Search

The aim of the study was determining the openness to learning tendencies and metacognitive learning strategies and analysing the predictive relationships between the related variables. The predictive research model was used in the study. Within the research, 499 education faculty students participated. For data collection, "Metacognitive Learning Strategies Scale" and "Tendency to be Open to Learning Scale" were used. The collected data were analyzed using simple linear regression analysis and multiple linear regression analysis. Consequently, it was determined that students frequently use metacognitive learning strategies; their tendencies to be open to learning are at a high level. It was concluded that the tendency to be open to learning significantly predicted the total scores obtained from the metacognitive learning strategies scale. It was concluded that the most predicted variable by the predictive variables together was planning strategies, and the least predicted variable was evaluation strategies. These results show that openness to learning is a vital variable in activating metacognitive learning strategies.

This research paper delves into the origins of English as a Foreign Language (EFL) speaking anxiety in Moroccan high school students and offers potential remedies to reduce or prevent its occurrence, with a particular emphasis on encouraging a willingness to speak. The study involved 37 high school teachers who completed a questionnaire regarding their strategies to mitigate speaking anxiety and promote communication willingness among Moroccan EFL high school students. The data was collected and analyzed using SPSS. The findings reveal that anxiety stems from various factors, including linguistic issues (such as limited vocabulary, grammar challenges, and fluency), personal factors (such as learner personality and motivation), and teacher-related factors (including feedback quality and classroom activities). Moreover, the research suggests that teachers should prioritize strategies like providing positive feedback, offering praise, and incorporating collaborative work or task-based learning to reduce students' EFL speaking anxiety. Additionally, teacher participants proposed additional strategies focused on a variety of activities and methods to foster a welcoming classroom atmosphere.

The general purpose of this research is to test the applicability of the career construction model with the structural equation model in explaining the relationships between adaptive readiness (personality traits and hope), adaptability resources (career adaptability) and adapting responses (career decision-making self-efficacy). This research was carried out with the participation of 296 emerging adulthood [Ageranj = 19-26, AgeMean =21.46, AgeSd = 1.29] in different departments of the education faculty of a public university in Turkey. Data was gathered through the Dispositional Hope Scale, The Big Five Inventory, Career Adaptabilities Scale and Career Decision Self-Efficacy Scale. A two-stage structural equation model based on the maximum likelihood estimation was used in data analysis. The mediation test in this research was interpreted according to the stages of Baron and Kenny. The structural equation model tested in the research findings was confirmed.

The primary objective of this study was to examine the five major personality factors and assess the extent of moral intelligence among students at the World Islamic Sciences University. Additionally, the research aimed to identify the predictive capacity of the five major personality factors on moral intelligence. The study involved a sample of 665 students from the World Islamic Sciences University. To measure these variables, scales were developed for both the five major personality factors and moral intelligence. The study findings revealed that conscientious vigilance emerged as one of the predominant factors among the students. Furthermore, the overall level of moral intelligence was determined to be of a moderate degree. The findings further demonstrated that personality factors, including neuroticism, conscientiousness, kindness, and openness to experience, collectively played a significant role in explaining the variations in moral intelligence levels. Notably, the study revealed statistically significant differences in the neurotic factor and moral intelligence. However, no statistically significant differences, at the 0.05 significance level, were observed in other personality factors (extroversion, openness to experience, conscientiousness, kindness) based on the gender variable. As a recommendation, the study emphasized the importance of enhancing students' personalities and enriching their knowledge and experiences. It suggested that university deans and student affairs staff should organize lectures aimed at fostering the development of desired personal traits. These initiatives would contribute to instilling values and ethical standards, thereby nurturing creative and ethical young leaders.

The relationship between ethical dispositions and scientific and academic ethics is important in understanding how individuals' general ethical values influence their behavior in the academic setting. Examining this relationship by considering personality, which is one of the important individual characteristics, will be useful in developing strategies to prevent ethical violations and encourage ethical behavior in the academic world. This study aims to investigate the relationships between medical students' personality traits, ethical position, and levels of scientific ethics. 363 medical faculty students from various grade levels participated in the study, which used a relational survey model. "Five Factor Personality Inventory", "Ethical Position Scale" and "Scientific Ethics Scales" were used to collect the data of the study. The analysis of the research data was carried out with SEM analysis in AMOS Program. The study's conclusions indicate that medical faculty students had a high level of scientific ethics and ethical position. Additionally, a five-factor personality test revealed that the students exhibited a high degree of variability in the areas of conscientiousness, agreeableness, and openness to new ideas. Medical students' ethical position and personality traits significantly predicted their perceptions of scientific ethics.

Teacher professional development (PD) has been shown to have numerous benefits, such as greater self-efficacy, higher motivation, and enhanced wellbeing (e.g., Kimura, 2014; Polin, 2023; Wang & Chen, 2022), and teaching additional languages is certainly no exception. However, the extent to which teachers are willing and able to engage in PD throughout their careers depends on many factors, some of which are related to the context in which they work, while others are reflective of their individual attributes such as attitudes, motivations, and personality. This paper focuses on the latter by reporting the findings of a study that examined language teacher professional curiosity (LTPC). The data were collected through semi-structured interviews from 6 Austrian and 6 Polish language teachers at different stages of their careers. Qualitative analysis allowed valuable insights into the nature of LTPC, curiosity-driven behaviors as well as factors influencing these behaviors. It also provided the basis for a tentative cyclic process model of LTPC in which interest and curiosity interact to produce a focus of curiosity, which is impacted by motivation, agency, autonomy, and social context, generating a drive for teacher behaviors in respect to their PD.

