Journal articles: 'Educational orientation'

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Alsalem, Abeer Saleh. "Curriculum Orientations and Educational Philosophies of High School Arabic Teachers." International Education Studies 11, no. 4 (March 29, 2018): 92. http://dx.doi.org/10.5539/ies.v11n4p92.

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This study aims to investigate the curriculum orientations of High school Arabic teacher in Riyadh city and to examine the relationship between curriculum orientation and their educational philosophies. The quantitative method (descriptive study) was adopted in this questionnaire survey-based study. Mean and standard deviation for the overall of the curriculum orientations and for each orientation were obtained and Pearson correlation coefficient was also used to examine the relationship between the curriculum orientations and their educational philosophies. The results show that Arabic teachers of High school considered all five curriculum orientations with the self-actualization/ Humanism ranked the highest orientation and the cognitive process ranked the lowest orientation. The current study also indicates that there is a positive relationship at the level of (0.05) between the curriculum orientations and the educational philosophies of the Arabic language teachers in High school.

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Tait, Bill. "Object Orientation in Educational Software." Innovations in Education and Training International 34, no. 3 (August 1997): 167–73. http://dx.doi.org/10.1080/1355800970340302.

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Jung, Jihye, and Vikas Mittal. "Political Identity and Preference for Supplemental Educational Programs." Journal of Marketing Research 58, no. 3 (April 22, 2021): 559–78. http://dx.doi.org/10.1177/00222437211004252.

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The market for supplemental educational programs (SEPs)—tutorials, educational materials, summer programs—has burgeoned. Thus, it is important to understand factors that may influence parents’ choices for SEPs. This article examines how parents’ political identity affects their preference for SEPs contingent on their focus on self. Using two main educational orientations—conformance orientation and independence orientation—the authors argue that SEPs with conformance-oriented pedagogy may be preferred more by conservative parents due to their higher need for structure. This association of political identity with preference for SEPs is moderated by self-focus. Counterintuitively, when using political orientation to target messages for SEPs, firms should frame messages to focus parents on themselves for identity-consistent effects to manifest. Five studies, including a field study, test this theorizing and replicate key results using different measures of political identity and self-focus.

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Flum, Hanoch, and Avi Kaplan. "Exploratory Orientation as an Educational Goal." Educational Psychologist 41, no. 2 (June 2006): 99–110. http://dx.doi.org/10.1207/s15326985ep4102_3.

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Figlio, David, Paola Giuliano, Umut Özek, and Paola Sapienza. "Long-Term Orientation and Educational Performance." American Economic Journal: Economic Policy 11, no. 4 (November 1, 2019): 272–309. http://dx.doi.org/10.1257/pol.20180374.

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We study the role of Long-Term Orientation on the educational attainment of immigrant students. Controlling for the quality of schools and socioeconomic characteristics, students from long-term oriented cultures perform better in third grade reading and math, have larger test score gains over time, fewer absences and disciplinary incidents, are less likely to repeat grades, more likely to enroll in advanced high school courses, and are more likely to graduate from high school in four years. Evidence on mechanisms suggests that both parents’ educational choices for their children and social learning from peers are important mechanisms. (JEL H75, I21, I26, J15, Z13)

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Devins, David, Reina Ferrández-Berrueco, and Tauno Kekale. "Educational orientation and employer influenced pedagogy." Higher Education, Skills and Work-Based Learning 5, no. 4 (November 9, 2015): 352–68. http://dx.doi.org/10.1108/heswbl-03-2015-0010.

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Purpose – The purpose of this paper is to explore the relationship between educational orientation and employer influenced pedagogy and to consider some implications for work-based learning (WBL) higher education (HE) policy and practice in Europe. Design/methodology/approach – The paper draws on purposefully selected case studies to describe the key attributes of WBL related pedagogy associated with three HE programmes in Finland, Spain and the UK. Findings – The national regulatory environment has a key role to play in issues associated with WBL pedagogy. The case studies also demonstrate a pluralistic approach to pedagogy and the key role that employers play in both providing regular intelligence to inform curriculum design and contributing to pedagogy. Research limitations/implications – The small number of case studies limits the opportunity for generalisation and the level of analysis masks subtle and interesting differentiations in pedagogy worthy of further exploration. Practical implications – The paper highlights implications for government to provide the vision and regulatory environment to encourage WBL and for universities and academics to design and implement innovative, pluralist pedagogies. Originality/value – The paper provides a new framework and a unique analysis of programme level case studies from three European countries.

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FILATOV, V. O. "SIGNIFICANT DIRECTIONS IN EDUCATIONAL AND PROFESSIONAL ACTIVITIES OF PSYCHOLOGIST STUDENTS." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 2, no. 1 (2021): 81–85. http://dx.doi.org/10.36871/ek.up.p.r.2021.01.02.010.

