Behaviors In Educational Settings Research Articles

Exploring Prosocial Behavior Among Students at Madrasah Aliyah Negeri Sidoarjo

This study explores prosocial behavior among high school students, focusing on MAN Sidoarjo. Using a sample of 275 students, data was collected via a prosocial behavior scale and analyzed descriptively. Results indicate that while overall prosocial behavior is moderate, males exhibit lower levels compared to females. These findings emphasize the need to address gender differences in promoting prosocial behavior among high school students. Highlights : Gender differences: The study highlights a notable gender disparity in prosocial behavior among high school students. Descriptive analysis: Utilizing a quantitative approach, the research provides a detailed description of prosocial behavior patterns. Implications for intervention: Findings underscore the importance of addressing gender differences to promote prosocial behavior in educational settings. Keywords: Prosocial behavior, Gender disparity, High school students, Descriptive quantitative study, MAN Sidoarjo

Examining the Relationship between Perception of Politics, Coworker Incivility, Job Stress and Knowledge Hiding behavior in Educational Settings

Examining the Relationship between Perception of Politics, Coworker Incivility, Job Stress and Knowledge Hiding behavior in Educational Settings

Absensi Elektronik dan Keterasingan Akademik di Perguruan Tinggi

This study aims to analyze the implementation of electronic attendance through fingerprinting as a disciplinary instrument for lecturers at IAIN Palopo. This research employs Michael Foucault's theory of power to reveal the model of power relations manifested through the fingerprint mechanism and its impact on lecturers. The methods used in this study include observation, interviews with lecturers, and document analysis. The findings indicate that every lecturer at IAIN Palopo is required to use fingerprint attendance every working day, even if they do not have a teaching schedule every day. This system creates two main mechanisms of power relations. First, hierarchical surveillance is conducted through attendance machines, CCTV, leadership, and the Monthly Lecturer Performance Sheets. Second, the mechanism of performance allowances is paid based on the monthly attendance recap. Surveillance through fingerprinting and CCTV allows the management to strictly monitor lecturers' attendance, ensuring discipline in terms of presence. However, although this system effectively increases attendance, some negative impacts have been identified. Lecturers become more focused on their physical presence rather than on other important tasks such as research and community service. This indicates that the power relations enforced through electronic attendance successfully create discipline in attendance but do not address other aspects of lecturers' duties. Thus, the implementation of electronic attendance through fingerprinting at IAIN Palopo reflects a complex form of power, where discipline is achieved through strict surveillance and financial incentives, but other important elements of academic performance are neglected. This study provides important insights into how technology can be used to regulate behavior in educational settings and the implications of such technology on various aspects of lecturers' performance.

Cooperation in primary school children: The role of cardiac vagal tone and cognitive control

Cooperation is crucial in classrooms for positive interactions among pupils, but the factors influencing children’s cooperative behaviors remain debated. This study explores the impact of cardiac vagal tone (CVT), a measure of physiological self-regulation, and cognitive control on cooperation among 109 primary school students. Heart rate variability was used to assess self-regulation, and cognitive control was evaluated through an AX-Continuous Performance Task. Cooperative behavior was measured with a child-friendly Stag Hunt game. Results showed that moderate CVT is related to increased cooperative actions, but no direct relationship between cognitive control types and cooperation was found. However, an interaction effect indicated that moderate CVT particularly boosts cooperation in children who employ proactive cognitive control. These findings emphasize the need to develop physiological self-regulation skills to enhance cooperative behavior in educational settings, supporting better social, and emotional well-being, and learning outcomes.

Building a culture of safety: Teacher and peer impact on safety behaviors among vocational high school students

There is an increased risk of workplace accidents for younger employees. Academic laboratories have demonstrated a higher prevalence of accidents. Occupational health and safety (OHS) education plays a central role in reducing the risk of accidents and aims to habituate safety behavior in educational settings. The current research aims to investigate the factors affecting students’ safety behaviors using a knowledge-attitude-behavior model within stimulus-organism-response frameworks. A quantitative and non-experimental study involved sending an electronic questionnaire to 959 Indonesian vocational high school students who had undergone half of their learning process in a workshop that put them at risk of accidents. A structural equation model was conducted on the data which showed that all variables in the model were valid and reliable. Teachers’ OHS leadership encourages students’ safety knowledge, attitudes and behaviors. Positive and noteworthy benefits to students' safety knowledge, attitude and behaviour are demonstrated by peer safety behaviours as indicated by similar results. Among the predictors, OHS knowledge had the greatest influence on students’ safety behavior. The current research findings provide evidence that supports the fact that student safety behavior follows the knowledge attitude behaviour model within the stimulus organism response framework.

