Mastery motivation,parenting, and school achievement among Hungarian adolescents

European Journal of Psychology of Education - Children’s motivation to master challenging tasks is an important predictor of school success, and yet, such motivation declines during...     

Daily report cards as a school‐based intervention for children with attention‐deficit/hyperactivity disorder

This paper describes daily report cards and the evidence relating to their use in schools for children with attention‐deficit/hyperactivity disorder (ADHD). This intervention typically involves teachers evaluating a student's behaviour at school against pre‐determined targets and parents subsequently providing reinforcement at home for positive reports. Research suggests that the daily report card has been effective in treating a range of ADHD symptoms and improving school outcomes, including academic achievement in some cases. The daily report card also encourages collaboration between teachers and parents, and evidence suggests that the intervention benefits from the inclusion of reinforcement at home. Daily report cards are easy to implement and research finds that teachers consider them an acceptable intervention for ADHD. This paper also considers challenges in using daily report cards, including barriers to their use over the long‐term and the risk of stigma for children with a report card. Ideas to address these issues are suggested.     

Quantitative Research Attitudes and Research Training Perceptions Among Master's‐Level Students

This study explored master's‐level counseling students' (N = 804) perceptions of training in the Council for Accreditation of Counseling and Related Educational Programs ( 2009 ) Research and Program Evaluation standard, and their attitudes toward quantitative research. Training perceptions and quantitative research attitudes were low to moderate, with no statistical differences across program accreditation or specialty area. Implications and possibilities for future research are discussed.     

Questioner or question: Predicting the response rate in social question and answering on Sina Weibo

With the noted popularity of social networking sites, people increasingly rely on these social networks to address their information needs. Although social question and answering is potentially an important venue seeking information online, it, unfortunately, suffers from a problem of low response rate, with the majority of questions receiving no response. To understand why the response rate of social question and answering is low and hopefully to increase it in the future, this research analyzes extrinsic factors that may influence the response probability of questions posted on Sina Weibo. We propose 17 influential factors from 2 different perspectives: the content of the question, and the characteristics of the questioner. We also train a prediction model to forecast a question's likelihood of being responded based on the proposed features We test our predictive model on more than 60,000 real-world questions posted on Weibo, which generate more than 600,000 responses. Findings show that a Weibo's question answerability is primarily contingent on the questioner versus the question. Our findings indicate that using appreciation emojis can increase a question's response probability, whereas the use of hashtags negatively influences the chances of receiving answers. Our contribution is in providing insights for the design and development of future social question and answering tools, as well as for enhancing social network users’ collaboration in supporting social information seeking activities.     

Strength,Weakness, Opportunity,Threat (SWOT) Analysis of the Adaptations to Anatomical Education in the United Kingdom and Republic of Ireland in Response to the Covid-19 Pandemic

The Covid-19 pandemic has driven the fastest changes to higher education across the globe, necessitated by social distancing measures preventing face-to-face teaching. This has led to an almost immediate switch to distance learning by higher education institutions. Anatomy faces some unique challenges. Intrinsically, anatomy is a three-dimensional subject that requires a sound understanding of the relationships between structures, often achieved by the study of human cadaveric material, models, and virtual resources. This study sought to identify the approaches taken in the United Kingdom and Republic of Ireland to deliver anatomical education through online means. Data were collected from 14 different universities in the United Kingdom and Republic of Ireland and compared adopting a thematic analysis approach. Once themes were generated, they were collectively brought together using a strength, weakness, opportunity, threat (SWOT) analysis. Key themes included the opportunity to develop new online resources and the chance to engage in new academic collaborations. Academics frequently mentioned the challenge that time constrains could place on the quality and effectiveness of these resources; especially as in many cases the aim of these resources was to compensate for a lack of exposure to cadaveric exposure. Comparisons of the actions taken by multiple higher education institutions reveal the ways that academics have tried to balance this demand. Discussions will facilitate decisions being made by higher education institutions regarding adapting the curriculum and assessment methods in anatomy.