Full-time Students Research Articles

A sense of belonging and loyalty among Turkish undergraduate students: serial mediating role of college outcome expectation and engagement

ABSTRACT This study examines the serial mediating role of college outcome expectation and engagement in the relationship between a sense of belonging and loyalty. It goes further by exploring the serial mediating roles of college outcome expectation and student engagement, in contrast to previous research that primarily concentrated on the direct relationship between the sense of belonging and student loyalty. The data were collected from 677 full-time undergraduate students using the Student Loyalty Scale, the Sense of Belonging Scale, the College Outcome Expectation Questionnaire, and the University Student Engagement Inventory. The path analysis was conducted using the PROCESS macro. The analysis shows that college outcome expectation and student engagement serially mediate the relationship between a sense of belonging and student loyalty. When students feel a strong sense of belonging and their college outcome expectations are satisfied, they are more likely to be engaged in their educational pursuits, which, in turn, impacts their loyalty towards the institution. The findings of this study have significant implications for higher education administrators and instructors, including the need to adopt a student-centered strategy, and offer inclusive guidance, support services for the benefit of students.

Students’ work experience in relation to their career engagement and metacognitive awareness

ABSTRACT Higher education students in Finland and all over the world are often engaged in a paid job alongside their studies. The purpose of the present study is to explore how humanities students’ work experience is related to their career engagement and metacognitive awareness. More precisely, the aim is to investigate how the nature and amount of work are associated with career engagement and metacognitive awareness. A total of 302 master’s students filled out the questionnaire. The data were analysed by exploratory and confirmatory factor analyses, Pearson correlations, independent samples t-test and One-Way ANOVA. The results showed that working students had higher scores on networking than non-working students. In addition, the study revealed that the amount of work and work related to the study field were positively related to career engagement (career planning and networking). Regarding metacognitive awareness, the amount of work matters. Full-time working students had higher scores on both dimensions of metacognitive awareness, namely knowledge of cognition and regulation of cognition. In addition, work related to one's own study field was connected with the perceived relevance of work. The present study indicates that students’ working can enhance students’ career engagement and their metacognitive awareness.

From ADHD to well-being: The Role of Rejection Sensitivity in college life

IntroductionRejection-sensitivity is a prevalent yet understudied emotional symptom often associated with adult ADHD. While ADHD research typically focuses on behavioral and cognitive facets, emerging evidence highlights the significance of emotional symptoms. Emotional dysregulation in ADHD impacts psychological well-being and mental health. Our study examines how ADHD symptoms relate to rejection sensitivity, considering factors like resiliency, self-regulation, and overall well-being.ObjectivesOur study seeks to establish a direct connection between ADHD scores and rejection sensitivity among college students. We also investigate the mediating role of well-being, creative executive efficiency, self-regulation, and resilience, while exploring the moderating role of savoring capacity.Methods Between February and May of 2023, we conducted a cross-sectional study using an online questionnaire, gathering data from 304 Hungarian higher education students aged 18 to 35. The majority, 78.0%, were female, and 71.4% were full-time students. Most participants were pursuing a bachelor’s degree (56.6%), followed by undivided master’s (21.7%), doctoral studies (13.8%), and traditional master’s degrees (6.9%). We administered the Adult ADHD Self-Report Scale (ASRS-v.1.1), The Mental Health Test (MHT), and the Rejection Sensitivity Questionnaire (A-RSQ) for our research.ResultsFirst, the ADHD scores were significantly associated with each mediator (well-being: β = -.343, p < .001; creative and executive efficiency: β = -.183, p < .01; self-regulation (β = -.230, p < .001; and resilience: β = -.321, p < .001). There was a direct effect of ADHD scores on rejection sensitivity scores (β = .466, p < .001). Finally, we also detected the indirect effects of ADHD scores on rejection sensitivity scores through the four mediators (β = .227, p < .001). Savoring capacity significantly moderated the relationship between ADHD and rejection sensitivity scores (β = -.244, p < .001).Conclusions ADHD scores in our study population significantly correlate with well-being, creative and executive efficiency, self-regulation, and resilience. Furthermore, these scores directly influence rejection sensitivity, suggesting a heightened vulnerability to perceived rejection among those with higher ADHD scores. The indirect effects emphasize that the relationship between ADHD and rejection sensitivity is mediated by the aforementioned positive psychological constructs. This underscores the need for holistic interventions in ADHD populations, addressing not just core ADHD symptoms but also enhancing well-being, cognitive efficiency, self-regulation, and resilience to potentially mitigate rejection sensitivity.Disclosure of InterestV. Müller Grant / Research support from: This project received funding from the New National Excellence Program under the Ministry for Culture and Innovation, sourced from the National Research, Development, and Innovation Fund, reference #ÚNKP-23-3-SZTE-66., B. Pikó: None Declared

