Journal articles: 'Self-Pupil'

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Bulekbayeva, S. "The Pedagogical Approach of Pupil Self-Assessment." Advanced Science Journal 2015, no. 3 (June 1, 2015): 47–49. http://dx.doi.org/10.15550/asj.2015.03.047.

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Dann, Ruth. "Pupil self-assessment in the primary classroom." Education 3-13 24, no. 3 (October 1996): 55–59. http://dx.doi.org/10.1080/03004279685200321.

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Kamensky, A. M. "PUPIL SELF-READING AT SCHOOL AND AT HOME." Vestnik Orenburgskogo gosudarstvennogo universiteta 229 (2021): 40–46. http://dx.doi.org/10.25198/1814-6457-229-40.

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The study examines the issues of introducing a student to independent reading, the development of the need for reading, the ability to choose the right book, and make the appropriate necessary selection of literature. Theoretical research showed the reading preferences of a modern child, a change in the circle of his reading interests. There are approaches to reading on electronic media and in the traditional “paper” format. The interrelation of reading and the child's desire for his own literary creation, the implementation of other types of creative activity is traced. Despite the decline in reading culture, children began to pay much more attention to reading. Large reading projects have emerged, such as Successful Reading, Time to Read, Good Lyre, etc. A national program for the support and development of reading for 2018–2023, Reading Childhood, has appeared. The Good Lyre project was conceived in our basic lyceum No. 590 in St. Petersburg. The essence of the project is to organize a literary competition for professional writers and to involve students, teachers and parents as a public jury to evaluate the works sent to the competition. Its main task is to familiarize schoolchildren with meaningful reading of modern prose, promote their mastery of the technology of independent book selection, and develop the ability to conduct a discussion on what they have read. During the implementation of the project, reading affects the personal development of the student, the formation of his individuality, the stimulation of such processes as self-knowledge, self-determination, self-development, self-realization.

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McNamara, Edward. "Motivational Interviewing: Tlie Gateway to Pupil Self-management." Pastoral Care in Education 10, no. 3 (September 1992): 22–28. http://dx.doi.org/10.1080/02643949209470804.

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Lu, Shengfu, Jiaming Kang, Jinyu Zhang, and Mi Li. "Assessment method of depressive disorder level based on graph attention network." ITM Web of Conferences 45 (2022): 01039. http://dx.doi.org/10.1051/itmconf/20224501039.

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This paper presents an approach to predict the depression self-rating scale of Patient Health Questions-9 (PHQ-9) values from pupil-diameter data based on the graph attention network (GAT). The pupil diameter signal was derived from the eye information collected synchronously while the subjects were viewing the virtual reality emotional scene, and then the scores of PHQ-9 depression self-rating scale were collected for depression level. The chebyshev distance based GAT (Chebyshev-GAT) was constructed by extracting pupil-diameter change rate, emotional bandwidth, information entropy and energy, and their statistical distribution. The results show that, the error (MAE and SMRE)of the prediction results using Chebyshev-GAT is smaller then the traditional regression prediction model.

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Nouwen, Ward, and Noel Clycq. "The Role of Teacher–Pupil Relations in Stereotype Threat Effects in Flemish Secondary Education." Urban Education 54, no. 10 (May 10, 2016): 1551–80. http://dx.doi.org/10.1177/0042085916646627.

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This study aims to test stereotype threat theory hypotheses using a pupil survey database from Flemish urban secondary education characterized by a stratified tracking system. We relate these systemic features to stereotype threat effects by adding teacher–pupil relations to our analyses. Our results show that stigmatized groups—ethnic minority pupils in vocational education—experience the most negative teacher–pupil relations. To protect their academic self-concept from stereotype threat, they are also most vulnerable to psychological disengagement, discounting negative teacher feedback, and to disidentification from education. Moreover, teacher–pupil relations play an important role in explaining stereotype threat effects.

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Šimić Šašić, Slavica, Ana Šimunić, and Mira Klarin. "The Mediating Role of Teacher–Pupil Interaction in the Relationship of Pupil Temperament to Self-Esteem and School Success." Drustvena istrazivanja 30, no. 3 (October 6, 2021): 509–31. http://dx.doi.org/10.5559/di.30.3.03.

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The aim of this research was to examine the mediating role of teacher–pupil interaction in the relationship of temperament to self-esteem and school success among year-7 and year-8 elementary-school pupils in Croatia and Bosnia & Herzegovina (B&H). The assumptions on the contribution of the dimensions of temperament (self-control and negative affectivity) and teacher–pupil interaction (influence and proximity) in explaining pupils' self-esteem and school success were partially confirmed. Similar relationships among the measured variables were confirmed in both samples of pupils. Self-control, negative affectivity, and teacher proximity directly predicted self-esteem, while self- -control indirectly predicted self-esteem through teacher proximity. Self-control and teacher proximity contributed directly to school success, and the indirect contribution of self- -control to school success through teacher proximity was also significant. The results of this research indicate the importance of the direct contribution of children's temperaments to their self-esteem and school success, and of its indirect contribution through the quality of the interaction with their teacher.

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Liao, Hsin-I., Makio Kashino, and Shinsuke Shimojo. "Attractiveness in the Eyes: A Possibility of Positive Loop between Transient Pupil Constriction and Facial Attraction." Journal of Cognitive Neuroscience 33, no. 2 (February 2021): 315–40. http://dx.doi.org/10.1162/jocn_a_01649.

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Contrary to the long-held belief of a close linkage between pupil dilation and attractiveness, we found an early and transient pupil constriction response when participants viewed an attractive face (and the effect of luminance/contrast was controlled). While human participants were making an attractiveness judgment on faces, their pupil constricted more for the more attractive (as-to-be-rated) faces. Further experiments showed that the effect of pupil constriction to attractiveness judgment extended to intrinsically esthetic visual objects such as natural scene images (as well as faces) but not to line-drawing geometric figures. When participants were asked to judge the roundness of faces, pupil constriction still correlated with their attractiveness but not the roundness rating score, indicating the automaticity of the pupil constriction to attractiveness. When pupillary responses were manipulated implicitly by relative background luminance changes (from the prestimulus screen), the facial attractiveness ratings were in accordance with the amount of pupil constriction, which could not be explained solely by simultaneous or sequential luminance contrast. The overall results suggest that pupil constriction not only reflects but, as a part of self-monitoring and attribution mechanisms, also possibly contributes to facial attractiveness implicitly.

