Adult learners are different from younger learners. Many have taken Knowles' ideas to work wi... more Adult learners are different from younger learners. Many have taken Knowles' ideas to work with adult learners as if they all are the same. Knowles described adult learners as more self-directed, willing to be responsible for what they do, unwilling to have teachers impose arbitrary information on them, ready to learn, task oriented, and experienced. Prather adds many adults have more immediate goals for their lives and careers. Kenner and Weinerman find adults want more collaborative relationships with professors. Adult students are unique and come to classes from a variety of backgrounds and circumstances, with different needs, wants, and learning preferences. Many students are prepared for college, while others are petrified. In this chapter, the authors argue that instructors should understand their students in order to help them be successful. Students are not alternative students; they are normal, intelligent people who can and will learn. Thus, the goal should be student-centered online learning.
Különleges Bánásmód - Interdiszciplináris folyóirat
The current study highlights the attitude of students toward the use of film sequences, as educat... more The current study highlights the attitude of students toward the use of film sequences, as educational resources used in the course of Psychopedagogy of people with intellectual disabilities, in the online learning environment. The participants in the study were students (N = 28) in the 2nd year, who follow the Special Psycho-pedagogy study program. The research method was a questionnaire-based survey. The working tool contains 23 questions, which were developed by the authors for this research. In the introductory part, in addition to the synthesis of the specialized literature, we briefly presented the aspects related to the management of the university course, in a pandemic context, by presenting the ways in which the film sequences were used to achieve the objectives of the discipline. The results of the descriptive study show that students show a positive attitude towards the use of film sequences in teaching, learning, and final assessment activities. Thus, the students consid...
Különleges Bánásmód - Interdiszciplináris folyóirat, 2021
The aim of the study is to highlight the attitude of the students (N=72) from Pedagogy of Primary... more The aim of the study is to highlight the attitude of the students (N=72) from Pedagogy of Primary and Preschool Education Program (pre-service teacher), from first and third years of study, related to how they want, as future teachers, to develop pupils’ learning skills in the inclusive classroom by adopting certain behavioral management of pupils with special needs. The working tool used is the Behavior and Instructional Management Scale, developed by Martin and Sass (2010). The comparative analysis of the results obtained according to the year of study captures the existence of statistically significant differences in the aspect of the management of the behavior in the classroom, both in traditional and inclusive classes, during the lessons, with higher averages for the pre-service teachers of 3rd year. Also, pre-service teachers from the 3rd year of study have a higher level of expectations for implementing the rules in school activities with pupils with special needs, compared t...
IntroductionIn the coronavirus disease 2019 (COVID-19) pandemic, Romanian universities switched t... more IntroductionIn the coronavirus disease 2019 (COVID-19) pandemic, Romanian universities switched to emergency relocation and online education, with students experiencing a sense of isolation, which affected their well-being, pace and normal learning style, relationships with other colleagues, and Professors. Beyond the technological obstacles that have arisen in learning, the aim of this study is to highlight the psychological variables that are associated and that explain the self-perceived well-being of students, in university, in the pandemic. The psychological variables studied were the following: the level of openness and personal autonomy, as personality traits of students but also the mechanisms for regulating their academic motivation.MethodWe used a questionnaire-based survey, wherein all four research instruments had been validated and adapted to the investigated population. The subjects were BA and MA students at the University of Oradea, Romania (N = 150), the majority be...
Revista Romaneasca pentru Educatie Multidimensionala
The study highlights the association relationship between students’ academic motivation level (N=... more The study highlights the association relationship between students’ academic motivation level (N=150) and the variables related to dysfunctional negative emotions and physical health. Simultaneously, we analyze whether negative dysfunctional emotions can explain the level of academic motivation, provided that physical health is controlled. The research method used was a questionnaire-based survey. The working tools were: The Questionnaire for measuring the types of motivation regulation in the academic field (Robu & Tufeanu, 2020), The state of physical health from the Inventory of self-perceived well-being Subscale (Roşeanu & Răşcanu, 2008); Dysfunctional-Negative Emotions Subscale, from The Emotion Measurement Scale (Trip, 2007). According to the research results, the level of academic motivation (more specifically, intrinsic motivation and identification) is inversely associated with the level of negative dysfunctional emotions and directly with the state of physical health, with...
