scholarly journals Shifting Mindsets: Transforming Self, School, and Society

2021 ◽  
pp. 493-524
Author(s):  
Ash Buchanan ◽  
Jack Greig
Keyword(s):  
Growth Mindset ◽  
Human Potential ◽  
Educational Context ◽  
Learning Achievement ◽  
General Overview ◽  
Central Aspect ◽  
The Relationship ◽  
Unique Potential ◽  
Mindset Theory

AbstractWe are living in a time of profound disruption and planetary crises which is calling on all of us to show up and make a contribution that serves the wellbeing of all. A central aspect of making such a contribution is the capacity to shift our mindsets towards more caring, inclusive, and interdependent perspectives. This chapter explores mindsets in an educational context. We begin with a general overview of mindset theory and examine the relationship between mindsets and the unfolding of human potential. Then we explore fixed and growth mindset theory in education, which is primarily focused on learning, achievement, and improvement. Next, we evolve this focus to include benefit mindset theory, which integrates leadership, contribution, and transformation, and focuses on how we can recognise our interdependence with the living Earth community, turn towards our individual and collective shadows, and realise our unique potential in a way that serves the wellbeing of all. We include a table of 10 mindset transformations, and we invite scholars and educators to explore implications.

Hubungan Motivasi dan Minat Masuk Program Studi DIII Kebidanan Dengan Prestasi Belajar Mahasiswa STIKES ICSADA Bojonegoro

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Cholida Khusnul Chotimah
Keyword(s):  
Student Achievement ◽  
Learning Outcomes ◽  
Behavior Changes ◽  
Study Program ◽  
Cross Sectional ◽  
Learning Achievement ◽  
Increase Student Achievement ◽  
Learning Conditions ◽  
Relationship Of ◽  
The Relationship

ABSTRAKHasil belajar (prestasi belajar) merupakan perubahan perilaku yang diperoleh seseorang setelah mengalami aktivitas belajar. Perolehan aspek-aspek perubahan perilaku tersebut tergantung pada apa yang dipelajari oleh seseorang. Berhasil atau tidaknya seseorang untuk belajar disebabkan beberapa faktor yang mempengaruhi dalam pencapaian hasil belajar (prestasi belajar) yaitu berasal dari dalam diri orang yang belajar dan ada pula yang dari luar dirinya. Banyak faktor yang mempengaruhinya, diantaranya adalah motivasi dan minat. Tujuan dari penelitian ini adalah untuk mengetahui hubungan motivasi dan minat masuk Program Studi D  III Kebidanan dengan prestasi belajar mahasiswa  STIKES Insan Cendekia Husada Bojonegoro. Jenis penelitian ini adalah analitik korelasi. Penelitian ini menggunakan pendekatan cross sectional. Populasi dalam penelitian ini adalah semua mahasiswa Program Studi D III Kebidanan STIKES Insan Cendekia Husada Bojonegoro sebanyak 39 mahasiswa dengan  teknik total sampling dengan jumlah sampel 39. Penelitian ini menggunakan instrumen berupa kuesioner. Analisis hubungan variabel dilakukan dengan menggunakan Yates Correction. Hasil penelitian ini menunjukkan bahwa ada hubungan antara motivasi masuk Program Studi D III Kebidanan dengan prestasi belajar mahasiswa           (ρ =0,027) dan ada hubungan antara minat masuk Program Studi D III Kebidanan dengan prestasi belajar mahasiswa (ρ =0,044). Saran untuk Program Studi D III Kebidanan STIKES Insan Cendekia Husada Bojonegoro agar meningkatkan prestasi belajar mahasiswa Prodi D III kebidanan STIKES Insan Cendekia Husada Bojonegoro dengan cara dosen atau pembimbing akademik menciptakan kondisi pembelajaran yang menarik, sarana prasarana yang menunjang, hubungan antara dosen dan mahasiswa yang baik, sehingga mahasiswa terdorong untuk butuh dan terus belajar dan melakukan pemantauan dan pendekatan lebih dalam terhadap mahasiswa tentang tujuan mereka untuk masuk di Program Studi D III Kebidanan. Kata Kunci : Motivasi, minat, prestasi belajar  ABSTRACT      Results of learning (learning achievement) is obtained by a person's behavior changes after experiencing learning activities. Acquisition aspects of the behavior change depending on what is learned by someone. Success or failure of someone to learn due to several factors that affect the achievement of learning outcomes (learning achievement) that comes from within the person who studied and some are from outside himself. Many factors influence it, such as motivation and interest. The purpose of this study was to determine the relationship of motivation and interest in D III Midwifery Studies Program with student achievement STIKES Insan Scholar Husada Bojonegoro. This type of research is analytic correlation. This study used cross sectional approach. The population in this study were all students of the D III Midwifery STIKES Insan Husada Bojonegoro Scholar at least 39 students with a total sampling with a sample of 39. This study used a questionnaire instrument. Variable correlation analysis done using Yates Correction. Results of this study indicate that there is a relationship between motivation incoming D III Midwifery Studies Program with student achievement (ρ = 0.027) and there is a correlation between interest in D III Midwifery Studies Program with student achievement (ρ = 0.044). Suggestions for Study Program D III Midwifery STIKES Insan Scholar Husada Bojonegoro in order to increase student achievement Prodi DIII midwifery personnel STIKES Scholar Husada Bojonegoro by way of a professor or academic supervisor creates an attractive learning conditions, infrastructure that support, the relationship between faculty and students good , so that students are encouraged to take and continue to learn and perform monitoring and deeper approach to the students about their goals for entry in the D III Midwifery Studies Program. Key Words : Motivation, interests, academic achievement

