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2. Investigating the Role of Formative Mobile Based Assessment in Vocabulary Learning of Pre-Intermediate EFL Learners in Comparison with Paper Based Assessment
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Yarahmadzehi, Nahid and Goodarzi, Mostafa
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Throughout this study technology and especially mobile phones was utilized in EFL classrooms in order to see whether it can influence the process of vocabulary formative assessment and consequently improve vocabulary learning of Iranian pre-intermediate EFL learners or not. Two groups of pre-intermediate EFL learners participated in this study. Regarding the first group (FMA) the vocabulary learning of learners was assessed formatively during ten sessions using Socrative mobile application. The vocabulary learning of the second group (FPA) was also assessed formatively but paper and pen were the instruments used by instructor and students to take the tests. After applying quasi-experimental research design including pretest, treatment and posttest and after running independent sample t tests to posttest scores, the results showed that those pre-intermediate EFL learners attending in the group where vocabulary gain was assessed formatively using mobile application named Socrative performed significantly better in posttest than group assessed formatively based on paper and pen (Sig=0.03<0.05). The analysis of attitude questionnaire distributed among participants of the group assessed formatively using mobile phone exhibited that they possessed a positive attitude towards mobile based testing.
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- 2020
3. College Attainment, Income Inequality, and Economic Security: A Simulation Exercise. Upjohn Institute Working Paper 20-319
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W.E. Upjohn Institute for Employment Research, Hershbein, Brad J., Kearney, Melissa S., and Pardue, Luke W.
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We conduct an empirical simulation exercise that gauges the plausible impact of increased rates of college attainment on a variety of measures of income inequality and economic insecurity. Using two different methodological approaches--a distributional approach and a causal parameter approach--we find that increased rates of bachelor's and associate degree attainment would meaningfully increase economic security for lower-income individuals, reduce poverty and near-poverty, and shrink gaps between the 90th and lower percentiles of the earnings distribution. However, increases in college attainment would not significantly reduce inequality at the very top of the distribution. [This paper was prepared for the 2020 ASSA session, "The Race between Education and Technology Revisited." For the Policy Brief, see ED603920.]
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- 2020
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4. Leaving Education Early: Putting Vocational Education and Training Centre Stage. Volume II: Evaluating Policy Impact. Cedefop Research Paper. No 58
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Cedefop - European Centre for the Development of Vocational Training
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This Cedefop study focuses on the contribution that vocational education and training (VET) can make to reducing early leaving from education and training (ELET). Published in two volumes, the first is dedicated to understanding better the learning pathways of young students, providing measurements of early leaving in VET, and understanding the role of VET in breaking the vicious cycle of early leaving and unemployment. This second volume reviews VET-related measures to tackle ELET, either by preventing learners dropping out and/or by bringing those who have already left back to education and training. This volume identifies and discusses the key features of successful policies and practices, plus the conditions necessary to evaluate and upscale successful regional and local practices to national strategies. Contains an annex of reviewed evaluations and main results. Includes a bibliography and webliography. [ICF consulting services conducted the research for this report. For "Leaving Education Early: Putting Vocational Education and Training Centre Stage. Volume I: Investigating Causes and Extent. Cedefop Research Paper. No 57," see ED573444.]
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- 2016
5. Leaving Education Early: Putting Vocational Education and Training Centre Stage. Volume I: Investigating Causes and Extent. Cedefop Research Paper. No 57
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Cedefop - European Centre for the Development of Vocational Training
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This Cedefop study examines the contribution that vocational education and training (VET) can make to reducing early leaving from education and training (ELET). Published in two volumes, this first looks at quantitative data to understand better the extent of early leaving from VET (ELVET). It analyses mechanisms for monitoring early leaving (at national and EU-levels), and examines VET and labour-market-specific factors, as well as those related to the individual and his/her family background, contributing to this phenomenon. It aims to assist national policy-makers and decision-makers at different levels in developing existing monitoring systems to measure ELVET and inform VET policies to tackle ELET. It also aims to assist European stakeholders to refine the EU indicator to capture the important variations in individual situations of early leavers. The second volume reviews VET-related measures to tackle ELET, either by preventing learners dropping out and/or by bringing those who have already left back to education and training. Contains a bibliography and webliography. [ICF consulting services conducted the research for this report. For "Leaving Education Early: Putting Vocational Education and Training Centre Stage. Volume II: Evaluating Policy Impact. Cedefop Research Paper. No 58," see ED573445.]
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- 2016
6. Psychological Applications and Trends 2024
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Clara Pracana, Michael Wang, Clara Pracana, and Michael Wang
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This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2024, organized by the World Institute for Advanced Research and Science (WIARS), held in International Psychological Applications Conference and Trends (InPACT) 2024, held in Porto, Portugal, from 20 to 22 of April 2024. This conference serves as a platform for scholars, researchers, practitioners, and students to come together and share their latest findings, ideas, and insights in the field of psychology. InPACT 2024 received 526 submissions, from more than 43 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters, Virtual Presentations and Workshops. 189 submissions (overall, 36% acceptance rate) were accepted for presentation at the conference.
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- 2024
7. New Skill Requirements and Young Workers in the Professional World with the COVID-19 Global Pandemic
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Sirma, Cigdem Sema
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The Coronavirus (SARS-CoV-2), which emerged on December 31, 2019 in the People's Republic of China, has been declared as a global epidemic by the World Health Organization. Countries primarily aimed to reduce the spread of the epidemic so that health services would not be disrupted and loss of life would be prevented. In addition to the health measures taken, countries have also taken actions to maintain the balance of income distribution and ensure the continuation of judicial, educational and working life. It can be said that the physical distance and closure, which are at the beginning of the measures taken, affect the professional world differently on a sectoral basis and change the expectations of employees and employers. In this process, concepts such as remote work, online work, working from home, flexible working, which are often used interchangeably, have quickly entered our lives. The use of various applications that already exist has also become widespread with COVID-19. Individuals in professional life faced the risks of losing their jobs, changing their personal rights and income insecurity. Employees needed to follow the transformation of professions and jobs and new skill requirements have emerged according to this transformation. The epidemic affects individuals in different ways according to age and chronic disease status. This effect varies according to working conditions along with the risk of catching an epidemic. On the other hand, although young people differ from the rest of the population in terms of their ability to adapt to the changing dynamics of business life and technology, they have encountered various disadvantages such as the limitation of job opportunities, lack of technological tools and equipment, working conditions, and not being able to benefit from national and international internship opportunities, especially in the COVID-19 process. From a sociological point of view, this paper discusses how the changes in the social structure accelerated by COVID-19 affect professional life especially for young employees. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 64-73.]