STEM, STEAM education is important for building a better future, and teachers have a key role in attracting students to the field of STEM. However, when teachers need to shift from traditional disciplinary-based education to integrated STEM education, they often find this transition challenging. This difficulty arises because their beliefs about science teaching and learning are deeply rooted in traditional disciplinary-based approaches. Beliefs have a profound influence on their teaching practises as well as their professional development, even though teachers are often not conscious of their own beliefs. To address this issue, we employed a phenomenological approach to investigate the phenomena when their beliefs espoused by asking formative episodes that influenced their development as science teachers. This study aimed at exploring the current subject-specific beliefs of in-service science teachers. This told us how best to guide teachers through this process of the transition from traditional disciplinary-based education to STEM education. Our findings revealed that teachers' beliefs showed that curiosity and/or interest towards science to be the most important factors in student learning. This indicates that while teachers' core beliefs are not entirely disciplinary-oriented, they are more open. It would reduce their anxiety and low self-efficacy in conveying STEM education.

The aim of this research was to study the current level of preschool teachers' partnership competence in the aspect of interacting in the teaching staff. During the research, questionnaires and statistical methods of analysis were conducted. The results of the study show that 82% of the respondents describe the psychological climate in the team as moderately favourable, 6% note its high level, 9% feel low favourableness, and 3% see it as unfavourable. The conducted research revealed a positive moderate correlation between the partnership competence level and the psychological climate level in the team of preschool teachers. Therefore, a positive psychological climate, characterized by mutual understanding, support and openness, contributes to creating a favorable environment for partnership interaction. When teachers feel comfortable and supported in the team, they are more inclined to work together, share experiences and provide mutual support. The area of further research is to identify the relationship between the professional development of teachers and their partnership competence, as well as to study the impact of distance learning on partnership interaction between teachers and ways of its development in the digital environment.

Vocational high schools in "3T" area on Bawean Island have limitations in human resources quality, equipment, production or practice tools, and industrial partnership, which differed from the vocational high schools located in advanced and developed areas. This research objective is to discover the description of employability to the vocational high school students in "3T" area in Bawean island. The research method applied was the qualitative method using the phenomenology approach. The data collection was obtained through semi-structured interviews. This research participant was eight students at vocational high school "X," "Y," "Z," and "W" schools in Bawean Island, which is one of the "3T" area. The analysis method in this research was content analysis. This research result shows that students in the "3T" area were showing their effort to prepare themselves in facing the job market by enhancing their employability in learning activities within the class or practice in the laboratory. The students' employability includes skills, knowledge, comprehension, personality, career identity, social and human relations, and personal adaptability. Students realize that they are in the "3T" area and must work harder to improve their work skills so as not to lose their jobs.

The landscape of work continues to evolve post-pandemic, leading to a shift in focus within higher education from discipline-specific knowledge and skills to capabilities that are transferable and reflect real-world complexities. A review of higher education to meet future economic and social trends and skill sets is a feature of many countries including Australia, where work-integrated learning (WIL) has been identified as a priority. This research identifies how to successfully involve online students in interdisciplinary WIL to develop complex problem-solving skills, resilience, and adaptability -- all imperative for competing in a constantly changing and digitally reliant economy. Adaptable and scalable, online teaching provides an alternative to traditional student placements while supporting student collaboration on authentic real-world projects. This study reflects on student and industry feedback of an online, interdisciplinary WIL course over four years. The key learnings and, challenges of online interdisciplinary WIL are identified along with recommendations for further research.

The goal with the study reported on here was to determine pre-service music teachers' views regarding the effectiveness,utility, and sufficiency of technology use in music education as well as the associations between their personality traits andtheir attitudes towards this use. The participants were 224 pre-service teachers studying in music teacher trainingprogrammes in Türkiye. The use of technology in music education questionnaire, the big 5 inventory and the attitude towardsusing technology in music education scale were used as survey instruments to collect the data. The results reveal thatattitudes towards using technology in music education showed a positive relation with openness, and a negative relation withneuroticism. A qualified majority of pre-service music teachers think that technology is beneficial and that they can usetechnology effectively in music education. Nonetheless, the majority of pre-service music teachers still thought thateducational technologies were used inadequately during their music education.

The global movement towards inclusive education aims to create a safe environment where teachers are expected to actively pursue various methods to implement asset-based support for all learners. The prominence of the learners' challenges, however, still guides most teachers' methods of support. Teachers need to review all the resources, strategies, and practices that can be used in the classroom to provide physical, social, emotional, and intellectual support to all learners. Mindful professional development can empower teachers to support learners in all aspects of their education. In this article we report on a study in which Grade 7 teachers' perceptions of a staff development workshop, which introduced them to an asset-based approach for learner support, namely, the identification and utilisation of character strengths, were explored. The main findings indicate that teachers gained new knowledge and greater insight and awareness about character strengths, which enabled them to rethink and reshape their perceptions of learner support. They came to view the identification of character strengths as a crucial component of effective learner support. The results of the research have implications for all schools to implement an approach to learner support based on character strengths.

An increasing number of research is focusing on L2 grit, which plays a significant role in SLA. But few studies examine the factors that affect L2 grit. This study investigates the internal predictors influencing L2 grit in Chinese college students, specifically focusing on L2 willingness to communicate (WTC), L2 anxiety and L2 joy. A structural equation model (SEM) is constructed to examine these relationships. There are 148 valid final questionnaire survey participants. The findings reveal that both L2 WTC and L2 joy positively and directly predict L2 grit; while L2 anxiety has a direct negative effect on L2 grit; and there is a significant correlation among L2 WTC, L2 anxiety as well as L2 joy. This research contributes to the field by promoting further studies on L2 grit, and adds to pedagogical implications for teachers to take appropriate teaching methods that enhance students' level of L2 grit so as to promote foreign language learning.