Factors Influencing Ethical Behavior Among Chinese Undergraduate Nursing Students

Learning how to effectively respond to ethical dilemma can affect nurses’ physical and mental health, which is not conducive to developing a nursing career. Nursing students’ ethical behavior warrants attention as professionals about to begin clinical work. We aim to understand the current situation and influencing factors of Chinese nursing students’ ethical behavior. A cross-sectional descriptive study was conducted. Descriptive statistics and multiple linear regression were used to analyze the data. Full-time nursing students were recruited from an undergraduate medical university in Jinan through convenient sampling from November to December 2021. Research ethics approval (No. 2022-0018) was obtained from the Ethics Committee of Affiliated Hospital of Shandong University of Traditional Chinese Medicine. Informed consent was also received from participants. The EBT scores of the nursing students were 95.14 ± 11.37, which was not high compared with the total score. Gender, year level, and professional values had a significant impact on participants’ ethical behavior. A positive correlation was found between nursing professional values and ethical behavior. A gap still exists between the moral development and maturity of undergraduate nursing students. To further cultivate their ethical behavior and improve their confidence and ability to respond to ethical dilemmas, more innovative methods must be employed in teaching ethics courses, and continuity in the ethics education system must be maintained. For male and third- and fourth-year nursing students who showed lower ethical behavior scores, nursing educators can develop their ethical behaviors by helping them establish positive professional values.

Особенности психического состояния, совладающего поведения и их взаимосвязь у студентов в ситуации резких социальных перемен

The article presents the results of a study of the characteristics of the mental state, self-regulation, coping strategies and the interrelationships between them among university students during the period of drastic social changes that occurred in the winter and spring of 2022 and continue to influence people's lives at the present time. The relevance of the study is determined by the need to implement support for boys and girls to ensure their effective solution of life tasks and further progressive development against the background of modern social challenges. 86 full-time undergraduate students took part in it. The results of the study showed that the tension, comfort, and level of subjective well-being of students are in the middle range, but boys and girls need emotional support from others and assistance in processing unpleasant experiences. Through a rich set of coping strategies (planning, positive reformulation and personal growth, active coping, search for emotional social support, acceptance, concentration on emotions and their active expression), young people search for opportunities for self-realization in a situation of drastic social changes. Positive reformulation and personal growth, active coping, suppression of competing activities, and the search for emotional social support allow boys and girls to maintain a high level of subjective well-being and a positive attitude, while avoiding problems and denial leads to the opposite result. Interest plays the role of a motivational resource for the effective adaptation of young people, and emotional tone provides the energy level necessary for processing unpleasant emotions and carrying out constructive actions in difficult circumstances.

Transformations of the Family Institution in the Perception of Student Youth in the South of Russia

Introduction. The family, being one of the most important social institutions, is subject to significant changes that occur in society and in its social organization. However, the direction of family transformations does not immediately become obvious, which actualizes their scientific understanding on the basis of sociological measurements. The purpose of the article is to identify the attitude of student youth in the South of Russia to the nature of the transformations taking place in the modern institution of the family and, on their basis, to formulate generalizing conclusions and recommendations. The importance of such research is determined by the special role of the student social group in ensuring the sustainability of society and in shaping its future appearance. Materials and Methods. The object of the study was student youth of the South of Russia. The empirical basis of the study was the results of a survey of full-time students at 13 universities and university branches in the South of Russia (Rostov Region, Krasnodar and Stavropol Territories) based on a representative sample (n = 639). The questionnaire survey method made it possible to identify some of the students’ attitudes and aspirations regarding the institutional state of the family. The conceptual basis of the study was the constructivist approach, which considers the most important theoretical meanings and trajectories of the process of family transformation (crisis and modernist) as social constructs that influence students’ perception of the direction of development of the family institution. Results. Analysis of the collected empirical material shows a certain duality in the position of student youth in the South of Russia in determining priority trajectories for the development of the family institution. This is evidenced by students’ perception of the crisis and modernist constructs of family transformation through the analysis of their main indicators (the state of attractiveness of a family-child lifestyle; attitude to the dominance of having few children and having one child; perception of childfreeness; attitude to divorce and cohabitation, etc.). The survey also revealed a certain predominance among students of negative assessments of the influence of individualistic value sentiments on the institutional stability of the family. Discussion and Conclusion. Using the example of the southern region of Russia, the conclusion was confirmed that the worldview, socio-economic and information-cognitive state of society influences the priority of perception of various trajectories of transformation of the family institution (crisis and modernization). The attitude of students to semantic indicators of their perception is ambiguous. This is largely due to the heterogeneity of value orientations in our society. The practical significance of the study lies in the fact that it made it possible to identify the opinion of student youth about their attitude to the current state of the family institution and the prospects for its development. The results obtained may be useful to scientists studying this issue, as well as practitioners forming and implementing youth policy.

