scholarly journals USE OF ART PEDAGOGY IN THE PROCESS OF ADAPTATION OF IMMIGRANT STUDENT TO THE UNIVERSITY

2021 ◽  
Vol 1 ◽  
pp. 259-269
Author(s):  
Anna Khilya ◽  
Olena Kolosova ◽  
Olena Blashkova ◽  
Valentyna Hodlevska
Keyword(s):  
Immigrant Students ◽  
Psychological Adaptation ◽  
Immigrant Student ◽  
First Year Students ◽  
Eysenck Personality Inventory ◽  
Taylor Manifest Anxiety Scale ◽  
Pedagogical Research ◽  
The Military ◽  
Manifest Anxiety ◽  
Art Pedagogy

The document contains materials on working with first-year students, who have changed their place of residence in connection with the military action in their homeland. The focus of the paper is on the issue of adaptation of immigrant student to the conditions of the university.We carried out a psychological and pedagogical research using diagnostics of the socio-psychological adaptation of a group of immigrant students (self-acceptance, acceptance of others, emotional comfort, integrity, desire to dominate). We used: Test of Personal Adjustment (C. Rogers, R. Dymond), Eysenck Personality Inventory (H. Eysenck), UCLA Loneliness Scale (D. Russell), Taylor Manifest Anxiety Scale, TMAS (J. Taylor), method of «Three Trees» E. Klessmani to study the characteristics of inter-group and family relations.The article also analyzed and presented art pedagogy means to help this group of students to overcome difficulties in adapting to the new conditions of life. Namely: elements of a four-component author's program for working with personal orientations and values using the means of art pedagogy in the process of studying basic disciplines 

Manifest Anxiety: Unifactorial or Multifactorial Composition?

1965 ◽  
Vol 20 (3) ◽  
pp. 773-780 ◽  
Author(s):  
Walter D. Fenz ◽  
Seymour Epstein
Keyword(s):  
Striated Muscle ◽  
Muscle Tension ◽  
Autonomic Arousal ◽  
Specific Factor ◽  
General Factor ◽  
Personality Variable ◽  
Specific Nature ◽  
Taylor Manifest Anxiety Scale ◽  
Manifest Anxiety ◽  
Differential Contribution

The study investigates three subscales of manifest anxiety, consisting of symptoms of striated muscle tension, symptoms of autonomic arousal, and feelings of fear and insecurity. There was both a general factor of anxiety and a specific factor associated with striated muscle tension. Further evidence for the specific nature of striated muscle tension was indicated by its positive relationship to feelings of hostility, its failure to relate to a personality variable of inhibition, and the relatively high score obtained by males. It was hypothesized that striated muscle tension is more closely associated with overt activity than autonomic symptoms, which represent a deeper level of inhibition. Discrepant results of studies using the Taylor Manifest Anxiety Scale may be due to a failure to take into account the differential contribution of items relating to different kinds of anxiety.

Anxiety in Asthma: Panic-Fear Symptomatology and Personality in Relation to Manifest Anxiety

1980 ◽  
Vol 46 (1) ◽  
pp. 196-198 ◽  
Author(s):  
Robert A. Kinsman ◽  
Jerald F. Dirks ◽  
Nancy Wray Dahlem ◽  
Audrey S. Heller
Keyword(s):  
Trait Anxiety ◽  
State Anxiety ◽  
Symptom Scale ◽  
Asthmatic Patients ◽  
Asthma Attack ◽  
Taylor Manifest Anxiety Scale ◽  
Symptom Reports ◽  
Symptom Scores ◽  
Manifest Anxiety ◽  
Moderate Relationship

