Search results

1

Nieśmiałość a ocena funkcjonowania w sytuacjach niewymagających ekspozycji społecznej

100%

Studenski R., Studenska A., Ryszard Studenski K. A. i. A. F. M., Anna Studenska W. E. i. N. o. E.

Acta Universitatis Lodziensis. Folia Psychologica

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2010

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vol. 14

EN

Shyness is regarded as a trait which interferes with social functioning. In the presented research the attempt was made to check whether the consequences of shyness manifest themselves outside the domain of social interaction and are visible in self-evaluations of such qualities as resistance to stress, coping with risk, openness to experience and independence. Participants were 174 women and men aged between 18 and 23. Apart from shyness such variables were measured as: temperamental traits (EAS), personality traits (NEO-FFI), risk propensity, the need to change oneself and environment, locus of control, sensation seeking (SSS- V), self – esteem and five factors of learning autonomy. By means of standard multiple regression analysis it was shown that the contribution of temperamental traits in the prediction of shyness is not significantly different in comparison with the contribution of thee Big – Five personality traits. It was also found that shyness is positively correlated with the qualities which affect emotional instability level, i.e. with emotionality – fear, emotionality-distress and with neuroticism. Shyness proved to be negatively correlated with the traits affecting socio-centric behaviour such as sociability and extraversion. It was noticed that the influence of shyness my be transferred outside the social domain. Shy individuals in comparison with the bold ones judged themselves as less prone to take risks, more rarely exhibiting behaviors connected with self-creation and more rarely introducing changes in their environment. Shy persons compared with the bold ones evaluated themselves as having the sense of external locus of control, exhibiting stronger tendency to underestimate their self-esteem and being less open to new experiences and less autonomous in formulating learning goals, in planning their learning and evaluating the effectiveness of learning strategies.

2

The Effectiveness of a Learning Module for Statistical Literacy

100%

Wahab A., Arif Tiro M., Mahmud A.

The New Educational Review

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2018

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vol. 53

187-199

EN

Statistical literacy is the ability to master statistical concepts, applications, calculations and interpretations. This research is an experiment that aimed to investigate the effectiveness of a learning module for statistical literacy. The presented research focused on discussing and describing the effectiveness of a learning module for statistical literacy. The selected sample involved the public health students of STIKES BBM Majene; 20 students in class A as the sample for try-out I and 25 students in class B as the sample of try-out II by using One Group Pre-test and Post-test Design. The data was collected with the use of an achievement test of statistical literacy, and data was analyzed with the use of Descriptive Statistical Analysis, N-Gain Calculations, and Paired Sample t Test. Research results revealed that the average N-Gain in try-out I was 0.59, and the average N-Gain in try-out II was 0.61, each of which was in the moderate category. Moreover, in try-out I, the mean score of the post-test was 22.15, which was higher than and significantly different from the mean score of the pre-test, which was 10.66. Meanwhile, in try-out II, the mean score of the post-test was 22.68, which was higher than and significantly different from the mean score of the pre-test, which was 10.96. Therefore, the learning module for statistical literacy was effective.

3

The effect of ARCS motivational model on achievement motivation and academic achievement of the tenth grade students

100%

Thaer A., Thaer G.

The New Educational Review

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2016

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vol. 43

68-77

EN

The presented study aimed at examining the effect of ARCS model on the Achievement Motivation (AM) and Academic Achievement (AA) of the tenth grade students. One hundred and thirteen tenth grade students (28 male, 85 female), divided into two groups (experimental = 50, control = 63), studied a unit about magnetism with the use of two different methods, an ARCS model and a traditional model for 2 weeks. Two instruments were used, a Motivation Achievement Test (MAT) and an Achievement Test (AT). The results showed that there were significant differences on the MAT and AT due to the implemented ARCS motivational model.

4

Thinking Metacognitively: Metacognitive Skills and Science Performance

100%

Ciascai L., Haiduc L.

