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E-LEARNING AS A FACTOR IN STIMULATING GIFTED STUDENTS TO ACHIEVE ACADEMIC SUCCESS

Author(s): Aleksandra Gojkov-Rajić,Grozdanka Gojkov,Aleksandar Stojanović / Language(s): English / Issue: 1/2023

Keywords: academically gifted students; e-learning; confidence; motivation; personality traits;

The aim of the study is to examine how gifted students are stimulated to use e-learning for academic achievement. The main questions to which an answer is sought in this context are: What types of activities do gifted students use in e-learning? How do students evaluate the adequacy of ICT resources for their academic achievements so far? What are the relationships between the use of ICT for learning and the personality traits, self-esteem, and motivational strategies of gifted people? The theoretical context consists of concepts of self-regulation, new concepts of intelligence - self-management of intellectual processes - Sternberg, emancipatory didactics. The research has used the method of systematic, non-experimental observation, and as instruments, a battery of questionnaires: (PSIKT) Protocol on students' self-perception about the importance and use of ICT and e-learning to stimulate students towards academic achievements—made for this research; Questionnaire of Motivation for Learning (LLOS-IEA), SMS-Scale of Motivational Strategies, Inventory of Competencies for Memory and Reasoning (MARCI-Stankov & Crawford), and Personality Traits (BFIIV). of the battery ranges from 0.62 to 0.83. It was used as a Journal Plus Education Vol. XXXII, no.1/MAY, 2023 p.10-42 11 convenience sample, consisting of 687 students from the universities of Belgrade, Novi Sad and Niš (within this number, 127 are academically gifted, with an average grade above 9.00). Basic findings: When compared to other students, academically gifted students focus more on expanding their knowledge based on their interests, research work, and interactive self-evaluation tests in e-learning. Using ICT for learning and academic success is closely related to students' personal characteristics (personality traits, self-confidence, motivation). Gifted students have stronger self-confidence, motivation, and personality traits than other students

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EXPLORING THE PSYCHOLOGICAL IMPLICATIONS OF CHATGPT:A QUALITATIVE STUDY

Author(s): Dana Rad,Gavril Rad / Language(s): English / Issue: 1/2023

Keywords: chatbots; psychological implications; human-technology interaction; ethical concerns; user satisfaction;

As chatbots become increasingly prevalent in our daily lives, it is important to consider their psychological implications. In this qualitative study, we conducted a focus group with 10 psychology students who had experience interacting with chatbots. Participants discussed their emotional responses, attitudes, and behaviors related to chatbots, as well as ethical concerns. Thematic analysis revealed four main themes: (1) convenience and efficiency, (2) frustration and dissatisfaction, (3) social and emotional connections, and (4) ethical considerations. The findings suggest that chatbots can provide convenience and efficiency, but may also lead to frustration and dissatisfaction when they are unable to meet users' needs. Additionally, participants reported feeling a sense of social and emotional connection with chatbots, and expressed concerns about ethical issues such as data privacy and the potential for chatbots to replace human interaction. These findings have implications for the design and implementation of chatbots, as well as for ethical considerations in their use.

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EFFECT OF COGNITIVE BEHAVIOURAL INTERVENTION ON AGGRESSION AND VIOLENCE OF PUPILS WITH PROBLEM BEHAVIOURS IN PRIMARY SCHOOL IN ABUJA

Author(s): Allison Dimkpa Solomon,Kamilu Olanrewaju Muraina / Language(s): English / Issue: 1/2023

Keywords: Cognitive Behavioral Intervention; Aggression; Violence and Primary School;

This study intervened in the problem behaviors of aggression and violence noticed in Nigerian primary schools in Abuja F.C.T with the use of Cognitive Behavioral Intervention (CBI). The study employed quasi-experimental research design. The population of the study consists of all primary school pupils in Abuja FCT Nigeria. Two purposes, research questions and pupils, drawn from six primary schools purposively sampled from 40 schools in FCT. Aggression and Violence Questionnaire (AVQ) were the instrument used for data covariance (ANCOVA). Findings indicate that Cognitive Behavioral Intervention (CBI) significantly affects aggression and violence positively leading to a change of behaviors. It is recommended that Cognitive Behavioral Intervention (CBI) should be employed in all primary schools in Nigeria and in the world as intervention and corrective mechanism to problem behaviors in the classroom to enhance teaching and learning in schools.