scholarly journals Eating and body image: Does food insecurity make us feel thinner?

2017 ◽  
Vol 40 ◽  
Author(s):  
Klaudia B. Ambroziak ◽  
Elena Azañón ◽  
Matthew R. Longo
Keyword(s):  
Eating Disorders ◽  
Body Image ◽  
Food Insecurity ◽  
Eating Behavior ◽  
Healthy Individuals ◽  
Insurance Hypothesis ◽  
Central Aspect ◽  
Food Scarcity ◽  
Clinical Conditions ◽  
The Relationship

AbstractBody image distortions are common in healthy individuals and a central aspect of serious clinical conditions, such as eating disorders. This commentary explores the potential implications of body image and its distortions for the insurance hypothesis. In particular, we speculate that body image may be an intervening variable mediating the relationship between perceived food scarcity and eating behavior.

scholarly journals Physical Literacy and Human Flourishing

2018 ◽  
Vol 37 (3) ◽  
pp. 308-311 ◽  
Author(s):  
Elizabeth J. Durden-Myers ◽  
Margaret E. Whitehead ◽  
Niek Pot
Keyword(s):  
Quality Of Life ◽  
Human Potential ◽  
Human Flourishing ◽  
Physical Literacy ◽  
Human Capability ◽  
The Relationship

This article explores the relationship between physical literacy and human flourishing. Understanding the contribution physical literacy may have in nurturing human flourishing extends the philosophical rationale and importance of physical literacy in relation to maximizing human potential. This article proposes that the concept of physical literacy is being embraced worldwide, in part due to the contribution physical literacy may make in nurturing human flourishing. Therefore, this article discusses the relationship between physical literacy and human flourishing in detail, unveiling what value this connection may hold in promoting physical literacy as an element integral in enhancing quality of life. Aspects of human flourishing are presented and examined alongside physical literacy. Synergies between physical literacy and human flourishing are not hard to find, and this gives credence to the growing adoption of physical literacy as a valuable human capability.

“Philosophy, Therefore, Is within Yourself”

2018 ◽  
Vol 31 (2) ◽  
pp. 166-187
Author(s):  
Elad Carmel
Keyword(s):  
Political Theory ◽  
Necessary Conditions ◽  
Laws Of Nature ◽  
Human Potential ◽  
Human Reason ◽  
Advanced Form ◽  
The Right ◽  
The Relationship

