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1
Zhang, Junfa, and Yin Zhang. "Research on the Effects of Ideals and Beliefs Education for College Students." Scientific and Social Research 3, no. 2 (July 13, 2021): 7–11. http://dx.doi.org/10.36922/ssr.v3i2.1092.
Повний текст джерелаАнотація:
The question of college students nowadays having firm ideals and believes is not only related to their achievements, but also related to the reformation and development of the country. In addition, by conducting scientific and effective education of ideals and beliefs for college students, it can be used to promote development in the direction of demand for talents in the new era with ideals, beliefs and responsibility. The authors propose several ways to effectively carry out the education of college students’ ideals and beliefs, based on the significance of ideals and beliefs and the introduction of the relationship between the ideal and belief education of college students, as well as the “youth dream” and the “Chinese dream” in order to explore effective ways to strengthen the ideal and belief education for college students in the new era. This article may be a reference for higher education institutions.
2
Boden, Matthew Tyler, Howard Berenbaum, and James J. Gross. "Why Do People Believe What They Do? A Functionalist Perspective." Review of General Psychology 20, no. 4 (December 2016): 399–411. http://dx.doi.org/10.1037/gpr0000085.
Повний текст джерелаАнотація:
Why do people believe what they do? Scholars and laypeople alike tend to answer this question by focusing on the representational functions of beliefs (i.e., representing the world accurately). However, a growing body of theory and research indicates that beliefs also can serve important hedonic functions (i.e., decreasing/increasing negative or positive emotional states). In this article, we describe: (a) the features of belief; (b) the functions served by beliefs, with a focus on the hedonic function; (c) an integrative framework highlighting the hedonic function and contrasting it with the representational function; and (d) the implications of our framework, and related future research directions for individual differences in belief, belief change, and the ways in which beliefs contribute to adaptive versus maladaptive psychological functioning.
3
A. McLaughlin, Laura, and James McLaughlin. "Framing the Innovation Mindset." Issues in Informing Science and Information Technology 18 (2021): 083–102. http://dx.doi.org/10.28945/4793.
Повний текст джерелаАнотація:
Aim/Purpose: To build the skills of innovation, we must first establish a framework for the belief system that surrounds effective innovation practice. In building any belief system, sometimes outdated beliefs need to be replaced with better, more carefully researched ideas. One such belief, discovered in our research and elsewhere, is that creativity is innate and that great ideas arise through chance or happenstance. Background: One belief regarding innovation and creativity, discovered in our research and elsewhere, is the belief that creativity is innate. History has repeatedly shown this to be untrue, yet people still believe it. We have found within our research another belief is that innovation happens through random, unstructured processes -- that great ideas arise through chance or happenstance. However, participants also believed that innovation is a skill. If someone believes innovation is a skill but also believes innovation is innate, random, and unstructured, this disconnect presents obstacles for the training and development of innovation skills. Methodology: This research is based on a combination of background research and direct survey of innovators, educators, scientists, and engineers, in addition to the general public. The survey is used to illuminate the nature of significant beliefs related to creativity and innovation practice Contribution: We examine the myths and truths behind creativity as well as the false beliefs behind innovation as we present a closed model for innovation and the key framing elements needed to build a successful, trainable, developable system that is the innovation mindset. And like any skill, creativity and innovation can be taught and learned using tools and processes that can be followed, tracked, and documented. If innovation is a skill, creativity should not re-quire magic or the production of ideas out of thin air. Findings This paper identifies the historic nature of creativity as well as the general strategies used by innovators in implementing innovation practices and pro-poses a framework that supports the effective development of the innovation mindset. Recommendations for Practitioners: Apply the framework and encourage ideation and innovation participants to appreciate that they can learn to be creative and innovative. Start as early as possible in the education process, as all of these skills can be instructed at early ages. Recommendations for Researchers: Continue to gather survey data to support a refined understanding of the motivations behind the disconnect between innovation as a methodical skill and the beliefs in the use of random ideation techniques. Impact on Society: Transforming the understanding of creativity and innovation from one of mythical belief to one of methodical skill application will dramatically alter the lifelong impact of knowledge gained in support of global economic and environmental challenges. Future Research: A continuation of the recommended research paths and collaboration with other creativity researchers leading to improved methods for dissuading mythical beliefs toward formalized, systematic ideation and innovation practices.
4
Kornilaki, Ekaterina N., та Plousia Misailidi. "Οι πεποιθήσεις των παιδιών για τη μετά θάνατον ζωή: Επισκόπηση της σύγχρονης έρευνας". Preschool and Primary Education 7, № 1 (16 квітня 2019): 37. http://dx.doi.org/10.12681/ppej.18604.
Повний текст джерелаАнотація:
This paper reviews recent studies investigating children's afterlife beliefs. In doing so, the paper concentrates on the following questions: (a) At what age do children begin to believe in the afterlife and what is the developmental course of their beliefs? (b) Is children's belief in the afterlife grounded on a common-sense dualism; is this belief related to constraints of the human cognitive system; or is it the consequence of religious indoctrination and other socio-cultural influences? Finally, the paper attempts a critical discussion of the research findings, and discusses the prospects for future research.
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Boylu, Emrah, Mete Yusuf Ustabulut, and Ezgi İnal. "Grammar-learning Beliefs of Students Who Learn Turkish as a Foreign Language." International Journal of Psychology and Educational Studies 9, no. 1 (January 30, 2022): 32–50. http://dx.doi.org/10.52380/ijpes.2022.9.1.442.
Повний текст джерелаАнотація:
The aim of the study is to determine the beliefs of those who learn Turkish as a foreign language about learning grammar and to determine whether their beliefs are in line with their perceptions of grammar. In this study, which was created using the mixed method, the data about the beliefs of the learners in accordance with the survey method was collected, which is one of the basic quantitative research methods. In addition, the data for the determination of learners’ perceptions were collected in accordance with one of the qualitative research methods—the phenomenology method. The study group of this research consists of B1, B2, and C1 level students who learn Turkish at Aydın TÖMER (Turkish Teaching Application and Research Center), İstanbul Aydın University. Based on the findings obtained in the research, 45% of the learners believe that they can learn Turkish without knowing the grammar while 37% believe that they cannot. When the beliefs about grammar-learning method are examined, it is seen that 27% of the learners have the belief that it is important to learn grammar directly, and 63% believe that it is more important to understand the rules based on examples. In the context of all of this data, it was concluded that there is a parallelism between the grammar-learning beliefs of those who learn Turkish as a foreign language and their grammar perceptions. In other words, those who think that they cannot learn Turkish without knowing grammar also perceive grammar as difficult, a necessity, and produce metaphors for it. In addition, it was understood that those who believe that they can learn Turkish without knowing grammar perceive grammar as a tool and produce metaphors and provide reasons.method, the data about the beliefs of the learners in accordance with the survey method was collected, which is one of the basic quantitative research methods. In addition, the data for the determination of learners’ perceptions were collected in accordance with one of the qualitative research methods—the phenomenology method. The study group of this research consists of B1, B2, and C1 level students who learn Turkish at Aydın TÖMER (Turkish Teaching Application and Research Center), İstanbul Aydın University. Based on the findings obtained in the research, 45% of the learners believe that they can learn Turkish without knowing the grammar while 37% believe that they cannot. When the beliefs about grammar-learning method are examined, it is seen that 27% of the learners have the belief that it is important to learn grammar directly, and 63% believe that it is more important to understand the rules based on examples. In the context of all of this data, it was concluded that there is a parallelism between the grammar-learning beliefs of those who learn Turkish as a foreign language and their grammar perceptions. In other words, those who think that they cannot learn Turkish without knowing grammar also perceive grammar as difficult, a necessity, and produce metaphors for it. In addition, it was understood that those who believe that they can learn Turkish without knowing grammar perceive grammar as a tool and produce metaphors and provide reasons.The aim of the study is to determine the beliefs of those who learn Turkish as a foreign language about learning grammar and to determine whether their beliefs are in line with their perceptions of grammar. In this study, which was created using the mixed method, the data about the beliefs of the learners in accordance with the survey method was collected, which is one of the basic quantitative research methods. In addition, the data for the determination of learners’ perceptions were collected in accordance with one of the qualitative research methods—the phenomenology method. The study group of this research consists of B1, B2, and C1 level students who learn Turkish at Aydın TÖMER (Turkish Teaching Application and Research Center), İstanbul Aydın University. Based on the findings obtained in the research, 45% of the learners believe that they can learn Turkish without knowing the grammar while 37% believe that they cannot. When the beliefs about grammar-learning method are examined, it is seen that 27% of the learners have the belief that it is important to learn grammar directly, and 63% believe that it is more important to understand the rules based on examples. In the context of all of this data, it was concluded that there is a parallelism between the grammar-learning beliefs of those who learn Turkish as a foreign language and their grammar perceptions. In other words, those who think that they cannot learn Turkish without knowing grammar also perceive grammar as difficult, a necessity, and produce metaphors for it. In addition, it was understood that those who believe that they can learn Turkish without knowing grammar perceive grammar as a tool and produce metaphors and provide reasons.The aim of the study is to determine the beliefs of those who learn Turkish as a foreign language about learning grammar and to determine whether their beliefs are in line with their perceptions of grammar.