The aim of this study was to examine the complex interactions between college students' life experiences, personality characteristics, and subjective well-being. The first objective is to understand how two specific life events affect the student population, namely academic stress and financial problems. Additionally, this study examines the mediating effects of certain personality traits such as openness, conscientiousness, extraversion, agreeableness, and neuroticism. Using a quantitative cross-sectional research design, 396 college students participated in the study. A self-administered questionnaire was used to collect data on academic stress, financial problems, personality characteristics, and subjective well-being. Smart PLS was used to understand the interrelationship between these variables. Results showed that academic stress and financial challenges affected students' subjective well-being. Moreover, students handled financial and academic stress differently due to personality variations. The results highlight the need for comprehensive therapies that recognize the interconnectedness of life events and their potential impact on students' subjective well-being.

Online learning affects students' curiosity, so it is important to develop students' curiosity during the pandemic. The purpose of this study is to describe and analyze students' curiosity about online learning. This study was conducted in the Department of Mathematics Education during the odd semester 2021/2022 with 106 students in three different courses. The research instrument was a mathematical curiosity questionnaire administered to students using the Google Documents application. The data analysis technique used was descriptive analysis. The results showed that the general curiosity of the students is classified as "strong" with a percentage of 75.17%. Academically, students with low, medium and high curiosity are considered strong with percentages of 74.07 percent, 76.5 percent and 75.12 percent. Measured by gender differences, the proportion of male and female students is 76.43 and 77.5 percent. Data analysis showed that in the era of the COVID-19 pandemic, curiosity about learning mathematics does not depend on the academic level of online learning or on gender differences. The effect of the result that the students during the COVID-19 pandemic, mathematical curiosity is still used in online learning and should be improved. This research contributes to the growing body of knowledge on mathematical learning in the digital age and offers practical recommendations for fostering mathematical curiosity in online.

The aim of this study is to examine the variables that influence the learners' intention of using online learning platforms and usage behavior continuity to evaluate relationships between variables with a model proposal and to determine the predictive power of the model. Accordingly, a sustained technology acceptance model (STAM) was developed to identify the factors that influence learners' intention and usage behavior of online learning. The sample of this study consisted of learners registered in the Anadolu University Open Education System. As a result of the factor analyses, a 42-item measurement tool consisting of eleven factors was developed. Structural equation modeling revealed that the eleven-structured model explained 49.8% of perceived usefulness, 30.3% of perceived ease of use, 39.4% of usage intention, and 52.4% of usage behavior continuity, and all 12 proposed hypotheses were supported. The analysis to determine the predictive power of the model revealed that it has a strong predictive power. The developed model is believed to be efficient in determining learners' expectations, supporting their adaptation to the online learning environment, and ensuring their continued usage.

Context: Research on emotional intelligence (EI) shows this concept's decades-long positive influence on well-being, self-efficacy, employability, and academic and professional achievement. Indeed, several studies have demonstrated that students with high EI have better grades and quality of life, as well as are more employable than students with low EI. By considering the two conceptualizations of EI as either an ability or personality trait, the present study investigates EI's influence on training achievement in initial vocational education and training (IVET). We posited that the two types of EI positively influence training achievement in a complementary way: Ability EI relates to achievement in theoretical training, while trait EI relates to achievement in practical training. Furthermore, these links are mediated by apprentices' engagement at school and in learning. Method: To test our hypotheses, 92 dual IVET health and social care apprentices in their last year of vocational school completed an online survey composed of validated scales measuring EI as an ability, EI as a personality trait, personality traits, and school engagement. The apprentices' grades were also obtained with their permission. Results: The findings confirmed our hypotheses and reflected EI's positive influence on training achievement. We observed that participants with high EI (as an ability and personality trait) obtained better grades than participants with lower EI. Moreover, our results showed that ability EI has a direct influence on achievement in theoretical health and social care training, while the link between trait EI and practical training is indirect and mediated by engagement in learning. Conclusion: The present study confirms EI's positive influence on school achievement in the VET context and further corroborates the important role that EI can play in dual IVET apprentices' achievement, particularly in the health and social sectors. This original study contributes to research on the VET system by placing EI among the skills necessary to ensure professional success.

Learning a foreign language incorporates cognitive, communicative, emotional, and social aspects. Some of these aspects have to do with the structure of the language being studied; some others deal with social and psychological issues that influence the environment where the learning process takes place. This reflection paper addresses various emotional aspects that can bring up positive outcomes along the foreign language learning stages. Elements such as motivation, attitudes, levels of anxiety, acculturation, ethnicity, and personality are considered for this work. Readers should be able to find useful ideas for their ESL/EFL classes.

The purpose of this study was to describe the association between the learning strategy preference of the learners as identified by "Assessing The Learning Strategies of AdultS" (ATLAS) and the individual personality traits as defined by the Myers-Briggs Type Indicator (MBTI). The sample was 553 adults in Canada and the United States. Two types of analyses were used to investigate the association between learning strategy preferences and personality traits. First, discriminant analysis explored the interaction of personality traits with the learning strategy preference. Second, analysis of variance measured the association of each personality trait with the learning-strategy-preference groups separately. The findings provided several explicit personality traits associated with each learning-strategy-preference group. These findings support the conclusion that a strong association exists between personality traits and learning-strategy-preference characteristics. Learning strategy preferences and personality traits complement each other. Each clarifies and enriches the other. As a result, teachers have two indicators that can help them personalize the teaching-learning environment for each student. Teachers can use the learning-strategy-group descriptions as guides for organizing each learner's instructional activities and plans and as a cognitive framework for uncovering and monitoring student behaviors and alerting teachers to potential learning difficulties for some students. Students can apply the descriptions of the learning-strategy-preference groups to facilitate self-assessment and metacognition. Theory can be enhanced by considering the two concepts of learning strategy preferences and personality traits coupled and by conducting quantitative and qualitative research to test and expand the generalizability of the learning-strategy-group descriptions. (Permission is granted to use "Assessing The Learning Strategies of AdultS" and the "Personality Identity Estimator" in practice and research. Links to printable copies and online completion are appended.)