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- 2022
8. Proceedings of International Conference on Social and Education Sciences (IConSES) (Austin, Texas, October 13-16, 2022). Volume 1
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International Society for Technology, Education and Science (ISTES) Organization, Shelley, Mack, Akerson, Valarie, Sahin, Ismail, Shelley, Mack, Akerson, Valarie, Sahin, Ismail, and International Society for Technology, Education and Science (ISTES) Organization
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"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 13-16, 2022, in Austin, Texas. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]
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- 2022
9. Facilitators and Barriers along Pathways to Higher Education in Sweden: A Disability Lens
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Shruti Taneja-Johansson
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The salience of education for better life outcomes is well accepted, but people with disabilities continue to be underrepresented in higher education. Building on Weedon's approach to the intersection of impairment with socioeconomic factors, this paper identifies the facilitators and barriers encountered and/or experienced by young people with disabilities along their diverse pathways to and through higher education in Sweden. The data comes from longitudinal ethnographic case studies of persons with ADHD. While the findings show similarities in impairment-specific barriers, such as transition and inadequate support available at university, they make even more visible the existing heterogeneity among people with ADHD and the inadequacy of support structures at higher education institutions. Parents, economic security and individual factors, such as ease of learning and belief in one's own capacity, were found to be strong facilitators. ADHD and socioeconomic disadvantage together magnified vulnerabilities and hurdles faced while aspiring to and accessing higher education. The article concludes by highlighting the urgent need for universities to change entrenched structures that perceive students with disabilities as a homogeneous group and disability as an individual problem, in order to enable participation of all.
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- 2024
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10. Fraction Knowledge in Adults with Persistent Mathematics Difficulties
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Parnika Bhatia, Jessica Léone, Marie-Line Gardes, and Jérôme Prado
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Fractions are challenging for both typically achieving children and adults. Although some prior research has focused on fraction difficulties of children with mathematics difficulties (MD), persistent difficulties encountered by adults with MD remain unknown. It is possible that these adults may be able to compensate for some deficits. In this study, we administered an un-timed, paper-based fraction achievement test to French adults with and without MD to compare their knowledge of fractions. Compared with controls, adults with MD performed worse in fraction number lines, fraction concepts, fraction arithmetic, and word problems. However, no difference in performance between the two groups was observed on symbolic representations. This suggests that adults with MD might be able to perform rote procedures such as transcoding from a verbal to a symbolic representation but are severely impaired for fraction number line, fraction concept, and fraction arithmetic. Exploratory error pattern analyses for fraction number line and fraction arithmetic further revealed mistakes similar to those observed in prior studies on children with MD, indicating core deficits in fraction understanding in individuals with MD.
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- 2024
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11. Adult Education for the Human Condition: Global Issues and Trauma-Informed Learning. Adult and Higher Education Alliance Proceedings (46th, Online, March 10-11, 2022)
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Adult Higher Education Alliance (AHEA), Olson, Joann S., Elufiede, Kemi, Coberly-Holt, Patricia, Olson, Joann S., Elufiede, Kemi, Coberly-Holt, Patricia, and Adult Higher Education Alliance (AHEA)
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The 46th annual conference of the Adult and Higher Education Alliance (AHEA) was held online in March 2022. This year's conference theme is "Adult Education for the Human Condition: Global Issues and Trauma-Informed Learning." The proceedings are comprised of the following papers: (1) Man-Environment Interaction in the Rainforests and Sustainable Development: Practical Implications for Adult Education (Kofo A. Aderogba); (2) The Trauma of Coronavirus and Education for Sustainable Human Condition (Adebimpe E. Alabi and Kofo A. Aderogba); (3) Dialogue-Based Education: A Strategy for Empowering Young Adults in Fostering Entrepreneurial Mindsets (Isaac Kofi Biney); (4) Does Science Help in Understanding Trauma-Related Behaviors in the Adult Student? (Joan Buzick); (5) Strengthening Resiliency During Stress in Adulthood (Patricia Coberly-Holt and Lynn Roberts); (6) Talking Back: Testifying as an Act of Resistance and Healing for Black Women Survivors of Prostitution (Amelia B. Cole); (7) Nexus of Vulnerability of Internally Displaced Persons [IDPs] in Africa, and Socioeconomic Development of the Black Nations (Debora A. Egunyomi and Kofo A. Aderogba); (8) Utilizing Technology, Mentoring, and Fun Initiatives to Decrease Workplace Stress (Yvonne Hunter-Johnson, Sarah Wilson-Kronoenlein, and Dauran McNeil); (9) Hemophilia: A Silent Threat to Post-Secondary Success in a Caribbean Context (Kerry-Ann Lee-Evans and Kayon Murray-Johnson); (10) Trauma-Informed Teaching of Writing in Higher Education (Marian Mesrobian MacCurdy); (11) The Human Condition, the Goals of Adult Education, and the Role of the Adult Educator: A Conversation (Alan Mandell and Xenia Coulter); (12) Parenting Adolescent Children in the American Culture by South Asian Immigrants from India (Olivet K. Neethipudi); (13) The Importance of Recognizing Personal Stressors, How They May Impact Our Professional Life/Teaching, and Steps We Can Take to Learn from the Experiences (Lynn Roberts and Patricia Coberly-Holt); (14) Comparison of Competency and Entrustability in Ongoing Adult Skill Development: How Do They Meet? (Richard Silvia and Kathy Peno); and (15) The Invisible Pandemic (Joyvina Evans and Joshua Ramaker). [For the 2021 proceedings, see ED615223.]
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- 2022
12. University Students' Perspectives on Open and Distance Learning (ODL) Implementation Amidst COVID-19
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Mathew, Vloreen Nity and Chung, Ellen
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Open and Distance Learning (ODL) has been implemented in universities around the world since decades ago. With COVID-19 pandemic, its implementation has been accelerated globally at an unprecedented speed and haste. Thus, the aim of this paper is to investigate the university students' perspectives on ODL amidst COVID-19. By using the convenient sampling method, a total of 608 diploma and degree students throughout Malaysia have participated and shared their feedback on ODL implementation. The collected data covered their general feedback and what they enjoyed the most about ODL. Moreover, their recommendations on ODL implementation were analyzed by categorising the responses into different themes. The demographic data was summarized using descriptive analysis. A comparison between the diploma and the degree students' perspectives is also discussed in the paper. The findings show that most students have positive perceptions on ODL implementation, where positive feedback and fun factors are highlighted by the respondents. Some students indicated that ODL should not be continued in the future semester, due to problems such as poor internet connection, budget constraints and time management issues. Recommendations on improvements for better ODL implementations in the near future are also provided. This study contributes to more effective ODL management by presenting the learners' perspectives.
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- 2020
13. Preparatory Learners' Perspectives of Learner Autonomy in the Saudi Context
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Asiri, Jameelah and Shukri, Nadia
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Learner autonomy is a developing concept that has been the focal point of number of research papers investigating language learning. It has been under investigation by number of scholars and researchers over the years, the concept of learner autonomy has been supported by number of researchers, others attempted to prove that it does not fit all learners of different backgrounds. In this research paper, the focus is mainly on learners' perspectives of learner autonomy, what do they know? To what extent the students understand the concept of learner autonomy? Developing autonomous learners is an area that needs to be explained. There are limited studies conducted in the Saudi context therefore, this study investigates Preparatory year female EFL students' perspectives of learner autonomy in the Saudi context. Moreover, it examines whether the learners have the knowledge and the competence to develop their learning. The perspectives and views of 150 learners were collected using a questionnaire. The study follows a mixed methods approach. The reviewed literature showed that implications of learner autonomy reflected positively on learners (Burkert & Schwienhorst. 2008; Han, 2015). The main findings of this study revealed that students participated in this study had negative perspective of learner autonomy.
