The Taiwanese government has initiated the establishment of cultural and creative industry parks with the aim of fostering the local cultural economy through the strategy of cultural activities clustering. The Cultural Heritage Park is one such publicly operated park. Since 2016, the park has actively encouraged craft workers to establish their businesses within its premises and provided entrepreneurial development resources. The purpose of this study is to investigate the factors that contribute to the entrepreneurship of craftsmen and evaluate the effectiveness of the government-provided resources. To achieve this, the study employed in-depth interviews and questionnaires administered to administrators of cultural heritage parks and prospective entrepreneurial craftsmen, to explore the public sector's strategies in cultivating entrepreneurship and how entrepreneurial factors are interrelated. The study findings indicate a positive correlation between entrepreneurial prior experience, push and pull factors, motivation, resource utilization, entrepreneurial resources, and entrepreneurial performance. These results offer valuable insights for the public sector to promote entrepreneurship development among craftsmen and effectively manage cultural parks.
{"title":"A study on entrepreneurial factors of craft artists","authors":"Chi-Sen Hung","doi":"10.55284/ajssh.v8i1.894","DOIUrl":"https://doi.org/10.55284/ajssh.v8i1.894","url":null,"abstract":"The Taiwanese government has initiated the establishment of cultural and creative industry parks with the aim of fostering the local cultural economy through the strategy of cultural activities clustering. The Cultural Heritage Park is one such publicly operated park. Since 2016, the park has actively encouraged craft workers to establish their businesses within its premises and provided entrepreneurial development resources. The purpose of this study is to investigate the factors that contribute to the entrepreneurship of craftsmen and evaluate the effectiveness of the government-provided resources. To achieve this, the study employed in-depth interviews and questionnaires administered to administrators of cultural heritage parks and prospective entrepreneurial craftsmen, to explore the public sector's strategies in cultivating entrepreneurship and how entrepreneurial factors are interrelated. The study findings indicate a positive correlation between entrepreneurial prior experience, push and pull factors, motivation, resource utilization, entrepreneurial resources, and entrepreneurial performance. These results offer valuable insights for the public sector to promote entrepreneurship development among craftsmen and effectively manage cultural parks.","PeriodicalId":93162,"journal":{"name":"American journal of social sciences and humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48912719","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}
Michael R. Langlais, Kevin N. Shufford, Emily Citrano, K. Lau, A. Randall
Because attachment insecurity is associated with higher reports of social media (SM) use, and SM use has been shown to reduce the quality of interpersonal interactions, it is possible that SM use may mediate the association between attachment insecurity and experiences of internal stress (i.e., stress within a relationship). The present study uses daily diary data from 154 participants currently in a romantic relationship. Both concurrent (same day) and lagged (next day) effects were examined. Attachment anxiety was positively associated with experiences of internal stress on day 2 (concurrent effect) and day 3 (lagged effect). Partial support was found for associations with attachment avoidance; those reporting higher attachment avoidance reported higher internal stress on day 3 (lagged effect), but not on day 2 (concurrent effect). SM use did not mediate the association between insecure attachment and internal stress, as hypothesized. Implications and future directions are presented.
