Algerian secondary school students' preferences for the use of YouTube in their informal learning

Various technological tools are adopted in the learning process to help students access available knowledge on the net. Due to the COVID-19 pandemic, many Algerian teachers relied more on social network sites, such as YouTube and other applications, to provide their students with lessons. The current study sought to determine the types of videos that Algerian secondary school learners prefer. The study sample included 413 secondary-level students (66% females and 34% males). A short four-question questionnaire was used to collect data. The results indicated that students spent more than 4 hours online daily. They preferred educational content in short videos of 10 minutes at maximum, as well as videos containing content related to materials and exercises pertinent to baccalaureate exercises and/or a presentation about methods of solving exercises without the presence of a teacher's picture. The study suggested recommendations on the importance of using the available technological tools and training teachers in ICT in education

Self-awareness Part 1: Definition, measures, effects, functions, and antecedents

Self-awareness represents the capacity of becoming the object of one’s own attention. In this state one actively identifies, processes, and stores information about the self. This paper surveys the self-awareness literature by emphasizing definition issues, measurement techniques, effects and functions of self-attention, and antecedents of self-awareness. Key self-related concepts (e.g., minimal, reflective consciousness) are distinguished from the central notion of self-awareness. Reviewed measures include questionnaires, implicit tasks, and self-recognition. Main effects and functions of self-attention consist in self-evaluation, escape from the self, amplification of one’s subjective experience, increased self-knowledge, self-regulation, and inferences about others’ mental states (Theory-of-Mind). A neurocognitive and socioecological model of self-awareness is described in which the role of face-to-face interactions, reflected appraisals, mirrors, media, inner speech, imagery, autobiographical knowledge, and neurological structures is underlin

Development and evaluation of a model for teaching comprehension in Algerian secondary schools

SIGLEAvailable from British Library Document Supply Centre-DSC:DX206197 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

The Role of Actively Open-minded Thinking among College students and its impact on future time perspectives: The Role of AOT in FTP

The current study aimed to investigate the development of actively open-minded thinking (AOT) among Saudi College students and its impact on their future time perspective (FTP). The study samples included 1,797 undergraduate students from different majors, and used AOT inventory of (Stanovich & West, 1997) and a short version of Zimbardo FTP inventory. The results showed that there was no development of AOT as illustrated by linear regression among college students depending on the AOT subfactors. However, the FTP results demonstrated that there was development of the present experience (FTP subfactor), as indicated by linear regression according to age in the present experience (FTP subfactor) was increased by age. The findings revealed a difference in the AOT, AOT subfactors, FTP and FTP subfactors in relation to sex, with males showing a higher score compared to females. In addition, the results indicated the interaction of AOT by sex on FTP subfactors (i.e., present vs. future). These findings indicate that AOT does not show developmental change according to age among the study sample. In contrast, some developmental changes occurred in FTP and FTP subfactors according to age.El estudio actual tuvo como objetivo investigar el desarrollo del pensamiento de mente abierta activa (AOT) entre los estudiantes universitarios saudíes y su impacto en su perspectiva de tiempo futuro (FTP). Las muestras del estudio incluyeron 1.797 estudiantes universitarios de diferentes carreras y utilizaron el inventario AOT de (Stanovich & West, 1997) y una versión corta del inventario FTP de Zimbardo. Los resultados mostraron que no hubo desarrollo de AOT como lo ilustra la regresión lineal entre estudiantes universitarios según los subfactores de AOT. Sin embargo, los resultados de FTP demostraron que hubo un desarrollo de la experiencia actual (subfactor FTP), como lo indica la regresión lineal según la edad en la experiencia actual (subfactor FTP) aumentó con la edad. Los hallazgos revelaron una diferencia en los subfactores AOT, AOT, FTP y FTP en relación con el sexo, mostrando los hombres una puntuación más alta en comparación con las mujeres. Además, los resultados indicaron la interacción de AOT por sexo en los subfactores de FTP (es decir, presente versus futuro). Estos hallazgos indican que AOT no muestra cambios en el desarrollo según la edad entre la muestra del estudio. Por el contrario, se produjeron algunos cambios de desarrollo en los subfactores FTP y FTP según la edad