119 research outputs found
PREDICTING COLLEGE ADAPTATION AMONG STUDENTS WITH PSYCHIATRIC DISABILITIES
The number of college students with psychiatric disabilities has been growing steadily in higher education in recent years. Most of these students choose not to disclose their mental health conditions and do not register with disability services. Thus, little is known about the subjective experiences of these students in their college lives. This study seeks to identify college students with psychiatric disabilities and to explore the factors predicting college adaptation among these students. Participants in the study were 292 college students with psychiatric disabilities who completed at least one semester in a large mid-Atlantic University. Participants completed an on-line survey of college adaptation, internalized stigma, social supports, and coping strategies. With hierarchical multiple regression analyses, results of the study suggest that internalized stigma of mental illness has significant relationships with college adaptation. Supports from different sources may play different roles in adaptation to college. Family support was found to be associated with academic adjustment and personal-emotional adjustment, while support from friends was significantly related to better social adjustment and attachment. Use of coping strategies was also found to be predictive of college adaptation. Greater use of seeking support and less use of venting and self-distraction are associated with better academic adjustment. Particularly, self-blame coping was negatively related to all three types of psychosocial adaptation. The current study suggests that interventions that reduce internalized stigma and increase use of effective coping strategies should be developed and implemented in college. Collaboration among special educators in middle schools, families, and college disability services staff is also addressed. Finally, efforts should be made to create services that meet students' needs and increase their willingness to understand and use available resources
Satisfaction With the Self-Assessment of University Students Through e-Coping With Academic Stress UtilityTM
The general purpose of this report is: (1) research was to check whether the degree of satisfaction with the self-assessment activity of university students was related to the scores obtained and the degree of different variables, associated with level of Self-Regulation; (2) to present the online utility, e-Coping with Academic StressTM, as a technological development in Educational Psychology; (3) analyze the possibilities of transfer of this technological innovation. A total of 929 university students, coming from a public university, participated in the use of this online utility. University students can use the tool’s online inventories to make self-assessments in the different variables of Studying, Learning and Performing under Stress (SLPS Competency Model). Descriptives, correlational and inferential analyzes (ANOVAs and MANOVAs) were carried out. The results allowed to know the profile of competences of the analyzed university students, in addition to the degree of satisfaction with the self-evaluation. Finally, we communicate possible actions and options available for transfer of this resulting technology, through RD transfer contracts arranged directly or with other universities
Mentoring Relationships for the New Graduate Assistant: The Role of Communication Apprehension and Information Seeking Strategies
Graduate assistants are in unique positions within the university system as they may teach or conduct research as well as complete their own coursework. As a newcomer, graduate assistants learn about the university\u27s culture and history, the norms and expectations of their peers, and their own job duties. To reduce the uncertainty that surrounds a new environment, a new graduate assistant may enact different information seeking strategies. For example, they may directly ask questions from a supervisor, quietly observe their co-workers, or ask indirect questions about a topic. These strategies can vary from person to person, depending on the type of information requested and the information source. Another aspect that may play a role in a graduate assistant\u27s choice of information seeking strategy is communication apprehension. Individuals with higher levels of communication apprehension feel more uncomfortable or tense and embarassed communicating with others, therefore it seems likely they will also avoid more direct information seeking strategies. Most individuals with communication apprehension avoid certain communication situations, and therefore avoid seeking the information necessary to reduce uncertainty. One way individuals can receive the information they need to reduce their anxiety and also develop support behaviors is to engage in a mentoring relationship. A mentor is willing to share his or her knowledge, as well as provide support, advice, or friendship. This study examines mentoring relationships for new graduate assistants, as well as the role of communication apprehension and information seeking strategies. Questionnaires were distributed to graduate assistants at the University of Maine. The questionnaire contained three items, each relating to mentoring, information seeking, and communication apprehension. The results indicate that engaging in a mentoring relationship is important to graduate assistants. 61 of the 69 respondents indicated they did have a mentor, and more specifically, 73% indicated their mentor was a faculty member or advisor. Overall, communication apprehension does appear to be moderately relatd to information seeking strategies, specifically in those involving one-on-one interactions. Since graduate assistants must learn an overwhelming amount of information in an a short amount of time, information seeking strategies, and more importantly, mentoring relationships, have proven to be effective strategies in reducing anxiety and providing the necessary tools to navigate their way through research projects, teaching, and the future
