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Peer reviewed
Direct linkVargas, Jacob E.; Farquhar-Leicester, Alexander – Journal of Ethnographic & Qualitative Research, 2023
Transgender, non-binary, and gender-diverse (TGD) people face prejudice, which is associated with psychological distress. Guided by critical theory, in the present study we sought to identify arguments used to delegitimize TGD identities online and evaluate their contribution to TGD oppression in an American context. We conducted a thematic…
Descriptors: LGBTQ People, Social Bias, Mental Health, Mass Media Effects
Kácovský, Petr; Snetinová, M.; Chvál, M.; Houfková, J.; Koupilová, Z. – International Journal of Science Education, 2023
In this study, we focused on students' intrinsic motivation towards practical work, more specifically the strength of predictors for intrinsic motivation. As a research tool, we used a modified Intrinsic Motivation Inventory supplemented by additional questions on attitudes towards physics. The respondents were more than 2000 Czech upper secondary…
Descriptors: Predictor Variables, Student Motivation, Physics, Science Instruction
Nja, Cecilia Obi; Idiege, Kimson Joseph; Uwe, Uduak Edet; Meremikwu, Anne Ndidi; Ekon, Esther Etop; Erim, Costly Manyo; Ukah, Julius Ukah; Eyo, Eneyo Okon; Anari, Mary Ideba; Cornelius-Ukpepi, Bernedette Umalili – Smart Learning Environments, 2023
This study investigated the factors influencing science teachers' 'Artificial Intelligence' (AI) utilization by using the 'Technology Acceptance Model' (TAM). The factors investigated alongside TAM variables were teachers' data like; age, sex, and residence type. TAM items that were correlated in this study included; self-esteem, stress and…
Descriptors: Science Teachers, Educational Technology, Technology Integration, Artificial Intelligence
Lavigne, John V.; Hopkins, Joyce; Gouze, Karen R.; Russo, Jaclyn – Child & Youth Care Forum, 2023
Background: Early academic achievement is critical to school readiness and later academic success. Consequently, multi-domain models are needed to identify risk factors and pathways by which they influence early academic achievement. Objective: The aim was to advance the development of a multi-domain model of risk factors associated with early…
Descriptors: Young Children, Predictor Variables, Academic Achievement, School Readiness
Ferry, Magnus; Westerlund, Runa – European Physical Education Review, 2023
There are many factors and duties that novice teachers do not know about when they enter the profession. Isolation, for instance, affects physical education (PE) teachers because the position often comes with a secluded workplace adjacent to the gym and through the subject's marginalization. These challenges, among others, can send the novice…
Descriptors: Networks, Collegiality, Beginning Teachers, Experienced Teachers
Coleman, Jeanine; Thompson, Talia; Riley, Karen; Allen, Korrie; Michalak, Claire; Shields, Rebecca; Berry-Kravis, Elizabeth; Hessl, David – Journal of Applied Research in Intellectual Disabilities, 2023
Background: Parenting children and young adults with intellectual disabilities, including individuals with fragile X syndrome and Down syndrome, is challenging, joyful, and complicated. Exploring how parents talk about their children, and the quality of the parent/child relationship can provide insight into the home environment and interactional…
Descriptors: Genetic Disorders, Intellectual Disability, Congenital Impairments, Parents
Fray, Leanne; Jaremus, Felicia; Gore, Jennifer; Miller, Andrew; Harris, Jess – Australian Educational Researcher, 2023
The COVID-19 pandemic has put unprecedented pressure on teachers around the world, raising significant concerns about their workload and wellbeing. Our comparison of 2019 (pre-pandemic) and 2020 (first year of the pandemic) survey data (n = 362) from teachers in New South Wales, Australia, demonstrates that their morale and efficacy declined…
Descriptors: Foreign Countries, COVID-19, Pandemics, Teacher Morale
Kalman-Halevi, Maya; Tutian, Rony; Peled, Yehuda – Learning Disabilities Research & Practice, 2023
This study examined the emotional costs and well-being of postsecondary students with learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD) who faced a sudden shift to emergency remote teaching (ERT) during the COVID-19 pandemic. The study was conducted with 237 postsecondary students in Israel from June to July 2020. With…
