logo logo European Journal of Psychology and Educational Research

EJPER is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS
Eurasian Society of Educational Research
Headquarters
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS

' family functioning' Search Results



Can Being Victimized Verbally and Physically Predict Aggressive Verbal and Physical Behavior?: A Study on Omani Male and Female Middle School

family violence aggressive behavior school children oman structural equation modeling

Muhammad Sheikh Hammoud , Maher M. Abu-Hilal , Suad M. Al-Lawati , Muna M. Al-Bahrani , Yousuf Al Rujaibi


...

The aim of this study was to examine if perceived family violence of victimized children is related to their perceived aggressive behavior. It has been acknowledged that children learn and behave what they observe and practice including violence. A stratified random sample (N =1160) of Omani school students was drawn from grades 6 to 9. The study used perceived family violence and perceived aggressive behavior measures to collect data. CFA was performed to test the proposed factor structure as well as the structural model. The invariance test lent support to the hypothesis that the structure of constructs is invariant across gender. However, the relations between constructs were not invariant. Children (boys and girls) who expressed high verbal violence on them reported they were more verbally and physically aggressive. Boys, but not girls, who reported high physical violence on them reported they were more verbally and physically aggressive. The relation between perceived family violence and perceived aggressive behavior seem to be dependent on gender and types of family violence as well as the kind of children’s aggressive behavior.

description Abstract
visibility View cloud_download PDF
10.12973/ejper.4.1.25
Pages: 25-36
cloud_download 239
visibility 694
0
Article Metrics
Views
239
Download
694
Citations
Crossref
0

...

Findings from a research synthesis of the relationships between family needs and parent, family, and child functioning are reported. The synthesis included 31 studies conducted in 12 different countries. The studies were conducted between 1987 and 2021 and included 4,543 participants. Eight different family needs scales or adaptations of the scales were completed by the study participants (mothers, fathers, or grandmothers of children with developmental disabilities, autism spectrum disorders, or medical conditions). The outcome measures included caregiver psychological health, parenting stress, parenting burden, parenting beliefs, family coping strategies, family functioning, family support, and child functioning. The correlations between family needs and the outcome measures were used as the sizes of effects for evaluating the strength of the relationships between measures. Results showed that unmet family needs were associated with more negative and less positive family and family member functioning and fewer unmet family needs were associated with more positive and less negative family and family member functioning. The sizes of effect for parenting stress and burden were larger than were the sizes of effects for each of the other outcome measures. Child condition and study quality moderated the relationship between family needs and parenting stress and burden but not the other outcome measures. The results are discussed in terms of one component of family systems intervention models.

description Abstract
visibility View cloud_download PDF
10.12973/ejper.5.1.11
Pages: 11-32
cloud_download 404
visibility 591
0
Article Metrics
Views
404
Download
591
Citations
Crossref
0

...

In this study, a cluster analysis was performed by creating a data set from students' personality traits and academic procrastination behaviours. Correlation analysis was done to examine the relationship between the variables, and the characteristics of the formed clusters and the association of the clusters with the perceived socioeconomic status were examined. Cluster analysis is a simple and practical method for classifying a set of complex data based on certain variables and making them more meaningful and using the results as an aid to decision-making. Clustering algorithms handle such data effectively, making it more meaningful. Following the analysis, it was revealed that two clusters had formed. The first of the clusters includes 65.2 % of the sample population; the level of procrastination and the mean score of neurotic personality traits were calculated higher than the other cluster. The remaining part of the sample population (34.8 %) constitutes the second cluster. The mean scores of studying systematically habits and extroversion, agreeableness, conscientiousness, and openness to experience personality traits of the students forming this cluster are higher than the other cluster. No association was observed between the clusters and the perceived socioeconomic levels of the students. The distributions of socioeconomic levels within the clusters are similar to each other. When the correlations of these variables are examined; positive relationships were found between the level of procrastination and neurotic personality traits. Procrastination behaviour and neurotic personality traits were also negatively correlated with other variables.

description Abstract
visibility View cloud_download PDF
10.12973/ejper.5.1.63
Pages: 63-76
cloud_download 830
visibility 1056
0
Article Metrics
Views
830
Download
1056
Citations
Crossref
0

...

