysis","authors":"Niño Jay D Degorio, Patricia Anne Nicole E Diaz, Clauden V Ando, Tomas Jr A Diquito, Conrado Jr Panerio","doi":"10.54536/ajhp.v1i1.2128","DOIUrl":"https://doi.org/10.54536/ajhp.v1i1.2128","url":null,"abstract":"This study utilizes descriptive and exploratory research design to determine the factor structure of science learning anxiety in the new normal. Qualitative data collection was carried out first by interviewing twenty (20) participants from different strands of the Senior High School department of UM Digos College. The identified items were transformed into a questionnaire for the quantitative phase and implemented to the two-hundred thirty-five (235) Senior High School students. Statistically, four factors of Science Learning Anxiety in the new normal were explored, these are; Attitude, Learner’s Interaction Towards Assessment and Activities, Learning Environment, and Disappointment. From this result, conducting a confirmatory analysis is recommended to confirm the dimensionality of science learning anxiety in the new normal and to review the explored factors in different contexts.","PeriodicalId":492521,"journal":{"name":"American Journal of Human Psychology","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136068908","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 Robbers Cave Experiment in the mid-1950s by Muzafer Sherif and his colleagues advanced the realistic conflict theory, whose main premise is that conflict is inevitable whenever two (or more) in-groups are brought together in mutual competition for scarce resources. This conflict is driven by prejudice and discrimination, and may take on various forms of hostilities and aggressions towards a competing out-group. However, a resolution of the conflict is possible when the two (or more) competing in-groups are forced to work together to attain mutually beneficial superordinate goals. Whereas the Robbers Cave Experiment suffers from serious questions of ethics and confirmation bias, the lessons that draw from the tested hypotheses have remained germane to the understanding of realistic conflict theory. In this study, the author seeks to reflect on this (in)famous experiment and draw poignant comparisons and lessons as they relate to some contemporary examples in political conflicts, racism, xenophobia, business workplaces, and mergers and acquisitions. The author repeatedly acknowledges the blurring influence of the criticisms of the experiment on the clarity of these reflections.
{"title":"Reflections on the Robbers Cave Experiment: Finding Lessons on Political Conflict, Racism, Xenophobia, and Business Environments","authors":"Vonwicks C Onyango","doi":"10.54536/ajhp.v1i1.2092","DOIUrl":"https://doi.org/10.54536/ajhp.v1i1.2092","url":null,"abstract":"The Robbers Cave Experiment in the mid-1950s by Muzafer Sherif and his colleagues advanced the realistic conflict theory, whose main premise is that conflict is inevitable whenever two (or more) in-groups are brought together in mutual competition for scarce resources. This conflict is driven by prejudice and discrimination, and may take on various forms of hostilities and aggressions towards a competing out-group. However, a resolution of the conflict is possible when the two (or more) competing in-groups are forced to work together to attain mutually beneficial superordinate goals. Whereas the Robbers Cave Experiment suffers from serious questions of ethics and confirmation bias, the lessons that draw from the tested hypotheses have remained germane to the understanding of realistic conflict theory. In this study, the author seeks to reflect on this (in)famous experiment and draw poignant comparisons and lessons as they relate to some contemporary examples in political conflicts, racism, xenophobia, business workplaces, and mergers and acquisitions. The author repeatedly acknowledges the blurring influence of the criticisms of the experiment on the clarity of these reflections.","PeriodicalId":492521,"journal":{"name":"American Journal of Human Psychology","volume":"207 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136318269","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 family serves as the foundational building block of society, and individuals often leverage their family as a foundation for achieving a better life, especially students. This research employed a qualitative research design, specifically a narrative approach. This study aimed to explore the experiences of students raised by single fathers. To ensure validity, the questionnaire was carefully crafted, and refined with the guidance of an expert. Remote interviews using an unstructured questionnaire were conducted with three students, capturing their experiences comprehensively. Thematic analysis was applied to identify meaning patterns and ethical principles were upheld throughout, ensuring participant well-being and confidentiality. The stories told by the researchers’ participants include their struggles and experiences including developing independence and emotional longing for a mother. In addition, acceptance of the situation and support system were the strategies for overcoming challenges. Part of their realizations were increased motivation in their studies, resilient, and longing for a complete family. Single fathers could affect the holistic development of the child, knowing that all participants were college students. All participants share a positive perspective on life. This only shows that despite having a missing maternal fragment in their childhood they were still able to dream of a complete family someday. Their stories could bring some inspiration to those students who have the same situation and stories. The findings underscore the importance of emotional connections and personal growth in navigating challenges and pursuing success.
