Academic expectations can be an important part of adolescent development, but students may experience these expectations as pressure. This study examined perceived parental pressure and academic stress among school students aged 16-18 years in Thanjavur, Tamil Nadu, and assessed the association between the two variables. A quantitative, descriptive-correlational, cross-sectional design was used. Convenience sampling yielded 61 consenting students. Data were collected through an online structured questionnaire containing a 20-item perceived parental-pressure measure and a 30-item academic-stress measure. Descriptive statistics, Cronbach's alpha, and Pearson's product-moment correlation were used. The mean perceived parental-pressure score was 52.31 (SD = 17.07), and the mean academic-stress score was 85.62 (SD = 22.59). Internal consistency was high in this sample (α = .95 and .96, respectively). Perceived parental pressure was positively associated with academic stress, r = .38, p = .003, 95% CI [.14, .57]. Students reporting greater perceived parental pressure tended to report greater academic stress. Because the study was cross-sectional and used a convenience sample, the findings do not establish causation and should not be generalised to all adolescents. The results highlight the value of realistic academic expectations, supportive family communication, and accessible school-based student support.
Parental relationships remain an important aspect of psychological functioning throughout our lives. However, little research has been carried out examining their relationship with emotional regulation in non-clinical populations. This study aimed to investigate the relationship between perceived parental attachment and emotional regulation in young adults using a quantitative non-experimental correlational design. An online questionnaire consisting of sociodemographics and 30 Likert scale statements, 15 statements relating to parental attachment (1-15) and 15 statements relating to emotional regulation (16-30) was completed. From the sample of 102 responses exported, 1 case did not give consent and so were removed from analysis, giving a total of 101 complete cases. Reverse scoring was applied to negatively worded statements. Mean scores for parental attachment were 51.83 (SD = 12.15). Mean scores for emotional regulation were 49.42 (SD = 8.41). Internal reliability for parental attachment was high with a Cronbach?s alpha score of .877. Internal reliability for emotional regulation was acceptable with a score of .767. There was a significant positive association between parental attachment and emotional regulation (r(99)=.511, 95% CI [.35, .64], p<.001). Approximately, 26% of variance appeared to be shared between the two variables. Young adults with higher levels of perceived parental attachment (closeness, trust and open communication) reported higher levels of emotional regulation. As this study used a correlational design, this represents an association rather than a causal relationship. Overall, the findings provide evidence to take a relational approach and consider individuals within their context in counselling psychology.
Cost estimation (Rencana Anggaran Biaya, RAB) is a course that demands careful calculation and an understanding of how costs arise in real projects. An initial observation at SMK Negeri 1 Baureno found that roughly 63% of students grasped and could apply RAB concepts. This research examines whether industrial internship (Prakerin) experience and learning motivation, individually and jointly, influence the RAB learning outcomes of Building Modeling and Information Design (DPIB) students. It adopts an associative quantitative approach with an ex post facto design. Purposive sampling selected 68 twelfth-grade students who had finished their internship. Four-point Likert questionnaires measured Prakerin experience and learning motivation, while a multiple-choice test and grade records supplied the outcome data. Classical assumption tests and multiple linear regression were run in SPSS. Prakerin experience had a significant positive effect on outcomes (B = 1.137, t = 2.717, p = 0.008); the effect of motivation was positive but not significant (B = 0.782, t = 1.754, p = 0.084). Together, the two variables had a significant effect (F = 44.231, p < 0.001), explaining 57.6% of the variance. Schools should improve internship quality and link students' industry experience to RAB teaching
Background: Complementary approach provides an opportunity for students to connect pre-class, in-class, and post-class activities. Objectives: This study examined the correlations and predictive effects of metacognition and attitude on learners' conceptual understanding in physics using a complementary approach. Method: A quasi-experimental, pretest-posttest, non-equivalent control group design was used. A sample of 173 natural science students from two Ethiopian secondary schools was randomly assigned to experimental (CAIM instruction) and control (traditional teaching) groups. Data were collected using FCCUT, MCQ, and LAS instruments and analyzed via Pearson correlations and hierarchical multiple regression at p = 0.05. Results: The two variables showed positive and statistically significant correlations with students' conceptual understanding of physics: metacognition (r = 0.30) and attitude (r = 0.31), p < 0.01. Further, both metacognition (R² = 0.15, f² = 0.08) and attitude (R² = 0.16, f² = 0.10), ΔR² = 0.08, p < 0.001, predicted 8% of the varience in conceptual understanding when CAIM was employed. Conclusion: We recommend that physics teachers could apply the CAIM when teaching physics, as it allows students to develop a positive correlation between the predictor variables and conceptual understanding, though their correlations are moderate.
