The article presents the results of research on relationships between types of social participation and emotion regulation. In the study, Gratz’ and Roemer’s perspective on emotion regulation and Reinders’ and Butz’s concept of types of social participation were applied. Participants were 1151 students from three types of vocational schools: basic vocational school, technical upper secondary school, and specialized upper secondary school. The results of studies conducted with the use of Difficulties in Emotion Regulation Scale and Social Participation (...) Questionnaire indicate that there are small, however, significant, differences in the levels of social participation dimensions and the frequency of particular types of social participation between students from the three investigated types of vocational schools. The level of transitive orientation turned out to be higher among students from the basic vocational schools than among students from the specialized upper secondary schools and the technical upper secondary schools. In each educational group, the level of transitive orientation was significantly higher than the level of moratorium orientation. The hypothesis about the relationship between dimensions of emotion regulation and types of social participation, particularly with respect to the dimension of “lack of emotional awareness”, was confirmed. The most effective style in terms of emotion regulation turned out to be the assimilation type. The highest level of emotion dysregulation proved to be connected with the segregation type. (shrink)

Children who experience parentification may have trouble performing developmental tasks due to being overwhelmed by their family caregiving roles and responsibilities. Past studies have found that parentification is negatively associated with academic achievement. However, most of these studies are limited in that they are retrospective and examine the association but not the mechanisms shaping them. The aim of the study was to explore to what extent diverse types of parentification relate to academic achievement and to what extent these relations are (...) mediated by self-reported quality of life among adolescents. The study sample was composed of Polish early adolescents. Types of parentification were measured with the Parentification Questionnaire for Youth, and quality of life was assessed with KidScreen27. School achievement was measured based on mean semester grade. We explored the associations among study variables and performed six mediation models in the planned analyses. Overall, bivariate relations were significant in a theoretically expected way, although the effect sizes for these associations were rather small. In the mediation analyses, the results showed that four of the six models were not significant. Different from previous studies, instrumental parentification was positively related to school achievement. Additionally, this positive association was mediated by adolescents’ general quality of life. Taken together, the findings were similar and different from the empirical literature base on types of parentification and select outcomes. (shrink)

This paper presents the results of empirical research that explores the links between types of social participation and identity. The author availed herself of the neo-eriksonian approach to identity by Luyckx et al. and the concept of social participation types. The study involved 1,665 students from six types of schools: lower secondary school, general upper secondary school, technical upper secondary school, specialized upper secondary school, university, and post-secondary school. The results of the research, conducted with (...) the use of Dimensions of Identity Development Scale and Social Participation Questionnaire, indicate that transitive orientation increases with age and that, consequently, the frequency of assimilation and integration types of social participation tends to be higher in emerging adulthood in comparison with adolescence. The study showed that general upper secondary school students, contrary to their colleagues from technical and specialized upper secondary schools, did not differ in terms of transitive and moratorium orientation levels from lower secondary school students. The hypothesis about the relationship between transitive orientation and commitment scales was confirmed, whereas the hypotheses concerning the links between exploration scales and both dimensions of social participation were not validated. (shrink)

European policy has seen a number of changes and innovations in the field of early childhood preschool education over the last decade, which have been reflected in various forms in the policies of individual EU countries. Within the Czech preschool policy, certain innovations and approaches have been implemented in the field of early children education, such as the introduction of compulsory preschool education before entering primary school from 2017, emphasis on inclusive education, equal conditions in education and enabling state-supported (...) diversity in the education concepts of kindergartens. The aim of our study was to assess the influence of various preschool education systems in the Czech Republic in the context of psychological variables reflecting selected children’s outcomes which may contribute to future school achievement. The monitored variables were the attitudes, motivations and executive functions of children in the last year of preschool education. A comparison was made between the traditional preschool education program and the so-called alternative types of preschool education, such as Montessori, Waldorf and religious schools. The total sample was divided into four subgroups, namely a group of children attending traditional kindergartens, religious, Montessori, and Waldorf kindergartens. To determine empirical data, the following research methods were used: Attitude Questionnaire, School Performance Motivation Scale, and Behavior Rating Inventory of Executive Function. The results of our survey show the fact that the type of kindergarten attended has a significant effect on the child’s level of school performance motivation, attitudes toward school as well as executive functions. Significant differences were found between the different types of kindergartens attended in the monitored variables. (shrink)

