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1.
Health Sci Rep ; 5(6): e919, 2022 Nov.
Article in English | MEDLINE | ID: covidwho-2148321

ABSTRACT

Background and Objective: Before and after the fandom, the pattern of education has difficulty in accepting the requirements of the MZ generation with very intense changes. Individual differences between students and different educational environments have more difficulties with the addition of practical subjects than general students. In this study of the purpose, after coronavirus disease-19 (COVID-19), the change in demand was described for the factors that influence the motivation necessary in current beauty education for diversity in education methods of MZ generation. Methods: These thesis studies are literature reviews, and for this purpose, a narrative review approach was used. A total of 200-300 references were selected and reviewed, and a total of papers were finally selected as of 2010-2022 using the PRISMA flow diagram. Results: With the emergence of diversity in education, online education is showing its power. In beauty education, the need for education of practical subjects has emerged and is the basis for providing more skilled skills in the field. This review paper conducted a comprehensive study on the motivational factors that will be the basis for the improved academic achievement of the MZ generation on the changes in education after COVID-19. Conclusion: This literature review revealed the needs of the subjects of K-education to be seen after the post-COVID era and the factors of learning motivation required in the beauty distance education of the MZ generation. In addition, the global status of K-beauty workers has confirmed that new changes with beauty and intelligence are being born as well as simple technical, and it is expected to be used as an important material for beauty distance education.

2.
Die Deutsche Schule ; 114(4):404-415, 2022.
Article in German | ProQuest Central | ID: covidwho-2164645

ABSTRACT

Mit den pandemiebedingten Schulschließungen der Jahre 2020 und 2021 haben sich einerseits die sozialen Disparitäten, mit denen Schulen in Deutschland konfrontiert sind, verschärft, andererseits sind für viele Kinder und Jugendlichen Lernrückstände entstanden, auf die derzeit mit finanzstarken Programmen zu reagieren versucht wird. Dies bestärkt wiederum die Debatte um wirksame Unterstützung von Schulen in ihrer Schulund Unterrichtsentwicklung, in der sich sehr heterogene Positionen bemerkbar machen: Während einerseits die universitären Fachdidaktiken sowie die empirische Schul- und Unterrichtsforschung auf evidenzbasierte und fachbezogene Programme drängen, werden die Schulentwicklung und die an dieser orientierten Schulentwicklungs- oder Prozessberatung häufig skeptisch betrachtet. Der Blick auf Entstehung und Veränderungen der Schulentwicklungsbegleitung soll zunächst aufzeigen, dass jene Skepsis nicht gänzlich unbegründet ist, bevor der Entwurf einer konzeptionellen Grundlegung einer an Lernund Unterrichtsentwicklung orientierten Schulentwicklungsbegleitung umrissen wird. Diese verspricht die Lücke der schulinternen Umsetzung - und damit der Wirksamkeit - jener evidenzbasierten Programme zu schließen, da kein noch so standardisiertes Konzept ohne rekontextualisierte Adaption auskommt.Alternate :The pandemic-related school closures of2020 and 2021 have, on the one hand, increased the social disparities confronting schools in Germany, and, on the other hand, produced learning gaps for many children and young people, which are currently being attempted to address with financially strong programs. This, in turn, reinforces the debate about ef- fective support for schools in their school and teaching improvement, in which very heterogeneous positions are becoming apparent: While university-based subject didactics as well as empirical school and classroom research are pushing for evidence-based and subject-related programs, school improvement and developmental or process consulting are often viewed skeptically. A closer look at the emergence and changes of school improvement consulting shall first show that this skepticism is not completely unfounded, before the draft of a conceptual foundation of a school improvement consulting oriented towards successful learning is outlined. This promises to close the gap of the school-internal implementation - and thus the effectiveness - of those evidence-based programs, since no concept, no matter how standardized, will work without recontextualized adaptation.

