This study investigated the age-related differences in the random number generation (RNG) of children aged 7 to 15 years old (n=106) divided into three groups (7-9, 10-12 and 13-15 years of age) as it was compared to computer-generated pseudorandom sequences. The results showed that there was an age effect on four out of seven indices of randomization that are known to tap the Inhibition ability and the Updating ability (i.e., active manipulation of relevant information in working memory). The participants’ (children’s and adolescents’; n=106) responses were significantly different from pseudorandom sequences (n=106) produced by the RgCalc program and no gender differences were observed. The RNG task indices that reflect inhibition ability did not correlate with the participants’ performance on the Stroop color-word task. The development of executive functions in school-aged children and adolescents is discussed.
{"title":"Performance of Children and Adolescents on Random Number Generation as a measure of Executive Functions","authors":"G. Chatzopoulos, Magda Dinou, H. Proios","doi":"10.5539/JEDP.V11N1P37","DOIUrl":"https://doi.org/10.5539/JEDP.V11N1P37","url":null,"abstract":"This study investigated the age-related differences in the random number generation (RNG) of children aged 7 to 15 years old (n=106) divided into three groups (7-9, 10-12 and 13-15 years of age) as it was compared to computer-generated pseudorandom sequences. The results showed that there was an age effect on four out of seven indices of randomization that are known to tap the Inhibition ability and the Updating ability (i.e., active manipulation of relevant information in working memory). The participants’ (children’s and adolescents’; n=106) responses were significantly different from pseudorandom sequences (n=106) produced by the RgCalc program and no gender differences were observed. The RNG task indices that reflect inhibition ability did not correlate with the participants’ performance on the Stroop color-word task. The development of executive functions in school-aged children and adolescents is discussed.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":"76 3","pages":"37"},"PeriodicalIF":0.0,"publicationDate":"2021-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41308311","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}
Sex education typically claims to be value free. The focus of attention in this article is that sex education represents an extraordinary “teachable moment” for helping students consider the qualia of human engagements at a multiplicity of levels. Qualia is a term for the feel and hence the value of experience. Learning about the process of copulating machinery reveals little about the “feel” of sexual experience. Sex education should address issues students will continue to confront for the rest of their lives. Typically, students seem to waffle their way through sexually relevant encounters. Allure and fear are relevant emotions students should be mindful of when considering socio-sexual engagements of any kind. Consequently, rather than focus exclusively on sexual behavior and its consequences, educators should focus on what I have previously introduced as socio-sexual education. Socio-sexual education involves game-theoretic considerations but goes further than mere cost/benefit analysis. Socio-sexual education should focus student attention on understanding of sex and social engagements generally. People live in and through their experiences and not as mere spectators of some narrative in which experience is written about. Learning to understand socio-sexual experiences allows subsequent social and sexual adjustments for improving lived experience over a lifetime. Sex education then should broaden to socio-sexual instruction and reflection.
{"title":"Socio-Sexual Education Is Best Addressed as a Field of Study","authors":"P. Wagner","doi":"10.5539/JEDP.V11N1P48","DOIUrl":"https://doi.org/10.5539/JEDP.V11N1P48","url":null,"abstract":"Sex education typically claims to be value free. The focus of attention in this article is that sex education represents an extraordinary “teachable moment” for helping students consider the qualia of human engagements at a multiplicity of levels. Qualia is a term for the feel and hence the value of experience. Learning about the process of copulating machinery reveals little about the “feel” of sexual experience.\u0000\u0000Sex education should address issues students will continue to confront for the rest of their lives. Typically, students seem to waffle their way through sexually relevant encounters. Allure and fear are relevant emotions students should be mindful of when considering socio-sexual engagements of any kind. Consequently, rather than focus exclusively on sexual behavior and its consequences, educators should focus on what I have previously introduced as socio-sexual education. Socio-sexual education involves game-theoretic considerations but goes further than mere cost/benefit analysis. Socio-sexual education should focus student attention on understanding of sex and social engagements generally. People live in and through their experiences and not as mere spectators of some narrative in which experience is written about. Learning to understand socio-sexual experiences allows subsequent social and sexual adjustments for improving lived experience over a lifetime. Sex education then should broaden to socio-sexual instruction and reflection.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":"11 1","pages":"48"},"PeriodicalIF":0.0,"publicationDate":"2021-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44909666","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 purpose of this study was to explore the effect of dichotomous thinking on depression. We attempted to test the following hypotheses: 1) dichotomous thinking increases depression, and 2) dichotomous thinking has two routes to increase depression—direct, associative processing, and indirect, reflective processing. Two hundred Japanese college students (Males: 107, Females: 93, M age= 20.02 ± 1.42) were asked to complete the Dichotomous Thinking Inventory, which consists of three subscales: dichotomous belief, profit-and-loss thinking, and preference for dichotomy; the Kessler 6 Distress Scale; and the Japanese version of the Rumination-reflection Questionnaire. We conducted structural equation modelling to test the hypotheses. The results supported the hypotheses and indicated that dichotomous thinking increased depression. There were two different routes: dichotomous belief directly increased depression and profit-and-loss thinking indirectly increased depression by way of rumination. There are some implications of the findings. This study suggests that cognitive distortions might causes depression from two paths and practical interventions might also have two different routes or approaches to depression.