Departing from the model suggested by Luyckx, Schwarz, Berzonsky et al., the relationships between identity and educational context, social participation, and identity information processing style were investigated. Participants were 972 students from six vocational schools in Poznań. The students, within these six schools, attended Grades I-III of three types of vocational schools: basic vocational schools, technical upper secondary schools, and specialized upper secondary schools. Three questionnaires were used: The Dimensions of Identity Development Scale, which measures five identity dimensions according to (...) the concept of Luyckx, Schwarz, Berzonsky et al., Social Participation Questionnaire, developed by Brzezińska, Rękosiewicz and Hejmanowski, enabling identification of the type of social participation, and the Polish adaptation of M. Berzonsky’s Identity Style Inventory 4 authored by A. Senejko, to examine identity styles. The results showed that the students from basic vocational schools and technical upper secondary schools were more often characterized by the normative identity style, whereas the students from specialized upper secondary schools manifested a greater tendency to engage themselves in exploration, both adaptive and ruminative. (shrink)

Manifestations of school shooting or ‘columbine’, constituted by armed mass attacks and murders in educational institutions perpetrated by adolescents, have proliferated in recent years. They are marked by their unpredictability, spontaneity and cruelty. This phenomenon has been subject to scholarly examination from various perspectives, enabling the elucidation of its multifarious traits and characteristics as a means of diagnosis and prevention. This study surveys established academic approaches to the study of school shootings (psychological, legal, sociological, semiotic, existential) and delineates (...) their specificity and scope. Drawing on analysis of incidents of school shootings in Russia from 2014-2022, key signs and tendencies in the occurrence of mass attacks on educational institutions are delineated. Adopting existential approaches in philosophy and psychology, notably the works of A. Camus, E. Fromm, M. Boss, V. Frankl and L. Berkowitz, the semantic stages and constituents of school shootings as existential crimes and subsequent suicides are elucidated. The present study aims to identify and characterise the roots and essence of school shootings ('columbine') as an existential crime type, in order to comprehend the semantic motivational origins of school shootings and analyse the ‘boundary situation’ engendering individual destructive rebellion against the world. The nexus between unresolved existential needs and quandaries of the individual and the factors triggering self-destructive personality mechanisms is expounded, whereby the individual enacts an ‘escape’ from reality against the backdrop of media-disseminated aggressiveness and legitimation of violence as a means of overcoming problems and self-presentation. The existential analysis and modelling of school shooters’ actions offered here has enabled conclusions to be drawn regarding potential countermeasures to such crimes. (shrink)

Belief in destiny is one of the principles of faith. Although the belief in fate is not explicitly mentioned in the Qur’an, there are many verses that indicate this belief. There are many hadiths about fate that have reached us from the Prophet. Although there are schools that deny destiny, Ahl al-Sunnah schools Ash‘aris and Maturidis accept the existence of belief in destiny. The definitions of destiny of these schools are expressed with words that can be used interchangeably. However, fate (...) should not be evaluated in a single category. It also has varieties. If destiny is perceived as only one kind of Forced destiny, it is inevitable to cause misunderstandings. Forced fate; it is destiny that does not give freedom to beings; It happens with the knowledge, will, power and creation of Allah. Some destinies of inanimate substances, plants, animals and humans are of this type. Jabr and responsibility are incompatible. Although some actions take place in their own bodies, people are not responsible for their forced destiny. Man is a freely created being within certain limits. The ability of intellect, will, power, and carrying out actions has been granted to them. By using them, a person performs his acts of will, and as a result, he becomes responsible for his actions. Having free will and freedom distinguishes humans from other living things. Where there is no human freedom, there is no responsibility. Human life is not uniform, it is in a state of constant change and transformation. In addition to these two types of fate, there is also a type of fate that turns into willful fate, although it was forced in the beginning. In addition to this, there are some actions that start with the will of man and later turn into forced fate. There are also types of disability that we have examined in connection with the belief in destiny and its types. Allah has sent humans to the world to be tested. Illness and disability are also part of the test. Diseases; they may be due to genetic, environmental factors, and food-related. Congenital diseases and disabilities can sometimes cause the world test to be difficult. The biological rules set by Allah are also valid for humans. Genetic hereditary diseases and disabilities occur when the genes carried by the parents are passed on to the child. While some genes are recessive, some genes are dominant. Genes that cause hereditary diseases and disabilities show an uneven distribution depending on their geographical habitats, sharing the same environment in the historical process, and the extent of intermingling of their lineages through marriages. While recessive genes can be passed on from generation to generation, dominant genes that cause death generally do not have the opportunity to pass on to the next generation. In today’s context, the diagnosis of genetic diseases and disabilities is attainable, enabling the implementation of necessary precautions accordingly; furthermore, partial or even complete treatment opportunities can be available depending on the circumstances. In this respect, all of the congenital diseases and disabilities due to genes are a forced fate that is not in the hands of man. As for those diseases and disabilities for which treatment opportunities exist, they fall under the category of fate that transitions from forced fate to willful destiny. Some genetic diseases and disabilities of people may appear in later ages. However, non-genetic diseases and disabilities are also facts of life. Every individual can become ill and experience disability during certain periods of their life. Diseases and disabilities can occur with a number of factors that do not depend on an individual's will, actions, or behaviors. Such diseases are also within the scope of forced fate. A person can also be disabled due to one’s own mistakes and negligence. However, it is a behavior befitting a Muslim to be treated in cases of all kinds of diseases and disabilities. The treatment of diseases for which there is a cure is a willed destiny. Diseases and obstacles that cannot be cured are forced fate. (shrink)

