scholarly journals The Impact of English Learning Motivation and Attitude on Well-Being: Cram School Students in Taiwan

2020 ◽  
Vol 12 (8) ◽  
pp. 131
Author(s):  
Chih-Fong Lo ◽  
Chin-Huang Lin
Keyword(s):  
Quantitative Research ◽  
Learning Experience ◽  
Well Being ◽  
Learning Motivation ◽  
English Learning ◽  
School Students ◽  
Learning Attitude ◽  
Cram Schools ◽  
Cram School ◽  
The Impact

As English is a global language, it is important for students to learn it effectively and efficiently. Learning English from English cram schools is very popular in Taiwan. Most students have studied in English cram schools for some period of time of their English learning experience. The present study concerns about how English cram school learners’ English learning attitudes related to their learning motivation and learning well-being in Taiwan. By using the quantitative research methodology, an empirical research model has been proposed and 277 valid questionnaires were collected. The research results show that learning motivation has a significant impact on learning attitude and learning well-being. Then, the English learning attitude provides mediated effects between learning motivation and well-being. Learning attitude is the key to English learning well-being. Furthermore, a participant’s gender has a significant moderating effect between learning intrinsic motivation and attitude. According to research findings, some suggestions such as using e-learning tools were provided for teachers and educators of the cram schools in Taiwan.

scholarly journals Comparison on Well-Being, Engagement and Perceived School Climate in Secondary School Students with Learning Difficulties and Specific Learning Disorders: An Exploratory Study

2021 ◽  
Vol 11 (7) ◽  
pp. 103
Author(s):  
Elisabetta Lombardi ◽  
Daniela Traficante ◽  
Roberta Bettoni ◽  
Ilaria Offredi ◽  
Mirta Vernice ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Learning Difficulties ◽  
Well Being ◽  
Control Group ◽  
Learning Disorder ◽  
School Students ◽  
Specific Learning Disorder ◽  
The Impact ◽  
Specific Learning

Reading and writing skills influence the social status of students, exerting effects not only on learning, but also on wellbeing. This study aimed to assess the impact of diagnosis of specific learning disorder on well-being in secondary-school students, comparing students with a diagnosis of specific learning disorder (SLD-group), students showing learning difficulties without diagnosis (LD-group) and students without learning difficulties (control-group). Students were tested with neuropsychological screening tests in order to identify learning difficulties and were further assessed by means of psychological and school well-being questionnaires. The results show that LD group perceive themselves as having a low sense of mastery and autonomy, less interest and engagement in daily activities and low peer social support than their schoolmates. This result highlights, for the LD group, a low well-being experience, which is not observed in the SLD and control groups. On the contrary, SLD group students do not differ from control group students in any dimensions except for the perceived parents’ support and involvement in school life, in which the SLD group show the highest scores. This work underlines the importance of having a diagnosis as it seems to work as a protective factor for both the psychological and school well-being of the student.

scholarly journals Envisioning a McGill University lifelong learning and living (L4) community

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Ruth Allan Rigby ◽  
Marlene Chan ◽  
April L. Colosimo
Keyword(s):  
Lifelong Learning ◽  
Health Care Professionals ◽  
Interdisciplinary Collaboration ◽  
Learning Experience ◽  
Well Being ◽  
World Health ◽  
Individual Student ◽  
The Usa ◽  
Intellectual Capacity ◽  
The Impact

Lifelong learning and cognitive resilience are integral to a changing 21st century education paradigm for learners of all ages, as they are for health and well being of the individual student and wider community. Neuroscience in particular is continually making inroads on the impact that learning has on the brain and the interrelationships between body and mind that help to maintain physical and intellectual capacity over a lifetime. There is a long-standing community dedicated to sustainable lifelong learning on campus, the McGill Community for Lifelong Learning (MCLL). There are also worldwide efforts underway to promote lifelong learning in the context of age friendly cities under the auspices of UNESCO and the World Health Organization. Moreover, the international network of Age Friendly Universities, Lifelong Learning Institutes and over 200 University Based Retirement Communities (UBRCs) in the USA offer resources, guidelines, operating principles and research for building unique and innovative local responses to the changing demographics, increased cultural diversity and technological changes in education futures for learners in a given community. The poster will highlight national and international research initiatives and networks to enhance well-being and mental health through lifelong learning.Different L4 community options will be explored, building on MCLL’s peer learning experience over the past 27 years. It will reflect opportunities for interdisciplinary collaboration with university and wider Montreal community stakeholders, including health care professionals, caregivers, and educators.The poster will demonstrate that a lifelong learning approach to whole person care has the potential to be transformative. 

scholarly journals “Developing Capabilities”. Inclusive Extracurricular Enrichment Programs to Improve the Well-Being of Gifted Adolescents

2021 ◽  
Vol 12 ◽  
Author(s):  
Ana María Casino-García ◽  
María José Llopis-Bueno ◽  
María Gloria Gómez-Vivo ◽  
Amparo Juan-Grau ◽  
Tamar Shuali-Trachtenberg ◽  
...  
Keyword(s):  
Gifted Students ◽  
Well Being ◽  
First Year ◽  
Subjective Well Being ◽  
School Students ◽  
Enrichment Programs ◽  
School Year ◽  
Enrichment Program ◽  
Educational Inclusion ◽  
The Impact