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- 2020
14. Students as Colleagues: The Impact of Working on Campus on Students and Their Attitudes towards The University Experience
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Millard, Luke
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This paper considers research that engaged with a university wide population of students who were employed on campus to better understand why they chose to work alongside their studies; how this impacted upon their attitudes to study and the university, and the benefits for those students. This paper reveals that the primary motivation to work on campus is the development of skills; considers the nature of those skills and behaviours; discovers the changing relationship between student workers and university staff; and discusses how engagement leads to an enhanced sense of student confidence and belonging. The paper concludes by considering the implications for the university and sector and how the outcomes might be best deployed for impact on those students who would most benefit.
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- 2020
15. Mental Health Status and Help-Seeking Strategies of International Students in Canada
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de Moissac, Danielle, Graham, Jan Marie, Prada, Kevin, Gueye, Ndeye Rokhaya, and Rocque, Rhéa
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International students are at heightened risk of developing psychological distress, yet little research has been conducted on their mental health or support needs. This quantitative study focused on undergraduate students at two mid-sized universities in Manitoba, Canada. Online and paper surveys were completed by 932 participants, of whom 21% identified as international students. This paper, descriptive in nature, outlines the sociodemographic profiles, current mental health status, psychological characteristics, and coping strategies of international students compared to domestic students in each institution. Data show that international students are more likely to report excellent mental health, score higher on the mental health scale, and report higher life satisfaction, higher self-esteem, and more positive body image than domestic respondents. However, they are less likely to talk about their hardships. Providing culturally-adapted supports that take into consideration ethnolinguistic differences, religious practice, and mental health literacy will better meet the needs of international students on campus.
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- 2020
16. Proceedings of International Conference on Humanities, Social and Education Sciences (iHSES) (Washington, District of Columbia, July 15-19, 2020). Volume 1
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International Society for Technology, Education and Science (ISTES) Organization, Thripp, Richard, Sahin, Ismail, Thripp, Richard, Sahin, Ismail, and International Society for Technology, Education and Science (ISTES) Organization
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"Proceedings of International Conference on Humanities, Social and Education Sciences" includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES), which took place on July 15-19, 2020, in Washington, D.C. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues, and to connect with the leaders in the fields of "humanities," "education," and "social sciences." The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The iHSES invites submissions which address the theory, research, or applications in all disciplines of humanities, education, and social sciences. The iHSES is organized for: (1) faculty members in all disciplines of humanities, education, and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]
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- 2020
17. Ready, Connected, Supported: A Framework for Youth Workforce Development and the YES Project
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America's Promise Alliance, Center for Promise, Flanagan, S. K., and Castine, E. B.
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Ready, Connected, Supported: A Framework for Youth Workforce Development and the YES Project, a working paper from the Center for Promise--the research arm of America's Promise Alliance--provides an overview of the "Ready, Connected, Supported" framework--the backbone of America's Promise Alliance's YES Project, a national campaign to reduce youth unemployment. This framework represents a shared approach from which everyone from employers and public officials to community leaders and young people themselves is driving action toward increased opportunities for workplace success and development. In a nation built on the promise of opportunity, too many young people struggle to find a solid foothold in the world of work. The youth unemployment crisis is complex, pervasive, and persistent, with wide-reaching consequences for states and communities across the national and global economies. In the U.S., recent annual estimates indicate that 1.8 million young people ages 16-24 are available and actively searching for work, but are unable to secure a job. This working paper begins with an overview of the YES Project's guiding framework--the "Ready, Connected, Supported" framework and is followed by a brief review of existing literature outlining the importance and changing nature of work in the 21st century as well as a portrait of the youth employment crisis in the U.S. today. This background serves as context for the Ready, Connected, Supported framework, situating the three domains that make up the framework within the extant literature and research.
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- 2020
18. Proceedings of International Conference on Humanities, Social and Education Sciences (Washington, DC, July 15-19, 2020)
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International Society for Technology, Education and Science (ISTES) Organization, Thripp, Richard, and Sahin, Ismail
- Abstract
"Proceedings of International Conference on Humanities, Social and Education Sciences" includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES) which took place on July 15-19, 2020 in Washington, DC, USA. The aim of the conference is to offer opportunities to share your ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of humanities, education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The iHSES invites submissions which address the theory, research or applications in all disciplines of humanities, education and social sciences. The iHSES is organized for: faculty members in all disciplines of humanities, education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in humanities, education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings.
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- 2020
19. Age-Related Changes and Reorganization of Creativity and Intelligence Indices in Schoolchildren and University Students
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Razumnikova, Olga and Bakaev, Maxim
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Despite the lasting interest towards the relationship between intelligence and creativity, comparably less attention is paid to its age-related changes. Our paper considers the organization of fluid intelligence and psychometric indicators of creativity and is based on the experimental data obtained for children aged 11 (n = 99) and for young adults (n = 77). We used two figural and verbal tasks with and without time limit. We found that the age-related differences in creativity are dependent on the context and the type of testing. The young adults were different from the children, having higher indicators of verbal and figurative creativity, except for the originality of the drawings created within the Incomplete Figures test, and having considerably higher test results for fluid intelligence. These age-related differences, together with the discovered closer relationship between the creativity indicators in the young adults group compared to the children, might suggest insufficient contribution of the components of the executive control of information selection (inhibition, shifting, and updating), which had not fully formed in eleven-year-olds. The comparison of the various indicators of creativity suggests that the most complex task for the children was the composition of an original sentence by joining nouns from various semantic categories.
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- 2022
20. Phonological Constraints on the Utterance of L2 Clusters by Saudi ESL Learners
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Alotaibi, Abdullah N.
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The field of L2 phonology did not receive much research compared to the other linguistic domains. To add to the field and expand the current literature, the present paper's goal was to examine the impact of syllable structure differences between Arabic and English in uttering L2 English consonant clusters. The following research question was aimed to be answered: Do the differences between two languages' syllable structure cause production difficulties in the consonant cluster to Saudi Arabian learners of English? The subjects of this investigation were L2 English learners from Saudi with intermediate proficiency levels in English. Applying the descriptive correlational type of research model, the results showed that learners' production is mainly influenced by their native language-specific phonological features. The learners' production of targeted L2 consonant clusters seemed to mirror their underlying phonological system, and syllables structures were modified to match their native Arabic phonological system as a result of language transfer. These findings should be taken into account by L2 speech educators as such speech difficulty is anticipated.
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- 2021
21. The (Im)possibilities of Queer Girlhoods: Chinese Girls Negotiating Queerness and Filial Piety
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Xie, Xumeng
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This paper examines the experiences of nine Chinese girls and young women as they explore and negotiate queer subjectivities within the constraints of patriarchal and (hetero)sexual norms surrounding girlhood and young femininity. I focus on filial piety ("xiaoshun") as a normative gendered discourse being reconfigured in changing gender, familial and other power dynamics in China. I argue that the discourse of filial piety continues to naturalise a heteronormative girlhood that will smoothly transition into young womanhood prepared to take on responsibilities of 'getting married and having kids'. This narrative, however, is in tensions with girls and young women's diversified expressions of sexualities. Through the participants' own accounts of queer explorations, I demonstrate how they actively engage and reflect on these tensions with familial and filial discourses while navigating the (im)possibilities of becoming queer girls across varied socioeconomic and family backgrounds. The findings of this study offered new insights into how familism and filial piety are woven into Chinese gender and sexual politics and being constantly (re)negotiated. My conceptualisation of queer girlhoods in China shows how queer girls and young women are marginalised in and around family. In the meantime, it demonstrates the emergent strategies of queer resistance and negotiations of filial piety through delaying marriage and managing familial intimacy.