{"title":"The Effects of Dichotomous Thinking on Depression in Japanese College Students","authors":"Takeyasu Kawabata, N. Abe, Takafumi Wakai","doi":"10.5539/JEDP.V11N1P28","DOIUrl":"https://doi.org/10.5539/JEDP.V11N1P28","url":null,"abstract":"The purpose of this study was to explore the effect of dichotomous thinking on depression. We attempted to test the following hypotheses: 1) dichotomous thinking increases depression, and 2) dichotomous thinking has two routes to increase depression—direct, associative processing, and indirect, reflective processing. Two hundred Japanese college students (Males: 107, Females: 93, M age= 20.02 ± 1.42) were asked to complete the Dichotomous Thinking Inventory, which consists of three subscales: dichotomous belief, profit-and-loss thinking, and preference for dichotomy; the Kessler 6 Distress Scale; and the Japanese version of the Rumination-reflection Questionnaire. We conducted structural equation modelling to test the hypotheses. The results supported the hypotheses and indicated that dichotomous thinking increased depression. There were two different routes: dichotomous belief directly increased depression and profit-and-loss thinking indirectly increased depression by way of rumination. There are some implications of the findings. This study suggests that cognitive distortions might causes depression from two paths and practical interventions might also have two different routes or approaches to depression.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":"11 1","pages":"28"},"PeriodicalIF":0.0,"publicationDate":"2021-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44366145","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}
This qualitative phenomenological study focuses on the advantages and difficulties encountered by 20 single mothers by choice (SMC). Research has addressed the difficulties that single mothers face, and the present study will discuss these, as well as the advantages that SMC see in this family structure. The research tool was semi-structured in-depth, non-directive interviews. Findings revealed that the difficulties SMCs face are similar to those faced by women who are single mothers due to life circumstances. The fact that they are solely responsible for their child/ren is a source of emotional stress, and they must deal with society’s ambivalent attitudes. At the same time, SMCs emphasized their freedom to decide exclusively, and their success in maintaining a calm atmosphere at home, devoid of possible tension with a partner. This study suggests that although the women had chosen to become single mothers, the choice does not ease their difficulties. However, it allows SMCs to acknowledge the advantages of this family structure.
