Volume 5 - Issue 2

May 2018

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Is Reward A Punishment? from Reward Addiction to Sensitivity to Punishment

Ayşe Aypay
Pages: 1-11

This study introduces the topics of reward addiction and sensitivity to punishment in academic contexts to the literature. This study was designed firstly to develop reliable and valid measurement tools that can measure high school students' reward addiction and sensitivity to punishment in academic contexts, and secondly to test the structural equation model formed to identify the relationships between reward addiction and sensitivity to punishment. The participants of the study were a total of 506 high school students. Exploratory and confirmatory factor analyses showed that the developed measurement tools were valid and reliable. According to the structural equation model formed between the variables of reward addiction and sensitivity to punishment, the reward addiction variable significantly and positively affected sensitivity to punishment. The findings of this study inform both parents and educators with a new perspective about the possible negative results of using punishment and rewards in academic context

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A Measure of Pre-teachers’ self-regulation learning strategy :Adjust Industry 4.0 & 107 Curriculum Reform

Chun-Mei Chou Chien-Hua Shen Hsi-Chi Hsiao Tsu-Chuan Shen
Pages: 12-20

This study describes the development and validation of self-regulation learning strategy scale, a 30-item scale that measures pre-teachers’self-regulation learning strategy toward Industry 4.0 & 107 Curriculum Reform. A total of 476 pre-teachers completed the questionnaire. A pilot study (n= 120) was examined factorial validity and reliability of questionnaire and study objects (n= 356) used confirmatory factor analysis. The Self-regulation Learning Strategy Measure (SLSM) has three-factor model (Environmental Orientation, Behavioral Orientation and Process Orientation Self-regulation) was fit using maximum likelihood estimation (MLE). The self-regulation learning strategy scale could be useful for understanding the ways in which teachers think about self-regulation learning issues and could be used to investigate the relationship between other variables. The applications of the SLSM were discussed.

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Views, Perceptions and Recommendations of Nursing Students on Screen-Based Computer Simulation: Qualitative *

Aylin Durmaz Edeer Aklime Sarıkaya
Pages: 21-29

The educational methods continuously should be evaluated. In this research, the views, perceptions and recommendations of undergraduate nursing students on screen-based computer simulation are defined. This was a qualitative research. Two focus group interviews were made. The students said that simulation was beneficial for practice, improved self-confidence, was effective on decision making, and decreased making mistakes. Although the students satisfied the method of this education, the students said that this simulation alone isn’t enough. They said that it should be supported by practice in the skills laboratory to avoid harm to the patient in a real situation.

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Chinese Students’ Cultural and Behavioural Differences among Domestic and Internationally Oriented Educational Institutions.

Ron Haarms Jed Holtzman Tiki Xue Dominic Darbyshire
Pages: 30-38

Research has found a link between active student participation in the classroom and memory retention. Participation can encompass many aspects, including asking questions in class and partaking in classroom activities. Extensive studies have been conducted on Chinese students concerning their overall involvement in class. When compared to their Western counterparts, Chinese students are often regarded as silent passive learners (i.e. not active), hence negatively affecting their ability to learn in the classroom environment. The changeability of education together with ongoing globalization has led to an increase in Chinese students going abroad. As a result, there has been an increase in demand for international high schools and other educational training centres that prepare Chinese students for tertiary education in the West. This research investigates classroom behaviours and face values of students attending a Chinese international high school and compares them with students attending a conventional Chinese public high school. A MANOVA is used to assess these differences based on a questionnaire submitted to 349 students from Taiyuan, Shanxi province in China. Results show that students following an international program ask more questions in class, but no difference is found in regards to the Chinese cultural value of face. Subsequently, auxiliary qualitative research was performed to clarify quantitative outcomes. These outcomes showed that efforts to save face, academic pressure, classroom environment, and pre-existing individual factors contribute to this found difference.

