Volume 5, Issues 1 & 2, 2015

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Socio-cognitive correlates for the lives of the attendee of religious services in western Romania: mental health versus hopelessness
Marian, M., Roşeanu, G., Mocan, D., & Cioara, M. Pages 7-20Author(s): Mihai Marian, Gabriel Roşeanu , Daliana Mocan, Marius Corneliu Cioară
Language: English
Subject(s): Psychology
Issue: 1 & 2/5/2015
Page Range: 7-20
No. of Pages: 14 Keywords: religion; hopelessness; social support; life satisfaction; problem solving; loneliness
Summary/Abstract: This research describes the effects of social cognitive variables on religion from the point of view of the stress-diathesis model, the basic model of the hopelessness theory. This study examined the relationship between hopelessness, social support, life satisfaction, problem solving, loneliness, daily hassles, religion and mental health of adults. Data on life changes were collected from a sample of 126 adults by means of a self-administered questionnaire which included the translated Romanian version of the scales. The results highlight the relationship between religion and hopelessness and other social cognitive factors and also the etiologic role of this variable. The social cognitive variables within this research can form a predictive model, with direct implications in clinical practice, community psychology, psychology of religion, and Cognitive-Behavioral Therapy.
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The Prediction of pre-marriage relationships in Turkish University students through Five Factor Personality Dimensions
Aslan, S., & Taştan, N.  Pages 21-30Author(s): Sevda Aslan, Nuray Taştan
Language: English
Subject(s): Psychology
Issue: 1 & 2/5/2015
Page Range: 21-30
No. of Pages: 10
Keywords: university students; pre-marriage relationships; personality type; five factor
Summary/Abstract: This study aims to analyze how five factor personality dimensions predict pre-marriage relationships of university students. 93 (68.9%) female and 42 (31.1%) male students participated into the study. The participants of the study include a total of 135 1st-4th year students studying at Kırıkkale University during the spring 2010-2011 academic year. The data of the study were obtained through the use of Pre-Married Relationships Evaluation Scale and Personality Test Based on Adjectives (ABPT). The data were analyzed through using of multiple regression analysis method. The study revealed that extroversion, agreeableness, emotional instability/neuroticism, openness to experience and conscientiousness personality dimensions of the five factor theory explain the pre-marriage relationships of university students.
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Readiness grade. A way of organizing and achieving the educational process as viewed by teachers of multi-age grades
Popa, C.  Pages 31-41Author(s): Carmen Popa
Language: English
Subject(s): Education
Issue: 1 & 2/5/2015
Page Range: 31-41
No. of Pages: 11
Keywords: multi-age grades; readiness grade; primary school teachers
Summary/Abstract: The aim of this study is to underline the attitude of primary school teachers that teach multi-age grades (N=144) towards the achievement of the educational process at readiness grade. The subjects were divided into two categories: teachers of multi-age grades, including readiness grade (N=80) and teachers of multi-age grades, without readiness grade (N=64). All research data are questionnaire-based; the items referring to the assessment of the educational process are centred on: the way of organizing the activities for readiness grade in school and on the principles guiding these activities. The findings were analysed with the chi-squared test and they reveal the significant differences at the level of difficulty assessed by the two groups of subjects in achieving the Alternative Teaching Strategies Principle and the Principle of Individualized Instruction Strategy. These are considered as easier to follow by a higher number of teachers that work with multi-age grades, including readiness grade, as compared to the teachers belonging to the other group of subjects. Both categories of subjects view the existence of readiness grade in school effective for the educational process, but also challenging.
