THE EFFECT OF GOAL SETTING ON COOPERATIVE RESPONDING IN SOCIAL INTERACTION USING THE PD GAME

The study examined the effect of concept mapping instructional strategy on senior secondary school students’ scoring levels in biology in Kwara State. A quasi-experimental research design of pretest, posttest, and control group was used. The target population was 852 Secondary School Students (SSS II) from two selected public senior secondary schools in Ilorin, Kwara State. The sample consisted of 80 Senior Secondary School II Biology students purposively selected from two Public Secondary Schools in Ilorin, Kwara State, Nigeria. The adapted Biology Concept Map Instructional Strategy for Teaching Cell Division (BCMISTCD) and Scores from the Biology Performance Test (BPT) were used for data collection. The instruments were duly validated by experts. The reliability of the Biology Performance Test (BPT) instrument was .83. Frequency count, percentage, mean and standard deviation to answer the research questions (1-2). Analysis of Covariance (ANCOVA) and T-test were used to test the null hypotheses 1-2 at 0.05 level of significance. Results show that there is a significant difference in the scoring levels of Biology students when concept mapping instructional strategy is used to teach Cell Division (p.<0.05). The study also indicates that there is a significant difference in the male and female students scoring levels when concept mapping instructional strategy is used to teach Cell Division (p.<0.05). Based on the results, the study concludes that there is a significant difference in the post-test and post-posttest scoring levels of the students when concept mapping instructional strategy is used to teach them. The study also concludes that male students’ scoring level is higher than that of female students when concept mapping instructional strategy is used to teach Cell Division. The study recommends that Biology teachers should teach female students who have low-scoring levels in Biology by using concept concept-mapping instructional strategy. This would further improve the female students’ scoring levels in the Cell Division. The study recommends that Biology teachers should focus more on female students when concept mapping is used to teach Cell Division. Keywords: concept mapping, scoring levels, cell division, biology students, gender

Self-Regulation Training Enhances Dietary Self-Efficacy and Dietary Fiber Consumption

The authors studied Psychoticism, using SCL-90, in the subjects of 3,893 male college students and 1,976 female college students of Yeung Nam University, collecting data during the periods from October to November, 1984. The results could be summarized as follows: 1. There was significant difference in the mean averages of total psychoticism scores between male and female students; male students scored female students scored . 2. Eighty eight male students (2.4%) showed seriously high psychoticism scores of 20 or higher, while 63 female students (3.2%) showed the same scores. 3. In a comparison between male students in different school grades, freshmen showed the highest level of psychoticism scores, and as the grades of students became higher, the levels of psychoticism scores were lower. 4. Among the psychosocial factors, there were strong tendencies toward higher psychoticism scores in the students who were dissatisfied with their college, and hsd pessimistic views of self image in the past, present or future, in both groups. 5. The male students whose educational fees were paid by their parents, and whose spending money per month was under 10,000won, showed higher level of psychoticism scores. 6. The female students whose maturation locations were city, who were dissatisfied with their departments, who resided in dormitory of other residencies, and whose educational fees were paid by their brothers or sisters, showed higher level of psychoticism scores. 7. The items relating to 5(Feeling lonely with people) 9 (Never feeling close to another) 10 (Idea something with mind) in psychoticism and the item of depressed affect in SDS were significantly correlated over 0.40 of correlation coefficient.

This study explored the influence of experimental goal setting and planning on the attitudes toward science, self-efficacy, inquiry performance, and achievement of students with low academic performance. A total of 71 students aged 16–18 were randomly divided into a treatment group (with goal setting and planning) and a control group (without goal setting and planning). A microcomputer-based laboratory focused on Boyle’s Law, coupled with an inquiry worksheet, was assigned. Based on Winne and Hadwin’s model of self-regulated learning, scaffolding was offered to the treatment group to promote goal setting and planning. Data were collected from the worksheet, the Attitudes toward Science Scale, the Self-efficacy of Scientific Inquiry scale, and the Boyle’s Law Conceptual Test. The results showed that both the treatment and control groups improved significantly from the pre- to post-conceptual tests. In the treatment group, the male students gained significantly more conceptual knowledge than the female students. Regarding attitudes toward science, the male students’ scores on the post-test were higher than those of the females. It is concluded that the male students were more positive regarding goal setting and planning in the inquiry activity, whereas the female students did not benefit as much.

