HOW SCIENTIFIC PRODUCTION POSITIVELY AFFECT SOCIAL PSYCHOLOGY INTERVENTION? A BIBLIOMETRIC ANALYSIS ON THE SCIENCE OF WELL-BEING

Purpose: The recent decades were witnessed such a rapid rise in wellbeing researches on the field of psychology. Social psychology intervention (SPI) has a strong impact on individual mental health and remarkable achievement in education domain. In this context, subject development within the last years could be illustrated through a bibliometric approach. This research aimed to analyze the scientific productivity while considering global trends of psychological intervention. Methodology: Web of Science Core Collection databases were selected in the period from 1990 to mid-2018. By thoroughly scrutinizing the objects which came to this attention, the trend of documents, publication date, geographic contribution to the field, relevant authorship and most cited articles, as well as frequent keywords from more than thousand references, were investigated. Main Findings: The results clearly indicate that the United States of America dedicates itself with the highest level of attention in the area of social psychology intervention. Whereas, lower attention was focused on the research criteria in Asian continent, except China. Although the majority of the studies on SPI approach is from USA, but performed analysis highlight the vast research potential to validate without any specific considerations to certain region settings or cultures. Implications/Applications: Despite advantages of SPI, the majority of the existed researches has been carried out predominantly in United States. Whereas, from defining the unit of analysis, the hypothesis might worthily be studied by practitioners to generalize the issue over various frameworks

Development of a module for collaborative technology pedagogy content knowledge (TPACK) among undergraduates

The availability of new digital technologies In the 21st century requires educators to transform their Instructional practices. However, traditional lectures may be less relevant In developing skills of collaboration and integrating technology, which are skills required at the workplace. Instead, Instructors require technology pedagogy content knowledge (TPACK) which allows for development of collaborative skills and enriching experiences for learning with technology. This research attempts to develop a collaborative TPACK module for undergraduate students in a Bachelors of Counselling programme in the Faculty of Education. The module was developed based on the needs analysis of the students enrolled in the programme, and input from experts In the fields of counselling and instructional technology. The module was developed to Investigate how students match different domains of content knowledge with different technology applications for collaboration white they engaged in completing a project. The findings Indicate that the collaborative TPACK module could improve collaboration and TPACK. This indicate's that there Is a possibility that this instructional model could be applied to develop TPACK among instructors in different disciplines. Further research could be conducted to determine if academics from other institutions could also improve their TPACK based on this model

Development of a module for collaborative technology pedagogy content knowledge (TPACK) among undergraduates

The availability of new digital technologies In the 21st century requires educators to transform their Instructional practices. However, traditional lectures may be less relevant In developing skills of collaboration and integrating technology, which are skills required at the workplace. Instead, Instructors require technology pedagogy content knowledge (TPACK) which allows for development of collaborative skills and enriching experiences for learning with technology. This research attempts to develop a collaborative TPACK module for undergraduate students in a Bachelors of Counselling programme in the Faculty of Education. The module was developed based on the needs analysis of the students enrolled in the programme, and input from experts In the fields of counselling and instructional technology. The module was developed to Investigate how students match different domains of content knowledge with different technology applications for collaboration white they engaged in completing a project. The findings Indicate that the collaborative TPACK module could improve collaboration and TPACK. This indicate's that there Is a possibility that this instructional model could be applied to develop TPACK among instructors in different disciplines. Further research could be conducted to determine if academics from other institutions could also improve their TPACK based on this model

Keberkesanan teknologi augmentasi realiti dalam topik pembelajaran pola

Matematik Awal merupakan salah satu mata pelajaran yang kritikal dimana konsep pembelajaran perlu diperkenalkan kepada murid pada peringkat awal agar tidak wujud persepsi terhadap konsep mata pelajaran ini. Bermula pada tahun 1970-an, kaedah pengajaran secara tradisinya lebih bermakna kepada penghafalan konsep Matematik. Tujuan penyelidikan ini adalah untuk meningkatkan kefahaman murid tentang topik pola dalam Matematik Awal dengan mengintegrasikan aplikasi Augmentasi Realiti. Kajian pembangunan modul ini dijalankan menggunakan model TUP (Technology, Usability, Pedagogy) daripada Model TUP Bednarik telah dilaksanakan untuk menilai teknologi, kebolehgunaan dan pedagogi untuk menilai keberkesanan modul yang dihasilkan. Kajian mendapati pelajar lebih berminat dan menunjukkan minat mereka terhadap kelas, ibu bapa turut terlibat di dalam pembelajaran anak serta guru mampu melaksanakan sesi pengajaran berdasarkan perbincangan dengan lebih baik apabila mereka diberi lebih peluang untuk melibatkan diri secara aktif di dalam kelas. Selain pembelajaran aktif dalam bilik darjah, gabungan teknologi juga memainkan peranan penting dalam aliran kaedah pembelajaran semasa