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The article deals with the question of life-meaning and value orientations, personality orientation and worldview of psychology students. Revealed significant indicators and analyzed the features of these integral personality characteristics. The results of the correlation analysis made it possible to identify and describe the relationship between life-meaning and value orientations with the characteristics of life and professional self-determination.

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Fishman, Boris E., Bogdana S. Kuzmina, Olga A. Fokina, Natalia G. Bogachenko, Natalia B. Moskvina, and Svetlana P. Mashovetz. "On Strategic Orientation of Student Educational Activity." SHS Web of Conferences 50 (2018): 01056. http://dx.doi.org/10.1051/shsconf/20185001056.

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The article deals with the research in the field of the strategic orientation of educational activities in higher education. The necessity of applying a student-centered approach in such studies is revealed. It is noted that the factors influencing the strategic orientation of the student educational activity relate either to the space of ‘due’ or to the space of ‘being’. The invariant core of the graduate competence model belongs to the target-oriented space of the ‘due’. It includes 12 clusters of competencies and describes the normative context of the strategic orientation of the student educational activity. The personal context of this orientation is formed on the basis of a va riety of students’ goals in the space of ‘being’. It is characterized by student’s ideas about the relative importance of the qualities that one will need in future after graduation. The technique of establishing a hierarchy of combined graduate qualities is described. This hierarchy is determined by the student’s goals, which can be reflected through the subjective significance of the considered qualities for one. The analysis of results showed that the gender of the student and the character of his future labour activity significantly influence one’s strategic orientation.

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Rashotte, Judy, and Margot Thomas. "Incorporating Educational Theory Into Critical Care Orientation." Journal of Continuing Education in Nursing 33, no. 3 (May 1, 2002): 131–37. http://dx.doi.org/10.3928/0022-0124-20020501-08.

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Gatawa, Mudassir Ibrahim, and Ibrahim Yusuf. "INTERNAL VERSUS EXTERNAL LOCUS OF CONTROL AMONG STUDENTS IN TERTIARY EDUCATIONAL INSTITUTIONS: A REVIEW OF RELATED LITERATURE AND IMPLICATIONS FOR EDUCATIONAL PSYCHOLOGY." Sokoto Educational Review 16, no. 2 (December 31, 2015): 10. http://dx.doi.org/10.35386/ser.v16i2.125.

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This paper examined issues related to the search for means of improving performance among learners through explaining one of the psychological basis of academic achievement, that is, Locus of Control (LOC) which is a personality variable. The concept and different orientations of LOC were discussed. The issue of age, familial origins and gender with relevance to LOC were discussed. The desirability or otherwise of the internal and external LOC was also discussed. The paper concluded that higher external orientation and higher internal orientation could lead to anxiety and frustration in some instances. Implications for Educational Psychology were raised, which included counselling students to realize their mistakes, so that they don’t attribute their expected failures to the teacher or something else. They should also be counselled not to set unachievable goals that when effort put in place failed, the situation would not result into anxiety and frustration.

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Bas, Gokhan, and Cihad Senturk. "Teachers' educational beliefs and curriculum orientations: A relational research." Teachers and Curriculum 19, no. 1 (July 17, 2019): 45–53. http://dx.doi.org/10.15663/tandc.v19i1.336.

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The purpose of this study was to examine the relationship between teachers’ educational beliefs and curriculum design orientation preferences. In this research, prediction research design, one of the correlation models, was employed. The study group consisted of teachers (n = 182) working in public primary, elementary and high schools in Bilecik province, Turkey. The findings revealed there were significant relationships between the teachers’ educational beliefs and curriculum orientations. According to the regression analysis undertaken, the model was statistically significant as a whole and the teachers’ educational beliefs and curriculum orientations were significantly correlated. The teachers’ educational beliefs predicted 39% of the curriculum orientations. According to these results, it is suggested that the educational beliefs of teachers have a key role in shaping their curriculum orientations.

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Koris, Riina, and Petri Nokelainen. "The student-customer orientation questionnaire (SCOQ)." International Journal of Educational Management 29, no. 1 (January 12, 2015): 115–38. http://dx.doi.org/10.1108/ijem-10-2013-0152.

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Purpose – The purpose of this paper is to study Bayesian dependency modelling (BDM) to validate the model of educational experiences and the student-customer orientation questionnaire (SCOQ), and to identify the categories of educatonal experience in which students expect a higher educational institutions (HEI) to be student-customer oriented. Design/methodology/approach – This paper employs a cross-sectional quantitative survey study, mixed methods research, exploratory factor analysis and BDM. Findings – The validated model of educational experiences and the SCOQ; results indicate that students expect to be treated as customers in some, but not all categories of educational experience. Research limitations/implications – The authors contribute to existing literature on two fronts: the validated model of educational experiences and the categories of educational experience in which students expect to be treated as customers. Practical implications – The validated SCOQ presented in the paper may be used by other HEIs to assess the degree to which students expect a particular HEI to be customer oriented. Also, HEIs should assess students’ expectations concerning student-customer orientation before employing such an approach. Originality/value – The paper presents a validated model of educational experiences and a SCOQ. Additionally, the study does not investigate whether students expect a HEI as such to be student-customer oriented (as most studies have done so far); instead, the aim is to find out whether, in which categories of educational experience and to what extent students expect a HEI to be student-customer oriented. Thus, the study explores the phenomenon of student-customer orientation at a deeper level, i.e. separately at the level of educational experiences.