The chapter explores whether the educational policies introduced by the Romanian Government durin... more The chapter explores whether the educational policies introduced by the Romanian Government during the last twenty years are examples of good practice for other European countries facing the issue of Roma integration. The authors raise the question of whether the voices of Roma intellectual élites, who represent the “products” of those educational policies, are strong enough to drive the Roma minority towards common and sustained efforts for their social integration. What are the cross products of these educational policies? Additionally, they consider the case of Roma students within the University of Oradea in Romania and examine their attitudes towards academic learning, motivational factors, academic self-efficacy, faced difficulties, and potential ways to achieve higher rates of student retention. For a more in-depth analysis of the role and impact of those policies and the possible challenges/ difficulties encountered, the authors interviewed several decision makers, such as a...
This study aims to identify the reasons why students (N = 155) from University of Oradea choose P... more This study aims to identify the reasons why students (N = 155) from University of Oradea choose Pedagogy of Primary and Preschool Education study program (PPPE). Data were obtained by a two-dimension questionnaire. The first dimension of the questionnaire focuses on the students’ reasons for choosing Pedagogy of Primary and Preschool Education study program (PPPE) (16 items) and the second deals with the facts they consider important during their teacher training performed with pupils in schools (16 items). Data were analyzed by descriptive items (average and standard deviation). We reach the conclusion that students’ reasons for choosing this specialization are: “I love working with children and teenagers” (a 1st_year =4,790, a 2nd_year =4,574, a 3rd_year =4,743) and “Teaching is interesting, complex and diversified” (a 1st_2nd_3rd_year =4,380). The last reason they had chosen is "Because I had no other ideas" (a 1st_2nd_3rd_year =1,33). The focus on teacher training prac...
The aim of study is to evaluate the effectiveness of an intervention program to reduce the level ... more The aim of study is to evaluate the effectiveness of an intervention program to reduce the level of test anxiety in a primary school class in the urban environment (N = 25, 2nd class). The level of test anxiety was evaluated using the Test Anxiety in Children, developed by Wren and Benson in 2004. The intervention program took place over a period of six weeks with a frequency of three times a week, consisting of six activities implemented in school in the personal development discipline with the help of the formative stories created for the purpose of the program, six activities based on independent work in solving some assessment task of the Language and Communication and Mathematics disciplines of didactic auxiliaries in order to prepare pupils for the Second Class National Assessment and six self-employed activities in homework completion after school classes. The program's effectiveness was performed by analyzing the two-stage results of the test using the intragroup compari...
Adult learners are different from younger learners. Many have taken Knowles’ ideas to work with a... more Adult learners are different from younger learners. Many have taken Knowles’ ideas to work with adult learners as if they all are the same. Knowles described adult learners as more self-directed, willing to be responsible for what they do, unwilling to have teachers impose arbitrary information on them, ready to learn, task oriented, and experienced. Prather adds many adults have more immediate goals for their lives and careers. Kenner and Weinerman find adults want more collaborative relationships with professors. Adult students are unique and come to classes from a variety of backgrounds and circumstances, with different needs, wants, and learning preferences. Many students are prepared for college, while others are petrified. In this chapter, the authors argue that instructors should understand their students in order to help them be successful. Students are not alternative students; they are normal, intelligent people who can and will learn. Thus, the goal should be student-cent...
Research Anthology on Adult Education and the Development of Lifelong Learners
Adult learners are different from younger learners. Many have taken Knowles' ideas to work wi... more Adult learners are different from younger learners. Many have taken Knowles' ideas to work with adult learners as if they all are the same. Knowles described adult learners as more self-directed, willing to be responsible for what they do, unwilling to have teachers impose arbitrary information on them, ready to learn, task oriented, and experienced. Prather adds many adults have more immediate goals for their lives and careers. Kenner and Weinerman find adults want more collaborative relationships with professors. Adult students are unique and come to classes from a variety of backgrounds and circumstances, with different needs, wants, and learning preferences. Many students are prepared for college, while others are petrified. In this chapter, the authors argue that instructors should understand their students in order to help them be successful. Students are not alternative students; they are normal, intelligent people who can and will learn. Thus, the goal should be student-...