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Dafoe, Allan, Remco Zwetsloot, and Matthew Cebul. "Reputations for Resolve and Higher-Order Beliefs in Crisis Bargaining." Journal of Conflict Resolution 65, no. 7-8 (March 11, 2021): 1378–404. http://dx.doi.org/10.1177/0022002721995549.
Повний текст джерелаАнотація:
Reputations for resolve are said to be one of the few things worth fighting for, yet they remain inadequately understood. Discussions of reputation focus almost exclusively on first-order belief change— A stands firm, B updates its beliefs about A’s resolve. Such first-order reputational effects are important, but they are not the whole story. Higher-order beliefs—what A believes about B’s beliefs, and so on—matter a great deal as well. When A comes to believe that B is more resolved, this may decrease A’s resolve, and this in turn may increase B’s resolve, and so on. In other words, resolve is interdependent. We offer a framework for estimating higher-order effects, and find evidence of such reasoning in a survey experiment on quasi-elites. Our findings indicate both that states and leaders can develop potent reputations for resolve, and that higher-order beliefs are often responsible for a large proportion of these effects (40 percent to 70 percent in our experimental setting). We conclude by complementing the survey with qualitative evidence and laying the groundwork for future research.
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Branković, Marija. "Who believes in ESP: Cognitive and motivational determinants of the belief in extra-sensory perception." Europe’s Journal of Psychology 15, no. 1 (February 28, 2019): 120–39. http://dx.doi.org/10.5964/ejop.v15i1.1689.
Повний текст джерелаАнотація:
Many people believe in extra-sensory perception, e.g. the ability to communicate with thoughts, to sense future events or locate radiation with the help of a V-shaped piece of wood. Addressing a gap in research specifically focused on ESP beliefs, we investigated cognitive styles and basic motivations related to these beliefs in two survey studies. The findings suggest that a propensity to use intuition is the best predictor of ESP beliefs in terms of cognitive style. ESP belief is positively related to fear of death, and this relation is partly mediated by fatalism, i.e. the belief that chance controls one’s life. ESP beliefs do not seem to be perceived as irreconcilable with a rational view of reality however, they do not necessarily provide psychological protection from existential concerns. The implications of the findings in terms of costs and benefits of these beliefs and the possibility to change them are discussed.
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Goldberg, Zachary J., and Sean Richey. "Anti-Vaccination Beliefs and Unrelated Conspiracy Theories." World Affairs 183, no. 2 (May 29, 2020): 105–24. http://dx.doi.org/10.1177/0043820020920554.
Повний текст джерелаАнотація:
Much recent literature has examined the correlates of anti-vaccination beliefs, without specifying the mechanism that creates adherence to these debunked ideas. We posit that anti-vaccination beliefs are an outcome of a general psychological propensity to believe in conspiracies based on new research on the interconnectedness of conspiracy beliefs. These ideas are tested with a confirmatory factor analysis and a seemingly unrelated regression (SUR) model of a nationally representative U.S. sample from the 2016 American National Election Studies. The confirmatory factor analysis shows that anti-vaccination beliefs highly correlate with belief in the unrelated conspiracies that Obama is a Muslim and 9/11 trutherism. Our SUR models also show that all three of these very different beliefs have similar predictors. All three have a negative correlation with political trust, political knowledge, education, and a positive correlation with authoritarianism. Thus, anti-vaccination beliefs are shown to be part of a psychological propensity to believe in conspiracies.
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Rosenthal, Sonny, Benjamin Hill Detenber, and Hernando Rojas. "Efficacy Beliefs in Third-Person Effects." Communication Research 45, no. 4 (February 19, 2015): 554–76. http://dx.doi.org/10.1177/0093650215570657.
Повний текст джерелаАнотація:
People generally believe they are less susceptible than others to influences of media, and a growing body of research implicates such biased processing, or third-person perception, in public support for censorship, a type of third-person effect. The current study extends research of the third-person effect by studying two efficacy-related concepts in the context of sexual content in films. Analysis of cross-sectional data from 1,012 Singaporeans suggests that people exhibit self-other asymmetries of efficacy beliefs: They believe others are less capable than they are of self-regulation and that censorship is more effective at restricting others’ access to sexual content in films. Furthermore, the former belief was directly related to the belief that others are more susceptible to negative influence, and thus was indirectly related to support for censorship; whereas the latter belief was directly related to support for censorship. Results may help distinguish the roles of self-regulation and government censorship as bases of local media standards.
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Ghufron, M. Nur, Indiyati Eko P, and Berliana Henu Cahyani. "Model Struktural Hubungan Antara Kepercayaan Epistemologis Dengan Konsepsi Tentang Belajar Dan Mengajar Mahasiswa." INFERENSI 11, no. 1 (June 1, 2017): 51. http://dx.doi.org/10.18326/infsl3.v11i1.51-74.
Повний текст джерелаАнотація:
This research aimed to assessing whether epistemological beliefs as measured by belief about knowledge and belief about learning predicted of the constructivist conception of teaching and learning, assessing whether epistemological beliefs as measured by belief about knowledge and belief about learning predicted of the traditional conception of teaching and learning. The population in this research consists of students of Tarbiyah Department of STAIN Kudus, Central Java. The sample was as many as study 242 students, taken through simple random sampling method. The data collection techniques used in this research was questionnaire in the form of scales and checklists. The data were analyzed using Structural Equation Models (SEM). The research resulted that epistemological beliefs as measured by belief about learning was negatively related on the constructivist conception of teaching and learning and) epistemological beliefs as measured by belief about knowledge was positively related on the traditional conception of teaching and learning.
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Joven-Romero, Marco Antonio. "On the Nature of Belief in Pluralistic Ignorance." Contemporary Pragmatism 15, no. 1 (February 22, 2018): 23–45. http://dx.doi.org/10.1163/18758185-01501003.
Повний текст джерелаАнотація:
I apply recent research on the links between belief, truth and pragmatism based on Williams (1970) statement that “beliefs aim at truth,” to the phenomenon of pluralistic ignorance, in which agents act contrary to their private beliefs because they believe that other agents believe the contrary. I consider three positions; an epistemic position, a pragmatic position, and a third position coordinating the first two. I apply them to pluralistic ignorance while considering the recent study of Bjerring, Hansend and Pedersen (2014). I conclude that a purely epistemic approach is better for understanding pluralistic ignorance.