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Schwab, Susanne. "Achievement Goals in Students With Learning Disabilities, Emotional or Behavioral Disorders, and Low IQ Without Special Educational Needs." Journal of Cognitive Education and Psychology 13, no. 3 (2014): 357–74. http://dx.doi.org/10.1891/1945-8959.13.3.357.

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This study focuses on the goal orientations of students with and without special educational needs (SEN). The sample (mean age 13 years, 10 months) was composed of 37 students with low IQ, but without SEN; 37 students who were diagnosed as having learning disability (LD); and 37 students having emotional or behavioral disorders (ED). The groups were matched by IQ and gender. The results showed that students without SEN scored significantly higher in mastery goal orientation, significantly lower in performance-avoidance orientation, and had a lower work-avoidance orientation than students with LD or ED. Students with ED showed a significantly lower performance-approach orientation than students without SEN and students with LD. Results from correlational and regression analyses showed that SEN is always an explaining variable for goal orientation and that group differences cannot be explained by IQ, gender, actual achievement, self-estimation of achievement, and school anxiety.

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이주욱, 장지명, 김대희, Dongsoo Han, and 고재욱. "Exploring the Cultural Characteristics and Educational Orientation of." CNU Journal of Educational Studies 38, no. 1 (February 2017): 339–63. http://dx.doi.org/10.18612/cnujes.2017.38.1.339.

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Smanbaev, Ornok. "RURAL SCHOOL AS EDUCATIONAL AND PROFESSIONAL ORIENTATION SPACE." Bulletin of the Kyrgyz State University. I. Arabaev 2 (2019): 50–55. http://dx.doi.org/10.33514/1694-7851-2019-2-50-55.

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Kamatchi, R. "Service orientation – a new dimension with educational institutions." Indian Journal of Science and Technology 2, no. 8 (August 20, 2009): 61–64. http://dx.doi.org/10.17485/ijst/2009/v2i8.9.

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Wryobeck, John M., and Bernard E. Whitley Jr. "Educational Value Orientation and Peer Perceptions of Cheaters." Ethics & Behavior 9, no. 3 (September 1999): 231–42. http://dx.doi.org/10.1207/s15327019eb0903_4.

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Sidanius, Jim, Stacey Sinclair, and Felicia Pratto. "Social Dominance Orientation, Gender, and Increasing Educational Exposure1." Journal of Applied Social Psychology 36, no. 7 (July 2006): 1640–53. http://dx.doi.org/10.1111/j.0021-9029.2006.00074.x.

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Lewis, Scott E. "Goal orientations of general chemistry studentsviathe achievement goal framework." Chemistry Education Research and Practice 19, no. 1 (2018): 199–212. http://dx.doi.org/10.1039/c7rp00148g.

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The Achievement Goal Framework describes students’ goal orientations as: task-based, focusing on the successful completion of the task; self-based, evaluating performance relative to one's own past performance; or other-based, evaluating performance relative to the performance of others. Goal orientations have been used to explain student success in a range of educational settings, but have not been used in post-secondary chemistry. This study describes the goal orientations of General Chemistry students and explores the relationship of goal orientations to success in the course. On average, students report higher task and self orientations than other orientation. Task orientation had a positive relationship with exam performance and self orientation had a negative relationship with exam performance. Clustering students showed that for the majority of students task and self orientations moved concurrently and students with low preference across the three orientations also performed lowest on exams. Finally, students in classes using Flipped-Peer Led Team Learning, a pedagogy designed to bring active learning to a large lecture class, showed higher task orientation than those in classes with lecture-based instruction.

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Seginer, Rachel. "Future orientation in times of threat and challenge: How resilient adolescents construct their future." International Journal of Behavioral Development 32, no. 4 (July 2008): 272–82. http://dx.doi.org/10.1177/0165025408090970.

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Drawing on the importance of future orientation for adolescent development this analysis presents a model describing how future orientation is affected by high challenge (or resilience) in the face of political violence. The analysis consists of three parts. The first two present future orientation conceptualization and the psychological processes underlying threat and challenge/resilience, respectively. Consequently, the third part outlines an integrated model positing that the effect of challenge/resilience on future orientation is mediated by hope and moderated by four factors: cultural orientations, developmental period, interpersonal relationships, and intrapersonal characteristics.