This position paper introduces the idea of cognicy, the foundational ability to think and understand in a process that decouples cognitive processes from their tangible outcomes. Generative artificial intelligence (AI) can produce output often nearly indistinguishable from a human product, which presents a problem for educational assessment. Cognicy focuses on the process of thought, which is uniquely human, rather than the output, which can be machine generated. The nearest parallel is numeracy, which decouples the underlying mathematical concept from the task of calculation. Similarly, cognicy seeks to disentangle the essential thought process from the outputs, which now can be easily composed by AI. Cognicy is thus a tool for shifting the way in which higher education views the intersection of generative artificial intelligence, learning, and evaluation. It must be where future frameworks for learning focus. Process must be seen as separate from product so that human skills and learning stay relevant. This paper gives a name to these human-based, AI adjacent skills, creating a shared language to begin larger discussions. As a means of starting the conversation, the paper explores the relationship of cognicy to the concepts of Universal Design for Learning (UDL), metacognition, and AI literacy to show how this emerging framework might be employed.

Linguistic personality, in the domain of applied linguistics and discourse analysis, has risen to the form, content and style of a genre in the contemporary linguistic paradigm. It is determined by an individual's language behaviors, inter-cultural interactions, and self-expression, and is shaped by the educational environment. The current study aimed to examine the issues faced by students in developing their linguistic personality in higher education institutions and understand the impact on students' pragmatic self-esteem. The intent of this study was to raise students' awareness about the quality of an individual's speech and word choice, which can help them become more adept at assessing and analyzing their own speaking abilities. A descriptive research design was used in the study, employing cognitive and linguistic analysis along with content and semantic processing of the language data to investigate the linguistic personality and literary impact of the well-known Kazakh author Mukhtar Auezov (1897-1961) on readers. Results made evident many ethnic realia, terms and phrases and images abound in Auezov's literary works. Students must be trained to study literary works and classic writers from their adolescence. This can help preserve literary continuity, foster the growth of future generations, and advance literary excellence. The study's findings will support educational initiatives that teach literature and languages and create efficient methods for developing a language's personality.

The current study was conducted to investigate the relationship between occupational personality types, 21st-century skills, and teaching motivation. The study was conducted in the descriptive relational survey model, one of the quantitative research methods. The study group consisted of all the students attending the Physical Education Teaching Department at Faculty of Sports Sciences of Mugla Sitki Koçman University. A total of 148 (F=59, M=89) students were included in the study. The questionnaire method was employed to collect the data in the study. The questionnaire consists of four parts: a personal information form in the first part and three scales in the following three parts. In the second part, there is the "21st Century Skills Self-Efficacy Perception Scale" consisting of 42 items, in the third part, there is the "Occupational Personality Types Inventory" consisting of 30 items and in the fourth part, there is the "Teaching Motivation Scale" consisting of 12 items. The SPSS v22 program package was used in the analysis of the collected data. As a result of the study, a significant correlation was found between occupational personality types and 21st-century skills self-efficacy perceptions, between the six personality types of occupational personality and intrinsic and extrinsic motivation, and between 21st-century skills self-efficacy perceptions and intrinsic and extrinsic motivation. According to the results of regression analyses, occupational personality types had a significant effect on intrinsic and extrinsic motivation.

Energy literacy has become acritical issue in recent years. The purpose of this study was to examine the contributions of epistemological beliefs to energy literacy in lower-secondary school students in Turkey. Data were collected via self-report questionnaires from 656 lower-secondary school students in the Aegean Region of Turkey. To address the research questions, Pearson correlation and multiple regression were implemented. Descriptive results revealed that students had a low energy literacy mean score in the knowledge dimension whereas they had moderate mean scores in the behavioral and affective dimensions. Multiple regression results yielded statistically significant contributions of epistemological beliefs to energy literacy. Analysis revealed that the reasoning dimension positively predicted the energy literacy in the knowledge dimension whereas the authority and accuracy dimension did negatively. The results of this study suggest that advancing students' epistemological beliefs can be a way to increase students' energy literacy levels.

The purpose of this research is to examine the psychological resilience levels of adult individuals in terms of demographic characteristics and enneagram personality types. The findings may help experts working in the field and contribute to the literature. The study is an original study that has not been researched before. Participants consisted of parents of students attending a pre-school education center. Data was collected from 252 people, 182 women and 70 men. In order to collect data a "Questionnaire", "Brief Resilience Scale" and "Enneagram Personality Scale" were used to collect data. T-test and analysis of variance techniques were used to evaluate the changes in the level of the resilience with demographic variables. Correlation analysis was conducted to determine the relationship between resilience and enneagram personality types. Results of the statistical analysis has been determined that resilience levels are higher in men, older individuals, married people, and those with high education and income levels. Additionally, levels of resilience were found to be positively related to enneagram personality types. This relationship was found statistically significant in a total of six personality types: achiever, original, observer, adventurer, leader, and accommodator. This work contributes to the study of resilience and related factors. Similar studies were proposed for the future to bolster the results.

