scholarly journals ORPHANHOOD EFFECT ON PRIMARY SCHOOL PUPILS’ INTERPERSONAL RELATIONSHIPS IN KENYA

2012 ◽  
Vol 49 (1) ◽  
pp. 40-47
Author(s):  
Beatrice M. Mburugu ◽  
Micah C. Chepchieng ◽  
Teresa C. Kattam
Keyword(s):  
Gender Differences ◽  
Primary School ◽  
School Counselors ◽  
Interpersonal Relationships ◽  
Primary Schools ◽  
Well Being ◽  
Psychological Well Being ◽  
Being There ◽  
Sampling Procedures ◽  
Primary School Pupils

In Kenya, orphanhood has risen and affected many children among them primary school pupils. A parent’s death may affect children’s psychological well being. There is a close coherence between children’s psychological well-beings and their interpersonal relationships. Children who have poor psychological well-being are likely to be withdrawn, experience low self-esteem and have poor adaptations to human functioning and life experiences. These conditions affect their relations with others hence become deviants. A literature gap exists in Kenya on orphanhood’s effect children’s relations with other pupils thus motivating the authors to come up with such a study. Thus, the objective of the study was to establish the influence of orphanhood on pupils’ interpersonal relationships in public primary schools by comparing the mean scores in pupils’ interpersonal relationships between the orphaned and the non-orphaned pupils. Also, establish whether gender differences exist in interpersonal relationships between the orphaned pupils. Causal-Comparative research design was considered appropriate for the study because of the comparison of groups. A sample of 110 pupils (55 orphaned and 55 non-orphaned) drawn from 10 primary schools was involved in the study. The pupils were drawn from primary classes 6 and 7. The sample was selected by using purposive and stratified random sampling procedures. A questionnaire was used to collect data which was analyzed by use of independent sample t-test. The study established that orphanhood has a significant effect on interpersonal relationships among pupils in primary schools in Kenya. It was also established that significant gender differences exist in the effect that orphanhood exert on pupils; with boys being more affected than the girls. From the findings, it is evident that absence of parents negatively affect the interpersonal skills of children particularly the boy-child. Such children need counseling interventions to counter these effects. It is therefore recommended that school counselors, teachers and school administrators in Kenya should assist orphaned pupils cope with the loss of their parents by offering psychological and social support to them. This is because the poor interpersonal relationships of orphaned pupils may affect various aspects of their lives that include academics and discipline among others. Key words: effect, interpersonal, relationships, orphanhood, primary school pupil.

scholarly journals Predictors of Musculoskeletal Disorders Among Teachers: An Exploratory Investigation in Malaysia

2020 ◽  
Vol 16 (7) ◽  
pp. 67
Author(s):  
Ng Yi Ming ◽  
Peter Voo Su Kiong ◽  
Ismail Maakip
Keyword(s):  
Gender Differences ◽  
Primary School ◽  
Multiple Regression ◽  
Psychosocial Factors ◽  
Primary Schools ◽  
Well Being ◽  
Teaching Profession ◽  
Physical Factors ◽  
School Teachers ◽  
Primary School Teachers

Purpose: The present study aimed to examine the prevalence and gender differences in MSDs among teachers, as well as the interaction of  associated predictor .In addition, another aim of the study was to investigate the contribution of these predictors, which have not been examined thoroughly particularly in Malaysia. Methodology: A cross-sectional study was employed in this study. A questionnaire was used to measure physical factors, psychosocial factors, workload, work-life balance, general well-being, and MSDs levels among primary school teachers (N=460) from 10 primary schools in Kota Kinabalu. Findings: The prevalence of MSD in the past 6 months was 61.7% (95% CI: 57.4% – 65.9%). The present study findings also indicated that there were significant gender differences in MSDs between female and male teachers (t = 1.04, p< .05). Hierarchical multiple regression was conducted to examine a range of predictors related to MSDs. Physical factors (ß = .17, p<0.05). Multiple regression was used for a variety of predictors that are associated with MSD. Physical factors (ß = .17, p<0.05), psychosocial factors (ß = -.14, p<0.05), and general well-being (ß = .43, p<0.01) are significantly associated with MSD in Malaysian primary school teachers. Overall, model statistic result was F (3, 276) = 36.730, p=0.001, R² = .45 and adjusted R² = .435. The model explained 44.7% (r= 0.67) of the variance in MSD discomfort. Conclusion: The studies concerning MSDs among teachers revealed the need for a significant effort, not only to examine the risk factors but also to develop interventions to minimize MSDs for those in the teaching profession.

scholarly journals Reading and Learning Difficulties in English Language Among Private and Public Primary School Pupils in the Federal Capital Territory (FCT), Nigeria