Descriptors: College Students, Learning Disabilities, Attention Deficit Hyperactivity Disorder, Educational Change
Servaty-Seib, Heather L.; Williams, Parrish; Liew, Chye Hong – Journal of American College Health, 2023
Objective: The aim was to determine the unique predictors of suicide risk in first-year college students. Participants: First-year students (N = 665) at a Midwestern university participated. Methods: An online survey assessed Joiner's interpersonal factors (i.e., thwarted belongingness, perceived burdensomeness, and acquired capability) as well as…
Descriptors: Predictor Variables, Suicide, At Risk Persons, College Freshmen
Birmingham, Wendy C.; Wadsworth, Lori L.; Lassetter, Jane H.; Graff, Tyler C.; Lauren, Evelyn; Hung, Man – Journal of American College Health, 2023
Objective: In light of COVID-19, leaders issued stay-at-home orders, including closure of higher-education schools. Most students left campus, likely impacting their employment and social network. Leaders are making decisions about opening universities and modality of instruction. Understanding students' psychological, physiological, academic, and…
Descriptors: COVID-19, Pandemics, College Students, School Closing
Download full textNichols, Leslie – Canadian Journal of Educational Administration and Policy, 2023
The market-based imperatives driving economic growth in Western societies have, in ways, both acknowledged and implicit, been used to reorient public institutions - academia dramatically so. This article deals with upending of post-secondary academic hiring priorities, and the impact on the adjunct or sessional lecturers implicated in the change.…
Descriptors: Foreign Countries, College Faculty, Adjunct Faculty, Gender Differences
Snodgrass, Jeffrey G.; Brewis, Alexandra; Dengah, H. J. François, II; Dressler, William W.; Kaiser, Bonnie N.; Kohrt, Brandon A.; Mendenhall, Emily; Sagstetter, Seth; Weaver, Lesley J.; Zhao, Katya X. – Field Methods, 2023
We review ethnographic methods that allow researchers to assess distress in a culturally sensitive manner. We begin with an overview of standardized biomedical and psychological approaches to assessing distress cross-culturally. We then focus on literature describing the development of reliable and valid culturally sensitive assessment tools that…
Descriptors: Ethnography, Research Methodology, Stress Variables, Cultural Awareness
Morgan Dillingham – ProQuest LLC, 2023
In this explanatory sequential mixed methods study I aimed to understand elementary educators' social emotional competence and stress levels in a large suburban school district in the Midwest. A recent study that Kotowski et al. (2022) conducted revealed that over 70% educators report high daily stress. In 2020 the COVID-19 global pandemic brought…
Descriptors: Teacher Competencies, Social Development, Emotional Development, Interpersonal Competence
Elyse Bea Frank – ProQuest LLC, 2023
This study examined the differences in racial groups across perceived stress and perceived disruption during the COVID-19 pandemic among undergraduate and graduate students at a Northeastern Predominantly White Institution (PWI). The sample consisted of 268 students who completed a Qualtrics survey measuring perceived stress, perceived disruptions…
Descriptors: Racial Differences, Ethnicity, Stress Variables, COVID-19
Busch, Carly A.; Wiesenthal, Nicholas J.; Mohammed, Tasneem F.; Anderson, Shauna; Barstow, Margaret; Custalow, Cydney; Gajewski, Jas; Garcia, Kristin; Gilabert, Cynthia K.; Hughes, Joseph; Jenkins, Aliyah; Johnson, Miajah; Kasper, Cait; Perez, Israel; Robnett, Brieana; Tillett, Kaytlin; Tsefrekas, Lauren; Goodwin, Emma C.; Cooper, Katelyn M. – CBE - Life Sciences Education, 2023
Fear of negative evaluation (FNE), defined as a sense of dread associated with being negatively judged in a social situation, has been identified as the primary factor underlying undergraduate anxiety in active-learning science courses. However, no quantitative studies have examined the extent to which science undergraduates experience FNE and how…
Descriptors: Social Bias, Undergraduate Students, Science Education, Fear
