Educational Psychology

Affective Processes: Processes regulating emotional states and elicitation of emotional reactions. Cognitive Processes: Thinking processes involved in the acquisition, organization and use of information. Motivation: Activation to action. Level of motivation is reflected in choice of courses of action, and in the intensity and persistence of effort. Perceived Self-Efficacy: People's beliefs about their capabilities to produce effects. Self-Regulation: Exercise of influence over one's own motivation, thought processes, emotional states and patterns of behavior.

The study aimed to determine the effects of romantic relationship to the academic performance of UP Cebu BS Computer Science 2 students. The study was conducted to determine whether or not there is a relationship between academic performance and motivation as well as association with anxiety, time management in studying and time spent with their partners.

Prevailing beliefs and attitudes encourage researchers and lay people to think almost exclusively in terms of the costs of pessimism and the benefits of optimism. This volume provides a forum for those involved with the study of optimism and pessimism to have an opportunity to examine these beliefs. The result is a critical survey that enables readers to recognize the importance of "balance" in understanding the relative powers of both optimism and pessimism. With a focus on the practical implications for therapy, contributors provide up-to-date reviews of the empirical foundations of these constructs. Particularly valuable is an examination of cultural, biological, and psychological factors related to optimism and pessimism. Through the diversity of views presented, the dynamic interplay between optimism and pessimism that reflects the fundamental tension and harmony found in life is illustrated. (PsycINFO Database Record (c) 2006 APA, all rights reserved)

Cooperative learning is one of the most widespread and fruitful areas of theory, research, and practice in education. Reviews of the research, however, have focused either on the entire literature which includes research conducted in noneducational settings or have included only a

Current study explored the effect of academic stress on students' performance and the impact of demographic variables like gender, age and educational level. A sample of one hundred and fifty students was taken from different universities located in Islamabad. Seventy-five respondents were males and the remaining seventy-five were females. The results showed significant effect of academic stress on student's performance. There was a non-significant difference between male and female university students on scores on the Perceived Stress Scale (PSS). A significant difference between junior and senior students was found on the PSS. Academic stress was found to be higher in younger students than older students. There was a non-significant difference on PSS scores among students when stress was measured at the beginning and at the end of the semester.

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Conceptual and methodological ambiguities surrounding the concept of perceived behavioral control are clarified. It is shown that perceived control over performance of a behavior, though comprised of separable components that reflect beliefs about self-efficacy and about controllability, can nevertheless be considered a unitary latent variable in a hierarchical factor model. It is further argued that there is no necessary correspondence between self-efficacy and internal control factors, or between controllability and external control factors. Self-efficacy and controllability can reflect internal as well as external factors and the extent to which they reflect one or the other is an empirical question. Finally, a case is made that measures of perceived behavioral control need to incorporate self-efficacy as well as controllability items that are carefully selected to ensure high internal consistency.

Sam Harris, in his book The Moral Landscape, argues that “science can determine human values.” Against this view, I argue that while secular moral philosophy can certainly help us to determine our values, science—at least as that word is commonly understood—must play a subservient role. To the extent that science can “determine” what we ought to do, it is only by providing us with empirical information, which can then be slotted into a chain of deductive (moral) reasoning. The premises of such reasoning, however, can in no way be derived from the scientific method: they come, instead, from philosophy—and common sense.

This study examined the ability of a theoretical model to predict types and levels of parental involvement during the elementary and middle school years. Predictor variables included parents' motivational beliefs about involvement, perceptions of invitations to involvement from others, and perceived life context variables. Analyses of responses from 853 parents of 1st-through 6th-grade students enrolled in an ethnically diverse metropolitan public school system in the mid-southern United States revealed that model constructs predicted significant portions of variance in parents' home-and school-based involvement even when controlling for family socioeconomic status. The predictive power of specific model constructs differed for elementary and middle school parents. Results are discussed in terms of research on parental involvement and school practice.

A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes. A self-report measure of student self-efficacy, intrinsic value, test anxiety, self-regulation, and use of learning strategies was administered, and performance data were obtained from work on classroom assignments. Self-efficacy and intrinsic value were positively related to cognitive engagement and performance. Regression analyses revealed that, depending on the outcome measure, self-regulation, self-efficacy, and test anxiety emerged as the best predictors of performance. Intrinsic value did not have a direct influence on performance but was strongly related to self-regulation and cognitive strategy use, regardless of prior achievement level. The implications of individual differences in motivational orientation for cognitive engagement and self-regulation in the classroom are discussed.