The New Educational Review

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2014

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vol. 37

269-279

EN

The presented study aims to identify the relations between metacognitive skills and science performance. Data were collected from 211 Romanian adolescents in the seventh and eighth grades, who completed the Junior Metacognitive Awareness Inventory (the version for 5th- 9th grades). The results indicate that adolescents generally use metacognitive skills when learning science subjects and that some metacognitive skills are associated with better performance in science. Nevertheless, adolescents seem to encounter difficulties in using diagrams and pictures that facilitate the learning process, in evaluating the outcomes of their learning process and in using different learning strategies, in accordance with specific learning situations. Given the importance of metacognitive skills in science performance, we argue that it is essential for teachers to understand how to develop a culture of metacognition in science classrooms.

5

The Effect of Using Electronic Mind Mapping on Achievement and Attitudes in an Introduction to Educational Psychology Course

100%

Mahasneh A. M.

The New Educational Review

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2017

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vol. 47

295-304

EN

The study aimed to investigate the effects of electronic mind mapping on achievement and attitudes in an educational psychology course. This study used a quasi-experimental research design with pre-test and post-test control groups. The study sample consisted of 65 students, 34 students in the control group and 31 in the experimental group. The experimental group was taught using electronic mind mapping, while the control group was given traditional classroom instruction. To achieve the study objective, an achievement test and electronic mind mapping attitude scale were used. The results of the study showed a statistically significant difference between the two groups in achievement test scores and attitudes, in favor of the experimental group attributed to using electronic mind mapping.

6

Investigation of the Impact of OBE-Based Teaching Reform on Students’ Learning Experiences : From the Perspective of Self-Determination Theory

88%

Liu X. n., Somasundram P. A. P., He Y.

The New Educational Review

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2023

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vol. 72

108-121

EN

This study employed a questionnaire survey method and utilised the Self-Determination Theory as a theoretical framework to simulate students’ “needs”. The aim was to investigate the impact of OBE-based teaching reform on students’ academic achievement, satisfaction, autonomy, competence, and relatedness. The study used a quasi-experimental research design with 80 students from Changzhi Medical College as the sample and found that OBE teaching can improve students’ academic achievement, especially for middle and low-performance students. It can improve students’ satisfaction with the course and relatedness experience.

7

Effectiveness of geogebra on academic and conceptual knowledge: role of students’ procedural knowledge as a mediator

75%

Hutkemri, Zamri S. N. A. S.

The New Educational Review

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2016

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vol. 44

153-164

EN

Quasi-experimental research was conducted to identify the effectiveness of GeoGebra in achieving students’ conceptual and procedural knowledge. The research was performed to identify the effects of a mediator in students’ conceptual knowledge in relation to procedural knowledge with student achievement. A total of 284 students were involved in this study. The students in the experimental group learned using GeoGebra, whereas the students in the control group used the conventional method. The collected data were analyzed using SPSS 22.0, AMoS 18, and Anates V4. Findings of the study demonstrate that GeoGebra is used as a mediator of students’ procedural knowledge in relation to conceptual knowledge for academic achievement. This study also shows that conceptual knowledge affected the students’ mathematics procedures. The result of the study supports the related theory of the role and contribution of conceptual and procedural knowledge to student achievement. This study provides suggestions as intervention to increase students’ conceptual and procedural knowledge.

8

Going all the Way: Theories, Models and Determinants of High Achievement Development

75%

Mudrák J.

The New Educational Review

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2007

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vol. 11

127-146

EN

In our article we present an overview of current research on giftedness, achievement and factors influencing their development. Determinants of high achievement such as abilities, social factors, deliberate practice, personality and others are discussed, ways of better support of its successful development are sought and its possible changeability is pointed out.

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The Effectiveness of the E-mind Mapping Strategy for Sixth-Grade Students’ Achievement Level in Learning Arabic Vocabulary in Kuwait

75%

Alwattar N. Y., M. Al-Balhan E.