3.
Dissertation Abstracts International: Section B: The Sciences and Engineering ; 84(2-B):No Pagination Specified, 2023.
Article in English | APA PsycInfo | ID: covidwho-2156548

ABSTRACT

Athletic and academic identities among college student-athletes have been identified as important determinants of their academic achievement, career preparation, and sport termination. However, less is known about how these two identities, independently or simultaneously may be related to student-athletes' overall (e.g., levels of optimism and happiness) or sport-wellbeing (e.g., satisfaction with one's sport performance). To this end, the purpose of the study was to examine how student-athletes' academic and athletic identities are associated with their overall and sport well-being in a U.S. national sample of 241 Division I student-athletes. I also examined whether the relationship between these two identities and well-being would be moderated by the student-athletes' year in school, gender, or race. Because this study took place during the second wave of the COVID-19 pandemic (Summer of 2020), I also explored whether interruptions to school and sport activities due to the pandemic would also affect student-athletes reported overall and sport well-being. Results showed a significant positive relationship between academic identity and overall well-being, and a negative relationship between athletic identity and sport well-being. Additionally, year in school and race were significant correlates of sport well-being, with lowerclassmen student-athletes (first- and second-year students) and White student-athletes reporting higher levels of sport well-being than their counterparts. Race and gender were also significant predictors of overall well-being. Specifically, male student-athletes and White student-athletes reported higher levels of overall well-being than student-athletes identifying as female or as a person of color. Finally, results also indicated that COVID-19 were negatively associated with participants' overall and sport well-being. However, the relationship between academic nor athletic identity and well-being (i.e., overall, sport well-being) were not moderated by self-reported rage, gender, year in school, or COVID-19 interruptions. After a review of the current literature and its limitations, findings and implications for practice with student-athletes are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

4.
European Psychiatry ; 65(Supplement 1):S552-S553, 2022.
Article in English | EMBASE | ID: covidwho-2154116

ABSTRACT

Introduction: Studies have shown that physicians manifest a clear duty to work. For parents, reconciling work with parenthood is not easy and can even lead to depression. Objective(s): To determine the prevalence and the factors for depression in Tunisian physician parents. Method(s): This was a descriptive and analytical cross-sectional study of 93 Tunisian physician parents, conducted on google drive in March 2021, including a questionnaire containing the parents' personal and professional data and the Beck Depression Inventory (BDI). Result(s): In our study, the sex ratio (M/F) was 0.05. The average age was 34.43 years old. Almost three-quarters of doctors (71.3%) were providing on duty services in the hospital while 69% were providing at least one call per month in COVID units. The average BDI score was 6.16. According to the BDI score, 60.9% of participants had depression. The BDI score was correlated with several types of dissatisfaction: dissatisfaction with the relationship with his child (p = 0.002), time devoted to the partner (0.001), time devoted to the child (p = 0.004), child's educational style (p <0.001), time spent on leisure or personal activities (p <0.001), child's academic performance (p = 0.001) and child's behavior (p <0.001). Furthermore, the BDI score was associated with postponing having a child for career reasons (p = 0.038) and thinking that his career is slowed down by parenthood (p <0.001). Conclusion(s): Depression's rate among physician parents appears to be significant. It's associated with a feeling of guilt and dissatisfaction, hence the necessity of an early detection and management.

5.
European Psychiatry ; 65(Supplement 1):S427-S428, 2022.
Article in English | EMBASE | ID: covidwho-2153944

ABSTRACT

Introduction: The COVID-19 pandemic has disrupted numerous fundamental systems ranging from businesses to education system. The long-term consequences of the Pandemic, namely virtual learning and prolonged social isolation are coming to fruition in Child/Adolescent-Psychiatric Emergency-Rooms (CAP-ER). Discontinuity of in-person attendance of schools has poorly impacted the mental health of children and adolescents (C&A) of lowsocioeconomic areas, who often rely on schools for meals, physical activity, and mental-health support. An increase in agitation, suicidal ideation, and a declining school performance has been observed in such situations. Objective(s): The primary objective of this study is to explore the increase in these symptoms as the presenting complaint in the psychiatric ER. Method(s): Between April to June 2021 a cross-sectional quality improvement (QI) study was done on children presenting to CAP-ER BronxCare-Hospital NY with psychiatric complaints. Concomitant substance use disorder was determined using CRAFT questionnaire. Result(s): Our data comprised 209 patients (84 M/125 F) with 79 children and 130 adolescents. Ethnicity: 116 Hispanics (56%), 84 African Americans (40%), and 9 others. The most common presenting complaints were aggression (111, 53%), suicidal ideation/ suicide attempt (50, 24%), acute exacerbation of chronic illness (7, 3.3%), accidental overdosage (5, 2.3%) and others (36, 17.4). Marijuana was the most used substance (34 patients). Conclusion(s): There has been a surge in severity of presentation of psychiatric disorders among children and adolescents, aggression so far, the most prevalent. Further studies are needed to delineate the social links with this high emergent load and pandemic.

