Статьи журнала - International Journal of Cognitive Research in Science, Engineering and Education
Все статьи: 400
Parametrical words in the sentiment lexicon
Статья научная
In this paper, the main features of parametrical words within a sentiment lexicon are determined. The data for the research are client reviews in the Russian language taken from the bank client rating; the domain under study is bank service quality. The sentiment lexicon structure is presented; it includes two primary classes (positive and negative words) and three secondary classes (increments, polarity modifiers, and polarity anti-modifiers). This lexicon is used as the main tool for the sentiment analysis carried out by two methods: the Naïve Bayes classifier and the REGEX algorithm. Parametrical words are referred to as the words denoting the value of some domain-specific parameter, e.g. the client’s time consuming. To distinguish the main features of parametrical words, the parameters relevant for the bank service quality domain are determined. The revised lexicon structure is proposed, with a new class (decrements) added. The results of the research demonstrate that parametrical words express implicit opinions, since parameters are not usually named directly in reviews. Only a small number of parametrical words can be ranged into the primary classes (positive or negative), but this ranging is domain-specific. It is the parameter that determines the domain specificity of such words. Most parametrical words are ranged into the secondary classes, and this ranging can be considered universal. The parametrical words denoting the increase of a parameter should be ranged into the increment class, as they intensify positive or negative emotions. The parametrical words denoting the decrease of a parameter should be ranged into the decrement class, as they reduce positive or negative emotions. The evident progress on the way to the sentiment lexicon universalization can be achieved by classifying parametrical words within the sentiment lexicon.
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Parental Supervision and Control as a Predictive Factor of Juvenile Delinquency
Статья научная
Parental control and supervision is considered one of the key factors in raising children. There are numerous studies and researches in the literature that have tried to prove the correlation between parental control and juvenile delinquency. The results of these studies have varied, sometimes confirming and sometimes denying a direct link between parental control and certain forms of juvenile delinquent behavior. However, the modern child and family go through a new socialization process that brings challenges for both children and parents. The goal of our paper is to clarify the terminological confusions present in this area and highlight the actuality of the issue of parental control over the behavior of minors. Through a review of existing domestic and foreign scientific literature, using quantitative and qualitative content analysis, comparative analysis and comparative and historical methods, we want to point out the importance of parental control and supervision in shaping the behavior of minors, with special reference to the manifestation of delinquent patterns. The results of our research indicate a significant correlation between different forms of parental control and supervision with the behavior of minors, with noticeable changes compared to traditional methods of control. The obtained results emphasize the need for educating and advising parents about modern achievements in this area, as well as providing support in adapting to new trends and security challenges, including the impact of information technology, social media and other factors that are now part of everyday life and were not present in the past. The practical importance of our research implies that the theoretical conclusions can be used as a basis for further research in the field of parental control and supervision, as well as juvenile delinquency, with the aim of developing measures for its prevention.
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Parental involvement in education and collaboration with school
Статья научная
This paper presents the results of the research which was aimed to examine the connection between the collaboration between family and school, and parental involvement in education. The sample included 198 parents of senior primary school students in South-Eastern Serbia. For the purposes of the research, a Questionnaire was designed which consisted of 30 items, grouped into two parts: the first part deals with forms of family and school cooperation, and the second focuses on parents’ perception of educational techniques. Chi-square test shows that the most common form of parental cooperation with school is parent meeting, and that mothers are more engaged than fathers when it comes to parent meetings and lectures for parents. Based on parents’ assessments of education techniques, understanding and support is the education technique that dominates parental involvement in children’s education, while high level of control had a lower score. There were differences observed in parents’ assessments of education techniques analysed by t-test, where more withdrawal from children, as well as less control in are shown more by fathers than by mothers. Examination of the predictive properties of independent variables was tested using linear regression. The obtained research results on the impact of certain forms of cooperation with school on parental involvement in education have shown that lectures for parents and conversations at the initiative of the class teacher are predictors in creating desirable patterns of parental behaviour by granting children the right to their opinion. Gaining empirical insight into the mentioned relations benefits future research and practice of education efforts of the family and school.