{"title":"To scroll or not to scroll: Examining social media as a mediator for attachment security and internal stress","authors":"Michael R. Langlais, Kevin N. Shufford, Emily Citrano, K. Lau, A. Randall","doi":"10.55284/ajssh.v8i1.878","DOIUrl":"https://doi.org/10.55284/ajssh.v8i1.878","url":null,"abstract":"Because attachment insecurity is associated with higher reports of social media (SM) use, and SM use has been shown to reduce the quality of interpersonal interactions, it is possible that SM use may mediate the association between attachment insecurity and experiences of internal stress (i.e., stress within a relationship). The present study uses daily diary data from 154 participants currently in a romantic relationship. Both concurrent (same day) and lagged (next day) effects were examined. Attachment anxiety was positively associated with experiences of internal stress on day 2 (concurrent effect) and day 3 (lagged effect). Partial support was found for associations with attachment avoidance; those reporting higher attachment avoidance reported higher internal stress on day 3 (lagged effect), but not on day 2 (concurrent effect). SM use did not mediate the association between insecure attachment and internal stress, as hypothesized. Implications and future directions are presented.","PeriodicalId":93162,"journal":{"name":"American journal of social sciences and humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45363669","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}
Davy Julian Du Plessis, Macsu Hill, Engelbert Santana
Studies have found that in higher education institutions in the United States of America, a variety of resources, student engagement, institutional practices, and other stakeholders contribute to students’ perceptions of becoming positive change agents. This project explores how the Honors Living-Learning Community (HLLC) program at Rutgers University-Newark (RUN), New Jersey capitalizes on resources, leadership, curriculum, and other strategies to promote students' perception to become positive change agents. Secondary research from a survey completed by the HLLC graduates was utilized for this project. As a descriptive study, survey responses were coded and evaluated to determine the HLLC’s impact on students’ perception on becoming positive change agents. The study found that the HLLC program at RUN successfully promotes students' perception to become positive change agents. The HLLC program achieves this through its curricular structure, which integrates academic rigor with community engagement, and a strong emphasis on leadership development. The HLLC’s success in developing positive change agents has practical implications for institutions of higher education. Other universities could consider replicating the HLLC 's unique curricular structure and community engagement strategies to promote leadership development and cultivate positive change agents among their graduates.
{"title":"The perceived experience of students becoming positive change agents: A case of the Honors Living-Learning community program at Rutgers University - Newark","authors":"Davy Julian Du Plessis, Macsu Hill, Engelbert Santana","doi":"10.55284/ajssh.v8i1.877","DOIUrl":"https://doi.org/10.55284/ajssh.v8i1.877","url":null,"abstract":"Studies have found that in higher education institutions in the United States of America, a variety of resources, student engagement, institutional practices, and other stakeholders contribute to students’ perceptions of becoming positive change agents. This project explores how the Honors Living-Learning Community (HLLC) program at Rutgers University-Newark (RUN), New Jersey capitalizes on resources, leadership, curriculum, and other strategies to promote students' perception to become positive change agents. Secondary research from a survey completed by the HLLC graduates was utilized for this project. As a descriptive study, survey responses were coded and evaluated to determine the HLLC’s impact on students’ perception on becoming positive change agents. The study found that the HLLC program at RUN successfully promotes students' perception to become positive change agents. The HLLC program achieves this through its curricular structure, which integrates academic rigor with community engagement, and a strong emphasis on leadership development. The HLLC’s success in developing positive change agents has practical implications for institutions of higher education. Other universities could consider replicating the HLLC 's unique curricular structure and community engagement strategies to promote leadership development and cultivate positive change agents among their graduates.","PeriodicalId":93162,"journal":{"name":"American journal of social sciences and humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48658118","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 recent COVID-19 pandemic has significantly hampered economic development. The ongoing pandemic has posed challenges to economies and altered global lifestyles, with people mostly staying at home and working from home if possible. As a result, the development of various sectors of the economy is impacted significantly. The present study aims to scrutinize the impact of COVID-19 on Pakistan’s economy focusing on the three main sectors such as services, industrial, and agriculture. The Gross National Product (GNP) of the respective sector is used to measure economic development, and COVID-19 is proxied through total coronavirus cases and the number of infected people (active cases). The data covered in the study range from 2020M2 to 2022M4. The Augmented Dickey-Fuller (ADF) and Phillips-Perron (PP) unit root tests are used to ensure that the variables are stationary at the level. The empirical investigation is carried out by employing the Ordinary Least Square (OLS) method. The findings reveal that both the proxies of COVID-19 have a negative and significant impact on all sectors, however, the size differs depending on the nature of these sectors. As such, the impact on the service and industrial sectors is larger than the impact on agriculture. The findings imply that Pakistani ministries should work cooperatively to align the development policies in the aftermath of COVID-19 to improve sectoral development and in turn the overall development of the economy.