Logical and philosophical literature provides different classifications of reasoning. In the Polish literature on the subject, for instance, there are three popular ones accepted by representatives of the Lvov-Warsaw School: Jan Łukasiewicz, Tadeusz Czeżowski and Kazimierz Ajdukiewicz (Ajdukiewicz in Logika pragmatyczna [Pragmatic Logic]. PWN, Warsaw (1965, 2nd ed. 1974). Translated as: Pragmatic Logic. Reidel & PWN, Dordrecht, 1975). The author of this paper, having modified those classifications, distinguished the following types of reasoning: (1) deductive and (2) non-deductive, and additionally (...) two types of them in each of the two, depending on the manner of combining their premises with the conclusion through the relation of classical logical entailment. Consequently, the four types of reasoning: unilateral deductive (incl. its sub-types: deductive inference and proof), bilateral deductive (incl. complete induction), and reductive (incl. the sub-types: explanation and verification), logically nonvaluable (incl. inference by analogy, statistic inference), correspond to four operators of derivability. They are defined formally on the ground of Tarski’s axiomatic theory of deductive systems, by means of the consequence operation _Cn_ (Tarski in Monatshefte Math Phys 37:361–404, 1930a, C R Soc Sci Lett Vars 23:22–29, 1930b). Also, certain metalogical properties of these operators are given, as well as their relations with Tarski’s consequence operations \(Cn^+\) ( \(Cn^+ = Cn\) ) and dual consequences \(Cn^{-1}\) (Słupecki in Zeszyty Naukowe Uniwersytetu Wrocławskiego Seria B Nr 3:33–40, 1959, Słupecki et al. in Stud Log 29:76–123, 1971, Wybraniec-Skardowska, in: Wybraniec-Skardowska, Bryll (eds) Z badań nad teorią zdań odrzuconych [Studies in the Theory of Rejected Propositions], Series B, Studia i Monografie, Zeszyty Naukowe Wyższej Szkoły Pedagogicznej w Opolu, Opole, 1969), and \(Cn^-\) (Wójcicki in Bull Sect Log 2(2):54–57, 1973)). (shrink)