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MENTORSHIP AND TEACHING CAREER TRAINING

Author(s): Mihaela Gabriela Neacşu / Language(s): English / Issue: 1/2023

Keywords: mentoring; teaching career mentorship; mentor teachers’ trainers; quality;

The paper presents the results of a qualitative study carried out -PROF" (POCU/904/6/25/146587) focused on the critical-reflexive analysis of the perceptions of mentor teacher trainers, students of the Prof I training program regarding the experience of their training and the values shared as mentor teachers. Trainers' training for the teaching career mentorship aimed to complete an up-to-date continuous training program, well-articulated, and structured on six topics. These are as follows: teaching career mentorship - from concept to action; elements of adults' education and the teaching career mentorship -values, principles, and characteristics; planning the mentoring activity; the management of the teaching career mentorship process; counselling for training and professional development in the teaching career mentorship, and assessment and validation of professional teaching skills. The conclusions of the study highlight the personal conceptions of the mentor teacher trainers participating in the study as regards the role and the importance of teaching career mentorship to ensure the quality of the work of novice teachers and of teachers who are in professional evolution. Moreover, it focuses on the skills and qualities required for the teaching career mentorship, supported by relevant examples from mentor teachers' teaching experience.

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THE PSYCHOLOGICAL INTERVENTION IN CRISIS SITUATIONS

Author(s): Gabriela Sorina Vancu / Language(s): English / Issue: 1/2023

Keywords: crisis; traumatic events; firefighter rescuer; emergency; crisis intervention; psychological first aid;

The society we live in is full of crisis-generating events. People face daily events that they cannot cope with on their own, such as wars, pandemics, natural disasters, famine, drought, financial problems, unemployment, political uncertainties, social upheavals, personal crises, divorces, deaths, or involvement in critical incidents. A professional category that goes through crises and is frequently exposed to critical incidents is the firefighter rescuers. (Vancu 2013) The role of the psychologist working in emergency situations is to provide psychological first aid in the initial phase of the crisis so that symptoms do not worsen and the firefighter can function at normal psychological parameters

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PATTERNS IN CHILDREN RAISED BY SINGLE PARENTS: A TEACHER VIEW

Author(s): Alina Costin / Language(s): English / Issue: 1/2023

Keywords: single parenthood; students; partnership with the family;

Introduction: According to European statistics, the number of single-parent families has grown alarmingly. Raising a child alone is not necessarily devastating, but it is not comfortable either (Safta, 2018), numerous studies suggesting emotional, academic, behavioral effects on the child. Objective: This study examines teachers' observations regarding the behavioral characteristics of children growing up with a single parent (CSP). Method: 48 secondary school teachers, V-VIII class leaders participated in group discussions to explore aspects of the child's/student's life in the school setting. Qualitative thematic analysis was implemented using a grounded theory framework to identify areas of CSP life that may be affected. Results: Specific aspects of CSP were identified in the following learning, c) partnership with the family, d) early maturation e) exposure of the child to family conflicts

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INFLUENCE OF PEER PRESSURE ON ADOLESCENTS’ MISBEHAVIOUR AMONG SECONDARY SCHOOL STUDENTS IN OSOGBO LOCAL GOVERNMENT AREA OF OSUN STATE

Author(s): Alaba Adebola Oladiji / Language(s): English / Issue: 1/2023

Keywords: adolescence; misbehavior; peer pressure; positive; negative;