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Parenting style in the context of the conflict between parental and business roles
Статья научная
The paper discusses the connection between parenting style and the scope of the conflict between parental and business roles. For a parenting style, we used the concept of Dianne Baumrind (1966/2002), who defined three basic types of a parent-child relationship: authoritarian, authoritative and permissive. The problem of conflict is accessed through the theory of work-family conflict, the Greenhaus and Beutell model (Greenhaus and Beutell, 1985), according to which the impact of work on a family consists of three sub-dimensions: time-based conflict, strain-based conflict, and behaviour-based conflict. The survey involved 204 respondents - employed parents with at least one child aged 3 to 16 years. The results of the research have shown that the authoritarian and the permissive parenting style is accompanied by a more obvious conflict of parental and business roles, while the positive effect of employment is linked to the authoritative parenting style. Implications of the obtained findings show that business and family responsibilities enable parents to participate in multiple roles, that can be used to promote their growth and development and better functioning in the parental role.
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Parents and friends as factors of child`s behavior at school: a comparison of multiple correlation
Статья научная
Why are some children lonely, aggressive or they behaving prosocially at school? This study tends to answer the research question: how are family and peer relations associated with the social behavior of the pupils in mid childhood and early adolescence (3rd grade and 7th grade pupils), respectively. The hypotheses refer to the differences in the connections of the family and peer relations with the student’s social behavior at school. The data gathered from 194 examinees were elaborated in the research, as follows: 3rd grade pupils (85) and 7th grade pupils (109). The data from third grade pupils shows that multiple correlation between family variables in regards to loneliness is more significant (R=0.639, p0. 05) which is not significant. For aggressive behavior both correlations: family (R=0.494, p
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Parents attitude: inclusive education of children with disability
Отчет
This article reports the findings of a study designed to explore the attitudes of parents of “normal” developing children toward the inclusion of children with disabilities into mainstream education in Macedonia. Specifically, the study was designed to explore the similarities and differences in the attitudes of two groups of parents: a group of parents of preschool children and a group of parents of school age children. Participants included 88 parents. Generally, many of the parents accept inclusive education, but most of them still think the special school is better place for education of children with disability.
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Parents opinions of the impact of computers on the social behavior of children
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This paper introduces the impact of computers in the social development of the child. There is quite little research on this topic. The sample survey was made in the municipalities of the Crveni Krst, Palilula, Niska Banja and Medijana. The questionnaire contains fifteen questions that have closed. A descriptive-analytical methods. Overall, most research shows the damaging effects of computer use. In this paper, we come up with some facts that confirm the opinions of other researchers and also give an opportunity to also use for further research. Being dependent on the site and the social environment is different and the results of the research.
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Partnership between teachers and school counsellors for quality learning and work in the community
Статья научная
This article discusses the topic of schools as a learning communities from the perspective of the collaboration of two groups of school workers - teachers and school counsellors. The introduction defines how the concept of schools as learning communities is understood and how it is related to the concept of learning organizations. It also further elaborates on the key characteristics of learning communities. The first premise of the contribution is that through joint effort and collaboration, counsellors and teachers can more efficiently face the practical challenges of their work, both in providing help and encouragement to students and in ensuring better classroom work on the level of the whole school. The second is that they are important partners to each other in their professional development through joint reflections of their educational principles and expectations. The article further focuses on the quality of cooperation between counsellors and teachers in primary and secondary schools in Slovenia. The results of the empirical research show that both groups of school workers tend to evaluate their cooperation as either very good or good while teachers tend to be more satisfied. The questionnaire responses show that teachers believe collaboration can benefit them, however that they frequently leave decisions about work with specific students or classes to the counsellors. Establishing and maintaining partner collaboration is always a challenge, however, it is also crucial for effectively confronting contemporary challenges and ensuring quality learning for all and the contribution thus concludes with guidelines for establishing such a beneficial collaboration.
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Статья научная
This research focuses on the collaboration between preschool teachers and parents of children who need additional support in learning in kindergarten through the prism of the integrated approach to learning. The research was based on a general assumption that the success of the cooperation between preschool teachers and parents of children who need additional support in learning is inconsistent and with varying efficacy. The research was conducted in the 2019/2020 school year, on a sample group of 52 preschool teachers. The data collected by the Scaler Family involvement questionnaire ( alfa= .086) were analysed using descriptive statistics that showed that there are significant differences in preschool teachers’ assessment of mutual information sharing and activities of parents within the family, while there are none regarding parents’ participation in kindergarten activities. The results of the research are presented in the form of the conclusion, with pedagogical implications provided alongside.