Segala puji bagi Allah Tuhan semesta alam, atas karuniaNya penyusun dapat menyelesaikan buku ini. Buku  ini ditulis dengan tuj uan agar mahasiswa pada bidang ilmu Psikologi khususnya, dapat menggunakannya sebagai salah satu bahan/materi kuliah terutama  Pengantar Tes Psikologi, Tes Inteligensi dan Tes Bakat. Dengan bahasa yang sederhana mudah-mudahan mahasiswa tidak mengalami kesulitan untuk memahami mata kuliah tersebut. Buku ini di dalamnya membahas pengertian tes, sejarah dan hakikat tes psikologi, tujuan dan manfaat tes psikologi, macammacam tes psikologi, prinsip-prinsip dalam tes psikologi, prosedur secara umum dari tes inteligensi, tes bakat yang terdiri dari penyajian, skoring dan membuat kesimpulan serta contoh cara membuat laporan hasil tes bakat dan di bab terakhir dari buku ini dibahas tentang aplikasi testing psikologi.

The study examined the perception of students and teachers on the causes of poor academic performance among secondary school students in Ogun State, Nigeria. Subjects for the study were one hundred and thirty-five (135) students and fifty (50) teachers randomly drawn from five secondary schools in Odogbolu Local Government Area of Ogun State. Questionnaire was used to collect relevant data for the study. Percentages and chi-square were used to analyse the research questions. Responses of teachers showed that teachers' qualification and students' environment do not influence students' poor performance but teachers' methods of teaching influence poor academic performance. Students' response on the other hand showed that while teachers' qualification and students' environment influence students' poor performance, teachers' method of teaching and learning materials do not. The implications of these findings for secondary school guidance counselors interested in counseling adolescents for good academic performance were discussed.

The implementation of the additional two years in the Philippine high school system began in the school year 2016-2017 as part of the K to 12 program of the Department of Education. The two years of senior high school is envisioned to provide ample time to acquire sufficient knowledge and mastery of skills that will prepare students for higher education and future employment. As part of the program, students are set to choose one career track from ten academic strands. With several factors to consider, it may be difficult for a student to select a career path. This study aims to create a tool that will guide students in choosing a particular career track using social cognitive career theory (SCCT) and analytic hierarchy process (AHP). SCCT was used to identify the factors to be considered in career decision making, whereas AHP was used to rank the tracks according to these factors. Pilot testing was done to more than 150 Grade 10 students to evaluate the tool.

A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes. A self-report measure of student self-efficacy, intrinsic value, test anxiety, self-regulation, and use of learning strategies was administered, and performance data were obtained from work on classroom assignments. Self-efficacy and intrinsic value were positively related to cognitive engagement and performance. Regression analyses revealed that, depending on the outcome measure, self-regulation, self-efficacy, and test anxiety emerged as the best predictors of performance. Intrinsic value did not have a direct influence on performance but was strongly related to self-regulation and cognitive strategy use, regardless of prior achievement level. The implications of individual differences in motivational orientation for cognitive engagement and self-regulation in the classroom are discussed.

Independent Learning' is often linked with other approaches to learning such as 'personalisation', 'student-centred learning' and 'ownership' of learning. Discussion of independent learning frequently arises in the context of important issues such as studentteacher roles and relationships, and the role of information and communications technology (ICT) in learning.

Originally published in: J. Thousand, A. Villa and A. Nevin (Eds), Creativity and Collaborative Learning; Brookes Press, Baltimore, 1994. Without the cooperation of its members society cannot survive, and the society of man has survived because the cooperativeness of its members made survival possible.... It was not an advantageous individual here and there who did so, but the group. In human societies the individuals who are most likely to survive are those who are best enabled to do so by their group. (Ashley Montagu, 1965) How students perceive each other and interact with one another is a neglected aspect of instruction. Much training time is devoted to helping teachers arrange appropriate interactions between students and materials (i.e., textbooks, curriculum programs) and some time is spent on how teachers should interact with students, but how students should interact with one another is relatively ignored. It should not be. How teachers structure student-student interaction patterns has a lot to say about how well students learn, how they feel about school and the teacher, how they feel about each other, and how much selfesteem they have.