The New Educational Review

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2018

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vol. 53

115-125

EN

The purpose of the presented study was to identify the effect of using the e-mind maps strategy at the academic achievement level in learning Arabic vocabulary skills among six-grade primary male students in Iben Al-Atheer School for Intermediate Education in Kuwait in the 2017/2018 school year. The sample of the study consisted of 60 male students, equally divided into two groups, experimental and control ones. The result of the study indicated that there were statistically significant differences between the mean scores of the experimental group and the control one in the post achievement level test scale in favor of the experimental group. The effect size of using mind maps was high. There were statistically significant differences between the mean scores of the experimental and control group scores in the post achievement test of the Arabic vocabulary learning in favor of the experimental group. The study concludes with recommendations for future mind-mapping in other contexts.

10

Wybrane obszary wsparcia psychologicznego uczniów zdolnych

63%

Sękowski A. E., Płudowska M. M.

Lubelski Rocznik Pedagogiczny

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2022

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vol. 41

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issue 3

147-160

EN

Introduction: After nearly a century of analysis, gifted students' education has evolved into a complex scientific discipline with its own methods, teaching practices and research programs. Solutions are sought that ensure, gifted children and adolescents the optimal conditions for developing their potential. It requires taking into account knowledge of the psychological mechanisms responsible for the development of abilities, achievements and the well-being of gifted individuals Research Aim: The purpose of the article was to identify psychological areas of support for gifted students. The literature on theoretical findings on the structure of giftedness was reviewed, and the results of research on selected characteristics of people belonging to this special group were analyzed. Evidence-based Facts: Based on the analysis of models of outstanding abilities and available empirical research on the difficulties and problems of gifted people, the importance of psychological support in the emotional-motivational sphere, social sphere, personality sphere, development of creativity and within the family system of gifted people is indicated. Summary: Institutional support of gifted students, adapting curricula to their needs and abilities should go hand in hand with psychological measures for harmonious development and shaping the well-being of these individuals.

PL

Wprowadzenie: Po niemalże stu latach analiz edukacja uczniów zdolnych przekształciła się w złożoną dyscyplinę naukową z własnymi metodami, praktyką nauczania i programami badawczymi. Poszukiwanie jak najlepszych rozwiązań, które zapewniłyby uzdolnionym dzieciom i młodzieży optymalne warunki dla rozwijania ich potencjału wymaga uwzględnienia wiedzy dotyczącej psychologicznych mechanizmów odpowiedzialnych za rozwój zdolności, kształtowanie osiągnięć i dobrostanu uzdolnionych jednostek. Cel badań: Celem artykułu było nakreślenie psychologicznych obszarów wsparcia uczniów zdolnych. Dokonano przeglądu literaty poświęconej teoretycznym ustaleniom w zakresie struktury zdolności oraz przeanalizowano wyniki badań dotyczących wybranych cech osób należących do tej szczególnej grupy. Stan wiedzy: Na podstawie analizy modeli wybitnych zdolności oraz dostępnych badań empirycznych w zakresie trudności i problemów osób zdolnych nakreślono znaczenie wsparcia psychologicznego w sferze emocjonalno-motywacyjnej, społecznej, osobowościowej, rozwijania kreatywności oraz w ramach systemu rodzinnego osób zdolnych. Podsumowanie: Instytucjonalne wsparcie uczniów zdolnych, dostosowywanie programów nauczania do ich potrzeb i możliwości powinno iść w parze z psychologicznymi działaniami służącymi harmonijnemu rozwojowi i kształtowaniu dobrostanu tych osób.

11

Методика вивчення ціннісно-мотиваційних чинників політичної активності

51%

Савиченко О.