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Chepurin, Anatolii Viktorovich. "Educational quest – one of the modern forms of professional orientation work." Современное образование, no. 3 (March 2018): 28–33. http://dx.doi.org/10.25136/2409-8736.2018.3.26672.

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This article considers the problem of disagreement in public interests, government order and personal orientations of students in choosing future profession, as well as demonstrates the need for conducting professional orientation work in schools in the new format with participation of employers and organizations of professional education. The subject of this research is the educational quest as a modern form of professional orientation work, which allows uniting efforts of the actors of professional orientation activities and achieve the set of expected results (personal, metadisciplinary, disciplinary) in professional self-determination over a fairly short period of time. The article analyzes the requirements of the relevant normative legal acts, scientific publication on the topic at hand, substantiated the technology of carrying out the educational quest “I’m going to be a laborer…” allows achieving the expected results in professional self-determination of the students in a short period of time: familiarize with the specialties in demand in their place of residence and enrollment requirements; formulate a personal evaluative judgment; continue to getting familiar with the studied profession or change your professional preference; using the suggested algorithm, explore the selected training program or degree. Besides the main disciplinary results, which are effectively achieved in the course of performing the tasks, the participants acknowledge the achievement of metadisciplinary results as well, such as the skill of teamwork, accumulation and processing of information, which are also important, or even instrumental, in further professional and personal self-determination.

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Aldahdouh, Tahani Z., Petri Nokelainen, and Vesa Korhonen. "Innovativeness of Staff in Higher Education - Do Implicit Theories and Goal Orientations Matter?" International Journal of Higher Education 7, no. 2 (March 10, 2018): 43. http://dx.doi.org/10.5430/ijhe.v7n2p43.

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Innovativeness has been believed to be a significant psychological construct underlying individual differences in adopting novel ideas, experiences or approaches. Although few recent studies have contributed to identifying the factors that predict innovativeness, there is a lack of research showing the impacts of implicit theories and goal orientations on innovativeness. This study aimed to investigate this matter. A sample comprising 315 staff members working in three Finnish higher educational institutions completed self-reported questionnaires. The results showed that the mastery goal orientation fully mediated the effect of both the entity theory of ability and personality on innovativeness. However, both entity theories failed to predict the performance-avoidance goal orientation, while the performance-avoidance goal orientation showed to be a significant, negative predictor of innovativeness. This study presents a promising framework for examining innovativeness in the higher educational context where further research is suggested.

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Otsuka, Keita, Kazuhiko Nakamura, Yasukazu Hama, and Kaoru Saito. "The Creation of Learning Scales for Environmental Education Based on Existing Conceptions of Learning." Sustainability 10, no. 11 (November 12, 2018): 4168. http://dx.doi.org/10.3390/su10114168.

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So far, evaluation of environmental learning has evaluated only single points in time; however, accumulated learning experiences should have greater effect on learning and on environmental problems. We investigate conceptions of learning and the accumulated educational experiences they reflect in the context of environmental education, which has a unique position in education systems. We developed and conducted a systematic survey in order to create a learning scale for environmental education conceptions; participants were Japanese high school students (N = 771). Analysis found that students’ conceptions of learning consist of six orientations: (1) Environmental Recognition/Conservation Responsibility Orientation, (2) Thought Expansion/Fulfillment, (3) Certainty/Applicability Orientation, (4) Teacher-Dependent Orientation, (5) Experience-Based Physical Activity Orientation, and (6) Duty-Adjusted Orientation. Factors (1), (2), and (5), above, are considered unique to environmental learning. Factor (1) reflects the societal content of environmental conservation, which is a criterion for evaluating environmental learning. In contrast, Factors (3), (4), and (6) are general educational factors mediated by elements such as academic achievement. The scale obtained from this research will help determine learners’ views of and degree of interest in environmental learning.

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Doustdar Toosi, Seyyed Ali, Seyedeh Olia Emadian, Marjan Soleymani, Leila Mohammadi, and Maryam Sadat Doustdar. "Relationship between Different Types of Educational, Emotional and Spiritual Intelligence and Second Grade High School Female Students’ Religious Orientation, in Sari, Iran." International Journal of Education and Literacy Studies 5, no. 4 (October 31, 2016): 116. http://dx.doi.org/10.7575/aiac.ijels.v.5n.4p.116.

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In the current research, we investigated how significantly the second grade high school female students’ educational, emotional, and spiritual intelligence were associated with their religious orientation. This research is descriptive (non- experimental) with a correlation design. The research population includes all of the second grade high school girl students, during the 2015-16 educational year in Sari, a city in the north of Iran. In this research, 260 samples were selected randomly. Research results showed that educational, emotional, and spiritual intelligence (independent variables) had positive and significant relationship with internal and external religious orientation (dependent variable). As the levels of educational, emotional, and spiritual intelligence increased, so did the level of religious orientation. Also the results of multiple regression analysis showed that educational, emotional, spiritual intelligence were anticipants of religious orientation and its dimensions (internal and external religious orientation).