In order to empower and well prepare student teachers for their future roles, integrating character strengths into their personal development and academic pursuits is crucial. This will equip them to contribute invaluable knowledge and practice to future generations. Given the absence of character strengths research in Myanmar, the investigation is essential. Myanmar Education Degree Colleges (EDCs) are implementing a 4-year degree program that prioritizes competencies and teaching-learning approaches to encourage student teachers to apply character strengths and make them confident and enthusiastic learners. Character strengths can be defined as an inherent quality that allows individuals to achieve their goals and lead fulfilling lives. Peterson and Seligman identified 24-character strengths that are divided into six virtues: wisdom and knowledge, courage, humanity, justice, temperance, and transcendence, based on significant examination of cross-cultural and numerous research. By following the framework of VIA classification, this study aims to explore the Myanmar student teachers' perception and experiences of using their character strengths thereby raising their awareness and validating the existence of 24-character strengths in Myanmar culture. To achieve this, a qualitative exploratory study was conducted using semi-structured interviews with 18 student teachers (M[subscript age] = 20.22, SD[subscript age] = 0.83). The reliability and validity of the research were confirmed through a pilot, and ethical approval was obtained. Direct content analysis and framework analysis were performed by using the VIA classification. The findings showed that 24-character strengths related to Buddhist beliefs were recognized by the participants. When they use their creativity, curiosity, judgment, cooperation, and leadership, they perform better in class and feel more productive. They became more conscious of the value of character strengths as a result of the interview. Their plans for enhancing specific character strengths in EDC provide valuable insights for scholars, educators, and curriculum developers.

The educational community recognizes individual differences, but it is important to fully address them in educational settings. While there are existing studies on personality traits, none focus on the personality traits of students aged 6-18. This study aims to fill this gap, as personality traits significantly influence personal, academic, and professional life. Understanding student personalities allows for the development of more effective educational programs, facilitating their full potential. The study included parents of 2,229 students from a population of 16,505,271 aged 6-18 in Turkiye. Through exploratory factor analysis (EFA), a reliable 61-item 5-point Likert scale ([alpha] = 0.942) was derived. Confirmatory factor analysis (CFA) was performed on a second dataset of 916 parents, resulting in 794 due to outliers. The Scale for Determining Student Personalities According to Parental Perspectives, with 16 sub-dimensions and 46 items, demonstrated good reliability ([alpha] = 0.948). The study's findings are expected to hold significant implications for education, parenting, and child development.

This study investigated the relationship between self-perceived personality and self-perceived teacher identity (TI). With a mixed-method approach, we collected both quantitative (N=214) and qualitative data (N=30) to examine the relationship between TI and personality traits. Quantitative data were collected using the Big Five Personality Traits and TI scales. Qualitative data were collected through focus group interviews. To analyze the quantitative data, means were compared, and correlations were calculated. Qualitative data were analyzed through an inductive content analysis in which patterns and themes were identified. The results indicate that pre-service language teachers are aware of the dynamic feature of personality in general terms; however, they are not aware of TI as a concept and its attributes. A significant relationship between self-perceived TI and self-perceived personality traits is among the results of the current study. The agreeableness and openness to new experiences personality traits are highly correlated with the TI scores.

This study aims to adapt the Academic Entitlement Scale to Turkish culture and examine the scale's measurement invariance according to gender. The study was conducted with 372 university students aged 18 and 54 (I = 20.90). The study used the Academic Entitlement Scale, Rosenberg Self-Esteem Scale, Narcissistic Personality Inventory, and Locus of Control Scale as data collection tools. Confirmatory factor analysis was performed to identify the construct validity of the scale. The measurement invariance of the scale according to gender was examined using multi-group confirmatory factor analysis. Correlations between research variables were analyzed with the Pearson Correlation Test. Cronbach's Alpha was performed to measure the internal consistency reliability of the study. As a result of the analyses, it was determined that academic entitlement was positively correlated with self-esteem and external locus of control. In addition, it was revealed that the externalized responsibility sub-dimension was positively correlated to narcissism. The research findings indicate that the scale is a valid and reliable measurement tool within Turkish culture.

Faculties of Fine Arts in Turkey train artists and designers by using the universal language of art, taking into account scientific, artistic and cultural developments, developing students' creativity and productivity. In addition to the problems encountered by fine arts students and artists, who have creative personality elements, during the performance of art and the application of methods and techniques available in the literature, the level of use of technology will directly affect their artistic performances and activities. The aim of this study is to examine the creative personality traits and internet usage status-purposes of university students studying in Fine Arts Faculties on a relational basis. The study, which was conducted in the relational survey model, included 205 students studying at the fine arts faculties. Creative personality traits scale and internet usage intentions questionnaire were used to collect the data of the study. According to the findings of the study, the creativity personality traits of the participants are at a high level. In addition, creative personality traits of the students show partial differences according to gender variable. According to another result of the study, it was seen that the students of the Faculty of Fine Arts use "Social networking sites", "Video sharing sites", "Photo sharing sites" applications at a high level. Again, the internet usage purposes of the participants differ according to the gender variable. Finally, significant relationships were found between the participants' creative personality traits and their internet usage purposes.

As the interest in the shift from teacher-centred paradigm to student-centred learning pedagogies has increasingly grown in popularity nowadays, it should come as no surprise that scholars and academicians have given their attention to the concept of self-engagement in the learning process. In an attempt to explore the role of personality in self-engagement, this paper aims to assess the relationship pattern between individuals' personality traits and their learning responsibility. A total of 358 students attending a university were recruited for the study. The Ten-Item Personality Inventory (TIPI) and The Learning Responsibility Scale were administered. The findings revealed that learning responsibility correlates positively with emotional stability, conscientiousness, and agreeableness. However, the associations between extraversion and openness with learning responsibility are negative and not significant. The findings have also demonstrated that although agreeableness does not display a significant predictive power, both emotional stability and conscientiousness have a significant influence on learning responsibility.