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Action for citizenship education of character education using project citizen model at senior high school in Indonesia
Trisiana, A.  Pages 42-53Author(s): Anita Trisiana
Language: English
Subject(s): Education
Issue: 1 & 2/5/2015
Page Range: 42-53
No. of Pages: 12
Keywords: civic education; character education; project citizen model
Summary/Abstract: By implementing the 2013 Curriculum, hopefully it is found a development of Project Citizen learning model in civic education that strengthen moral value as character building pillar, in accordance to the government policy that simultaneously and synergeticly strengthen the nation character, so in civic education learning can integrate character values as well as emerge citizen knowledge and behavior which are able to reflect moral value. This research was aimed to describe the action citizenship education of character education using Project Citizen (PC) model at Senior High School, and to describe the implementation of Project Citizen (PC) model in Civic education teaching and learning in Senior High School. The method used in this research was research and development supporting with literature study. It also supported by triangulation techniques. The procedure of development used in this research was ADDIE (Analyze, Design, Develop, Implement, and Evaluation). The result shows that have developed innovative learning model that can support the implementation of education character. Procedure development of Citizen Project learning model for education character in high school Surakarta is based on the design of development that is aligned with ADDIE model (Analyse, Design, Development, Implementation, Evaluation), with PC (Project Citizen) learning steps that produce intellectual attitude in development of basic competency in curriculum 2013 to strengthen the Nurturant effect. It can be conclude that the implementation of Citizen Project model in civic education at the high school produced the affective reinforcement and intellectual attitudes that influence social attitudes, social skill, spiritual attitudes based on the civic education competence that is civic knowledge, civic skills, and civic disposition.
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Mentoring non-traditional undergraduate university students
Laurian-Fitzgerald, S.  Pages 54-63Author(s): Simona Laurian-Fitzgerald
Language: English
Subject(s): Education
Issue: 1 & 2/5/2015
Page Range: 54-63
No. of Pages: 10
Keywords: non-traditional students; mentor; academic success
Summary/Abstract: Undergraduate not-traditional students are by far individuals that require special attention and care. They need as much (if not more) attention in mentoring than do traditional undergraduate students. This study focuses on the needs of these students, on how well the mentoring program that runs at the university level helps students to engage fully and effectively in the teacher certification program. The results of this research indicate that students appreciate the positive academic and personal attention from their mentor. These diverse students want mentors who understand and appreciate the challenges that face as undergraduate students. They already have full lives outside the school which makes the work of mentors even more important to the success of their students.
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Relationship between life satisfaction and present time perspective: a study on emerging adulthood
Dwivedi, A., & Rastogi, R.  Pages 64-72Author(s): Akansha Dwivedi, Renu Rastogi
Language: English
Subject(s): Education
Issue: 1 & 2/5/2015
Page Range: 64-72
No. of Pages: 9
Keywords: life satisfaction; emerging adulthood; time perspective; present fatalistic; time perspective
Summary/Abstract: Since healthy psychological functioning is the one of the most significant challenges faced during emerging adulthood, the present study attempts to examine the relationship of present fatalistic time perspective (PFTP) and life satisfaction (LS) and how much PFTP contributes in predicting life satisfaction among emerging adults. The participants were 90 emerging-adults of these, 95.5% (n=86) were male and 4.4% (n=4) were female students. The mean age of students was 18.5 years; all are student of Indian Institute of Technology, Roorkee. The present study is correlational in nature. Responses of the participants have been taken on two questionnaires: Zimbardo Time Perspective Inventory (ZTPI) (Zimbardo & Boyd, 1999) and Satisfaction with Life Scale (SWLS- 5, Diener, Emmons, Larsen, & Griffin 1985). Data has been analyzed through Correlation and Regression analysis. The results of the study show that there is a negative relationship between the variables. The Regression analysis shows that PFTP predicts Life Satisfaction (-.21*) however it has very little contribution in that. This study contributes to a growing body of research focusing on PFTP as an important psychological construct associated with LS. This study develops our understanding and predicting emerging adults’ behaviour.
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Preparing the teacher-researcher: performance assessments in an online educational research course
Szabo, Zs.  Pages 73-86Author(s): Zsuzsanna Szabo
Language: English
Subject(s): Education
Issue: 1 & 2/5/2015
Page Range: 73-86
No. of Pages: 14
Keywords: online teaching; performance assessment; teacher-inquirer
Summary/Abstract: This paper presents the use of performance assessments in an online asynchronous educational research graduate level course. Participants in this mixed-methods case study were graduate students (mostly inservice teachers) in the last semester of their masters program in a private college from North-East of the United States. The course aims to help develop critical thinking skills, research inquiry, and skills to conduct educational research. Aligned with professional standards the course goal is to help teachers develop as professionals and become proficient teacher-inquirers. Teaching methods, type of assignments, course flow, and changes in the use of performance assessments across two semesters are presented. The paper presents results from class discussions, assessments, student feedback via a survey and self-reflections provided at mid-point and at the conclusion of course. Finally, implications for course changes are discussed.
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