The Application Level of Future Thinking Skills among Students of Arabian Gulf University: Theory and Practice

2021 ◽  
Vol 11 (21) ◽  
pp. 1-16
Author(s):  
Saeed Moshabab Ali Alqahtani
Keyword(s):  
University Students ◽  
Arabian Gulf ◽  
Reliability And Validity ◽  
Thinking Skills ◽  
Theory And Practice ◽  
Three Dimensions ◽  
Future Thinking ◽  
Continuous Training ◽  
Final Sample ◽  
Study Results

This study aimed to identify the application level of future thinking skills  among the students of Arabian Gulf University. To investigate this issue the study adopted a descriptive-analytical method. The final sample was (133) male and female students selected from the disciplines of Innovation, Giftedness and Medicine. The researcher developed a questionnaire  consisting of three dimensions: future planning, future forecasting, and solving future problems. The Reliability and validity of the instrument ranged between (0.6-0.8). Results revealed that the application level of future thinking skills in strategic planning by Arabian Gulf University students was 76.96%.  The percentage of using the skills of predicting future variables was 75% as students showed interest in presenting serious future scenarios. Results also showed that level of using  the skill of solving problems was 84.5%. On the other hand, the study results revealed that there is a disparity in the use of an organized method to solve problems and evaluate solutions after taking a decision. Finally, the study recommended conducting continuous training courses in using future thinking skills. It was also recommended to create student work teams in all educational institutions to solve educational and scientific issues. These institutions should also foresee future through these students and offer them capacity building programs. Keywords: future thinking skills, Arabian Gulf University students.

scholarly journals Employability: Does University-Industry Linkages Matters?

2019 ◽  
Vol 8 (5C) ◽  
pp. 1401-1405
Keyword(s):  
University Students ◽  
Three Dimensions ◽  
Research Activities ◽  
Perceived Employability ◽  
Study Results ◽  
Research Findings ◽  
Significant Regression ◽  
Internship Programs ◽  
University Industry ◽  
University Industry Linkages

This study is aimed at identifying the important university-industry linkages (UILs) activities that can be pivotal in developing self-perceived employability among Pakistani university students. It also examines the relationship between UILs and self-perceived employability. It seeks to answer the question, whether the dimensions of UILs plays any role in selfperceived employability among Pakistani university students? Design/Methodology/Approach: The instrument developed by Ishengoma, and Vaaland (2016) was used to identify the important UILs activities and selfperceived employability among students was measured through Rothwell, Herbert, & Rothwell (2008)’ scale. A sample of 285 university students who are enrolled in 11 federally chartered universities of Islamabad, Pakistan was surveyed via close ended questionnaire through emails and in person. Descriptive statistics and PLS-SEM were applied to tests the hypothesized relationship by using SmartPLS. Finding: The study results reveal that all three dimensions of UILs (1. collaborative training & educational activities, 2. collaborative consulting activities, 3. collaborative research activities) are positively related to self-perceived employability, and hence, supports all three hypotheses. The strong and significant regression results are indicative of this conjecture. The study also reflects the student internship programs and joint projects are most popular UILs activity in Pakistani universities. Implications: The research findings augment our understanding of UILs in Pakistan and how they relate to self-perceived employability. The study findings have implications for universities who are striving for better role in society and for industry, who want to be innovative in order to remain competitive. Lastly it has special implications for students who are about to enter in their professional lives and for policy makers to redefining the role of universities, industry and government to promote employability. Originality/value: This research adds values to existing literature on UILs, as most of previous UILs are descriptive and exploratory in nature. This is a unique explanatory study which relates UILs with employability, particularly in context of a developing country

scholarly journals The Predictive Ability of Emotional Creativity in Creative Performance Among University Students

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110088
Author(s):  
Ahmad Mohammad Ali Alzoubi ◽  
Mohammad Farhan Al. Qudah ◽  
Ismael Salamah Albursan ◽  
Salaheldin Farah Attallah Bakhiet ◽  
Ali. A. Alfnan
Keyword(s):  
University Students ◽  
Creative Thinking ◽  
Predictive Ability ◽  
Thinking Skills ◽  
Female Students ◽  
Three Dimensions ◽  
Creative Performance ◽  
Male And Female ◽  
Remote Associates Test