The passage to middle school has been identified as a confusing period for adolescents, involving a series of major transitions. A new variable that permeates these already lofty transitions is the firm entrenchment of Generation Alpha in the middle grades classroom, a cohort that includes anyone born from 2010 onward, making them the first generation born and shaped entirely in the twenty-first century. The purpose of this study was to explore the attitudes and perceptions of current middle school teachers across Indiana, Kentucky, and Ohio toward their Gen Alpha students so as to uncover the concrete issues these teachers encounter as they work with this undeniably unique cohort. A total of 139 teachers responded to the researcher-generated electronic survey, which was coded inductively and analyzed for content. The feedback points to a cohort that is digitally literate with great adaptability, but also a cohort that exhibits delayed social development and a myriad of global concerns. These factors all have implications for the ways they learn, interact, and function in the middle school classroom.

The Ministry of Education in Malaysia has been appointed to be one of the leaders in the innovation landscape with the responsibility to facilitate the adoption of quadruple helix (QH) across institutions of higher learning in Malaysia (IHL) to accelerate the commercialization of IHL technology. However, it was reported that the adoption of QH in Malaysia still needs to be more extensive and widespread, especially in IHL. This paper aims to study the effects of psychological and external factors on adopting QH by applying the theory of reasoned action (TRA). This paper proposes a conceptual model and research hypothesis to understand further the role of psychological and external factors in influencing the adoption of QH. The conceptual model may help explain the phenomenon of low engagement in the adoption of QH among academics in Malaysia and may be used as a guideline to develop a strategic plan for promoting the adoption of QH among academics.

Context: Adolescence is the training ground for adult life. In a relatively short period, the adolescent will undergo a metamorphosis. During the high school years, the majority of adolescents move from persistent dependence to true independence, from logical thinking to abstract, complex and hypothetical thinking, from impulsivity to consideration and from a diffuse feeling about one's own person to a reasonably defined self-identity. Adolescent's vocational identity formation during high school is an extremely important process in vocational and career counseling, because it helps them to make rational choices regarding the choice of a career gaining an increased level of career maturity. Methods: The present study had as participants 300 Romanian teenagers which belong to the following paths of studies/profiles: formal sciences (specializations: Mathematics-informatics and Natural Sciences), services (specializations: Economics, trade, tourism and food) and humanities (specialization: Philology). The tools used in the adolescent evaluation process were Career Decision-Making Self-Efficacy--Short Form Scale (CDMSE-SF), the Vocational Identity Status Assessment (VISA) and the NEO Five-Factor Inventory (NEO-FFI-3). Results: After the interpretation of the obtained results, the following aspects were demonstrated: The identity status "career commitment" correlates with the personality traits -- neuroticism, extraversion, openness to experience and conscientiousness, and regarding the career decision-making self-efficacy it correlates with the self-evaluation process, obtaining information about self and professions, setting goals, career planning and the problem-solving process. Identity status "identification with career commitment" correlates with personality traits -- extraversion, openness to experience and conscientiousness, and from the perspective of the career decision-making self-efficacy, it correlates with the process of self-evaluation, obtaining information about self and professions, setting goals, solving problems and career planning. The identity status "career commitment flexibility" correlates with the personality traits neuroticism and conscientiousness, and from the perspective of the career decision-making self-efficacy it correlates with the problem-solving process. Identity status "career self-doubt" correlates positively with the personality trait neuroticism and negatively with conscientiousness, the process of self-evaluation, obtaining information about self and professions, setting goals, career planning and problem solving. Conclusion: The main purpose of this study was to investigate the relationship between vocational identity, personality factors and career decision-making self-efficacy. The results demonstrated that certain personality traits, respectively certain components of career decision-making self-efficacy are predictors for the adolescent's vocational identity formation.

A teacher's creative potential (CP) is recognised as an integrative personality trait that includes the ability to develop innovative teaching ideas, find practical solutions to non-standard teaching tasks, select the most effective methods for engaging in creative pedagogical activities and contribute to the development of students' creativity. The purpose of the study is to identify the primary school teachers' level of CP and to explore barriers to its development. The study employed a mixed-methods research design, analyzing both qualitative and quantitative data collected by means of a survey and interviews with primary school teachers. The literature review has shown that teachers may foster their students' creativity if they have the necessary CP, ample knowledge, resources and tools, apply creativity-development techniques and create an environment that encourages creative collaboration. The survey's results showed that across all age groups and qualification levels, primary teachers' CP development was at a medium level. The interviews revealed the conditions and barriers to CP development such as psycho-emotional and educational factors and resources. The study findings will contribute to further comprehension and improvement of teachers' CP development in higher and vocational education.

The purpose of this research is the longitudinal examination of the change in learning motivation (LM) and attention level (AL) of students continuing formal education at secondary school in the pre-pandemic period (PreP), in the pandemic period (PP) during the process of online education, and in the post-pandemic period (PostP) during the new school year of face-to-face education. The data for the research was collected through the Persona 360 software, which is used to support guidance and psychological counseling services in K-12 and follows the development of students. It is known that the students' psycho-social and educational developments are followed at school by the psychological counselors. The data for the research was collected through the Persona 360 school guidance software used for this purpose from 1,183 students continuing education in 9th and 10th grades at private and state schools in Azerbaijan and Turkey. Within the longitudinal research model, the data was collected three years in a row by the Burdon Attention Test, Learning Motivation Scale, and Temperament-Enneagram 9-Factor Personality Test (MEM-9). The analyses were performed using SPSS 23.0/Windows software pack and ANOVA, two-way ANOVA, and MANOVA tests. Pursuant to the findings obtained, it was found that the students' learning motivations and attention levels changed negatively in the COVID-19 period for the three different time frames. The findings were discussed in the context of temperament and traumatic stress experiences affecting the students' learning motivations and attention levels.