{"title":"Impact of COVID-19 on Pakistan’s economic development: A sector-wise analysis","authors":"M. Mazhar","doi":"10.55284/ajssh.v8i1.872","DOIUrl":"https://doi.org/10.55284/ajssh.v8i1.872","url":null,"abstract":"The recent COVID-19 pandemic has significantly hampered economic development. The ongoing pandemic has posed challenges to economies and altered global lifestyles, with people mostly staying at home and working from home if possible. As a result, the development of various sectors of the economy is impacted significantly. The present study aims to scrutinize the impact of COVID-19 on Pakistan’s economy focusing on the three main sectors such as services, industrial, and agriculture. The Gross National Product (GNP) of the respective sector is used to measure economic development, and COVID-19 is proxied through total coronavirus cases and the number of infected people (active cases). The data covered in the study range from 2020M2 to 2022M4. The Augmented Dickey-Fuller (ADF) and Phillips-Perron (PP) unit root tests are used to ensure that the variables are stationary at the level. The empirical investigation is carried out by employing the Ordinary Least Square (OLS) method. The findings reveal that both the proxies of COVID-19 have a negative and significant impact on all sectors, however, the size differs depending on the nature of these sectors. As such, the impact on the service and industrial sectors is larger than the impact on agriculture. The findings imply that Pakistani ministries should work cooperatively to align the development policies in the aftermath of COVID-19 to improve sectoral development and in turn the overall development of the economy.","PeriodicalId":93162,"journal":{"name":"American journal of social sciences and humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45125148","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}
Cultural intelligence, or cultural quotient (CQ), and global citizenship are essential skills for individuals in today's increasingly interconnected and globalized world. Cultural intelligence helps individuals effectively navigate and understand cultural differences, promoting effective communication and cooperation. This study primarily aims to compare the cultural intelligence and global citizenship levels of gifted and non-gifted students. Another aim of the study is to discover the possible relationship level between gifted students' cultural intelligence and global citizenship levels. The relational scanning model was used, and 399 high school students attending 10th, 11th, and 12th grades were included in the study. The majority (209, or 54.1%) were non-gifted high school students and 177 (40.6%) were gifted high school students. The Cultural Intelligence Scale and Universal Citizenship Scale were employed for data collection. The results indicate that gifted students have significantly higher cultural intelligence than their average peers. Similarly, it has been demonstrated that gifted students have significantly greater global citizenship than their average peers. A significant relationship was found between gifted students' cultural intelligence levels and global citizenship levels. The cultural intelligence level of gifted students significantly predicts the level of global citizenship. Gifted students benefit from high levels of cultural intelligence and global citizenship because it enhances their capacity to engage with diverse cultures and comprehend global issues, thereby fostering their intellectual and personal development.