2017 ◽  
Vol 13 (22) ◽  
pp. 163
Author(s):  
Odeniyi Olujinmi Adebayo ◽  
Folorunsho Gbemisola Marian
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Primary Schools ◽  
English Language ◽  
Learning Difficulties ◽  
Sampling Technique ◽  
Well Being ◽  
Private And Public ◽  
Primary School Pupils ◽  
Public Primary School

The importance of education has often been underscored by scholars and researchers across different disciplines. Primary education is very crucial to the development of any nation. This is because of the liberating role it plays within the society. Studies have shown that when a person undergoes primary education, many problems that may constitute potential threats to the national and global well-being of a nation are solved. These problems include ignorance, illiteracy, religious violence, insecurity, and political servitude. This study investigated the reading and learning difficulties in English language among private and public primary school pupils in the Federal Capital Territory (FCT) in Nigeria. Descriptive survey research design was adopted for this study. The populations for this study are pupils of private and public primary schools in the Federal Capital Territory. It constitutes 491 primary schools in Abuja and an enrolment figure of 185,808. The study adopts multistage sampling technique which is a probability sampling technique. Data was analysed using simple percentages, frequency counts, and tables. Findings showed that primary school pupils experience some difficulties in reading and learning English language which is the medium of instruction in their schools. Some of these problems are environment induced, while others are foundational. In conclusion, the study recommends that parents must ensure they devote adequate time to help their wards develop the interest and confidence needed to achieve comprehension. Teachers need to be more strategic in the teaching of English language, especially by encouraging listening to the language first and constant practice.

POWODY KŁAMANIA POLSKICH UCZNIÓW I STUDENTÓW

2015 ◽  
Vol 7 (3) ◽  
pp. 17-34
Author(s):  
Katarzyna Hamer ◽  
Katarzyna RAYWER ◽  
Elżbieta Monika Zięba
Keyword(s):  
High School ◽  
Primary School ◽  
Primary Schools ◽  
Cultural Specificity ◽  
Need For Approval ◽  
Primary School Pupils ◽  
Age And Sex

Based on Paul Ekman’s typology of motives of lying, authors wanted to investigate how oftenthey motivate pupils and students to lie. Two studies were conducted: 1) in primary schools anda high school, 2) on different universities. In the second study we also measured the level of needfor approval and agency/communion (the Big Two). Both studies gave similar results, revealing thatpupils and students declared higher frequency of lying motivated by avoiding any inconveniencethan by gaining some kind of profit. Detailed analyses showed that the highest frequency oflying was motivated by two reasons: to protect oneself or someone else from danger and to avoiduncomfortable, awkward situations. Next in frequencies were motives driven by willingness toavoid any nuisance (e.g. punishment, embarrassment or to protect one’s privacy). In both studieslying driven by willingness to gain some kind of profit (e.g. reward, being liked, admired or togain power) was declared as rather rare. Analyses showed that the latter result was not free frominfluence of need for approval. Both age and sex played a certain role in these declarations. In thefirst study, boys significantly more often than girls declared to lie to protect oneself or someoneelse from danger, to secure one’s privacy and to gain power. There were no such differences in thesecond study (among students). As to age, primary school pupils declared lying to be liked (girls)and admired (boys) more often than teenagers in high school, while the latter declared lying togain power and to protect oneself or someone else from danger more often than primary schoolpupils. In turn, students declared, significantly more often than younger subjects, to lie for allreasons. The Big Two turned out to be of little significance – only lower level of communion was, asexpected, connected to higher frequency of both categories of lies (to gain / to avoid), especially incertain reasons of lying (e.g. to gain power or admiration). The results are discussed in the contextof further studies on bigger and more varied groups, Polish cultural specificity and possible biasinginfluence of need for approval in studies of lying.

Authentic leadership and employee psychological well-being: An integrated review of the literature

2020 ◽  
Vol 11 (1) ◽  
pp. 82-82
Author(s):  
Hellya Agustina ◽  
Nur Atiqah Abdullah ◽  
Ihil S. Baron
Keyword(s):  
Authentic Leadership ◽  
Turnover Intentions ◽  
Well Being ◽  
Negative Influence ◽  
Employee Attitudes ◽  
Work Climate ◽  
Psychological Well Being ◽  
Management Culture ◽  
Employee Silence ◽  
Being There