The integration of digitalization in higher education is a key to increasing the number of students getting access to education in the developing world. Inspired by the fast digitalization in higher education institutes and the lack of relevant empirical studies about the impact of this rapid digitalization on the learning behavior of students, we investigated: how does digital competence, along with personal innovativeness and attitudes toward digital learning, affect the learning behavior of students in China? This study also aims to examine the moderating role of the level of digitization at higher educational institutions between students' personality traits and their learning behavior. For this purpose, cross sectional data were collected from 1,569 Chinese students through purposive and random sampling through a face-to-face survey. The data were analyzed using the partially least square structural equation model. The findings indicate that digital competence ([beta] = 0.688, p < 0.01) exerts a robust positive influence on students' learning behavior. The personal innovativeness had a significant impact on learning behavior ([beta] = 0.720, p < 0.01). The study found that the attitude toward digital learning had a significant impact on students' learning behavior ([beta] = 0.573, p < 0.01). The results also indicated that digitalization at higher education institutes moderated positively between student personality traits and their learning behavior. Thus, the enables individuals to cultivate creativity, explore novel concepts, and acquire fresh insights that enhance their intellectual skills. Ultimately, DHEI also cultivates their attitude toward formal as well as informal digital learning, which significantly influences their learning behavior.

Researchers have done a great deal of research on the variables associated with early childhood teacher burnout, but the findings are numerous and inconsistent. Therefore, this study explored the variables most associated with burnout among early childhood teachers through meta-analysis. The National Assembly Electronic Library in Korea, Riss, the National Electronic Library, and DBpia databases were all thoroughly searched by researchers. Strict inclusion criteria resulted in the inclusion of 201 studies, and 35 variables total--divided into 5 variable groups--were analyzed. The results showed that the most correlated variable group with burnout was the psychological personality protective variable, and the largest effect size variables among the variable groups were age (r = -0.3052), resilience (r = -0.5415), calling (r = -0.526), turnover intention (r = 0.5021), and interpersonal relationships (r = -0.4552). However, the variables in the psychological personality risk variable were not statistically significant. Although more thorough validation by follow-up studies is still required, these findings offer a more scientific data reference for the prevention and improvement of burnout among early childhood teachers in Korea and suggest a direction for future research.

The emotional intelligence models have helped to develop different tools for construct assessment. Each theoretical paradigm conceptualizes emotional intelligence from one of two perspectives: ability or mixed model. Ability models consider emotional intelligence as a pure form of mental ability and therefore as pure intelligence. Mixed models of emotional intelligence combine mental capacity with personality traits. The trait models of emotional intelligence refer to the individual perceptions of their own emotional abilities. Cognitive learning involves placing new information into existing frameworks and modes of understanding.

The purpose of this study was to examine the effect of English language teachers' perfectionism and self-efficacy perceptions on their professional motivation levels. The research was a relational survey model and causal comparison research. The study consisted of 450 English teachers working in official primary and secondary schools affiliated to the Ministry of National Education (MoNE) in Zonguldak province and its districts in the 2021-2022 academic year. "Personal Information Form", "Multidimensional Perfectionism Scale", "Teacher Self-Efficacy Scale" and "Teacher Professional Motivation Scale" were used as data collection tools. Frequency, percentage, arithmetic mean, t-test for independent groups, one-way analysis of variance, correlation analysis and regression analysis were used to analyse the data. As a result of the study, it was found that English language teachers' perfectionism varied in favour of teachers with 0-5 years of professional seniority according to professional seniority; it did not vary according to gender and institution of employment. It was seen that self-efficacy perceptions changed in favour of female teachers according to gender, in favour of teachers with 0-5 years of professional seniority according to professional seniority, and in favour of teachers working in primary schools according to the institution of employment. It was seen that professional motivation levels changed in favour of teachers with 0-5 years of professional seniority according to professional seniority, in favour of teachers working in primary schools according to the institution of employment; it did not change according to gender. There was no significant relationship between English teachers' professional motivation levels and their perfectionism, but there was a significant relationship between English teachers' professional motivation levels and their self-efficacy perceptions. A positive, significant and low level relationship was found between perfectionism and self-efficacy perception general scores. The variables "order", "parental criticism", "parental expectations" and "effectiveness for classroom management" were found to be predictors of English teachers' professional motivation levels.

Narcissism is a phenomenon that can have serious consequences for organizations and their employees. On the other hand, employees who show organizational citizenship behaviors, such as helping their colleagues, can help create a positive and productive work environment. In this study, it was aimed to determine teachers' perception levels of organizational narcissism and citizenship, the relationship between narcissism and citizenship, and the effect of narcissism on citizenship. The research was conducted on 400 teachers. Data were collected using the Organizational Narcissism Scale and Organizational Citizenship Scale. As a result of the research, it was determined that teachers' perceptions of organizational narcissism and organizational citizenship were at a moderate level. However, there are significant positive relationships between organizational narcissism and organizational citizenship. In addition, organizational narcissism was found to be a significant predictor of organizational citizenship. In the light of the results obtained from the research, suggestions for researchers and future research are given.

In this study, the researchers aims to uncover the social factors that affects the students mental health of the junior high school students. The study participants are the Junior High school students of Northwestern Agusan Colleges. Based on the results, social factors contributes on the upbringing of the students and how they view their own selves. Furthermore, the results showed the extent of the effects of community programs and occurrence of incidents have greatly affects the mental health of the students.

