Multilingual Academic Journal of Education and Social Sciences

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Volume 5, issue 1 (2017)

The Relationship between Perceived Social Support and Loneliness among University Students
Author(s): Majid Sadoughi, Fatemeh Hesampour      Pages: [1-6]
Abstract

Loneliness is one of the serious concerns in adolescence which might negatively influence a person’s coping with his/her environment. Therefore, the present study aims to explore the relationship between perceived social support and loneliness among university students. This study is descriptive with correlational design. To this end, using Krejcie & Morgan Table (1970), 327 students were selected through multistage sampling in the University of Kashan. The respondents filled out Perceived Social Support (Zimet et al., 1988) and UCLA Loneliness scale (1980) questionnaires. Stepwise Regression Analysis was run in SPSS-22 to analyze the results. The findings showed that social support from important others, friends and family can best predict loneliness in students, respectively. Overall, they can explain 21% of variance in loneliness. Hence, the students with higher social support scores are less likely to feel lonely.

Keywords

Social Support, Loneliness, University Students

Full Text :PDF DOI: 10.6007/MAJESS/v5-i1/3014
Abstract

This study was conducted in order to determine the effect of class suspension alternatives as disciplinary action for minor student offenses in LPU – Batangas. Specifically, this study compared the percentages of minor student offenses per college and assessed the perception of former student violators and university personnel about the effects of these alternatives on behavior and academics. It tested the difference on the perceived effects of these alternatives between student violators and university personnel, and the differences of students’ perceived effects of class suspension alternatives when grouped according to level of discouragement to commit more serious offenses. Results revealed that the existing class suspension alternatives served as effective deterrents of student misbehavior. The findings also showed that university personnel have a higher perception of the effects of these alternatives. Moreover, student violators who are not discouraged to commit more serious offenses are less perceptive to the effects of these alternatives.

Keywords

Class Suspension, Class Suspension Alternatives, Disciplinary Action, Student Offenses, Student Discipline

Full Text :PDF DOI: 10.6007/MAJESS/v5-i1/3015
A Linguistic Analysis Of form and Content of Al-Shabaab’s Press Statements on the Recent Kenyan Terror Attacks
Author(s): Deborah Oyioka, Damaris Nyakoe, David Ongarora      Pages: [24-38]
Abstract

This paper examines the form that is structure as well as the content of the statements and press releases of Al-Shabaab at different times with the hope of establishing a pattern of phraseology and consistent references to dogmatic terrorism themes. The study explores the linguistic form and function in statement releases of the Al-Shabaab and their relation to the communicative purposes. Moreover, the study analyses the content of the press statements with regard to unearthing the most recurrent themes in them namely, militancy, terrorism and extremism propagated through the use various linguistic indicators. The socio-cultural approach to CDA used by Teun van Dijik has been used in this study. Constructions for this study have been analysed from press statements released by the Al-Shabaab on the recent terrorist attacks in which it claimed responsibility namely, the Mandera bus attack, the Koromei quarry attack and the Garissa University attack. Qualitative content analysis is adopted in analyzing data for this study. The study offers insight into the structure of the Al-Shabaab press statements and also shows how the language used in the statements propagates ideologies held by terrorists and militants.

Keywords

Al-Shabaab, Press Statement, Terrorism, Militancy

Full Text :PDF DOI: 10.6007/MAJESS/v5-i1/3016
Transformative Experiences of Female Adult Educators in Greek Academia: Gender Free or Not?
Author(s): Katerina Kedraka, Anna Tsiboukli      Pages: [39-49]
Abstract

Gender stereotypes and other gender related issues are present in Adult Education. The current study wishes to explore experiences of female professors- adult educators in relation to their professional role in modern Greece. This qualitative study was carried out in December 2013 and women, experienced adult educators, were asked to critically reflect on their experience in the field. Content analysis was used for analyzing the responses. The participants, women adult educators, seemed to be aware of gender discrimination issues. At the same time, they were highly interested about the development of the role of women adult educators in Greece through critical reflections and also, the quality of their work and their own creative development and job satisfaction. Current research suggests that at the current climate of socio-economic and political crisis, greater emphasis is placed on the quality of educating rather than on gender issues.