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Lucinda Allison and Christine Stephens. "The Assessment of Pain Beliefs and Their Role in Predicting Recovery From Repetitive Strain Injury." Australian Journal of Rehabilitation Counselling 10, no. 1 (January 2004): 15–26. http://dx.doi.org/10.1017/s1323892200000314.
Повний текст джерелаАнотація:
Repetitive Strain Injury (RSI) is an umbrella term for a range of conditions characterised by pain and discomfort in the soft tissues and muscle weakness. Cognitive–behavioural theory suggests that the beliefs of people in pain can influence their functioning, and beliefs scales are viewed as an important tool to assess these beliefs. Research findings support a relationship between pain beliefs and levels of pain and functioning; however, there has been little research into how belief scores are related to recovery. This study examines the relationship between scores on beliefs scales and recovery. Sixty-four people with RSI completed questionnaires to determine their pain beliefs and how their levels of pain and functioning had changed over the previous six months. Correlations provided little support for a relationship between the belief scores and recovery. This study highlights the limitations of the beliefs scales currently used in pain research and recommends the use of qualitative and longitudinal research.
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Mercer, Jonathan. "Emotional Beliefs." International Organization 64, no. 1 (January 2010): 1–31. http://dx.doi.org/10.1017/s0020818309990221.
Повний текст джерелаАнотація:
AbstractA belief in alien abduction is an emotional belief, but so is a belief that Iran intends to build nuclear weapons, that one's country is good, that a sales tax is unjust, or that French decision makers are irresolute. Revolutionary research in the brain sciences has overturned conventional views of the relationship between emotion, rationality, and beliefs. Because rationality depends on emotion, and because cognition and emotion are nearly indistinguishable in the brain, one can view emotion as constituting and strengthening beliefs such as trust, nationalism, justice or credibility. For example, a belief that another's commitment is credible depends on one's selection (and interpretation) of evidence and one's assessment of risk, both of which rely on emotion. Observing that emotion and cognition co-produce beliefs has policy implications: how one fights terrorism changes if one views credibility as an emotional belief.
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Elzawawi, Fatma. "EXAMINING THE BELIEF CHANGE OF LIBYAN TEACHERS OF ENGLISH WHO UNDERTAKE POSTGRADUATE STUDIES ABROAD." (Faculty of Arts Journal) مجلة كلية الآداب - جامعة مصراتة, no. 09 (June 1, 2017): 33–56. http://dx.doi.org/10.36602/faj.2017.n09.12.
Повний текст джерелаАнотація:
Recent research has made a significant contribution to the exploration of teachers' beliefs and the relationship between teachers' beliefs and practices. This paper reports on a study in which I investigated the beliefs about English Language Teaching of ten experienced Libyan teachers of English who were engaged in MA and PhD studies abroad. Diaries and interviews were used in the data collection. Two aspects of their beliefs were examined: whether, and how, their beliefs changed as a result of studying abroad, and the sources of these beliefs. In this study, it was found that while some of the teachers' previously held beliefs changed and others remained the same, in every case awareness of alternative beliefs had been raised. In addition, the results also showed that the beliefs held by this group of Libyan teachers were derived from a variety of sources, and had been influenced by more than one source, with consequent effects on their teaching perceptions and practices. Key words: Teacher Believes, Belief Change, Professional Development, Libya.
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Pasquale, Michael. "Folk beliefs about second language learning and teaching." AILA Review 24 (December 21, 2011): 88–99. http://dx.doi.org/10.1075/aila.24.07pas.
Повний текст джерелаАнотація:
What do students and teachers believe about the second language learning process? What if these beliefs are in conflict with each other or with prevailing applied linguistic theories? These are the types of questions that are investigated within folk linguistic research. Some researchers have taken a quantitative approach that relied on questionnaires (e.g., Horwitz 1985), while others have delved into the cognitive foundations of beliefs (e.g., Woods 2003). Lastly, some have used discoursal approaches which use discourse analytic (e.g., Pasquale & Preston, forthcoming) and culturally contextualized approaches (e.g., Barcelos 1995) suggesting that folk belief is a dynamic process. Therefore, a discoursal approach may provide insights into respondents’ reasoning rather than what might be considered more static domains of belief.
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Beeli-Zimmermann, Sonja. "Extending belief research to adult basic education: an exploration of some adult educators’ beliefs about numeracy and its teaching." Zeitschrift für Weiterbildungsforschung 42, no. 3 (October 31, 2019): 357–77. http://dx.doi.org/10.1007/s40955-019-00149-9.
Повний текст джерелаАнотація:
Abstract While belief research has become an integral part of the educational research agenda, it has been uneven. One neglected area is the beliefs of adult education teachers. Focusing on five such teachers working in adult basic education and teaching numeracy in Switzerland, this exploratory study uses different data to describe their beliefs about numeracy and its teaching. It is shown that this group holds clearly different views from other groups of adult teachers and it is argued that extending belief research to this target group using different approaches could contribute to a wider knowledge base on beliefs in general.
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Nakazono, T. T., P. L. Davidson, and R. M. Andersen. "Oral Health Beliefs in Diverse Populations." Advances in Dental Research 11, no. 2 (May 1997): 235–43. http://dx.doi.org/10.1177/08959374970110020601.
Повний текст джерелаАнотація:
Using data from population-based samples of adults participating in the ICS-II USA study, and using principal components analysis, we constructed oral health belief measures corresponding to the Health Belief Model (HBM) dimensions. Tests of validity and reliability were performed. Scales measuring perceived benefit of preventive practices and seriousness of oral disease had the highest validity and reliability. We used multiple regression analysis to examine sociodemographic predictors of perceived benefits of preventive practices. Race-ethnicity and age cohort were significant predictors among Baltimore and San Antonio adults. White adults and middle-aged persons in both research locations were more likely to believe in the benefit of preventive practices. Female gender, higher educational attainment, and better self-rated health were significant indicators of more positive oral health beliefs in every research location. Results also characterize persons who place lower value on preventive practices (i.e., males, less-educated persons, and those reporting poorer self-rated health). The design of effective dental public health messages and outreach efforts requires an analysis of the individual's health orientation and the factors influencing oral health beliefs. Oral health education interventions designed to improve health beliefs should contain an evaluation component for assessing the impact of education on health practices and oral health status.
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Cookson, Darel, Daniel Jolley, Robert C. Dempsey, and Rachel Povey. "A social norms approach intervention to address misperceptions of anti-vaccine conspiracy beliefs amongst UK parents." PLOS ONE 16, no. 11 (November 12, 2021): e0258985. http://dx.doi.org/10.1371/journal.pone.0258985.
Повний текст джерелаАнотація:
Anti-vaccine conspiracy beliefs among parents can reduce vaccination intentions. Parents’ beliefs in anti-vaccine conspiracy theories are also related to their perceptions of other parents’ conspiracy beliefs. Further, research has shown that parents hold misperceptions of anti-vaccine conspiracy belief norms: UK parents over-estimate the anti-vaccine conspiracy beliefs of other parents. The present study tested the effectiveness of a Social Norms Approach intervention, which corrects misperceptions using normative feedback, to reduce UK parents’ anti-vaccine conspiracy beliefs and increase vaccination intentions. At baseline, 202 UK parents of young children reported their personal belief in anti-vaccine conspiracy theories, future intentions to vaccinate, and their perceptions of other UK parents’ beliefs and intentions. Participants were then randomly assigned to a normative feedback condition (n = 89) or an assessment-only control condition (n = 113). The normative feedback compared participants’ personal anti-vaccine conspiracy beliefs and perceptions of other UK parents’ beliefs with actual normative belief levels. Parents receiving the normative feedback showed significantly reduced personal belief in anti-vaccine conspiracy beliefs at immediate post-test. As hypothesised, changes in normative perceptions of anti-vaccine conspiracy beliefs mediated the effect of the intervention. The intervention, did not directly increase vaccination intentions, however mediation analysis showed that the normative feedback increased perceptions of other parents’ vaccination intentions, which in turn increased personal vaccination intentions. No significant effects remained after a six-week follow-up. The current research demonstrates the potential utility of Social Norms Approach interventions for correcting misperceptions and reducing anti-vaccine conspiracy beliefs among UK parents. Further research could explore utilising a top-up intervention to maintain the efficacy.