{"title":"Single Motherhood by Choice: Difficulties and Advantages","authors":"A. Dor","doi":"10.5539/JEDP.V11N1P18","DOIUrl":"https://doi.org/10.5539/JEDP.V11N1P18","url":null,"abstract":"This qualitative phenomenological study focuses on the advantages and difficulties encountered by 20 single mothers by choice (SMC). Research has addressed the difficulties that single mothers face, and the present study will discuss these, as well as the advantages that SMC see in this family structure. The research tool was semi-structured in-depth, non-directive interviews. Findings revealed that the difficulties SMCs face are similar to those faced by women who are single mothers due to life circumstances. The fact that they are solely responsible for their child/ren is a source of emotional stress, and they must deal with society’s ambivalent attitudes. At the same time, SMCs emphasized their freedom to decide exclusively, and their success in maintaining a calm atmosphere at home, devoid of possible tension with a partner. This study suggests that although the women had chosen to become single mothers, the choice does not ease their difficulties. However, it allows SMCs to acknowledge the advantages of this family structure.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":"11 1","pages":"18"},"PeriodicalIF":0.0,"publicationDate":"2021-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49092898","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 purpose of this study was to compare three distinct United States (US) samples on traumatic events, dysfunctional coping styles and Post Traumatic Stress Disorder (PTSD). The samples were: civilian (n = 97); non-combat military veterans (n=61) and combat military veterans (n = 91). An online survey was used to collect all the data. The average age across all participants was 29 years old. For the overall combined sample, three avoidance coping styles, venting, denial, and dark humor, were each positively related to Post Traumatic Stress Disorder (PTSD). Looking at differences between the three samples, the combat veteran sample had more traumatic events (TEs), with the most recent TE being longer ago, then the non-combat veteran and civilian samples. There were no sample differences in PTSD. However, the non-combat veteran sample had higher levels of denial, venting and dark humor in dealing with their most recent TE, than the other two samples. This research draws needed attention to helping non-combat military veterans cope in a more positive way with their most recent TE. Future research directions and study limitations are discussed.
{"title":"Comparing Three Distinct Samples on Traumatic Events, Post Traumatic Stress Disorder and Dysfunctional Coping Styles","authors":"G. Blau, Glen Miller","doi":"10.5539/jedp.v11n1p1","DOIUrl":"https://doi.org/10.5539/jedp.v11n1p1","url":null,"abstract":"The purpose of this study was to compare three distinct United States (US) samples on traumatic events, dysfunctional coping styles and Post Traumatic Stress Disorder (PTSD). The samples were: civilian (n = 97); non-combat military veterans (n=61) and combat military veterans (n = 91). An online survey was used to collect all the data. The average age across all participants was 29 years old. For the overall combined sample, three avoidance coping styles, venting, denial, and dark humor, were each positively related to Post Traumatic Stress Disorder (PTSD). Looking at differences between the three samples, the combat veteran sample had more traumatic events (TEs), with the most recent TE being longer ago, then the non-combat veteran and civilian samples. There were no sample differences in PTSD. However, the non-combat veteran sample had higher levels of denial, venting and dark humor in dealing with their most recent TE, than the other two samples. This research draws needed attention to helping non-combat military veterans cope in a more positive way with their most recent TE. Future research directions and study limitations are discussed.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2021-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47209969","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}
This study examined the interaction effect of the level and instability of motivation on different learning strategies in university learning at the contextual level. Two motivation levels—introjected and identified regulation—and three types of learning strategies—metacognitive, writing-repetition, and deep-processing—were measured. Self-reported questionnaires were administered to students from two universities in Japan; data of 307 students were included in the analysis. A hierarchical multiple regression analysis on metacognitive and deep-processing strategies revealed an interaction effect of identified regulation and instability of motivation. The results of a simple slope analysis showed that identified regulation had no effect on metacognitive and deep-processing strategies during high instability of motivation. However, during low instability of motivation, higher identified regulation enabled greater use of metacognitive and deep-processing strategies. On the other hand, there was no an interaction effect of level and instability of motivation on writing-repetition strategies. These results revealed the significant role of the level and instability of motivation in the application of metacognitive and deep-processing strategies.
{"title":"Interaction Effects of Level and Instability of Motivation on Learning Strategies: Introjected and Identified Regulation","authors":"T. Umemoto","doi":"10.5539/jedp.v11n2p76","DOIUrl":"https://doi.org/10.5539/jedp.v11n2p76","url":null,"abstract":"This study examined the interaction effect of the level and instability of motivation on different learning strategies in university learning at the contextual level. Two motivation levels—introjected and identified regulation—and three types of learning strategies—metacognitive, writing-repetition, and deep-processing—were measured. Self-reported questionnaires were administered to students from two universities in Japan; data of 307 students were included in the analysis. A hierarchical multiple regression analysis on metacognitive and deep-processing strategies revealed an interaction effect of identified regulation and instability of motivation. The results of a simple slope analysis showed that identified regulation had no effect on metacognitive and deep-processing strategies during high instability of motivation. However, during low instability of motivation, higher identified regulation enabled greater use of metacognitive and deep-processing strategies. On the other hand, there was no an interaction effect of level and instability of motivation on writing-repetition strategies. These results revealed the significant role of the level and instability of motivation in the application of metacognitive and deep-processing strategies.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70775507","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}
Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 10, No. 2, 2020.
