Behaviors In Educational Settings Research Articles

Profile of prosocial behaviors of institutionalized children at a school yard

Prosocial behavior refers to actions directed to the welfare of the others and it is influenced by physical and social aspects of the environment. This study objected to investigate chiefly the occurrences of care behavior among institutionalized children. Four boys and one girl took part in this study, with ages between four and six years old, who were observed in the yard of the school. A total of ten sessions of twenty-five-minute were recorded for each focal subject, summing 250 minutes of recordings. At total, 26 behavioral events which denoted care with the others were identified and organized into the following categories: Helping, Care-taking playing, Establishing affectionate contact, and Entertaining. The results indicate that while participants are at the school yard, the most demonstrated behavior subcategory involves cooperation attitudes (Helping subcategory). The data also show that male focal subjects who were older than five years old and were at school for less than 15 months would emit more care behaviors. Concerning receivers, it was found that the girls who were studying at school, younger children and the ones who had less time in the institution received more prosocial behavior. It is expected that the results of this study may contribute to future researches while investigating prosocial behavior in educational settings, especially when they involve special populations, such as children who live in shelter institutions. Similarly, studies like this can encourage the development of (pedagogic-political and other) projects in institutions for children in order to stimulate prosocial behavior among peers.

Organizational citizenship behavior in educational settings in Pakistan

Organizational citizenship behavior in educational settings in Pakistan

Perceived unfairness in teacher-student conflict situations: students’ point of view

Abstract Student perceptions of injustice in the classroom can evoke destructive behavior, resistance, deception, aggression, and conflict escalation. Our study explores student experiences of unjust teacher behavior in educational settings. Students (N=99) were asked to remember a conflict they experienced during their studies. The conflict descriptions (N=78) were analysed and grouped according the type of perceived injustice (distributive, procedural, interactional) and 22 issues of unfair behaviour (Mikula et al., 1990). Our study revealed that perceived unfair grading, power demonstrations, and accusation were the most important predictors of teacher-student conflicts. Moreover students reported they experienced interactional injustice more frequently than they experienced distributive or procedural injustice.

ATTITUDES OF PHYSICAL EDUCATION STUDENTS (LAST UNIVERSITY YEAR) AND PHYSICAL EDUCATION TEACHERS TOWARD TEACHING CHILDREN WITH PHYSICAL DISABILITIES IN GENERAL PHYSICAL EDUCATION CLASSES IN BULGARIA

Attitudes of teachers is an important determinant of behavior in educational settings (Avramidis & Norwich, 2002), and on going discussion suggests it is possible to predict behavior from intentions (Ajzen, 2005). The purpose of this study was to describe the attitudes and predictors of intention toward inclusion of students with physical disabilities in general physical education classes of Bulgarian physical education teachers (PET) and last year university students (LYUS). The ATIPDPE-BG instrument was used to measure attitudes of LYUS from the National Sports Academy “Vassil Levski”, Sofia, Bulgaria and Bulgarian PET. Participants were in total 110 (55 females and 55 males), 50 LYUS and 60 PET. An average age of LYUS is 22.65 years, and PET is 35.6 years. The software package SPSS 13.0 was used to analyse results via one-way ANOVA and multiple regression analysis. Overall positive attitudes were displayed for the students in contrast to teachers, though no significant differences between males and females were found (F = 0.11, p = 0.74). Attitudes were found to be the strongest predictor of intentions, accounting for 43% of variance (r² = 0.44).

Estrategias para la construcción del significado en problemas de convivencia y violencia en el contexto escolar = Strategies for meaning construction to problems of coexistence and violence in scholar settings

The aim of this paper is to explore the possibilities of contructivism in the intervention with confidential problems, violence, victims and adolescent antisocial behavior in educational settings. We present the current state of the field and the current system of intervention in the public educative system in Andalusia (South of Spain). Taken in account this framework, different formats of assessment an intervention are proposed. They are adapted to the adolescent level of development. The techniques presented are the unique interview, the grid, picture and narrative elaboration techniques, exploration of the sense of self, etc. Complex formats of group intervention, as Interpersonal Transaction Groups, and individual treatments for bullying are presented too. Their possibilities and the major difficulties of the application of these techniques to violence problems in the educational field are discussed. The need of developing new research using this approach is presented.