{"title":"Cultural intelligence and global citizenship in gifted/talented students and their non-gifted peers","authors":"Adnan Ozbey, Fatıma Firdevs Adam Karduz","doi":"10.55284/ajssh.v8i1.871","DOIUrl":"https://doi.org/10.55284/ajssh.v8i1.871","url":null,"abstract":"Cultural intelligence, or cultural quotient (CQ), and global citizenship are essential skills for individuals in today's increasingly interconnected and globalized world. Cultural intelligence helps individuals effectively navigate and understand cultural differences, promoting effective communication and cooperation. This study primarily aims to compare the cultural intelligence and global citizenship levels of gifted and non-gifted students. Another aim of the study is to discover the possible relationship level between gifted students' cultural intelligence and global citizenship levels. The relational scanning model was used, and 399 high school students attending 10th, 11th, and 12th grades were included in the study. The majority (209, or 54.1%) were non-gifted high school students and 177 (40.6%) were gifted high school students. The Cultural Intelligence Scale and Universal Citizenship Scale were employed for data collection. The results indicate that gifted students have significantly higher cultural intelligence than their average peers. Similarly, it has been demonstrated that gifted students have significantly greater global citizenship than their average peers. A significant relationship was found between gifted students' cultural intelligence levels and global citizenship levels. The cultural intelligence level of gifted students significantly predicts the level of global citizenship. Gifted students benefit from high levels of cultural intelligence and global citizenship because it enhances their capacity to engage with diverse cultures and comprehend global issues, thereby fostering their intellectual and personal development.","PeriodicalId":93162,"journal":{"name":"American journal of social sciences and humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42199649","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 aims to examine the structural transformation path across the broad economic sectors among the states of the Indian economy which is a key feature of economic development. The movement of sectoral output is a crucial regularity of the data for this study, to examine whether the middle- and low-income states have a similar structural transformation path through which the high-income states have passed, and if not, what are the characteristics of the different paths being followed. Polynomial Regression Functions were applied to fit the association between the share of sectoral output and per-capita income. The present study identified that some middle- and low-income states are following a different path of structural transformation that deviate from those of high-income states and grow faster than high-income states in the process of structural transformation, and there is great heterogeneity within each state. In the last decade, India has seen a slight dip in its services output share but only in the states of the third phase of economic transitions under the middle- and low-income groups. High-income states have shown increasing services output shares in the starting years of the first decade and then falling drastically.
{"title":"Structural transformation path across Indian states: Findings from panel data analyses","authors":"Altaf Hussain Padder, Mathavan Bommayasamys","doi":"10.55284/ajssh.v8i1.873","DOIUrl":"https://doi.org/10.55284/ajssh.v8i1.873","url":null,"abstract":"The present study aims to examine the structural transformation path across the broad economic sectors among the states of the Indian economy which is a key feature of economic development. The movement of sectoral output is a crucial regularity of the data for this study, to examine whether the middle- and low-income states have a similar structural transformation path through which the high-income states have passed, and if not, what are the characteristics of the different paths being followed. Polynomial Regression Functions were applied to fit the association between the share of sectoral output and per-capita income. The present study identified that some middle- and low-income states are following a different path of structural transformation that deviate from those of high-income states and grow faster than high-income states in the process of structural transformation, and there is great heterogeneity within each state. In the last decade, India has seen a slight dip in its services output share but only in the states of the third phase of economic transitions under the middle- and low-income groups. High-income states have shown increasing services output shares in the starting years of the first decade and then falling drastically.","PeriodicalId":93162,"journal":{"name":"American journal of social sciences and humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136335347","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 goals of this study are to analyze and provide in-depth detail about how teachers felt and how they taught during the COVID-19 pandemic. The study used a qualitative approach via the Atlas.ti application and used a semi-structured interview to collect data. Five teachers were recruited to answer the research questions to determine what they thought, how they felt, and what they did during the pandemic. To improve the consistency of theme analysis coding (validity or trustworthiness), the study was adjusted based on feedback from external independent reviewers. The results reveal that teaching speaking has a direct effect on four things: (1) the teaching method, (2) the teaching tools, (3) the goals or aims, and (4) how well the students do. As a result, pupils perform better academically, cognitively, and socio-emotionally. This study has flaws, such as the fact that it was conducted in a remote area with few facilities and only used a small sample of teachers with good digital literacy.