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Shcherbina, Anna. "Axiological Orientation of Teacherʼs Personality in Preschool Educational Institution." Procedia - Social and Behavioral Sciences 146 (August 2014): 308–12. http://dx.doi.org/10.1016/j.sbspro.2014.08.137.

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Klaczynski, Paul A., and Hayne W. Reese. "Educational trajectory and ?action orientation?: Grade and track differences." Journal of Youth and Adolescence 20, no. 4 (August 1991): 441–62. http://dx.doi.org/10.1007/bf01537185.

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Severe, Michael K. "Sexual Orientation and Gender Identity Issues in Educational Ministry." Christian Education Journal: Research on Educational Ministry 18, no. 2 (August 2021): 229–31. http://dx.doi.org/10.1177/07398913211004608.

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Guthrie, James W. "The World’s New Political Economy Is Politicizing Educational Evaluation." Educational Evaluation and Policy Analysis 13, no. 3 (September 1991): 309–21. http://dx.doi.org/10.3102/01623737013003309.

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Educational evaluation conventionally has concentrated on measuring individual student achievement, appraising instructional methods and materials, and assessing program performance. Major issues in the field have been scholarly and methodological. The central career orientation of educational evaluators has been toward academic colleagues and practicing educators. However, contemporary education reform efforts aimed at using schooling to enhance national economic development are altering this conventional orientation. Managerial expectations are replacing professional relations as the prime orientation of the enterprise, and the broader environment in which evaluation takes place is becoming intensely politicized. This essay (a) explains the evolving human capital imperative and its relation to education, (b) links these schooling changes to economic development, (c) summarizes the historic orientation of the education evaluation field, (d) suggests the evaluation dynamics which develop when governments reshape schooling systems in order to enhance national economic growth, and (e) outlines an alternative model for educational appraisal.

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Campos, Alfredo, and Diego Campos-Juanatey. "Do Gender, Discipline, and Mental Rotation Influence Orientation on “You-Are-Here” Maps." SAGE Open 10, no. 1 (January 2020): 215824401989880. http://dx.doi.org/10.1177/2158244019898800.

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A common challenge people encounter in unfamiliar cities is finding their way using static maps. In the present study, we analyzed the relationship of a person’s mental rotation ability, college educational specialization (e.g., Architecture, Fine Arts, Psychology, and Business Studies), and sex with personal orientation when using “you-are-here” maps. We recruited a sample of 547 individuals, undergraduates who were tasked with orientation maps placed in different positions (e.g., 0º, 90º, and 180º). All three variables were related to the number of correct responses in orientation using these “you-are-here” maps. Participants with high mental rotation ability obtained significant higher correct orientations than those with low ability. Men obtained more correct orientations responses than women, and Architecture, Fine Arts, and Psychology undergraduates had more correct responses than Business Studies undergraduates.

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van der Heijden, Eva, and Maykel Verkuyten. "Educational attainment, political sophistication and anti-immigrant attitudes." Journal of Social and Political Psychology 8, no. 2 (September 30, 2020): 600–616. http://dx.doi.org/10.5964/jspp.v8i2.1334.

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Among a national sample of Dutch respondents (N = 1,155), this study examined whether the belief configuration of personal political orientation differs for individual level of education, and how it is related to negative attitudes toward immigrant-origin groups and refugee policies. In agreement with the ideological sophistication perspective, the endorsement of social conformity and the acceptance of group-based inequality were found to be more strongly part of the political orientation of higher compared to the lower educated participants. Furthermore, the endorsement of social conformity and acceptance of group-based inequality were associated with more negative feelings toward immigrants and more negative attitudes toward policies in relation to refugees. These findings add to the existing literature that has predominantly examined education and political orientation as two independent correlates of anti-immigrant and refugee attitudes.

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Khodyakova, N. V., and A. I. Mitin. "Addressing Psychological Mechanisms of Personality Development in Educational Environment Design." Психологическая наука и образование 22, no. 4 (2017): 101–9. http://dx.doi.org/10.17759/pse.2017220414.

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The paper discusses the problems and ways of implementing in educational design the relevant educational paradigm that focuses on personality development in students. The authors analyse various approaches in psychology and pedagogics to the phenomenon of educational environment and its special role in personality development of individuals. As it is shown, personality development in students occurs in the process of their situational interaction with educational environment and as a result of actualization of specific psychological mechanisms. The paper provides a typology of situations of personality development in educational environment (cognitive orientation; object and activity orientation; values and meaning orientation; holistic orientation).Each type of situation corresponds with its own basic psychological mechanisms of personality development. It is argued that the major psychological mechanisms of each of the four types of personality development situations are interrelated following the principle of complementing outer activity of the student with inner activity.