The continuous students’ misbehavior necessitates careful consideration because there are several different pressures leading to adolescent misbehavior at school. One of the contributing factors is peer pressure among students. This study therefore, identifies that there is need to investigate the influence of peer pressure on adolescents’ misbehavior among secondary school students. A sample of two hundred (200) students from ten (10) secondary schools (5 public and 5 private) were randomly selected from Oshogbo Local Government Area of Osun State in Nigeria. An instrument titled Peer Pressure and Adolescent Misbehavior Questionnaire (PPAMQ) was used for data collection. The results showed that adolescent misbehavior is prevalent among secondary school students and peer group negatively influence adolescent misbehavior. Statistically there was no significant difference on the influence of peer pressure on adolescents’ misbehavior based on school type and gender. (t = 2.06, df = 198, p < 0.05) and (t = 2.06, df = 198, p < 0.05). Within the limitations of the findings of this study, it is hereby recommended that school counsellors need to understand: adolescents’ misbehavior in the context of school type, in order to reduce the rate of adolescents’ misbehavior in school. Students should also be educated on the negative implications of adolescent misbehavior and strict disciplinary measures should be meted out to students identified with adolescent misbehavior.

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ONLINE LEARNING EXPERIENCES OF ENGINEERING STUDENTS IN THE POST-PANDEMIC PERSPECTIVE

Author(s): Lorena Peculea / Language(s): English / Issue: 1/2023

Keywords: students’ experiences; online learning; emergency remote education; engineering students; COVID-19 pandemic;

The COVID-19 pandemic has created a crisis that has critically affected higher education institutions. With the sudden shift to emergency remote education during the pandemic, students’ online experiences have become a growing concern among teachers. This study aims to gain insights into students’ experiences of online activities in a hybrid learning approach. A total of 80 students enrolled in undergraduate programs at the Technical University of Cluj-Napoca, Romania, responded to an open-ended online questionnaire. This study used the content analysis to find out the positive and negative experiences in online learning, the preference for continuing instruction in a certain format and the reason for choice. The results showed that students' resources and skills played an important role in terms of positive or negative study experiences: cost and time effectiveness, easy access to many study materials and good distance learning skills helped to cope with this pandemic, while little or no interaction with colleagues and teachers and too many hours on screen caused difficulties and dissatisfaction among other students. Despite these issues, most students are interested in continuing their online instruction, but also face-to-face or hybrid activities. This study can provide recommendations derived from the interpretation of participant feedback for improvements in future online learning experiences.

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SCIENCE TEACHERS’ AWARENESS AND UTILIZATION OF INNOVATIVE FORMATIVE ASSESSMENT TECHNIQUES FOR ASSESSING STUDENTS IN SCIENCE CLASSROOMS IN ANAMBRA STATE

Author(s): Izunna Shedrac Nwuba,Sussan Onyebuchi Egwu,Amarachukwu Nkechi Nwoye,Opeyemi Fadekemi Aluko / Language(s): English / Issue: 1/2023

Keywords: science; assessment; formative assessment; innovative formative assessment;

The growing need to survive in a 21st century global competitive society has presented the need to restructure the teaching and learning process to not just employ innovative instructional approaches that can promote learning but also formative assessment techniques that can help improve classroom instruction for effective delivery. In this light, the study sought to investigate science teacher's awareness and utilization of innovative formative assessment techniques (IFAT) for assessing students in science classrooms in Anambra state. Two research questions guided the study. A descriptive survey research design was adopted. 150 science subject teachers, drawn using simple random sampling technique, comprised the sample of the study. An instrument titled “Checklist on Science Teachers’ Awareness and Utilization of Innovative Formative Assessment Techniques (CSTLAUIFAT)” developed by the researchers for the teachers was used for data collection. The 50-item checklist was subjected to face and content validity by three experts and with a reliability coefficient of 0.82 established using Cronbach Alpha. Frequency count, percentages, weighted Mean and standard deviation were used to answer the research questions. The findings of the study revealed that although science teachers are aware of some of these innovative formative assessment techniques, they however do not utilize most of them in teaching and learning process. Based on the findings, it was then recommended among others that education stakeholders should organize workshops, seminars, symposia, and conferences to educate teachers on these innovative assessment techniques and how to implement them in the classroom.

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WHY DO STUDENTS GO TO COUNSELLING?