{"title":"Teachers’ perspectives on teaching EFL speaking virtually: A case study of COVID-19 pandemic survival","authors":"Ranta Butarbutar, Seli Marlina Raja Leba","doi":"10.55284/ajssh.v8i1.852","DOIUrl":"https://doi.org/10.55284/ajssh.v8i1.852","url":null,"abstract":"The goals of this study are to analyze and provide in-depth detail about how teachers felt and how they taught during the COVID-19 pandemic. The study used a qualitative approach via the Atlas.ti application and used a semi-structured interview to collect data. Five teachers were recruited to answer the research questions to determine what they thought, how they felt, and what they did during the pandemic. To improve the consistency of theme analysis coding (validity or trustworthiness), the study was adjusted based on feedback from external independent reviewers. The results reveal that teaching speaking has a direct effect on four things: (1) the teaching method, (2) the teaching tools, (3) the goals or aims, and (4) how well the students do. As a result, pupils perform better academically, cognitively, and socio-emotionally. This study has flaws, such as the fact that it was conducted in a remote area with few facilities and only used a small sample of teachers with good digital literacy.","PeriodicalId":93162,"journal":{"name":"American journal of social sciences and humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45127849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There has been debate among scholars, policymakers, and practitioners regarding the effects of teacher quality on students' academic performance. This quantitative descriptive study seeks to determine the impact of teacher quality on students' performance and the relationship between teacher quality and student performance. Student performance was measured using regional assessments in mathematics and language arts. A survey was conducted to collect primary data from teachers, and both sets of data were analyzed using the t-test, ANOVA, and Pearson’s correlation coefficient (r) to test for performance differences and relationships between student performance and teacher quality. The findings revealed no significant differences in the academic performances among students taught by trained and untrained teachers, degree and non-degree teachers, and teachers with varying years of experience and hours of professional development. The interactions of the teacher quality variables had no practical effect on student performance, and there were no significant relationships between student performance and the teacher quality variables of experience and professional development. There are implications for reorganizing or advancing teacher professional development, training, certification and licensing. The study adds to the scarce literature in the region and can guide policy development in teacher workforce planning, retention, and hiring.
{"title":"Exploring the impact of teacher quality on student academic achievement in primary schools","authors":"Andreés Martin","doi":"10.55284/ajssh.v8i1.845","DOIUrl":"https://doi.org/10.55284/ajssh.v8i1.845","url":null,"abstract":"There has been debate among scholars, policymakers, and practitioners regarding the effects of teacher quality on students' academic performance. This quantitative descriptive study seeks to determine the impact of teacher quality on students' performance and the relationship between teacher quality and student performance. Student performance was measured using regional assessments in mathematics and language arts. A survey was conducted to collect primary data from teachers, and both sets of data were analyzed using the t-test, ANOVA, and Pearson’s correlation coefficient (r) to test for performance differences and relationships between student performance and teacher quality. The findings revealed no significant differences in the academic performances among students taught by trained and untrained teachers, degree and non-degree teachers, and teachers with varying years of experience and hours of professional development. The interactions of the teacher quality variables had no practical effect on student performance, and there were no significant relationships between student performance and the teacher quality variables of experience and professional development. There are implications for reorganizing or advancing teacher professional development, training, certification and licensing. The study adds to the scarce literature in the region and can guide policy development in teacher workforce planning, retention, and hiring.","PeriodicalId":93162,"journal":{"name":"American journal of social sciences and humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47197668","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}
While marriage is still strongly held as a major transition event for young people moving through emerging adulthood to full adult status, their conceptions of marriage readiness are diverse, and individually and socio-culturally rooted but also contested. Where their perceptions of marriage readiness are not contested, their beliefs about what it means to be ready for marriage are somewhat paradoxical in most cases. This paper presents descriptive data on youth-held conceptions of marriage readiness, the pathways to marriage and marital quality indicators for future wellbeing among some emerging adults in the University of Buea in Cameroon. A sample of 124 emerging adults, aged 18-30 responded to an adapted Criteria for Marriage Readiness questionnaire whose reliability was 0.848. Data showed that 72.9% of respondents felt that the criteria defined in the study were necessary for marriage readiness; whereas 27.1% did not see the criteria as necessary. Sought whether the criteria defined were important and at what level for future marital quality and wellbeing, 48.7% felt that the criteria defined were very important, 18.6% said the criteria were quite important, 17% maintained that the criteria defined were slightly important while 15.7% felt that the criteria were not at all important. Generally, thinking about marriage and marriage readiness against future marital satisfaction and wellbeing was an important function in the lives of emerging adults. It was concluded that conceptions of marriage readiness among them do not only connote readiness for marriage but further predict future marital satisfaction and wellbeing.