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Kepule, Iveta, and Aina Strode. "A PROCESS-ORIENTED MODEL FOR THE FORMATION OF SELF-EXPRESSION SKILLS IN TEACHING MUSIC TO PUPILS OF THE PRIMARY EDUCATION STAGE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 684. http://dx.doi.org/10.17770/sie2020vol5.5174.

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The concept of self-expression is used to describe contemporary culture, linking it to positive concepts, the interaction of the individual and the environment. Emotional and cognitive needs, based on personal experience, cultural and environmental situations and events in a rapidly changing social environment, play an important role in the development of self-expression skills. An aim of the article: to substantiate the process-oriented model of pupil self-expression skills formation and to analyze its approbation results - pupil learning achievement dynamics and learning process transformation in music education. Research methods: analysis of scientific literature, analysis of documents, statistical analysis of learning achievements.

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Samfira, Elena Mirela, and Florin Alin Sava. "Cognitive-behavioral correlates of pupil control ideology." PLOS ONE 16, no. 2 (February 10, 2021): e0246787. http://dx.doi.org/10.1371/journal.pone.0246787.

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Teacher’s pupil control ideology is a central feature for the quality of the teacher-student relationship, which, in turn, impacts the teacher’s level of well-being. The pupil control ideology refers to a teacher’s belief system along a continuum from humanistic to custodial views. Teachers with humanistic orientation view students as responsible and, therefore, they exert a lower degree of control to manage students’ classroom behaviors. Teachers with a custodial orientation view students as untrustworthy and, therefore, they exert a higher degree of control to manage students’ classroom behaviors. The relationship between pupil control ideology and dysfunctional beliefs originated from the cognitive-behavioral therapy framework has not been investigated, despite existing evidence suggesting that the pupil control ideology is linked to stress and burnout. One hundred fifty-five teachers completed a set of self-report questionnaires measuring: (i) teacher’s pupil-control ideology; (ii) perfectionistic and hostile automatic thoughts; (iii) irrational beliefs; (iv) unconditional self-acceptance; (v) early maladaptive schemas; and (vi) dimensions of perfectionism. The result suggests that teachers who adopt a custodial view on pupil control ideology endorse more dysfunctional beliefs than teachers who adopt a humanistic view. They tend to present a higher level of perfectionism, unrelenting standards, and problematic relational beliefs, including schemas of mistrust and entitlement. They also present more often other-directed demands and derogation of other thoughts. Such results picture a dysfunctional view on pupils who misbehave, as adversaries who threaten their rigid and/or perfectionistic expectations.

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Pankevič, Michal, and Dominika Suchá. "Self-Concept of a Younger Pupil Within the Context of His or Her Personality Development." European Journal of Education and Pedagogy 3, no. 6 (December 19, 2022): 213–17. http://dx.doi.org/10.24018/ejedu.2022.3.6.525.

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The effectiveness of primary education saturates a numberof pedagogic-psychological variables and predicts various situations, failure to manage which can negatively affect the self-concept process of the pupil. This self-concept of the pupil affects his or her relationshipto school, learning, school success, but above all, it can affect his or her relationship to himself or herself and can be a fundamental determining factor in the process of development of the pupil's personality. In this paper, we present a partial exploratory analysis of the results of the Piers-Harris 2 (PHCSCS-2) questionnaire survey of the self-concept of the school pupils, who attend thefourth year of the elementary school.

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Zemsh, M. B. "PERSONALITY SELF-DEVELOPMENT AMONG YOUNG PUPIL: THE PSYCHOLOGICAL CHALLENGES." Вестник Московского информационно-технологического университета - Московского архитектурно-строительного института, no. 3 (2021): 78–82. http://dx.doi.org/10.52470/2224669x_2021_3_78.

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Elstad, Eyvind, Knut-Andreas Christophersen, and Are Turmo. "THE INFLUENCE OF TEACHER SKILLS ON PUPIL VOLITION IN SCIENCE LEARNING: A NORWEGIAN INVESTIGATION OF THE STUDYING BEHAVIOURS OF 16-YEAR-OLDS." Problems of Education in the 21st Century 39, no. 1 (March 5, 2012): 29–39. http://dx.doi.org/10.33225/pec/12.39.30.

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In a school system in which young people receive an ever greater degree of self-determination, it is important to study how the teacher can influence young people’s motivation to work towards long-term goals in schoolwork. The purpose of this study is to investigate which teaching skills influence the volition of 16-year-olds. Structural equation modelling of cross-sectional surveys from one survey was used to estimate the path coefficients. The influence of teachers’ skills on 16-year-olds’ volition was estimated. The analysis indicates that the teacher’s perceived ability to influence pupil volition is present, but modest. Classroom management has a moderately-high effect on pupil volition, whilst the teacher’s press has only a moderate effect on pupil motivation. The teacher’s relationship-building efforts have little effect on either pupil motivation or volition. The indirect effect from pupil motivation to pupil volition is of moderately-high strength. However, a cross-sectional study does not allow us to test causal relationships amongst personal antecedents of pupil volition. Teachers may exercise some influence over 16-year-olds’ volition primarily by means of classroom management, but also in terms of pupil motivation via teacher press. Teachers may exploit this capacity to influence in order to improve pupil performance at school. For pupils lacking academic motivation, the teacher’s efforts to motivate and to strengthen pupil volition are important, including in terms of social levelling. The study provides new knowledge about teacher influence on the volition of Norwegian 16-year-olds. Keywords: adolescence, classroom management, motivation, Norway, teacher press, teacher’s relational building, volition, youth.