Anxiety in asthma has been measured in two ways. The MMPI Panic-Fear scale is a measure of general, nonillness specific anxiety and the Panic-Fear symptom scale of the Asthma Symptom Checklist is a measure of illness-specific anxiety focused on the asthma attack. Both measures relate to response styles in asthma which contribute to the maintenance of illness. In the present study of 140 asthmatic patients, MMPI Panic-Fear scores were highly related to trait-anxiety measured by the Taylor Manifest Anxiety Scale, even after partialling out checklist Panic-Fear symptom scores. In contrast, Panic-Fear symptomatology had a more moderate relationship to the Taylor Anxiety scores and was independent of the Taylor scores after partialling out MMPI Panic-Fear scores. The results support earlier findings suggesting that MMPI Panic-Fear measures trait anxiety. In contrast, checklist Panic-Fear symptom reports measure an illness-specific state anxiety that is not per se a measure of trait anxiety.

Coronary-Prone Behavior, Locus of Control, and Anxiety

1980 ◽  
Vol 47 (2) ◽  
pp. 359-364 ◽  
Author(s):  
K. M. Nowack ◽  
J. M. Sassenrath
Keyword(s):  
Locus Of Control ◽  
Type A ◽  
Anxiety Score ◽  
External Control ◽  
Clinical Validity ◽  
Taylor Manifest Anxiety Scale ◽  
The Mean ◽  
Coronary Prone Behavior ◽  
Manifest Anxiety ◽  
High Anxiety Score

216 college students were administered the Taylor Manifest Anxiety Scale, the Bortner Type A/B Scale for coronary-prone behavior, and the Rotter internal-external Locus of Control Inventory. The results indicated that the mean anxiety score for the Type A-external group was significantly higher than those of the other three groups. This finding supports the bio-behavioral theory that high-risk coronary-prone individuals are more likely to possess a Type A, high external control, and high anxiety score profile. A mathematical analysis of responses to the items on the Bonner scale produced three interpretable factors, aggression, speed, and impatience, all of which have some clinical validity in other studies.

Some Correlates of Delinquency and Validity of Questionnaire Assessment Methods

1965 ◽  
Vol 16 (1) ◽  
pp. 271-277 ◽  
Author(s):  
Paul W. Becker
Keyword(s):  
Random Order ◽  
Assessment Methods ◽  
Anxiety Scale ◽  
Acting Out ◽  
Personality Dimension ◽  
Discriminative Validity ◽  
Taylor Manifest Anxiety Scale ◽  
Questionnaire Assessment ◽  
Manifest Anxiety

A Delinquency Scale (Peterson, Quay, & Cameron, 1959), the Taylor Manifest Anxiety Scale (Taylor, 1953), and the Gordon Personal Inventory (Gordon, 1956) were administered in random order to 609 Federal Reformatory residents. Several other test and demographic measures were obtained for each S from reformatory records. Product-moment intercorrelations among variables ( p = .01), defined those relationships statistically different from zero. The results failed to demonstrate a consistency, or invariance, with those relationships observed by Quay, Peterson, and Consalvi (1960). The data suggest that Psychopathy and Neuroticism, as measured by the Delinquency Scale, are not independent factors, and both appear, instead, to assess a personality dimension best described as the “acting-out neurotic.” The data also provide discriminative validity information for the various subscales of the Gordon Personal Inventory, substantiating Gordon's (1956) original construct labels.

scholarly journals PENGARUH PENKES MENGGUNAKAN METODE CERAMAH DAN LEAFLET TERHADAP TINGKAT KECEMASAN PRIMIGRAVIDA

2021 ◽  
Vol 11 (22) ◽  
pp. 110-118
Author(s):  
Admin ◽  
Yuli Suryanti
Keyword(s):  
Test Group ◽  
T Test ◽  
Anxiety Scale ◽  
Purposive Sampling ◽  
Taylor Manifest Anxiety Scale ◽  
Post Test ◽  
Manifest Anxiety ◽  
Paired T Test ◽  
Quasi Experiment