6.
European Psychiatry ; 65(Supplement 1):S384, 2022.
Article in English | EMBASE | ID: covidwho-2153936

ABSTRACT

Introduction: 15-year-old female referred to outpatient unit after COVID lockdown for binge eating and purging with depressive symptoms and anxiety. Objective(s): To show the importance of a correct diagnosis in an impulsive patient with eating disorder Methods: case report and literature review Results: The patient presents emotional instability with interpersonal difficulties with high fear of rejection. She suffered from fear of gaining weight and desires to lose weight with rejection of her body image. Fluoxetine and lorazepam are started together with low doses of olanzapine. During the follow up she presented a worsening of mood, onset of self-injuries and an episode of suicidal attempt. A biographical examination was performed, expressing a feeling of academic failure with difficulty concentrating and performing simple tasks. As a child she is described as impulsive, with frequent arguments with classmates. CPT III was performed with a high probability of ADHD. Treatment was started with lisdexamfetamine up to 50 mg with good tolerance. From the beginning of the treatment the patient expressed a feeling of improvement in the control of emotions as well as in the management of her impulsivity. There was an improvement in her academic performance with a decrease in self-injury episodes. The patient was able to express improvement in the sense of incapacity she felt. Conclusion(s): This case shows how marked emotional dysregulation and impulsive symptoms improves after diagnosis and subsequent treatment of ADHD, also improving eating symptoms. ADHD is present in eating disorders, especially in those with impulse dyscontrol such as binge eating disorder or bulimia nervosa.

7.
European Psychiatry ; 65(Supplement 1):S296-S297, 2022.
Article in English | EMBASE | ID: covidwho-2153886

ABSTRACT

Introduction: The Covid-19 pandemic has caused multilevel changes worldwide. Everyday life of all people has been altered drastically. Children with ASD seem to face difficulties due to their heightened sensitivity to unpredictable and complex changes in their lifestyle. Our presentation aims to reveal the effects of Covid-19 on school-age children with Autism Spectrum Disorders. Objective(s): The main thematic areas of this research, concerning the social workers' questionnaire, focused on the routine, psychoemotional field, school performance, sociability and school environment of children with ASD. Method(s): Between June 22nd and August 16th, 2021, social workers (n=38) and parents (n=25) administrated a questionnaire -through google form platform- which investigated issues around routine, psycho-emotional field, school performance, sociability, school, and family. Descriptive statistics were used for statistical analysis of the data. Result(s): The routine and psycho-emotional conditions of children with ASD were found to have a negative shift. Moreover, the degree of change on school performance was moderate, while sociability change was minimal. The significance of the school's contribution and the impact of the Covid-19 pandemic on the family functionality was highly observed. Another interesting finding was that children with ASD did not display discomfort for the mandatory social limitations or fear for the virus transmission. Conclusion(s): Lastly, it is important to implement appropriate practices for the protection of children with ASD, through the mobilization of the responsible parties and thus, social policy transformations are vital for this vulnerable population.

8.
The Egyptian Journal of Neurology, Psychiatry, and Neurosurgery ; 58(1), 2022.
Article in English | ProQuest Central | ID: covidwho-2153726

ABSTRACT

BackgroundThe research indicates that academic skills and family function may influence academic achievement. The Covid 19 epidemic has impacted regular academic and family function. However, there is a dearth of studies evaluating the relevance of academic skills and family function on college students' academic achievement. This research was done to determine the levels and relationships between academic achievement and study skills and family functions. Two hundred seventy-nine college students were assessed with Sociodemographic and academic proforma, Study Skills Assessment Questionnaire (SSAQ), and The McMaster Family Functioning Scale (MFFS).ResultsResults revealed that the mean score of SSAQ and MFFS were 179.92 and 17.88, respectively. Multiple regression analysis showed that the score of reading skills and the MFFS score statistically significantly predicted the score of the exam.ConclusionsOn the basis of this study's results, it is possible to conclude that reading skills and family functioning may influence academic success.