《教育与发展心理学杂志》2020年第10卷第2期书评人致谢。
{"title":"Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 10, No. 2","authors":"Carol Wong","doi":"10.5539/jedp.v10n2p68","DOIUrl":"https://doi.org/10.5539/jedp.v10n2p68","url":null,"abstract":"Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 10, No. 2, 2020.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49009456","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 present study aimed at investigating the effect of different perfectionistic latent profiles on university students’ personal goal orientation and coping strategies. Four hundred thirty nine university students (82.5% females) from various departments (38.5% freshmen) participated in the study. Students were asked to complete anonymously three self-report questionnaires in groups in their university classes- (a) the Almost Perfect Scale-Revised was used for measuring perfectionism as a multidimensional construct, (b) the Personal Achievement Goals questionnaire for measuring achievement goal orientation (mastery orientation, performance-approach orientation, and performance-avoidance orientation), and (c) the R-COPE questionnaire for measuring adaptive and maladaptive coping strategies for everyday problems. Latent class analysis was conducted in order to create categorical perfectionistic profiles. The data support the three-group model of adaptive and maladaptive perfectionists and non-perfectionists. The adaptive and maladaptive perfectionistic profiles differ in the level of discrepancy between personal standards and accomplishments and significantly predicted adaptive and maladaptive achievement motivation and coping, respectively.
{"title":"University Students’ Perfectionistic Profiles: Do They Predict Achievement Goal Orientations and Coping Strategies?","authors":"P. Metallidou, D. Stamovlasis","doi":"10.5539/jedp.v10n2p57","DOIUrl":"https://doi.org/10.5539/jedp.v10n2p57","url":null,"abstract":"The present study aimed at investigating the effect of different perfectionistic latent profiles on university students’ personal goal orientation and coping strategies. Four hundred thirty nine university students (82.5% females) from various departments (38.5% freshmen) participated in the study. Students were asked to complete anonymously three self-report questionnaires in groups in their university classes- (a) the Almost Perfect Scale-Revised was used for measuring perfectionism as a multidimensional construct, (b) the Personal Achievement Goals questionnaire for measuring achievement goal orientation (mastery orientation, performance-approach orientation, and performance-avoidance orientation), and (c) the R-COPE questionnaire for measuring adaptive and maladaptive coping strategies for everyday problems. Latent class analysis was conducted in order to create categorical perfectionistic profiles. The data support the three-group model of adaptive and maladaptive perfectionists and non-perfectionists. The adaptive and maladaptive perfectionistic profiles differ in the level of discrepancy between personal standards and accomplishments and significantly predicted adaptive and maladaptive achievement motivation and coping, respectively.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":"10 1","pages":"57"},"PeriodicalIF":0.0,"publicationDate":"2020-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43661043","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 Psychiatric Rehabilitation Practitioner (PRP) is a less-often studied rehabilitation counselor who works specifically with mental health patients. An on-line survey was filled out by 1,635 PRPs who provided background, burnout and job satisfaction data. Full data was available for 819 PRPs. Background data collected included: gender, race, age, highest education level, length of service, and salary. The study hypothesis that burnout would be negatively related to job satisfaction beyond the controlled-for background variables was supported. Although only a limited amount of job satisfaction variance was explained, the study results support continued study of burnout and job satisfaction for PRPs and other mental health professionals.