{"title":"Narratives of College Students Raised by Single Fathers","authors":"Apurado Jovelyn, Cana Angelo, Valdez Samantha Nicole, Jover Bernabe","doi":"10.54536/ajhp.v1i1.1993","DOIUrl":"https://doi.org/10.54536/ajhp.v1i1.1993","url":null,"abstract":"The family serves as the foundational building block of society, and individuals often leverage their family as a foundation for achieving a better life, especially students. This research employed a qualitative research design, specifically a narrative approach. This study aimed to explore the experiences of students raised by single fathers. To ensure validity, the questionnaire was carefully crafted, and refined with the guidance of an expert. Remote interviews using an unstructured questionnaire were conducted with three students, capturing their experiences comprehensively. Thematic analysis was applied to identify meaning patterns and ethical principles were upheld throughout, ensuring participant well-being and confidentiality. The stories told by the researchers’ participants include their struggles and experiences including developing independence and emotional longing for a mother. In addition, acceptance of the situation and support system were the strategies for overcoming challenges. Part of their realizations were increased motivation in their studies, resilient, and longing for a complete family. Single fathers could affect the holistic development of the child, knowing that all participants were college students. All participants share a positive perspective on life. This only shows that despite having a missing maternal fragment in their childhood they were still able to dream of a complete family someday. Their stories could bring some inspiration to those students who have the same situation and stories. The findings underscore the importance of emotional connections and personal growth in navigating challenges and pursuing success.","PeriodicalId":492521,"journal":{"name":"American Journal of Human Psychology","volume":"206 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135302091","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}
It is the very nature of human individuals to feel love and be loved, the need for intimacy and romantic love from their fellow and love from their friends. From there, people slowly learned and grew as individuals. Hence, all people yearn to be held by someone, to have a partner with whom they may spend the rest of their lives. The objective of this study is to explore and understand the conflicts that may ensue in entering romantic relationships towards their peer interactions. Anchored in this study are Duck’s Model of Relationship Breakdown, Aristotle’s Theory of Friendship, and the Social Penetration Theory. Specifically, it sought to answer the following questions: 1. What are the perspectives of the informants about: A. romantic relationship, B. friendship. 2. What are the conflicts that may arise in entering a romantic relationship to their peer relationship? 3. What are the remedies to the conflicts that may ensue while engaging in a romantic relationship in regards to their peer interaction? Semi-structured interviews and non-probability sampling were used in the study, which was qualitative phenomenological research. Significant statements were chosen from the verbatim transcripts of the interviews. Then, in order to identify the emerging themes, these were divided into theme clusters. The following themes emerged from the interviews: Matter of Choice, Inevitable Connection, Conventional Stressors, and Relationship Key Factors. The researchers’ findings were as follows: 1. A. Romantic relationship can be seen as a choice to make, B. Friendship is built through inescapable connections made from the very start; 2. Conflicts arising are the common stressors in a relationship; and 3. There are key factors to mitigate these ensuing conflicts as entering romantic relationships impacts peer interactions.
{"title":"Head Over Heels - Romantic Relationship Ensuing Conflict among Peer Interactions of Dycian Freshmen Class","authors":"Renedict B De Leon, Jazel JR B Sevilla","doi":"10.54536/ajhp.v1i1.1962","DOIUrl":"https://doi.org/10.54536/ajhp.v1i1.1962","url":null,"abstract":"It is the very nature of human individuals to feel love and be loved, the need for intimacy and romantic love from their fellow and love from their friends. From there, people slowly learned and grew as individuals. Hence, all people yearn to be held by someone, to have a partner with whom they may spend the rest of their lives. The objective of this study is to explore and understand the conflicts that may ensue in entering romantic relationships towards their peer interactions. Anchored in this study are Duck’s Model of Relationship Breakdown, Aristotle’s Theory of Friendship, and the Social Penetration Theory. Specifically, it sought to answer the following questions: 1. What are the perspectives of the informants about: A. romantic relationship, B. friendship. 2. What are the conflicts that may arise in entering a romantic relationship to their peer relationship? 3. What are the remedies to the conflicts that may ensue while engaging in a romantic relationship in regards to their peer interaction? Semi-structured interviews and non-probability sampling were used in the study, which was qualitative phenomenological research. Significant statements were chosen from the verbatim transcripts of the interviews. Then, in order to identify the emerging themes, these were divided into theme clusters. The following themes emerged from the interviews: Matter of Choice, Inevitable Connection, Conventional Stressors, and Relationship Key Factors. The researchers’ findings were as follows: 1. A. Romantic relationship can be seen as a choice to make, B. Friendship is built through inescapable connections made from the very start; 2. Conflicts arising are the common stressors in a relationship; and 3. There are key factors to mitigate these ensuing conflicts as entering romantic relationships impacts peer interactions.","PeriodicalId":492521,"journal":{"name":"American Journal of Human Psychology","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135721483","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}
