Pub Date : 2019-07-01DOI: 10.12738/estp.2019.3.001
Ł. Tomczyk, R. Solecki
{"title":"Problematic Internet Use and Protective Factors Related to Family and Free Time Activities among Young People","authors":"Ł. Tomczyk, R. Solecki","doi":"10.12738/estp.2019.3.001","DOIUrl":"https://doi.org/10.12738/estp.2019.3.001","url":null,"abstract":"","PeriodicalId":53643,"journal":{"name":"Educational Sciences: Theory and Practice","volume":"73 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72440322","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 : 2019-04-01DOI: 10.12738/estp.2019.2.004
Noor Ul Hadi, Barudin Muhammad
Given the influx of new courses and programmes, an increase in the number of local and international students, as well as an upsurge in the number of universities in Malaysia, higher education has become a significant sector. Therefore, this study seeks to identify the factors affecting postgraduate research students’ performance. For this purpose, we identified and statistically analysed 41 indicators and 112 valid responses using exploratory factor analysis. We found the existence of higher-order factors, which were statistically evaluated and validated using variance-based structural equation modelling. The study found positive and significant relationships between research students’ performance and institutional factor, student’ personal factor, and supervisor-related factor. Additionally, our results indicated that students’ personal factor had a crucial influence on research students’ performance, followed by institutional factor, and supervisor-related factor. Thus, the study provides empirical evidence in support of student development theory and social learning theory. In the larger picture, the study offers a comprehensive model for future research.
{"title":"Factors Influencing Postgraduate Students' Performance: A high order top down structural equation modelling approach","authors":"Noor Ul Hadi, Barudin Muhammad","doi":"10.12738/estp.2019.2.004","DOIUrl":"https://doi.org/10.12738/estp.2019.2.004","url":null,"abstract":"Given the influx of new courses and programmes, an increase in the number of local and international students, as well as an upsurge in the number of universities in Malaysia, higher education has become a significant sector. Therefore, this study seeks to identify the factors affecting postgraduate research students’ performance. For this purpose, we identified and statistically analysed 41 indicators and 112 valid responses using exploratory factor analysis. We found the existence of higher-order factors, which were statistically evaluated and validated using variance-based structural equation modelling. The study found positive and significant relationships between research students’ performance and institutional factor, student’ personal factor, and supervisor-related factor. Additionally, our results indicated that students’ personal factor had a crucial influence on research students’ performance, followed by institutional factor, and supervisor-related factor. Thus, the study provides empirical evidence in support of student development theory and social learning theory. In the larger picture, the study offers a comprehensive model for future research.","PeriodicalId":53643,"journal":{"name":"Educational Sciences: Theory and Practice","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78531747","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 : 2019-04-01DOI: 10.12738/estp.2019.2.001
Kyu Tae Kim
{"title":"The Structural Relationship among Digital Literacy, Learning Strategies, and Core Competencies among South Korean College Students","authors":"Kyu Tae Kim","doi":"10.12738/estp.2019.2.001","DOIUrl":"https://doi.org/10.12738/estp.2019.2.001","url":null,"abstract":"","PeriodicalId":53643,"journal":{"name":"Educational Sciences: Theory and Practice","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81388057","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 : 2019-04-01DOI: 10.12738/estp.2019.2.002
Michael Yao-Ping Peng, Zhao-hui Zhang, Sophia Shi-Huei Ho
There are a multitude of factors influencing the learning outcomes of students, with all previous studies basing their conclusions upon predetermined variables according to different theories and exploring the relevance between them. In this study, two important antecedents—the transfer of teachers' knowledge and student orientation—are put forward based on the knowledge conversion theory and marketing concepts to explore the conspicuousness between various factors within the structural model. This study uses students from colleges in Taiwan as its research samples. Purposive sampling is adopted to acquire the samples required for statistics. A total of 801 participants are involved in this study. The results indicate that knowledge transfer at the teacher level plays a significant role in students' absorptive capacity and learning outcomes, that student orientation at college levels has a great influence on students' absorptive capacity, and that the prior knowledge of students has a positive moderating effect on the influence of teachers' knowledge transfer on students' absorptive capacities. Based on these results, the study provides suggestions for relevant theoretical and practical implications to indicate the contributions of this research.