Islamic law has an advanced legal theory, apart from the four basic decision-making methods, many judgment-gaining theories based on interpretation and reasoning have been derived which have been developed by Islamic jurists in the process. Islamic jurists have used some of their knowledge and techniques to correct the problematic results that arise from both the incorrect use of methods of obtaining judgments and the expansion of the scope of these methods. With these interdisciplinary studies, it was aimed to interpret the (...) criticisms directed against the analogy process and the causes accurately. One of the methods used at the point of revealing whether these criticisms and objections are based on a justified reason and evidence is the debating method. The method of debating, which has become an independent discipline along with fiqh and kalām in the Islamic scientific tradition, began to form during the periods when sects were formed (II century Hijri). The discipline of debate, which has found a practical field in the methodology of Islamic jurisprudence (fiqh), has been particularly effective in interpreting analogy (qiyas), which constitutes an important part of fiqh, and is even assumed to be among the methods of inference (istidlāl). Many Fasād al-waḍʻ (invalidity of an argument of syllogism) is one of the methods of debating has been used in uṣūl al-fiqh. Fasād al-waḍ‘ has been described as the binding of a provision to a cause (ʻillat) that is the opposite of what that cause requires. This is a situation that completely invalidates the cause. In Fasād al-wad‘, the objector proves that the analogy is erroneous by directing objections to the person who brings the evidence. Since Fasād al-wad‘ is a type of objection directed to the basis of the fiction of analogy, it has been accepted by Islamic jurists as one of the strong objections directed to the cause/analogy. However, the issue of which cause this type of objection can be directed against has been discussed among Islamic jurists. Hanafīs accept Fasād al-wad‘ as a sound objection method, but they think that it is not possible to object to the effective causes (al-ʻillat al-muaththirah) with it. Because, according to Hanafīs, the correctness of the effective quality has been revealed by the Qur’ān, the Sunnah and the consensus (ijmā’). Because these proofs do not produce false qualifications. According to Shafeis, all causes and provision can be objected with Fasād al-wad’. In fact, some Shāfi'ī jurists consider this method as a general type of objection, not aunique one to the analogy. Due to these different interpretations that Islāmic law schools attribute to the conditions of analogy and the nature of Fasād al-wad‘, different results may arise in furû issues. In this study, Fasād al-wad‘as a type of objection to the analogy process in Islamic legal procedure has been examined and the nature of Fasād al-wad‘ has been tried to be revealed by determining the comparative furû. Thus, it is aimed to identify and analyse the diversity of legal reasoning methods, which have an important place in the logic of law in Islam and can be gathered under the name of analogy. (shrink)

The Vaiśeṣika school is an important ancient system of Indian philosophy. According to the Vaiśeṣika philosophers, cognition or jñāna is of two types—vidyā and avidyā (vidyā ca avidyā ca), and avidyā is of four types—saṃśaya (doubt), viparyaya (illusion), anadhyavasāya (non-ascertainment) and svapna (dream). Among these four kinds of avidyā, the third kind of non-veridical cognition (avidyā), named ‘anadhyavasāya’ (non-ascertainment/non-assertory cognition), is acknowledged alone by the Vaiśeṣika school. Apart from the Vaiśeṣika school, no other school of Indian (...) philosophy admits such a type of non-veridical cognition. Such a sort of non-veridical cognition is not mentioned even in the Vaiśeṣikasūtra of Kaṇāda. However, Praśastapāda discusses it in his Padārthadharmasaṃgraha, after mentioning it as a variety of non-veridical cognition. He has been followed in this respect by the commentators of Padārthadharmasaṃgraha in their respective commentaries. Following them, in this paper I am going to establish anadhyavasāya as a distinct type of non-veridical cognition. (shrink)

Edgar A. Towne is Professor of Theology, Emeritus at Christian Theological Seminary, Indianapolis. This book began as Towne’s 1967 doctoral dissertation in the Divinity School of the University of Chicago. The original title, Ontological and Theological Dimensions of God in the Thought of Paul Tillich and Charles Hartshorne, clearly described the intent of his study. While the essential structure and documentation of this earlier form remains, the presentation in this present work is briefer, with additional notes referring to recent (...) study on Tillich and Hartshorne. (shrink)

The aim of this paper is a comparative analysis of the Lvov-Warsaw School and Frege-Russell's tradition. The Comparison of these is made on the grounds of the analysis of existence. Choosing "existence" as the object of the analysis is very essential. It is so because understanding of the category of existence is strongly connected with the whole system. Thus, while analyzing the category, one can make a reconstruction of the concept scheme ; show their functioning; and compare them to (...) each other. It is easy to notice that in both these systems: a) analyzing is strongly connected with the way of expressing existence in a language, b) the essential problem is to which category existence belongs, c) the main question is whether existence is a predicate. Since the problem of analyzing—especially the problem of applying logic in philosophy—played an essential role both in Frege-Russell's system and Twardowski's school, the author of this paper wants to show how this was understood there. (shrink)