Assessing transitions from elementary to middle school for students with mild to moderate disabilities
The purpose of this action research was to explore the perceptions of parents, teachers, and students with mild to moderate disabilities who participated in the transition process from elementary to middle school. Sixth grade students, parents, resource teachers, and general education teachers completed questionnaires and were interviewed about the academic, procedural, social and emotional issues associated with the transition process. Questionnaire and interview results indicated that there is higher concern in regards to the transition process among general education teachers and parents, and less concern among students and the special education teachers. Additionally, results indicated students, teachers, and parents all have concerns regarding the lack of organizational skills and technology in the middle school classroom. Additionally, student questionnaires indicated one potential solution to the process could include having an older mentor student assigned to each incoming middle school student in order to facilitate a smoother transition
Estrés laboral y estrategias de afrontamiento en trabajadores de la Municipalidad Provincial del Santa
La investigación titulada “Estrés Laboral y Estrategias de Afrontamiento en
trabajadores de la Municipalidad Provincial del Santa” tuvo como objetivo general el
determinar si existe relación entre el estrés laboral y las estrategias de afrontamiento
en los trabajadores de la Municipalidad Provincial del Santa. Este trabajo
investigativo es a nivel correlacional, de tipo básica, con diseño no experimental y
de corte transversal. La población en estudio es actualmente trabajadora de la
Municipalidad de la Provincia del Santa, entidad de la cual se tomó una muestra de
350 colaboradores; para la recolección de los datos se utilizó la técnica de encuesta,
en donde se aplicaron los siguientes instrumentos: Escala de Estrés Percibido
(PSS-14) y el Cuestionario del Afrontamiento del Estrés (CAE). Esta base de datos
fue procesada a través del SPSS Statistical V26. mediante la prueba Rho de
Spearman hallándose un resultado igual a 0,178 lo que significa que existe una
relación significativamente positiva baja, concluyendo que se cumple con la
hipótesis general planteada, que existe una correlación significativamente positiva
entre las variables de estudio
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Treatment Acceptability of a Well-Established Cognitive Behavioral Therapy for Panic Disorder in a Passamaqyoddy Community
As a step towards evaluating the cross-cultural effectiveness of cognitive behavioral therapy for panic disorder, treatment acceptability was used in the current study to gain an understanding of the treatment utility and social validity of that treatment with a group of Passamaquoddy individuals. American Indian communities face substantial psychosocial challenges (e-g., poverty, discrimination, and high rates of violent deaths), which are associated with increased risk for psychopathology, and there is little empirical evidence of the effectiveness of cognitive behavioral therapy within these communities. The current study addressed these issues in two phases. In phase 1, qualitative methodology was used to develop the culturally-modified treatment description. In phase 2, a quasi-experimental design was used to examine the effect of Passamaquoddy or European American cultural group on treatment acceptability of the original (CBT) and culturally-modified (CST) versions of the cognitive behavioral treatment rationale. The effect of culturally-relevant variables (e.g., mental health values and cultural identification) on treatment acceptability was also examined. How a treatment is described affects its acceptability in complex ways, considering cultural variables, gender, and previous treatment. It was not found that cultural group had the expected effect, however European American individuals without previous treatment favored the CST, whereas individuals living in a Passamaquoddy cultural group with a history of treatment preferred the CST. Within the Passamaquoddy group, bicultural or European American identifying individuals, compared to the Native American or marginalized individuals, found both the CBT and CST more acceptable. The Passamaquoddy group found the CST more acceptable for their community compared to the CBT, whereas their European American counterparts did not find one type of treatment more acceptable for their community. Unexpectedly, mental health values did not affect the relationship between cultural group and treatment acceptability, and women preferred the CST, while men did not have a preference. The current study is the first to assess an aspect of social validity and culturallyrelevant factors of a cognitive behavioral intervention for panic disorder in an American Indian community. In addition, it fills a gap in the literature reporting social validity of cognitive behavioral interventions more generally
A Typology of Preadolescent Sexual Abusers Based on the Emerging Personality Patterns in the Millon Preadolescent Clinical Inventory
The purpose of this study was to develop a personality-based typology of preadolescents with sexual behavior problems based the Emerging Personality Patterns in the Millon Preadolescent Clinical Inventory (M-PACI, Millon et al., 2005). Grounding a typology in a theory driven personality system may offer clarity and specificity in understanding preadolescents with sexual behavior problems in a manner that has not yet been explored. A personality and theory driven typology could provide a more comprehensive framework for assessing and treating children who sexually abuse than any of the current taxonomic models.