Author(s): Lupu Daciana / Language(s): English / Issue: 1/2023

Keywords: student counselling; counselling addressability reasons; promotion of counselling services;

This research set out to identify the reasons why students attend the faculty/university counseling office and to identify students' preferred ways to promote the services of their faculty/university counseling office for the years 2019 and 2022. The research method used was a questionnaire survey (Alpha Chronbach coefficient is .790), applied to 207 students. The counselor’s personality matters the most (5.2464- on average value) when students address the counseling office, followed by the promotion made to the counseling office (5.1304 average) and the students' interest (5.0242 average). The reasons for addressability to counseling is centered on: the need for individual counseling services (105 choices, N-207), the need for career counseling (47 choices) and the students' need for information (15 choices). Students acknowledge that they need individual counseling services (105 choices) and career counseling services (47 choices) but some are unaware of the existence of the counseling office (69 choices) and would need counseling, because they are not self-confident (51 choices). The ways students prefer to promote counseling services are flyers (26.06%) (mean - 3.69 with standard deviation - 13.41) and Facebook posts or on student groups (25.31%) (mean - 3.58 with standard deviation - 13.43).

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RELATIONSHIP BETWEEN STUDENTS’ PERFORMANCE IN UNIFIED TERTIARY MATRICULATION EXAMINATIONS AND CUMULATIVE GRADE POINTS AVERAGE AT YUSUF BALA USMAN COLLEGE DAURA, NIGERIA

Author(s): Adekunle Thomas Olutola,Yusuf Galadanchi Nuraddeen,Rafiu Ademola Olatoye / Language(s): English / Issue: 1/2023

Keywords: students’ performance; unified tertiary matriculation examinations; cumulative grade points average; college of education;

The study was carried out to assess relationship between students’ performance in Unified Tertiary Matriculation Examinations and Cumulative grade point average at Yusuf Bala Usman College of Education Daura, Katsina State. The study adopted ex-post facto research design. The population of the study consisted of two thousand, six hundred and twenty-eight (2.628) while the sample for the study consisted of one thousand, three hundred and fourteen (1,314) students drawn from five (5) departments through purposive sampling technique. A proforma designed by the researchers was used for data collection. Pearson Product Moment Correlation was used to analyses the data collected. Findings of the study showed that there is significant relationship between students’ performance in UTME and their final CGPA in Yusuf Bala Usman College of Education Daura. based on these findings, it was recommended that screening exercise for admission as a post-UTME should be commenced in the institution to help the management to select candidates who are adequately prepared for successful pursuance of courses of study in the institution.

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Reliability and validity of a translated MUSIC inventory in a small sample

Author(s): Cornel Igna / Language(s): English / Issue: 1/2023

Keywords: MUSIC inventory; reliability; validity;

The present study sought to investigate the MUSIC inventory reliability and structure validity. Previous research developed on various samples indicated that the instrument proved to be an instrument with good or excellent Cronbach’s Alpha values for each scale and despite some higher correlation between these scales, its structure validity was considered acceptable. Considering these good results, the MUSIC inventory, due to its length (only 26 items) and simple way to get answers can be a useful instrument in any quantitative research preoccupied to determine motivational aspects in an academic setting. Because of these previous findings, MUSIC inventory was considered an instrument that could be translated and tested on a Romanian sample. The hypothesis was that the students' perceptions measured using MUSIC inventory would prove the reliability and construct validity of the translated version. The sample of this study consisted of a voluntary group of 28 students who studied the Psychology of education in the first year of the psycho-pedagogical module, from several specializations. The study had a cross-sectional design. The search of results for this study was accomplished through various types of statistical analyses: reliability analysis (Cronbach’s Alpha), factor analysis and correlation analysis. Interpretation of results from this study suggested that the hypothesis of the study was only partially confirmed, reliability was proved by Cronbach Alpha coefficients are excellent (above 0.9 ) for Usefulness and Interest scales and good (between 0.7-0.9) for the remaining three scales, but, on the other hand, construct validity of the inventory was not confirmed by the results obtained in the present study.