Abstract A number of 75 students of 9-10 from urban and rural area participated in this study in ... more Abstract A number of 75 students of 9-10 from urban and rural area participated in this study in order to confirm the hypothesis according to which the prosocial behavior of the students in relation to their peers is influenced by their prosocial behavior in relation to their siblings at home when the following variables are maintained on a constant rate: background, gender related features, empathy, interpersonal perception (on three directions - merciful and understanding, good friend, smart). The method utilized in data analysis is the explicative hierarchic regression; we try to analyze the factors with a significant influence on the students’ prosocial behavior in school. The results obtained allow us to conclude that the rate and the frequency of manifestation of students’ prosocial behavior in school is higher for the groups that display close friendship relationships (s=.657), for the rural students (s=-.346), for female predominant groups (s=.242) and for the groups that have a high prosocial behavior at home (s=.262). The data supports the idea that besides the demographic variables or the nature of relationships between students, a significant influence on school prosocial behavior is determined by students’ home prosocial behavior in relation to their siblings.
Abstract The study intended to measure the level of satisfaction of the undergraduate students fr... more Abstract The study intended to measure the level of satisfaction of the undergraduate students from the blended weekend classes (BWC) in relation to the academic courses they take. We think that student satisfaction is influenced by their attitude regarding the quality of the textbooks, on one hand, and by the quality of face-to-face activities, on the other hand. The method we used was linear regression with mix purpose: explicit and predictive. We tried to analyze the factors that had a significant influence on students’ satisfaction regarding the courses they took. The results were obtained on a group of 144 undergraduate students from University of Oradea, Faculty of Social and Humanistic Sciences, specialization of Pedagogy of Primary and Preschool Education. The findings support our hypothesis that students’ satisfaction towards the courses they take is influenced by the quality of the textbooks and face-to-face activities (Adjusted R Square=.834, p
Adult learners are different from younger learners. Many have taken Knowles' ideas to work wi... more Adult learners are different from younger learners. Many have taken Knowles' ideas to work with adult learners as if they all are the same. Knowles described adult learners as more self-directed, willing to be responsible for what they do, unwilling to have teachers impose arbitrary information on them, ready to learn, task oriented, and experienced. Prather adds many adults have more immediate goals for their lives and careers. Kenner and Weinerman find adults want more collaborative relationships with professors. Adult students are unique and come to classes from a variety of backgrounds and circumstances, with different needs, wants, and learning preferences. Many students are prepared for college, while others are petrified. In this chapter, the authors argue that instructors should understand their students in order to help them be successful. Students are not alternative students; they are normal, intelligent people who can and will learn. Thus, the goal should be student-centered online learning.
Különleges Bánásmód - Interdiszciplináris folyóirat
The current study highlights the attitude of students toward the use of film sequences, as educat... more The current study highlights the attitude of students toward the use of film sequences, as educational resources used in the course of Psychopedagogy of people with intellectual disabilities, in the online learning environment. The participants in the study were students (N = 28) in the 2nd year, who follow the Special Psycho-pedagogy study program. The research method was a questionnaire-based survey. The working tool contains 23 questions, which were developed by the authors for this research. In the introductory part, in addition to the synthesis of the specialized literature, we briefly presented the aspects related to the management of the university course, in a pandemic context, by presenting the ways in which the film sequences were used to achieve the objectives of the discipline. The results of the descriptive study show that students show a positive attitude towards the use of film sequences in teaching, learning, and final assessment activities. Thus, the students consid...