{"title":"A Study on the Relationship among Knowledge Acquisition Sources at the Teacher- and College-Level, Student Absorptive Capacity and Learning Outcomes: Using Student Prior Knowledge as a Moderator","authors":"Michael Yao-Ping Peng, Zhao-hui Zhang, Sophia Shi-Huei Ho","doi":"10.12738/estp.2019.2.002","DOIUrl":"https://doi.org/10.12738/estp.2019.2.002","url":null,"abstract":"There are a multitude of factors influencing the learning outcomes of students, with all previous studies basing their conclusions upon predetermined variables according to different theories and exploring the relevance between them. In this study, two important antecedents—the transfer of teachers' knowledge and student orientation—are put forward based on the knowledge conversion theory and marketing concepts to explore the conspicuousness between various factors within the structural model. This study uses students from colleges in Taiwan as its research samples. Purposive sampling is adopted to acquire the samples required for statistics. A total of 801 participants are involved in this study. The results indicate that knowledge transfer at the teacher level plays a significant role in students' absorptive capacity and learning outcomes, that student orientation at college levels has a great influence on students' absorptive capacity, and that the prior knowledge of students has a positive moderating effect on the influence of teachers' knowledge transfer on students' absorptive capacities. Based on these results, the study provides suggestions for relevant theoretical and practical implications to indicate the contributions of this research.","PeriodicalId":53643,"journal":{"name":"Educational Sciences: Theory and Practice","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72728540","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 : 2019-04-01DOI: 10.12738/estp.2019.2.003
Sinan Aydın, Aylin Öztürk, Gamze Tuna Büyükköse, Fikret Er, Harun Sönmez
This study aims to investigate the reasons for learners to drop-out of Open Education System of Anadolu University, Turkey, between 2012-2015. This study uses an exploratory sequential mixed method. The general structure is divided into two phases. In the first phase, the data is collected by semi-structured face-to-face interviews. The results of those interviews are used to design the second phase of the study. According to knowledge gained from the interviews, the reasons of students to drop-out of the Open Education System is organized into categories such as personal, systemrelated, and environmental. The second phase of the study consists of collecting data via a questionnaire that is created by the knowledge gained in the first phase of the study and from the similar studies in literature. 14,972 learners who had dropped out from the Open Education System, Anadolu University answered the online questionnaire. Some of the results for learners to drop-out might be: unsatisfactory results in exams, lack of knowledge about the open education system, time management issues, unsuitability of the registered program, interference of daily life routines on studies, and some personal problems. Determining the reasons of drop-out of the system and act making the necessary arrangements and updates, may be useful for having a more quality learning experience. Thus, the rates of open and distance learners to drop-out of the system might be reduced.
{"title":"An Investigation of Drop-out in Open and Distance Education","authors":"Sinan Aydın, Aylin Öztürk, Gamze Tuna Büyükköse, Fikret Er, Harun Sönmez","doi":"10.12738/estp.2019.2.003","DOIUrl":"https://doi.org/10.12738/estp.2019.2.003","url":null,"abstract":"This study aims to investigate the reasons for learners to drop-out of Open Education System of Anadolu University, Turkey, between 2012-2015. This study uses an exploratory sequential mixed method. The general structure is divided into two phases. In the first phase, the data is collected by semi-structured face-to-face interviews. The results of those interviews are used to design the second phase of the study. According to knowledge gained from the interviews, the reasons of students to drop-out of the Open Education System is organized into categories such as personal, systemrelated, and environmental. The second phase of the study consists of collecting data via a questionnaire that is created by the knowledge gained in the first phase of the study and from the similar studies in literature. 14,972 learners who had dropped out from the Open Education System, Anadolu University answered the online questionnaire. Some of the results for learners to drop-out might be: unsatisfactory results in exams, lack of knowledge about the open education system, time management issues, unsuitability of the registered program, interference of daily life routines on studies, and some personal problems. Determining the reasons of drop-out of the system and act making the necessary arrangements and updates, may be useful for having a more quality learning experience. Thus, the rates of open and distance learners to drop-out of the system might be reduced.","PeriodicalId":53643,"journal":{"name":"Educational Sciences: Theory and Practice","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89410400","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 : 2019-04-01DOI: 10.12738/ESTP.2019.2.005
Annarita Sorrentino, A. Baldry, D. Farrington, Catherine Blaya
Epidemiological studies on the prevalence of cyberbullying and cybervictimization in different countries, using the same procedure and the same measures, are of relevance in understanding differences in results that are not due to methodological factors. The current study was conducted in 8 European countries (Bulgaria, Cyprus, France, Greece, Hungary, Italy, Poland, and Spain), involving a total of 4,847 students, using an online anonymous questionnaire (the Tabby online questionnaire). The results were analyzed by comparing differences between countries and between genders. Cyberbullying and cybervictimization were most prevalent in Bulgaria and Hungary and least prevalent in Spain. Boys committed more cyberbullying than girls in all countries, but there were no overall gender differences in cybervictimization. However, girls were more often cybervictims in four countries and boys were more often cybervictims in the other four countries. The results are discussed with regard to the importance of cross-national studies of cyberbullying and cybervictimization and the use of online data collection in order to reduce methodological