9.
Dissertation Abstracts International Section A: Humanities and Social Sciences ; 84(2-A):No Pagination Specified, 2023.
Article in English | APA PsycInfo | ID: covidwho-2147697

ABSTRACT

As student achievement remains a critical discussion among federal policymakers, states, and local school districts, one response involves providing additional classroom support staff. To address deficits in mathematics education, the National Mathematics Advisory Panel (2008) urged the use of mathematics specialists (MS) to support teachers and increase student achievement through mentoring, coaching, and professional development opportunities (Association of Mathematics Teacher Educators, 2010;Berry et al., 2009;Campbell & Malkus, 2011;McGatha, 2008). This study targeted all 31 elementary schools in Unity Public Schools (UPS, a pseudonym), an urban school district in Virginia, during the 2018-2019 academic year, the last full year prior to COVID-19, a worldwide pandemic impacting all of education. This causal comparative study examined the difference in students' Virginia SOL mathematics achievement scores based on their grade level (Grades 3-5) and the presence or absence of MSs (full-time, part-time, or none). A two-way ANOVA revealed there was no statistical significance based on grade level alone, F = 1.340, p = .267;however, the data surprisingly uncovered an inverse dose-response showing there was statistical significance in the main effects based on the presence or absence of MSs, F = 34.054, p <= .001;more specifically, those schools with part-time or no MSs present scored higher than those with full-time MSs. These findings indicated that further examination of MSs and their effect of students' mathematics achievement scores are needed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

10.
Dissertation Abstracts International Section A: Humanities and Social Sciences ; 84(2-A):No Pagination Specified, 2023.
Article in English | APA PsycInfo | ID: covidwho-2147287

ABSTRACT

The global pandemic was a turning point in education nationally. School closures forced school districts to find the best and most efficient way to continue instruction for their students. As a result, traditional face-to-face instruction was quickly transformed to virtual(online) instruction. This shift in instructional setting has many questioning the effect of virtual instruction in comparison to traditional face to face instruction. The purpose of this study was to determine the impact of virtual instruction in comparison to traditional instruction of middle school students based on their performance of Math MAP assessment.The research questions were answered by analyzing the Math MAP scores of students for the winter 2021 MAP administration. The scores were organized by gender, race, socio-economic status, and family structure of students. Each subgroup was further categorized based on the instructional setting of the student. An overall comparison was conducted for each subgroup based on the instructional setting and their overall mean MAP score.The findings of the study indicated that face-to-face instruction was more beneficial academically than virtual instruction when comparing the overall mean MAP scores of the participants Based on the subgroups of the study, students who lived in a two parent home had higher student achievement than the other participants and also white students. In addition to this, students who identified as free lunch status had lower mean scores than those who identified as reduced status.The study proved that student achievement has many factors that may have an impact overtime. The results and findings of this study will provide insight to school leaders to determine if virtual instruction is a viable option in comparison to traditional face-to-face instruction when analyzing Math MAP data to measure student achievement. In addition to this, the findings will offer data to support the most effective instructional option for families.iv. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

11.
Dissertation Abstracts International Section A: Humanities and Social Sciences ; 84(2-A):No Pagination Specified, 2023.
Article in English | APA PsycInfo | ID: covidwho-2124803

ABSTRACT

In spring 2020, the COVID-19 pandemic forced educational systems to transition into an emergency remote learning modality. This quantitative study compared retention and productive grade rates of two 16-week academic semesters and compared face-to-face (fall 2019) and remote (fall 2020) emergency remote instruction. The study sample was drawn from the core courses of History, English, and Speech at San Antonio College. Those courses were selected in part due to the high proportion of first time in college students who were considered a vulnerable population regarding performance and persistence. Additional variables (i.e., gender, veteran status, first-generation status, and socio-economic status) were examined to determine whether they were predictors of either productive grade rate or retention. The findings suggested no difference between productive grade rates but higher retention in the face-to-face semester. The findings also indicated that gender (female) was predictive in both modalities, but no other variables were. At a minimum, those results suggested the importance of local assessment of predictors of student success in general, and when making decisions related to remote learning in particular. Finally, results of this study suggested that despite concerns regarding the scholastic impact on students and faculty forced into emergency remote instruction, that did not adversely affect student outcomes. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