The connection that Hobbes makes between reason, method, and science renders reason a faculty that is not only natural but also acquired and even somewhat exclusive. This idea might pose a serious problem to Hobbes’s political theory, as it relies heavily on the successful use of reason. This problem is demonstrated in Hobbes’s account of the laws of nature, for which some equality in human reason is clearly needed, but Hobbes is not explicit about the relationship between that and the more advanced form of reason that eventually leads to science. This article suggests that Hobbes’s account of reason is developmental. The seed of natural reason is common to everyone, and is sufficient for the establishment of the commonwealth. Thereafter, peace and leisure provide the necessary conditions for developing the rational skill, that is, fulfilling the human potential for rationality. Consequently, under the right circumstances, knowledge and science are expected to progress dramatically for the benefit of society, an open-ended vision which Hobbes nevertheless leaves implicit. Following Hobbes’s account of reason and philosophy closely can therefore show that he might have had great hopes for humankind, and that in this sense he was a key member of an English Enlightenment.

scholarly journals HUBUNGAN ANTARA KECERDASAN EMOSIONAL DENGAN PRESTASI BELAJAR MATEMATIKA SISWA KELAS VIII SMP NEGERI 8 PALU

Aksioma ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 13-18
Author(s):  
Fitrianti Fitrianti ◽  
Bakri Mallo ◽  
Linawati Linawati
Keyword(s):  
Emotional Intelligence ◽  
Random Sampling ◽  
Alternative Hypothesis ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Achievement ◽  
Significance Level ◽  
Initial Hypothesis ◽  
And Mathematics ◽  
The Relationship

Abstrak: Tujuan dari penelitian ini adalah untuk mengetahui hubungan antara kecerdasan emosional dengan prestasi belajar matematika siswa kelas VIII SMP Negeri 8 Palu. Populasi dari penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 8 Palu yang terdiri dari 5 kelas. Sampel penelitian diperoleh dengan menggunakan teknik random sampling, jumlah siswa yang menjadi sampel sebanyak 44 orang. Pengumpulan data menggunakan dua instrumen yaitu, kuisioner kecerdasan emosional dan dokumentasi prestasi belajar dari nilai rapor. Hasil analisis data dengan menggunakan uji korelasi product moment diperoleh nilai korelasi r = 0,417. Nilai rtabel = 0,297 untuk N = 44 dengan taraf signifikansi 5%. Nilai rhitung (0,417) > rtabel (0,297) maka diputuskan menerima hipotesis alternatif (H1) dan menolak hipotesis awal (H0). Artinya terdapat hubungan yang positif dan signifikan antara kecerdasan emosional dengan prestasi belajar matematika siswa kelas VIII SMP Negeri 8 Palu. Kata kunci: Kecerdasan Emosional dan Prestasi Belajar Matematika The purpose of this study was to determine the relationship between emotional intelligence with mathematics learning achievement of VIII grade students at SMP Negeri 8 Palu. The population of this study is all students of VIII grade at SMP Negeri 8 Palu consisting of 5 classes. The sample was obtained by using random sampling technique. The total number of the sample was 44 students. The data collection used two instruments, namely, emotional intelligence questionnaire and documentation of learning achievement from the report card. The results of data analysis using product moment correlation test obtained correlation value r = 0.417. Value of rtable = 0,297 for N = 44 with significance level 5%. The value of rcount (0.417)> rtable (0.297) then decided to accept the alternative hypothesis (H1) and reject the initial hypothesis (H0). This means there is a positive and significant relationship between emotional intelligence and mathematics learning achievement of VIII grade students at SMP Negeri 8 Palu. Keywords: Emotional Intelligence and Mathematics Learning Achievement

scholarly journals The Issue of Student Achievement of Primary Teacher Education (PGSD) in Group Discussion

2019 ◽  
Author(s):  
Dewingga Fizzy Keni Pratama ◽  
Muhammad Nur Wangid
Keyword(s):  
Teacher Education ◽  
Student Learning ◽  
Mastery Learning ◽  
Group Discussion ◽  
Primary Teacher ◽  
Group Discussions ◽  
Learning Achievement ◽  
Primary Teacher Education ◽  
The Relationship ◽  
Improve Student Learning

This article considers the relationship between group discussion and student achievement of PGSD University PGRI Wates. The results showed there group discussion can increase student learning achievement. Students achieve minimal mastery learning. Based on empirical evidence from group discussions and learning achievements, it explores the extent to which forms of group discussion can contribute to learning achievement. This article argues that group discussions offer new and important things in the practice of learning. The results showed that group discussion can improve students learning achievement. In other words the use of group discussion in student learning can improve student learning achievement.

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