Case Study of a Hybrid Undergraduate Elementary Certification Program

Popa, Carmen; Laurian, Simona; Bochiș, Laura; Fitzgerald, Carlton J.; Bîrle, Delia; Bonchiş, Elena

doi:10.4018/978-1-4666-7244-4.ch014

Cited by 3 publications

(2 citation statements)

References 5 publications

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“…Our study has several limitations that need to be analyzed, and a first thing can be connected to the selection of study participants, mostly females. However, the limit is justified by the fact that the participants were selected from specializations followed mainly by female graduates [see for example the data presented by Popa et al (2015) , related to the particularities and structure of groups of students in the Pedagogy of Primary and Preschool Education, Faculty of Socio Humanistic Sciences, University of Oradea]. Another limitation is that the research could have had a mixed, explanatory, and predictive purpose, but the small number of subjects allowed only an explanatory research design.…”

Section: Discussionmentioning

confidence: 99%

Psychological Variables Explaining the Students’ Self-Perceived Well-Being in University, During the Pandemic

2022

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IntroductionIn the coronavirus disease 2019 (COVID-19) pandemic, Romanian universities switched to emergency relocation and online education, with students experiencing a sense of isolation, which affected their well-being, pace and normal learning style, relationships with other colleagues, and Professors. Beyond the technological obstacles that have arisen in learning, the aim of this study is to highlight the psychological variables that are associated and that explain the self-perceived well-being of students, in university, in the pandemic. The psychological variables studied were the following: the level of openness and personal autonomy, as personality traits of students but also the mechanisms for regulating their academic motivation.MethodWe used a questionnaire-based survey, wherein all four research instruments had been validated and adapted to the investigated population. The subjects were BA and MA students at the University of Oradea, Romania (N = 150), the majority being females (95.5%) with the age range of 27 years old. Pearson Correlation and Multiple Linear Regression were used to test the two hypotheses.ResultsResearch data obtained in the correlation analysis, point out association relationships with moderate and high effects size, between positive attitude toward self, others and student life and: openness to learning, openness to aesthetics, behavioral autonomy, cognitive autonomy, intrinsic motivation, and identification motivation. Furthermore, in regression analysis, it was revealed that regarding the variance of results concerning students’ self-perceived well-being in university (positive attitude toward oneself, others, and student life), it contributes both of students’ personality traits (such as openness and personal autonomy) and their intrinsic motivation and identification motivation.ConclusionThe fundamental conclusion of the research is that, although the personality traits of students explain in a higher percentage the variability of results in students’ self-perceived well-being (in terms of positive attitude toward self, others, and student life), motivation regulation mechanisms play an important role, especially in the conditions of online activities. The results have direct implications for the work carried out in universities. The educational policies developed by specialists and government will have to emphasize the ways of forming resilient student communities in periods of sudden transition and adaptation to change which take place in education and society.

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Section: Discussionmentioning

confidence: 99%

Psychological Variables Explaining the Students’ Self-Perceived Well-Being in University, During the Pandemic

2022

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“…A lower percentage (27.33%) follows the master's degree in Integrated Education in primary and preschool education. It is worth mentioning that in the Faculty of Socio-Human Sciences study programs at the University, most students are female, being majors that are more attractive to them (Popa et al, 2015). Thus, 95.33% of participants belong to the female gender, between 18 and 52 years (the average age is about 27 years).…”

Section: Participantsmentioning

confidence: 99%

Can Dysfunctional Negative Emotions Explain Students' Level of Academic Motivation in Online Learning at University?

Florescu

Bochiș

Barth

et al. 2023

RREM

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The study highlights the association relationship between students’ academic motivation level (N=150) and the variables related to dysfunctional negative emotions and physical health. Simultaneously, we analyze whether negative dysfunctional emotions can explain the level of academic motivation, provided that physical health is controlled. The research method used was a questionnaire-based survey. The working tools were: The Questionnaire for measuring the types of motivation regulation in the academic field (Robu & Tufeanu, 2020), The state of physical health from the Inventory of self-perceived well-being Subscale (Roşeanu & Răşcanu, 2008); Dysfunctional-Negative Emotions Subscale, from The Emotion Measurement Scale (Trip, 2007). According to the research results, the level of academic motivation (more specifically, intrinsic motivation and identification) is inversely associated with the level of negative dysfunctional emotions and directly with the state of physical health, with an average effect size. However, in the multiple regression analysis, given that the level of health is kept constant, only the level of identification motivation can be explained by the level of dysfunctional negative emotions. In conclusion, we emphasize the role of collaboration in this topic between specialists in education and mental health.

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The New Normal

Laurian-Fitzgerald

Fitzgerald

Popa

et al. 2021

Research Anthology on Adult Education and the Development of Lifelong Learners

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Adult learners are different from younger learners. Many have taken Knowles' ideas to work with adult learners as if they all are the same. Knowles described adult learners as more self-directed, willing to be responsible for what they do, unwilling to have teachers impose arbitrary information on them, ready to learn, task oriented, and experienced. Prather adds many adults have more immediate goals for their lives and careers. Kenner and Weinerman find adults want more collaborative relationships with professors. Adult students are unique and come to classes from a variety of backgrounds and circumstances, with different needs, wants, and learning preferences. Many students are prepared for college, while others are petrified. In this chapter, the authors argue that instructors should understand their students in order to help them be successful. Students are not alternative students; they are normal, intelligent people who can and will learn. Thus, the goal should be student-centered online learning.

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Case Study of a Hybrid Undergraduate Elementary Certification Program

Cited by 3 publications

References 5 publications

Psychological Variables Explaining the Students’ Self-Perceived Well-Being in University, During the Pandemic

Psychological Variables Explaining the Students’ Self-Perceived Well-Being in University, During the Pandemic

Can Dysfunctional Negative Emotions Explain Students' Level of Academic Motivation in Online Learning at University?

The New Normal

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