Determination of cyberloafing level of speech and Language Therapy Department students

Cyberloafing is the use of (e.g. smartphones, tablets, laptops, and the Internet) for purposes other than work related reasons during work hours. Although cyberloafing in the workplace has been widely investigated, there is relatively a small number of studies on cyberloafing behaviors in educational settings, which refer to students' tendencies to use technology for non-class-related purposes during lectures. The goal of the current study is to determine how frequently and for what purposes speech and language therapy (SLT) students at Biruni University engage in cyberloafing during lectures. In this quantitative study, The Cyberloafing Scale was administered to 264 undergraduate students (235 female; 27 male; 2 preferred not to disclose). The results revealed that SLT students’ cyberloafing behavior was very high. However, there is no statistically significant difference between the gender variable and the overall mean score for cyberloafing. There is a statistically significant difference between genders in gaming/gambling subscale favoring males and in shopping subscale favoring females. Further studies should be conducted to analyze cyberloafing behavior in health education.

From Raw Video to Pedagogical Insights: A Unified Framework for Student Behavior Analysis

Understanding student behavior in educational settings is critical in improving both the quality of pedagogy and the level of student engagement. While various AI-based models exist for classroom analysis, they tend to specialize in limited tasks and lack generalizability across diverse educational environments. Additionally, these models often fall short in ensuring student privacy and in providing actionable insights accessible to educators. To bridge this gap, we introduce a unified, end-to-end framework by leveraging temporal action detection techniques and advanced large language models for a more nuanced student behavior analysis. Our proposed framework provides an end-to-end pipeline that starts with raw classroom video footage and culminates in the autonomous generation of pedagogical reports. It offers a comprehensive and scalable solution for student behavior analysis. Experimental validation confirms the capability of our framework to accurately identify student behaviors and to produce pedagogically meaningful insights, thereby setting the stage for future AI-assisted educational assessments.

ÜNİVERSİTE ÖĞRENCİLERİNİN EĞİTİM ORTAMLARINDA SİBER AYLAKLIK VE OYUN BAĞIMLILIĞI DÜZEYLERİ İLE İLGİLİ YORDAYICI İLİŞKİLER

This study defined the relationship between university students’ game addiction levels and cyberloafing behavior in educational settings with resilience and various variables. In this study, we used a prediction design -a correlational research model- to determine the relationship between the demographic characteristics of university students’ cyberloafing behavior in educational settings and their level of game addiction, ICT usage habits, and resilience. The data collected with the participation of 472 university students, 325 females and 147 males, were analyzed. According to the results, all six models created about game addiction are meaningful. The prominent variables in these models are daily playing time, gender, and gaming cyberloafing. Three of the four models created related to social and gaming cyberloafing are significant. The noticeable variables in social and gaming cyberloafing models are game addiction and gender. The models related to academic cyberloafing are not significant. This study contributes to the nomological network in the relevant field by projecting the relationships between cyberloafing, gaming addiction, and resilience in educational settings.

Executive functions, self-regulation and social media for peace-based inclusive education

This article comprehensively explores the critical interplay between executive functions (EFs), self-regulation, and social media in promoting a peaceful and inclusive educational environment. The study emphasizes the significance of EFs in regulating cognitive processes and coping with new challenges, focusing on the prefrontal cortex (PFC) and its interconnected neural circuits. Addressing the relevance of EFs in conflict resolution, emotional regulation, and metacognitive practices, the research investigates how they contribute to constructive conflict-resolution, emotional maturity, and responsible online behavior in educational settings. Furthermore, the bidirectional relationship between prosocial behaviors and EFs is explored, revealing their mutual reinforcement during early childhood and beyond. The article discusses the benefits and challenges of social media in educational contexts, highlighting the importance of mindful usage to promote positive interactions and empathy among students, educators, and stakeholders. Adopting a holistic approach, the study examines successful self-regulation practices and approaches that empower individuals to navigate negative emotions and cultivate positive relationships within groups. Additionally, the review sheds light on the potential implications of EFs and self-regulation in neurodevelopmental disorders, such as autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD). It identifies shared genetic bases and neurobiological underpinnings, offering valuable insights for developing targeted interventions to enhance executive function skills in affected populations. The findings have practical implications for professionals in education, parents, and policymakers, emphasizing the importance of nurturing emotional regulation, promoting metacognitive practices, and ensuring responsible social media use to create a harmonious and inclusive educational environment. The article aims to provide valuable insights for researchers and practitioners seeking to cultivate empathy, support positive conflict resolution, and facilitate the holistic development of students and stakeholders in educational and intimate learning environments.