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Williams, Emyr, Leslie Francis, and Christopher A. Lewis. "Introducing the Modified Paranormal Belief Scale: Distinguishing between Classic Paranormal Beliefs, Religious Paranormal Beliefs and Conventional Religiosity among Undergraduates in Northern Ireland and Wales." Archive for the Psychology of Religion 31, no. 3 (September 2009): 345–56. http://dx.doi.org/10.1163/008467209x12499946199605.
Повний текст джерелаАнотація:
Previous empirical studies concerned with the association between paranormal beliefs and conventional religiosity have produced conflicting evidence. Drawing on Rice's (2003) distinction between classic paranormal beliefs and religious paranormal beliefs, the present study proposed a modified form of the Tobacyk Revised Paranormal Belief Scale to produce separate scores for these two forms of paranormal belief, styled ‘religious paranormal beliefs’ and ‘classic paranormal beliefs’. Data provided by a sample of 143 undergraduate students in Northern Ireland and Wales, who completed the Francis Scale of Attitude toward Christianity alongside the Tobacyk Revised Paranormal Belief Scale, demonstrated that conventional religiosity is positively correlated with religious paranormal beliefs, but independent of classic paranormal beliefs. These findings provide a clear framework within which previous conflicting evidence can be interpreted. It is recommended that future research should distinguish clearly between these two forms of paranormal beliefs and that the Tobacyk Revised Paranormal Beliefs Scale should be routinely modified to detach the four religious paranormal belief items from the total scale score.
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Ozcan, Mehmet. "High school teachers’ self-efficacy beliefs: A mixed method research." Waikato Journal of Education 27, no. 3 (December 9, 2022): 123–41. http://dx.doi.org/10.15663/wje.v27i3.827.
Повний текст джерелаАнотація:
The aim of this study is to reveal high school teachers’ self-efficacy beliefs with an explanatory sequential design, which is one of the mixed method research designs. Quantitative data of the research were analysed by package program, and qualitative data were analysed by content analysis method. Three hundred and twenty-nine high school teachers participated in the quantitative part of the research and 15 high school teachers participated in the qualitative part of the study. In the quantitative section of the study, the “Teacher Self-Efficacy Belief Scale” was used and in the qualitative dimension an interview form consisting of four research questions were asked. As a result of the research, it was revealed that the factors affecting the academic self-efficacy beliefs of the participants were scientific research, postgraduate education, in-service training, following up-to-date resources, individual development and communication; the factors affecting professional self-efficacy beliefs were the use of different teaching principles and methods, in-service training, personal development, graduate education, communication, professional sharing and experience; the factors affecting social self-efficacy beliefs were social activities, school activities, communication, harmony and sharing; and the factors affecting intellectual self-efficacy beliefs were following periodicals, following the agenda, scientific-philosophical reading, activities and organisations, personal development and travel.
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King, Ian Y., Wendy D. Manning, Monica A. Longmore, and Peggy C. Giordano. "The Relationship Between Medical Diagnoses, Risk Perceptions, and Social Distancing Compliance: An Analysis of Data from the Toledo Adolescent Relationships Study." Ohio Journal of Public Health 4, no. 2 (January 28, 2022): 34–42. http://dx.doi.org/10.18061/ojph.v4i2.8352.
Повний текст джерелаАнотація:
Background: The health belief model suggests that individuals' beliefs affect behaviors associated with health. This study examined whether Ohioans' pre-existing medical health diagnoses affected their belief about personal health risk and their compliance with social distancing during the coronavirus disease 2019 (COVID-19) pandemic. Prior research examining physical and mental diagnoses and social distancing compliance is nearly nonexistent. We examined whether physical and mental health diagnoses influenced individuals' beliefs that their health is at risk and their adherence with social distancing guidelines. Methods: The study used longitudinal cohort data from the Toledo Adolescent Relationships Study (TARS) (n = 790), which surveyed Ohioans prior to and during the COVID-19 pandemic. Dependent variables included belief that an individual's own health was at risk and social distancing compliance. Independent variables included physical and mental health diagnoses, pandemic-related factors (fear of COVID-19, political beliefs about the pandemic, friends social distance, family social distance, COVID-19 exposure), and sociodemographic variables (age, gender, race/ethnicity, educational level). Results: Individuals who had a pre-existing physical health diagnosis were more likely to believe that their personal health was at risk during the pandemic but were not more likely to comply with social distancing guidelines. In contrast, individuals who had a pre-existing mental health diagnosis were more compliant with social distancing guidelines but were not more likely to believe their personal health was at risk. Individuals who expressed greater fear of COVID-19 believed their health is more at risk than those who expressed lower levels of fear. Conclusion: Health considerations are important to account for in assessments of responses to the pandemic, beliefs about personal health risk, and social distancing behavior. Additional research is needed to understand the divergence in the findings regarding physical health, beliefs about personal health risk, and social distancing compliance. Further, research is needed to understand how mental health issues impact decision-making related to social distancing compliance.
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Fite, Robert E., Sarah L. Adut, and Joshua C. Magee. "Do you believe in magical thinking? Examining magical thinking as a mediator between obsessive-compulsive belief domains and symptoms." Behavioural and Cognitive Psychotherapy 48, no. 4 (March 17, 2020): 454–62. http://dx.doi.org/10.1017/s1352465820000132.
Повний текст джерелаАнотація:
AbstractBackground:Despite substantial research attention on obsessive beliefs, more research is needed to understand how these beliefs serve as aetiological or maintaining factors for obsessive-compulsive (OC) symptoms. Magical thinking may allow individuals to gain a sense of control when experiencing intrusive thoughts and corresponding obsessive beliefs, potentially accounting for why OC belief domains are often related to OC symptoms.Aims:This study examines magical thinking as a mediating variable in the relationship between OC belief domains and symptoms.Method:Undergraduate students (n = 284) reported their obsessive beliefs, magical thinking, and OC symptoms.Results:As expected, there were significant indirect effects for the belief domain of inflated responsibility and over-estimation of threat on OC symptoms via magical thinking. There was also an indirect effect for the belief domain of importance and control of thoughts on OC symptoms via magical thinking. Unexpectedly, there was no indirect effect involving the belief domain of perfectionism and intolerance of uncertainty.Conclusions:Magical thinking may be one mechanism through which certain OC beliefs lead to OC symptoms. It may be that magical thinking serves as a coping mechanism in response to elevated beliefs. Future studies should extend these findings across time and clinical samples.
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Budiana, I. Nyoman. "Legitimacy of the Dissolution of Beliefs by Community Organizations." International Journal of Research in Community Services 3, no. 1 (January 6, 2022): 35–45. http://dx.doi.org/10.46336/ijrcs.v3i1.182.
Повний текст джерелаАнотація:
Article 28E paragraph (1) of the 1945 Constitution states "Every person shall be free to choose and to practice the religion of his/her choice, to choose one’s education, to choose one’s employment, to choose one’s citizenship, and to choose one’s place of residence within the state territory, to leave it and to subsequently return to it.” In paragraph (2), everyone has the right to the freedom to believe in his/her beliefs, to express his/her views and thoughts, according to his/her conscience. The constitutional guarantees for believers can also be seen in Article 29 of the 1945 Constitution stating that the state shall be based upon the One and Only God and the State guarantees all persons the freedom of worship, each according to his/her own religion or belief. The Constitutional Court affirms that the right to adhere to a religion or belief in God Almighty is a citizen's constitutional right, not a gift from the state. Therefore, the state is obliged to protect and guarantee the fulfillment of the rights of it’s the citizens to embrace a belief other than the six religions developed in Indonesia. However, in practice the dissolution of beliefs is actually carried out by community organizations. In this study, two things will be discussed namely: 1) What is the legal position of adherents of belief in the national legal system? 2) Do community organizations have the authority to dissolve religious beliefs? This research is normative juridical research, in which the problems in this research are analyzed qualitatively.