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Baiutti, Mattia. "Developing and Assessing Intercultural Competence during a Mobility Programme for Pupils in Upper Secondary School: The Intercultura Assessment Protocol." Frontiers: The Interdisciplinary Journal of Study Abroad 33, no. 1 (February 26, 2021): 11–42. http://dx.doi.org/10.36366/frontiers.v33i1.502.

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Although pupil mobility is a core educational activity within the process of internationalising secondary school education, only modest efforts have been made to investigate pupil mobility in upper secondary school and how to assess it. The aim of this article is twofold. First, it presents an assessment framework—the (To be added after the review) (IAP). The IAP, which was designed through action research in the context of the Italian upper secondary school, is composed of a set of tools and follows a multimethod, multiperspective and longitudinal approach. Second, the article shows the pedagogical value of the IAP. Indeed, results suggest that some of the IAP’s tools, especially those requiring deep reflection on the self and on the intercultural experience, foster pupils’ self-awareness and critical thinking. These form key aspects of intercultural competence, which is one of the principal expected learning outcomes of pupil mobility.

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Che Md Ghazali, Nor Hasnida, Norazilawati Abdullah, Syaza Hazwani Zaini, and Mahizer Hamzah. "STUDENT TEACHERS’ CONCEPTION OF FEEDBACK WITHIN AN ASSESSMENT FOR LEARNING ENVIRONMENT: LINK TO PUPIL ASPIRATION." Jurnal Cakrawala Pendidikan 39, no. 1 (February 9, 2020): 54–64. http://dx.doi.org/10.21831/cp.v39i1.25483.

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Teacher beliefs for conceptualisations of feedback should facilitate pupil development. However, to what extent does the conception of feedback in assessment for learning influence pupil aspirations as commanded by the Malaysian Education Development Plan? Thus, this study is conducted to explore the degree of influence of the conceptions of feedback factors on Pupil Aspiration. A survey research design is used in this study using a self-report inventory on feedback conceptions and pupil aspirations. The participants involved are 490 student teachers who have completed their teaching practical in the government schools in their previous semester. The feedback conception inventory adapted from the Teacher Conceptions of Feedback (TCoF) is used to measure the conception of feedback and the instrument for Pupil Aspiration is developed by the researchers. A structural equation modelling software, the Analysis of Moment Structures was used to test the hypothesized relationship. The analysis involves two-stage approach. Results of the study indicated that the proposed model was supported, and thus revealing that feedback conceptions was associated with Pupil Aspirations. Ten inter-correlated constructs had good psychometric properties. All the nine constructs of feedback conceptions loaded positively on pupil aspirations. The findings will give rise to further hypotheses which could close the gap of the research.

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KROPÁČ, Jiří, Anna ZUBATÁ, and Jitka PLISCHKE. "SELF-AWARENESS AND SELF-PRESENTATION PUPIL IN CONNECTION WITH ITS DECISION MAKING CAREER." Journal of Technology and Information 3, no. 1 (April 1, 2011): 42–48. http://dx.doi.org/10.5507/jtie.2011.008.

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Necherda, Valeriia. "THEORY AND METHODS OF FORMING A SUCCESSFUL PUPIL'S PERSONALITY." Scientific Journal of Polonia University 55, no. 6 (February 27, 2023): 70–80. http://dx.doi.org/10.23856/5509.

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The article is dedicated to the theory and methods of forming a successful personality of a pupil. The tasks of the research are the generalization of theoretical data regarding the problem of forming a successful personality of a pupil and highlighting the methodical foundations of the formation of a successful personality in an institution of general secondary education. In the research process, methodological approaches were applied in the formation of a successful personality of the pupil – personally oriented, acmeological, axiological, environmental, systemic, competency-based, as well as the following methods – theoretical (analysis, comparison and reinterpretation of data) and empirical (event analysis). The author specified the essence of the concepts "pupil's successfulness", "successful personality of a pupil", "formation of a successful personality of a pupil", considered the readiness of the teacher to form a successful personality of a pupil, determined the principles of working with pupils, their application ensures the achievement of high educational results and self-realization of pupils. The proposed research also indicated the importance of building an environment of success in the educational institution, which contributes to the effectiveness of the formation of a successful personality of a pupil, revealed the pedagogical potential of the situation of success, emphasized the necessity to create a safe educational environment, emphasized the feasibility of partnership interaction of general secondary education institutions with non-governmental organizations in the formation successful personality of a pupil.

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Bezkorovayna, O. V. "STRUCTURING THE CONTENT OF CULTURAL EDUCATION SELF-ASSESSMENT OF THE PERSONALITY OF EARLY YOUTH IN SOCIAL AND VALUE ACTIVITIES." Educational Dimension 25 (June 23, 2009): 507–16. http://dx.doi.org/10.31812/educdim.6966.

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In the article the author expresses essence of personality's self affirmation, explains maintenance and principles of construction the programme of development a personality of senior pupil From self-affirmation to self-realizations which is a theoretico-methodological base for a conscious management students by their development.

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Giacomantonio, Mauro, Jennifer Jordan, and Bob M. Fennis. "Intense Self-Regulatory Effort Increases Need for Conservation and Reduces Attractiveness of Energy-Requiring Rewards." Social Psychology 50, no. 5-6 (September 2019): 355–69. http://dx.doi.org/10.1027/1864-9335/a000395.

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Abstract. Exertion of self-control produces distinct motivational consequences: the motivation to conserve energy and the motivation to seek rewards. We propose that heightened conservation inhibits reward-seeking, but only when the pursuit of the reward entails substantial energy expenditure. In two studies, we manipulated self-regulatory effort and then had participants engage in an additional task that was either easy or difficult. In Study 1, we found that self-regulatory effort tended to heighten reward-sensitivity but only when the subsequent task was easy. In Study 2, we measured pupil dilation to assess reward sensitivity while participants viewed images of rewarding stimuli. When the need to conserve was intense, we observed reduced pupil dilation for rewards that were energy-requiring but not for those that were energy-giving.

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Zennifa, Fadilla, and Keiji Iramina. "PERUBAHAN UKURAN PUPIL PADA TINGKAT ATENSI." OISAA Journal of Indonesia Emas 4, no. 2 (June 15, 2021): 40–48. http://dx.doi.org/10.52162/jie.2021.004.02.1.