Systematic review of early English literacy in ELL children : what do we know from a decade of research

Early literacy is an integral aspect of young children’s learning. This review synthesizes existing empirical research evidence from the past decade, focusing on ELL children’s (aged 4 to 6 years) early English language literacy learning and the prevailing trends in the published literature. They were sourced mainly from three prominent databases. Manual selection of highly-cited studies was used as a complementary technique. Systematic exclusion and inclusion were performed and yielded 31 credible studies. The results report on researchers’ theorizing of early English literacy, dimensions of the body of knowledge, and research methodologies. The predictors and outcomes were examined within the lens of theoretical framework. To identify the emerging trends, the studies were analysed qualitatively. The findings were discussed in light of three main trends: (i) the apparent needs for an early English literacy model which captures both the concept of early literacy acquisition and second language learning, (ii) future research to acknowledge the multifaceted phenomenon of early literacy acquisition by employing nested research approach in a cross-discipline scope of research, and (iii) multiple ecological factors as important sources of individual differences. Despite the strength of the review approach to the past study identification, there are several limitations that should be considered. Among others, the representation of the children population in the selected studies which befalls heavily on certain geographical regions could cause bias in the coverage of knowledge

Fuzzy Delphi Method (fdm): Determining phase for multicultural-based model of peace education curriculum for preschool children

Recently, peace has become an issue being discussed especially in regards tocultural diversity. With education, peace canbe conveyedto all walks of life and levels, in particular,the children as our future generation. This study aimedto determine phases and their interrelation towardsmulticultural-based model of peace education curriculum for preschool children.In order to acquire the accepted(agreement) value for each phase and their interrelation based on experts’ opinion, the Fuzzy Delphi Method was adopted. A set of questionnaire was administered to a group of 12 expertsselected based on specified criteria. Sevenphases(internal awareness, external stimuli, self-formation, personality cultivation, character development, identity development and action build-up)was given to each expert for their suitable selection of the model. Only 4 phases were selected based on the agreement value of above 75% while their interrelation was stipulated by defuzzificationvalue of the phases from high to low value. The interrelated and selectedphases were internal awareness, personality cultivation, character development and action build-up

Cognitive reactivity: cultural adaptation and psychometric testing of the Persian version of the Leiden Index of Depression Sensitivity Revised (LEIDS-R) in an Iranian sample

Cognitive reactivity (CR) to the experimental induction of sad mood has been found to predict relapse in recovered depressed patients. The Leiden Index of Depression Sensitivity Revised (LEIDS-R) is a self-report measure of CR. The aim of the present study was to establish the validity and reliability of the Persian version of the LEIDS-R. The participants were recovered depressed and non-depressed Iranian individuals (n = 833). The analyses included content validation, factor analysis, construct validity, and reliability testing. Preliminary construct validation analysis confirmed that factor analysis was appropriate for the Persian version of the LEIDS-R. Factor analysis displayed similar factor loadings to the original English version. The total internal consistency of the translated version, which was assessed using Cronbach’s alpha coefficient, was equal to 0.90. The test-retest reliability of the total score was equal to that of the test-retest conducted after a two-week interval at 0.94. Content validity, face validity, and construct validity, as well as reliability analysis were all found to be satisfactory for the Persian version of the LEIDS-R. The Persian version of the LEIDS-R appears to be valid and reliable for use in future studies, and has properties comparable to the original version and to that obtained in previous studies

Internet addiction and its psychosocial risks (depression, anxiety, stress and loneliness) among Iranian adolescents and young adults: a structural equation model in a cross-sectional study

Internet addiction has become an increasingly researched area in many Westernized countries. However, there has been little research in developing countries such as Iran, and when research has been conducted, it has typically utilized small samples. This study investigated the relationship of Internet addiction with stress, depression, anxiety, and loneliness in 1,052 Iranian adolescents and young adults. The participants were randomly selected to complete a battery of psychometrically validated instruments including the Internet Addiction Test, Depression Anxiety Stress Scale, and the Loneliness Scale. Structural equation modeling and Pearson correlation coefficients were used to determine the relationship between Internet addiction and psychological impairments (depression, anxiety, stress and loneliness). Pearson correlation, path analysis, multivariate analysis of variance (MANOVA), and t-tests were used to analyze the data. Results showed that Internet addiction is a predictor of stress, depression, anxiety, and loneliness. Findings further indicated that addictive Internet use is gender sensitive and that the risk of Internet addiction is higher in males than in females. The results showed that male Internet addicts differed significantly from females in terms of depression, anxiety, stress, and loneliness. The implications of these results are discussed