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Predictors of Self-Esteem in Physical Education: Self-Determination Perspective

Emre Karaday Gökçe Erturan İlker
Pages: 39-47

This study aimed to explore the relationship between basic psychological needs, motivational regulations, and self-esteem in Turkish high school physical education environment. Nine hundred and fifty seven high school students (505 girls, 452 boys) were applied the questionnaire pack in physical education lessons. Students' general self-esteem, basic psychological needs and motivational regulations toward physical education were assessed. Hierarchical multiple regression analysis results revealed that Turkish high school students' autonomy, competence, and relatedness need satisfaction in physical education positively predicted students' global self-esteem. Physical education teachers were recommended to consider creating need supportive lesson environment for adolescents to enhance their optimal psychological functioning and well-being.

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A Comparison of Mothers Upbringing Methods Based on Adolescents Intelligence Groups (High-Intelligence, Low-Intelligence and Normal)

Fakhr Sadat Barati Masume Kalantari Mohammad Tahan
Pages: 48-53

This research has been designed to compare mothers upbringing methods based on adolescents intelligence groups; high-intelligence, low-intelligence and normal. To this purpose, 194 individuals were chosen from among male and female students of ages 14 and 15 from the city of Ghaenat from southern Khorasan province within the educational year of 2015, by the simple-random method in high-intelligence schools, by the census method in low-intelligence schools and by the multi-stage cluster sampling method in normal schools. The tools employed include the Bamrind questionnaire on upbringing methods. Pierson’s codependence coefficient and multi-variant variance analysis have been used for data analysis. Results indicated that the difference is significant between intelligence groups regarding tyrannical and logical potency and no significant difference in upbringing methods based on freedom. There is positive and significant difference between mothers of children belonging to high and low-intelligence groups regarding authoritarian and logical potency, and mothers of children belonging to the normal and low-intelligence groups. There’s no significant difference between other intelligence groups and upbringing methods.

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Use of Vocabulary Learning Strategies in Turkish as a Foreign Language Context

Orhan Kocaman Merve Yıldız Büşra Kamaz
Pages: 54-63

Since the 15th century, when the Turkish language initiated its adventure as a taught foreign language, we have come a long way. In a parallel way, with the increasing demand of Turkish as a Foreign Language (TFL), Turkish language pedagogy has been continuing to improve adjusting to the new trends in language teaching in the world. The ultimate aim of learning a language is that effective communication cannot be actualised without knowledge of substantial vocabulary. Vocabulary learning and teaching, from a ‘grammaticalized lexis (Lewis, 1993)’ perspective forms a crucial part of foreign language development, and thus, Vocabulary Learning Strategies (VLS) - rooted in cognitive and psycholinguistic research paradigms - are of utmost importance (Lewis, 1993; Nyikos and Fan, 2007). With all these in mind, this study aims to investigate the vocabulary learning strategies employed by 155 international students studying Turkish preparatory year programme at the Turkish Language Learning Centre (TÖMER) of a state university in Turkey. Descriptive results reveal that lower proficiency groups (A1 and A2) employ VLS strategies more than B2 level group does. Memory, Affective and Social Strategies are found to be the most frequently used strategies. One-way ANOVA results reveal that there is a statistically significant difference among proficiency levels of the participants. With respect to gender, t-test results show a difference for one type of strategy employed. The results are discussed in terms of significance and association with previous research. In the end, suggestions and implications are given for stakeholders of learning and teaching TFL.

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We would like to inform you that 2nd issue of the 5th volume of the International Journal of Psychology and Educational Studies (IJPES) has been published. This journal serves as a platform for presenting and discussing the emerging issues on psychology and education for readers. In this issue, IJPES published has 7 articles. Many thanks to all contributors. We also cordially invite you to read are 2nd issue of 2018 IJPES. International Journal of Psychology and Educational Studies (IJPES) is an international, peer-reviewed, non-profit, professional scientific journal. IJPES is a journal that accepts manuscripts related to psychology and educational sciences. The journal is published online three times in a year. The article being submitted should be written in English. IJPES publishes research employing a variety of qualitative and/or quantitative methods and approaches in all areas of the education field and psychology. IJPES welcomes articles from different institutions and countries. IJPES is supported by Educational Researches and Publications Association (ERPA).