This study investigated the predictive ability of emotional creativity (EC) in creative performance (CP). The sample consisted of 297 male and female students from literary, educational, and administrative specializations. EC was assessed by Averill’s Emotional Creativity Inventory that includes three dimensions: preparedness, novelty, and effectiveness. Mednick’s Remote Associates Test was used to assess CP. Results revealed that the three dimensions of EC predicted CP. Statistically significant differences in EC were found in favor of female students and students from literary and educational specializations, whereas no significant differences were found by cumulative grade. Nevertheless, statistically significant differences in CP by cumulative grade were found in favor of students with high grades. No statistically significant differences in CP by gender and specialization were found. It was recommended based on the results that the three dimensions of EC be integrated in programs seeking to enhance students’ creative thinking skills.

scholarly journals THE IMPACT OF TEACHER PROFESSIONAL DIARY ON THEIR REFLECTIVE, COMMUNICATIVE AND PROFESSIONAL SKILLS

2021 ◽  
Vol 79 (2) ◽  
pp. 273-295
Author(s):  
Eka Tkavashvili
Keyword(s):  
Reflective Thinking ◽  
Reliability And Validity ◽  
Thinking Skills ◽  
Special Treatment ◽  
Control Group ◽  
Professional Skills ◽  
Study Results ◽  
Teacher Professional ◽  
The Impact ◽  
Research Studies

Teacher professional diaries are teacher reflections on their own and their colleagues’ observed practice. They are effective tools of increasing teacher qualification. Few research studies worldwide, while no such research studies in Georgia have been conducted on the impact of the application of reflective diaries on teachers’ reflective, communicative, and professional skills. Therefore, the aim of the research was to find out whether teachers’ reflective, communicative, and professional skills developed as a result of the application of reflective diaries, and if so, to what degree they increased. Quantitative research (an experiment with participation of 62 teachers) was held, with an experimental group whose participants wrote reflective diaries for 9 weeks and a control group which did not undergo any special treatment. A 5-point Likert scale questionnaire was developed, and its reliability and validity were assessed. Pre-experimental and post-experimental self-assessment questionnaire was held, the results were assessed and compared through descriptive statistics and a T-test. The results revealed that there was a positive average relationship between the application of diaries and reflective thinking, communicative and professional skills. According to the study results, the application of teacher reflective diary can be recommended as an effective tool for the development of reflective thinking, communication, and professional qualification. Keywords: communicative skills, professional skills; reflection diary, reflective thinking skills

scholarly journals E-learning in new normal COVID-19 era: Measure HOTS and pro-environmental behavior about environmental pollution

2021 ◽  
Vol 10 (3) ◽  
pp. 790
Author(s):  
Ilmi Zajuli Ichsan ◽  
Agung Purwanto ◽  
Henita Rahmayanti
Keyword(s):  
University Students ◽  
Environmental Pollution ◽  
Environmental Behavior ◽  
Thinking Skills ◽  
Disaster Mitigation ◽  
New Normal ◽  
Environmental Learning ◽  
High Position ◽  
Study Results ◽  
E Learning

<span>Current environmental learning amid the COVID-19 new normal situation requires an innovation. This is due to students need various skills to solve environmental pollution issues using Higher Order Thinking Skills (HOTS) and is implemented in the form of Pro-Environmental Behavior (PEB). The innovation is aimed at supporting e-learning utilization. This study aims to delineate university students’ HOTS and PEB and examine the e-learning utilization. Method used in the study is descriptive method using survey technique. Samples involved in the research are 265 university students. The study results indicate that the students’ HOTS score is, overall, in a very low category (31.37). The students’ PEB score, however, is already in a very high position (89.88) as a form to prevent COVID-19 in their surrounding environment. The result of e-learning description suggests that there are still some obstacles in terms of e-learning implementation. The research concludes that the HOTS score is relatively low, whereas the PEB score must be maintained. Suggestions proposed from this study is that to develop teaching materials or learning media, in this context book or supplementary book can be develop, related to environmental pollution as a disaster mitigation effort amid the COVID-19 new normal situation.</span>

scholarly journals The Validation of a Quantitative Measure of Self-authorship among Chinese University Students

2020 ◽  
Author(s):  
Dorothy Tao Li
Keyword(s):  
Factor Analysis ◽  
University Students ◽  
Reliability And Validity ◽  
Quantitative Measure ◽  
Three Dimensions ◽  
Chinese Higher Education ◽  
Chinese University ◽  
Two Samples ◽  
Chinese University Students ◽  
Self Authorship