Studia Politologica Ucraino-Polona

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2016

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vol. 6

323-331

EN

The article presents the method of studying of value-motivational factors of political activity. The analysis of terminological and theoretical premises of research of value-motivational factors of political activity is done. Author’s approach to organization of empirical research of psychology of minority political activity is proposed. Correlation of values and motivation, dynamics of social, activity and personal mechanisms of personality development are considered in the terminological analysis. Using of three factor theory by D. McClelland to empirical research of value-motivational factors of political activity is justified. Based on analysis of research methods of value-motivational factors the content analysis system that allows to measure individual motivational tendencies and qualitative features of human motivation is described. Based on the analysis of H.Hekhauzen’s research 4 types of situations of the development and implementation of political values and motivation are singled out: 1) the self comparison with own achievements; 2) the self comparison with standart; 3) social comparison with a real opponent; 4) social comparisons with generalized or personalized ideal. Structure of the research of value-motivational factors of political activity comprises the steps of photobiographical research, expert evaluation and value grates building. Analysis of the results provides quantitative and qualitative interpretation. Quantitative analysis includes content analysis of the structure of motivation and levels of the value regulation, and the factor modeling. Categories of content analysis can explore the achievement motivation (success motive and the motive of avoiding failure), power motivation and motivation of affiliation (adoption). Each of the categories of content analysis is analyzed for compliance motivational components to one of value levels - social, processual or subjective. The categories for content analysis of achievement motivation is the need to achieve success or to avoid failure, the corresponding instrumental activity, expectations of success or failure, positive or negative reinforcement, emotional state and result. The study of power motive is through singling of categories of prestige, instrumental activity aimed at power, external interference, power anticipation, emotional states, the effect of power action. Content analysis of affiliation motives includes an analysis following categories: positive emotions, dialogue, growth, loyalty, freedom from restrictions, reunification, harmony, conquest to sense, a refuge in a relationship, unity with nautre. As for the level of value, the article noted that on social level individual development is determined by the needs for approval and recognition and reflection is directed to understanding of referential awareness of assessments and forecasting of the basis of their own development. Process level is characterized by awareness of conditions and requirements of activity, reflection focus on skills, actions and operations and the their related results criterion for evaluating of which is effort. On the subjective level processes that occur in the sphere of activity and in social relations are conscious and influence the planning of further self-development. The indicators of qualitative analysis are: expression of each component in the structure of motivation, completeness of structure of motivation, external and internal balance of motivation structure, the analysis of groups of values that were significant for the results of value assessment. The proposed research represents the ideographic approach to the study of values and motivation and allows to follow the laws of value-motivational determination of political activity of the political leaders of national minorities.

12

Награда и звание как индикатор научного признания

38%

Szauczuk I.

Zeszyty Naukowe Ostrołęckiego Towarzystwa Naukowego

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2020

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vol. Zeszyt

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issue XXXIV

157-176

EN

Scientific biography studies provide for the disclosure of the biography of the environment in which the scientist has lived and worked. The article considers such an element as awards and titles. Attention is focused on the content of publications devoted to the dates of birth of academician M.P. Kaściuk. In the article is ana lyzed such components as membership in public associations with the name “Academy of Science” and receiving the title “Man of the year”. The conclusion is made about the scientific doubtfulness of this award and membership in such “academies”.

PL

Biografie naukowe przewidują ujawnienie biografii środowiska, w którym mieszkał i pracował naukowiec. Artykuł omawia takie elementy biografii jak nagrody i tytuły. Uwagę zwrócono na treść publikacji poświęconych datom urodzenia akademika M.P. Kaściuka. Analizowano w nich takie elementy jak członkostwo w stowarzyszeniach społecznych o nazwie „Akademia nauk” i uzyskanie tytułu „Człowiek Roku”. Stwierdzono naukową wątpliwość tych nagród i członkostwa w takich „akademiach”.

RU

Научная биографистика предусматривает раскрытие биографии среды, в которой жил и работал учёный. В статье рассмотрен такой её элемент, как награды и звания. Внимание акцентировано на содержании публикаций, посвящённых датам рождения академика М.П. Костюка. В них проанализирован такой компонент, как членство в общественных объединениях с названием «Академиях наук» и получение звания «Человек года». Сделан вывод о научной сомнительности и содержательности этих наград и членства в подобного рола «академиях».

13

Научная биографистика. Фрагмент из опыта беларускай историографии

32%

Ihar S.