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Atensi adalah suatu kondisi ketika seseorang berkonsentrasi pada tugas tertentu sambil mengabaikan informasi lainnya. Penelitian pada artikel ini mengusulkan penggunaan pupilometri untuk evaluasi tingkat atensi. Pupilometri didefinisikan sebagai pengukuran perubahan ukuran pupil. Dalam studi ini, tingkat atensi didasarkan atas laporan dari peserta (self assessment) dalam stimulasi yang berdurasi 10 detik. Melalui penelitian ini, didapatkan hasil bahwa ukuran pupil menunjukkan tidak ada perbedaan signifikan di permulaan 6 detik stimulasi (P=0.4776), P>0.05. Perbedaan signifikan terjadi pada 4 detik terakhir dari stimulasi P<0.05.

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Raynor, Duncan. "Identifying Trends in Pupil Self-assessment at Different Ability Levels." Pastoral Care in Education 13, no. 2 (June 1995): 29–31. http://dx.doi.org/10.1080/02643949509470920.

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Meskauskiene, Asta. "Teacher-Pupil Interaction: Factors Strengthening and Impairing Adolescent's Self-esteem." Procedia - Social and Behavioral Sciences 197 (July 2015): 845–50. http://dx.doi.org/10.1016/j.sbspro.2015.07.208.

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Humphrey, Neil. "Teacher and pupil ratings of self‐esteem in developmental dyslexia." British Journal of Special Education 29, no. 1 (March 2002): 29–36. http://dx.doi.org/10.1111/1467-8527.00234.

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Shustova, I. Yu. "Pedagogical Co-action Subjectivity of a Pupil." Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology 1, no. 4 (2012): 74–78. http://dx.doi.org/10.18500/2304-9790-2012-1-4-74-78.

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The pedagogical co-action is the teacher’s orientation to the activity of a pupil in the process of self-determination. The pedagogical practice within the youth subjectivity is pupil by the space of peculiar human relations, co-existent community, joint aim-and value-determined activity and reflexive consciousness. The two directions of teachers’ activity are presented: the pedagogical support and co-action by means of creating upbringing environment as an event within the atmosphere of mutual understanding and respect.

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Brooker, Kelly, and Carrie Brown. "Feeling fascinating." Nursery World 2019, no. 14 (July 8, 2019): 18–19. http://dx.doi.org/10.12968/nuwa.2019.14.18.

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Ponomariov, O., and M. Cheremsky. "The life in the name of truth, well and beauty." New Collegium 3, no. 105 (November 22, 2021): 3–10. http://dx.doi.org/10.30837/nc.2021.3.03.

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The article is dedicated to the life and work of the outstanding German pedagogue-democrat and humanist Adolf Disterweg, whose 230th anniversary was celebrated in 2020. Diesterweg all life looked after children. He established orphanages and schools for poor children. The principle of nature accordance based of education. Diesterweg are fonder elementary method in German school. As a basis of elementary method is sensual experience of child. The thinking of pupil is accomplishing thanks to elementary learning. The elementary method of learning is developing all inclinations of child in a basis. Diesterweg holds that the main task of education is independent action of pupil and main task of teacher is stimulating Self of pupil. The more independent life the teacher is creating in school the more perfect and more full is school mode of life. To excite, to arouse, to revive are abilities of teacher art. Fascinating and interesting learning are main condition of successful development of pupil. The variety is a basis of fascinating and interesting learning. Adolf Diesterweg built learning in accordance with peculiarities of child's nature. For teacher is necessary to study inner life of child. Very important role in inner life of child plays a feelings and fantasy. The child is thinking by means of feelings and fantasy. Diesterweg was against cramming of educational material. The cramming is turning children to foolish and narrow people. Therefore pupil must to understand education material. The love to clearness and simplicity is very important for teacher. To remember any incomprehensible thesis is harmful for pupil. Diesterweg considered with individuality of pupil. Because every child has their own characteristics and abilities and has the right to original development. Therefore the teacher must to be able to build individual approach to each pupil. Diesterweg was supporter of many-sided development of child. The culture accordance of learning has very important meaning for spiritual development of pupil. The receptivity to noble and beautiful and high are aesthetic culture of personality. Adolf Diesterweg aspired to harmonic combination of culture and nature.

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Gurney, Peter W. "Self-Esteem in the Classroom." School Psychology International 8, no. 1 (January 1987): 21–29. http://dx.doi.org/10.1177/014303438700800103.

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This paper reviews well-controlled experimental studies which have sought to enhance children's self-esteem in classroom settings. Different approaches are examined in six sections, namely, (1) curriculum packages directly aimed at self-esteem enhancement, (2) interventions aimed primarily at improving academic performance, (3) counselling interventions, (4) other forms of direct curriculum intervention, (5) changing teacher behaviour, (6) changing pupil behaviour. The paper concludes with a discussion of related issues and of the implications for classroom strategies to enhance children's self-esteem.

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Petere, Anita. "SELF-DIRECTED CROSS-CURRICULUM TEACHING/LEARNING PROCESS FROM THE PERSPECTIVE OF PARADIGM SHIFT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 252. http://dx.doi.org/10.17770/sie2016vol2.1380.

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The strategy of a sustainable development of Latvia until year 2030 marks a significant trend – creativity and talents as competitiveness. The key words of the progress of education policy can be characterized as learning together – pupil and pupil, pupil and teacher, teacher and teacher, building a supportive and creative environment in teaching/learning process. On the basis of the above mentioned, a paradigm shift clearly emerges in school pedagogical process. It can be characterized as learning by doing – changing the achievement evaluation system, providing pupils’ understanding to influence and guide the study process themselves according to their interests and needs for personality development.The essence of the research reveals the correlations between a self-directed cross-curriculum teaching/learning process of early school age pupils and the implementation of the paradigm focused on a pupil’s learning activity.The sources of self-development and a self-directed teaching/learning process lie in action itself. An action has its direction and the meeting of learning needs emerges in this direction.The research reveals that a successful, self-directed teaching/learning process, based on theoretical conclusions, provides the implementation of the paradigm focused on a pupil’s learning activity and meeting the pupil’s learning needs. In its turn, the necessity for a further advance of the research emerges in order to discover pedagogical means for the motivation of teachers- practitioners to change their conventional style of work and see the advantages of the paradigm focused on a pupil’s learning activity for the progress of personality development.