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Li, Jingyu, Mengxiang Li, Xincheng Wang, and Jason Bennett Thatcher. "Strategic Directions for AI: The Role of CIOs and Boards of Directors." MIS Quarterly 45, no. 3 (September 1, 2021): 1603–44. http://dx.doi.org/10.25300/misq/2021/16523.

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This paper applies upper echelons theory to investigate whether chief information officers (CIOs) and boards of directors affect the development of AI orientation, which represents firms’ overall strategic direction and goals regarding the introduction and application of artificial intelligence (AI)technology. We tested our model using a dataset drawn from 1,454 publicly listed firms in China. Our findings show that the presence of a CIO positively influences AI orientation and that board educational diversity, R&D experience, and AI experience positively moderate the CIO’s effect on AI orientation. Our post hoc analysis further demonstrates that these board characteristics represent contingencies that impact AI orientation but not conventional IT orientation. This paper contributes to the upper echelons literature and IT management research by offering contextualized arguments that explain new business and IT strategies such as AI orientation. Further, our findings suggest important implications about how to build top management teams and boards capable of effectively developing AI orientations

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Gibbons, Andrew. "“Ah the serenity ...”: Absurd ideas about educational futures." Set: Research Information for Teachers, no. 1 (May 1, 2014): 16–23. http://dx.doi.org/10.18296/set.0313.

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The most powerful thing about the literature on future-oriented education is what it tells us about our orientation to the present. This article explores some of the key ideas of future orientation that show the importance of both the present and, in particular, the presence of the teacher. The contributions of science fiction and of Albert Camus are explored to support this analysis and to generate some practical philosophical approaches to making sense of the present in an absurd world.

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Михайлова, Марианна, and Marianna Mikhaylova. "Sociodynamics analysis of leadership orientation undergraduates." Bulletin of Bryansk state technical university 2014, no. 4 (December 5, 2014): 182–87. http://dx.doi.org/10.12737/23064.

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جواد راضي, عبود. "بناء وتطبيق مقياس اتجاهات طلبة قسم العلوم التربوية والنفسية نحو مادة الاحصاء التربوي (الاستدلالي)." Journal of Education College Wasit University 1, no. 29 (January 16, 2018): 348–75. http://dx.doi.org/10.31185/eduj.vol1.iss29.155.

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Designing and applying a scale of directions (orientation ) for educational and psychological sciences students toward educational statistics material The present research aims at designing and applying a scale of orientations for educational and psychological sciences students toward educational statistics material for finding out the validity and reliability of the scale and deriving statistical standards .It is applied on a sample consisted of (85 ) male and female students rating (36) male students and (49) female students from the third year at the educational and psychological sciences departments .The research tool consists of (29) items .Face validity is secured and the reliability by using test –retest and Alpha cronbach .The results of the analysis reveal that there are five main factors out of nine factors which form the scale items in the final version according to standard marks .The results also show there are passive orientations in favour of the third year students in the department toward the educational statistics

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Suryaninova, T. I., and A. S. Fetisova. "Exploring Dialogic Position of Psychology Students in Educational Process." Психологическая наука и образование 26, no. 4 (2021): 80–90. http://dx.doi.org/10.17759/pse.2021260407.

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The process of psychotherapeutic practice requires the psychologist to be able to engage in dialogue. To date, no express tests have been developed to assess the dialogic position. In the course of theoretical analysis we identified the main views on understanding the dialogic position, qualities that contribute to its development (empathy, reflectivity, personality orientation in communication) and developed a projective technique for its assessment. The expression of these qualities was in- vestigated in 80 students of biotechnology and clinical psychology programmes. The sample was represented by one experimental (20 subjects) and three control groups (20 subjects each). The following research techniques were applied: “Reflectivity as a psychological attribute” by A.R. Karpov; “Assessment of empathy levels” by V.V. Boyko; “Personality orientation in communication” by S.N. Bratchenko. Analysis of the results’ factor structure showed the presence of three fac- tors closely related to empathy, reflectivity, features of dialogic orientation and dialogic position. The study confirmed the hypothesis that there is a relationship between the orientation of the educational process and the development of the dialogic position. The procedure of verification of the developed technique con- firmed its effectiveness in assessing the dialogic position.

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Tretyakova, V. S., and А. E. Kaigorodova. "NEW EDUCATIONAL FORMAT OF PROFESSIONAL DEVELOPMENT: PERSONALIZED EDUCATIONAL TRAJECTORY OF THE STUDENT." Современная высшая школа инновационный аспект, no. 1 (2021): 10–21. http://dx.doi.org/10.7442/2071-9620-2021-13-1-10-21.

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The article proposes a new format of professional development of a university student – personalized training, the target orientation of which is psychological and pedagogical support of the personalized educational route of the student. The authors state that in the modern conditions of modernization and digital transformation of education, new educational formats are required that are adequate to the new situation, one of which is the development of personalized educational routes for students of the university.