The educational inclusion of gifted students requires not only equity but also emotional accessibility and social participation. However, different studies indicate that gifted students constitute a vulnerable group (for example, the incidence of bullying is higher). Psychosocial variables are determinants for the development and expression of giftedness, particularly during adolescence. This study analyzes the impact of an inclusive extracurricular enrichment program for gifted secondary school students on the well-being of adolescents. The program was based on the enrichment model of Renzulli and Reis (2016). The objective was to develop a cluster to facilitate high-achieving learning in collaboration with teachers, administrators, and guidance counselors from their schools as well as university professors and students that would address their emotions and socialization across the board and benefit or involve their peers in their regular classrooms. The intervention took place over two years: eight sessions, one afternoon per week, for five months during each school year. The sample consisted of 47 students from the first and second years of compulsory secondary education (Educación Secundaria Obligatoria - ESO) (age, mean (M) = 12.57, standard deviation (SD) = 0.82) during the first year and 27 students from the first, second, and third years of ESO (age, M = 13.48, SD = 0.94) during the second year; 61.4% were girls. Participants completed a questionnaire before (T1) and (T3) and after (T2) and (T4) each intervention. The results show better outcomes for psychological and subjective well-being, more positive moods, and a significant reduction in school fears. The results from this study indicate the importance of educational screening and support for gifted students to promote their well-being through collaborative enrichment activities.

scholarly journals The Relationship Between Body Image And Psychological Well Being In Senior High School Students

Academia Open ◽  
2021 ◽  
Vol 6 ◽  
Author(s):  
Amaliyah Syabana ◽  
Eko Hardi Ansyah
Keyword(s):  
Body Image ◽  
High School Students ◽  
Data Analysis ◽  
Data Collection ◽  
Quantitative Research ◽  
Sampling Technique ◽  
Well Being ◽  
School Students ◽  
Psychological Well Being ◽  
The Relationship

This research is motivated by the phenomenon of psychological well being experienced by students. The purpose of this study was to determine the relationship between body image and psychological well being in students of SMA Muhammadiyah 4 Porong. This research is a quantitative research with correlational quantitative method. The population in this study were all students of SMA Muhamadiyah 4 Porong, totaling 62 students. The sample in this study amounted to 62 students with saturated sampling technique. In the data collection technique, the researcher uses a psychological scale, this type of data collection uses a Likert scale in the form of a body image scale (ɑ = 0.797) and a psychological well being scale (ɑ = 0.948). The data analysis technique used Pearson's product-moment correlation with the help of SPSS 22.0. The results of the data analysis of this study indicate that the correlation coefficient (rxy) is 0.246 with a significance of 0.027 <0.05, which means that there is a significant positive relationship between body image and psychological well being in students of SMA Muhamadiyah 4 Porong. The effect of body image on psychological well being in this study was 6.1%.

Positive Family Environment, General Distress, Subjective Well-Being, and Academic Engagement among High School Students Before and During the COVID-19 Outbreak

2021 ◽  
pp. 014303432110664
Author(s):  
José Concepción Gaxiola Romero ◽  
Antonio Pineda Domínguez ◽  
Eunice Gaxiola Villa ◽  
Sandybell González Lugo
Keyword(s):  
High School ◽  
High School Students ◽  
Family Environment ◽  
Academic Engagement ◽  
Well Being ◽  
Family Interactions ◽  
Subjective Well Being ◽  
School Students ◽  
General Distress ◽  
The Impact

The COVID-19 pandemic has altered the family dynamics of most people worldwide as well as the mode in which students take classes. The impact of such changes on students’ well-being, academic engagement, and general distress remains unknown. Therefore, this study aims to test the structural relations among positive family environment (a measure of Positive Home-Based Parent Involvement [HBI]), subjective well-being (SWB), general distress, and academic engagement, focusing on Mexican high school students. A longitudinal study was conducted covering two time points: before (T1) and during (T2) the COVID-19 outbreak. A sample of 502 students answered questionnaires in T1 whereas 111 did so in T2. Analyses were conducted using Mplus software. Principal results showed that the positive and significant association between positive family environment and SWB did not substantially change from T1 to T2, whereas the relation between positive family environment and academic engagement became stronger. Data revealed that a positive family environment can play an important role in promoting academic engagement among adolescent students despite the risks brought about by sanitary lockdowns and the increase of family interactions. Results are discussed highlighting the importance of positive family environments and HBI on academic outcomes for Mexican high school students.

Exploring the Impact of Service-Learning on Literacy Teachers' Self-Reported Empathy

2018 ◽  
pp. 393-408 ◽  
Author(s):  
Leah Katherine Saal
Keyword(s):  
Service Learning ◽  
Critical Pedagogy ◽  
Quantitative Research ◽  
Learning Experience ◽  
Future Research ◽  
Literacy Teachers ◽  
Significant Difference ◽  
Literacy Teacher Education ◽  
The Impact ◽  
Post Condition

Although (1) literacy teacher education research and professional practice standards highlight the significance of empathy as a central tenant of teachers' professional dispositions, and (2) developing deeper and more empathetic understanding of others is a frequently cited rationale for utilizing service-learning as a critical pedagogy for in-service and pre-service teacher preparation, little quantitative research exists measuring in-service teachers' empathy or empathy development. The purpose of this chapter is to explore how a course-embedded, self-selected, and community-based service-learning experience effected participating literacy teachers' self-reported empathy. While participants scores increased in the pre-post condition, results of a paired sample t-test indicated no significant difference in teachers' self-reported empathy across the pre-post condition. Implications for practice and program administration as well as suggestions for future research are discussed.

Adding to the Truth of the Matter: The Case for Qualitative Research

2017 ◽  
Vol 30 (4) ◽  
pp. 296-299 ◽  
Author(s):  
Kristine L. Florczak
Keyword(s):  
Qualitative Research ◽  
Translational Research ◽  
Quantitative Research ◽  
Well Being ◽  
The Impact ◽  
Health And Well Being

The purpose of this column is to discuss the impact that qualitative research has on translational research, whose aim is to improve the health and well-being of individuals. To that end, rigorous qualitative research is examined; translational research is entertained and the manner in which qualitative research can be a co-equal partner with quantitative research is proposed.

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