School achievement and failure have become growing political and social concerns due to the negative consequences of school failure for individuals and society. The inclusive educational movement, which calls for equal access, permanence, participation, and promotion of all students worldwide, poses many challenges for schools and school systems. As a public policy strategy, some countries have provided additional funds for incorporating non-teaching professionals such as school psychologists and social workers in regular K-12 schools. However, there is (...) lack of research on the effects of these psychosocial professionals on student outcomes. This national multilevel study explored the effect of psychologists (n= 8,469) and social workers (n= 3,524) on indicators of eighth-grade (n= 147,531) and 10th-grade (n= 106,347) students' academic achievement and dropout in Chile. A multilevel secondary analysis was performed using national records of non-teaching professionals working as school staff members, achievement scores on the national SIMCE test, and dropout rates based on official records. Results showed that after controlling for individual and school variables known to affect achievement and dropout, schools with psychologists and social workers working as staff members had lower short- and long-term dropout rates. The presence and higher number of school psychologists per school was positively associated with higher math achievement, with a reduced effect in low-SES schools. Lower-SES schools with more social workers had higher math scores. These results support policies that increase funding for school psychologists and social workers, since their incorporation partly explains better school achievement and less school failure when controlling for individual and school characteristics, but emphasize the need to further explore the mechanisms through which school achievement and failure are developed with the support of psychologists and social workers in schools. We discuss the need to regulate the type of prevention and intervention strategies from a whole-school, evidence-based approach, as well as to incorporate psychosocial training modules and comprehensive guidelines as part of professional training programs and as certified requisites for working in schools. (shrink)

This is the first comprehensive overview of the influence of Platonism on the English literary tradition, showing how English writers, including Chaucer, Shakespeare, Milton, Blake, Wordsworth, Yeats, Pound and Iris Murdoch, used Platonic themes and images within their own imaginative work.

The aim of this paper is to investigate and describe the content in school rules by developing a category system of school rules, and thus making the logic behind different types of rules in school explicit. Data were derived from an ethnographic study conducted in two primary schools in Sweden. In order to analyse the data, grounded theory methodology was adapted. The analysis resulted in a category system of school rules, containing the following main categories: (a) (...) relational rules, (b) structuring rules, (c), protecting rules, (d), personal rules and (e) etiquette rules. In the light of this categorisation, more consciously pedagogical and professional work with rules can be conducted. The category system can counteract vagueness and unreasonableness, as well as highlighting the content, logic and functions of different school rules. (shrink)

This study aims to examine and compare female and male Kurdish EFL students’ level and type of motivation based on L2 motivational self-system components and to identify their dominant type of motivation. The participants of this study were 118 students were randomly selected as the participants of this study from different cities of Erbil governorate in Kurdistan region of Iraq. A Learners questionnaire used following the application of semi-structured interview sessions with learners who participated in the study. The (...) data obtained from the questionnaire were analyzed through SPSS software, and the interview results were interpreted and analyzed through content analysis. The findings of this study revealed that both male and female Kurdish EFL students generally have high levels of motivation and the attitudes of both groups of learners were found to be generally positive towards English language and its learning. The most frequent motivational strategies, ways of motivating and arranging for them a suitable culture and recommended by the teachers in this study are helpful, especially for teacher educators in teacher training programs, so that they can get aware of the most used strategies by Kurdish EFL teachers in high school to be the leadership for this purpose, and try to improve and correct them, and try to teach them the most effective strategies and ways of raising motivation in the students. (shrink)

School psychologists are asked to systematically evaluate the effects of their work to ensure quality standards. Given the different types of methods applied to different users of school psychology measuring the effects of school psychological services is a complex task. Thus, the focus of our scoping review was to systematically investigate the state of past research on the measurement of the effects of school psychological services published between 1998 and 2018 in eight major school psychological (...) journals. Of the 5,048 peer-reviewed articles published within this period, 623 were coded by two independent raters as explicitly refering to school psychology or counseling in the school context in their titles or abstracts. However, only 22 included definitions of effects of school psychological services or described outcomes used to evaluate school psychological services based on full text screening. These findings revealed that measurement of the effects of school psychological services has not been a focus of research despite its' relevance in guidelines of school psychological practice. (shrink)