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Статья научная
In this research the peculiarities of educational orientation in the course of learning at the selection of 86 teenagers depending on perception of the educational group by them have been studied. Reliability of the research has been provided with the use of the relevant techniques: "Interpersonal perception in the group" (Ilyin E.P., 2011) "Orientation on knowledge acquisition" and "Orientation on a grade" (Ilyin E.P., 2002). It has been specified that the teenagers with individualistic, collectivistic and pragmatical types of interpersonal perception of the group are oriented to different extents on a grade and knowledge in the course of learning. The provided data can be used by school psychologists, counseling psychologists, in aid of teachers and parents.
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Peculiarities of social and communicative competence of teenagers with different thinking styles
Статья научная
This article deals with the studying of the peculiarities of social and communicative competence in teenage years. The paper provides the results of the comparative analysis of the peculiarities of social and communicative competence of teenagers with different thinking styles.
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Peculiarities of the students' conceptual structures and basic beliefs correlation
Статья научная
The research is basically aimed at studying the students' conceptual structure and basic beliefs being formed and correlated as well as at their classifying in accordance with the level of integration and coherence. The students' conceptual structures and basic beliefs are analyzed in the article; special attention is paid to semantic, categoric and conceptual abilities coherence (homogeneity) and formedness. If speaking about methodology of the research, it includes theoretical and empirical methods. Theoretical, cluster and factor analyses as well as the Kruskal-Wallis rank sum test allowed us to define 5 clusters (groups) with low, medium-low, mean (average), high and extraordinary indices of the students' conceptual structure and basic beliefs formedness. These clusters significantly differ at levels from p≤0.01 to p≤0.05. The students' conceptual structure and basic beliefs correlations form the level systems classification characterized by different coherence of these levels. It is sufficient to conclude that different basic beliefs are the core of the students' subjective inner world and are correlated with these beliefs conceptual structures specificity. The attained results prove the phenomenon of the intellectual resource “splitting”: the intellectual resource can split into productive and non-productive components in case of high-level intelligence, i.e. if the intelligence level is too high the intellectual resource and its basic components can be insufficiently formed and/or poorly developed.
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Pedagogical and psychological basis of moral education
Статья научная
Analyses of pedagogical and psychological literature show that education and upbringing are oriented to nursing moral values. In pedagogy’s historical context, the most important goals are education, development, and self-development of life experience and student’s perception of efforts to build values in their own life. In different historical periods, different moral values appear in the society. They are united by being directed towards humanism and on the basis of personal experience they represent completeness of general principles and norms of student’s behavior towards other people, nature, society and towards student’s themselves in the name of the common good. The already formed moral values have regulatory function in student’s life. The research problem is connected with humanization of the educational process.
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Pedagogical practice way of connecting pedagogical theory and practice
Статья научная
The issue of linking educational theory to educational practice (educational work with young people) is highly topical and important issue for the science of pedagogy. One way of achieving this task is a pedagogical practice (PP) students. In paper we deal with identifying, comparing, and analyzing the curricula of vocational (Curriculum for Preschool Teacher (2007) and academic (Curriculum for Educators (2007). Studies Teacher Training in Serbia, as well as educational disciplines and areas of pedagogical science derived from them. The results showed many similarities, but also differences when it comes to educational disciplines that are taught, the name of pedagogical practice, the number of classes to implement, ECTS (European Credit Transfer System), which affect the quality and coherence of educational theory and educational practice. In order to identify similarities and overcome weaknesses that accompany the pedagogical practice analysis, we came to know about the specifics of each of the six pedagogical practice. For each pedagogical practice defined specific goals and tasks arising from the curriculum, and in particular pedagogical disciplines taught at university. Each of these pedagogical practices is the ability to connect educational theory and educational practice and direct way to increase the quality of training and competence of future teachers for direct work with children.
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Peer assessment of teacher performance. What works in teacher education?
Статья обзорная
Peer assessment is increasingly used in schools and higher education, especially in health education. However, there remains insufficient evidence that peer assessment conditions are beneficial for teacher education. In this article, empirical research literature on peer assessment of pre-service teaching performance are reviewed. The articles were from the ERIC and Scopus databases, from 2002 to 2020. Only fifteen studies met the selection criteria described herein. The studies differed in the type of assessment used but converged toward the conclusion that incorporating peer assessment into different stages of teacher education was appropriate and worthwhile. We discuss the theoretical perspectives on why peer assessment might work in teacher education, pointing out practical implications for decision-makers in this field. Finally, recommendations and constraints for researching and implementing peer assessment are discussed from the perspective of innovation within pre-service teacher education.
