International journal of educational research open最新文献

In Ireland, 5 % of university students registering with disability services in higher education have ADHD, increasing annually. Student services nationally report a significant increase in requests for assessment, diagnosis, and support for ADHD in university. This mixed method study investigated the experiences of undergraduate and postgraduate students with a diagnosis of ADHD in one HEI in Ireland to determine (i) institutional and systemic challenges, (ii) facilitators of successful progression through university, and (iii) an evidence-base to inform effective support. Data analysis encompassed responses from an online survey, anonymized longitudinal data extracted from disability services student progression reports, and qualitative data extrapolated from open-ended survey responses and individual, in-depth interviews. Findings indicate a need for ADHD friendly university campuses, adoption of Universal Design for Learning, increasing ADHD awareness within the university community, targeted ADHD supports, and optimizing the sensory environment.

Among numerous issues that make experiences during menstruation an impediment to gender equity, restrictions on daily activities is a concern about limiting individual freedom. Studies of menstrual restrictions have identified the arrays of “dos-and-don'ts”, but what remained missing was a detailed exploration into its origin, nature, correlates and the reasons behind their uncanny consistency over time. This paper, using primary survey of 1200 married young adults in two eastern states in India, adds to the existing literature by identifying the nature of restrictions, the changes in its contour with marriage and their internalization. Classifying restrictions in three broad categories, (restrictions on self, restrictions over household activities and restrictions over worship), the paper finds that nearly all woman are barred from performing rituals. While marriage increases the restrictions on women's agency to eat, go out, sleep in usual home or have sexual activities, it reduces the restrictions on household chores (cooking, serving). Strikingly, restrictions on herself do not alter with education or menstrual literacy. However, fitting logistic regression models over subsamples of hygienic menstrual product-users, finds restrictions are higher for backward classes and those who incorrectly define menstruation. Astonishingly, women do not find menstrual restrictions to be subduing and is reluctant in aspiring for changing community's perception, letting this thrive through generations. They only aspire for better menstrual products. This study shows that a holistic policy should target ‘changing perceptions’ rather than ‘changing protections’, to usher in a menstrual experience with freedom. Educating girls and their elderly care-givers (mothers, grandmothers or mothers-in-law) about this physiological process, giving them a space to discuss and fight the concept of impurity of their bodies can actually gift them a better living experience for sure.

Technical vocabulary acquisition holds paramount significance within academic and professional contexts. This research delves into the transformative potential of Mobile-Assisted Language Learning (MALL) in facilitating university students' mastery of technical words. The study examined the efficacy of digital flashcards (DFs) compared to traditional paper-based flashcards (PFs) as pedagogical tools for vocabulary instruction. In doing so, 80 Iranian psychology students with intermediate English proficiency participated in this research with an intervention that lasted for ten weeks. Their vocabulary knowledge was assessed using the Vocabulary Knowledge Scale (VKS) pre- and post-intervention, with an additional delayed post-test administered six weeks later. The results of mixed between-within analysis of variance (ANOVA) revealed that those using DFs outperformed the control learning condition (PFs) in both post-test (p < 0.001, η² = 0.240) and delayed post-test assessments (p < 0.001, Partial η² = 0.407), signifying the effectiveness of mobile-assisted learning in developing receptive and productive written knowledge of technical vocabulary. Additionally, the findings demonstrated that students who engaged with DFs exhibited substantially greater retention and recall of technical vocabulary over time (i.e., a significant effect for time), indicating the long-term benefits of MALL. The practical implications of these findings extend to English language teachers and learners in specialized fields, emphasizing the pedagogical value of mobile technology in optimizing technical vocabulary instruction.