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Lewalter, Doris, and Andreas Krapp. "The Role of Contextual Conditions of Vocational Education for Motivational Orientations and Emotional Experiences." European Psychologist 9, no. 4 (January 2004): 210–21. http://dx.doi.org/10.1027/1016-9040.9.4.210.

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This article is concerned with the role of contextual conditions on motivational orientations and emotional experiences within the German Dual System of vocational education (VE). In our research approach we differentiate between three exemplary levels and meanings of context: educational setting, learning arrangement, and learning situation. Prior research in Germany has focused primarily on the analyses of differential motivational conditions and effects in two main educational settings: vocational school and training in companies. In a study in the educational setting of a company we tried to analyze the relation among contextual aspects at the level of learning arrangements and learning situations, intrinsic and extrinsic motivational orientations, and a selected set of emotional experiences. We used a variety of different methodological approaches including video-based observations, and the experience-sampling method (ESM). Comparing the indicators of extrinsic and intrinsic motivational orientations between the two main learning arrangements (training at the workplace and lessons about vocational knowledge), we found significant differences only for interest orientation (not for achievement orientation) and for exemplary indicators of a positive emotional experiences (feelings of being interested and feelings of being committed). Contrary to our theoretical expectations, the measures indicating the quality of emotional experiences with respect to the postulated system of basic needs (competence, autonomy, relatedness) did not vary systematically with the contextual conditions under consideration.

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Biles, Melissa L., Jan L. Plass, and Bruce D. Homer. "Designing Digital Badges for Educational Games." International Journal of Gaming and Computer-Mediated Simulations 10, no. 4 (October 2018): 1–19. http://dx.doi.org/10.4018/ijgcms.2018100101.

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Findings from two studies on the design of digital badges for a middle school geometry game and their impact on motivational and cognitive learning outcomes are reported. Study 1 compared the effect of badges in the game to a group with no badges. Badges did not increase posttest performance for all. Learners with high situational interest performed better with badges, learners with low situational interest performed worse with badges. Study 2 compared mastery goal orientation badges with performance goal orientation badges. The interaction of condition and situational interest from Study 1 was replicated. Furthermore, students receiving performance badges performed better on the posttest than students in the mastery badges condition; the no-badges condition was not different from either of the other conditions. Results suggest badges do not always help in educational video games: Types of badges interact with students' interest and motivation to affect learning outcomes.

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Kristianus, Kristianus, and Magdalena Magdalena. "The Educational Orientation of Boundary Communities at Sanggau Regency West Kalimantan." IJECA (International Journal of Education and Curriculum Application) 1, no. 2 (August 30, 2018): 92. http://dx.doi.org/10.31764/ijeca.v1i2.2148.

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The background of this research is the condition of Indonesia-Malaysia Border Society in Entikong Sub-district and Balai essay whose life is influenced by the border atmosphere. A day they interact with Malaysians. The author wants to know how to orientation the border to education. Using qualitative and quantitative combined methods, with 3 months ' research period, the author finds the following results: (1) There is a paradox situation between hope and the reality of education shown in the border area. The findings are not adequate aspects of education, ranging from sarana-prasarana, learning facilities, preparedness, the completeness of textbooks, and so on. (2) The orientation of community education in the frontier that successful authors find is (a) the orientation of the department, (b) Working orientation in Malaysia. (c) Orientation learning for living capital. (d) The results of this study show that most of the family's heads do not have their children who are 13-18 years old because they have to take their child to the city, while they have no family in the city to ride. (3) Education seems to evolve in the last 10 years, especially at the basic level (SD, SLTP, SLTA) because of the government's educational Assistance program.

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Sinyavskiy and Sadykov. "Content of the physical training lessons with educational-training orientation." Uchenye zapiski universiteta imeni P.F. Lesgafta, no. 86 (April 2012): 137–41. http://dx.doi.org/10.5930/issn.1994-4683.2012.04.86.p137-141.

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Hardman, Margaret, and Julie Worthington. "Educational Psychologists' Orientation to Inclusion and Assumptions about Children's Learning." Educational Psychology in Practice 16, no. 3 (September 2000): 349–60. http://dx.doi.org/10.1080/713666082.

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Paulina, Marite Kravale, Dzintra Iliško, and Eridiana Olehnovica. "Values Orientation Approach to the Educational Process: The Temporal Dimension." Procedia - Social and Behavioral Sciences 106 (December 2013): 3285–90. http://dx.doi.org/10.1016/j.sbspro.2013.12.379.

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Jennings, Todd. "Sexual orientation topics in educational leadership programmes across the USA." International Journal of Inclusive Education 16, no. 1 (January 2012): 1–23. http://dx.doi.org/10.1080/13603110903518208.

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Zagvyazinsky, Vladimir I. "VALUABLE AND ORIENTATION FOUNDATIONS OF EDUCATIONAL SYSTEM OF THE COUNTRY." Education and science journal, no. 6 (January 1, 2016): 11–22. http://dx.doi.org/10.17853/1994-5639-2016-6-11-22.