Keywords

Adult Education, Gender, Academia, Transformation, Bias

Full Text :PDF DOI: 10.6007/MAJESS/v5-i1/3017
Abstract

Designing a teacher-training course requires decision making processes, adherence to the principles of adult learning and the need to cater for trainees’ knowledge, teaching skills, attitudes and awareness by organizing and implementing accordingly the content and process of teacher training. The purpose of this paper is to design a training course providing a description of the target group of trainees, an outline of the general aims of the course, a plan of the course with specific reference to its objectives, content and methodology including the teacher and language development component as well as a rationale for the entire course. The present teacher education proposal aims to foster state EEL teachers’ digital literacy for pedagogical purposes as well as to promote trainee-centeredness providing them with opportunities to gain control and actively participate in the training process. A context-sensitive approach is adopted to make the content and methodology of the course relevant to the trainees’ current practice and professional needs in the new digital age linking theory to practice through reflection.

Keywords

In-service Training, Process-oriented, Reflection, Digital Literacy, Trainee-centeredness

Full Text :PDF DOI: 10.6007/MAJESS/v5-i1/3018
Children's Curiosity Finds Solutions for Energy: A Project for Renewable and Non-Renewable Energy Sources for Early Childhood Children
Author(s): Vassiliki Pliogou, Anastasia Kountouroudi, Ifigeneia Kamperidou, Anna-Iris Coumpa, Maria-Lito Coumpa      Pages: [65-74]
Abstract

This paper outlines the development and the analysis of an educational programme for children in early childhood education regarding the environmental issues like the saving of energy, natural resources and bioclimatic planning that attempt to introduce and link the principles of sustainability with society. The aim was the pupils to be aware of environmental issues and to promote the applications of sustainability in their real and social environment. The project took place in a kindergarten school in Thessaloniki, during the school year 2014-2015 with the participation of 15 students and was carried out through three phases: 1) the exploration of the subject, 2) the implementation of educational activities, and 3) the evaluation of the project. Children were introduced to all energy sources and be encouraged to think for and about the energy. The kindergarten teachers worked with the children, creating a proactive teaching environment with many appropriate stimuli, in order to motivate and facilitate their learning through play. At the same time, by keeping in pace with every single child’s learning rhythm, the aim was to give them equal learning opportunities. This educational program was beneficial to all children as they learned new concepts and acquired new experiences.

Keywords

Sustainability, Energy Footprint, Creative Learning Environment, Project Method, Early Childhood Children

Full Text :PDF DOI: 10.6007/MAJESS/v5-i1/3019
Abstract

In the present paper, we investigated the views of Primary Education teachers in Viotia Prefecture during the school year 2015-16, as regards their training needs in intercultural education, as well as the parameters they deem important in organizing effective training interventions. The statistical analysis of the research data revealed teachers’ positive disposition to attending interventions in intercultural education, a demand for direct interconnection of their training to the classroom practice and the necessity of organizing more training interventions to meet their needs. With regard to the training context, the respondents were recorded to prefer to be exempted from their duties throughout the training period, which was mostly preferred to be of limited or medium duration, within the school unit, by applying modern teaching methods, under the supervision of Pedagogical Departments, but also with direct Involvement of Teachers' Associations in suggesting training topics. What was indicated as a priority in teacher education and training is the need to develop attitudes, skills and values, whilst what was reported as the targeted outcome of a training intervention in intercultural education is the "development of empathy and group consciousness" in classroom practice.

Keywords

Inclusive education, Intercultural education, Teacher training, Training needs assessment

Full Text :PDF DOI: 10.6007/MAJESS/v5-i1/3020