{"title":"Epidemiology of Cyberbullying across Europe: Differences between Countries and Genders","authors":"Annarita Sorrentino, A. Baldry, D. Farrington, Catherine Blaya","doi":"10.12738/ESTP.2019.2.005","DOIUrl":"https://doi.org/10.12738/ESTP.2019.2.005","url":null,"abstract":"Epidemiological studies on the prevalence of cyberbullying and cybervictimization in different countries, using the same procedure and the same measures, are of relevance in understanding differences in results that are not due to methodological factors. The current study was conducted in 8 European countries (Bulgaria, Cyprus, France, Greece, Hungary, Italy, Poland, and Spain), involving a total of 4,847 students, using an online anonymous questionnaire (the Tabby online questionnaire). The results were analyzed by comparing differences between countries and between genders. Cyberbullying and cybervictimization were most prevalent in Bulgaria and Hungary and least prevalent in Spain. Boys committed more cyberbullying than girls in all countries, but there were no overall gender differences in cybervictimization. However, girls were more often cybervictims in four countries and boys were more often cybervictims in the other four countries. The results are discussed with regard to the importance of cross-national studies of cyberbullying and cybervictimization and the use of online data collection in order to reduce methodological","PeriodicalId":53643,"journal":{"name":"Educational Sciences: Theory and Practice","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84968018","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 : 2019-02-01DOI: 10.12738/estp.2019.1.0296
Enrique Sánchez-Rivas, Julio Ruiz-Palmero, J. Sanchez-Rodriguez
{"title":"Gamification of Assessments in the Natural Sciences Subject in Primary Education","authors":"Enrique Sánchez-Rivas, Julio Ruiz-Palmero, J. Sanchez-Rodriguez","doi":"10.12738/estp.2019.1.0296","DOIUrl":"https://doi.org/10.12738/estp.2019.1.0296","url":null,"abstract":"","PeriodicalId":53643,"journal":{"name":"Educational Sciences: Theory and Practice","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75558272","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 : 2019-02-01DOI: 10.12738/estp.2019.1.0264
Erdogan Kartal
This study is about artificial neural network modeling of the linguistic challenges encountered by students learning Turkish as a foreign language in universities in France. The study was conducted in four universities where Turkish is taught as an optional foreign language. Sixty-six students whose mother tongues were either Arabic or French constituted the study group. Planned on a background of an integrated single-case pattern, this study was conducted using a mixed research method which involved gathering and joint interpretation of qualitative and quantitative data groups with an objective to better understand the gaps in knowledge encountered in this research field. The research data were collected through participants’ answers to the following open-ended question prepared by the researcher: What are the challenges you encounter when learning Turkish? Data were analyzed using the content analysis method. The results indicated that students find the linguistic elements the most challenging, followed by the aspects of “suffixes,” “grammar” and “syntax.” In line with these results, an artificial neural network model using the MATLAB computing environment software was created based on the students’ mother tongues and linguistic challenges, and the application of this modeling in teaching environments is explained in detail.
{"title":"The Artificial Neural Network Modeling of Language Learning Challenges of French-Speaking Students Learning Turkish as a Foreign Language: The Case of France","authors":"Erdogan Kartal","doi":"10.12738/estp.2019.1.0264","DOIUrl":"https://doi.org/10.12738/estp.2019.1.0264","url":null,"abstract":"This study is about artificial neural network modeling of the linguistic challenges encountered by students learning Turkish as a foreign language in universities in France. The study was conducted in four universities where Turkish is taught as an optional foreign language. Sixty-six students whose mother tongues were either Arabic or French constituted the study group. Planned on a background of an integrated single-case pattern, this study was conducted using a mixed research method which involved gathering and joint interpretation of qualitative and quantitative data groups with an objective to better understand the gaps in knowledge encountered in this research field. The research data were collected through participants’ answers to the following open-ended question prepared by the researcher: What are the challenges you encounter when learning Turkish? Data were analyzed using the content analysis method. The results indicated that students find the linguistic elements the most challenging, followed by the aspects of “suffixes,” “grammar” and “syntax.” In line with these results, an artificial neural network model using the MATLAB computing environment software was created based on the students’ mother tongues and linguistic challenges, and the application of this modeling in teaching environments is explained in detail.","PeriodicalId":53643,"journal":{"name":"Educational Sciences: Theory and Practice","volume":"17 7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90695520","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 : 2019-02-01DOI: 10.12738/estp.2019.1.0269
İ. Aydın, Seçkin Aydınbrahim
The concept of self-efficacy is built upon the theory of Social Cognitive Learning by Bandura. Based on this theory, one could posit that an individual’s belief on his/her self-efficacy at any given subject is of high importance. A body of research shows that people with high self-efficacy levels have higher performance levels. In parallel to this, writing self-efficacy perception describes the belief one has in his/her writing skills. In this scope, this study aimed to determine the improvement of self-efficacy perceptions of preservice Turkish teachers on their writing skills during undergraduate education. The study group consisted of 94 preservice teachers. For the research, conducted based on the mixed methods research, quantitative data were collected both at the beginning and end of the undergraduate program, followed by collection of qualitative data through open-ended questions posed to 39 participants. The results of the analyses revealed that the perception of preservice Turkish teachers on their writing self-efficacy improved throughout the education they had received, that they showed progress in items of prewriting and draft; and that however there was no significant difference in revising and editing, i.e. one of the most important processes in writing. The responses provided by the participants to the open-ended questions also proved this argument to be true. Seeing that the participants did not make any considerable progress in revising and editing process at the end of the undergraduate education is an important indication that there exist challenges in both language learning and teaching and that preservice teachers cannot develop an adequate level of awareness on this process.