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- 2023
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22. Transfer Learning of Cognitive Control Using Mobile Applications
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Setiawan, Vincent, Chor, Tricia Jing Yi, Lai, Yee Qi, Wang, Gan, Yap, Wei Lok, and Yow, W. Quin
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This research aims to explore the transfer learning of cognitive control skills using mobile applications. We explored whether mobile application can serve as a viable platform in training interference control, specifically the color Stroop task. Mobile phone's advantage lies in its portability and its ability to reach many people. Forty undergraduates from the authors' university were involved in the experiment. We introduced the use of a mobile application to present training exercises as well as to record answers and reaction times. Half of the participants were given standard logical thinking questions whereas the other half was given different types of Stroop task as a form of training, followed by the color Stroop test as a test of transference. The results showed that mobile app training using different types of Stroop task significantly improved the performance on the color Stroop Task in reaction time. Future studies can explore transfer learning of other types of cognitive control as well as explore our findings for other age groups. [For the complete proceedings, see ED600498.]
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- 2018
23. Investigating Commercially Available Technology for Language Learners in Higher Education within the High Functioning Disability Spectrum
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Savvidou, Georgia and Loizides, Fernando
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This work presents the assistive use of a combination of technologies in language learning to individuals with high functioning disabilities within a higher education environment. The primary aim of this research is to introduce the initial findings of a pilot exploratory user test which aims to facilitate a better understanding of the suitability and user preference of technological tools in language learning; specifically of children with disabilities. In this article, we present a case study of ten young adults with different levels of needs and abilities, including dyspraxia, dyslexia, dysgraphia, attention deficit disorder, articulation, learning difficulties and psychological problems. The learners, engaged in different disciplines in higher education, were exposed to bespoke and off the shelf solutions as assistive technologies. [For the complete volume of short papers, see ED572005.]
- Published
- 2016
24. Nomophobia among Undergraduate Students and Its Link to Mobile Learning
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Yasan Ak, N. and Yildirim, S.
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The purpose of this study was to investigate the level of nomophobia among undergraduate students and its link to mobile learning. The present study utilized a correlational research design. The sample consisted of 146 undergraduate students from a Turkish public university in Ankara. As data collection tools, the Turkish version of Nomophobia Questionnaire (NMP-Q), Mobile Learning Attitude Scale (MLAS) were administrated. The students' mobile phone use for educational purposes were also asked. Descriptive and inferential statistical analyses were conducted via SPSS 22.0. The results of the study showed that undergraduate students had an average nomophobia level and they used their mobile phones for several educational purposes. The students' level of nomophobia was significantly related to educational activities performed by their mobile phones. A weak relationship was also found between nomophobia and social media use on mobile phones. Furthermore, the relationship between nomophobia level and mobile learning attitude was examined. It was found that the students' level of nomophobia was significantly correlated with their attitudes towards mobile learning.
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- 2018
25. Identification of the Parameters Concerning Young Adults' Taking Epistemic Risks in Their Social Media Posts with Academic Content
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Kincal, Remzi Y., Kartal, Osman Yilmaz, and Yazgan, Akan Deniz
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The present study aims to identify and investigate the parameters of taking academic epistemic risks concerning undergraduate young adults who are considered to use social media more frequently than any other users. The study was carried out following a mixed methodology. The study observes the principles of exploratory sequential design of the mixed method. In an exploratory mixed study, initially a theoretical proposition is obtained through a qualitative methodology; then this proposition is tested with a quantitative method. A case study as the qualitative part was conducted over 15 university students who use social media. As a result of the qualitative study, the parameters which were discovered to exert effects on young adults' epistemic risk taking in their social media posts with academic content were identified. A survey research study was carried out with a measurement tool developed by the researchers to assess the obtained parameters. By means of the survey performed over 215 undergraduates, the parameters of epistemic risk were tested. There are individual- and environment-related parameters affecting young adults' taking academic epistemic risk on social media. It was found out from the analyses of these parameters that the parameters knowledgeability, academic knowledgeability, and ethics have direct effects of academic epistemic risk taking. It was also revealed that the parameters self-esteem, responsibility, educational background, and virtual social capital are potentially effective. [For the complete proceedings, see ED590271.]
- Published
- 2018
26. Values of the Self-Determination of Young People (Teenagers) Who Are in Various Educational Situations
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Lukina, Antonida, Finogenova, Olga, Eflova, Zinaida, Peterson, Irina, and Reut, Galina
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Growing up and social self-determination of Russian youth (teenagers from 16 to 20 years old) takes place in a difficult time of the cultural and social changes. Modern Russian society is very heterogeneous: the level of social stratification is very high, there are significant territorial and ethno-cultural differences, and there are dynamic changes in the different social groups' value orientations. In the modern Russian society co-exist three different systems of values: 1. Traditional "Soviet" values are coming from the third generation (grandparents); 2. Christian values that are being actively implemented; 3. Modern individualistic values are coming from the media and the life realities. The formation of a stable system of value orientations, when self-determination occurs and life plans are formed, happens in early youth. Most researchers consider life self-determination as a multidimensional and multi-stage process. The crucial role in the process of life self-determination belongs to the system of values, life aspirations of the individual, to understand which means to create "portrait of the future." The purpose of our study: to study the peculiarities of life aspirations and value orientations of young people in different socio-economic conditions. The methodological and theoretical basis of the study is the studies of Russian psychologists S. L. Rubinstein and B. F. Lomov, as well as the studies of E. Erickson, K. Levin, K. Rogers, R. Burns, and E. Fromm. They described the internal structure of the self-determination process, the formation of human identity in the changing world. Our research hypothesizes that the social status of respondents, the place of their education (secondary school, vocational college, higher education institution), their national and ethnic affiliation, a region of residence, gender, the family cultural capital have a significant impact on the nature of life aspirations. Testing the hypothesis, we surveyed respondents in different socio-cultural conditions (students of schools, universities, vocational colleges); the reviews also recorded their gender affiliation, place of residence and family cultural capital. In total, more than 200 respondents in different socio-economic conditions were interviewed, correlation analysis of the results was carried out, essential links and differences between the respondents were established. Our research is based on the adapted methodology - the questionnaire of life aspirations by R.Ryan and E.Deci. We considered adding four more scales: Family, Work, Freedom, and Power. The technique allows evaluating the importance of different values for the individual, as well as the various values, and the power of motivation. We hope that this study will be useful both for researchers and practitioners designing a system of educational work with young people. [For "NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1," see ED603189.]
- Published
- 2018
27. Monitoring the Future National Survey Results on Drug Use, 1975-2017. Volume II, College Students & Adults Ages 19-55
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University of Michigan, Institute for Social Research, Schulenberg, John E., Johnston, Lloyd D., O'Malley, Patrick M., Bachman, Jerald G., Miech, Richard A., and Patrick, Megan E.