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MƏMMƏDOVA, F. N. "MƏKTƏBLİLƏRDƏ ÖZÜNÜTƏRBİYƏ FƏALİYYƏTİNİN STİMULLAŞDIRILMASI." Actual Problems of study of humanities 1, no. 2024 (April 15, 2024): 236–38. http://dx.doi.org/10.62021/0026-0028.2024.1.236.

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Stimulation of Self-Education Action of High School Pupils Summary In article has been investigated the self-education action of high school pupils, were showned its pedagogical and psycological featvers, have been researched the new periods of self-education of pupils. Proved that, self- education begins fromconscionsness develops on self-routing and gradually stimulate to habits. From this article can use the researchers on pedagogical and psycological sciences. Key words: pupil, self-education, training process, psychological action, thinking

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Kepule, Iveta, and Aina Strode. "FORMATION OF PUPILS' MUSIC LEARNING EXPERIENCE AND SELF-EXPRESSION SKILLS IN SOCIO-EMOTIONAL ACTIVITIES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 244. http://dx.doi.org/10.17770/sie2019vol2.4003.

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When emphasizing a role of education in development of creative personality, attention during the process of teaching music is paid to the pupil’s social and emotional learning which determines formation of self-expression skills based on the pupil’s attitude and personal qualities. Emotions as one of the main mechanisms of mental activity and behavior are directed toward satisfaction of current needs, while social processes determine a way how a pupil assesses intensity of the motivation establishing emotional stimulus. The motivation area of the self-expression formation in teaching music is determined by the social and emotional learning environment of the pupil, facilitating interaction of emotional and cognitive processes, and formation of mutual relationships in family, class, school and among peers. The aim of the study: to characterize the types of social and emotional activity facilitating self-expression of pupils in teaching music, their correlation with the self-expression of the pupil’s personality in social environment. Research methods: analysis of scientific literature, analysis of the author’s teaching experience, thematic analysis of the pupil’s essays in emotional and social context.

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Jiménez García, Mercedes. "El autoaprendizaje en una asignatura transversal de evaluación continua: un caso práctico." Edutec. Revista Electrónica de Tecnología Educativa, no. 33 (September 20, 2010): a136. http://dx.doi.org/10.21556/edutec.2010.33.428.

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Se presenta una experiencia de innovación docente consistente en rediseñar una asignatura de corte tradicional para su adaptación a los criterios del EEES, beneficiándonos para ello de su carácter transversal, lo que facilita y fomenta el autoaprendizaje y autogestión del alumno. Se emplea como herramienta fundamental el adecuado diseño y gestión del Campus Virtual. Los primeros resultados obtenidos se pueden calificar como positivos, tanto desde el punto de vista del alumno como del profesor.The self-learning in a transverse subjects of continuous assessment: a practical caseAbstractIt is exposed an experience consistent in re-designing a traditional subject for his adjustment to the criteria of the EEES, benefiting for it from his transverse character, which facilitates and foments the self-learning and self-management of the pupil. There is used as fundamental tool the suitable design and management of the Virtual Campus. The first obtained results can be qualified as positives, so much from the point of view of the pupil as of the teacher.

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Alomar, Bader O. "PERSONAL AND FAMILY PATHS TO PUPIL ACHIEVEMENT." Social Behavior and Personality: an international journal 34, no. 8 (January 1, 2006): 907–22. http://dx.doi.org/10.2224/sbp.2006.34.8.907.

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Personal and family factors impacting directly and/or indirectly on academic achievement of a total of 751 eighth grade pupils were assessed. Six achievement tests, as well as pupil and parent questionnaires were used for generating empirical data. A structural equation model was used to test the model's applicability. Path analysis yielded a comparative fit index of .97. Prior achievement, gender, and academic self-concept were found to have highly significant direct impacts on achievement, while academic self-concept, family size, parent education, and family cultural context exhibited indirect effects on achievement. The overall effect of academic self-concept increased significantly over and above the direct and indirect effects. The intervariables effects provided additional insights into existing correlations.

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Venslavičienė, Loreta. "Formalųjį švietimą papildančio muzikinio ugdymo proceso kokybės tobulinimas taikant savivaldų mokymąsi: atvejo analizė." Jaunųjų mokslininkų darbai 52, no. 2 (April 9, 2024): 38–49. http://dx.doi.org/10.15388/jmd.2022.2.4.

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Music education, which complements formal education, is, in the essence of the realization of its educational process, close to the essence of the self-directed learning process, therefore there are theoretical and practical possibilities for the realization of self-directed learning in a music school. The application of self-directed learning redistributes the power and responsibilities of the participants of the educational process, therefore opportune preconditions are created for the change of the interaction between the pupil and the educator and for the transition from teaching to learning. Therefore, the provision is observed that the implementation of self-directed learning in educational practice changes the quality of the educational process. The article analyzes how the self-directed learning, established in the educational process of a specific music education institution (music school) that complements formal education changes the interaction between the pupil and the educator, what circumstances are significant, what are the links with the quality of the educational process. The analysis of the results of the empirical research allows us to state that teachers understand self-directed learning and its importance theoretically, but teaching itself has not become a natural strategy for organizing the educational process; fragmentary features of pupils’ self-direction are seen, positions of learning power are more characteristic of teachers than pupils.

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Filonenko, Lesya, Iryna Demchenko, Iryna Shakhina, Oleksandr Klochok, Теtiana Borozentseva, and Vitalii Bieloliptsev. "Developing a Values-Based Attitude towards People in Adolescent Rehabilitation Centres: Neurophysiological Patterns." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 13, no. 2 (June 30, 2022): 76–96. http://dx.doi.org/10.18662/brain/13.2/333.