12.
The Educational Review, USA ; 6(6):230-240, 2022.
Article in English | ProQuest Central | ID: covidwho-2146275

ABSTRACT

Teachers' job performance is being determined by so many factors. Researchers have worked on some factors, but much work has not been done on digital leadership and decision-making styles. Thus, a bid to determine public primary school teachers' job performance in Oyo State led to this study. A Multi-stage sampling procedure using a basic Random Sampling technique was employed to select the respondents. A total of six hundred and forty-three (643) respondents from the three senatorial districts participated. Structured Teachers' Questionnaire (TQ) was validated and Cronbach's Alpha was used to determine the reliability of the instrument. Frequency counts, percentages and linear multiple regression (ANOVA) were employed to analyse the data collected. Findings showed that the level of teachers' job performance in Oyo State public primary schools at all times is high, except for the use of instructional material. The most adopted decision-making style is the directive decision-making style. Test of Hypotheses reveals that: there is a combined influence of digital leadership and decision-making styles on public primary school teachers' job performance in Oyo State (F(3,640)=4526.293;P<0.05). It is recommended that school administrators should not rely on a specific decision-making style.

13.
NeuroQuantology ; 20(13):1314-1323, 2022.
Article in English | EMBASE | ID: covidwho-2145487

ABSTRACT

The COVID-19 pandemic caused unprecedented global disruption. When we reflect on the past two years and the severe effects of the pandemic that continues to this day, it is clear that education was one of the most affected sectors. Both the general public and educational establishments were ill-prepared to accept the sudden shift to various platforms. Empirical evidence on the impact of COVID-19-related school closures on academic achievement has been the recent trend in the field of academic research. The present work aimed to determine the level of cognitive skill of Junior High school students in one of the public schools in the Philippines. Employing a quantitative descriptive correlational design, respondents were also chosen using total enumeration sampling. Results indicate that the students are satisfactory in terms of their academic performances. Moreover, a very weak relationship exists between their cognitive skill and their gender where males and LGBTQ were found to be different from each other. Copyright © 2022, Anka Publishers. All rights reserved.

14.
Applied Research in Quality of Life ; 2022.
Article in English | Scopus | ID: covidwho-2129049

ABSTRACT

While children and adolescents’ education has been significantly affected during the COVID-19 pandemic and school closures, how they are impacted remains unknown. Based on Bourdieu’s theory, this paper aims to examine whether cultural capital mediates the association between economic capital and academic achievement during the crisis. Using a longitudinal dataset from the Chinese high school and the moderated mediation model, the result showed that economic capital had a total effect on academic achievement, especially on the students’ academic ranks. Meanwhile, economic-related inequality in education seemed to be mediated by cultural capital. Interestingly, the finding further indicated that the indirect effect was mainly attributable to exam-oriented cultural capital, compared with quality-based cultural capital. we discussed the theoretical contributions and policy implications in the end. © 2022, The International Society for Quality-of-Life Studies (ISQOLS) and Springer Nature B.V.

15.
Alternative Therapies in Health and Medicine ; 28(3):58-64, 2022.
Article in English | ProQuest Central | ID: covidwho-2126217

ABSTRACT

Introduction * Poor sleep quality among college students is a global problem. Chinese college students were required to home quarantine, social distance and participate in online learning during the COVID-19 epidemic. This study aimed to investigate the sleep quality of college students during the epidemic and identify the factors related to poor sleep quality. Methods · Study participants completed an online survey that included questionnaires about sleep symptoms and lifestyle during the COVID-19 outbreak. The study participants included 3416 college students (mean age 20.4 ± 1.8 years). The Pittsburgh Sleep Quality Index (PSQI) was used to measure sleep quality, and a PSQI score >7 was defined as poor sleep quality. A logistic regression model was used to analyze the factors related to sleep quality. Results · The percentage of college students with poor sleep quality was 15.97 % in southern Anhui province during the COVID-19 pandemic. The majority of the students were female (67.4%) and most were from urban areas (53.9%). Single-parent (adjusted odds ratio [aOR], 1.39;95% CI, 1.02-1.89) domestic violence incidents ≥5×/yr (aOR, 3.68;95% CI, 1.70 to 7.96), nap time >4 hr/d (aOR, 1.90;95% CI, 25-2.90) were significantly associated with poor sleep quality. While knowledge of COVID-19 was prevalent (aOR, 0.71;95% CI, 0.53 to 0.96) light exercise >1 hour/day (aOR, 0.47;95% CI, 0.28 to 0.78), parent-accompanied exercise >3×/wk (aOR, 0.59;95% CI, 0.38 to 0.90) were protective factors against poor sleep quality. Conclusions · The present study found that college students in single-parent families and students who had experienced domestic violence had a high risk of poor sleep quality during the COVID-19 pandemic in China. College students who were familiar with COVID-19 and had light exercise habits or parent-accompanied exercise habits had better sleep quality. At the time of writing, COVID-19 was still pandemic worldwide, so targeted sleep health interventions must be established to actively guide college students' healthy living habits. In addition, the sleep disorders and other health problems that may occur in college students should be dealt with in advance, and should be part of the routine work of global disease prevention.