Salma Waheed, Moyun Wang, Abdul Waheed, Sana Habib
College students give true judgment routinely, logicians can infer modal inferences, i.e., inferences that concern three alethic modalities; necessary (⸧), possible (◊), and impossible (⟢) from the premises that are logically consistent and incompatible. To achieve the desired results, logicians have intermingled alethic modalities with logical consistency and incompatibility, i.e., necessary consistent, impossible incompatible, possible consistent, or possible incompatible, and write them in classical modal logic as ⸧C (necessary consistent), ◊C (possible consistent) or ◊I (possibly incompatible) and ⟢I (impossible incompatible). M paradigm [Modality, Mental logic theory (MLT), and Mental model theory (MMT)] have been built to enlighten this truth logic. The basic idea of this study is to examine the theory; how do students judge whether two or more different propositions are possible? and, whether their judgment is true. Truth logic is used to construct some principles that help to justify the above theory. First, inferences have either ◊C/ ◊I or ⸧C but assertions are consistent. Second, each ◊C/ ◊I inference and premise is evaluated for both single and double model assertions, and they have consistency (i.e., ⸧C/◊C) and incompatibility (i.e., ◊I or ⟢I). As logicians have predicted, students mostly endorse inferences as ◊C/ ◊I rather than ⸧C and the ⟢I rate is higher in multi-model assertions. Syllogistic logical reasoning with conditionals (if, then...), conjunctions (and), disjunctions (or), and quantifiers “all” and “some” have been used in the M paradigm to evaluate predictions. Moreover, a computational program and experimental studies have strongly supported the all given principles and predictions.
{"title":"Truth Logic of Modalities Consistent and Incompatible: A Computational Program and Experimental Studies among College Students","authors":"Salma Waheed, Moyun Wang, Abdul Waheed, Sana Habib","doi":"10.54536/ajhp.v1i1.1906","DOIUrl":"https://doi.org/10.54536/ajhp.v1i1.1906","url":null,"abstract":"College students give true judgment routinely, logicians can infer modal inferences, i.e., inferences that concern three alethic modalities; necessary (⸧), possible (◊), and impossible (⟢) from the premises that are logically consistent and incompatible. To achieve the desired results, logicians have intermingled alethic modalities with logical consistency and incompatibility, i.e., necessary consistent, impossible incompatible, possible consistent, or possible incompatible, and write them in classical modal logic as ⸧C (necessary consistent), ◊C (possible consistent) or ◊I (possibly incompatible) and ⟢I (impossible incompatible). M paradigm [Modality, Mental logic theory (MLT), and Mental model theory (MMT)] have been built to enlighten this truth logic. The basic idea of this study is to examine the theory; how do students judge whether two or more different propositions are possible? and, whether their judgment is true. Truth logic is used to construct some principles that help to justify the above theory. First, inferences have either ◊C/ ◊I or ⸧C but assertions are consistent. Second, each ◊C/ ◊I inference and premise is evaluated for both single and double model assertions, and they have consistency (i.e., ⸧C/◊C) and incompatibility (i.e., ◊I or ⟢I). As logicians have predicted, students mostly endorse inferences as ◊C/ ◊I rather than ⸧C and the ⟢I rate is higher in multi-model assertions. Syllogistic logical reasoning with conditionals (if, then...), conjunctions (and), disjunctions (or), and quantifiers “all” and “some” have been used in the M paradigm to evaluate predictions. Moreover, a computational program and experimental studies have strongly supported the all given principles and predictions.","PeriodicalId":492521,"journal":{"name":"American Journal of Human Psychology","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135690501","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 flourishing of positive psychology (PP) in education has shifted the focus to the crucial role of neglected emotions (e.g. enjoyment, boredom, hope). Yet, studies about how teachers’ emotions are combined and have joint effects in predicting students’ emotions are hardly available. The current study aimed to investigate the relationship between student-perceived teacher enjoyment (PTE), anxiety (PTA), and boredom (PTB) and students’ self-reported enjoyment (SE). As such, how the three perceived teacher emotions jointly predict SE was also investigated. A total of 760 university students (Mage= 21.07, SD = 3.59), enrolled in a public university in Morocco, participated in this study through completing an anonymous questionnaire. Statistical analyses (correlation and regression) showed that PTE and PTB were found to be the only significant predictors of SE. They contributed uniquely and significantly to the overall model, which explained 9% (R2 = .9) of the variance in the outcome variable (SE). The effect of PTB was increased within the regression model compared to the independent effect. This is interpreted as a demonstration of the positive emotional crossover from teachers to students. Furthermore, PTA did not emerge as a significant predictor for SE. Implications for future research and educational practice are discussed.