Abstract : This study aimed to determine the best-fit path model of organizational citizenship behavior among public school teachers in Region XI of the Philippines, as influenced by ethical climate and school culture, and individual work performance using a non-experimental descriptive-correlational research design and Path Model Analysis. A sampling frame of 405 public secondary school teachers was prepared using stratified random sampling. Levels of the variables were assessed using mean and standard deviation. Relationships and their respective directions were assessed using Pearson’s r. SEM through path model analysis was undertaken to examine predictive relationships. Results of the study showed that ethical climate were at a very high level, the two variables namely: school culture, and individual work performance were at a high level and Organizational Citizenship Behavior was at a very high level for the endogenous variable. The correlations of organizational citizenship behavior and school culture, and of individual work performance and organizational citizenship behavior were significant. Ethical climate and organizational citizenship behavior had a weak or no correlation and were not significantly correlated. It was also revealed that the best-fit path model was model 3. This best-fit Model 3 did not include all relationships as statistically significant particularly ethical climate does not influence organizational citizenship behavior, and individual work performance does not influence school culture. Additionally, school culture and individual work performance are critical when considering the implementation of positive organizational citizenship behavior. The results from this study are expected to promote the education sector and enhance educational theory and practice.
هدف این پژوهش تعیین بهترین مدل مسیر رفتار شهروندی سازمانی در میان معلمان مدارس دولتی منطقه XI فیلیپین بود که تحت تأثیر اقلیم اخلاقی، فرهنگ مدرسه و عملکرد شغلی فردی قرار دارد. این مطالعه با استفاده از طرح پژوهش توصیفی-همبستگی غیرآزمایشی و تحلیل مدل مسیر انجام شد. چارچوب نمونهگیری شامل ۴۰۵ معلم مدارس متوسطه دولتی با استفاده از نمونهگیری تصادفی طبقهای تهیه شد. سطوح متغیرها با استفاده از میانگین و انحراف معیار ارزیابی گردید. روابط و جهتگیری آنها با استفاده از ضریب همبستگی پیرسون (Pearson’s r) بررسی شد. مدلیابی معادلات ساختاری (SEM) از طریق تحلیل مدل مسیر برای بررسی روابط پیشبین انجام شد. نتایج پژوهش نشان داد که اقلیم اخلاقی در سطح بسیار بالا قرار دارد، دو متغیر فرهنگ مدرسه و عملکرد شغلی فردی در سطح بالا و رفتار شهروندی سازمانی به عنوان متغیر درونزا در سطح بسیار بالا قرار داشتند. همبستگی بین رفتار شهروندی سازمانی و فرهنگ مدرسه و همچنین بین عملکرد شغلی فردی و رفتار شهروندی سازمانی معنادار بود. اقلیم اخلاقی و رفتار شهروندی سازمانی دارای همبستگی ضعیف یا بدون همبستگی و فاقد معناداری آماری بودند. همچنین مشخص شد که بهترین مدل مسیر، مدل شماره ۳ است. این مدل بهترین برازش، شامل همه روابط به صورت معنادار آماری نبود؛ به ویژه اقلیم اخلاقی بر رفتار شهروندی سازمانی تأثیرگذار نبود و عملکرد شغلی فردی بر فرهنگ مدرسه تأثیری نداشت. علاوه بر این، فرهنگ مدرسه و عملکرد شغلی فردی هنگام بررسی اجرای رفتار شهروندی سازمانی مثبت، عوامل حیاتی محسوب میشوند. نتایج این پژوهش میتواند موجب ارتقای بخش آموزش و بهبود نظریه و عمل آموزشی گردد.
This research aims to examine the relationships between positive childhood experiences and tolerance disposition in adults, and to determine the status of these two variables according to demographic characteristics such as gender, age, parental presence, and number of siblings. The study was conducted with 1,250 participants aged 18 and over living in Turkey. Data were collected using the Tolerance tendency Scale, the Positive Childhood Experiences Scale, and a Personal Information Form, and were analyzed using statistical procedures appropriate for the research objectives. The findings revealed positive, low-level, and significant relationships between positive childhood experiences and both general tolerance and its sub-dimensions of ‘acceptance’ and ‘respect for differences’. Furthermore, it was determined that positive childhood experiences varied by gender and parental presence; specifically, mean scores were higher among male than among female and among parents than among non-parents. Additionally, it has been found that individuals with four or more siblings exhibit significantly higher levels of tolerance and acceptance compared to those with no siblings or only one sibling.
