Volume 5 - Issue 3

September 2018

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Exploring Teachers’ Resilience in Relation to Job Satisfaction, Burnout, Organizational Commitment and Perception of Organizational Climate

Deniz Demir Polat Murat ─░SKENDER
Pages: 1-13

This study is a descriptive research study investigating the relationship of teachers’ resilience levels with job satisfaction, burnout, organizational commitment and perception of organizational climate. Within the scope of the study, teachers’ resilience level was also investigated with regard to its relationship with gender, age, experience and the school level they teach. The study group consisted of 581 teachers. The data were collected through “Personal Information Form”, “The Resilience Scale for Adults”, “Job Satisfaction Scale”, “The Burnout Measure Short Version”, “Organizational Commitment Scale for Teachers” and “The Organizational Climate Description Questionnaire.” The results revealed a significant negative relationship between teachers’ resilience levels and burnout; and significant positive relationships between teachers’ resilience levels and organizational commitment, job satisfaction and perception of organizational climate. As a result of the one way ANOVA analysis regarding the differences between resilience levels of the teachers working at different school levels, it was found out that the resilience level of the teachers working at high schools differ significantly from the ones working at secondary schools in the family cohesion subscale, one of the sub dimensions of resilience. Additionally, resilience levels of the teachers who work at secondary schools were found to be significantly lower compared to the teachers who work at elementary schools and high schools. When the level of resilience was examined in relation to gender, it was concluded that there was no significant difference between the mean scores of the male and female teachers. The only significant difference was found in the perception of self subscale, where the mean scores of the male teachers were higher than the female teachers. There was no significant difference in teachers’ resilience or sub-scales of it in terms of age and experience of the participants.

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Effects of peer relationships on parent–youth relationships and self-differentiation

JUAN CAO QIN AN
Pages: 14-22

We aimed to explore how romantic relationship status affects the moderating effect of peer relationships on associations between parent–youth relationships and Self-differentiation. Chinese college students (N=389) completed measures to assess the Self-differentiation, parent–youth relationships, peer relationships, and romantic relationships. Results revealed that the interaction effect between peer discord and father–youth discord was not significant for romantically involved participants (γ=0.22, SE=0.02, p=0.13), while the interaction effect between peer discord and father–youth discord was significant for single participants (γ=0.20, SE=0.01, p<0.05). In other words, the protective effect of peer relationships on the associations between parent–youth relationships and differentiation of self was effective only for single participants. The theoretical and practical implications of these findings are discussed.

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Teaching communicate with adolescents to mothers and emotion regulation to adolescents on adolescents’ stress and depression

Zahra Ashkenani Zahra Yousefi Hajar Torkan
Pages: 23-32

The purpose of this study was to determine the effectiveness of teaching communicate with adolescents to their mothers and the methods of emotion regulation to adolescents on reducing stress and depression in adolescents of Eshkanan city. This study was a quasi-experimental research. The statistical population of this study consisted of students and their mothers. Sampling was performed by available sampling method and 40 mothers and 40 girls entered in study and replaced in two experimental (n = 20) and control (n =20) groups. The research instruments were adolescent depression (2000), the adolescent stress (2000), and questionnaires. The data was analyzed by descriptive and inferential statistics. The mean and standard deviation of the descriptive statistics, statistical analysis using SPSS and repeated measures analysis of inferential statistics were used to examine the hypotheses. The results showed that teaching communicate with adolescents to mothers and teaching the methods of emotion regulation to the adolescents were effective on reducing adolescents stress and depression during the time.