This study is directed towards an integration of intellectual ability, learning style, personality and achievement motivation as predictors of academic success in higher education. Correlational analyses partly con®rmed and partly discon®rmed our expectations in a sample of 409 ®rst-year psychology students. Consistent with the literature, intellectual ability and achievement motivation were associated positively with academic success. For the meaning directed, reproduction directed and application directed learning style, no positive association with academic success could be detected. The undirected learning style, however, appeared to be a consistent negative predictor. For the Big Five personality factors (extraversion, agreeableness, conscientiousness, neuroticism and openness to experience), a consistent, positive association for conscientiousness with academic success was found. The very ®rst examination at the university came out as the most important predictor for academic success, even after two and three years of study. The implications of the results are discussed in relation to the literature and the policy of the Dutch Ministry of Education. 7 .nl (V.V. Busato). were intelligence and drive or degree of motivation. Nothing has changed really since that time; these factors still play a role in academic success (e.g.

Each person has his own peculiarities and as a result of these peculiarities, he shows specific behaviour in different situations. This behaviour is intimately related to his personality. In fact, this behaviour is the mirror of personality, but some have more impressive personality, some have less. It is wrong to say that certain person has no personality. This statement only means that he does not possess an impressive personality. Our personality means us-the whole person and everything about us: our face, hair, teeth, eye, our way of walking, standing, talking, mannerism, character, habits, thinking, feeling, attitudes, interests and everything else about us.

The substantive aim of this study was to investigate the favorable and unfavorable study habits and study attitudes of the freshmen students and determine its implications in formulating academic intervention programs. The Survey of Study Habits and Attitudes (SSHA) instrument developed by Brown and Holtzman (1969) was used to assess the study habits and attitudes of the students. Results show that students generally do not approve teacher methods and classroom management, and have inefficient time management. Favorable and unfavorable study habits and attitudes of the students were also revealed. Implications of these findings were discussed and the theory of confluent education was considered in designing a framework of academic intervention programs among HEIs.

ASSESSMENT Assessment is a systematic process of gathering information about what a student knows, is able to do, and is learning to do. Assessment information provides the foundation for decision-making and planning for instruction and learning. Assessment is an integral part of instruction that enhances, empowers, and celebrates student learning. Using a variety of assessment techniques, teachers gather information about what students know and are able to do, and provide positive, supportive feedback to students. They also use this information to diagnose individual needs and to improve their instructional programs, which in turn helps students learn more effectively. Assessment must be considered during the planning stage of instruction when learning outcomes and teaching methods are being targeted. It is a continuous activity, not something to be dealt with only at the end of a unit of study. Students should be made aware of the expected outcomes of the course and the procedures to be used in assessing performance relative to the learning outcomes. Students can gradually become more actively involved in the assessment process in order to develop lifelong learning skills. Evaluation refers to the decision making which follows assessment. Evaluation is a judgment regarding the quality, value, or worth of

This research paper aims to explore the role of motivation in learning English language for Pakistani learners. Motivation is regarded as an influential element in the success of any activity. It plays a crucial role in achieving the desired goals. The study was quantitative in nature. A questionnaire was designed on Likert scale in order to collect data from a group of 50 Pakistani intermediate students from a private college. In terms of gender the group was divided involving 25 males and 25 females. Finally on the basis of finding a number of generalizations were made regarding the importance of motivation in learning English for Pakistani learners

This study determined and analysed the problems and difficulties encountered by Bachelor of Elementary Education sophomore students towards mastering learning competencies in mathematics. The problems and difficulties are categorized into personal problems, emotional problems, problems on teacher's instruction, problems with school adjustment, problems in adjusting to classmates and boardmates, and problems arising from over-extended schedule/workloads for practice in different competitions. Using the descriptive-survey method and frequency count and percentage, findings revealed that, in general, the respondents encountered personal problems relating to school expenses, lack of interest and negative attitude towards the subject. The emotional problems encountered are excessive stress in doing academic tasks and low self-esteem or not believing in one's capabilities. On problems relating to teacher's instruction, these are no effective motivation and introduction, and not creative enough to adapt his/her method to the learner's capability. As to problems with school adjustment, the most frequent are difficulty in adjusting to life/role of a college student, and not doing the tasks well. The problems in adjusting to classmates/boardmates are how to be accepted by classmates and boardmates, and working effectively with different kinds of classmates. With regard to problems arising from over-extended schedule/workloads for practice in different competitions, the most common problems are too many academic tasks and projects assigned, and studying and reviewing too many subjects every day.