- Abstract
The present volume presents new 2017 findings from the U.S. national Monitoring the Future (MTF) follow-up study concerning substance use among the nation's college students and adults from ages 19 through 55. The authors report 2017 prevalence estimates on numerous illicit and licit substances, examine how substance use differs across this age span, and show how substance use and related behaviors and attitudes have changed over the past four decades. MTF, now in its 44th year, is a research program conducted at the University of Michigan's Institute for Social Research under a series of investigator-initiated, competing research grants from the National Institute on Drug Abuse--one of the National Institutes of Health. The integrated MTF study comprises several ongoing series of annual surveys of nationally representative samples of 8th and 10th grade students (begun in 1991), 12th grade students (begun in 1975), and high school graduates followed into adulthood (begun in 1976). The authors report the results of the repeated cross-sectional surveys of all high school graduating classes since 1976 as they follow them into their adult years (as discussed in Chapter 3, these cross-sections come from longitudinal data). Segments of the general adult population represented in these follow-up surveys include: (1) U.S. college students; (2) their age-peers who are not attending college, sometimes called the "forgotten half,"; (3) all young adult high school graduates of modal ages 19 to 30 (or 19-28 for trend estimates), to whom we refer as the "young adult" sample; and (4) high school graduates at the specific later modal ages of 35, 40, 45, 50, and 55. This volume emphasizes historical and developmental changes in substance use and related attitudes and beliefs occurring at these age strata. The follow-up surveys have been conducted by mail on representative subsamples of the previous participants from each high school senior class. This volume presents data from the 1977 through 2017 follow-up surveys of the graduating high school classes of 1976 through 2016, as these respondents have progressed into adulthood. The oldest MTF respondents, from the classes of 1976-80, have been surveyed through age 55 in 2013-2017, 37 years after their graduation. [For the report from the previous year "Monitoring the Future National Survey Results on Drug Use, 1975-2016. Volume II, College Students & Adults Ages 19-55," see ED578605. For Volume I "Monitoring the Future National Survey Results on Drug Use, 1975-2017. Volume I, Secondary School Students," see ED589763. For "Demographic Subgroup Trends among Adolescents in the Use of Various Licit and Illicit Drugs, 1975-2017. Monitoring the Future Occasional Paper Series. Paper 90," see ED589759. For "Monitoring the Future National Survey Results on Drug Use, 1975-2017: Overview, Key Findings on Adolescent Drug Use," see ED589762.]
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- 2018
28. Monitoring the Future National Survey Results on Drug Use, 1975-2017. Volume I, Secondary School Students
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University of Michigan, Institute for Social Research, Miech, Richard A., Johnston, Lloyd D., O'Malley, Patrick M., Bachman, Jerald G., Schulenberg, John E., and Patrick, Megan E.
- Abstract
Substance use is a leading cause of preventable morbidity and mortality; it is in large part why, among 17 high-income nations, people in the U.S. have the highest probability of dying by age 50. Substance use is also an important contributor to many social ills including child and spouse abuse, violence more generally, theft, suicide, and more; and it typically is initiated during adolescence. It warrants sustained attention. Monitoring the Future (MTF) is designed to give sustained attention to substance use among the nation's youth and adults. It is an investigator-initiated study that originated with, and is conducted by, a team of research professors at the University of Michigan's Institute for Social Research. Since its onset in 1975, MTF has been continuously funded by the National Institute on Drug Abuse--one of the National Institutes of Health--under a series of peer-reviewed, competitive research grants. The 2017 survey, reported in this report, is the 43rd consecutive survey of 12th grade students and the 27th such survey of 8th and 10th graders. This annual monograph series has been a primary vehicle for disseminating MTF's epidemiological findings. This monograph presents the results of the 43rd survey of drug use and related attitudes and beliefs among American high school seniors and 27th such survey of 8th and 10th grade students. The next monograph in this series will report the 38th such survey of American college students and same-age youth who do not attend college, as well as findings regarding substance use prevalence and trends among adults through age 60. An annual monograph on risk and protective behaviors for the spread of HIV/AIDS2 among young adults was added beginning in 2009. (In years prior to 2009, findings from the study on risk and protective behaviors related to the spread of HIV/AIDS were contained in "Volume II.") [For the report from the previous year "Monitoring the Future National Survey Results on Drug Use, 1975-2016. Volume I, Secondary School Students," see ED578730. For Volume II "Monitoring the Future National Survey Results on Drug Use, 1975-2017. Volume II, College Students & Adults Ages 19-55," see ED589764. For "Demographic Subgroup Trends among Adolescents in the Use of Various Licit and Illicit Drugs, 1975-2017. Monitoring the Future Occasional Paper Series. Paper 90," see ED589759. For "Monitoring the Future National Survey Results on Drug Use, 1975-2017: Overview, Key Findings on Adolescent Drug Use," see ED589762.]
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- 2018
29. Monitoring the Future National Survey Results on Drug Use, 1975-2017: Overview, Key Findings on Adolescent Drug Use
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University of Michigan, Institute for Social Research, Johnston, Lloyd D., Miech, Richard A., O'Malley, Patrick M., Bachman, Jerald G., Schulenberg, John E., and Patrick, Megan E.
- Abstract
Monitoring the Future (MTF) is a long-term study of substance use and related factors among U.S. adolescents, college students, and adult high school graduates through age 55. It is conducted annually and supported by the National Institute on Drug Abuse. MTF findings identify emerging susbstance use problems, track substance use trends, and inform national policy and intervention strategies. MTF is designed to detect age, period, and cohort effects in substance use and related attitudes. Age effects are similar changes at similar ages seen across multiple class cohorts; they are common during adolescence. Period effects are changes that are parallel over a number of years across multiple age groups (in this case, all three grades under study--8, 10, and 12). Cohort effects are similar changes among those of a similar age or grade in school, that are then maintained as the cohorts age. The key findings for 8th, 10th, and 12th graders surveyed across the coterminous U.S. in 2017 are summarized in this report. [For the report from the previous year "Monitoring the Future National Survey Results on Drug Use, 1975-2016: Overview, Key Findings on Adolescent Drug Use," see ED578534. For "Demographic Subgroup Trends among Adolescents in the Use of Various Licit and Illicit Drugs, 1975-2017. Monitoring the Future Occasional Paper Series. Paper 90," see ED589759. For "Monitoring the Future National Survey Results on Drug Use, 1975-2017. Volume I, Secondary School Students," see ED589763. For "Monitoring the Future National Survey Results on Drug Use, 1975-2017. Volume II, College Students & Adults Ages 19-55," see ED589764.]
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- 2018
30. How Important Is Future Teachers' 'Connectedness to Nature'? Adaptation and Validation of the Connectedness to Nature Scale
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Andic, Dunja and Šuperina, Lorena
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The teacher plays a key role in fostering sustainability and implementing Education for Sustainable Development at school. This paper presents a study aimed at adapting and validating a shorter version of the Connectedness to Nature Scale (CNS) to measure student future teachers' connectedness to nature. The scale has been translated into Croatian in an abbreviated form and applied to a specific sample of students from the Faculty of Teacher Education in Rijeka, Croatia (N = 138). One of the tasks was to examine whether there are statistically significant differences among students regarding their membership in eco-associations and previous participation in an Environmental Education/Education for Sustainable Development (EE/ESD) course. A special research objective was to determine the extent to which the current education and membership in an eco-association explain the connectedness to nature. In addition to the indicated research limitations, the results confirmed the significant measured characteristics of the scale. Education has so far proved to be a predictor of connectedness to nature. Additionally, the results showed that membership in an eco-association is a predictor of connectedness to nature. Based on the obtained results, it is possible to conclude that the connectedness to nature must be further explored, especially in the context of the initial education of future teachers, as a possible prerequisite for a successful practice of Education for Sustainable Development in schools.