هدف این پژوهش بررسی روابط بین تجارب مثبت دوران کودکی و گرایش به تحملپذیری در بزرگسالان و تعیین وضعیت این دو متغیر بر اساس ویژگیهای جمعیتشناختی نظیر جنسیت، سن، حضور والدین و تعداد خواهر و برادر است. این مطالعه با مشارکت ۱۲۵۰ نفر از افراد بالای ۱۸ سال ساکن ترکیه انجام شد. دادهها با استفاده از مقیاس گرایش به تحملپذیری، مقیاس تجارب مثبت دوران کودکی و فرم اطلاعات فردی گردآوری و با روشهای آماری متناسب با اهداف پژوهش تحلیل شدند. یافتهها نشان دادند که بین تجارب مثبت دوران کودکی و هر دو متغیر تحملپذیری کلی و زیرمقیاسهای «پذیرش» و «احترام به تفاوتها» رابطه مثبت، سطح پایین و معناداری وجود دارد. همچنین مشخص شد که تجارب مثبت دوران کودکی بر اساس جنسیت و حضور والدین متفاوت است؛ بهطور خاص، میانگین نمرات در مردان نسبت به زنان و در والدین نسبت به افراد بدون فرزند بالاتر بود. افزون بر این، مشخص شد افرادی که چهار خواهر و برادر یا بیشتر دارند، در مقایسه با افراد بدون خواهر و برادر یا تنها یک خواهر و برادر، سطوح بالاتری از تحملپذیری و پذیرش را نشان میدهند.
This study aims to provide an in-depth analysis of the impact of mathematics textbooks on learning obstacles and student performance in the topic of systems of linear inequalities in two variables. Employing a qualitative interpretative approach with a hermeneutic phenomenological design, the research examines mathematics textbooks from the Merdeka Curriculum used in Indonesian secondary schools and involves 80 student participants, 20 of whom were interviewed in depth. The analysis focuses on identifying potential learning obstacles embedded in the textbooks, which are then validated through diagnostic assessments and student interviews. The findings identify three main types of learning obstacles: epistemological, ontogenic, and didactical. Epistemological obstacles arise from students’ difficulties in transforming algebraic representations into graphical forms and understanding the intersection of solution sets. Ontogenic obstacles are related to students’ psychological readiness, mastery of prerequisite concepts, and technical skills. Meanwhile, didactical obstacles stem from textbook presentations that overemphasize procedures and examples, without providing sufficient space for conceptual exploration, solution validation, and reflection. Empirical data confirm that many students struggle to deeply understand and apply the concepts of systems of linear inequalities in two variables. This study underscores the importance of improving mathematics textbook design by integrating epistemic and systemic approaches, providing adequate scaffolding, and emphasizing validation and reflection. Collaborative efforts among curriculum developers, textbook authors, and educators are essential to ensure that textbooks truly support the development of students’ conceptual understanding and critical thinking skills.
این پژوهش با هدف ارائه تحلیلی عمیق از تأثیر کتابهای درسی ریاضی بر موانع یادگیری و عملکرد دانشآموزان در مبحث دستگاه نامعادلات خطی دو متغیره انجام شدهاست. با بهکارگیری رویکرد کیفی تفسیری و طراحی پدیدارشناسی هرمنوتیکی، پژوهش به بررسی کتابهای درسی ریاضی مبتنی بر برنامه درسی Merdeka که در مدارس متوسطه اندونزی مورد استفاده قرار میگیرند، میپردازد و ۸۰ دانشآموز را دربر میگیرد که ۲۰ نفر از آنها بهصورت عمیق مصاحبه شدهاند. تحلیل پژوهش بر شناسایی موانع بالقوه یادگیری موجود در کتابهای درسی متمرکز است که این موانع از طریق ارزیابیهای تشخیصی و مصاحبه با دانشآموزان اعتبارسنجی میشوند. یافتهها سه نوع اصلی از موانع یادگیری را شناسایی میکنند: موانع معرفتشناختی، موانع آنتوژنتیک و موانع دیداکتیکی. موانع معرفتشناختی ناشی از دشواری دانشآموزان در تبدیل نمایشهای جبری به اشکال نموداری و درک اشتراک مجموعه جوابها است. موانع آنتوژنتیک به آمادگی روانشناختی دانشآموزان، تسلط بر مفاهیم پیشنیاز و مهارتهای فنی مربوط میشود. در همین حال، موانع دیداکتیکی از نحوه ارائه کتابهای درسی ناشی میشود که بر روی رویهها و مثالها بیش از حد تأکید دارند و فضای کافی برای کاوش مفهومی، اعتبارسنجی راهحل و تأمل فراهم نمیکنند. دادههای تجربی تأیید میکنند که بسیاری از دانشآموزان در درک عمیق و بهکارگیری مفاهیم دستگاه نامعادلات خطی دو متغیره با مشکل مواجه هستند. این پژوهش بر اهمیت بهبود طراحی کتابهای درسی ریاضی از طریق ادغام رویکردهای معرفتی و نظاممند، ارائه حمایت کافی و تأکید بر اعتبارسنجی و تأمل تأکید میکند. تلاشهای مشترک میان تدوینکنندگان برنامه درسی، نویسندگان کتابهای درسی و معلمان برای اطمینان از اینکه کتابهای درسی واقعاً از توسعه درک مفهومی و مهارتهای تفکر انتقادی دانشآموزان حمایت میکنند، ضروری است.