Cyberloafing Behavior in Educational Settings

Cyberloafing Behavior in Educational Settings

Examining the Need for Social Approval as a Predictor of Attitudes Towards the Teaching Profession

The aim of the study is to reveal the effect of the need for social approval on the prediction of attitudes towards the teaching profession, which has an important role in teachers’ behaviors in educational settings. In this way, the effect and importance of the need for social approval such as sensitivity to the judgments of others, social retreat, and making a positive impression on others were examined. The research model was carried out according to relational scanning patterns from quantitative research methods. The population of the study has consisted of university students studying at the Faculty of Education in a university located in the Southeastern Anatolia Region, and the sample has consisted of 478 pre-service teachers. The sample of the study was determined according to the non-selective sampling method. The data in the study were obtained by “Attitude scale towards the teaching profession” and “Social approval needs scale”. Independent sample t-test, one-way ANOVA, Pearson Moments Correlation, and linear regression analysis were used to analyze the data. As a result of the research, it was determined that the attitudes of pre-service teachers towards the teaching profession were “high” and social approval needs were “moderate”. In the study, it was determined that the variables of the teachers’ sensitivity to the judgments of others, social retreat, and leaving a positive impression on others had a significant relationship with the attitude of the pre-service teachers towards the teaching profession. These variables explain 10% of the total variance in pre-service teachers’ attitudes towards the teaching profession. It has been determined that the variables of sensitivity to the judgments of others and leaving a positive impression on others are significant predictors of attitudes towards the teaching profession, while the social retreat variable does not predict significantly.

Metacognition as a core skill for wise decision-making in higher education: investigating gender differences

PurposeThe present study aimed to predict department heads' wisdom in Tehran universities based on their metacognitive beliefs and gender.Design/methodology/approachThe study employed a nonexperimental design. The statistical population consisted of all male and female heads of departments in Tehran universities, among whom 150 participants were selected using Morgan's table and via the random sampling method. The research instruments were the Meta-Cognitive Beliefs Questionnaire (Wells, 1997) and the Wisdom Scale (Schmit et al., 2012). The data were analyzed using multiple regression analysis and independent-samples t-test.FindingsThe total scores of male and female principals were significantly different in the two scales and some of their subscales. The metacognitive beliefs scale and its components were good and significant predictors of the principals' wisdom. Cognitive self-awareness was the best positive predictor, and positive beliefs about worries were the best negative predictor for their wisdom.Practical implicationsWise department heads are usually more empathetic, and this makes their decisions for the well-being and satisfaction of their colleagues as well as the students. Therefore, when faculty members are more satisfied and relaxed, they can do their teaching better and establish more effective relationships with their students. They should also be more motivated to do scientific research studies. Because wise managers are happier and more relaxed, they can focus more on solving educational problems in their department, and this, in turn, improves the educational quality of their department. The higher the quality of the university educational system, the less stress and the more mental health the students will have. Students in such educational environments are more focused on learning courses and gain better expertise. These students will provide more specialized services to the community in the future.Social implicationsWisdom is associated with better contributing to a happy life, and as a result, we have a healthier and more productive society.Originality/valueIt can be concluded that positive metacognitive knowledge, such as cognitive self-awareness via affecting the principals' mental awareness and regulating thoughts, and negative metacognitive experiences, such as worrying about the future, low meta memory and sensitive-obsessive control negatively affecting their affective and cognitive states, affect the principals' decisions and behaviors in educational settings. According to the results of this research, university presidents can hold workshops to increases metacognitive skills to their administrators and teachers. Also, the results of the present study can help the heads of university departments to establish more constructive and effective relationships with the faculty members and students by strengthening their metacognitive skills.

What Happens Before Book Reading Starts? an Analysis of Teacher-Child Behaviours With Print and Digital Books.