Pendidikan kesehatan merupakan cara penyampaian informasi kesehatan yang mudah diterima oleh ibu hamil dengan berbagai media yang digunakan. Masalah emosional yang terjadi pada kehamilan trimester III adalah perasaan cemas. Penelitian ini bertujuan untuk menganalisa pengaruh pendidikan kesehatan menggunakan metode cemarah dan leaflet terhadap tingkat kecemasan ibu hamil trimester III. Penelitian Quasi Experiment dengan pre-test dan post-test group sebanyak 48 responden dengan teknik Purposive Sampling. Instrumen yang digunakan untuk mengukur skala kecemasan Taylor Manifest Anxiety  Scale (TMAS). Analisis data menggunakan Paired T test dan Independen T test. Hasil penelitian di dapatkan ada perbedaan tingkat kecemasan ibu hamil trimester III sesudah diberikan pendidikan kesehatan dengan menggunakan metode ceramah dan leaflet dengan nilai p =0,000. Pendidikan kesehatan yang diberikan pada ibu hamil saat melakukan pelayanan antenatal terbukti mampu meningkatkan pengetahuan ibu hamil terhadap kehamilannya. Leaflet sangat efektif untuk menyampaikan pesan singkat dan padat media ini juga mudah dibawa dan disebarluaskan karena ukurannya lebih ringkas dan jumlah yang dibawa lebih banyak dari pada poster.

scholarly journals Academic and Psychosocial Adaptation and its Association with Identity Levels and Some Background Variables of An-Najah National University Students: التكيف النفسي الاجتماعي والأكاديمي وارتباطه برتب الهوية وبعض المتغيرات الخلفية لدى طلبة جامعة النجاح الوطنية في نابلس

2021 ◽  
Vol 5 (7) ◽  
Author(s):  
Ala' Ibraheem Yousef
Keyword(s):  
Psychological Adaptation ◽  
Psychosocial Adaptation ◽  
Social Adaptation ◽  
First Year ◽  
Place Of Residence ◽  
First Year Students ◽  
Economic Level ◽  
The Social ◽  
National University ◽  
Academic Adaptation

This study aims at recognizing the level of social and psychological adaptation and its connection with the students of An-Najah National University in Nablus governorate in light of the background variables. Also, it seeks to clarify the correlational relations between social, psychological and academic adaptation and identity ranks. In order to achieve the aims of the study, a sample of (280) students from An-Najah National University is chosen. The consistency and validity of the tools of the study are verified. Results have shown their validity as it follows the correlational and descriptive methods. The following are the results of the study: 1- There are positive statistical relations between psychological and social adaptation and identity ranks of stopping, closure and dispersion. However, there isn’t any statistical relation between identity achievement and social and psychological adaptation. 2- There are statistical differences in the ranks of identity of the variable of scholastic year or place of residence or economic level. Besides, there are statistical differences in the averages of identity stopping and closure due to the variable of scholastic year. 3- There are differences in the average of stopping identity in the first year and the second, third and fourth year students in favor of the first year students. The source of the differences in the average of identity closure is between the first year students and the second and third year students in favor of the first year students. 4- There are statistical differences in the averages of achieving closure identity due to place of residence that the differences in the averages of achieving identity among camp citizens in the cities and villages in favor of camps citizens due to closing their identity between the citizens of the cities and villages in favor of the dwellers of the village. 5- There are statistical differences in the averages in the ranks of identity due to the economic level. Also, there are statistical differences among the averages of the social and psychological adaptation due to the variable of the scholastic year that they are between the first year students and the second and third year students in favor of the first year students. 6- All the hypotheses of the study are refuted except for two, namely: there are statistical differences in the rank of identity due to the variables of scholastic year and place of residence. The second is that there are statistical differences in the social and psychological adaptation due to the variable of scholastic year. In light of these results, the researcher recommends offering guidance programs highlighting ranks of the identity of students for its positive and effective impact in achieving their goals and changing their course of life by achieving their psychological, social and academic adaptation.

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