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TEACHER – PARENT COLABORATION IN PLANNING AND PRACTICING OUTDOOR EDUCATION IN PRIMARY SCHOOL

Author(s): Henrietta Torkos,Editha Coşarbă / Language(s): English / Issue: 1/2023

Keywords: collaboration; primary-school; outdoor; education; parents;

The present brief study is based on the issue of planning and practicing outdoor education in primary school. We have enhanced the role of adults in planning, which means projecting and preparing space, time and resources. Also, we have underlined the aspect of including parents in all aspects, starting from the planning phase and also to be actively present in the practicing part. In the second part of the article, we have included research, about the role of adults in outdoor learning activities in primary school. In this matter, we are going to present the results of a focus group, organized both with parents and teachers from a primary school in Arad County. The preliminary results show the fact that parents expect better communication from teachers in order to get better prepared and involved in the outdoor activities of their children.

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THE ROLE OF EMOTIONAL INTELLIGENCE IN THE TEACHING CAREER OF PRIMARY SCHOOL TEACHERS

Author(s): Georgiana Diana Prepelita,Mihaela Voinea / Language(s): English / Issue: 1/2023

Keywords: emotional intelligence; social skills; teaching competences;

One of the greatest challenges of the 21st century school is to rethinking teacher training according to new social digital trends. A lot of study underlines that teacher’s competences hierarchy has been changed: new competences as digital competences, pedagogical creativity or socio-emotional competences are a priority. Teachers must be aware of this major change and accept that the students of the 21st century have different ways of thinking, different activities and interests. The purpose of this research was to identify the factors of emotional intelligence, which are involved in the teaching profession and shape the student`s learning and behavior. The present study was conducted in a mixt methods structure, which employed both qualitative and quantitative methods for data collection, embedded in a constructivist-interpretivist paradigm. One of the main conclusions of the research is that emotional intelligence and social skills are important tools for adaptation to learning and development for the student’s needs. A study has shown that a teacher with a high level of emotional intelligence, above average, positively influences the relationships formed within the class, namely the "student-teacher" and "student-student" relationships. The student-teacher relationship is based on communication, understanding, and friendship, and mistakes are seen as opportunities for learning.

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THE ROLE OF THE INTERDISCIPLINARY TEAM (TEACHERS, PSYCHOLOGISTS, SUPPORT TEACHERS, PSYCHOPEDAGOGUES, ETC.) IN MEDIATING CONFLICTS BETWEEN PARENTS OF CHILDREN WITH DISABILITIES AND PARENTS OF TYPICAL CHILDREN, IN ORDER TO EFFECTIVELY INTEGRATE CHILDRE

Author(s): Maria Mioara Lazar / Language(s): English / Issue: 1/2023

Keywords: functional integration; parents with SCR (special counseling requirements); parents of typical children;

Our study wants to find if the success of the functional integration of children with disabilities depends on the degree of involvement of specialists in the mediation of conflicts with the parents of typical children and their opposing attitude towards integration. In order to have a functional integration and all the children in the class, typical or disabled, in order to benefit from education, they need the attention and involvement of specialists, the support of parents, and relationships with classmates. The involvement of specialists in counseling parents with disabilities as well as typical ones, may facilitate a successful integration. In order to identify the benefits of integration for all children, the support of school managers and the support of school inspectorates is essential.

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Two grammatical categories for please in Mandarin imperative clauses

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Two grammatical categories for please in Mandarin imperative clauses

Author(s): Wei-Cherng Sam Jheng / Language(s): English / Issue: 1/2023

Keywords: cartography; imperatives; vocative; deontic modality; speech act

This paper develops a syntax-pragmatics interface analysis of imperative clauses overtly marked by two grammatical categories of qing ‘please’ in Mandarin and refines the division of labor among directive force, clause typing and deontic modality jointly computing the interpretative properties of qing imperatives. We present a cluster of properties to differentiate between the two categories of qing and observe that qing1 denotes obligation imposed on the addressee by the speaker, while qing2 denotes permission with which the addressee is allowed to perform an action or make true a state of affairs according to a set of norms. It is argued that qing1 is an imperative mood head, while qing2 is an imperative adverb, but both are endowed with a similar internal composition and extent of the phrasal hierarchies of the CP periphery, and their disparate imperative properties can be ascribed to the addressee-oriented and subject-oriented deontic modality (Tsai & Portner 2008). Following Haegeman & Hill's (2013) version of the Speech Act Phrase, we claim that a speech act layer externally merges to the topmost position of ForceP to drive the syntax-pragmatics interface computation of the speaker-addressee relation and to mediate the imperative mood and clause typing represented in the CP layer.