The study used an ex post facto design with test of hypotheses. The research hypotheses were derived through logical and empirical data findings. A sample of thirty-one participants were administered the M-PACI and a mental health professional completed a demographics and clinical information form on each participant. The participants scores on the M-PACI resulted in them being placed into one of three Emerging Personality Patterns groups, Active, Passive, or Unstable. These three groups were analyzed using a multivariate analysis of variance (MANOVA) on seven dependent variables.
Results indicated that Active and Unstable Emerging Personality Patterns participants had significantly higher levels of maltreatment experiences and significantly more Current Clinical Signs as measured by the M-PACI, than the Passive Emerging Personality Patterns group. The results indicate that personality is a useful variable in differentiating preadolescents with sexual behavior problems. The implications for this study lend support for the conceptualization of preadolescents with sexual behavior using a personality based typology
Assessment of Young Learners’ English Proficiency in Bilingual Content Instruction CLIL
This applied linguistic study in the field of second language acquisition investigated the assessment practices of class teachers as well as the challenges and visions of language assessment in bilingual content instruction (CLIL) at primary level in Finnish basic education. Furthermore, pupils’ and their parents’ perceptions of language assessment and LangPerform computer simulations as an alternative, modern assessment method in CLIL contexts were examined. The study was conducted for descriptive and developmental purposes in three phases: 1) a CLIL assessment survey; 2) simulation 1; and 3) simulation 2. All phases had a varying number of participants.
The population of this mixed methods study were CLIL class teachers, their pupils and the pupils’ parents. The sampling was multi-staged and based on probability and random sampling. The data were triangulated. Altogether 42 CLIL class teachers nationwide, 109 pupils from the 3rd, 4th and 5th grade as well as 99 parents from two research schools in South-Western Finland participated in the CLIL assessment survey followed by an audio-recorded theme interview of volunteers (10 teachers, 20 pupils and 7 parents). The simulation experimentations 1 and 2 produced 146 pupil and 39 parental questionnaires as well as video interviews of volunteered pupils. The data were analysed both quantitatively using percentages and numerical frequencies and qualitatively employing thematic content analysis.
Based on the data, language assessment in primary CLIL is not an established practice. It largely appears to be infrequent, incidental, implicit and based on impressions rather than evidence or the curriculum. The most used assessment methods were teacher observation, bilingual tests and dialogic interaction, and the least used were portfolios, simulations and peer assessment. Although language assessment was generally perceived as important by teachers, a fifth of them did not gather assessment information systematically, and 38% scarcely gave linguistic feedback to pupils.
Both pupils and parents wished to receive more information on CLIL language issues; 91% of pupils claimed to receive feedback rarely or occasionally, and 63% of them wished to get more information on their linguistic coping in CLIL subjects. Of the parents, 76% wished to receive more information on the English proficiency of their children and their linguistic development. This may be a response to indirect feedback practices identified in this study.
There are several challenges related to assessment; the most notable is the lack of a CLIL curriculum, language objectives and common ground principles of assessment. Three diverse approaches to language in CLIL that appear to affect teachers’ views on language assessment were identified: instrumental (language as a tool), dual (language as a tool and object of learning) and eclectic (miscellaneous views, e.g. affective factors prioritised). LangPerform computer simulations seem to be perceived as an appropriate alternative assessment method in CLIL.