Bratya Basu's play, ‘Creusa – The Queen’ is an adaptation of Euripides’ Ion that centers Creusa and her experience. Basu's adaptation critiques not only the relationship between humans and gods like in Euripides’ original, but also the entanglement of religious and secular law, and the idea of the rational individual subject. By centering Creusa and her lived experience, Basu articulates an ambivalence towards traditional liberal democracy based on its reliance on the image of a rational individual subject that serves the image of the law rather than using the law to facilitate, develop, and reflect relations, experiences, and communities of care that make up the body politic. Through its use of suspense and focus on Creusa, the play challenges binaries still found in contemporary political theory such as emotional/rational, domestic/public, care/justice, female/male. In this essay we outline the erasure of women as liberal subjects, the affective turn in politics, and the role of Creusa's experience in the play in challenging the rational traditional subject as a model for an effective political subject. Ultimately, it is Creusa's certainty about and acceptance of the divine and secular orders that allow liberal democracy to survive, thus grounding the power of the project in Creusa's affective response.

One of the main challenges facing higher education institutions (HEIs) is developing students’ employability skills, such as leadership. The earlier students acquire leadership skills, the higher their self-perceived employability (SPE) is upon graduation. Understanding how leadership is associated with SPE can help HEIs provide better leadership development programmes to increase SPE so that students pursue sustainable employment after graduation and use their leadership skills successfully in the workplace. Currently, there is a scarcity of published research on how youth leadership potential (LP) impacts SPE among undergraduate students at HEIs in the United Arab Emirates (UAE) and the Arab region in general. Therefore, this study begins with validating the psychometric properties of the LP scale in the UAE context and then tests the relationship between the LP and SPE of undergraduate students. The empirical study used data from an online survey of 523 undergraduate students to apply partial least squares structural equation modelling to test hypotheses. The study validated the 10-item LP scale for the UAE context, and a statistically significant positive relationship was found between the LP of undergraduate students and their SPE.

This study assessing the effect of home-to-school distance on student's dropout rate in Adi-Keyih sub-zone, Southern administrative region, Eritrea. In the current study, correlational method is used to test the significance of home-to-school distance on dropout rate of students. The population of the study embraces all 24 schools in Adi-Keyih sub-zone and their 15,457 students. Out of the total students there were 1215 dropout students (7.9 %) and all of them have been included in the study. For comparative and inferential purposes, the same number of non-dropout students (1215) were selected using systematic random sampling methods and the sample of non-dropout students from each school is proportional to the active student population in each school. This approach yielded a total of 2430 students, which is 15.7 % of the total population. Data were collected from student's personal files by conducting field visits to each school and analysed using simple Chi-Square and logistic model. The finding of logistic regression analyses show that home-to-school distance has a direct effect on dropout rate: as home-to-school distance increases, the likelihood for a dropping out also increases. The relationship is statistically significant at P < 0.10. The study clearly demonstrates that home-to-school distance affect the dropout rate in Adi-Keyih sub-zone, but this result could not be generalized across the whole country as it requires a bigger and more detailed study.

This study examined a path model linking the providing and receiving of autonomy support to performance in intellectual group activities, through self-efficacy, social self-efficacy, and value, by comparing university students and working adults. Participants comprised 181 university students and 295 working adults who completed an online questionnaire consisting of psychological measurements. The students included 118 women and 63 men (first-year, 40; second-year, 40; third-year, 55; fourth-year, 46). The working adults were employed full-time and included 77 women, with an average of 12.68 years of employment. The hypothesized path model showed a good enough fit in the multi-group structural equation modeling analysis. The positive paths from providing of autonomy support to self-efficacy (student, β = 0.56; adults, β = 0.31), social self-efficacy (student, β = 0.37; adults, β = 0.37), and value (student, β = 0.39; adults, β = 0.33), and those from receiving autonomy support to social self-efficacy (student, β = 0.28; adults, β = 0.22) and value (student, β = 0.32; adults, β = 0.31), were significant for both groups. Moreover, significant positive paths were found from the receiving of autonomy support to self-efficacy (β = 0.29), and from values to performance levels (β = 0.18) in working adults. Positive paths from self-efficacy (student, β = 0.40; adults, β = 0.58) and social self-efficacy (β = 0.40) to performance levels were significant for both groups, and among university students, respectively. This suggests the possibility and necessity of implementing path model-based practices in universities and workplaces.