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Alfaro Víquez, Helen, and Jorma Joutsenlahti. "Mathematical Beliefs Held by Costa Rican Pre-Service Teachers and Teacher Educators." Education Sciences 11, no. 2 (February 12, 2021): 70. http://dx.doi.org/10.3390/educsci11020070.
Повний текст джерелаАнотація:
Beliefs have been conceived as a hidden variable in mathematics education. It is important to know teachers’ beliefs as they can inform the way that teachers teach mathematics, make decisions in the classroom, and form opinions about the abilities of students. In Costa Rica, studies about beliefs have been conducted with in-service teachers, but there is no research on pre-service teachers and the beliefs they bring to the classroom from their teacher education programs (TEPs). This research aims to describe the beliefs held by 76 pre-service teachers and 19 teacher educators from four Costa Rican public universities, using the Teacher Education and Development Study in Mathematics (TEDS-M) questionnaire. The results suggest that both pre-service teachers and teacher educators believe in a constructivist orientation focused on the learner. Both groups support the view of mathematics as a process of inquiry and active learning and agree that mathematical skills are not fixed or associated with gender or culture. In the literature, the beliefs manifested by the participants are associated with positive results regarding student outcomes and teaching practices. Therefore, policymakers should be concerned with providing environments that allow and encourage teachers to continue with these belief orientations when they start teaching.
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McLaughlin, Danielle M., Jack Mewhirter, and Rebecca Sanders. "The belief that politics drive scientific research & its impact on COVID-19 risk assessment." PLOS ONE 16, no. 4 (April 21, 2021): e0249937. http://dx.doi.org/10.1371/journal.pone.0249937.
Повний текст джерелаАнотація:
We use survey data collected from 12,037 US respondents to examine the extent to which the American public believes that political motives drive the manner in which scientific research is conducted and assess the impact that such beliefs have on COVID-19 risk assessments. We find that this is a commonly held belief and that it is negatively associated with risk assessments. Public distrust in scientists could complicate efforts to combat COVID-19, given that risk assessments are strongly associated with one’s propensity to adopt preventative health measures.
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Eman Mohammed. "Exploring the Main Similarities Between the Concept of Divinity and Eastern Beliefs among Hinduism, Buddhism and Taoism." Journal of Islamic Thought and Civilization 12, no. 2 (October 11, 2022): 74–87. http://dx.doi.org/10.32350/jitc.122.06.
Повний текст джерелаАнотація:
This study will seek to attempt to discuss the concept of divinity in eastern beliefs, especially (Taoism, Hinduism, etc.), and then identify the similarities between the latter beliefs in relation to this concept. The goal of this paper is to find out the reasons why Eastern beliefs strayed from the worship of God and how they developed their concept of divinity. This research is very important because it provides information on the prevailing beliefs in India and China, which believe in the plurality of deities, the worship of ancestors from fathers and grandfathers, the sanctification of the forces of nature, and the practice of spiritual worship to reach the stage of union from God as they believe. This study focuses on answering the questions: Is the concept of divinity unified in eastern beliefs? The study used both the inductive and the deductive method by relying on the mother of books of eastern beliefs like the book of Tao. The most important findings of the study are that the philosophical and moral eastern religions prevailing in India and China are not based on belief in the monotheism of divinity. The study also showed that Eastern beliefs meet in a plurality the gods, and gradually and passed through stages in the search for the god that meets their needs, they worshiped the forces of nature, totem, man, and others, and practiced magic, sorcery, astrology, and other manifestations of polytheism.
Key words: Buddhism, Confucius, Divinity, Eastern beliefs, Hindus
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Phillips, Fred. "A Research Note on Accounting Students' Epistemological Beliefs, Study Strategies, and Unstructured Problem-Solving Performance." Issues in Accounting Education 16, no. 1 (February 1, 2001): 21–39. http://dx.doi.org/10.2308/iace.2001.16.1.21.
Повний текст джерелаАнотація:
In a previous study, Phillips (1998) observed that accounting students possess several dimensions of beliefs about the nature of knowledge, and provided evidence that one of the belief dimensions (i.e., that knowledge is uncertain) was related to a component of unstructured problem-solving performance (i.e., evaluating the relevance of case facts). Phillips (1998) also proposed that the relationship between students' beliefs and unstructured problem solving was mediated by their study strategies, but did not test this proposition. The current study replicates the belief dimensions observed by Phillips (1998) and examines the empirical relationship among students' beliefs, study strategies, GPAs, and unstructured problemsolving performance. Results indicate that one dimension of beliefs (i.e., that knowledge is complex) was associated with a dimension of study strategies (i.e., consolidating knowledge) and that these two dimensions were related to cumulative GPA and, after controlling for GPA, with a component of unstructured problem-solving performance (i.e., consolidating analyses). These findings, in conjunction with the results reported by Phillips (1998), are consistent with the theory that performance on an unstructured problem depends, in part, on the degree to which student beliefs and study strategies match the features of an “ideal” solution for the problem. This theory helps to explain how two equally knowledgeable students can differ in how they cope with unstructured problem solving, with one insisting on simple answers and the other remaining open to complex and integrative solutions.
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Silva, Tony, and Ashley Woody. "Supernatural Sociology: Americans’ Beliefs by Race/Ethnicity, Gender, and Education." Socius: Sociological Research for a Dynamic World 8 (January 2022): 237802312210847. http://dx.doi.org/10.1177/23780231221084775.
Повний текст джерелаАнотація:
The authors analyze the 2020–2021 Chapman University Survey of American Fears ( n = 1,035), the most recent nationally representative survey to examine fears of and beliefs about supernatural and paranormal phenomena, including ghosts, hauntings, zombies, psychics, telekinesis, Bigfoot or Sasquatch, Atlantis, and extraterrestrial visitation. This research examines how supernatural beliefs vary by race/ethnicity, gender, and education after adjustment for other demographic characteristics and religiosity. There were five gender differences, such that women were more likely than men to believe in or fear all nonmaterial or spiritual supernatural phenomena, as well as Atlantis. People with a bachelor’s degree or higher were less likely to believe in extraterrestrial visitation, hauntings, Bigfoot or Sasquatch, and Atlantis. There were also six beliefs and fears for which racial/ethnic differences emerged. The results highlight how gender, education, and race/ethnicity are strongly related to complex belief systems, including supernatural phenomena.
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Johnsen, Susan K., and Corina R. Kaul. "Assessing Teacher Beliefs Regarding Research-Based Practices to Improve Services for GT Students." Gifted Child Today 42, no. 4 (September 6, 2019): 229–39. http://dx.doi.org/10.1177/1076217519862332.
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This study examined teacher beliefs regarding research-based practices in gifted education and how these beliefs or other barriers influenced the implementation of practices in their classroom. An online survey was sent to gifted education teachers in a large suburban district. The teacher belief statements were developed based on the National Association for Gifted Children (NAGC) Pre-K-Grade 12 Gifted Programming Standards. Although a majority of the teachers agreed with the research-based belief statements, fewer implemented the practice in their classrooms frequently. If they did implement the practice, they perceived positive student outcomes. Teachers did identify these obstacles related to implementation: limited resources, training, skill level, and the school system curriculum.