Különleges Bánásmód - Interdiszciplináris folyóirat, 2021
The aim of the study is to highlight the attitude of the students (N=72) from Pedagogy of Primary... more The aim of the study is to highlight the attitude of the students (N=72) from Pedagogy of Primary and Preschool Education Program (pre-service teacher), from first and third years of study, related to how they want, as future teachers, to develop pupils’ learning skills in the inclusive classroom by adopting certain behavioral management of pupils with special needs. The working tool used is the Behavior and Instructional Management Scale, developed by Martin and Sass (2010). The comparative analysis of the results obtained according to the year of study captures the existence of statistically significant differences in the aspect of the management of the behavior in the classroom, both in traditional and inclusive classes, during the lessons, with higher averages for the pre-service teachers of 3rd year. Also, pre-service teachers from the 3rd year of study have a higher level of expectations for implementing the rules in school activities with pupils with special needs, compared t...
IntroductionIn the coronavirus disease 2019 (COVID-19) pandemic, Romanian universities switched t... more IntroductionIn the coronavirus disease 2019 (COVID-19) pandemic, Romanian universities switched to emergency relocation and online education, with students experiencing a sense of isolation, which affected their well-being, pace and normal learning style, relationships with other colleagues, and Professors. Beyond the technological obstacles that have arisen in learning, the aim of this study is to highlight the psychological variables that are associated and that explain the self-perceived well-being of students, in university, in the pandemic. The psychological variables studied were the following: the level of openness and personal autonomy, as personality traits of students but also the mechanisms for regulating their academic motivation.MethodWe used a questionnaire-based survey, wherein all four research instruments had been validated and adapted to the investigated population. The subjects were BA and MA students at the University of Oradea, Romania (N = 150), the majority be...
Revista Romaneasca pentru Educatie Multidimensionala
The study highlights the association relationship between students’ academic motivation level (N=... more The study highlights the association relationship between students’ academic motivation level (N=150) and the variables related to dysfunctional negative emotions and physical health. Simultaneously, we analyze whether negative dysfunctional emotions can explain the level of academic motivation, provided that physical health is controlled. The research method used was a questionnaire-based survey. The working tools were: The Questionnaire for measuring the types of motivation regulation in the academic field (Robu & Tufeanu, 2020), The state of physical health from the Inventory of self-perceived well-being Subscale (Roşeanu & Răşcanu, 2008); Dysfunctional-Negative Emotions Subscale, from The Emotion Measurement Scale (Trip, 2007). According to the research results, the level of academic motivation (more specifically, intrinsic motivation and identification) is inversely associated with the level of negative dysfunctional emotions and directly with the state of physical health, with...
The chapter explores whether the educational policies introduced by the Romanian Government durin... more The chapter explores whether the educational policies introduced by the Romanian Government during the last twenty years are examples of good practice for other European countries facing the issue of Roma integration. The authors raise the question of whether the voices of Roma intellectual élites, who represent the “products” of those educational policies, are strong enough to drive the Roma minority towards common and sustained efforts for their social integration. What are the cross products of these educational policies? Additionally, they consider the case of Roma students within the University of Oradea in Romania and examine their attitudes towards academic learning, motivational factors, academic self-efficacy, faced difficulties, and potential ways to achieve higher rates of student retention. For a more in-depth analysis of the role and impact of those policies and the possible challenges/ difficulties encountered, the authors interviewed several decision makers, such as a...
This study aims to identify the reasons why students (N = 155) from University of Oradea choose P... more This study aims to identify the reasons why students (N = 155) from University of Oradea choose Pedagogy of Primary and Preschool Education study program (PPPE). Data were obtained by a two-dimension questionnaire. The first dimension of the questionnaire focuses on the students’ reasons for choosing Pedagogy of Primary and Preschool Education study program (PPPE) (16 items) and the second deals with the facts they consider important during their teacher training performed with pupils in schools (16 items). Data were analyzed by descriptive items (average and standard deviation). We reach the conclusion that students’ reasons for choosing this specialization are: “I love working with children and teenagers” (a 1st_year =4,790, a 2nd_year =4,574, a 3rd_year =4,743) and “Teaching is interesting, complex and diversified” (a 1st_2nd_3rd_year =4,380). The last reason they had chosen is "Because I had no other ideas" (a 1st_2nd_3rd_year =1,33). The focus on teacher training prac...