Examining the relationship between non-suicidal self-harm and suicidality within the past 12-months and gaming problems in Norwegian full-time students

BackgroundAlthough gaming problems are associated with poor mental health, few population-based studies have examined its association with self-harm and suicidality. This study investigates the association between gaming problems, non-suicidal self-harm and suicidality within the past year, stratified by sex among Norwegian full-time students.MethodsData derived from the Norwegian Students’ Health and Wellbeing Study 2022 (N = 59,544). The respondents were categorized into non-gamers, recreational gamers, engaged gamers, problematic gamers, and addicted gamers based on the Game Addiction Scale for Adolescents. Log-link binomial regression models, stratified by sex, adjusted for age, were used to estimate the risk ratio of non-suicidal self-harm (ideation and behavior) and suicidal behaviors (ideation and attempt) across different levels of gaming problems.ResultsAmong females, the risk of non-suicidal self-harm and suicidal ideation increased from non-gamer to problem gamer, with no differences between problem and addicted gamers. Among males, the risk of non-suicidal self-harm increased from non-gamers to engaged gamers, but no differences were observed between engaged, problematic, and addicted gamers. No sex × gaming category interaction was observed for suicide attempts. Engaged and addicted gamers had higher risks of suicide attempt than non-gamers and recreational gamers.ConclusionsGaming problems are associated with increased risk of non-suicidal self-harm and suicidal ideation among females. Among males, no differences were observed between engaged, problem and addicted gamers. The results highlight sex when studying health related outcomes and their association to level of gaming problems. Longitudinal studies are warranted to uncover the temporal mechanisms between IGD, non-suicidal self-harm and suicidality.

Financial literacy and entrepreneurial behavior of Junior high school students: Basis for TLE management plan

This research assesses the Junior High School students’ financial literacy and its impact on their entrepreneurial behavior at Moalboal National High School for the school year 2022 - 2023 based on the TLE Management Plan. The research utilized a descriptive method of research to accurately and systematically describe the profile, financial literacy, and entrepreneurial behavior of the respondents who were chosen randomly using the fishbowl technique. Furthermore, a correlational study is also employed to determine the significant relationship between respondents’ financial literacy and entrepreneurial behavior. This study utilizes a standardized survey questionnaire for financial literacy retrieved from Jorgensen (2007) while for entrepreneurial behavior patterned from Abun, Foronda, Agoot, Belandres, and Magallanez (2018). It was revealed that respondents’ age range from 12 to 17, where there are a greater number of women than men, the majority of them are full-time students, very few are engaged to work, and a majority of their family income is below 20,000.00php; financial knowledge, attitude, and behavior are moderately average, entrepreneurial behavior is high or more than the average but not very high; demographic profile has significant relationship with financial literacy; demographic profile is not significant to their entrepreneurial behavior; financial knowledge and behavior do not have significant relationship with entrepreneurial behavior, but financial literacy does. It can be concluded that financial literacy as to financial attitude is a determinant of entrepreneurial behavior, presumably so as with financial knowledge and behavior if they were only fully developed. It is recommended to integrate financial literacy and entrepreneurial behavior extensively in the curriculum of secondary education.