The effects of Rational Emotive Behavioural Therapy (REBT) and Relaxation Therapy (RT) on mathematics anxiety (MA) were examined among Deaf learners (DLs) in Oyo State in Nigeria. The randomized controlled study adopted a purposive sampling procedure to select three schools for the Deaf and Deaf learners (DLs) in Oyo State. A random sampling procedure was employed to select 60 DLs who were assigned to two experimental groups REBT (n = 25; male = 10; female = 15), RT (n = 17; male = 8; female = 9), and a control group (n = 20; male = 11; female = 9). The Mathematics Anxiety Scale (MAS) was used to screen the participants. The data gathered were analysed using the analysis of variance and descriptive charts. The findings revealed the efficacy of the two therapeutic interventions in reducing MA among DLs. The estimated mean difference between the treatment and control groups showed the following: REBT (15.66), RT (11.63), and control group (9.99). This study, therefore, concluded that REBT and RT were effective at drastically reducing Deaf learners’ anxiety regarding mathematics. Appropriate recommendations were made and implications were highlighted for practice, policy, and research, based on the findings

We investigated changes in primary schoolchildren's perceptions of the school climate amidst the COVID-19 pandemic and online learning shift. Data from the Modified-Delaware School Climate Survey-Student collected before (Time 1 (T1): October/November 2019) and during the pandemic's initial wave (Time 2 (T2): 12 months later) in Spain, Norway and Poland were analysed. In this repeat cross-sectional pre-post quasi-experimental study, we included a total of 1167 participants at T1 and 1209 participants at T2, ranging in age from 8 to 16 years and representing schoolchildren from fourth to last primary grades. Findings revealed a significant decline (overall OR = 0.80) in school climate perception across dimensions and countries during the pandemic's onset. Boys exhibited more negative perceptions than girls, particularly pronounced in Norway (OR = 0.59). Age also played a role, with a decline as students advanced in age, especially prominent in Poland (overall OR = 0.74). Our results emphasize the necessity of considering gender and age distinctions to enhance school climate during crises and proactively mitigate adverse effects on school climate.

Internationally, governments and education authorities initiate reforms to improve schooling. However, little is known about how these reforms influence pre-service teachers’ (PST) teacher self-efficacy (TSE). This study investigates PSTs’ TSE in the context of significant curriculum and assessment reform in Queensland, Australia. Data were collected from final year secondary preservice teachers who responded to a four-dimensional Teacher Self-Efficacy in Reform Scale (TSERS) survey (N = 114) and semi-structured interviews (N = 20). The results indicate that PSTs’ TSE in a context of education reform is high but varied, the variation being influenced both positively and negatively by the four sources of TSE, mastery and vicarious experiences, social persuasion, and emotional arousal. To better explore PSTs’ TSE in a context of education reform the quantitative and qualitative data were brought together to reveal three PST cohorts characterised by similar experiences. These cohorts consisted of, 1) PSTs whose higher TSE is related to mastery and vicarious experiences in schools; 2) PSTs whose TSE is lowered by limited opportunities in schools; and 3) PSTs whose negative emotional arousal lowered TSE. Notably, the findings highlight a dearth of opportunities for PSTs to actively participate in the implementation of educational reforms within school environments. Moreover, the findings underscore the pivotal role of enacted mastery and vicarious experiences in fostering high teacher self-efficacy, juxtaposed against the impact of negative emotional arousal during periods of change. This study contributes valuable insights for shaping the professional journey of PSTs, emphasising the need for targeted support and opportunities for PSTs to engage meaningfully in the change processes unfolding in educational settings. The implications of these findings extend to informing policies and practices that nurture the TSE of future educators navigating the complex terrain of educational reform.