The aim of study is to evaluate the effectiveness of an intervention program to reduce the level ... more The aim of study is to evaluate the effectiveness of an intervention program to reduce the level of test anxiety in a primary school class in the urban environment (N = 25, 2nd class). The level of test anxiety was evaluated using the Test Anxiety in Children, developed by Wren and Benson in 2004. The intervention program took place over a period of six weeks with a frequency of three times a week, consisting of six activities implemented in school in the personal development discipline with the help of the formative stories created for the purpose of the program, six activities based on independent work in solving some assessment task of the Language and Communication and Mathematics disciplines of didactic auxiliaries in order to prepare pupils for the Second Class National Assessment and six self-employed activities in homework completion after school classes. The program's effectiveness was performed by analyzing the two-stage results of the test using the intragroup compari...
Adult learners are different from younger learners. Many have taken Knowles’ ideas to work with a... more Adult learners are different from younger learners. Many have taken Knowles’ ideas to work with adult learners as if they all are the same. Knowles described adult learners as more self-directed, willing to be responsible for what they do, unwilling to have teachers impose arbitrary information on them, ready to learn, task oriented, and experienced. Prather adds many adults have more immediate goals for their lives and careers. Kenner and Weinerman find adults want more collaborative relationships with professors. Adult students are unique and come to classes from a variety of backgrounds and circumstances, with different needs, wants, and learning preferences. Many students are prepared for college, while others are petrified. In this chapter, the authors argue that instructors should understand their students in order to help them be successful. Students are not alternative students; they are normal, intelligent people who can and will learn. Thus, the goal should be student-cent...
Research Anthology on Adult Education and the Development of Lifelong Learners
Adult learners are different from younger learners. Many have taken Knowles' ideas to work wi... more Adult learners are different from younger learners. Many have taken Knowles' ideas to work with adult learners as if they all are the same. Knowles described adult learners as more self-directed, willing to be responsible for what they do, unwilling to have teachers impose arbitrary information on them, ready to learn, task oriented, and experienced. Prather adds many adults have more immediate goals for their lives and careers. Kenner and Weinerman find adults want more collaborative relationships with professors. Adult students are unique and come to classes from a variety of backgrounds and circumstances, with different needs, wants, and learning preferences. Many students are prepared for college, while others are petrified. In this chapter, the authors argue that instructors should understand their students in order to help them be successful. Students are not alternative students; they are normal, intelligent people who can and will learn. Thus, the goal should be student-...
Abstract A number of 75 students of 9-10 from urban and rural area participated in this study in ... more Abstract A number of 75 students of 9-10 from urban and rural area participated in this study in order to confirm the hypothesis according to which the prosocial behavior of the students in relation to their peers is influenced by their prosocial behavior in relation to their siblings at home when the following variables are maintained on a constant rate: background, gender related features, empathy, interpersonal perception (on three directions - merciful and understanding, good friend, smart). The method utilized in data analysis is the explicative hierarchic regression; we try to analyze the factors with a significant influence on the students’ prosocial behavior in school. The results obtained allow us to conclude that the rate and the frequency of manifestation of students’ prosocial behavior in school is higher for the groups that display close friendship relationships (s=.657), for the rural students (s=-.346), for female predominant groups (s=.242) and for the groups that have a high prosocial behavior at home (s=.262). The data supports the idea that besides the demographic variables or the nature of relationships between students, a significant influence on school prosocial behavior is determined by students’ home prosocial behavior in relation to their siblings.
Abstract The study intended to measure the level of satisfaction of the undergraduate students fr... more Abstract The study intended to measure the level of satisfaction of the undergraduate students from the blended weekend classes (BWC) in relation to the academic courses they take. We think that student satisfaction is influenced by their attitude regarding the quality of the textbooks, on one hand, and by the quality of face-to-face activities, on the other hand. The method we used was linear regression with mix purpose: explicit and predictive. We tried to analyze the factors that had a significant influence on students’ satisfaction regarding the courses they took. The results were obtained on a group of 144 undergraduate students from University of Oradea, Faculty of Social and Humanistic Sciences, specialization of Pedagogy of Primary and Preschool Education. The findings support our hypothesis that students’ satisfaction towards the courses they take is influenced by the quality of the textbooks and face-to-face activities (Adjusted R Square=.834, p
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