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The article theoretically justifies, defines and experimentally verifies pedagogical conditions for developing a values-based attitude towards people in adolescents from rehabilitation centres, taking into account pedagogical, psychological and neurophysiological factors. According to the above-mentioned factors, such pedagogical conditions can be developed in the context of the following aspects: involving adolescents from rehabilitation centres in humane activity in terms of developing a values-based attitude towards people; making the “teacher-pupil” and “pupil-pupil” relationships more humanistic; increasing the readiness of rehabilitation centres teachers to develop a values-based attitude towards people in adolescents. Research methods are as follows: surveys, conversations, interviews; writing a mini-essay on the topic “Another Person in My Life”; the questionnaire on values-based orientations; the verbal associations method; discussions, tests, self-tests (assessing one’s behaviour in a conflict situation); the “eye to eye” adapted methodology; the story-role game “One Family”; pedagogical observations; an analysis of life and specially modelled situations. The international relevance of the article lies in the following: for the first time, pedagogical conditions for developing a values-based attitude towards other people in adolescents from rehabilitation institutions in Ukraine have been justified (elaborating and introducing the content, forms and methods; involving adolescents in humane activity; humanizing the relations in the teacher-pupil and pupil-pupil systems; enhancing the level of teachers’ readiness to develop a values-based attitude towards people in adolescents); relevant criteria with corresponding indicators have been determined. This can serve as an impetus to further research on the problem in question on the example of developing countries.

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Пяткова and V. Pyatkova. "Formation of Calligraphic Correct Hand Writing As Pedagogical Problem." Primary Education 5, no. 1 (February 10, 2017): 17–20. http://dx.doi.org/10.12737/24457.

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The article considers the problem of teaching first-grade pupil calligraphic correct letter as a basis of handwriting, which is a stable personality characteristic in the future is difficult to correcting. As the process of writing is extremely complex and covers various areas of mental activity, the teacher is recommended to take into account the hygiene, physiological and educational components that contribute to conscious mastery of technique first-grade pupil letters formation of skills of visual-motor development of self-control on the basis of geometric eye estimation. The author offers the technique “Line-art formation of calligraphic writing”, characterizes its components, compares with the traditional method of teaching writing.

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Webster, MD, Lynn, Jacqueline Cater, PhD, and Thomas Smith, MD. "Effects of buprenorphine buccal film and oral oxycodone on pupil diameter in a respiratory study." Journal of Opioid Management 18, no. 2 (March 1, 2022): 181–90. http://dx.doi.org/10.5055/jom.2022.0708.

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Objective: Evaluate the pupillary-constricting effects following administration of buprenorphine buccal film (BBF) and immediate-release (IR) oxycodone.Design: A double-blind, double-dummy, six-treatment, six-period, placebo-controlled, randomized crossover study.Setting: Single-center, phase 1 exploratory pharmacodynamics.Participants: Healthy individuals who self-identify as recreational opioid users, confirmed via a naloxone challenge test on day 1.Interventions: Placebo: BBF 300, 600, and 900 mcg and IR oxycodone 30 and 60 mg.Main outcome measure: Minute ventilation (measured by the ventilator response to hypercapnia) and pupil diameter (determined via standard pupillometry) were assessed predose and at 0.5, 1, 1.5, 2, 2.5, 3, and 4 hours post-dose. Results: Change from baseline in minute ventilation was moderately correlated with change from baseline in pupil diameter during treatment with BBF (Pearson's r = 0.38-0.40; p ≤ 0.0011) or oxycodone (Pearson's r = 0.34-0.37; p ≤ 0.005). The initial onset of significant (p 0.05) pupil constriction relative to placebo occurred at 2, 1.5, and 1 hour after dosing with BBF 300, 600, and 900 mcg, respectively, and at 0.5 hours after dosing with oxycodone 30 or 60 mg.Conclusions: Although BBF and IR oxycodone achieved similar levels of pupil constriction, there was a delayed miosis seen with BBF relative to that found with oxycodone.

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Sillevis, Rob, Gabriel Trincado, and Eric Shamus. "The immediate effect of a single session of pain neuroscience education on pain and the autonomic nervous system in subjects with persistent pain, a pilot study." PeerJ 9 (May 31, 2021): e11543. http://dx.doi.org/10.7717/peerj.11543.

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Background The autonomic nervous system is a system that operates at the subconscious level and has been associated with neurobehavioral aspects of pain. Overall, persistent pain has a stimulating effect on the sympathetic nervous system. A promising emerging nonpharmacological treatment to manage persistent pain is neuroscience-based pain education. The overarching goal of neuroscience-based pain education is to change cognitions about pain and the pain experience through education. The aim was to determine the immediate and short-term impact of a neuroscience-based pain education video on the autonomic nervous system and pain in a subgroup of individuals with persistent pain. Methods A convenience sample of 26 subjects were recruited for this study. Each subject indicated their pain level at the time of testing using a Visual Analogue Scale. Automated pupillometry was utilized to measure pupil diameter. After two minutes of accommodation to the goggles, the pupil was measured continuously for 60 s. Following this a 5-minute video presentation “Understanding Pain” was watched, followed by a continuous pupil measurement for 60 s. Three minutes after this measure, the final pupil diameter measurement was taken for 60 s. After completing the final pupil measure, the subject was asked to fill out a second Visual Analogue Scale and a Global Rate of Change. Outcomes Each subject completed a Global Rating of Change Scale and the mean score was 1.14 (SD = 1.61 and a SEM = 0.), supporting the hypothesis of an overall self-perceived benefit from the intervention. There was a statistically significant difference in pain following the video, P < 0.01. A significant correlation was observed between the self-perceived decrease in pain level and the Global Rating of Change score, p = 0.02. There was no statistically significant difference in the mean pupil diameter following the video with p = 0.76 for the right eye and p = 0.250 for the left eye. Discussion This pilot study demonstrated that a 5-minute neuroscience-based pain education video reduced perceived pain in a small sample of subjects with persistent pain. Watching the neuroscience-based pain education video did not seem to result in an immediate generalized autonomic nervous system response. However, it resulted in a different reaction on each eye. This unequal response might be the result of the hemispheric lateralization of the ANS. This study supports the fact that the pain experience is determined by the balance between conscious cognitive processes and subconscious processes based on previous psychological experiences.