Social work students’ views on competencies in human resources

The professionalism of human resources (HR) is given a lot of consideration when it comes to individual competency. This essay aims to close the gap between students’ perceived and actual competencies and what they believe they will learn and acquire while in school. Our paper aims to: a) introduce competencies generally, b) define the meaning of competencies development in higher education; and c) outline the function of competencies in human resource management. This paper aims to investigate students’ human resource competencies and their assessments of the competencies they have already acquired during their studies. Full-time fourth-semester students at the Parul University Faculty of Social Work were given the questionnaire in a way that represented all years of study. We have polled students on how they currently and in the future see professional competencies in the HR industry. Results based on the self-assessment and need for education and training of 15 HR competencies. The research study underscores the importance of acquiring and developing HR competencies during university education, with findings suggesting that students, as future HR professionals, recognize the value of continuous learning. As students progress through their studies, their confidence in the study program’s efficacy in fostering HR competencies tends to increase.

A study of doctoral time-to-degree in selected disciplines at South African public universities

Scholarship on doctoral success highlights differences in timely degree attainment between disciplines. However, research on doctoral education in South Africa is limited to identifying general factors that affect the successful completion of a doctoral degree with very little reference to differences across disciplines. This study’s objective is to compare time-to-degree, as the number of years between a doctoral student’s commencement year and graduation year, across selected disciplines as well as to identify factors, above and beyond that of disciplinary field, which are explanatory of shorter time-to-degree. The study investigates the role of selected student demographics (such as commencement age, gender, race, and nationality), institutional (type of higher education institution), and situational factors (such as part-time or full-time enrolment) in predicting doctoral time-to-degree. Results of multiple linear regression models indicate that mode of enrolment is the strongest predictor of completion time with part-time students recording a statistically significantly longer time-to-degree when compared to full-time students. A student’s discipline, nationality, and institution are also identified as statistically significant predictors of time-to-degree while gender, race, and age are not. However, the interaction between commencement age and enrolment mode is indicated to be a strong predictor of doctoral completion time. Although shorter completion times can be considered an indicator of efficiency at doctoral level, it is imperative to consider wider contextual factors in thinking about this issue.

Relationship between Adaptation to the Group and to the Activity with the Personal Characteristics of Future Teachers

Introduction. The article discusses the relationship between the indicators of adaptation to learning activities and to the student group with the personal characteristics of future teachers. This work is relevant, since existing studies have insufficiently disclosed the mechanisms of the relationship between the personal characteristics of future teachers and the level of adaptation to the conditions of study at the university. The article reveals the factors and conditions of successful adaptation, which can be used in the work of curators, mentors, heads of student groups to improve the effectiveness of students’ adaptation to the conditions of study at the university.Purpose: to study the relationship of adaptation to the group and to the activity with the personal characteristics of future teachers.Materials and methods. The study was conducted on a sample of full-time students, pedagogical training areas, consisting of 290 respondents, among whom 80 % were girls, 20 % were boys, aged 18 to 20 years. The following methods were used in the study: “Adaptation of students in higher education” by T. D. Dubovitskaya and A.V. Krylova, “Five-factor personality questionnaire by R. McCrae and P. Costa” interpreted by A. B. Khromov. Results. As a result of the analysis of the empirical data obtained and the use of the rs-Spearman correlation criterion, statistically significant correlations were revealed between the level of adaptation to the activities of teaching at the university and to the study group of students with personal characteristics. Thus, a relationship was found between the level of adaptation to university learning activities and the indicator of attachment/isolation (0.284 at rs = 0.000), as well as a correlation between the level of adaptation to the student group and indicators of extraversion/introversion (–0.521 at rs = 0.000) and expressivity/practicality (–0.125 at rs = 0.034). Discussion. An important component of successful professional training of specialists is the adaptation of students to the conditions of study at the university. Especially successful adaptation is important for students of pedagogical training areas, since their further development in the teaching profession largely depends on the success of their adaptation. The results obtained indicate that personality characteristics play one of the key roles in the adaptation of future teachers

Covid-19 psychological pressures, depression and FOMO: the mediating role of online social support and emotional regulation