This main objective of the study was to examine the relationships between emotional stability, motivation, and online study skills among first-year undergraduate students who were engaged in online learning from their respective homes during the Covid-19 pandemic. A total of 159 students who were studying online from their respective homes from one public university in the east coast of Malaysia were selected in the study. They were selected through purposive sampling method and need to answer two sets of instruments, i) the Learner Personality Profile and ii) Online Learning Skill through an online survey. Both instruments consisted of 60 items and 30 items respectively and were measured based on a five-point Likert scales. The Learner Personality Profile scale was (1) Never, (2) Rarely, (3) Sometimes, (4) Very Often, and (5) Always responses, while the Online Learning Skill scale consisted of (1) Strongly Disagree, (2) Disagree, (3) Neither Agree nor Disagree, (4) agree, and (5) Strongly Agree responses. The findings of the study showed that both male and female students reported low levels of emotional stability scores (mean=2.20 and mean=2.19 respectively). However, female students reported higher level of motivation scores (mean=3.90) than male students’ scores (mean=3.61) based on a three-level range of mean scores (low=1.00 to 2.33, average=2.34 to 3.67, and high=3.68 to 5.00). Female students also reported higher level of online study skills scores (mean=3.90) than male students’ scores (mean=3.61). The correlation analyses showed significant relationships between online study skills and emotional stability, and between motivation and emotional stability. Interestingly, the study reported that the motivation variable did not act as a mediating factor in the relationship between online study skills and emotional stability based on the multiple-regression analysis.

The Effects of Self-Regulatory Training on Dietary Behavior in an Undergraduate Nutrition Class

Goal setting is an incredible strategy or instrument for assisting understudies with giving a strong establishment to upgrading their presentation. By understanding what he/she needs to accomplish throughout everyday life, understudies/youths may know where they need to think and what is to improve. On the off chance that teenagers/understudies can set very much characterized objectives, they can gauge and invest wholeheartedly in the accomplishment of those objectives. The main undertaking before an educator or instructor or parent is to help the understudies in defining transient objectives and long haul objectives. Objective setting gives self-assurance and inspiration to the understudy which is a fundamental key to improve or raise execution. Goal setting is a psychological cycle that includes setting up of explicit destinations, estimations and methodology to accomplish the objective, which likewise remembers the technique alteration for terms of the input or blunder made. The main objective of the study was to examine goal setting among adolescents in relation to parental involvement. To accomplish the objective, Goal Setting Scale developed by the investigator and Parental Involvement Scale by Dr. Sangeeta Tramma, 1998 were adopted. Matrials and metods: The descriptive survey method was employed for the present investigation. The sample consists of 464 adolescents studied in CBSE affiliated schools of Ludhiana district of Punjab. Data has been collected from students of 9th and 10th class whose parents are graduates or undergraduates. The sample was further categorized into male and female students. Sample has been drawn by employing simple random sampling technique, Stratified random sampling technique, purposive sampling technique and systematic random sampling technique. Results: Findings of the study reveal significant relationship between goal setting among adolescents and dimensions of parental involvement; significant relationship between goal setting among male adolescents and dimensions of parental involvement and significant relationship between goal setting among female adolescents and dimensions of parental involvement. Conclusion: The study has practical implications for students to set goals before doing any educational and vocational tasks or activities; study also has practical implications for parents to provide such environment that will help their child in setting goals and it will also helpful for teachers and educational administrators in organizing such activities and programmes that ensures parent’s involvement in their child’s goal setting.