Resumen: El estatuto teórico del concepto de la violencia escolar se ha resuelto parcialmente mediante el uso de definiciones. En el caso del campo científico chileno las definiciones de violencia escolar se formulan desde una episteme dualista, que establece la distinción entre lo escolar y lo no escolar, priorizan a un individuo abstracto, donde el espacio prima sobre el tiempo, las relaciones son causales y, en menor medida, de tipo covariación, constructiva de realidades y especular. El componente performativo es doble: (...) i) un modo de codificación y clasificaciones que estabilizan a un objeto que irrumpe en el campo científico y escolar; ii) producen una ausencia y exclusión de las relaciones y categorías posibles. No obstante, se observa que al interior de las propias definiciones se encuentran las semillas para un trabajo de transformación hacia epistemes no dualistas y complejas mediante las dimensiones de producción, reproducción y cruce de las violencias en la institución escolar según un enfoque tríadico. Esta reconstrucción se basa en un corpus de artículos indexados del campo de la educación sobre Chile entre los años 2001 a 2013.: The theoretical statute of the concept of school violence has been partly solved using definitions. In the case of the Chilean scientific field, the definitions of school violence are defined from a dualistic episteme that establishes the distinction between what is part of the school and what is not, that prioritizes an abstract subject, where space is more important than time, the relationships are of causal type and, to a lesser extent, of covariation type, that builds realities and that is speculative. The performative component has two aspects: i) a coding mode and classifications that stabilize an object that disrupts the scientific and school fields, and ii) produce a lack and exclusion of the relationships and potential categories. Nevertheless, it has been observed that there are some elements within the own definitions that could work for the transformation of dualistic and complex epistemes, through a dimension of production, reproduction, and the cross of different types of violence at school, following a triadic approach. This reconstruction is based on a corpus of articles from indexed journals about the Chilean educational field between 2001 and 2013. (shrink)

ABSTRACT This narrative synthesis based on a literature review undertaken for the project ?Creating Citizenship Communities? (funded by the Esmée Fairbairn Foundation) includes discussion, principally, about what research evidence tells us about young people?s definitions of community, of types of engagement by different groups of young people, actions by schools and what they might do in the future to promote engagement. Community is seen as a highly significant and contested area. Young people are viewed negatively by adults but are in (...) some contexts already positively engaged in communities. There seem to be gaps in the literature about what young people understand about community. There is, broadly, some consensus about how to promote engagement. (shrink)

This article describes a theory about the ambition of most Inspectorates to realise 'school improvement through inspection'. Literature about a number of direct and indirect interventions, such as reciprocity, communication and feedback is used to build a theoretical model stating the relations between working methods of school inspectors, reactions of schools and resulting effects and side effects. Finally two types of inspections strategies are described that can be used in different types of schools. We expect schools with a (...) low innovation capacity and few external impulses to be helped best by a directive approach in which an inspector clearly points to the strong and weak points of the school, the probable causes of their level of functioning, and potential ways for improvement. The inspector should pressure the school to change by making written agreements on how to change and by asking the school to work out these agreements in an improvement plan. A school with a high innovation capacity and strong external impulses is expected to do better with a more reserved inspection approach. Inspectors only need to provide this school with some insight into their strong and weak points. (shrink)

This paper challenges the first Gettier counterexample to the tripartite account of knowledge. Noting that 'the man who will get the job' is a description and invoking Donnellan's distinction between their 'referential' and 'attributive' uses, I argue that Smith does not actually believe that the man who will get the job has ten coins in his pocket. Smith's ignorance about who will get the job shows that the belief cannot be understood referentially, his ignorance of the coins in his pocket (...) shows that it cannot be understood attributively. An explanation for why Smith appeared to have justified true belief is given by distinguishing between 'belief' and 'belief in truth'. Smith believes the sentence 'the man who will get the job has ten coins in his pocket' to be true (he mistakenly believes that Jones will get the job, of whom he knows that he has ten coins in his pocket) (hence his 'belief'), the sentence is true (hence 'truth'), and he has sufficient reason to assent to it (hence his 'justification'). But he does not believe the proposition expressed. Hence he does not know it either. (shrink)

College students from small, medium, and large institutions with either a modified or no honor code were presented with cheating scenarios and asked to rate how dishonest they perceived the behavior to be and the likelihood that they would report it. No main effects were found for institution size or type of honor code. Student–faculty ratio was not correlated with responses to the cheating scenarios. Students from modified honor code schools perceived more severe punishments for cheating and understood the (...) reporting process better than students from non–honor code schools. Implications for modified honor code systems are discussed. (shrink)

The main purpose of this study was to map school leaders? perceptions concerning the cooperation of the leadership team, the distribution of leadership functions and participative decision?making, and to asses their relative weight in terms of predicting school leaders? job satisfaction. Also, the effect of demographical and structural school variables (i.e. seniority, job experience, school size, size of the leadership team, school type) on school leaders? job satisfaction was examined. A sample of 130 (...) school leaders of 46 large secondary schools completed a self?report questionnaire. The study results indicated that school leaders are highly satisfied with their job. Multiple regression analysis revealed that job satisfaction was significantly related to the cooperation of the leadership team and the school type. The amount of formal distribution of leadership functions and participative decision?making of teachers in the school policy did not have a significant influence on school leaders? job satisfaction. (shrink)