16.
Dissertation Abstracts International: Section B: The Sciences and Engineering ; 84(1-B):No Pagination Specified, 2023.
Article in English | APA PsycInfo | ID: covidwho-2125341

ABSTRACT

Children and adolescents are highly vulnerable to negative mental health and wellbeing concerns, especially related to large-scale disasters such as the COVID-19 pandemic. Considering the increased mental health concerns related to the COVID-19 pandemic and the mental health crisis that is presenting in the lives of students, a solution is needed to support the current troubles students are facing and strengthen skills to help reduce future mental health concerns. Schools can help students build resiliency for positive mental health and life functioning during school years and for future success. Building psychological capacity prior to a disaster or significant life stressors is key for increasing future resiliency and maintaining long-term positive mental health. Social-emotional learning programs focused on positive, protective factors have been found to have beneficial effects on learning, confidence, behavior, academic performance, and mental health. These programs can be implemented through universal measures as well as targeted methods in a school setting. Focusing on features such as strengths, student-generated goals, aspects that are working in their lives, an optimistic outlook on life, and positive coping skills have been found to lead to many positive traits such as empowerment, increased self-esteem, improved well-being, lessened negative mental health symptoms, and augmented resiliency. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

17.
Dissertation Abstracts International: Section B: The Sciences and Engineering ; 84(1-B):No Pagination Specified, 2023.
Article in English | APA PsycInfo | ID: covidwho-2125130

ABSTRACT

The present study widened the pandemic's mental health response by examining the impact of learning format, depression, and anxiety on college students' academic performance during COVID-19. The study consisted of 222 college students who responded to survey measures through online survey platforms Qualtrics and Amazon Mechanical Turk. The study utilized a multiple regression design and consisted of three measures: The Generalized Anxiety Disorder 7-item (GAD-7) scale, the Patient Health Questionnaire (PHQ)-9 and a questionnaire assessing online disruptions during the pandemic. The hypotheses for this study are as follows: pandemic anxiety would have a negative influence on the respondent's academic performance (research question one), there will be a significant negative correlation between pandemic depression and academic performance (research question two), there will be a significant negative correlation between grades and academic performance (research question three), and during the pandemic, computer devices have interfered with the participants' ability to access online learning (research question four). The study's results showed the following: Regarding research question one, pandemic anxiety was found to negatively impact student academic performance. Research question two showed that college students who scored higher on the depression measure had higher GPAs than college students who scored lower on the depression measure. Research question three showed that the COVID-19 pandemic increased students' academic performance. Research question four showed that college students who experienced higher levels of computer device interference that affected their ability to access online learning during the COVID-19 pandemic had a higher GPA than college students who endorsed experiencing low computer device interference. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

18.
Dissertation Abstracts International Section A: Humanities and Social Sciences ; 84(2-A):No Pagination Specified, 2023.
Article in English | APA PsycInfo | ID: covidwho-2124970