{"title":"Conceptions of marriage readiness and marital quality indicators for future wellbeing among emerging adult students in the university of buea, Cameroon","authors":"Joseph Lah Lo-oh","doi":"10.55284/ajssh.v8i1.822","DOIUrl":"https://doi.org/10.55284/ajssh.v8i1.822","url":null,"abstract":"While marriage is still strongly held as a major transition event for young people moving through emerging adulthood to full adult status, their conceptions of marriage readiness are diverse, and individually and socio-culturally rooted but also contested. Where their perceptions of marriage readiness are not contested, their beliefs about what it means to be ready for marriage are somewhat paradoxical in most cases. This paper presents descriptive data on youth-held conceptions of marriage readiness, the pathways to marriage and marital quality indicators for future wellbeing among some emerging adults in the University of Buea in Cameroon. A sample of 124 emerging adults, aged 18-30 responded to an adapted Criteria for Marriage Readiness questionnaire whose reliability was 0.848. Data showed that 72.9% of respondents felt that the criteria defined in the study were necessary for marriage readiness; whereas 27.1% did not see the criteria as necessary. Sought whether the criteria defined were important and at what level for future marital quality and wellbeing, 48.7% felt that the criteria defined were very important, 18.6% said the criteria were quite important, 17% maintained that the criteria defined were slightly important while 15.7% felt that the criteria were not at all important. Generally, thinking about marriage and marriage readiness against future marital satisfaction and wellbeing was an important function in the lives of emerging adults. It was concluded that conceptions of marriage readiness among them do not only connote readiness for marriage but further predict future marital satisfaction and wellbeing.","PeriodicalId":93162,"journal":{"name":"American journal of social sciences and humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44125509","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 was conducted to determine the degree to which differences were present in the distribution of Guidance Counseling Services dollars spent per student at the elementary, middle, and high school levels for the 2009-2010 through the 2018-2019 school years in Texas. Texas statewide data were obtained from the Texas Education Agency Public Education Information Management System for 10 school years. Specifically targeted in this multiyear investigation was the expenditure, out of the total amount of available dollars, of monies toward providing guidance counseling services to students. Through the use of inferential statistical procedures, statistically significant differences were established. The amount of school counseling dollars spent per pupil were highest at the high school level, followed by the middle school level, and were lowest at the elementary school level. From the 2009-2010 school year through the 2018-2019 school year, expenditures for elementary, middle, and high schools across the State of Texas increased by only $60, $95, and $100, respectively. Implications and recommendations for future research were discussed.
{"title":"Guidance counseling services expenditures at Texas schools: A multiyear statewide investigation","authors":"Tania M. Merik, J. Slate","doi":"10.55284/ajssh.v8i1.820","DOIUrl":"https://doi.org/10.55284/ajssh.v8i1.820","url":null,"abstract":"This study was conducted to determine the degree to which differences were present in the distribution of Guidance Counseling Services dollars spent per student at the elementary, middle, and high school levels for the 2009-2010 through the 2018-2019 school years in Texas. Texas statewide data were obtained from the Texas Education Agency Public Education Information Management System for 10 school years. Specifically targeted in this multiyear investigation was the expenditure, out of the total amount of available dollars, of monies toward providing guidance counseling services to students. Through the use of inferential statistical procedures, statistically significant differences were established. The amount of school counseling dollars spent per pupil were highest at the high school level, followed by the middle school level, and were lowest at the elementary school level. From the 2009-2010 school year through the 2018-2019 school year, expenditures for elementary, middle, and high schools across the State of Texas increased by only $60, $95, and $100, respectively. Implications and recommendations for future research were discussed.","PeriodicalId":93162,"journal":{"name":"American journal of social sciences and humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46393013","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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