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- 2021
31. Enhancing Oral English Communication Ability of Thai EFL Undergraduates via Interactive Reading Comprehension Teaching (IRCT)
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Shimray, Yaruingam Phungshok, Intharaksa, Usa, Jaihow, Patson, and Sinwongsuwat, Kemtong
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This paper reports on the effectiveness of Interactive Reading Comprehension Teaching (IRCT) in improving the oral English communication ability of Prince of Songkla University (PSU) undergraduates. It is based on a preand post-test quasi-experimental study employing IRCT, composed of self-study reading assignments and a structured peer-teaching project. The participants who were purposively sampled to partake in the study included 105 second- and third-year undergraduates from various faculties who were enrolled in a functional reading course, of which 46 was assigned to the control group and 49 was treated as the experimental group. One-on-one and group oral assessments were administered to both groups at the end of the course after IRCT implementation. The results showed IRCT had a very positive effect on the oral communication skills of the students in the experimental group, significantly improving their confidence and motivation toward speaking English. The students' opinions from a questionnaire also revealed high speaking improvement, reinforced by evidence from close observations, interviews, and student work samples. IRCT was, therefore recommended as a reading-based approach to improving students' oral English communication.
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- 2021
32. Person-Environment Fit and Retention of Racially Minoritized College Students: Recommendations for Faculty, Support Staff, and Administrators
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Ajayi, Alex A., Mitchell, Lauren L., Nelson, Sarah C., Fish, Jillian, Peissig, Lovey H. M., Causadias, José M., and Syed, Moin
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Although colleges in the United States have become increasingly racially and ethnically diverse, degree attainment remains disproportionately low among students from underrepresented and minoritized racial backgrounds. In this paper, we discuss the interactive influence of both person and environment factors in shaping academic persistence and argue that college administrators, faculty, and student support staff can intervene and take specific steps to improve the academic experience of racially minoritized college students. To this end, we offer specific evidence-based recommendations for campus leaders and stakeholders on how to adapt their campus community to facilitate the requisite person--environment fit to maximize academic persistence.
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- 2021
33. University Students with Intellectual Disabilities: Empowerment through Voice
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Kubiak, John, Aston, Des, Devitt, Marie, and Ringwood, Barbara
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People with disabilities have been among the most marginalised groups both within society and within post-secondary/higher education. Over the last two decades, an increasing number of inclusive educational programmes have come into existence both nationally and internationally for this group of learners. The Trinity Centre for People with Intellectual Disabilities (TCPID), School of Education, Trinity College Dublin, offers students with intellectual disabilities a two-year programme entitled Arts, Science and Inclusive Applied Practice (ASIAP). This paper presents a selection of voices from ASIAP students which highlights their experiences of becoming both co-researchers and second language learners. These studies present a variety of ways in which power relationships are negotiated between faculty and students through utilising creative and inclusive approaches to the research process.
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- 2021
34. Teaching Sexual Consent to Young People in Education Settings: A Narrative Systematic Review
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Burton, Olivia, Rawstorne, Patrick, Watchirs-Smith, Lucy, Nathan, Sally, and Carter, Allison
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The recent outpouring of testimonies about teenage sexual assault has reinvigorated calls for improved education on sexual consent. Better understanding of the approach, content and delivery of these programmes is key to informing best practice. In this paper, we systematically searched for peer-reviewed articles on programmes in education settings for young people aged 15-29 that purport to teach sexual consent, with 18 meeting the inclusion criteria. Nearly all reviewed programmes were implemented in the USA (n = 16) in university settings (n = 15), with short-term duration (1-2-hour sessions), with varied facilitators and interactive teaching strategies. Thematic analysis identified four main approaches to sexual consent education, some of which were interwoven within programmes: risky behaviour, sex-positive, life skills, and socioculturally adapted. In line with existing research into best practice sex and relationship education, we recommend that consent education programmes take a sex-positive and whole-school approach, are interactive and inclusive, and facilitate critical analysis of how experiences of consensual and non-consensual sexual activity are connected to socio-structural forces within socio-cultural contexts. Future research should evaluate a larger number of programmes and ensure consistent measurement of programme outcomes, whilst taking account of complex social systems and their shifting influence on consent.
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- 2023
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35. The Role of Social Media Engagement and Emotional Intelligence in Successful Employment
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Ashaye, Olusoyi Richard, Mahmoud, Ali B., Munna, Afzal Say, and Ali, Nurhanisah
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Purpose: This paper focusses on demonstrating the role of social media engagement and considering emotional intelligence (hereafter EI) as a critical concept to successful employment, mainly when individuals fail to reach the desired employment despite "meeting" the role requirements. Design/methodology/approach: The authors adopted a qualitative approach through semi-structured in-depth interviews of some randomly selected university students in the UK, young adults aged 19-32. The participants were selected based on different demographics to provide a broader and less biased representation of young adults in the UK. Findings: This research suggests that recruitment organisations should introduce the latest requirements and trends of employers to ensure that the expectations of employers and potential candidates are aligned to improve the employment rate in young adults. Originality/value: This research extends the literature regarding EI in social media engagement and successful employment. It also brings new perspectives on successful employment in young adults by demonstrating the role of social media engagement and EI traits leading to a conceptual framework exploring successful employment based on the role of social media engagement and EI.
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- 2023
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36. Get Lucky? Luck and Educational Mobility in Working-Class Young People's Lives from Age 10-21
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Archer, Louise, Francis, Becky, Henderson, Morag, Holmegaard, Henriette, Macleod, Emily, Moote, Julie, and Watson, Emma
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Scant sociological attention has been given to the role of luck within social mobility/reproduction. This paper helps address this conceptual gap, drawing on insights from over 200 longitudinal interviews conducted with 20 working-class young people and 22 of their parents over an 11-year period, from age 10-21. We explore the potential significance of luck within the trajectories of 13 educationally mobile young people who were the first in family to go to university, six young people who achieved similar educational levels to their parents and one young person whose status was less clear cut. Our analysis suggests that particular forms of luck may be instrumental in creating opportunities for social mobility, although the consequentiality of these are mediated through interplays of agency, structure, habitus and capital. We conclude that paying further attention to luck may help augment sociological understandings of structure/agency and Bourdieusian understandings of social reproduction.