As we known that one resource that supports work of employee is a good relationship among the leader and co-workers. Leaders who have styles that are able to improve employees' psychological well-being by making workplaces healthy, do not neglect supervision, are able to motivate employees, and reflect values that are important to employees (see, Hsiung 2012; Winkler et al. 2015; Huang et al. 2016; Joo, Park, & Lim 2016). There seems to be general agreement that effective leadership will encourage positive employee attitudes and behaviour (e.g., Fong & Snape 2015; Afsar, Badir & Kiani 2016; Semedo, Coelho, & Ribeiro 2016; Wu & Lee 2017; Kim & Beehr 2018; Buil , Martinez, & Matute 2019; Mostafa & Bottomley 2020). Meanwhile, most of the previous studies link that authentic leadership also has a negative influence on employees, such as: employee silence (Guenter et al. 2016); job stress (Weiss, et al. 2017); cynicism and immodesty (A Megeirhi, et al. 2018); burnout (Fair & Kamal 2019); management culture errors (Farnese et al. 2018); and turnover intentions (Gordon et al. 2019). Researchers found that only a few studied the relationship between authentic leadership and employee psychological well-being. There is only one study that examines this by using work climate as mediator variable in the type of nurse's work. Research conducted by Nelson et al. (2014) which states that authentic leadership has been recognized to influence psychological well-being through its impact on the work climate. Moving on from these issues, the interests of employees in Indonesia should be considered because the employee is required to work for eight hours a day and employees are working to make ends meet. Keywords: authentic leadership, psychological well-being, mediators, moderators, integrated review.

PSYCHOLOGICAL PECULIARITIES OF OLDER PRESCHOOL-AGE ORPHANS’ INTERPERSONAL RELATIONS

2020 ◽  
pp. 9-27
Author(s):  
I. Baranauskiene ◽  
A. B. Kovalenko
Keyword(s):  
Negative Affect ◽  
Interpersonal Relationships ◽  
Interpersonal Relations ◽  
Well Being ◽  
Preschool Age ◽  
Abnormal Development ◽  
Psychological Well Being ◽  
Orphaned Children ◽  
Self Image

The article presents the research on the characteristics of older preschool-age orphans’ interpersonal relationships. It reveals differences between the functioning of the sphere of orphans’ interpersonal relations and that of children brought up in families. Orphans show higher interest in adults, indicating that orphans’ need in adults’ attention is not satisfied. The main motives for communication with adults in families are mutual interactions and cognitive needs, while the dominant motive of orphan children is searching for attention and kindness. Orphans show increased inclination to conflicts, cause for which are every-day issues and the struggle for adults’ attention and friendliness. The main cause of conflicts characteristic for family-raised children is their selfaffirmation in games. Orphans are less and less likely to express their own emotions when communicating. They rarely turn to their partners for some advice, support, and sharing of experiences, unlike children in families. Orphaned children feel indifference in relationships with peers. Differences were found between orphaned children and family-raised children as for well-being of relationships: orphans’ well-being is quite low, while family-raised children’s well-being is high. Orphaned children, due to problems in interpersonal relationships with adults and peers, have some deviations in the most important psychological formations: distortion of self image, delayed formation of subjective attitude to oneself, as well as slow and abnormal development of activity, which may further negative affect their psychological well-being.

scholarly journals Scientific Conceptions of Photosynthesis among Primary School Pupils and Student Teachers of Biology

2017 ◽  
Vol 7 (1) ◽  
pp. 49 ◽  
Author(s):  
Darja Skribe Dimec ◽  
Jelka Strgar
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
Plant Transformation ◽  
Primary Schools ◽  
Process Research ◽  
Practical Work ◽  
Biochemical Process ◽  
Biology Student ◽  
The World ◽  
Primary School Pupils

Photosynthesis is the most important biochemical process on Earth. Most living beings depend on it directly or indirectly. Knowledge about photosynthesis enables us to understand how the world functions as an ecosystem and how photosynthesis acts as a bridge between the non-living and living worlds. It is, therefore, understandable that photosynthesis is included in national curricula around the world. The practice unfortunately shows that students at all school levels mostly learn about photosynthesis by rote. Consequently, they have difficulties understanding this vital process. Research also shows many misconceptions in relation to photosynthesis among students of different ages. Based on these, the main aim of our study was to explore the scientific conceptions about photosynthesis held by primary school pupils and student teachers of biology. Data were collected using a questionnaire containing seven biology content questions.The sample consisted of 634 participants, 427 primary school pupils (aged 11–14), and 207 student teachers of biology (aged 20–23). We found that the populations of primary school pupils and student teachers of biology differ greatly concerning scientific conceptions of photosynthesis. The student teachers showed good and complex understanding of photosynthesis, while pupils showed some misconceptions (location of chlorophyll and photosynthesis in a plant, transformation of energy in photosynthesis). Analysis of the development of scientific conceptions about photosynthesis with age showed that there is very little progress among primary school pupils and none among biology student teachers. More involvement of student teachers of biology in practical work at primary schools during their study was suggested to make student teachers aware of, and better understand pupils’ misconceptions.