{"title":"The Joint predictive effects of Teachers’ Enjoyment, Anxiety, and Boredom on Students’ Enjoyment in Higher Education Settings","authors":"Elmakki Amiri","doi":"10.54536/ajhp.v1i1.1889","DOIUrl":"https://doi.org/10.54536/ajhp.v1i1.1889","url":null,"abstract":"The flourishing of positive psychology (PP) in education has shifted the focus to the crucial role of neglected emotions (e.g. enjoyment, boredom, hope). Yet, studies about how teachers’ emotions are combined and have joint effects in predicting students’ emotions are hardly available. The current study aimed to investigate the relationship between student-perceived teacher enjoyment (PTE), anxiety (PTA), and boredom (PTB) and students’ self-reported enjoyment (SE). As such, how the three perceived teacher emotions jointly predict SE was also investigated. A total of 760 university students (Mage= 21.07, SD = 3.59), enrolled in a public university in Morocco, participated in this study through completing an anonymous questionnaire. Statistical analyses (correlation and regression) showed that PTE and PTB were found to be the only significant predictors of SE. They contributed uniquely and significantly to the overall model, which explained 9% (R2 = .9) of the variance in the outcome variable (SE). The effect of PTB was increased within the regression model compared to the independent effect. This is interpreted as a demonstration of the positive emotional crossover from teachers to students. Furthermore, PTA did not emerge as a significant predictor for SE. Implications for future research and educational practice are discussed.","PeriodicalId":492521,"journal":{"name":"American Journal of Human Psychology","volume":"178 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135999285","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}
Vionizer Bidola, Karylle Demillo, Joanne Duarte, Michael Himor, Jover Bernabe
This research explored the personal and social challenges experienced by parents with both gays and lesbians’ children. Phenomenological research was used to investigate some of these challenges experienced by the parents. The participants were selected through snowballing techniques. Six (6) participants were selected to be the research participants. An in-depth interview guide was used to uncover the participants’ experiences. The interview questions were unstructured, validated by experts, and complemented by possible probing questions that will be used if deemed necessary. The researchers had one-on-one interviews with the participants. The researchers transcribed the entire recorded interview and thematically analyzed each conversation. It may be difficult to accept their child’s coming out as gay or lesbian at first, but as a parent, they have a broad mind, and as a mother, they choose to accept and understand their children’s feelings and personalities. Acceptance of gay and lesbian children raises concerns as well. In general, parents welcome their gay and lesbian children’s gender disclosure, in terms of fully accepting their children’s gender representations and responsiveness in which they express sympathy when their child is hurt or frustrated. However, it cannot deny that there is a deep conviction that being a man is meant for a woman, and being a woman is meant for a man, which results of not accepting their children as gender-diverse individuals.
{"title":"Girl, Boy, Bakla, Tomboy: Lived Experiences of Mothers with Gay and Lesbian Children","authors":"Vionizer Bidola, Karylle Demillo, Joanne Duarte, Michael Himor, Jover Bernabe","doi":"10.54536/ajhp.v1i1.1569","DOIUrl":"https://doi.org/10.54536/ajhp.v1i1.1569","url":null,"abstract":"This research explored the personal and social challenges experienced by parents with both gays and lesbians’ children. Phenomenological research was used to investigate some of these challenges experienced by the parents. The participants were selected through snowballing techniques. Six (6) participants were selected to be the research participants. An in-depth interview guide was used to uncover the participants’ experiences. The interview questions were unstructured, validated by experts, and complemented by possible probing questions that will be used if deemed necessary. The researchers had one-on-one interviews with the participants. The researchers transcribed the entire recorded interview and thematically analyzed each conversation. It may be difficult to accept their child’s coming out as gay or lesbian at first, but as a parent, they have a broad mind, and as a mother, they choose to accept and understand their children’s feelings and personalities. Acceptance of gay and lesbian children raises concerns as well. In general, parents welcome their gay and lesbian children’s gender disclosure, in terms of fully accepting their children’s gender representations and responsiveness in which they express sympathy when their child is hurt or frustrated. However, it cannot deny that there is a deep conviction that being a man is meant for a woman, and being a woman is meant for a man, which results of not accepting their children as gender-diverse individuals.","PeriodicalId":492521,"journal":{"name":"American Journal of Human Psychology","volume":"277 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135052782","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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