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Personal predictors of online teaching - experiences of the teachers in Serbia in the COVID regime
Статья научная
The pandemic of the COVID-19 virus initiated a rapid organizational transformation of teaching at all levels of education and its implementation in a virtual environment. In this context, teachers’ perceptions of the predictors of online teaching largely determined the quality of its current implementation, but also the character of its further application in the future. Using the survey method, research was carried out with the aim of examining the attitudes of teachers in Serbia about personal predictors of online teaching and their determinants, in the past two school years. Personal predictors of online teaching are operationalized through the cognitive and affective competence of the teachers, as well as through organizational and technical support. Six hundred and seven teachers, who teach in the first three cycles of education, from all districts of the Republic of Serbia, participated in the research. Regarding all personal predictors considered, teachers evaluate cognitive competence as the most important predictor of the implementation of online teaching, then affective competence and finally, organizational and technical support. As the results of the research suggest, a significant influence of the dominant online experience, of the applied online platform, work experience and educational cycle on teachers’ perceptions of affective competence as a predictor of online teaching were determined, while the perceptions of organizational and technical support were significantly influenced by the place where the school was located and the applied online platforms. The obtained results may have implications for pedagogical practice and professional development of teachers in terms of consideration and awareness of the role of various personal predictors required for the successful use of modern educational technology.
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Статья научная
This study examined psychological characteristics and behavioral regulation in codependent women. The study aimed to identify personality traits, approval motivation, and empathy levels as predictors of behavioral regulation in codependent women. A total of 102 women (mean age 30.39 years) in relationships or related to alcohol, drug, or non-chemical addicts participated. Psychological testing and survey were used to assess codependence, aggression, empathy, need for approval, cognitive regulation of emotions, and self-regulation strategies: codependency Self-Inventory scale (CSIS; B. Weinhold, J. Weinhold); questionnaire “Auto- and Aggression to others” (E.P. Ilyin); method “Diagnosis of the level of empathy” (V. V. Boyko); Marlowe-Crowne Social Desirability Scale (adapted by Yu.L.Khanin); The questionnaire of cognitive regulation of emotions (Rasskazova E.I., Leonova A.B., Pluzhnikov I.V.) and the questionnaire “Style of self-regulation of behavior” (Morosanova V.I.). Results suggest that personal characteristics, approval motivation, and empathy can predict the severity of codependence, manifestation of aggressiveness, self-regulation strategies, and cognitive regulation strategies in codependent women.
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Perspective of cognitive thinking and reflective teaching practice
Статья научная
The factor analysis was used to ascertain the factors reflecting the most important attitudes of the respondents concerning reflective thinking in the classroom: self-evaluation, feedback and recording, improvement and analysis of teaching materials, assessment, concepts and misconceptions, construction of knowledge, metacognition and permanent improvement. The results of this research showed statistically significant differences among the aforementioned factors concerning the cycle of education (elementary school teachers and middle school teachers) and work experience (0-5, 6-10; 11-20; over 20 years of experience). The differences were obtained by parametric statistics, calculated using the t test and ANOVA test, p
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Phraseological units with the conjunction or in the English language
Отчет
This paper presents the results of research devoted to the phraseological units with the conjunction or, analyzed from the viewpoint of their semantic integrity, structure and means, providing their stability and cohesion.
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Отчет
The monitoring and recording of the individual characteristics of children are very important for the development of quality education. Also the views of the teachers about the differences in the development, the potentials and the affinities of the children in the early school period are especially important. The quality education process in the modern school should be adapted to the individual potentials of the children. The children are individuals with their own integrity and characteristics. (Johnston and Halocha, 2010). They have individual pace and develop individual approaches in the learning process. This individual pace in the development of the children requires the teachers to regularly monitor and record the individual characteristics and differences of the children, monitoring the children’s interests, planning instruction which will adapt to the different learning approaches and the different pace of progress of the students. Setting out from this paradigm, this paper, which is based on a realized research, aims to offer findings about the treatment of the individual characteristics of the early school-age children in our country. According to this, we carried out a research in four primary schools in Skopje, which showed us that the teachers lack the appropriate conditions and possibilities to monitor and record the individual characteristics and the specific differences of the students in the early school period.
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