The authors studied neuroticism, using Eysenck's Maudsley Personality Inventory (MPI), in 3,893 male college students and 1,976 female college students of Yeungnam University. There was significant difference in the mean averages of total neuroticism scores between male and female students, male students scored , female students scored . The items relating to (16) Do you sometimes feel happy, sometimes depressed, without any apparent reason? (38) Do you daydream a lot? (1) Do you have dizzy turns? (2) Do you get palpitations or thumping in your heart? and (35) Do you worry about your health? were scored highly in male, and the items relating to (16) Do you sometimes feel happy, sometimes depressed, without any apparent reason? (1) Do you have dizzy turns? (38) Do you daydream a lot? (8) Do you worry too long over humiliating experiences? (9) Do you consider yourself rather a nervous person? were scored highly in female. Three hundreds and ninety eight male students (10.3%) showed seriously high neuroticism scores of 24 or higher, while 256 female students (13.0%) showed high neuroticism scores of 26 or higher. In a comparison between male students in different school grades, freshman showed the highest level of neuroticism scores. Among the psychosocial factors, there were strong tendencies toward higher neuroticism scores in the students who were dissatisfied with their colleges or departments, and who had pessimistic views of self-image in the past, present, or future in both groups. The male students whose educational fees were paid by their parents, and whose spending money per month was under 10,000 won, showed higher neuroticism scores. The female students whose educational fees were paid by their brothers or sisters, and whose maturation locations were U-P, and who resided in dormitory or other residencies, showed higher neuroticism scores.

Academic burnout is a mental and emotional fatigue state caused by continuous stress among extra-mural students. This syndrome is usually caused by repeated failure and overload of work in the school, which eventually leads to high dropout rate, truancy and failure. Academic burnout hinders academic success of students, as it truncates their advancement in moving to the next academic stage. Previous studies focused largely on predictors of academic burnout of in-school adolescents, while little attention was paid to extra-mural students. This study, therefore, was designed to determine the effects of Motivational Interviewing Therapy (MIT) and Mindfulness-Based Cognitive Therapy (M-BCT) on academic burnout among extra-mural students in Ekiti State, Nigeria. Moderating effects of academic self-efficacy and goal setting were also examined. Pretest-posttest control group quasi experimental design with 3x3x3 factorial matrix was adopted. Three extra-mural centres were randomly selected in Ekiti State, while the simple random sampling technique was used to select participants from each of the remedial study centres. The remedial centres were randomly assigned to MIT (29), M-BCT (51) and control (25) groups, making a total of 105 participants. The instruments used were Academic Burnout Indicator Inventory (for screening – ?=0.92), Maslash Academic Burnout (?=0.70), Academic self-Efficacy (?=0.86) and Goal Setting (?=0.80) scales and instructional guides. Data were subjected to descriptive statistics, Analysis of covariance and Scheffe post-hoc test at 0.05 level of significance. Participants’ age was 22.14±3.15years. The majority of the participants were female (61.5%). There was a significant main effect of treatment on academic burnout of the participants (F(2;84)=140.13. partial ?2=0.77). The participants in the control group (111.04) had the highest mean scores on academic burnout, followed by the M-BCT (88.20) and the MIT (61.59) groups. There was no significant main effect of academic self-efficacy and goal setting on academic burnout. There was a significant interaction effect of treatment and goal setting on academic burnout (F(2;84) =3.93, partial ?2=.16), in favour of the participants with high goal setting from the MIT group. Motivational interviewing and mindfulness-based cognitive therapies reduced academic burnout among extra-mural students in Ekiti State, Nigeria. Counselling psychologists and other help professionals should adopt these therapies.