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- 2023
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37. The 'Snowflakes' of Modern Society: A Qualitative Investigation of Female University Students' Anxiety about Adulting
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Talbot, Amelia, O'Reilly, Michelle, and Dogra, Nisha
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Purpose: The paper aims to explore the anxiety of university students. The authors note that the rhetoric of the snowflake is frequently invoked in lay discourse to characterise a generation of young people as overly sensitive. This misleading conceptualisation is potentially stigmatising. Design/Methodology/Approach: Interviews were conducted with twelve young women (18-25 years) about anxiety during their transition through university and into adulthood. Findings: The authors identified three themes: (1) students in a modern world, (2) gendered demands and (3) anxiety of adulting. Analysis demonstrated numerous, transecting and discourse-informed anxieties about modern life. Practical Implications: University professionals may benefit from understanding the gendered dimensions of anxiety associated with transitions to adulthood, including the increased pressures to succeed and achieve. Originality/Value: The arguably pejorative label of "snowflake" could negatively impact the social progress made in recognising the importance of taking care of mental health and help-seeking. This is especially concerning for females, as they have higher prevalence of anxiety conditions than males.
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- 2023
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38. Lifelong Learning Skills in Higher Education: A Case Study Based on the Students' Views
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Güven, Z. Zuhal
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Higher education institutions need to integrate lifelong learning skills into their education objectives to prepare students for learning at university and working in business world. This study was conducted to investigate how project-based learning could help university students to acquire lifelong learning skills. The research was designed as a case study and the participants were composed of undergraduate students involved in a ten-week course activity during 2018-2019 academic year. The data collected through the notes taken during interviews, recorded discussions and a semi-structured survey form were analysed using the content analysing technique. The results of the analyses revealed that the participants found it engaging to develop a project about a social problem, and adopted a positive attitude towards project-based learning. The findings suggested that project-based learning might help students gain competencies to cope with real-life problems, and it was concluded that comprehensive studies were needed to explore the effect of project-based learning on fostering lifelong learning skills. [This paper was published in: "Turquoise International Journal of Educational Research and Social Studies" v2 n2 p20-30 Dec 2020.]
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- 2020
39. Time Will Tell: Revisiting the Impact of College Expansion on Income and Occupational Prestige Mobility of Young Adults in Taiwan
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Kuan, Ping-Yin and Peng, Ssu-Chin
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The paper proposes a counterfactual analysis to estimate the causal effects of college expansion on the changes in income and occupational prestige of young people in Taiwan. The public attributes the rapid expansion of higher education in Taiwan in the mid 1990s as a significant cause of stagnant wage growth and high unemployment rates of college graduates in recent years. The primary concern in evaluating the policy consequences of educational expansion should be on those who would respond to expanded opportunities for education. In this paper, we use the data collected by the Panel Study of Family Dynamics in Taiwan to identify a pre-expansion cohort and a post-expansion cohort. We then use the matching method and the difference-in-difference (DID) model to estimate the impact of expansion on the changes in income and occupational prestige of three counterfactual groups: 'always-takers', 'compliers', and 'never-takers'. The results show that the impact of college expansion decreased the advantage of always-takers and benefited compliers in both income and occupational attainment of their first job. The adverse effects of college expansion suffered by always-takers disappeared after working for either 10 or 15 years, which fits the prediction of the signalling theory.
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- 2021
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40. Promoting Students' Intercultural Communicative Competence through English Literary Texts: Students' Attitudes and Teachers' Challenges
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Bagui, Hayat and Adder, Fatima
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The focal aim of the current paper is to take an in-depth look at the effect of the English culture on foreign language learners. In this regard, the researchers inquire about how intercultural communication affects English as a foreign language (EFL) students during the process of learning English literary texts carrying aspects of the target culture. This study, thus, endeavours at shedding light on students' attitudes towards some aspects of the English culture when studying literary texts. It also intends at scrutinizing teachers' strategies in teaching culture through literature; referring to their active roles in fostering intercultural awareness and Intercultural Communicative Competence (ICC) among their learners. To do so, the researchers collected data through a questionnaire addressed to forty first-year Master students of Literature and Civilization in the department of English at Tlemcen University supported by an interview with teachers of literature. The findings revealed that most students exhibit negative attitudes towards some aspects of the English culture when studying literature. Their responses demonstrate that they are unaware and ignore the differences between cultures i.e., they are not culturally competent enough to avoid intercultural clash within various lectures of literature. The results also showed that teachers peacefully attempt to provide the appropriate teaching techniques and strategies to integrate teaching culture through literary texts to foster tolerance and empathy with speakers' target language, identity, and culture.
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- 2020
41. Creating Short-Term Classes on Unification in South Korean Universities
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Lee, Andrea Rakushin, Yoo, Hak Soo, and Bailey, Daniel R.
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Young adults will be the next generation of leaders, and it is critical for them to be cognizant of major issues that impact society. Unification is a significant issue in South Korea, especially in light of the recent summits between South and North Korea. This study is rooted in principles of peace education to promote peaceful discourse related to unification issues. Unification education plays an important role in K-12 education in South Korea; however, it is not prioritized at the university level. This case study, which included open-ended surveys, interviews, and focus groups, explored South Korean university students' (n=33) views of creating short-term classes on unification and the types of topics that they think should be taught in these classes. Primary results indicate that most participants expressed interest in taking short-term classes on unification issues. The paper also includes practical implications that can be considered when developing short-term classes on unification in South Korean universities.
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- 2020
42. Using Complex Learning Tasks to Build Procedural Fluency and Financial Literacy for Young People with Intellectual Disability
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Hopkins, Sarah and O'Donovan, Richard
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In this study, we investigate a program designed for young adults with intellectual disability to learn how to calculate the value of a collection of coins and notes with procedural fluency. In the first half of the paper, we establish the importance of financial literacy for people with intellectual disability and the need to address mathematical foundations using approaches that build procedural fluency. In the second half of the paper, we present findings from an analysis of pre-service teachers' weekly reflections after having just tutored a student in the program. Using educational design research, we articulate how students build procedural fluency and what supports this type of learning. This paper will be of interest to researchers and practitioners alike who are looking to apply the latest findings on effective pedagogies to the field of inclusive education.
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- 2021
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43. The Mediating Role of Self-Efficacy in the Relationship between Problem Solving and Hope
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Çam, Zekeriya, Eskisu, Mustafa, Kardas, Ferhat, Saatçioglu, Özkan, and Gelibolu, Sedat
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The current study aims to investigate the relationship among problem solving, hope, and self-efficacy and to test a model for determining the role of self-efficacy in the relationship between problem solving and hope. It adopted convenience sampling and consisted of 494 undergraduate students (369 females; 125 males). The Hope Scale, General Self-Efficacy Scale and Problem Solving Inventory were applied in order to collect the data. Pearson correlation analysis and two-step Structural Equation Modelling were used for data analysis. Findings revealed that while a high level of positive correlation existed among problem solving, self-efficacy and hope, a moderate positive relationship was found between self-efficacy and hope. As a result of Structural Equation Modelling, self-efficacy was found to be significantly predicted by problem solving whereas hope was observed to be significantly predicted by problem-solving and self-efficacy. In addition, mediation analysis demonstrated that the relationship between problem solving and hope emerged through the development of self-efficacy. As a result, this paper exhibited that individuals with developing problem solving ability had also developing self-efficacy, which in turn leads to an increase in hope. Therefore, it may be effective to take into account the components that will improve individuals' problem solving skills and perceptions about themselves while conducting the studies to raise the hope level, which is an important concept of psychological health.