{"title":"Improvement of Preservice Turkish Teachers’ Perceived Writing Self-Efficacy Beliefs","authors":"İ. Aydın, Seçkin Aydınbrahim","doi":"10.12738/estp.2019.1.0269","DOIUrl":"https://doi.org/10.12738/estp.2019.1.0269","url":null,"abstract":"The concept of self-efficacy is built upon the theory of Social Cognitive Learning by Bandura. Based on this theory, one could posit that an individual’s belief on his/her self-efficacy at any given subject is of high importance. A body of research shows that people with high self-efficacy levels have higher performance levels. In parallel to this, writing self-efficacy perception describes the belief one has in his/her writing skills. In this scope, this study aimed to determine the improvement of self-efficacy perceptions of preservice Turkish teachers on their writing skills during undergraduate education. The study group consisted of 94 preservice teachers. For the research, conducted based on the mixed methods research, quantitative data were collected both at the beginning and end of the undergraduate program, followed by collection of qualitative data through open-ended questions posed to 39 participants. The results of the analyses revealed that the perception of preservice Turkish teachers on their writing self-efficacy improved throughout the education they had received, that they showed progress in items of prewriting and draft; and that however there was no significant difference in revising and editing, i.e. one of the most important processes in writing. The responses provided by the participants to the open-ended questions also proved this argument to be true. Seeing that the participants did not make any considerable progress in revising and editing process at the end of the undergraduate education is an important indication that there exist challenges in both language learning and teaching and that preservice teachers cannot develop an adequate level of awareness on this process.","PeriodicalId":53643,"journal":{"name":"Educational Sciences: Theory and Practice","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82798565","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 : 2019-02-01DOI: 10.12738/estp.2019.1.0180
Guiqing An, Jing-yi Wang, Yang Yang, Xin Du
There is currently a significant body of research confirming that parental participation in school education has a positive influence on students’ academic achievement. However, more research is needed concerning how different styles of parents’ participation and parents’ demographic characteristics influence academic achievement in STEM subjects, especially considering empirical evidence from China’s social context. This research is conducted to explore the influence of family environment and parents’ cognitive, emotional and behavioral participation in children’ school education on students’ overall STEM academic achievement. In general, in the socioeconomic environment of a family, parents’ education level has the greatest impact on the academic achievement of children, and the impact of family income is relatively weak. In the three models in which parents participate in their children’s school education, emotional participation has the greatest impact on children’ STEM academic achievement, and can compensate for the negative effects brought about by some adverse family factors
{"title":"A Study on the Effects to Students’ STEM Academic Achievement with Chinese Parents’ Participative Styles in School Education","authors":"Guiqing An, Jing-yi Wang, Yang Yang, Xin Du","doi":"10.12738/estp.2019.1.0180","DOIUrl":"https://doi.org/10.12738/estp.2019.1.0180","url":null,"abstract":"There is currently a significant body of research confirming that parental participation in school education has a positive influence on students’ academic achievement. However, more research is needed concerning how different styles of parents’ participation and parents’ demographic characteristics influence academic achievement in STEM subjects, especially considering empirical evidence from China’s social context. This research is conducted to explore the influence of family environment and parents’ cognitive, emotional and behavioral participation in children’ school education on students’ overall STEM academic achievement. In general, in the socioeconomic environment of a family, parents’ education level has the greatest impact on the academic achievement of children, and the impact of family income is relatively weak. In the three models in which parents participate in their children’s school education, emotional participation has the greatest impact on children’ STEM academic achievement, and can compensate for the negative effects brought about by some adverse family factors","PeriodicalId":53643,"journal":{"name":"Educational Sciences: Theory and Practice","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88666585","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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