This inquiry determined the impact of coaching commitment on the physical development of students-athlete. It includes the level of coaching commitment and level of physical development. It also involves the relationship of coaching commitment to the physical development of the student-athlete. Descriptive research design was employed using Grades 9 to 10 were the respondents, chosen through purposive sampling technique in which checklist type of questionnaire was used. It is a combination of a standard questionnaire that the researcher adapted and made a few revisions to fit the study and a self-made questionnaire and inputs were taken from the review of related literature and studies. Descriptive statistics, Weighted Mean and Standard Deviation, and Pearson Product Moment Correlation Coefficient (r), were used to test the hypotheses. Related readings on the literature and studies were gathered in the formulation of the hypothesis and the conceptual framework which was presented in a form of a paradigm. The findings revealed the level of coaching commitment is very high. The level of coaching commitment in terms of Competition Strategies attained a mean score of 4.40, Goal Setting attained a mean score of 4.35, Knowledge in Sports attained a mean score of 4.44, , Mental Preparation attained a mean score of 4.29, Personal Rapport/ Negative Personal Rapport attained a mean score of 4.36, of Physical Training and Condition attained a mean score of 4.43, Teamwork attained a mean score of 4.54, , Technical Skills attained a mean score of 4.52, and Time Management attained a mean score of 4.43 which is also very high. The level of physical development is highly developed (3.45). The level of physical development in terms of caring (3.59), character (3.57), competence (3.310), confidence (3.31), and connections (3.47) is also highly developed. The result showed that Competition Strategies, Goal Setting, Physical Training and Condition, Teamwork, Technical Skills, and Time Management were observed to have no significant effect to the Caring, Character, Competence, Confidence, and Connection of the respondents. Thus, Mental Preparation was observed to have a significant negative effect on caring. Also, Personal Rapport/ Negative Personal Rapport were observed to have a significant positive effect on Caring, Character and Connection. Furthermore, Knowledge in Sports was observed to have a significant positive effect on Connection. It can be inferred that at 0.05 level of significance, the null hypothesis that ?Coaching commitment does not significantly affect physical development? is rejected. This calls for the acceptance of the alternative which incites that there is a significant effect on the commitment of coaches to the physical development of student-athletes.

BackgroundIt is challenging to use shared decision-making with patients who have a chronic health condition or, especially, multimorbidity. A patient-goal-oriented approach can thus be beneficial. This study aims to identify and evaluate studies on the effects of interventions that support collaborative goal setting or health priority setting compared to usual care for elderly people with a chronic health condition or multimorbidity.MethodsThis systematic review was based on EPOC, PRISMA and MOOSE guidelines. Pubmed, PsychInfo, CINAHL, Web of Science, Embase and the Cochrane Central Register of Controlled Trials were searched systematically. The following eligibility criteria were applied: 1. Randomised (cluster) controlled trials, non-randomised controlled trials, controlled before-after studies, interrupted time series or repeated measures study design; 2. Single intervention directed specifically at collaborative goal setting or health priority setting or a multifactorial intervention including these elements; 3. Study population of patients with multimorbidity or at least one chronic disease (mean age ± standard deviation (SD) incl. age 65). 4. Studies reporting on outcome measures reducible to outcomes for collaborative goal setting or health priority setting.ResultsA narrative analysis was performed. Eight articles describing five unique interventions, including four cluster randomised controlled trials and one randomised controlled trial, were identified. Four intervention studies, representing 904, 183, 387 and 1921 patients respectively, were multifactorial and showed statistically significant effects on the application of goal setting (Patient Assessment of Chronic Illness Care (PACIC) goal setting subscale), the number of advance directives or the inclusion of goals in care plans. Explicit attention for goal setting or priority setting by a professional was a common element in these multifactorial interventions. One study, which implemented a single-factor intervention on 322 patients, did not have significant effects on doctor-patient agreement. All the studies had methodological concerns in varying degrees.ConclusionsCollaborative goal setting and/or priority setting can probably best be integrated in complex care interventions. Further research should determine the mix of essential elements in a multifactorial intervention to provide recommendations for daily practice. In addition, the necessity of methodological innovation and the application of mixed evaluation models must be highlighted to deal with the complexity of goal setting and/or priority setting intervention studies.

Objectives In this study, the influence of elementary school students' developmental environmental factors(parenting attitude, smartphone dependence, friend relationship, teacher relationship) on grit and the difference in influence according to gender were analyzed. Methods For this purpose, analysis was conducted to measure grit-related variables for 2,399 4th grade elementary school students (1,193 males, 1,206 females) in the Korean Children and Youth Panel Survey (2018). In the hierarchical regression model, parenting attitude(positive/negative), smartphone dependence, friend relationship, and teacher relationship were selected as independent variables, and grit was selected as the dependent variable. Results First, in the relative influence on grit, positive parenting attitude had a significant effect only on male students, whereas negative parenting attitude had a significant effect on both males and females, and showed a higher influence in female students. Second, smartphone dependence showed a statistically significant influence on both males and females, but showed a greater influence on male students. Third, friendship did not have a significant effect on both male and female students. Finally, the teacher relationship showed a statistically significant level of influence on both men and women. Conclusions Based on the results of this study, in order to promote the grit of elementary school students, it is possible to find an efficient method that reflects the importance according to gender for the developmental environmental factors such as parenting attitude, smartphone dependence, friend relationship, and teacher relationship. We want to provide basic data to homes, schools, and related institutions, etc.