Zeszyty Naukowe Ostrołęckiego Towarzystwa Naukowego

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2019

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vol. Zeszyt

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issue XXXIII

177-200

PL

Życiorys naukowy jako gatunek historiografii białoruskiej zajmuje w niej dość skromne miejsce, zwłaszcza w przypadku przedstawicieli nauki historycznej okresu powojennego. Odpowiednią rolę powinny spełnić publikacje biograficzno-bibliograficzne połączone z jubileuszami poszczególnych naukowców. Takie publikacje wydawano głównie w celach panegirycznych. Tematem artykułu jest naświetlenie w prasie fragmentu biografii zawodowej akademika NAN Białorusi M. P. Kostiukа – przede wszystkim jego osiągnięć naukowych. Wybór tematu wynika z niecharakterystycznej dla nauki białoruskiej wielkiej liczby artykułów związanych z rocznicami jego urodzin. Przedstawiono schematyczny i powierzchowny charakter tekstów. Udowodniono obecność w nich wielu oczywistych błędów, wynikających najprawdopodobniej z dążenia do upiększania osiągnięć bohatera publikacji. W podsumowaniu stwierdza się brak rzetelnej informacji o wspominanym akademiku i brak możliwości przedstawienia prawdziwych informacji o jego dokonaniach i całej karierze naukowej.

EN

Scientific biographies as a genre of Belarusian historiography occupies a rather modest place in it. Especially, as for representatives of historical science of the post-war period. Biobibliography publications dedicated to the anniversaries of individual scientists were called upon to fulfill the corresponding role. Obviously the nature of such publications led to the complimentarity of the relevant publications. The paper focuses on the treatment in periodicals of one fragment of the professional biography of the academician of NAS of Belarus M.P. Kostyuk – his scientific achievements. The choice of the topic is due to the large number of articles devoted to his birthdays, which is uncharacteristic for Belarusian science. The schematic and superficial character of extremely short texts is shown. There is proved the presence of a number of obvious errors conditioned by the desire to embellish the achievements of M.P. Kostyuk. It is concluded that there is no reliable information about him, as well as the impossibility to form an opinion on the real achievements of the academician throughout his scientific career.

RU

Научная биографистика как жанр беларускай историографии занимает в ней довольно скромное место. Особенно, что касается представителей исторической науки послевоенного периода. Соответствующую роль призваны были исполнить биобиблиографические издания, приуроченные к юбилеям отдельных учёных. Очевидно, характер таких изданий обусловил комплиментарность соответствующих публикаций. В статье внимание сосредоточено на освещении в периодике одного фрагмента профессиональной биографии академика НАН Беларуси М.П. Костюка – его научных достижений. Выбор темы обусловлен нехарактерным для беларускай науки большим количеством статей, посвящённых его дням рождения. Показан схематический и поверхностный характер минимальных по объёму текстов. Доказано наличие в них ряда очевидных ошибок, обусловленных стремлением приукрасить достижения героя публикаций. Сделан вывод об отсутствии достоверной информации о нём и невозможности составить мнение о реальных свершениях академика на протяжении его научной каръеры.

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Nieśmiałość a ocena funkcjonowania w sytuacjach niewymagających ekspozycji społecznej

The Effectiveness of a Learning Module for Statistical Literacy

The effect of ARCS motivational model on achievement motivation and academic achievement of the tenth grade students

Thinking Metacognitively: Metacognitive Skills and Science Performance

The Effect of Using Electronic Mind Mapping on Achievement and Attitudes in an Introduction to Educational Psychology Course

Investigation of the Impact of OBE-Based Teaching Reform on Students’ Learning Experiences : From the Perspective of Self-Determination Theory

Effectiveness of geogebra on academic and conceptual knowledge: role of students’ procedural knowledge as a mediator

Going all the Way: Theories, Models and Determinants of High Achievement Development

The Effectiveness of the E-mind Mapping Strategy for Sixth-Grade Students’ Achievement Level in Learning Arabic Vocabulary in Kuwait

Wybrane obszary wsparcia psychologicznego uczniów zdolnych

Методика вивчення ціннісно-мотиваційних чинників політичної активності

Награда и звание как индикатор научного признания

Научная биографистика. Фрагмент из опыта беларускай историографии