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Deuchar, Ross. "Reconciling Self-interest and Ethics: The Role of Primary School Pupil Councils." Scottish Educational Review 36, no. 2 (March 27, 2004): 159–68. http://dx.doi.org/10.1163/27730840-03602004.

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The renewed focus on values in education and the need for the democratization of school systems has been accompanied by a widening of the perception of enterprise in education, with the implication that existing ‘enterprising’ approaches may lend themselves to the expression of citizenship education. But can the possible tensions between these two agendas be reconciled and, if so, how can teachers respond to this in practical terms? This article reports on new research emerging from a small sample of Scottish primary school pupil councils. The way in which teachers and pupils in these schools perceive the aims and purposes of these councils is explored, and the potential for linking aspects of individual enterprise with communitarianism is analysed. The research raises new questions about the potential for apparently opposing educational dichotomies to be harmonised, and a ‘Third Way’ between capital and welfare to be reflected in educational practice.

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Yih, Jennifer, Harry Sha, Danielle E. Beam, Josef Parvizi, and James J. Gross. "Reappraising faces: effects on accountability appraisals, self-reported valence, and pupil diameter." Cognition and Emotion 33, no. 5 (August 9, 2018): 1041–50. http://dx.doi.org/10.1080/02699931.2018.1507999.

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Green, Peter S., and Karlheinz Hecht. "Pupil self-correction in oral communication in English as a foreign language." System 21, no. 2 (May 1993): 151–63. http://dx.doi.org/10.1016/0346-251x(93)90038-i.

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Leo, Marco, Dario Cazzato, Tommaso De Marco, and Cosimo Distante. "Unsupervised Eye Pupil Localization through Differential Geometry and Local Self-Similarity Matching." PLoS ONE 9, no. 8 (August 14, 2014): e102829. http://dx.doi.org/10.1371/journal.pone.0102829.

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Simakova, Anna V. "Professional Self-Determination of Schoolchildren in Years 8–10 of Arctic and Russian Far East Regions: Sociological Analysis." Sociologicheskaja nauka i social naja praktika 7, no. 3 (2019): 72–91. http://dx.doi.org/10.19181/snsp.2019.7.3.6690.

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The article deals with the features of professional self-determination of schoolchildren in years 8–10 of Arctic and Russian Far East regions. The study revealed factors that influence the choice of future professions by schoolchildren; generalized schoolchildren’s ideas about the category of “profession” and its content; analyzed ideas of schoolchildren about their professional future; considered the interests of schoolchildren in building a successful career in the Arctic and Russian Far East regions. The results obtained showed that schoolchildren are more oriented towards higher education, and their chosen professions are in demand in the Arctic and Russian Far East regions where there is a deficit of qualified personnel. The students are optimistic about their professional future, and they also positively assess the opportunities of starting a career with Arctic and Far East companies. Every tenth pupil from Arctic regions and every fifth pupil from the Far East regions noted that they had planned professional implementation in these regions earlier, almost every third pupil was interested in it, but they are not sure that it suits them. The results of the research may be useful in planning themed career guidance activities aimed at involving young people in strategic regions of the country, and useful for career guidance specialists, educators, relevant authorities and researchers.

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Stokes, Aidan, Harry N. Bawden, Joan E. Backman, Joseph M. Dooley, and Peter R. Camfield. "Peer Problems in Tourette's Disorder." Pediatrics 87, no. 6 (June 1, 1991): 936–42. http://dx.doi.org/10.1542/peds.87.6.936.

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To explore the social adjustment and peer relationships of children with Tourette's disorder, 29 patients with mild to moderate Tourette's disorder were studied. Children underwent neuropsychological testing. The patients completed self-esteem scales and their parents and teachers completed behavior rating scales. Peer relationships were examined with the Pupil Evaluation Inventory, which is a sociometric questionnaire completed by the child's classmates and provides measures of aggression, withdrawal, and likability. As a group, Tourette's disorder patients were significantly more withdrawn, more aggressive, and less popular than their classmates. Thirty-five percent of the children with Tourette's disorder received the lowest rating in the class on one or more of the Pupil Evaluation Inventory factors. These social problems were not predicted by the frequency or duration of tics. A clinical diagnosis of attention-deficit hyperactivity disorder and teachers' ratings on the summary scale of the Child Behavior Checklist and the Pupil Evaluation Inventory did predict poor adjustment. It is concluded that social adjustment is a major difficulty for many children with Tourette's disorder, irrespective of tic severity.

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Thanissaro, Phra Nicholas. "How Sustainable is Pupil Self-Esteem as an Educational Objective for Religious Minorities?" Discourse and Communication for Sustainable Education 7, no. 2 (December 1, 2016): 118–31. http://dx.doi.org/10.1515/dcse-2016-0020.

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Abstract Although the importance of self-esteem in educational achievement is contested, it remains a significant touchstone of multicultural religious education. This study set out to establish differences in demographics and attitudes between high self-esteem and low self-esteem Buddhist teenagers who are a small religious minority in Britain. Low self-esteem teens expressed less well-being, more worry in relationships with their family and friends, low motivation in school, more supernatural beliefs, more introversion, felt Buddhism irrelevant and used the internet more. Self-esteem was not linked to religious values or environmental concern. Narrow focus on self-esteem as an educational aim risks the known weaknesses of multiculturalism that have since been overcome in pluralist education. The limited usefulness of the self-esteem concept does however reveal ways forward for teachers of minority education, introverts and sustainability.

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Inglis, Gillian. "Reconstructing Parents’ Meetings in Primary Schools: The Teacher as Expert, the Parent as Advocate and the Pupil as Self-Advocate." Center for Educational Policy Studies Journal 2, no. 1 (January 16, 2018): 83–103. http://dx.doi.org/10.26529/cepsj.396.