The Coronavirus disease (COVID-19) pandemic has affected people in multiple dimensions. In addition to the social, physical health, financial, and mental health impacts of the pandemic, many United States (U.S.) college students experienced an abrupt transition to online learning in Spring 2020, resulting in a significant disruption to their learning and life. In this study, we examined COVID-19 impacts as reported by college students enrolled in an online class in Spring 2020 via an extra-credit survey. Participants reported predominantly negative impacts, but positive impacts were also reported. A total of 61 aspects of impact were identified reflecting six major themes: academic, housing and travel related, physical health-related, financial and work-related, social life, and mental health related impacts. We found that females reported significantly more overall negative impacts and significantly more academic and housing/travel related impacts than males. Black students reported significantly fewer positive impacts compared to non-Black students in the sample. Asian students reported significantly more academic impacts than White students. In addition, participants in the fully online degree program had significantly fewer overall impacts and significantly fewer academic impacts than those in the residential degree program. Implications of the findings were discussed.

description Abstract
visibility View cloud_download PDF
10.12973/ejper.3.2.89
Pages: 89-101
cloud_download 549
visibility 709
0
Article Metrics
Views
549
Download
709
Citations
Crossref
0

...

In recent years, children and adolescents have spent more time sitting and engaging in less physical activity than recommended by health authorities. Despite widespread efforts to promote physical activity through school-based programs, the impact of specific intervention programs often remains untested. Therefore, in this pilot study, the effects of a national school-based physical activity program were assessed. A sample of 80 first- and second-grade primary school students aged between 7 and 9 years (M = 7.95, SD = 0.44) of eight classes was cluster randomly assigned to either the experimental group (EG; classroom-based physical activity breaks) or the control group (CG; conventional school lessons). Primary outcomes included objective measurements of sedentary behaviour, step counts, and moderate-to-vigorous physical activity (MVPA) during the intervention. Secondary outcomes encompassed assessments of aerobic fitness performance, executive functions, academic achievement, and scholastic well-being before and after the 20-week intervention. The results indicate that students of the EG spent less time sedentary and took more steps during school mornings than their counterparts of the CG. The physical activity program resulted in a 630-step increase and a 10-minute reduction in sitting time daily. However, there were no effects on MVPA level, aerobic fitness performance, or cognitive functions (including executive functions and academic achievement). The implications of these findings are discussed in light of comprehensive school physical activity approaches.

description Abstract
visibility View cloud_download PDF
10.12973/ejper.7.3.159
Pages: 159-174
cloud_download 100
visibility 413
0
Article Metrics
Views
100
Download
413
Citations
Crossref
0

...

According to the systems perspective, the influence of various systems (e.g., family, school, community) on children's behavior at school is highly acknowledged. It is therefore accepted that problem behavior in the classroom originates from social interactions, providing a conceptual framework where problems are seen as indicative of dysfunction within the school system, thus removing blame from the individual child, the teacher, or the parents. Addressing the importance of interactions among students, teachers, and parents in this system, the present study aimed to identify and compare the types of behaviors that Greek primary and secondary teachers and parents view as problematic in the classroom. A sample of 378 teachers and 69 parents were asked to identify which behaviors were considered troublesome. Exploratory factor analysis revealed five categories of behaviors perceived as problematic by parents and teachers: Externalizing behaviors, School Difficulties, Internalizing behaviors, Attention seeking behaviors, and Hyperactivity/attention difficulties. Both teachers and parents considered externalizing behaviors to be more troublesome than other types of behavior. Teachers tend to worry less than parents about all types of children’s behaviors, except for school difficulties. The findings highlight the importance of considering diverse perspectives within the school system when designing interventions to address the specific needs of school communities while also promoting collaboration among all members of the school system.

description Abstract
visibility View cloud_download PDF
10.12973/ejper.7.4.191
Pages: 191-205
cloud_download 81
visibility 152
0
Article Metrics
Views
81
Download
152
Citations
Crossref
0

What Keeps Older Adults Happy?: A Systematic Review of Subjective Well Being

subjective well-being happiness older adults

Anisah Triyuliasari , Alfina Diana Irfani , Siti Zuliani


...

Subjective well-being is a form of self-evaluation of life by referring to cognitive and affective aspects. This systematic review analyzes 13 international journals on factors that influence subjective well-being in the older adults. The review planning uses the SPIDER formulation, namely Sample, Phenomenon of Interest, Design, Evaluation, Research Type. The results of this review analysis show the elderly can feel the meaning and satisfaction of life, spread positive things, and tend to get a sense of security and happiness. Based on the results of the systematic review analysis, it shows that there are various factors that influence subjective well-being in the elderly. Several factors that can influence subjective well-being in terms of demographics, social activities, physiological factors, and psychological factors. Among them are volunteer activities, economic income, family support, participation in various activities both social and religious, education, physical health, income satisfaction, spirituality and religiosity, positive experiences and emotions, sleep quality, self-efficacy, and internet use. These results can be a reference and recommendation for conducting further and more specific research on subjective well-being factors in the older adults.

description Abstract
visibility View cloud_download PDF
10.12973/ejper.7.4.225
Pages: 225-232
cloud_download 20
visibility 70
0
Article Metrics
Views
20
Download
70
Citations
Crossref
0

...