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The syntax of exceptive constructions in Arabic

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The syntax of exceptive constructions in Arabic

Author(s): Sameerah T. Saeed / Language(s): English / Issue: 1/2023

Keywords: r-exceptive; s-exceptive; ’illā; Arabic; negative element; NPI; apposition; connected exceptives; free exceptives

This paper investigates the underlying structure of exceptive constructions with the Arabic exceptive marker ’illā and reveals the existence of two types of constructions: r(estrictive)-exceptives and s(ubtractive)-exceptives. The underlying factor that distinguishes these two constructions relates to the existence of a subtraction domain in s-exceptive constructions and its absence in r-exceptives. This distinction suggests that the exceptive marker ’illā ‘except' has a different syntactic function in these two constructions. Furthermore, this difference in the functional status of ’illā suggests a different internal and external structure of the ’illā-XP in each of these constructions. I argue that while the ’illā-XP in r-exceptive constructions projects a R-ExP, involving a covert antecedent in the form of the NPIs ’aḥad ‘one' or shay’ ‘thing’ and is a nominal adjunct, in s-exceptive constructions the ’illā-XP forms an S-ExP and can be classified into connected and free exceptives.

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The effects of time duration and bilingualism/trilingualism on second-language production

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The effects of time duration and bilingualism/trilingualism on second-language production

Author(s): Hsiu-ling Hsu / Language(s): English / Issue: 1/2023

Keywords: bilingualism; trilingualism; time-driven effect; delay effect; self-repair

This investigation explored the effects of time duration and bilingualism/trilingualism on speakers' language production. A word-naming task was conducted under three conditions—700 ms, 1,000 ms, and unlimited time. The results showed that the participants incurred fewer errors and successfully corrected errors at 1,000 ms and unlimited time; the bilingual/trilingual advantage was identified in error self-repairs at 1,000 ms; and trilinguals were more strategic in correcting errors than monolinguals and bilinguals. This suggests that unlimited time did not ensure higher accuracy in lexical production and efficient error correction, and that 1,000 ms was the optimal timeframe for processing single monosyllabic Chinese characters.

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The development and functions of the inferential marker chog‘i in Uzbek

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The development and functions of the inferential marker chog‘i in Uzbek

Author(s): Melike Üzüm / Language(s): English / Issue: 1/2023

Keywords: Uzbek; indirectivity; inference; the source of evidentials; grammaticalization

In the evidential system of Uzbek, the speaker has different grammatical options in marking the source of information, such as -ibdi, ekan, emish, etc., although it is not compulsory to mark this category in the utterance. In addition to these established markers, new markers have developed into evidentials, and they encode specific sub-categories of evidentiality. In this study, after a brief overview of grammatical markers of evidentiality in Uzbek, the marker chog‘i is examined with a syntactic and semantic approach based on a corpus of selected texts. Its development into an inferential marker is evaluated with special attention to sources of evidentials.

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On the argument structure realization of result verbs: A syntactic approach

Author(s): Josep Ausensi,Alessandro Bigolin / Language(s): English / Issue: 1/2023

Keywords: argument structure; event structure; argument realization; manner; result; roots

Manner/Result Complementarity (Rappaport Hovav & Levin 2010) has been argued to have consequences for argument realization: only manner verbs permit object deletion and non-selected objects. In contrast, result verbs always co-appear with their object, because they are required to express the undergoer of the change that they entail. We discuss new data involving result verbs in constructions where the undergoer of the change encoded by the result verb is not realized as the object of the predicate. We argue these data display result verbs whose root is integrated into the argument structure of the predicate in such a way that it is interpreted as specifying a co-event of the main event denoted by the predicate, whereby the result entailed by the root is not necessarily intended to hold of the direct object. This follows if verb roots do not come with a syntactically relevant specification for manner or result from the lexicon, but acquire it on the basis of their association with the syntactic structure.

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