BackgroundThe spread of the coronavirus has led to significant anxiety among university students, resulting in various mental health problems that could potentially impact their academic performance.MethodTo examine the mediating role of emotional regulation and online social support in the relationships between COVID-19 psychological pressures, depression, and the fear of missing out (FoMO) among young adult university students, a cross-sectional research design was employed using an online survey. The sample consisted of 521 full-time university students from China, currently enrolled in undergraduate and postgraduate programs.ResultsFindings revealed that more than half (55.09%, n=287) of the university students experienced COVID-19 psychological pressures. These pressures directly contributed to increased levels of depression (β = 0.339, p < .001) and fear of missing out (β = 0.236, p < .001). Moreover, online social support and emotional regulation exhibited partial mediating effects on the association between COVID-19 psychological pressures, depression, and the fear of missing out. The results indicated that COVID-19 psychological pressures were linked to higher levels of depressive symptoms and a greater fear of missing out among university students.ConclusionsHowever, the provision of timely and adequate online social support, as well as the implementation of emotional regulation strategies, mitigated the negative effects of the pandemic on students' social and emotional well-being. Consequently, this led to reduced levels of depression and fear of missing out.

Psychological experience of university students during prolonged quarantine in China: a qualitative study

ObjectiveTo explore the psychological experiences of university students in prolonged quarantine during the COVID-19 pandemic.DesignA qualitative descriptive study based on semistructured interviews; data were analysed using a thematic topic analysis...

Challenges and Opportunities in an Alternative Approach for Academic Workload in the New Normal

COVID-19 challenged the delivery of quality education as it abruptly altered in-person schooling in all educational institutions across the globe. College administrators were compelled to design and adopt a scheme that suits the environment of remote learning but safeguards quality teaching and learning. This quantitative-descriptive research evaluates the alternative approach to academic workload adopted by a local college in Batangas City, during the pandemic, when in-person classes were called-off. The adopted workload scheme aimed to ensure effective and efficient delivery of remote instruction so that quality learning will be sustained. The evaluation focused on the challenges and opportunities of the adopted system called the “two-term academic workload scheme.” Data were gathered through a content-validated questionnaire distributed to two hundred and seventy-seven (277) respondents via Google form. The respondents were full-time teachers and students in the College of Education. Data gathering happened in the first quarter of 2022, a year and a half after the adopted scheme was implemented. It was found that teachers and students shared similar views, especially on the opportunities that resulted from the scheme but slight contrasting views on the challenges were observed. This, however, did not result to a significant difference in responses. The study revealed that the adopted scheme created more opportunities than challenges and hence has served the purpose of sustaining excellent delivery of instruction and the expected quality output was achieved.

Атрибуция успехов и неудач как ресурс проектирования профессионально-личностного развития студентов

The article provides definitions of attribution of success and failure, professional and personal development. The authors present the results of the identified implicit ideas of young men and girls about non-cognitive fac-tors of life success. Full-time students chose historical and modern figures as examples of successful people. In the process of qualitative analysis of students’ reasoning about the life path of famous personalities, a high level of development of non-cognitive factors and predictors of future personal achievements, such as strength of character, fortitude, the ability to learn independently, dedication, obsession with an idea, the ability to man-age one’s time, the support of loved ones, and others, was highlighted. In order to consolidate the acquired knowledge about the factors contributing to the success of known and reference personalities for the subjects, students developed and presented a draft individual program for personal self-development. Physiological and intellectual development have been identified as the primary areas of self-development for modern boys and girls. Among possible significant risks in the implementation of the developed program of self-development students pointed out the lack of time, laziness, procrastination and loss of motivation.

The social reproductive labour of university students with hostile Jobs

ABSTRACT This paper focuses on the social reproductive labour of one group of young people - university students who hold hostile jobs. Engaging in paid work while studying full-time has become common for university students. Despite the desire for high-quality work-integrated learning opportunities, many working undergraduate students face precarious working conditions in service sector jobs. Full-time undergraduate students at two Canadian universities who engaged in term-time paid work participated in focus groups, life mapping, interviews, and audio diaries. The data revealed that more than half of the students experienced hostile work that is characterized by precarious conditions, intensified working pace, erratic scheduling and discrimination. We explore three kinds of social reproductive labour done by young working university students in hostile jobs – the labour of navigating their job conditions, the labour of juggling work and study, and the labour of striving for control and well-being. Our analysis suggests the need to broaden the recognition of the work of working students and to ensure better quality work for young people. Conceptually, the paper is informed by feminist political economy, particularly debates on social reproductive labour.