Subjective well-being is a broad category of phenomena that includes people’s emotional responses, domain satisfactions, and global judgments of life satisfaction. This research investigates how schoolchildren’s subjective well-being is affected by the different types of technology use, in personal contexts, and, concurrently, whether these effects are different when the use of technology is problematic. The central hypotheses are as follows: the use of the Internet affects the subjective well-being of schoolchildren negatively only when this use is problematic and the effect (...) on subjective well-being is different according to the type of Internet use. To respond to the objectives of the research, a survey was applied to 15-year-old adolescents, distributed in 330 public schools, beneficiaries of a government program for the delivery of personal computers and Internet for a year. The different uses of the Internet were measured using frequency scales by type of activity. Problematic use scale measured the perception of negative consequences of the intensity of Internet use on a daily basis. Subjective well-being was measured by the Personal Well-Being Index-School Children. Subsequently, for analytical purposes, three simple mediation models were created, whose dependent variable was PWI-SC, while its independent variables were Internet use scales differentiated by purpose and problematic use as a mediating variable, as well as attributes of the subjects and their social environment, which were incorporated as control variables. The main results show that only if Internet use is expressed as problematic does it negatively affect subjective well-being. On the contrary, when the use of the Internet is not problematic, the effect is positive and even greater than the simple effect between these two variables. This finding is relevant, since it allows us to provide evidence that suggests that, when studying the effect that the intensity of the Internet, firstly, one must consider the mediating effect exerted by the network’s problematic use and, secondly, that not all types of use have the same impact. Therefore, it is useful to enrich the discussion on subjective well-being and social integration of schoolchildren in the digital age. (shrink)

This study examines feedback provided by an English teacher to Chilean secondary student texts, in the context of writing short stories collaboratively in an English as a foreign language class. The study aimed to analyze students’ decisions about the teacher’s types of feedback on their short stories. For this investigation, and under the context of qualitative research, there were analyzed 6 consecutive drafts of the students’ short stories, of a public high school in Chile. This is a qualitative research (...) with an action research design. The data collected was analyzed using Straub and Lunsford categories to describe the impact of the teacher’s written feedback on students’ decisions. In terms of students’ decisions, participant students adopted most of the teacher’s comments. The student’s texts evidenced progress, but still, regardless the feedback provided, they presented some grammatical and organizational issues. (shrink)

Utilizing a broadly Levinasian framework, specifically the interplay among his ideas of possession, violence, and negation, Gabriel Keehn and Deron Boyles illustrate how the relatively recent sharp turn toward the hypercorporatized school and the concomitant transition of the student from simple customer to a type of hybrid consumer/consumable has rendered it more difficult for students to see themselves as engaged in any type of serious ethical relationship with those around them. To be unable to see their peers (...) as Others, in other words, makes it easier for students to perpetrate a specific type of violence against them. Keehn and Boyles suggest that current popular policy responses to gun violence in schools are approaches that, at best, fail to address the root cause of gun violence in schools and, at worst, are themselves branches of that root: namely, a homogenizing corporatism that creates an ethical vacuum in the schoolhouse. (shrink)

ORCA.IT, a new online test of online research and comprehension was developed for the Italian population. A group of 183 students attending various types of upper secondary schools in Northern Italy were tested with the new tool and underwent further cognitive and neuropsychological assessment. The different school types involved in the study are representative of the school population in the Italian system, but can also be easily compared with the educational systems of other countries. The new test turned (...) out to have good psychometric properties after accurate item construction and final selection. In particular, Version 1 showed better characteristics than Version 2. Subsequently, comparison with one-way ANOVAs were performed to test whether differences exist between different school types, between groups with and without reading difficulties, and between males and females. Such differences are sometimes reported in the literature, but many remain controversial. Further, Pearson’s bivariate correlations were calculated to analyze associations between scores on the ORCA.IT and cognitive/neuropsychological variables. Finally, a stepwise regression analysis was performed on aggregated scores to identify the predictors of performance on each of the two versions, The test, especially in the most complete version (Version 1), appears to accurately and reliably capture students’ web searching abilities and online reading comprehension. The tool could highlight differences in online search and comprehension ability between students with and without reading difficulties, not penalizing overall performance but allowing very specific weaknesses to be pointed out. Further, it seems to be able to capture differences due to both educational pathways (different school types) and social attitudes (differences between males and females). Most interesting, it shows to be clearly resting on specific cognitive and neuropsychological abilities, including language, memory and attentional skills, which explain a large portion of the total variance. Offline text reading comprehension is a crucial predictor of online reading performance, while decoding ability is not. Prior knowledge also influences the results, as expected. The new tool turns out to be rather independent from previous internet experience and to measure more cognitively grounded processes related to information gathering, processing and communicating. (shrink)