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The efficacy of parents’ meetings in primary schools in the UK is an area in need of research. This article uses an approach informed by grounded theory to explore the experiences and satisfaction of parents, teachers and pupils regarding bi-annual meetings to discuss pupil progress. A two-phase approach was utilised, with diary-interviews with parents and teachers and group pupil interviews in Phase 1, followed by a parents’ questionnaire in Phase 2 derived from Phase 1 data. The findings from a doctoral study provide an overall more positive depiction of these meetings compared to existing research in the secondary sector. A model of the teacher as the expert and information-giver persists, but a consumerist ideology appears evident as parents seek to participate and advocate on behalf of their child. As parents become more proactive and teachers act to retain their professional authority, the interaction of the professional and advocate has excluded the perspective of the child. Thisleaves pupils in search of self-advocacy at meetings in which they are the object of discussion, but cannot be present. While pupils generally favour involvement, adults express a protectionist perspective on pupil exclusion with exceptional factors indicated as being the age of the child and the content of the meeting.

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Radzevičienė, Liuda, Lina Miliūnienė, Aistė Batūraitė, Evert-Jan Hoogerwerf, Adam Charvatis, Michael Bader, Thomas Oliv, and Petya Grudeva. "ANALYSIS OF COGNITION STRUCTURE OF STUDENT’S HAVING EMOTIONAL, BEHAVIORAL AND LEARNING DIFFICULTIES: ASPECT OF INTERNATIONAL EXPERIENCE." SOCIAL WELFARE: INTERDISCIPLINARY APPROACH 1, no. 9 (December 9, 2019): 158. http://dx.doi.org/10.21277/sw.v1i9.469.

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Article present international research on cognition, situation analysis of pupil who has emotional, behavioral and learning difficulties, that leads to early school drops. The main features of pupils who are not motivated in school attendance are problems in family environment and behavioral manifestations that lead to social conflicts. Method of deep-interview was applied during multifold individual meetings with pupil. Twenty-one student from four EU countries at the age from 13 to 20 years took part in the research. It was set that student’s difficulties and strengths at school, de-motivational and motivational aspects, weak points, problems of positive self-evaluation, coping strategies, helping thoughts, advice and wishes about future are the main inner psychological problems that reflects in student’s environmental acting.

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Pinaula-Toves, Alanalyn N., Peggy Nelson, Steven P. Gianakas, Jessica Sullivan, and Matthew B. Winn. "Relationship of noise history to perceived loudness and physiological arousal from noise." Journal of the Acoustical Society of America 151, no. 4 (April 2022): A256. http://dx.doi.org/10.1121/10.0011244.

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Chronic exposure to noise is a well-documented health hazard (Suter, 1991). In this study, we investigated whether an individuals’ self-reported noise history (exposure, sensitivity, and annoyance) correlated with noise-elicited physiologic arousal. We measured pupil dilation responses and loudness judgments to varying types of noise and related those to self-identified noise history. We hypothesized that increased history of exposure or annoyance would be correlated with perceived loudness and arousal from noise. Five colors (spectra) of noise were generated with the same sound pressure levels within the band 1000–4000 Hz but with different slopes of spectral energy below and above the band. Changes in participant pupil dilation responses elicited by each noise type were used as an assessment of physiological stress response to noise stimuli. Participants also adjusted the loudness of two randomized noise spectra until they were determined to be of equal loudness. Preliminary data suggest that the perception of loudness and levels of arousal differed depending on the color spectrum of noise. Relationships between the loudness judgments, self-reported noise history, and observed physiologic data will be further discussed. Results have implications for understanding the behavioral and physiological effects of chronic exposure to noise. [Robert Young, NIDCD R01DC017114 (Winn).]

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Takei, Yoshimitsu, Michael P. Johnson, and Melvin E. Clark. "Academic Achievement and Impression Management as Factors in the Grading of White Junior High Pupils." Sociological Perspectives 41, no. 1 (March 1998): 27–48. http://dx.doi.org/10.2307/1389352.

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The process of grading pupil performance in American schools has received considerable attention over the years. Most of the previous studies have focused on the observed associations between grades and certain pupil characteristics such as family background, sex, abilities, attitudes and behaviors. Far less attention has been given to the influence of teachers' assessment of pupil behavior on grades. Incorporating this dimension into our analysis of the National Education Longitudinal Study of 1988 data, we not only found virtually no difference in school performance by gender, but also that the influence of family SES on grades operates almost entirely through academic achievement and behavior in school. Furthermore, since academic achievement affects grades both directly and indirectly, achievement seems to reflect both the quality of work performed in class as well as the teacher's evaluation of the adolescent's role performance. Consistent with this interpretation, the pupils' self-reported behavior does not affect his or her grades directly, but indirectly through the teacher's evaluation of the adolescent's role performance. This finding suggests a pupil's demeanor and behavior have institutional meaning only as they are filtered through the teacher's perceptions.

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Miroshnyk, Z. M. "PSYCHOLOGICAL ASPECTS OF PROFESSIONAL PRIMARY CLASS TEACHER TRAINING." Educational Dimension 3 (May 19, 2022): 23–30. http://dx.doi.org/10.31812/educdim.5043.

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Professional training of a primary school teacher is considered to he many-sided. This article touches upon psychological aspects o f this problem. Analyzing the main conditions for development of a teacher as a professional the authors stresses on the following: personal orientation on a concrete pupil, psychological competence and self-management of a primary class teacher.

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Suwalska, Arleta. "A Values Perspective on Ethical Education for Grades 7 to 9 in Finland." Studia z Teorii Wychowania XIII, no. 1(38) (May 9, 2022): 169–81. http://dx.doi.org/10.5604/01.3001.0015.8501.

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The National Core Curriculum for Basic Education 2014 underlined the need to treat each child as unique and valuable, and as a result, students are encouraged to enhance their self-images, self- efficacy, and self-esteem, which contribute to improvement of their learning skills. There is highlighted the emphasis on the joy of learning and promotion of pupil welfare.The main part of the study is thus an analysis of the Finnish National Core Curriculum, based on a review of the literature on secular ethics across grades 7 to 9 and the presentation of values in Finnish basic education

Journal articles on the topic 'Self-Pupil'

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