Associations of childhood poly-adversity with alcohol problems among undergraduates: adolescent alcohol use trajectories and drinker self-schema

Objective Undergraduate drinking is associated with childhood adversity, early alcohol experience, and drinker self-schema. However, the pathway linking childhood adversity to undergraduate drinking problems remains undefined. This study aimed to identify the effects of childhood poly-adversity on the sequelae of adolescent alcohol-use trajectory, drinker self-schema, and alcohol problems among undergraduates. We also examined whether adolescent alcohol-use trajectory and drinker self-schema mediated the effects of childhood poly-adversity on undergraduate alcohol problems. Methods Baseline data from an ongoing prospective study, which included 851 first- and second-year full-time college students in Taiwan, were used. An anonymous online questionnaire was administered. Results The results showed that low poly-adversity and high poly-adversity were associated with the mean of initial alcohol use frequency during adolescence and further alcohol problems at college than those with no adversity. High poly-adversity was also associated with the increase in alcohol use frequency during adolescence. Both initial and increase in alcohol use frequency were associated with higher drinker self-schema scores and further alcohol problems. The indirect effects of high poly-adversity on undergraduate alcohol problems were mediated through adolescent alcohol-use trajectories and drinker self-schema. Conclusion Findings suggest that early identification of childhood poly-adversity and interventions to decrease adolescent drinking may prevent the formation of drinker self-schema and reduce undergraduate drinking problems.

Retaining the transportation benefits of COVID-19 induced work from home: Understanding the role of worker productivity

The abrupt switch to work from home during the COVID-19 pandemic has not only altered people’s commutes but also changed their entire work-life balance. While some workers were quick to adapt and maintain or even increase productivity, others experienced a decrease in productivity. Self-assessed productivity changes after switching from traditional in-person work to work from home is studied using a survey of 3,780 workers (including full-time college students). A probabilistic statistical model is used to estimate the probabilities that workers’ self-reported productivity during the pandemic remained the same, decreased, in some ways increased and in other ways decreased, or increased. The model estimation results identify workers who were resilient and adaptable (having a higher probability of increasing their productivity) and those less adaptive workers, who were more likely to experience a decrease in productivity. It was found that race, ethnicity, household income, household size, education, gender, the presence of children in the household, level of life satisfaction, being a student, prior experience with online meetings, and commute distances all play a role in how the workers’ productivity changed. This study provides insights for the development of effective policies to improve equity (by targeting vulnerable populations) and sustainability (by retaining the transportation and environmental benefits of telework) in the post COVID-19 reality.

The Impact of Campus Residency on Retention of First-Generation African American College Students at Predominantly White Institutions

The purpose of this study was to determine the impact of campus residency on the retention of first-generation, African American college student at PWIs. A sample of 20, full-time freshmen students participated in the study. The researchers used in-depth interviews to gain a deeper understanding of the impact campus residency is having on student retention. All information was self-reported by the participants. Limited research has been conducted on first-generation African American college students at Predominantly White Institutions. Study findings supported previous research in relation to on-campus housing and a sense of belonging. Study showed that campus residency had impacts on student’s retention as a result of their accessibility to academic support systems, extracurricular activities, importance of faculty and staff relationships, peer interactions, and a sense of belonging.

Polyparadigmatic approach in teaching philological disciplines in higher education

This article is devoted to the generalization of theoretical and practical experience in the use of pedagogical technologies in the educational process of the Humanitarian Pedagogical Academy (branch) of the Federal State Educational Institution of Higher Education "V.I. Vernadsky KFU" in Yalta during the 2020-2021, 2021-2022 and 2022-2023 academic years. The study involved 15 teachers and 81 full-time students of the Department of Foreign Philology and Teaching Methods. The subject of research is scientific works on the development of the modern pedagogical paradigm and the search for effective innovative educational technologies in higher education. This article outlines the main provisions that indicate that modern education recognizes the synthesis of various paradigms in the educational space of the beginning of the XXI century. The special significance lies in the fact that the methodological principle of polyparadigmality does not deny various pedagogical systems and indicates the natural changeability of educational paradigms. The polyparadigmatic nature of modern education does not act as a counterbalance to a specific scientific and pedagogical paradigm, but reflects modern educational practice that meets the needs of modern society. The novelty of the proposed study lies in the fact that the polyparadigm approach previously remained on the margin of pedagogical research.