A body of research documents teacher–child reading behaviors in educational settings. Few will disagree that the potential for word and narrative comprehension increases when children’s prior knowledge is activated and when children’s focus is fully on the reading session. Despite this, little is known about the potential for establishment of joint attention and activation of prior knowledge in an early childhood education and care setting and how early childhood educators prepare young children to participate in shared book reading sessions before formal reading starts. Based on video data of teachers (N = 12) and small groups of children (N = 72) reading picture books and picture book apps in kindergarten, we sought to shed light on what behaviors occur before reading starts. The analyses were conducted in two phases. The first phase was based on 48 videotaped readings and followed a descriptive quantitative approach to investigate early childhood teachers’ time use before the reading session, with readings of both print books and picture book apps. The second phase was based on two app readings in which the pre-reading phases stood out for their long duration. A qualitative analytical approach was applied to describe the teacher–child behavior, establishment of joint attention, and activation of prior knowledge during the two specific pre-reading events. Even though the sample is small, we find clear examples of pre-reading strategies specific to app readings. In this study, we discuss teachers’ strategies to promote joint attention and activation of prior knowledge in new ways and how teachers exploit the pre-reading phase, for instance taking advantage of the books paratext, while adapting to the medium. Nevertheless, there remains a knowledge gap concerning app readings with short or no pre-reading phases.

Assessing the Relationship Between School Failure and Suicidal Behavior in Adolescents and Young Adults: A Systematic Review and Meta-analysis of Longitudinal Studies

There is an increasing acknowledgment that suicidal behaviors are negatively affected by school failure in adolescents and young adults. However, no systematic reviews with meta-analysis have been performed to evaluate the strength of this association. We assessed the magnitude of association of school failure as risk factor for suicide behavior in adolescents and young adults. Six international databases were searched up until January 2017. Inclusion criteria were: (1) assessment of suicide attempt or suicide; (2) case–control or cohort studies; (3) subjects aged 12–26 years; (4) school failure evaluated, which includes low academic performance, school dropout, school expulsion, and grade repetition. Random effect models were used; population attributable risks (PARs) were estimated. From 26,883 potentially eligible articles, 14 (62,298 individuals) were included. Meta-analyses could only be performed for suicide attempt. A history of school dropout (OR 6.44, 95% CI 3.03–13.65), low academic performance (OR 1.48, 95% CI 1.22–1.81), and school failure (OR 1.98, 95% CI 1.49–2.64) were significant risks of suicide attempts. Highest PAR estimates were 9.9% for school dropout, 5.1% for low academic performance, and 6.7% for any school failure. Only one study has been found for suicide, but results suggest an association with school dropout. Results show that the students who had school failure are at higher risk of suicide attempt and probably for suicide. The development of effective programs to prevent suicidal behaviors in educational settings may be an effective strategy to reduce these behaviors. However, reliable conclusions from this review are limited by the small amount of included studies for analysis. PROSPERO Registration Number CRD42013005775.

Predictors of cyberloafing among high school students: unauthorized access to school network, metacognitive awareness and smartphone addiction

Cyberloafing is one of the phenomena that adversely affects the efficiency and productivity in learning and teaching activities in educational settings. Increased ICT (information and communication technology) access status in educational environments and personal mobile devices lead to a wide range of cyberloafing behaviors of learners. In this regard, the aim of this study was to investigate cyberloafing behaviors of high school students in terms of several variables, including gender, ICT usage, unauthorized access to school network, metacognitive awareness and smartphone addiction. In this study, the relational screening model from descriptive research methods was used. A total of 269 9th grade students, 123 of whom were male and 146 of whom were female, were recruited. Hierarchical linear multilevel regression analysis was employed in the data analysis. The findings indicate that four of the five models designed to investigate cyberloafing behaviors in educational settings were found to be statistically significant. In other words, four hypotheses were supported. It has been concluded that the unauthorized access to the school network of learners has a significant impact on the cyberloafing behaviors in educational contexts. Additionally, the smartphone addiction and metacognitive awareness levels of students, as well as daily social media usage time are fundamental predictors of the cyberloafing behaviors.