ABSTRACT

The Kansas Department of Education has set high goals for academic achievement and postsecondary success. The data trends over the last five years fail to demonstrate progress towards those goals. Learning has been negatively impacted by the effects of the learning environments during the Covid pandemic. The source for achieving those goals is found in the classroom with teachers' and daily instructional decisions. The basis of those decisions was the focus of this study.This study investigated the effects of teachers' implicit theories of intelligence (ITI) or mindsets on teacher expectancies (TE) and the role student gender plays in expectations. The data was analyzed to determine if a teacher's ITI would predict TE as variable or uniform. Also investigated was whether student gender influenced TE. The research questions were addressed with descriptive statistics crosstabulation tables and binary logistic regressions.The data used was from 139 mathematics teachers. Most were female (n = 106, 76.26%), White (n = 131, 94.24%), between the ages of 40-49 (n = 44, 34.65%). Most held a master's degree (n = 92, 66.19%), had 20 years or more teaching experience (n = 60, 43.17%), and were teaching in secondary (9-12) schools (n = 93, 66.91%) at the time they received the survey. There were 68 surveys completed for two male students, one with a high academic profile (HAP) and one with a low academic profile (LAP). The survey containing the same academic profiles with achievements attributed to two girls was completed by 71 math teachers.The analysis revealed that most participants hold a growth mindset (n = 103, 76.47%. Most teachers hold high expectations for male (n = 54, 79.41%) and female (n = 62, 87.32%) students with high academic profiles. And most teachers also hold high expectations for low academic achievement profiles for the male (n = 52, 76.47%) and female (n = 54, 76.06%) students. Cross-tabulation tables showed that most teachers hold uniform expectations for male (n = 52, 76.47%) and female (n = 52, 73.23%) students. The analysis also revealed that female students' low academic profile generated more low expectations ratings than male students. Analysis of teachers' mindsets by gender revealed that male teachers held fixed mindsets at a higher rate than female teachers. The binary logistic regression results show that student gender does not influence teacher expectations (chi. 2 (1)=0.19,p=.661). A binary regression model detected that teacher's fixed mindset would predict teacher expectancy variability or uniformity ( chi. 2 (2)=17.49,p<.001). A teacher with a fixed mindset is 14.25 times more likely to hold variable expectations among high academic and low academic profile students. On the other hand, a growth mindset does not predict teacher expectancy;the results were not statistically significant. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

19.
Schoolchildren of the COVID-19 pandemic: Impact and opportunities ; : 123-137, 2022.
Article in English | APA PsycInfo | ID: covidwho-2113399

ABSTRACT

The COVID-19 pandemic is having an unprecedented impact on schools and schoolchildren across the globe. There is still a dearth of studies that investigate this recent phenomenon in a developing country context, and this is true of Pakistan. Much of the population in Pakistan resides in rural settings and a lack of technology and of online provision of teaching for more than one year must have had huge negative impacts on students' learning. The school dropout rate was already high in rural settings (Geven & Hasan, 2020) and, with school closures, this will likely have increased further, and cause some schoolchildren to lose interest in going back to school. However, no current data appear to exist to corroborate this. Due to the lack of available current quantitative and qualitative data, this study seeks to explore the impact of COVID-19 on schoolchildren's education in Pakistan by examining recently published related studies. This study employs a literature review technique that gathers data to ascertain the potential overall impact on schoolchildren during the pandemic. The findings reveal that there remains a lack of detailed studies on this important topic and that urgent attention is needed from researchers to assess the scale of the impact. In addition, the review found that many children from rural communities had little to no school engagement due to technology poverty and their families being unable to support home-schooling, either due to family and/or work constraints or a lack of prior education and/or skills. Themes that emerged were that families, especially mothers, struggled to balance both caring and home-schooling duties, pupils from private schools had a better experience than those from public school backgrounds, and many of these reported that online provisions helped students develop new skills. This study may help to improve the understanding of the impact on the lost learning of schoolchildren during the pandemic by guiding practitioners as well as policymakers. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

20.
Dissertation Abstracts International Section A: Humanities and Social Sciences ; 84(1-A):No Pagination Specified, 2023.
Article in English | APA PsycInfo | ID: covidwho-2111866

ABSTRACT

Building on recent research in high performance mindsets and their correlation to high performing people in the workplace, academic success as well as athletic performance, this study aimed to examine the happiness of high performing people. This study examines the relationship between the noncognitive skills of self-awareness, self-discipline, internal locus of control with sport performance, growth mindset and happiness of college football players during the COVID-19 pandemic school year. Participants were 99 undergraduate college football players from four different private universities within the United States. The results indicated that year in school predicted athletic performance. The mindset skills of intrinsic motivation, grit, and hope will help student athletes to stay in their athletic programs which in turn will lead to a higher level of performance. Student athletes that trust the process and remain in the program longer will have a greater likelihood of higher athletic achievement. Year in school along with internal locus of control predict growth mindset among participants. Self-awareness and internal locus of control were significant predictors of happiness amongst participants. College athletes and college students in general need learning opportunities in the mindset skills of self-awareness and internal locus of control. These mindset skills will help them balance their busy lives, maintain a growth mindset and be happy. Curriculum around these mindset skills needs to continue to be developed and tested for effectiveness. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

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