It has been shown that children with mental disabilities have weaker basic motor skills than healthy children. The main aim of this study was to determine the effect of eight weeks of Spark training program on fine and gross motor skills of 6 to 8 year old male students with trainable mental disability. This research is of applied research and quasi-experimental research. By selecting the subjects from among the exceptional schools, 30 people were selected for the research. In the next stage, out of these 30 people, a pre-test was performed and 15 people in the Spark group and 15 people in the control group were randomly selected. The experimental group performed a training program selected by the Spark group for 24 sessions and 60 minutes in each session. During this time, the control group resumed its normal activities. The results showed that: Eight weeks of Spark training program has a significant effect on fine motor skills of 6 to 8 year old male students with trainable mental disability. The eight-week Spark training program has a significant effect on the gross motor skills of 6- to 8-year-old male students with trainable mental disabilities. Spark exercise program can have a significant positive effect on the gross and fine motor skills of mentally retarded children.

Abnormal and irrational behaviour called psychopathic traits has eroded our society; it increases daily, thus leading to increased crime. The study focuses on determining behavioural characteristics that may be responsible for psychopathic traits in human beings that have purportedly led to increased crime in our society. A survey was conducted in five selected towns in Osun State, Nigeria, based on seventeen identified behavioural characteristics using a developed structured questionnaire to collect data on identified behavioural characteristics that could trigger psychopathy personality traits. Two personality traits considered in this study are aggressiveness and goal setting, while the considered behavioural characteristics are family upbringing, confidence in government, society values, industrialization, civilization, unemployment rate, technology advancement, socio-political class, impunity, environmental impact, embracing foreign culture based on materialism, religion believes, peer group influence, academic attainment, high wealth procession, family believes, and power intoxication. The data harvested from the questionnaire on behavioural characteristics from the five hundred and eight respondents were subjected to principal component analysis to determine the significant behavioural characteristics that are likely responsible for psychopathic traits in humans. Results from the principal component analysis reduced the seventeen characteristics to family upbringing, confidence in government, society values, industrialization, and civilization.
 Further analysis was carried out with binary logistic regression analysis using goal setting and aggressiveness as dependent variables. The results from the binary logistic regression reflected that technological advancement, foreign culture, religious beliefs, high wealth possession, and power intoxication have a significant effect on goal setting, while confidence in government, environmental impact, impunity, and power intoxication have a significant effect on aggressiveness personality trait. Based on the results obtained, it can be concluded that civilization and confidence in government are the main significant behavioural characteristics that trigger personality traits in the region covered in this study.

This study aimed to determine the effect of High Performance Human Resource Management Practices, which consist of Empowerment, Job Rotation, Employee Participation, and Self Management Practices, which consist of Planning and Goal Setting, Access Management, Catch up Activities and Emotion Management in Employee Job Satisfaction. This research was conducted at Sahid Raya Hotel Yogyakarta. The respondent were permanent employees whom consist of 110 employee. Multiple linier regression analysis, which carried out with the help of the statistics program SPSS Windows Release 13.00, was used to analyze the data, the analysis result showed that job rotation, employee participation, planning and goal setting, access management, and emotion management positively and significantly influenced on employee job satisfaction. While empowerment and catch up activities had no significant effect on employee job satisfaction. However, there was indirectly or small effect. Those empirical findings indicated that employee job satisfaction is important for the company, so Sahid Raya Hotel Yogyakarta needs to pay attention to the factors that can increase employee job satisfaction. Theoretical implications and suggestions for future research are also outlined at the end of the research. Empowerment : Job Rotation, Employee Participation, Planning and Goal Setting, Access Management, Catch Up Activities, Emotion Management, and Job Satis faction.