Search citation statements
Paper Sections
Citation Types
Year Published
Publication Types
Relationship
Authors
Journals
Moral maturity, defined as the competence in moral emotions, thoughts, judgments, attitudes and behaviors, is one of the most important qualities that the would-be teachers at Faculties of Education must possess. Teachers with moral maturity will train students with the qualities of reliability, responsibility, fairness, objectivity, consistency and legitimacy. Creation of positive classroom environments is crucial in the teaching-learning process to ensure that students achieve moral maturity. Although this process is mostly related to teacher competence, it is also affected by student behaviors because resistance behaviours towards the process may cause failure, negatively affect the quality of education and make teachers' tasks more difficult. This study set out to identify the relationship between pedagogical formation students' moral maturity and their views on resistance behaviors towards the teaching-learning process. The study utilized relational screening model. Universe of the study was composed of 650 students attending the formation program at Abant İzzet Baysal University in 2015-2016 academic year. The Scale of Moral Maturity and Resistance Scale for Education Faculty Students were used in the study as data collection tools. Means, standard deviation and correlation analyses were undertaken during data analysis. According to research results, in terms of the teaching-learning process, students agreed with resistance behaviors in class in general and in terms of the sub dimensions, students expressed they never displayed resistance behaviors in class, they were ambivalent about their personal and professional ideas about the instructors and relationships with friends and they didn't agree with future benefits of education. Students mainly selected the option of "rarely" in the moral maturity scale. A negative and low level significant relationship was found between students' moral maturity levels and their resistance behaviors towards the teaching-learning process.
Moral maturity, defined as the competence in moral emotions, thoughts, judgments, attitudes and behaviors, is one of the most important qualities that the would-be teachers at Faculties of Education must possess. Teachers with moral maturity will train students with the qualities of reliability, responsibility, fairness, objectivity, consistency and legitimacy. Creation of positive classroom environments is crucial in the teaching-learning process to ensure that students achieve moral maturity. Although this process is mostly related to teacher competence, it is also affected by student behaviors because resistance behaviours towards the process may cause failure, negatively affect the quality of education and make teachers' tasks more difficult. This study set out to identify the relationship between pedagogical formation students' moral maturity and their views on resistance behaviors towards the teaching-learning process. The study utilized relational screening model. Universe of the study was composed of 650 students attending the formation program at Abant İzzet Baysal University in 2015-2016 academic year. The Scale of Moral Maturity and Resistance Scale for Education Faculty Students were used in the study as data collection tools. Means, standard deviation and correlation analyses were undertaken during data analysis. According to research results, in terms of the teaching-learning process, students agreed with resistance behaviors in class in general and in terms of the sub dimensions, students expressed they never displayed resistance behaviors in class, they were ambivalent about their personal and professional ideas about the instructors and relationships with friends and they didn't agree with future benefits of education. Students mainly selected the option of "rarely" in the moral maturity scale. A negative and low level significant relationship was found between students' moral maturity levels and their resistance behaviors towards the teaching-learning process.
Çalışmanın amacı, sağlık yöneticisi adaylarının karar verme tarzları ile bilişsel esneklik arasındaki ilişkinin araştırılmasıdır. Bu amaçla Sağlık Yönetimi lisans eğitimi gören sağlık yönetici adayları üzerinde bir araştırma gerçekleştirilmiştir. Araştırmada veri toplama aracı olarak anket tekniği kullanılmıştır. 334 katılımcıdan elde edilen veriler SPSS ve AMOS programları aracılığı ile değerlendirilmiştir. Bilişsel esneklik ile karar verme tarzları arasındaki ilişki Yapısal Eşitlik Modellemesi (YEM) ile test edilmiştir. Katılımcıların bilişsel esneklik düzeyleri ile ilgili ifadeler incelendiğinde ‘Bir problemin üstesinden gelebilmek için alternatif çözüm yollarını dinlemek ve değerlendirmek isterim” (5,39) ifadesi en yüksek ortalamaya sahiptir. Öte yandan katılımcıların karar verme davranışları ile ilgili ifadeler incelendiğinde, “Karar vermem için sorunun üzerinde dikkatle düşünmem gerekir” ifadesi 4,24 ‘lük ortalama ile en çok katılım sağlanan ifadedir. Çalışma sonucunda bilişsel esneklik ile rasyonel karar verme, ani karar verme ve kaçınan karar verme tarzları arasında istatistiksel olarak anlamlı ilişkiler bulunmuştur. Hastanelerin farklı idari birimleri gibi mekanlarda gözlem, yorum ve analitik düşünme temelli uygulamalar yapılmasının sağlık yöneticisi adayı öğrencilerin karar verme tarzlarının geliştirilmesi ve bilişsel esnekliklerinin arttırılmasında etkili olacağı düşünülmektedir.
This paper sets out to explain how adolescents interpret piracy. Digital piracy is one of the most important risk behaviours mediated by new media to be found among adolescents. It is global, and changes dynamically due to the continued development of the information society. To explore the phenomena related to piracy among adolescent Internet users we need to apply qualitative research methods. The sample contained 1320 Polish respondents. The research used the technique of qualitative research. Data was collected using a form containing an open question. Adolescents will answer in the form how they interpret digital piracy. The categories characterize how piracy is perceived, and includes downloading various files—whether video or music files or even software (also games)—from unauthorized sources (P2P—Peer-to-peer ‘warez’ servers—websites which serve as repositories of illegal files). The qualitative data analysis allowed the identification of the following constructs in the perception of digital piracy by adolescents: ethical (giving value to the phenomenon), economical (showing profits and losses), legal (connected with punitive consequences and criminal liability), praxeological (facilitating daily life), technical (referring to the hardware necessary), social (the scale of the phenomenon and interpersonal relations), and personal benefits. The results fit into the discussion on the standard and hidden factors connected with piracy. The presented seven categories of the perception of piracy help us better understand the phenomenon of the infringement of intellectual property law and will help to develop appropriate preventive measures. Qualitative research makes it possible to understand the phenomenon of piracy from a deeper perspective, which can be translated into the design of effective educational measures. Preventive guidance on minimising risky behaviour is part of the development of one of the key competences, namely digital knowledge and skills. The research allowed us to enrich the theoretical knowledge on risky behaviours in cyberspace among adolescents (theoretical aim), to understand how to interpret risky behaviours in cyberspace (understanding of micro-worlds—cognitive aim), and to gather new knowledge that will be useful for prevention (practical aim).
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.