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Robb, Harold B., and Ricks Warren. "Irrational Belief Tests: New Insights, New Directions." Journal of Cognitive Psychotherapy 4, no. 3 (January 1990): 303–11. http://dx.doi.org/10.1891/0889-8391.4.3.303.
Повний текст джерелаАнотація:
Critical appraisals of the RET model have been accompanied by closer scrutiny of measures designed to assess irrational beliefs. Problems with content and discriminant validity (Smith, 1982), and inclusion of items which describe feelings or behaviors rather than beliefs (Ramanaiah, Heerboth, & Schill, 1987) compromise previous research testing the RET model. The present study further examines six measures of irrational beliefs: The Idea Inventory, Irrational Beliefs Test, Rational Behavior Inventory, Belief Scale, the Dysfunctional Attitude Scale, and the Attitudes and Belief Scale-II. Our findings support and extend previous criticisms of irrational belief inventories and suggest recommendations for improvement.
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Facciani, Matthew, and Matthew E. Brashears. "Sacred Alters: The Effects of Ego Network Structure on Religious and Political Beliefs." Socius: Sociological Research for a Dynamic World 5 (January 2019): 237802311987382. http://dx.doi.org/10.1177/2378023119873825.
Повний текст джерелаАнотація:
Does who we know impact how strongly we believe? The claim seems reasonable, but research linking social network composition to political beliefs has produced conflicting results. We argue that methodological differences in measuring close ties can explain these inconsistencies and that work on the sacred umbrella provides a useful framework for moving forward. The sacred umbrella argues that when people close to you share your religious beliefs, you are shielded from doubt and uncertainty; perhaps the same mechanism also operates for political views. Using General Social Survey data, we find that religious or political discussion network heterogeneity predicts the strength of beliefs associated with one’s religion or political party, respectively. A religiously or politically homogenous network appears to strengthen certain values associated with the belief system.
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Rai, Dipankar, Chien-Wei Lin, JungHwa Hong, and George Kulick. "The influence of relationship beliefs on gift giving." Management & Marketing 12, no. 4 (December 20, 2017): 697–709. http://dx.doi.org/10.1515/mmcks-2017-0040.
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Abstract People have fundamental beliefs about what constitutes a good relationship, known as implicit theories of relationship, where some people have destiny beliefs whereas others have growth beliefs. People with destiny beliefs believe that potential partners are meant either for each other or not, whereas people with growth beliefs believe that successful relationships are cultivated and developed. This research shows that different implicit theories of relationship influence consumers’ gift choice to their significant others. We demonstrate, through two studies, that consumers with destiny beliefs prefer giving gifts that are more feasible in nature, whereas consumers with growth beliefs prefer giving gifts that are more desirable in nature. We show that this effect is mediated by desirability-feasibility considerations. Specifically, consumers with destiny beliefs focus on feasibility considerations, which leads them to choose a highly feasible gift. Conversely, consumers with growth beliefs focus on desirability considerations, which leads them to choose a highly desirable gift. We also discuss the theoretical and managerial implications of our research.
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Ceballos, Rachel M., Sarah Knerr, Mary Alice Scott, Sarah D. Hohl, Rachel C. Malen, Hugo Vilchis, and Beti Thompson. "Latino Beliefs About Biomedical Research Participation." Journal of Empirical Research on Human Research Ethics 9, no. 4 (August 5, 2014): 10–21. http://dx.doi.org/10.1177/1556264614544454.
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Andrews, Robin A. F., and Philip Tyson. "The superstitious scholar." Journal of Applied Research in Higher Education 11, no. 3 (July 1, 2019): 415–27. http://dx.doi.org/10.1108/jarhe-08-2018-0178.
Повний текст джерелаАнотація:
Purpose The development and application of critical thinking skills are an important component of success at University. Such skills permit students to evaluate the strengths and weaknesses of evidence, argument and theory. However research suggests that many students believe in paranormal phenomena (e.g. telekinesis). Such beliefs defy the basic principles of science and do not stand up to critical scrutiny. The paper aims to discuss these issues. Design/methodology/approach This study aimed to investigate paranormal beliefs within a student population: differences among gender, academic discipline and academic performance were explored. Findings Findings indicated that females expressed higher levels of paranormal belief than males, “hard” science students (e.g. Biology) and “soft” science students (e.g. Sociology) expressed lower levels of belief than arts students, and a significant negative correlation indicated that high achievers were less likely to endorse paranormal beliefs. Originality/value In light of these results the authors suggest that paranormal phenomena may be a useful tool for teaching critical thinking skills at university.
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Lin, Jenny J., Kathie-Ann P. Joseph, Kezhen Fei, Rebeca Franco, and Nina Bickell. "Adherence to hormone treatment for breast cancer and beliefs about treatment and screening." Journal of Clinical Oncology 30, no. 15_suppl (May 20, 2012): e11004-e11004. http://dx.doi.org/10.1200/jco.2012.30.15_suppl.e11004.
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e11004 Background: Beliefs about medications, more than knowledge, have been found to affect medication adherence. For breast cancer patients, at least 5 years of daily adjuvant hormonal therapy (HT) improves survival but it is often difficult for women to sustain therapy. Qualitative studies suggest women take HT to prevent breast cancer recurrence. We sought to assess whether beliefs about HT and screening were associated with ongoing HT adherence. Methods: Patients with a new early-stage breast cancer enrolled in an IRB-approved RCT to reduce disparities in care in New York City were telephone surveyed 6 months after their surgical treatment for breast cancer to assess knowledge, attitudes and beliefs about breast cancer, its treatment and prevention. Adherence was defined as a positive response to “are you now taking hormonal therapy (e.g., tamoxifen, arimidex)?” Beliefs about HT and mammogram screening were assessed. Bivariate analyses were conducted with t tests, chi square or Wilcoxon rank sum tests; multivariate analysis used a stepwise logistic regression. Results: Of 333 enrolled women, 233 were recommended to take HT. Of these, 187 (80%) women were prescribed HT and 172 (92%) were still adherent 6 months after surgery. Fifty-three percent of women were bothered by side effects but all were adherent; however, of the 15 women who stopped HT, 6 (40%) stopped due to side effects. Sixteen percent of women expressed difficulty paying for HT but all were adherent. Patients adherent to HT had stronger beliefs in both HT as treatment and prevention and in the importance of regular mammograms to stay healthy. A multivariate model including race, insurance, HT knowledge and beliefs found that only beliefs about HT and mammogram screening were associated with adherence (belief about HT: OR=1.1; 95%CI: 1.03-1.11; belief about mammogram: OR=1.55; 95% CI: 1.06-2.27) [model c=.84; p<0.0001]. Conclusions: Ongoing HT adherence is related to beliefs about both treatment and screening.Adherence is not related to HT knowledge, side effects, cost, insurance or patient race. Understanding patients’ beliefs about screening and treatment may help physicians enable women to adhere to long-term therapy.
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WILKINSON, PETER J., and PETER G. COLEMAN. "Strong beliefs and coping in old age: a case-based comparison of atheism and religious faith." Ageing and Society 30, no. 2 (September 24, 2009): 337–61. http://dx.doi.org/10.1017/s0144686x09990353.
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ABSTRACTAlthough a variety of research projects have been conducted on the benefits of religious coping in older adults, no direct comparison between atheism and religious faith has been published. The study reported in this paper tackled this issue by interviewing two matched groups of people aged over 60 years living in southern England, one of 11 informants with strong atheistic beliefs, and the other of eight informants with strong religious beliefs. Five paired comparisons were undertaken to examine the role of the content of the belief system itself in coping with different negative stresses and losses commonly associated with ageing and old age. The pairs were matched for the nature of the loss or stress that the two people had experienced, but the two individuals had opposed atheistic and religious beliefs. The analyses showed that all the study participants – regardless of their beliefs – were coping well, and suggested that a strong atheistic belief system can fulfil the same role as a strong religious belief system in providing support, explanation, consolation and inspiration. It is postulated that the strength of people's beliefs and how those beliefs are used might have more influence on the efficacy of coping than the specific nature of the beliefs. Further research into the strength of belief systems, including atheism, is required to test and elaborate this hypothesis.
