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Articles 1 - 5 of 5
Full-Text Articles in Education
Not All Competitions Are The Same: Digital Game-Based Learning Environments That Incorporate Competition Facilitates Students' Learning Motivation, Yong Zeng, John E. Mceneaney
Not All Competitions Are The Same: Digital Game-Based Learning Environments That Incorporate Competition Facilitates Students' Learning Motivation, Yong Zeng, John E. Mceneaney
Journal of Research Initiatives
This text presents an argument that competition, as a pedagogical design element, facilitates students’ learning motivation in digital game-based learning environments (DGBLEs). Since competition has long been regarded as an adverse pedagogical element for fostering students’ learning motivation, a considerable proportion of educators and researchers in the U.S. have a variety of concerns about implementing competition in educational practices. However, the function of competition in DGBLEs could be fundamentally different. By reviewing major concerns about competition, this text refutes two major concerns about competition and claims that DGBLEs that incorporate competition facilitate students' learning motivation
Trauma-Informed Practices For Test-Taking Anxiety At The Elementary Grade Level, Kate Campbell, Shalini Mathew
Trauma-Informed Practices For Test-Taking Anxiety At The Elementary Grade Level, Kate Campbell, Shalini Mathew
Journal of Research Initiatives
Test -Taking Anxiety (TTA) is a challenging experience for children of all ages. Childhood exposure to trauma and adverse experience has been increasing. Fortunately, trauma-informed practices, such as mindfulness activities have become more widespread in schools throughout the last few years. Existing school counseling literature offers limited perspectives on how school counselors can support elementary students for TTA. This conceptual article explores the effects of trauma-informed practices on elementary-age students' test anxiety and overall academic success in schools and offers implications for practice.
Incorporating Growth Mindsets To Attain Athletic And Academic Success., Michael E. Rutledge Ii
Incorporating Growth Mindsets To Attain Athletic And Academic Success., Michael E. Rutledge Ii
Journal of Research Initiatives
Higher education and intercollegiate athletics promote discovery processes that uncover boundaries of potentials in human development. The research associated with the academic progress of student athletes coincides with the general student population literature in the fact that student athletes also utilize effective study skills and achieve higher GPAs when implementing growth mindset (Joshi et al., 2022). The purpose of this study is to investigate the experiences of student athletes prior to college, through athletic careers, and through graduate school. Qualitative, ethnographic case study research methods rationalized the purpose of this study to advance theory, answer the research questions best, and …
Understanding Holistic Development And Wellness: Experiences And Perspectives Of Filipino Student Leaders, Leandro Loyola
Understanding Holistic Development And Wellness: Experiences And Perspectives Of Filipino Student Leaders, Leandro Loyola
Journal of Research Initiatives
This study focuses on how student leaders coming from different Philippine higher education institutions (HEIs) understand Holistic Development and Wellness based on their experiences and perspectives. Literature underscores the clear role of HEIs in ensuring the holistic development and wellness of the students, whose responsibility includes creating programs and policies that promote the development of students in different aspects. This responsibility is being shared with the members of the community like the administrators, teachers, and even with the students. Student leaders, especially the active student ones, are believed to play an active role in leading the implementation of programs and …
Does The Mathematics Self-Concept Explain The Gender-Gap In Advanced Mathematics Achievement Among Us Secondary School Students?, Asitha Kodippili, Deepthika C. Senaratne
Does The Mathematics Self-Concept Explain The Gender-Gap In Advanced Mathematics Achievement Among Us Secondary School Students?, Asitha Kodippili, Deepthika C. Senaratne
Journal of Research Initiatives
This study examines the role of self-concept regarding mathematical ability in explaining the gender gap in advanced mathematics performance of US high school students. The study is based on data generated from the Third International Mathematics and Science Study (TIMSS 1995 – 2015), a large-scale project which investigated the relationship between self-concept in mathematics and mathematical achievement. In the US, secondary school males in advanced mathematics classes consistently show a statistically significant higher mathematics self-concept than females. Male students also consistently have significantly higher mathematical achievement scores than females. However, by controlling for the mathematics self-concept, we found that this …