Determination of the level of pedagogical formation students’ academic locus of control

<span>Academic locus of control has an important place in explaining students’ behaviors in educational settings. The purpose of the current study is to determine the level of the pedagogical formation students’ academic locus of control and to investigate whether this level varies depending on some variables. The study employed the survey model, one of the quantitative research methods. The universe of the study is comprised of the students enrolled at the pedagogical formation program initiated in the fall term of 2015-2016 academic year in Muğla Sıtkı Koçman University and the sampling consists of 397 pedagogical formation students. As the data collection tool, the academic locus of control scale was used in the current study. It was concluded that the pedagogical formation students’ level of academic locus of control is medium. It was also found that the students’ academic locus of control, internal locus of control and external locus of control do not vary significantly depending on gender and department; yet, vary significantly depending on age. Furthermore, the pedagogical formation students’ level of satisfaction was found to be significantly correlated with the external locus of control but not with the internal locus of control and academic locus of control.</span>

Determination of the level of pedagogical formation students’ academic locus of control

Academic locus of control has an important place in explaining students’ behaviors in educational settings. The purpose of the current study is to determine the level of the pedagogical formation students’ academic locus of control and to investigate whether this level varies depending on some variables. The study employed the survey model, one of the quantitative research methods. The universe of the study is comprised of the students enrolled at the pedagogical formation program initiated in the fall term of 2015-2016 academic year in Mugla Sitki Kocman University and the sampling consists of 397 pedagogical formation students. As the data collection tool, the academic locus of control scale was used in the current study. It was concluded that the pedagogical formation students’ level of academic locus of control is medium. It was also found that the students’ academic locus of control, internal locus of control and external locus of control do not vary significantly depending on gender and department; yet, vary significantly depending on age. Furthermore, the pedagogical formation students’ level of satisfaction was found to be significantly correlated with the external locus of control but not with the internal locus of control and academic locus of control.

Using Structured Positive and Negative Reinforcement to Change Student Behavior in Educational Settings in order to Achieve Student Academic Success

<p class="Textoindependiente21">Typically, classroom management approaches for dealing with disruptions and misbehavior from students involve the use of various forms of punishment: removal from the classroom, fines, in-school and out-of- school suspensions, or expulsions (Garret, 2015). However, traditional classroom management methods have yielded very little positive results. Some would even argue that classroom behaviors are escalating out of control. Using research based approaches; this article’s goal is to help teachers discover student-centered approaches that will positively improve discipline inside the classroom.</p>

Exploring Youth’s Problem Behavior Prevalence in Educational Settings: Piloting the Process

Prevalence studies assessing the problem behavior of children and adolescents with and without disabilities often have methodological limitations (e.g., they use one source of information; participants’ responses are subjective), resulting in varying prevalence estimations. The main aim of this study was to pilot a two-step procedure intended to estimate the prevalence of problem behaviors in educational settings in the most accurate manner. Two schools (a special and a regular school) participated in this study, involving a total of 897 students with and without disabilities. Educators, headmasters, and school psychologists were asked to participate in the two-step procedure by answering two questionnaires by interview dealing with their students’ problem behaviors. In the first step, informants identified students exhibiting problem behaviors, and in the second one, the type, frequency, and intensity of the identified behaviors were explored. Results indicated that the two-step piloted procedure helped to overcome wrong estimations of problem behavior prevalence, which were found to be 1.58 and 60% in regular and special education schools, respectively. Additionally, and perhaps more importantly, results stressed a high variability in prevalence rates depending on the informant asked. Implications for future lines of research are outlined.

Educators’ Observations of Children’s Display of Problematic Sexual Behaviors in Educational Settings

ABSTRACTIt is widely recognized that children are sexual beings and their sexual development begins at an early age. Recently, there has been some concern about children’s sexual behavior in educational settings (Knowles 2014). Obtaining a better understanding of what behaviors children are displaying in these settings provides valuable information to inform teacher education in this area as well as support systems for children. One hundred and seven Australian educators from care organizations, preschools, and government, independent, and Catholic primary schools participated in an extensive online questionnaire in relation to their understanding of and experiences with children’s problematic sexual behaviors and their management strategies. Results found that 40.8% of educators had observed children displaying problematic sexual behavior in their educational setting. Educators’ descriptions of their observations variously involved children physically acting out sexually with other children, sexually harassing other children, verbally attempting to coerce other children to participate in sexual behavior, and individual displays of sexual behavior. A minority described behaviors that are considered developmentally typical but are not socially acceptable in an educational setting. These results indicate that there is a need for educator training, child education, and support services to enable an early intervention and prevention strategy to support the well-being of children.