In recent decades, student centered pedagogy has provided serious challenges to traditional ―lecture-and-test‖ modes of education in colleges and universities. Advocates of student-centered pedagogy generally proceed from the constructivist position that maintains that learners construct their understandings through their actions and experiences on the world. Student-centered thinking has spawned a burgeoning interest in the use of a variety of different active learning methods in and out of the classroom. These include collaborative learning, experiential learning, problem-based learning, and a variety of other pedagogical methods. However, the theory and practice of student-centered pedagogy is not without its problems. ―Student centered‖ learning is often defined in contradistinction to ―teacher-centered‖ pedagogy. The idea that students must be active in the construction of knowledge is often understood to imply a diminishing role for the teacher in the learning process. Teachers are called upon to relinquish singular claims to authority or power in the classroom. As a result, the role of the teacher becomes recast as one of ―coach‖ or ―facilitator‖. In this paper, I argue that the student/teacher-centered dichotomy is built upon a false premise -- namely that it is possible to parse off the active role of the student from the socio-cultural activities of which the student and teacher are a part. An alternative approach is based upon the socio-cultural-constructivist idea that learning is a form of guided participation in socio-cultural activity. From this view, knowledge in any given discipline is the historical product of socio-cultural processes that have evolved over long periods of time. Such knowledge is preserved and communicated through the cultural vehicle of language. It follows that learning within any given discipline requires mastery of the language-based meanings that define disciplinary knowledge and practice. Such knowledge can only be acquired through active participation in language-mediated learning activities that are structured by more expert individuals. All learning is thus viewed as a form of doing. Pedagogy becomes a task of articulating learning goals and identifying the forms of doing that promote development toward those goals.

Physics occupy a unique position among the science subjects taught in secondary schools; therefore it is very important to lay very good and solid foundation in the secondary schools. The aim of this study therefore was to examine the relationship between effective classroom management and students' academic achievement I physics subjects. The study was carried out in ten randomly selected secondary schools in Shomolu local Government Area of Lagos State. The design adopted for the study was a descriptive survey approach. Simple descriptive analysis was used. The major instrument used in this study were student questionnaire, teacher questionnaire and physics achievement test, data were gathered with the research instrument and were analyzed, the research question were investigated and four hypothesis were duly tested using ANOVA and t-test statistics. Based on the findings of this research, it was concluded that effective classroom management skills or techniques have strong and positive influence on student achievement in physics.

This study examined study habit as a determinant of academic performance of undergraduates in Nigeria. It also investigated how faculty and gender influence their study habit. The study employed a descriptive research survey type. The research instrument was titled" Study habits determinants Questionnaire". The face and content validity was ascertained by psychologist and Guidance and Counselling experts. A reliability coefficient of 0.85 was obtained using split half method. The population of the study includes all faculties in the university. Samples were selected through stratified and random sampling techniques. Two hypotheses were generated and were tested using student t-test and ANOVA at 0.05 level of significance. The descriptive analysis revealed that self concept was very strong determinant of study habit, so also was method of study, family background, socio-economic status, peer group and course of study. Again, gender was found to have no significant difference on undergraduates' study habit while on the other hand faculty of undergraduates had a significant difference on their study habit. The outcome of this study would be of immense help to undergraduates, helps to improve their study habits skills and in turn facilitate students' performance. Improvement in students' academic performance will therefore lead to national development as qualitative manpower will be produced. It was recommended based on the findings that home-front factors should be thoroughly addressed such that students will be able to manage other determinants. Also, the school, government and all stakeholders should make facilities and materials that facilitate studying available to students.

THIS IS YOUR CUE: TIME TO TAKE ACTION
Call upon the community or general public, parents and youths, mental health professionals, physicians and nurses, educators, Facebook and other internet social media, religious groups, athletes, celebrities, secular and SBNR, school administrators, news media, Hollywood, academia, scientists, employers and employees, business owners and managers, private individuals and public officials, to join their talents, opportunities, and influence to support student mental health and end school shootings. Sharing this article is one way you can help https://www.academia.edu/35809557

This report reviews and categorizes the enormous corpus of knowledge produced by American academic and policy institutions about U.S. relations with the Middle East and other Islamic actors in the international arena. The report identifies five epistemic communities – conservatives, neoconservatives, realists, liberals and the left – and analyzes their discourses and policy recommendations. Finally, the policies that these epistemic communities recommended are evaluated and assessed. The author recommends a mixed-paradigmatic approach that will not only make the United States more effective in the Middle East but also underscore its continuing relevance to the security and the stability of the region and the global order.