This study aims to investigate the relationship between childhood traumas, dark triad personality traits, and obsessive beliefs. Personal Information Form, Childhood Trauma Questionnaire, Short Dark Triad Scale, and Obsessive Beliefs Questionnaire were used to collect data in the study. A total of 480 volunteers, of which 306 were female and 174 were male, participated in the study. Pearson Correlation Analysis, independent samples t-test, and Parallel Multiple Mediator Variable analysis were used for the analysis of the obtained data. The correlation analysis results showed that childhood traumas were significantly and positively associated with both dark triad personality traits and obsessive beliefs. Male participants' psychopathic personality traits mean scores were found to be significantly higher than those of females. Mediation analysis results show that the psychopathic personality traits had a mediating effect on the relationship between the physical and emotional neglect and abuse sub-dimensions of childhood traumas and obsessive beliefs. The findings were discussed visà-vis the available relevant literature and suggestions were presented.

The COVID-19 pandemic caused an alteration in many industries. The utilisation of distance learning opportunities has rapidly increased. This study aimed to evaluate teacher attitudes towards distance learning and demonstrate the effects of their personality traits and job satisfaction on their attitudes and the relationship among these factors. This cross-sectional study was conducted through an online questionnaire. Four hundred sixty-four teachers from several schools, different units and fields of study attended the research. The data was collected via the Introductory Information Form, Attitude Scale Towards Distance Learning (ATDL), Big Five Personality Traits Scale (BFPTs), and Job Satisfaction Scale (JSS). When the total points from the attitude scale towards distance learning are compared, there is no significant difference in gender, branch, institution, or working at the weekends, but age, educational background, having a child, and income satisfaction have a significant effect. There was no relation between any personality trait and attitude towards distance learning. Because variables such as age and income satisfaction affect the attitude towards distance learning, changeable variables emerge. It is essential to support older teachers in technology use. Making necessary alterations in teachers' incomes should be considered an essential factor. The reasons for the fact that teachers still prefer in-person education should be investigated. Physical condition sufficiency can be related to the perception of distance education qualification, and a sufficient technological structure can contribute positively.

This research analyzed the predictive effect of personality types on online unethical behaviors and the relationship between these two variables. Online unethical behaviors are discussed in terms of gender, educational level, and ethics course experience. The study group of the research conducted in the correlational survey model consisted of 269 female and 261 male university students studying at the associate and undergraduate levels. The research data were collected using the Five Factor Personality Scale and the Online Unethical Behavior Scale. Correlation, independent samples t-test, and stepwise regression analysis were used in the data analysis. As a result, agreeableness and conscientiousness personality types were found to predict online unethical behaviors. Further, the correlation analysis results indicated that all personality types except neuroticism had a negative and significant relationship with online unethical behaviors. Additionally, the t-test results suggest a significant relationship between gender and online unethical behaviors. Overall, the study concluded that there was no significant relationship in terms of ethics course experience and educational level. The findings were discussed within the literature framework, and suggestions are given.

The current study comparatively examines the emotional intelligence and perfectionism of gifted and non-identified students. A total of 857 students participated in the study. Data were collected through the Positive and Negative Perfectionism Scale, which measures students' perfectionism levels and the Bar-On Emotional Quotient Inventory Youth Version EQ-i:YV, which measures students' emotional intelligence. Our findings indicate that gifted students' scores in the intrapersonal and adaptability subdimensions of emotional intelligence and their overall scores in emotional intelligence are higher than those of non-identified students; while non-identified students' average score of positive perfectionism is higher than that of the gifted students. Additionally, we found a negative correlation between positive impression and negative perfectionism in the non-identified group, while the correlation between these variables was positive amongst the gifted participants. Our findings may help design successful educational and guidance programmes for the gifted and their non-identified peers and in-service programmes for their teachers and counsellors.

Boredom is a topic worth studying, especially the impact of boredom on college students' study is worthy of further study. This research explained the related concepts of boredom firstly. According to the research content of previous researchers, boredom was divided into external influences and internal influences. The researcher also combined the 4 variables of boredom and college students' learning attitude, academic achievement and college students' behavior to explore their relationship. The researcher hope that this kind of relationship can provide advice to educators that will affect college students from different aspects and help college students improve their academic achievement.

Many current investigations have analysed adolescents' risky ICT behaviours (such as excessive or addictive use), but few have explored the characteristics of low-risk behaviour in this regard. This study aimed to explore the psychosocial profile of a sample of 593 Spanish adolescents aged 13 to 18 who have been categorized as low-risk ICT users. To this end, the low-risk ICT use group was calculated using the "multitasking while doing homework index" and a set of items on risky ICT behaviour. Chi-squared and t-tests were performed and a forward stepwise binary logistic regression was carried out to determine the explanatory variables for low-risk ICT use. The results showed that some 7.1% were classified as low-risk ICT users, with a higher percentage of girls. These users' profile was characterised by: lower digital self-efficacy with social networking applications; less generalized ICT use and a less dependent attitude; less extroversion and more agreeableness and conscientiousness; higher academic self-concept; having rules for ICT use at home; and less insecure and anxious attachment to parental figures. The variables that predicted the likelihood of low-risk ICT behaviour were: high academic self-concept; low perceived separation anxiety from loved ones; and high agreeableness scores. These results are useful for proposing psycho-socio-educational interventions to promote healthy ICT use.

Evaluating other people's moral character is a crucial social cognitive task. However, the cognitive processes by which people seek out, prioritize, and integrate multiple pieces of character-relevant information have not been studied empirically. The first aim of this research was to examine which character traits are considered most important when forming an impression of a person's overall moral character. The second aim was to understand how differing levels of trait expression affect overall character judgments. Four preregistered studies and one supplemental study (total N = 720), using five different measures of importance and sampling undergraduates, online workers, and community members, found that our participants placed the most importance on the traits "honest, helpful, compassionate, loyal," and "responsible." Also, when integrating the information that they have learned, our participants seemed to engage in a simple averaging process in which all available, relevant information is combined in a linear fashion to form an overall evaluation of moral character. This research provides new insights into the cognitive processes by which evaluations of moral character are formed.