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Interdependent Cross-Age Peer Tutoring in Mathematics

Mirjan Zeneli Peter Tymms David Bolden
Pages: 33-50

Peer tutoring is a form of structured peer learning technique. This study develops and tests a new form of peer tutoring technique, ‘Interdependent Cross-Age Peer Tutoring’ (ICAT). The method is informed by the ‘what works literature’ within peer tutoring and brings together crucial elements which have been shown to provide high effect sizes. Specifically, ICAT consists of an autonomous/informative structure, with students setting their goals in a cross age peer tutoring mathematics context. ICAT was implemented for six weeks in three different schools across England, with teachers concentrating on teaching their planed topics. School A (n=95) Year 8 students tutored Year 6, school B (n=65) Year 9 tutored Year 7, and school C (n=44) Year 10 students tutored year 8. Schools A and B adopt a pre/post-test quasi-experimental design and school C adopts a single group pre/post-test design. Research made instrument were applied to measure tutees performance gains. Classroom and paired observation were conducted for each school and the ICAT lesson materials for the six weeks were analysed to establish intervention fidelity. School A showed the highest ICAT implementation and effect size, 0.92, significant at (p<.001). However the findings should be interpreted with caution due to a weak research design.

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Comparison of the Effectiveness of CBT Group Counseling with Passive vs Active Music Therapy to Reduce Millennials Academic Anxiety

Dominikus David Biondi Situmorang Mulawarman Mulawarman Mungin Eddy Wibowo
Pages: 51-62

The purpose of this research is to know the effectiveness of counseling group implementation of cognitive behavior therapy (CBT) approach with passive and active music therapy technique in reducing academic anxiety millennials students. This study used quasi-experimental design with repeated measures (pretest, posttest, and follow-up). Group counseling was conducted for 5 meetings (@ 100 minutes), and follow-up was performed after 2 weeks of treatment. Research subjects used in this study are 14 millennials generation millennials students divided into two groups. The results showed that during pretest vs. posttest, CBT group counseling with passive was more effective for reducing academic anxiety compared to active music therapy. In pretest vs follow-up, active was more effective for reducing academic anxiety compared with passive music therapy. Furthermore, posttest vs. follow-up, active was more effective for reducing academic anxiety compared with passive music therapy with an increased academic anxiety after two weeks of treatment.

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A Model for the Instructional Factors of Curatorial Teaching in Design Education

Chia-Hua , Lin Hsiao-Ching Huang
Pages: 63-71

The increased demand for design exhibitions directly reflects the demand for designer-curators to manage cultural policies and social needs. However, in the current design education system in Taiwan, no curation-related curriculum planning exists. Therefore, this study attempted to design a practical curation course focused on “designer curated exhibition” experiential learning. This study encouraged design students to consider the formation of exhibitions from a comprehensive point of view. The teaching and learning process gave rise to a model of the instructional factors of curatorial education. We found a positive correlation between “learning process and motive” and “learning effectiveness.” Moreover, positive correlations were observed between “curation theories,” “learning processes and motives,” and “curatorial experience.” This demonstrates that curatorial practice increases the curator’s ability to apply curatorial theory, and excites the curator’s motivation to learn. However, the performance of self-evaluation reflects a lack of self-confidence and recognition; this lack may be caused by the restrictions of time and space, and by the complexity of curating teamwork communication. This model will continuously be translated and validated through the curriculum in the future, and the course will encourage students’ self-learning to enhance practical teaching and planning.

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Barriers to Antenatal Care Use, Child Birth Experience and Level of Education on Actual Attendance among Pregnant Women

O.A. Oyinlola A.M Sunmola A.S. Opayemi O.A. Mayungbo
Pages: 72-80

Despite the wide spread awareness regarding the need to improve maternal health, maternal mortality remains a great concern in Nigeria. Consequently, the importance of medical attention required in the care of pregnant women cannot be over emphasised. This study investigates the influence of barriers to attending antenatal care among pregnant women in Ibadan. Using a survey method, a total of 114 pregnant women were purposively selected from Akinyele Local Government Area of Ibadan.Data were analyzed using descriptive statistics, t- test and one way analysis of variance at 0.05 level of significance. Three hypotheses were tested. Results revealed that pregnant women who had more barriers (N = 54, mean = 4.5) were less likely to attend antenatal care than women who had fewer barriers (N = 60, mean = 5.6). Pregnant women who had no children (nulliparous) attended antenatal care more than pregnant women who have had at least one child (multiparous) (t (112) = 1.2 p< 0.05).Thus, barriers should be reduced by making antenatal care mobile and health care givers should be re- trained to develop more positive attitude towards better service delivery especially to pregnant women during antenatal period.

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We would like to inform you that 3rd 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 3rd 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).