It is strongly recommended that the fundamentals for assessment (curricula and language objectives) and a mutual assessment scheme should be determined and stakeholders’ knowledge base of CLIL strengthened. The principles of adequate assessment in primary CLIL are identified as well as several appropriate assessment methods suggested.Nuorten oppijoiden englannin kielitaidon arviointi kaksikielisessä CLIL –sisällönopetuksessa
Tämä vieraan kielen oppimisen, opettamisen ja arvioinnin tutkimus tarkasteli luokanopettajien arviointikäytänteitä sekä kielitaidon arvioinnin haasteita ja visioita kaksikielisessä sisällönopetuksessa (CLIL) suomalaisen perusopetuksen alakoulussa. Lisäksi tutkittiin oppilaiden ja heidän vanhempiensa käsityksiä arvioinnista ja LangPerform-tietokonesimulaatioiden soveltuvuudesta CLIL-arviointiin uutena vaihtoehtoisena arviointimenetelmänä. Kuvaileva ja kehittävä tutkimus toteutettiin kolmessa vaiheessa: CLIL-arviointikysely, simulaatio 1 ja simulaatio 2. Kaikissa vaiheissa oli eri määrä osallistujia
Tutkimuksen populaation muodostivat CLIL-luokanopettajat, heidän oppilaansa sekä näiden huoltajat. Otos oli monivaiheinen ja perustui sekä harkinnan- että sattumanvaraisuuteen. Aineisto trianguloitiin. Yhteensä 42 opettajaa eri puolilta Suomea, 109 kolmas-, neljäs- ja viidesluokkalaista oppilasta sekä heidän 99 huoltajaansa kahdesta erityyppisestä lounaissuomalaisesta koulusta osallistui CLIL-arviointikyselyyn, jota syvennettiin nauhoitetuin teemahaastatteluin (10 opettajaa, 20 oppilasta ja 7 huoltajaa). Simulaatiokokeiluista 1 ja 2 kerättiin yhteensä 146 oppilaskyselykaavaketta ja 39 huoltajakaavaketta sekä vapaaehtoisten oppilaiden videohaastatteluita. Aineisto analysoitiin käyttäen sekä kvalitatiivisia (teemoitteleva sisältöanalyysi) että kvantitatiivisia (prosenttiosuudet, frekvenssit) menetelmiä.
Tutkimusaineistosta kävi ilmi, että kielitaidon arviointi alakoulun CLIL-opetuksessa ei ole vakiintunut käytäntö. Se näyttää usein olevan epäsäännöllistä, satunnaista, epäsuoraa sekä ennemmin vaikutelmiin kuin näyttöön tai opetussuunnitelmaan perustuvaa. Eniten käytetyt arviointimenetelmät olivat opettajan observointi, kaksikieliset kokeet tai koeosuudet sekä opetuskeskustelu; vähiten käytettiin portfolioita, simulaatioita ja vertaisarviointia. Vaikka opettajat yleisesti pitivät kielitaidon arviointia tärkeänä, viidennes heistä ei kerännyt arviointitietoa systemaattisesti ja 38 % antoi oppilaille kielellistä palautetta harvoin.
Sekä huoltajat että oppilaat toivoivat saavansa enemmän palautetta CLIL-kielitaidosta. Oppilaista 91 % koki saavansa palautetta harvoin tai satunnaisesti, ja 63 % toivoi saavansa enemmän tietoa osaamisestaan englannin kielellä eri oppiaineissa. Vanhemmista 76 % toivoi saavansa enemmän tietoa lapsensa englannin kielitaidosta ja sen kehittymisestä. Tämä saattaa olla vastareaktiota tutkimuksessa havaitusta opettajien epäsuorasta palautekäytännöstä.
Arviointiin liittyy monia haasteita, joista merkittävimpiä ovat CLIL-opetussuunnitelman ja kielitaitotavoitteiden sekä yhteisten arviointikäytänteiden puute. Tutkimuksessa huomattiin kolme erilaista lähestymistapaa kieleen, jotka näyttävät vaikuttavan opettajien suhtautumiseen kielitaidon arviointiin CLIL-opetuksessa: instrumentaalinen (kieli välineenä), kaksoisfokus (kieli välineenä ja oppimisen kohteena) sekä valikoiva (sekalaisia näkemyksiä, affektiiviset tekijät keskiössä). Lisäksi LangPerform -tietokonesimulaatiokonsepti vaikuttaa toimivalta vaihtoehtoiselta arviointimenetelmältä alakoulun CLIL-opetuksessa.
Tutkimuksen perusteella suositellaan voimakkaasti arvioinnin perusteiden (opetussuunnitelma, kielitavoitteet) ja yhteisen arviointirakenteen määrittelemistä sekä asianosaisten CLIL-tietopohjan vahvistamista. Tutkimuksessa identifioidaan alakoulun CLIL-opetuksen arvioinnin periaatteita sekä ehdotetaan CLIL-opetukseen soveltuvia arviointimetodeja.Siirretty Doriast
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