Socialization and organizational citizenship behavior among Turkish primary and secondary school teachers

The aim of the present study is to investigate the effects of organizational socialization levels of employees on organizational citizenship behavior (OCB). A total of 185 (70 female, 115 male) teachers were sampled at 27 primary and secondary schools. Their ages ranged from 23 to 55 years, with a mean (SD) of 36 (5.1). In this sample, 100 (54.1%) worked in primary schools, and 85 (45.9%) worked in secondary schools. A three-part questionnaire was designed for the study. The research scales were self-report measures of organizational socialization, OCB, and demographic variables. The hypothesized model was tested using Pearson correlation analyses and multiple regression analyses. The teachers demonstrated high level socialization (Mean 4.2, SD 0.7) and OCB (Mean 4.0, SD 0.54). Understanding, coworker support, and performance proficiency explained significant variance in organizational citizenship behavior; however, there was no relationship (p=0.286) between the organizational goals and values and OCB. The findings contribute to our understanding of the relationship between the level of organizational socialization and organizational citizenship behavior in educational settings. These findings suggest that high level organizational socialization supports organizational citizenship behavior in primary and secondary school teachers.

Culture as the Co-evolution of Psychic and Social Systems: New Perspectives on the Person—Environment Relationship

In this article we contribute a new theoretical perspective to the analysis of the relationship between individual and culture, and the person and the environment. Many hotly debated issues in cultural psychology, such as reification, the discourse of personality traits, and models of part—whole hierarchies are productively addressed. Taking a systems-theoretical approach following Niklas Luhmann and others, we distinguish three different types of system and their operational processes (biotic, psychic and social) and suggest that the person—environment relationship should be conceptualized as a process of co-evolution of psychic and social systems. We discuss the critical role of communication in this process and its implications for the concept of culture. Our own research on classroom disruptions and problem behavior in educational settings provides illustrative examples for the kinds of methodological considerations generally relevant to a systems-theoretical approach in empirical research.

Assessing Citizenship Behavior in Educational Contexts

The present study developed a measure to assess citizenship behavior in educational settings and examined its antecedents and consequences in the cultural context. The results of this study provided discriminant validity for the newly extracted two-factor structure, that is, self-regulation and other-orientation. The authors identified both factors' motivation and personality correlates and added self-construals to predict citizenship behavior. Self-regulated citizenship behavior was positively related to intrinsic motivation and conscientiousness but negatively related to amotivation, whereas other-oriented citizenship behavior was significantly related to interdependent self-construal. Their differential effects on predicting life satisfaction showed that citizenship behavior has its own specific characteristics in educational contexts compared with industrial and organizational settings. Our findings also demonstrated the importance of cultural self-views in understanding communal behavior.

REBT Used with Children and Adolescents who have Emotional and Behavioral Disorders in Educational Settings: A Review of the Literature

This article discusses the need for a comprehensive intervention strategy for students who experience difficulty managing self-defeating emotions and behaviors in educational settings. The review of the literature identifies related research and describes how the application of Rational Emotive Behavior Therapy (REBT), as a comprehensive educational intervention, has been implemented with children and adolescents who have been identified as having emotional disturbance in various educational settings.

Social phobia in Swedish university students: prevalence, subgroups and avoidant behavior

Public speaking is a common situation that university students have to endure. This situation is feared or avoided by most individuals with social phobia, which has been associated with low levels of educational attainment. However, epidemiological data on social phobia in university students are scarce. The present study examined the prevalence of social phobia and its subgroups in a university student population. Demographic characteristics and avoidant behavior in educational settings were also examined. The Social Phobia Screening Questionnaire (SPSQ)--a validated and DSM-IV compatible instrument, was distributed as a postal survey to 753 randomly selected university students in Sweden. Interpretable questionnaires were obtained from 523 students (69.5%). To investigate subgroups, students who met the SPSQ diagnostic criteria of social phobia were analyzed by hierarchical cluster analysis. The point prevalence of social phobia among the Swedish university students was 16.1%, comparable with 15.6% previously reported for the general population. Two clusters were distinguished consisting of students scoring either low (discrete subgroup) or high (generalized subgroup) on all cluster variables. The discrete subgroup was more common representing 83% of the cases. Social phobia was associated with use of dysfunctional avoidant strategies in educational situations and in anticipation of public speaking. The disorder was less common among students following a pedagogic university program. Social phobia was highly prevalent among Swedish university students, most cases pertaining to a mild or discrete form of the disorder. The commonness and severity of social phobia in students did not deviate significantly from the general population suggesting that socially anxious individuals do apply for higher education. However, since avoidance and low educational attainment are commonly reported features, future studies should investigate whether sufferers of social phobia underachieve or abolish their studies prematurely.

Pygmalion effect: An issue for business education and ethics

This study reports the results of a survey designed to assess the impact of business education on the ethical beliefs of business students. The study examines the beliefs of graduate and undergraduate students about ethical behavior in educational settings. The investigation indicates that the behavior which students learn or perceive is required to succeed in business schools may run counter to the ethical sanctions of society and the business community.