{"title":"Testing the Relationship of Burnout to Job Satisfaction for Psychiatric Rehabilitation Practitioners beyond Controlled-for Background Variables","authors":"G. Blau","doi":"10.5539/JEDP.V10N2P52","DOIUrl":"https://doi.org/10.5539/JEDP.V10N2P52","url":null,"abstract":"A Psychiatric Rehabilitation Practitioner (PRP) is a less-often studied rehabilitation counselor who works specifically with mental health patients. An on-line survey was filled out by 1,635 PRPs who provided background, burnout and job satisfaction data. Full data was available for 819 PRPs. Background data collected included: gender, race, age, highest education level, length of service, and salary. The study hypothesis that burnout would be negatively related to job satisfaction beyond the controlled-for background variables was supported. Although only a limited amount of job satisfaction variance was explained, the study results support continued study of burnout and job satisfaction for PRPs and other mental health professionals.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":"10 1","pages":"52"},"PeriodicalIF":0.0,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48784266","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}
Kenya’s education has faced by many challenges especially in literacy and numeracy skills since the introduction of free primary education. This was contributed by swelling of enrollment in classrooms hence low performance of literacy and numeracy skills. The purpose of this article is to establish the extent to which stakeholder engagement influence performance of literacy and numeracy educational programme in public primary schools in Nairobi County, Kenya. Despite various efforts by key educational stakeholders to improve learner’s performance, minimal achievement have been experienced on learner’s skills. This study adapted descriptive research survey design and correlational research design. Data collected from the respondents by use of questionnaires and interview schedules from a target population of 2053 and a sample size of 335. Data was analyzed using SPSS version 25 and results presented in tables and figures. Arithmetic mean and standard deviation generated from the descriptive data and Pearson moment correlation coefficient (r) were computed. The coefficient of determination R2 is 0.480 this is an indicator that R2 was the coefficient of determination of this model and it depicted that stakeholder engagement explained 48%. The remaining 52% was explained by other factors. The overall F statistics 257.949 with p- 0.000b<0.05 implying a statistical significant relationship between stakeholder engagement and performance of literacy and numeracy educational programme. Interpretations were done and recommendations were policy makers should embrace the methodology of engaging all the stakeholders in programme. This was an indication of strong positive relationship between Stakeholder engagement and performance of literacy and numeracy educational programme. The results showed that stakeholder engagement for monitoring and evaluation strongly influenced the performance of literacy and numeracy educational programme as shown by a correlation coefficient, which was statically significant. Learners should explore more things on their own in order to make predictive answers. Recommendations for further research on participatory monitoring and evaluation practices, which was lacking and specifically involvement of all the stakeholders in the intervention programme in basic education.
{"title":"Stakeholder Engagement in Monitoring and Evaluation and Performance of Literacy and Numeracy Educational Programme in Public Primary Schools in Nairobi County, Kenya","authors":"Stela Silas Karimi, A. Mulwa, D. Kyalo","doi":"10.5539/jedp.v10n2p10","DOIUrl":"https://doi.org/10.5539/jedp.v10n2p10","url":null,"abstract":"Kenya’s education has faced by many challenges especially in literacy and numeracy skills since the introduction of free primary education. This was contributed by swelling of enrollment in classrooms hence low performance of literacy and numeracy skills. The purpose of this article is to establish the extent to which stakeholder engagement influence performance of literacy and numeracy educational programme in public primary schools in Nairobi County, Kenya. Despite various efforts by key educational stakeholders to improve learner’s performance, minimal achievement have been experienced on learner’s skills. This study adapted descriptive research survey design and correlational research design. Data collected from the respondents by use of questionnaires and interview schedules from a target population of 2053 and a sample size of 335. Data was analyzed using SPSS version 25 and results presented in tables and figures. Arithmetic mean and standard deviation generated from the descriptive data and Pearson moment correlation coefficient (r) were computed. The coefficient of determination R2 is 0.480 this is an indicator that R2 was the coefficient of determination of this model and it depicted that stakeholder engagement explained 48%. The remaining 52% was explained by other factors. The overall F statistics 257.949 with p- 0.000b<0.05 implying a statistical significant relationship between stakeholder engagement and performance of literacy and numeracy educational programme. Interpretations were done and recommendations were policy makers should embrace the methodology of engaging all the stakeholders in programme. This was an indication of strong positive relationship between Stakeholder engagement and performance of literacy and numeracy educational programme. The results showed that stakeholder engagement for monitoring and evaluation strongly influenced the performance of literacy and numeracy educational programme as shown by a correlation coefficient, which was statically significant. Learners should explore more things on their own in order to make predictive answers. Recommendations for further research on participatory monitoring and evaluation practices, which was lacking and specifically involvement of all the stakeholders in the intervention programme in basic education.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46174998","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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