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- 2020
44. Learning Outcomes and Self-Perceived Changes among Japanese University Students Studying English in the Philippines
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Ikeda, Risa
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Study abroad destinations for Japanese students, particularly those aiming to improve their English language skills, tend to focus on the "Inner Circle" (Kachru, 1992) of English-speaking countries. However, over the last two decades, Korean and Japanese-owned English language schools in the Philippines started to appear, leading to over 6,700 people from Japan going to study English in the Philippines in 2018. In this paper, I aim to document the effects and self-perceived changes that occurred as a result of studying abroad in the Philippines by drawing on a case study of 103 Japanese university students on a four-week intensive English language program. Data collection was conducted over the course of May to December 2018 by means of interviews, questionnaires, and ethnographic observations. Among the common themes that emerged was a shift in focus from grammatical form and accuracy to communication-oriented goals for learning. Such changes in beliefs toward language learning triggered by a study abroad experience can be accounted for using the concept of language ideologies (Surtees, 2016). While this study only accounts for learner impressions shortly after their return, it illustrates the potential impact of a cross-cultural experience on students' overall belief systems regarding language learning and communication.
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- 2020
45. Learner Attitudes, Strategy Awareness and Strategy Use in Process-Based Listening
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Madarbakus-Ring, Naheen
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This paper outlines how current research could improve learner attitudes and heighten listening strategy awareness when using a three-stage listening process-based framework. This listening study outlines a logical pedagogic lesson for fellow educators to implement academic listening using www.breakingnewsenglish.com (BNE) in the tertiary level classroom. The preliminary study at a Korean university describes a series of five BNE lessons which were developed using a three-stage strategy-based plan for academic listening. Metacognitive, cognitive and socio-affective tasks were integrated into pre-/while-/postlistening stages to measure if listening attitudes improved and if strategy awareness and strategy use heightened after task exposure. The data analyzed from pre-course/post-course questionnaires suggest that although individual attitudes toward listening did not improve, listening components used in this pedagogic approach could improve strategy awareness and the employment of listening strategies to help second language learners develop their listening competence.
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- 2020
46. Accelerating the Energy Transition through Serious Gaming: Testing Effects on Awareness, Knowledge and Efficacy Beliefs
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Ouariachi, Tania and Elving, Wim
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To have sustainable societies, we need to accelerate the energy transition towards clean energy solutions, however, awareness and understanding of the process as well as intentions to change behaviors are still limited, especially among young people. An optimal balance considering the point of view from all parties involved is out of sight without a focus on social structures and a dialogue among all parties. In this context, universities have a critical role to play: these institutions build capacity through the development of new knowledge, new understanding and new insights, and can therefore provide effective solutions to complex societal challenges. In search of innovative approaches to reach young people, whose communicative paradigm has become more interactive and participatory, the use of serious gaming in formal education is gaining attention among scholars and practitioners: they can foster skills and abilities, contribute to content development of complex issues by integrating insights from different disciplines, and permit learning experiences that are not possible in real life. In this paper, we introduce "We-Energy Game", a serious game that address the urgency and complexities in the provision of affordable energy from renewable sources for an entire town. During the game, players negotiate, from their respective roles, which energy source they want to employ and on which location, with the goal to make a village or city energy neutral. Then, we present findings from a pretest and posttest completed by a hundred university students in The Netherlands to analyze the effects of the game on players awareness, understanding and efficacy beliefs. Results reveal positive outcomes on all variables.
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- 2020
47. Life after College: Employment, Social, and Community Outcomes for Young Deaf Adults
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Palmer, Jeffrey Levi, Newman, Lynn A., Davidson, Savannah, and Cawthon, Stephanie W.
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While most research on transition outcomes focuses on education and employment, the transition to adulthood also includes social outcomes, such as group involvement and community service. The present study examined a broader set of outcomes for young deaf adults after postsecondary education. A secondary analysis of a large-scale data set, the National Longitudinal Transition Study (NLTS2), was conducted to compare the employment, income assistance, and social/community outcomes of three postsecondary education cohorts: graduates, noncompleters, and nonattendees. The sample included approximately 140 deaf postsecondary school graduates, 90 deaf postsecondary noncompleters, and 230 young adults who had not attended postsecondary school. The findings indicate that young deaf adults with more postsecondary education have more positive outcomes, e.g., higher employment rates, higher wages, and greater civic and social participation. These findings further demonstrate the importance of postsecondary education for young deaf adults and can be used to inform transition planning for deaf students, supporting the need to consider exploration of various career pathways available through college or postsecondary career/technical education. [This paper was published in "American Annals of the Deaf" v165 n4 p401-417 2020.]
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- 2020
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48. Building Collaborative Partnerships to Increase Postsecondary Education Opportunities for Students with Intellectual and Developmental Disabilities
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Horn, Annemarie L., Bean, Kimberly M., Layden, Selena J., Terpstra, Judith E., and Holloway, Karen C.
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Transitioning from high school to the next phase of life can be especially challenging for youth with intellectual and other developmental disabilities (IDD). Federal mandates are in place to provide individualized transition services to students with disabilities up to age 22; however, there is variability in the location of service delivery. A growing number of school districts have partnered with institutions of higher education (IHE) in an effort to enhance postsecondary education (PSE) opportunities for individuals with IDD who are between the ages of 18-21. While there are some differences in PSE programs, the core foundational component is constant across models: establishing and maintaining collaborative partnerships between school districts and IHE. This paper describes PSE program models and highlights the necessity to continue to build partnerships in an effort to expand PSE opportunities for young adults with IDD.
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- 2020
49. Exploring Modes of Lecturing as a Teaching Method in Higher Education: Student Attendance, Preference and Motivation
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Vlachopoulos, Panos and Jan, Shazia
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This paper presents the findings of a large-scale study conducted at an Australian metropolitan university, which seeks to compare attendance in different modes of lecture delivery and student preference and motivation for attendance. The research design collected data for three different teaching methods - on-campus lectures, live streaming utility and lecture recordings via lecture capture. The study addresses the broader question of the value students place on the modes of lecturing, as indicated by their attendance patterns, usage of lecture recordings, and preferences and motivations for the same. Overall, the study confirms the student preference for flexibility when accessing or attending lectures, with those choosing both on-campus and live streaming lecture delivery, also having a strong preference for using recorded lectures. Implications of findings of the study which was conducted pre-COVID-19 extend to a post-coronavirus world as well with implications for infrastructure and resource planning for universities with changing student demographics and flexibility requirements and challenges brought on by a global health and economic crises.
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- 2020
50. Characteristics of Ethnic Identity among Students
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Safarova Elshad, Jamila
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The paper shows the characteristics that influence the ethnic identity of students educated in the Azerbaijani and Russian languages. The thoughts related to the study about ethnic identity within the studies conducted in this way, as well as the psychological features of this process in youthful individuals are analyzed. Analysis of the results demonstrates that learners, studying in Azerbaijani department have indicators of the cognitive element of the ethnic identity higher than those of the learners studying in Russian department. This means that the level of self-awareness of their belonging to this ethnic group, opinions about the features of their own ethnic group are higher among students of the Azerbaijani Department. Analysis of the results also reveals the fact that students, studying in Azerbaijani language have indicators of the affective component of ethnic identity higher than students studying in Russian language. This considers a positive attitude towards their ethnos as a group, as well as the fact that young people have a definite emotional feel of acceptance to their ethnic group, a high sensitivity towards their ethnos.
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- 2020
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