Grasha–Riechmann Teaching Styles have a high potential to be applied in Mathematics especially to help increase teacher educators’ knowledge. However, very little attention has been paid to the study of identifying the teaching style patterns of Mathematics teachers at the primary school National-Type Chinese Primary Schools or Sekolah Jenis Kebangsaan Cina SJKC. There is increasing concern about how this teaching style related to the teaching experience. This study aims to identify the patterns of Grasha–Riechmann Teaching Styles among primary (...) school Mathematics teachers and the relationship between Grasha–Riechmann Teaching Styles with teaching experience. The quantitative approach through a survey was applied to 97 Mathematics teachers of SJKC Kepong, Kuala Lumpur using the simple random sampling method. The instrument was adapted from the Grasha–Riechmann Teaching Styles Questionnaire, which measures five teaching styles such as Personal Model Teaching Style, Expert Teaching Style, Formal Authority Teaching Style, Delegator Teaching Style, and Facilitator Teaching Style. The patterns showed that the Personal Model Teaching Style is the most dominant, and the Facilitator Teaching as the least dominant style. The Spearman’s Rho Correlation also reported a very weak significant correlation between Grasha–Riechmann Teaching Styles with the teachers’ Mathematics teaching experience, specifically for Expert, Formal Authority, and Facilitator Teaching Styles. The study provides practical implications for educators’ professional development to diversify the training of teachers by experience and adapt them to the needs of student learning in primary school. These findings trigger ideas to get a better understanding by other demographic variables such as gender, age, and complexity of Mathematics subject. (shrink)

This paper attempts to interpret the theory of personhood in the works of Nishida Kitarō (1870-1945) in a way that refutes a certain type of Nishida interpretation that Critical Buddhism offers. According to this type of interpretation, the logic of basho is a modern version of the Qixinlun system. Based on this interpretation, Critical Buddhism denounces Kyoto School philosophy as "topical Buddhism." This paper shows how Nishida himself consciously differentiates his philosophy from the idealistic and monistic system (...) with which the earlier version of the logic of basho can easily be confused. To show that his theory of personhood opposes the Qixinlun-like system, I argue that Mou Zongsan's (1909-1995) Tiantai theory of personhood is analogous to Nishida's and explore the common nature of their philosophies. (shrink)

BackgroundSchool violence and bullying are prevalent problems that affect health in general, especially through the development of emotional and behavioral problems, and can result in the deterioration of the academic performance of the student victim. The objective of this study was to determine the prevalence rates of aggressive behaviors according to types of school violence and bullying, sociodemographic characteristics, and variation by department, region, and time in the period between 2014 and 2018 in Peru.MethodsThe design was observational and cross-sectional (...) based on data from the Specialized System for Reporting Cases of School Violence in Peru, which covers a population of 23,641 students at the initial, primary, and secondary levels of Basic Regular Education [Educación Básica Regular ], for the 2014–2018 period. The prevalence rates of the different types of school violence and bullying, the sociodemographic characteristics, and the variation by department, region, and time in the period between 2014 and 2018 were estimated.ResultsPsychological violence/bullying occurred at higher prevalence rates. Women from public institutions reported greater sexual violence, mostly by teachers than by other students. The Selva region had the highest prevalence rate of sexual violence. The departments of Tacna and Piura had the highest and lowest rates of psychological/verbal violence and bullying in 2018.ConclusionPsychological/verbal violence and bullying is highly prevalent among students; women report being victims of sexual violence by administrative personnel of public institutions. The Selva region had the highest rate of sexual violence, and Piura and Tacna had the highest and lowest rates of violence and psychological/verbal bullying. Based on these results, it is suggested to conduct evidence-based prevention programs in Peruvian schools to reduce these social problems. (shrink)