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Grubbs, Jeffrey B. "Helping Pre-Service Art Teachers Confront their Pedagogical Belief Systems." International Journal for Innovation Education and Research 2, no. 10 (October 31, 2014): 8–20. http://dx.doi.org/10.31686/ijier.vol2.iss10.243.
Повний текст джерелаАнотація:
People are behaviorally and psychologically complex to a point that we cannot separate ourselves from our values, beliefs, and assumptions; they affect every part of our lives. In education, beliefs influence what, why, and how something is taught. The many threads of teacher belief literature have deepened our understanding of the teaching phenomenon for many decades. This article suggests that educational quality can be improved if teachers would analyze their own educational belief systems more systematically and comprehensively. The article gives a brief history of teacher belief research and suggests a framework by which teachers could analyze their thinking, beliefs, or assumptions. The article finishes with an example of how one professor integrated teacher belief research into a college course helping pre-service art educators analyze their conflicting belief systems.
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Muhtarom, Muhtarom, Nurina Happy, Farida Nursyahidah, and Anriany Casanova. "Pre-Service Teacher’s Beliefs and Knowledge about Mathematics." Al-Jabar : Jurnal Pendidikan Matematika 10, no. 1 (July 10, 2019): 101–10. http://dx.doi.org/10.24042/ajpm.v10i1.3617.
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This research describes the knowledge and beliefs of pre-service teachers about mathematics. Data collection of this research using written test of 143 mathematics pre-service teachers who have taken six semesters at Universitas PGRI Semarang, and interviewing of three pre-service teachers who are not consistent between knowledge and belief. The data are presented in the form of descriptive quantitative and analyzed qualitatively, including data reduction, data display, and conclusions drawing/verification. The results show that most of the knowledge of pre-service teachers are consistent with their beliefs. It is indicated that pre-service teachers’ knowledge has been internalized into a strong belief that affect their words and behaviors. The belief of almost half of pre-service teachers who become respondents changes because of lecturer activity effect. It can say that belief changes at any time, both the process of alteration and the formation of new beliefs as well as the reinforcement of the beliefs they have.
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Sapp, Stephen G. "NON-RATIONALITY IN BELIEF SETS: IMPLICATIONS FOR THE THEORY OF RATIONAL EXPECTATIONS." Social Behavior and Personality: an international journal 29, no. 4 (January 1, 2001): 337–45. http://dx.doi.org/10.2224/sbp.2001.29.4.337.
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Although much research supports the proposition contained within the theory of expectations that a causal relationship exists between beliefs and attitudes, little is known about the extent to which logical consistency exists among beliefs about objects in relation to beliefs about reasonable substitutes for them, and the effect of this potential inconsistency on estimates of the belief-attitude relationship. This study tested the logical consistency of 364 Japanese consumers' expressions of beliefs and attitudes regarding eating beef produced by three different countries. The results, which demonstrate significant inconsistency — or non-rationality — in belief sets, are discussed with respect to their implications for estimating belief-attitude relationships.
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Ziajka, Beata. "Ludowe opowieści wierzeniowe – problemy i możliwości badawcze." Język Polski 100, no. 3 (October 2020): 73–83. http://dx.doi.org/10.31286/jp.100.3.6.
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The objective of the article is to discuss the problems and opportunities resulting from the adoption of folk stories related to various beliefs as the research basis. A low axiological status of folk beliefs results in research difficulties already at the level of field explorations. The article presents both the reasons for those difficulties and the research strategies applied by the researcher in order to reactivate a belief story. Paradoxically, the same factors that determine the difficulties related to collecting the story, open new research perspectives related to the level of the pragmalinguistic analysis of the collected texts. It is because folk belief stories include a clear pragmatic layer consisting of the narrator’s comments that reveal his/her attitude towards the beliefs.
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Tok, Türkay Nuri, and Şükran Tok. "Novice teachers’ classroom management self efficacy beliefs." Journal of Human Sciences 13, no. 3 (December 20, 2016): 5595. http://dx.doi.org/10.14687/jhs.v13i3.4178.
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This study aims to determine novice teachers’ classrom management self efficacy beliefs as well as the extent to which these beliefs change according to independent variables. This research which aims to determine novice teachers’ classroom management self efficacy beliefs is a survey type research. The participants of the study are 85 novice teachers on duty in their first year in Hatay Province in Turkey. Classroom Management Self-Efficacy Convictions Scale that is internally consistent and valid in measuring classroom management self-efficacy beliefs of prospective teachers devised by Çetin (2013) was used in the study. There is not any statistically significant difference in terms of school of graduation and classroom management efficacy belief and result expectation sub-dimension. There is not any statistically significant difference in classroom management efficacy belief and result expectation sub-dimension. In terms of gender, there is not any statistically significant difference in the result expectation sub-dimension but there is a statistically significant difference in classroom management efficacy belief. Male novice teachers have higher level of classroom management efficacy beliefs than female novice teachers.
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Beckwith, A. C. E., J. Green, D. Goldmeier, and J. Hetherton. "Dysfunctional ideas (‘male myths’) are a result of, rather than the cause of, psychogenic erectile dysfunction in heterosexual men." International Journal of STD & AIDS 20, no. 9 (September 2009): 638–41. http://dx.doi.org/10.1258/ijsa.2008.008468.
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A variety of aetiological factors have been suggested as predisposing men to psychogenic erectile dysfunction (ED). One issue that has been repeatedly identified is holding dysfunctional beliefs about normal male sexual functioning (‘male myths’ – MMs). Past research found that those with a sexual dysfunction are more likely to believe in MMs. However, there was no distinction between whether these beliefs were the cause or result of having a sexual dysfunction. We sought to establish whether holding dysfunctional beliefs is a psychological predisposing factor for those with psychogenic ED. A total of 91 men (40 – organic ED, 24 – psychogenic ED and 27 controls) completed measures to establish their sexual functioning and beliefs in a number of suggested MM. Individuals with organic and psychogenic ED did not differ in their level of belief in MM but both groups differed significantly from controls. The results suggest that subscribing to MMs is a result, not the cause, of psychogenic ED.
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Di Battista, Silvia, Daniele Paolini, Lucia Mongelli, and Monica Pivetti. "The role of sexual prejudice and aetiology beliefs in the Italians’ attitudes toward adoption by same-sex couples." Europe’s Journal of Psychology 18, no. 4 (November 30, 2022): 464–75. http://dx.doi.org/10.5964/ejop.7243.
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Research found that those who believe sexual orientation is inborn have generally positive attitudes toward gay men and lesbian women. However, other studies have also found that these beliefs could include negative eugenic ideas. This study aims to investigate the role of people’s beliefs about the aetiology of sexual orientation in attitudes toward adoption for both gay and lesbian couples in Italy. We hypothesized that this relationship would be mediated by sexual prejudice. To test the predictions, 256 Italian heterosexual participants were asked to answer questions on a scale about their beliefs regarding the aetiology of sexual orientation, sexual prejudice, and attitudes toward adoption by same-sex couples. Results confirmed that the relationship between aetiology beliefs and support for adoption by gay and lesbian couples was fully mediated by sexual prejudice. These results suggest that the belief that sexual orientation is controllable may serve to justify one’s prejudice and, in turn, result in a lower support for same-sex couples’ adoption.
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Lestarina, Anggi Purwa, Joko Nurkamto Nurkamto, and Ngadiso Ngadiso Ngadiso. "EFL Teachers' Beliefs and ICT Integration Practices During Distance Learning: Employing Replacement, Amplification, and Transformation Framework." Register Journal 15, no. 1 (March 2, 2022): 91–108. http://dx.doi.org/10.18326/rgt.v15i1.91-108.