scholarly journals IMPACT OF MODELLING TECHNOLOGY INTEGRATION FOR OUT-OF-SCHOOL TIME LEARNING ON ACADEMIC ACHIEVEMENT

2020 ◽  
pp. 292-299
Author(s):  
Dr. Thadei A. Kiwango
Keyword(s):  
Academic Achievement ◽  
Technology Integration ◽  
Primary School ◽  
Primary Schools ◽  
Significant Difference ◽  
The Government ◽  
Arusha Region ◽  
Primary School Pupils ◽  
The Impact ◽  
Out Of School

This paper determines the impact of modelling technology integration for of out-of-school (OST) learning on academic achievement in primary schools. The research was conducted in Arusha Region, specifically in Meru District. The paper adopted the experimental design, involving experimental and control groups. Each of the two groups comprised three (3) schools, making a total of six (6) schools. The experiment was conducted using Digital Video Disks (DVDs), mobile phones, notebooks and home assignment booklets. The tools were further supplemented by a list of perceived best practices, and examination papers. The findings reveal a statistically significant difference in mean scores between the control and experimental groups as confirmed by 95% confidence level whereby, F (1, 180) = 28.63, p=0. Based on the findings, null hypothesis was rejected, leading to the conclusion that the proposed model for OST technology integration is attributed to significant improvements in academic achievement for primary school OST learners. The implication of these findings is for researchers, and other educational stakeholders, including the government to invest in devising contextually relevant model, and mobilizing parents, teachers and learners with a view to hastening technology integration in order to improve academic achievements for primary school pupils. There is also a need for studies that further explore technology integration opportunities, and associated challenges in a bid to addressing poor academic performance among primary school pupils.

Investigating the Four Acquisition Skills in Fifth-Primary-Iraqi-Kurdistan-School Pupils in Reading from Teachers' Viewpoints

2021 ◽  
Vol 17 ◽  
pp. 73-77
Author(s):  
Natiq Saeed Ghayyib
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Language Skills ◽  
Arabic Language ◽  
Influential Factor ◽  
Iraqi Kurdistan ◽  
Primary School Pupils ◽  
Primary Pupils

The study is an attempt to investigate the four acquisition skills in fifth-primary pupils of Iraqi Kurdistan in reading from the teachers' viewpoints.  The sample of the study selected were (12) primary schools in Sulaimaniyah province in Iraq and its suburbs as parts of Sulaimaniyah Education Directorate in terms of (6) schools for male and (6) schools for female. Then, a questionnaire of (20) items was designed. The study aims at determining the four acquisition language skills (listening, speaking, reading, writing) of Iraqi Kurdistan students for the fifth-primary-school pupils in reading subject from the teachers' viewpoint and, then, arranging the skill according to its importance. The findings of the study proves that there is an influential factor that is the Glorious Quran , as they have sort of acquaintance on the Arabic language through reading and listening to the Glorious Quran.

Perception of social support provided by coaches, optimism/pessimism, and psychological well-being: Gender differences and mediating effect models

2020 ◽  
pp. 174795412096864
Author(s):  
Tung-Wei Cnen ◽  
Yi-Chuan Chiu ◽  
Yawen Hsu
Keyword(s):  
Social Support ◽  
Gender Differences ◽  
Student Athletes ◽  
Well Being ◽  
University Student ◽  
Mediating Effect ◽  
Three Dimensions ◽  
Psychological Well Being ◽  
Life Orientation Test ◽  
The Relationship

This study explored whether gender differences exist in social support, optimism/pessimism, and psychological well-being among university student athletes and examined the relationship among these three variables and the mediating effect of optimism/pessimism. A total of 322 university student athletes (159 men and 163 women) who were Division 1 athletes participated in this study. The research instruments used in this study comprised the revised Athletes’ Received Support Questionnaire, the Life Orientation Test, and the Psychological Well-Being Scale. The results demonstrated the influence of gender differences for some variables. Regarding pessimistic tendency and autonomy (a dimension of the Psychological Well-Being Scale), the average scores of men were significantly higher than those of women. Regarding the other three dimensions of the Psychological Well-Being Scale (purpose in life, positive relationships with others, and personal growth), the average scores were higher for women than for men. Moreover, significant positive correlations were observed among social support provided by coaches, optimism, and psychological well-being. Optimism mediated the relationship between social support and psychological well-being, and pessimism was negatively correlated with psychological well-being; however, the mediating path was not significant. Finally, suggestions for future research and practical implications are proposed for researchers, educators, and supervisors in the field of sports.

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