This paper presents the preliminary evidence for validating the Self-authorship Section of the Career Decision Making Survey (SA-CDMS; Creamer, Baxter Magolda, &amp; Yue, 2010) among Chinese university students. Two samples of undergraduate students (Stage One, N= 263; Stage Two, N= 663) from three universities in the People’s Republic of China participated in this study. In the first stage, the SA-CDMS was translated from English to Chinese, with the psychometric properties preliminarily examined by exploratory factor analysis and internal consistency test. The original 18-item SA-CDMS model failed to identify the theoretical structures as expected, however, several modifications could be identified from the results of Stage One. In the second stage, the modified SA-CDMS showed acceptable reliability and validity based on the results of confirmatory factor analysis and Cronbach’s alpha coefficients. In addition, Pearson’s correlation analysis was employed by Stage Two to examine the correlations among the demographic factors, three phases, and three dimensions of self-authorship framework. In general, the current study provided evidence for utilizing SA-CDMS in the Chinese higher education context. This study added to the literature of the research on self-authorship and offered practical implications to educators and policymakers in promoting self-authorship development among Chinese university students.

scholarly journals Impact of Critical Thinking Skills on Prospective Teachers’ Academic Achievement

2021 ◽  
Vol 4 (4) ◽  
pp. 773-781
Author(s):  
Ayesha Kanwal ◽  
Intzar Hussain Butt
Keyword(s):  
Academic Achievement ◽  
Teacher Education ◽  
Critical Thinking ◽  
Prospective Teachers ◽  
Reliability And Validity ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Five Dimensions ◽  
Study Results ◽  
The Impact

The study intention was to find the impact of critical thinking skills (CTS) on prospective teachers’ academic achievement. The method of the study was quantitative with correlation research design. The sample of the study was 113 prospective teachers using convenience sampling from three departments of teacher education institutions. To assess the Critical Thinking skills of prospective teachers, test was developed by the research comprised of five dimensions i.e. analyzing, assumption, deduction, inferences and interpreting information. Eight statements for each dimension required 40 minute to solve. Psychometric properties i.e. Reliability and validity of test was insured by applying Cronbach alpha which was 0.72. The study results reflect that level of critical thinking skills in prospective teachers were not up to mark (Mean=55.59%), the association amongst CTS and academic achievement was significant and moderate (r=0.365). It is recommended that administrators of teacher education programs should provide opportunities to educators to promote CT skills in prospective teachers.

Assessing Personality With Multi-Descriptor Items

2019 ◽  
Vol 35 (1) ◽  
pp. 117-125
Author(s):  
Johannes Schult ◽  
Rebecca Schneider ◽  
Jörn R. Sparfeldt
Keyword(s):  
University Students ◽  
Construct Validity ◽  
Big Five ◽  
Reliability And Validity ◽  
Personality Inventory ◽  
The Other ◽  
Short Version ◽  
Big Five Inventory ◽  
Personality Inventories

Abstract. The need for efficient personality inventories has led to the wide use of short instruments. The corresponding items often contain multiple, potentially conflicting descriptors within one item. In Study 1 ( N = 198 university students), the reliability and validity of the TIPI (Ten-Item Personality Inventory) was compared with the reliability and validity of a modified TIPI based on items that rephrased each two-descriptor item into two single-descriptor items. In Study 2 ( N = 268 university students), we administered the BFI-10 (Big Five Inventory short version) and a similarly modified version of the BFI-10 without two-descriptor items. In both studies, reliability and construct validity values occasionally improved for separated multi-descriptor items. The inventories with multi-descriptor items showed shortcomings in some factors of the TIPI and the BFI-10. However, the other scales worked comparably well in the original and modified inventories. The limitations of short personality inventories with multi-descriptor items are discussed.

scholarly journals Sustainability Assessment of Modern High-Rise Timber Buildings

2021 ◽  
Vol 13 (16) ◽  
pp. 8719
Author(s):  
Laura Tupenaite ◽  
Viktorija Zilenaite ◽  
Loreta Kanapeckiene ◽  
Tomas Gecys ◽  
Ineta Geipele
Keyword(s):  
Environmental Economic ◽  
Sustainability Assessment ◽  
Social Research ◽  
Sustainability Indicators ◽  
Assessment Methods ◽  
Theory And Practice ◽  
Three Dimensions ◽  
Assessment Framework ◽  
Existing Buildings ◽  
High Rise