Academic motivation researchers sometimes struggle to decipher the distinctive characteristics of what appear to be highly analogous constructs. In this article, we discuss important similarities between self-concept and self-efficacy as well as some notable differences. Both constructs share many similarities such as centrality of perceived competence in construct definition; use of mastery experience, social comparison, and reflected appraisals as major information sources; and a domain-specific and multidimensional nature. Both predict motivation, emotion, and performance to varying degrees. However, there are also important differences. These differences include integration vs. separation of cognition and affect, heavily normative vs. goal-referenced evaluation of competence, aggregated vs. context-specific judgment, hierarchical vs. loosely hierarchical structure, past vs. future orientation, and relative temporal stability vs. malleability. We argue that self-efficacy acts as an active precursor of self-concept development and suggest that self-concept research separate out its multiple components and subprocesses and invest more effort toward making students less preoccupied with normative ability comparisons in school.

—A number of studies have argued that the use of new technologies in education is essential in the information age. The integration of information and communication technology (ICT) in teaching and learning provides more opportunities for teachers and students to work better in an information age. However, some barriers may discourage teachers to integrate ICT in the classroom and prevent them to introduce supporting materials through ICT usage. Examining the barriers for using ICT in education can assist the educators to overcome the obstacles and integrate the ICT in everyday education. This study aims to investigate the teachers' perceptions of the barriers and challenges preventing teachers to integrate ICT in the classroom. Therefore, a validated questionnaire was administered to 30 high school English teachers who were selected from the five main educational districts in the city of Isfahan, Iran. Stratified random sampling was used to select equal number of respondents from each educational district. The findings indicated that although teachers had a strong desire to use ICT in the classroom, they were encountered with some barriers. Insufficient technical supports at schools and little access to Internet and ICT were considered as the major barriers preventing teachers to integrate ICT into the curriculum. Moreover, the descriptive analysis of the results showed that shortage of class time was another significant barrier discouraging teachers to use ICT into the classroom.

Our lack of awareness of Being results in bewildering experience. The intrinsic inner radiance, the inner light of Being arises out of primordial luminous spaciousness, the unbound openness of unbound pure potentiality. When this primordial ground of Being is veiled and obscured by the lack of experiential awareness, we can be locked into dualistic experiences, and consequently the non-dual nature of the field of Being is experientially foreclosed. The sense of indivisibility of all phenomena and awareness is experientially foreclosed. The capacity to see into, feel into and see through the lucidity of phenomena as the very field of Being becomes foreclosed and densified. We then live contained in mind alone. There is no experience of the field of Being. Without the field of Being we easily become things and objects both to our self and to others.

This special issue addresses the possible connections and mutual benefits of examining together two analytic concepts – memory and periphery. These concepts receive much attention in various scholarly discussions, yet they have done so rather independently from each other. The potential applications and utilities of combining memory and periphery and the epistemic insights they provide for various disciplins are presented in the different contributions to this issue.

Recent theorizing in moral psychology extends rationalist models by calling attention to social and cultural influences . Six studies using adolescents, university students, and adults measured the associations among the self-importance of moral identity, moral cognitions, and behavior. The psychometric properties of the measure were assessed through an examination of the underlying factor structure (Study 1) and convergent, nomological, and discriminant validity analyses (Studies 2 and 3). The predictive validity of the instrument was assessed by examinations of the relationships among the self-importance of moral identity, various psychological outcomes, and behavior (Studies 4, 5, and 6). The results are discussed in terms of models of moral behavior, social identity measurement, and the need to consider moral self-conceptions in explaining moral conduct.

The main aim of the present study was to find out the effects of depression on students' academic performance. The proposed study was descriptive in nature. The target population of the study was comprised of all Govt. Colleges Women of city Rawalpindi, Pakistan. Students studying in second year class were selected through simple random sampling technique. Two questionnaires were used for data collection. Depression Screening Test by Ivan Goldberg was used for measuring the level of depression and to find out the effects of depression on student’s academic performance “Academic Performance Rating Scale” (APRS) for teachers was administered to take teachers’ responses about students and students academic record was taken out from respective institutions. Data was analyzed by using Chi-Square and paired sample t test. The result showed that there is negative effect of depression on student’s academic performance whereas there is a significance difference between the academic performance of the students having low, medium and high level depression.

Without question, this generation truly is the media generation, devoting more than a quarter of each day to media. As media devices become increasingly portable, and as they spread even further through young people's environmentsfrom their schools to their cars-media messages will become an even more ubiquitous presence in an already media-saturated world. Anything that takes up this much space in young people's lives deserves our full attention.