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Technology is successfully integrated when technology makes learning effective, efficient, and creative. It cannot be denied that technology positively contributes to teaching and learning. Moreover, in the current pandemic conditions where the learning process must be carried out remotely, technology helps this teaching and learning process more accessible. The objective of the study is to see the EFL teachers’ beliefs and ICT integration practices during distance learning. This study investigates teachers' beliefs of ICT integration based on the current theory and situation. The researchers used a qualitative approach in this case study; three EFL teachers were interviewed and observed. The finding of the study is all EFL teachers had positive beliefs about ICT use for teaching and learning and student-centered belief orientation for pedagogical belief. One of three had low-self efficacy to utilize ICT. ICT was integrated for effective and efficient learning, which means teachers' level of ICT integration was Amplification based on the RAT (Replacement, Amplification, and Transformation) framework. However, overall, teachers' beliefs orientation were positive belief about ICT integration, high self-efficacy belief, student-centered belief. Still, they could not reach the high level of ICT integration linked to creativity in teaching. They also faced some barriers in integrating ICT, such as students' engagement and the learning in the distance still incomplete. They missed the motivation or stimulation stage for their students and the students' learning process was lack of speaking and listening enhancement activities. Additional research should address more people as data objects to corroborate research results.Keywords: ICT integration, RAT framework, Teachers' Beliefs, Self-efficacy beliefs, Pedagogical beliefs
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Chahrour, Ryan, and Kyle Jurado. "News or Noise? The Missing Link." American Economic Review 108, no. 7 (July 1, 2018): 1702–36. http://dx.doi.org/10.1257/aer.20170792.
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The literature on belief-driven business cycles treats news and noise as distinct representations of agents' beliefs. We prove they are empirically the same. Our result lets us isolate the importance of purely belief-driven fluctuations. Using three prominent estimated models, we show that existing research understates the importance of pure beliefs. We also explain how differences in both economic environment and information structure affect the estimated importance of pure beliefs. (JEL D83, D84, E12, E23, E32)
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Ember, Carol R., Ian Skoggard, Benjamin Felzer, Emily Pitek, and Mingkai Jiang. "Climate Variability, Drought, and the Belief that High Gods Are Associated with Weather in Nonindustrial Societies." Weather, Climate, and Society 13, no. 2 (April 2021): 259–72. http://dx.doi.org/10.1175/wcas-d-20-0080.1.
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AbstractAll societies have religious beliefs, but societies vary widely in the number and type of gods in which they believe as well as their ideas about what the gods do. In many societies, a god is thought to be responsible for weather events. In some of those societies, a god is thought to cause harm with weather and/or can choose to help, such as by bringing needed rain. In other societies, gods are not thought to be involved with weather. Using a worldwide, largely nonindustrial sample of 46 societies with high gods, this research explores whether certain climate patterns predict the belief that high gods are involved with weather. Our major expectation, largely supported, was that such beliefs would most likely be found in drier climates. Cold extremes and hot extremes have little or no relationship to the beliefs that gods are associated with weather. Since previous research by Skoggard et al. showed that greater resource stress predicted the association of high gods with weather, we also tested mediation path models to help us evaluate whether resource stress might be the mediator explaining the significant associations between drier climates and high god beliefs. The climate variables, particularly those pertaining to dryness, continue to have robust relationships to god beliefs when controlling on resource stress; at best, resource stress has only a partial mediating effect. We speculate that drought causes humans more anxiety than floods, which may result in the greater need to believe supernatural beings are not only responsible for weather but can help humans in times of need.
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Muis, Krista R. "Personal Epistemology and Mathematics: A Critical Review and Synthesis of Research." Review of Educational Research 74, no. 3 (September 2004): 317–77. http://dx.doi.org/10.3102/00346543074003317.
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This review critically examines 33 studies on students’ epistemological beliefs about mathematics. Five categories were identified: beliefs about mathematics, development of beliefs, effects of beliefs on behavior, domain differences, and changing beliefs. Studies examining beliefs about mathematics revealed consistent patterns of nonavailing beliefs at all educational levels. Mathematics instructional environments were inferred to influence the development of beliefs about mathematics. All studies revealed significant relationships between beliefs and cognition, motivation, and academic achievement. Descriptive studies found relationships between beliefs and learning behaviors. Studies examining domain differences found significant variations in beliefs across disciplines. Studies focusing on changing beliefs were successful, which was attributed to appropriate changes in instructional style. The article concludes with suggestions for future research.
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Ljujić, Bojan, Tamara Nikolić Maksić, and Maja Maksimović. "Epistemološke osnove istraživanja u obrazovanju odraslih." Obrazovanje odraslih/Adult Education 12, no. 1 2012 (2012): 61–78. http://dx.doi.org/10.53617/issn2744-2047.2012.12.1.61.
Повний текст джерелаАнотація:
In this paper we want to consider the underlying assumptions on which the research work is based in adult education and learning: our beliefs about cognition within that reality (epistemology). These beliefs inevitably shape human decisions which direct the activities and general engagement in the world that surrounds us, thus in the planning and realisation of scientific research. In this context, to understand at least some of these beliefs is crucial to effective critique and application of research results, with the aim to improve educational practice and theoretical consideration of its eligibility.
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Palinkašević, Radmila, and Jovana Brkić. "Exploring the relationship between language learning beliefs and foreign language classroom anxiety." Research in Pedagogy 10, no. 2 (2020): 367–84. http://dx.doi.org/10.5937/istrped2002367p.
Повний текст джерелаАнотація:
Language learning beliefs and foreign language classroom anxiety present two extremely important factors in language learning. This paper explores these two factors and their complex relationship in students at the Preschool Teacher Training College in Vršac and Teacher Training Faculty in Belgrade (Vršac campus). Both quantitative and qualitative research models were implemented in the study. The quantitative analysis used BALLI (Beliefs about Language Learning Inventory) and FLCAS (Foreign Language Classroom Anxiety Scale) as instruments, and latter implemented a correlational analysis to see which language learning beliefs had a strong connection with anxiety levels. Ten language learning beliefs showed a significant correlation with foreign language classroom anxiety levels. These beliefs were placed into five belief categories which were used as a starting point in the qualitative analysis. For the qualitative analysis language learning histories were used. The process produced two additional language belief categories which showed a strong connection with foreign language classroom anxiety. The research proposes which language learning beliefs teachers should first promote in order to establish a positive attitude towards language learning without high levels of anxiety along with other suggestions for the change and promotion of language learning beliefs and the lowering of classroom anxiety.
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Desfiyadin Nugraha, Brafangestu Candra, Idah Hamidah, and Diana Puspitasari. "Kepercayaan Dan Praktik Shinto Dalam Anime Noragami." KIRYOKU 5, no. 1 (June 2, 2021): 112–21. http://dx.doi.org/10.14710/kiryoku.v5i1.112-121.
Повний текст джерелаАнотація:
The aim of this research is to describe beliefs and Shinto practices in the anime Noragami based on the concept of religion by Koentjaraningrat and references from Danamdjaja, Nadroh and Azmi. The method used in this research is descriptive qualitative, the data collection technique used was a note-taking technique. The data used are dialogues and screenshots. The data analysis technique was carried out by analyzing the dialogue in the anime noragami related to beliefs or Shinto practices. Found three concepts of beliefs from the anime include beliefs in the existence of God, belief in the soul(spirit) of the dead, and belief in the evil spirit (ghost or monster). While Shinto rites were found, three practices include purification, offerings to gods and praying. The conclusions of this study about Japanese people’s beliefs contained in the anime Noragami in the form of supernatural and soul (spirit) concepts. For Shinto practices focus on purity, impurity and then ask God