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Friberg, Kalervo. "Loci of Causality and Orientation in Occupational and Educational Choices." SAGE Open 3, no. 2 (April 15, 2013): 215824401349194. http://dx.doi.org/10.1177/2158244013491947.

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Zhou, Mingming, and Jing Ren. "A self-determination perspective on Chinese fifth-graders’ task disengagement." School Psychology International 38, no. 2 (December 21, 2016): 149–65. http://dx.doi.org/10.1177/0143034316684532.

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Engagement in academic tasks is important. However, compared to the large body of research on task engagement, the number of studies on task disengagement is quite limited. The aim of this study is to examine the associations between the motivational (self-determination) and attitudinal antecedents (learning orientations) of task disengagement. The sample consisted of 347 fifth-graders in China. We tested two mediation models that incorporated self-determination (autonomous versus controlled), learning orientation (collaborative versus competitive), and task disengagement among Chinese primary school students in learning English. Results showed collaborative learning orientation mediated the link between autonomous motivation and task disengagement. Collaborative learning orientation was also found to be negatively related to task disengagement.

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Pulkkinen, Lea. "Home atmosphere and adolescent future orientation." European Journal of Psychology of Education 5, no. 1 (March 1990): 33–43. http://dx.doi.org/10.1007/bf03172767.

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Nijhof, Andre, Jaap Schaveling, and Nicolette Zalesky. "Business, society, and the need for stewardship orientation." Journal of Organizational Change Management 32, no. 1 (February 11, 2019): 145–63. http://dx.doi.org/10.1108/jocm-09-2017-0348.

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PurposeOrganizational change involves optimizing a firm’s sustainability performance. The purpose of this paper is to explore how strategic orientations concerning the interface between business and society influence organizations’ sustainability performance. To explain how different strategic orientations – especially stewardship and instrumental orientations – impact sustainability performance, dynamic managerial capability theory is explored.Design/methodology/approachOurs is an inductive, qualitative study based on the template analysis of interviews conducted among sustainability managers from stock-listed multinational corporations headquartered in the Eurozone.FindingsCorporations with a stewardship orientation develop different dynamic managerial capabilities underlying sustainability performance than corporations that apply a more instrumental orientation. Results also show an “in-between” position: an equidistant orientation.Research limitations/implicationsThis study proves the emergence of different dynamic managerial capabilities that depend on companies’ strategic orientation, but follow-up research based on appreciative inquiry is needed to investigate the development of these capabilities over time.Practical implicationsFor achieving a higher level of sustainability performance, a stewardship orientation offers a stronger foundation than an instrumental orientation. Also companies with an equidistant orientation have a better sustainability performance than companies with an instrumental orientation, but based on a more central corporate level. The strategic orientation must be grounded in the development of fitting dynamic managerial capabilities that include an emphasis on shared cognition of long-term objectives, inclusion of stakeholders and setting objectives. Also strong internal and external ties, leadership of the CEO, educational background and how to deal with lack of knowledge are important aspects of managerial social and human capital.Social implicationsDue to its focus on the sustainability performance of companies and the identification of the supporting dynamic managerial capabilities, this paper is socially highly relevant.Originality/valuePrevious research has focused on strategic orientation, but little to no research has investigated how various strategic orientations toward the interface between business and society impact sustainability performance or what role dynamic managerial capabilities might play in the related change process.

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Rachvelishvili, Nino. "ACHIEVEMENT MOTIVATION TOWARD LEARNING ENGLISH LANGUAGE IN MODERN EDUCATIONAL CONTEXT OF GEORGIA." Problems of Education in the 21st Century 75, no. 4 (August 20, 2017): 366–74. http://dx.doi.org/10.33225/pec/17.75.366.

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The aim of the research is to identify an achievement goal as a motivational factor of learning the English language among Georgian students. In the current research, a four-factor structure of achievement goal orientation (master-approach, master-avoidance, performance-approach, performance-avoidance) and attitude toward the language acquisition were researched. The data obtained were evaluated using the Achievement Goal Questionnaire (AGQ) (2008) and Attitude/Motivation Test Battery (AMTB). The main finding of this research is that in different forms of language learning are different leading achievement goals. The results showed that different speciality learners were determined to achieve different motivational goals. Different forms of language learning cause differences between strong and weak learners and raise different goal orientations. Students, who have high scores and are successful, have strong ability of the Master Goals. Language learners, who do not have high grades and are not successful, have a high level of Performance goals. The 2x2 achievement goal framework (master-approach, master-avoidance, performance-approach, performance-avoidance) were closely connected with a positive attitude. Positive attitude defines language learning effectively and stimulates students to perform their goal perfectly. Key words: achievement motivation, achievement goal orientation, master approach, master avoidance, performance approach, performance avoidance.

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Journal articles on the topic 'Educational orientation'

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