As woodworking and construction technologies improve, the construction of multi-storey timber buildings is gaining popularity worldwide. There is a need to look at the design of existing buildings and assess their sustainability. The aim of the present study is to assess the sustainability of modern high-rise timber buildings using multi-criteria assessment methods. The paper presents a hierarchical system of sustainability indicators and an assessment framework, developed by the authors. Based on this framework, the tallest timber buildings in different countries, i.e., Mjøstårnet in Norway, Brock Commons in Canada, Treet in Norway, Forte in Australia, Strandparken in Sweden and Stadthaus in UK, were compared across the three dimensions of sustainability (environmental, economic/technological, and social). Research has revealed that none of the buildings is leading in all dimensions of sustainability. However, each building is unique and has its own strengths. Overall multi-criteria assessment of the buildings revealed that the Brock Commons building in Canada has received the highest rank in all dimensions of sustainability. The paper contributes to the theory and practice of sustainability assessment and extends the knowledge about high-rise timber buildings. The proposed sustainability assessment framework can be used by both academics and practitioners for assessment of high-rise timber buildings.

scholarly journals Enhancing Learning Through Reflection– A Case Study of SEEU

SEEU Review ◽  
2017 ◽  
Vol 12 (1) ◽  
pp. 53-68 ◽  
Author(s):  
Brikena Xhaferi ◽  
Gezim Xhaferi
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Thinking Skills ◽  
Careful Consideration ◽  
Critical Thinking Skills ◽  
Good Tool ◽  
Self Reflection ◽  
Positive Attitudes ◽  
Study Results ◽  
The Impact

Abstract Learning through reflection is one of the most interesting experiences that students might have. It is considered a very good tool for self-assessing learning. It is believed that “teachers who promote reflective classrooms ensure that students are fully engaged in the process of making meaning” (Costa and Kallick, 2008, para.5). Dewey (1991) was among the first researchers who based his work and research on the positive roles that reflection plays in fostering self-reflection and critical thinking. He has defined it as an active, persistent and careful consideration of any belief. Reflections give students opportunities to think and reflect about their learning and note down the obstacles they might face during this process. The present study aims to investigate the impact of journal writing in promoting critical-thinking skills, and its impact on enhancing learning. The study uses two instruments, a student refection journal and an interview. Also, Marzano’s New Taxonomy of Educational Objectives developed in 2000 was used in the third phase of the study. This Taxonomy contains Three Systems: the Self-system, the Metacognitive system and the Cognitive system. The overall study results show that reflection journals help students to become more independent learners, reflect on their learning experiences and identify the most useful learning strategies. Most importantly, all study participants hold positive attitudes towards reflection and they consider it as a valuable tool which can increase learning.

scholarly journals Nonattendance at Scheduled Appointments in Outpatient Clinics Due to COVID-19 and Related Factors in Taiwan: A Health Belief Model Approach

2021 ◽  
Vol 18 (9) ◽  
pp. 4445
Author(s):  
Yi-Ping Hsieh ◽  
Cheng-Fang Yen ◽  
Chia-Fen Wu ◽  
Peng-Wei Wang
Keyword(s):  
Health Behaviors ◽  
Health Belief Model ◽  
Health Beliefs ◽  
Online Survey ◽  
Health Belief ◽  
Three Dimensions ◽  
Outpatient Clinics ◽  
Related Factors ◽  
Study Results ◽  
Belief Model

During the COVID-19 pandemic, the number of hospital visits and attendance at scheduled appointments have dropped significantly. We used the health belief model (in three dimensions) to examine the determinants of non-attendance of scheduled appointments in outpatient clinics due to the COVID-19 pandemic. Participants in Taiwan (n = 1954) completed an online survey from 10 April 10 to 23 April 2020, which assessed how people perceived and responded to the outbreak of a fast-spreading infectious disease. We performed both univariate and multivariate logistic regression to examine the roles of cognitive, affective, and behavioral health belief constructs in nonattendance at scheduled appointments. The results indicated that individuals who perceived high confidence in coping with COVID-19 were less likely to miss or cancel their doctor’s appointments, whereas individuals who reported high anxiety and practiced more preventive health behaviors, including avoiding crowded places, washing hands more often, and wearing a mask more often, were more likely to miss or cancel their appointments due to the COVID-19 pandemic. Non-heterosexual participants had a lower rate of nonattendance at scheduled appointments compared with heterosexual ones. The study results increase our understanding of the patients’ cognitive health beliefs, psychological distress, and health behaviors when assessing adherence to medical appointments during a pandemic.

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