The development of the revised version of the Educational Outcome Expectancy Scale

This chapter examines new materiality perspectives to explore the influence of social media on young people’s music learning lives—their sense of identity, community and connection as they engage in and through music across online and offline life spaces. The aim is to provide an interface between activity, materiality, networks, human agency, and the construction of identities within the social media contexts that render young people’s music learning experiences meaningful. The chapter also emphasizes what nomadic pedagogy looks like at a time of transcultural cosmopolitanism and the positioning of youth-as-musical-resources who “make up” new musical opportunities collaboratively with people/materials/time/space. This involves moving beyond the notion of music learning as an educational outcome to embrace, instead, a nomadic pedagogical framework that values and supports the process of young people deciphering and making meaningful connections with the world around them. It is hoped that implications stemming from this discussion will provide insights for researchers, educators, and policymakers with interests in innovative pedagogical approaches and the creation of new learning and digital cultures in music education.

Download Full-text

Measuring self-efficacy and outcome expectancy in evidence-based practice: A systematic review on psychometric properties

International Journal of Nursing Studies Advances ◽

10.1016/j.ijnsa.2021.100024 ◽

2021 ◽

Vol 3 ◽

pp. 100024

Author(s):

P.A. Hoegen ◽

C.M.A. de Bot ◽

M.A. Echteld ◽

H. Vermeulen

Keyword(s):

Systematic Review ◽

Psychometric Properties ◽

Self Efficacy ◽

Evidence Based Practice ◽

Outcome Expectancy ◽

Evidence Based

Download Full-text

Parental engagement in social entrepreneurship by participatory action research at school of Nepal

European Journal of Public Health ◽

10.1093/eurpub/ckaa166.328 ◽

2020 ◽

Vol 30 (Supplement_5) ◽

Author(s):

G Maharjan ◽

B Devkota ◽

S Gjotterud ◽

S L Bastien

Keyword(s):

Action Research ◽

Participatory Action Research ◽

Social Entrepreneurship ◽

Educational Achievement ◽

Group Discussion ◽

Study Finding ◽

Parental Engagement ◽

School Education ◽

Educational Outcome ◽

Participatory Action

Abstract School education has immense role for the better future of a country. However, schools such as in a developing, country like Nepal face many barriers in demand creation as well as quality in classroom delivery. Students enter the school with mental stress and family problems. This restricts the educational outcome of schooling. Social entrepreneurship (SE) is an alien idea still in most schools in Nepal. By this venture, School social entrepreneurship can help the students and society to detect the skill of life which changes their life standard in future. It helps students to be regular in school, improve their health and ultimately bring change in overall educational achievement. In contrary to this, because of students poor economic condition they are neither able to have proper breakfast nor lunch which leads to sleepiness and inability to concentrate in the class room. Hence their learning outcome is poor. Following a Participatory Action Research (PAR) paradigm, the first author spent more than a year with rigorous field engagement in Janajivan Secondary school at Chitwan district of Nepal in order to understand the context and real need of SE. The school has own building and enough land where opportunity to develop entrepreneurship activities with the concept of 'supporting livelihood of parents through SE' approach. To dig out the reasons, We used informal talk, focused group discussion, observation and interview with teachers, students, community members, school management committee and parents. The study finding indicates that lack of time, teacher's fear of commercialism, impeding educational structures and sustainability were some of the challenges integrating SE in school. Experiential earning and learning based activities can be practiced in school outside the classroom. Having SE at school with parental involvement can be innovative pedagogical approach in school education of Nepal. Key messages Entrepreneurship linking with health education. Promote livelihood with entrepreneurship by participatory action research.

Download Full-text

Nipping it in the Bud

Gifted Child Today Magazine ◽

10.1177/107621758600900621 ◽

1986 ◽

Vol 9 (6) ◽

pp. 58-58

Author(s):

Miraca Gross

Keyword(s):

Gifted Students ◽

Educational Outcome ◽

Staff Meeting

Your school is beginning to consider special programming for its gifted students. You firmly believe in egalitarianism and equality of educational outcome and you are horrified by the notion of giving more to those who already have it made! We offer a baker's dozen of staff-meeting strategies—field-tested internationally!—to help you nip these dangerous and elitist ideas firmly in the bud.

Download Full-text

Adolescents’ Attribution and Outcome Expectancies Regarding Relational Aggression: A Cross-Cultural Comparison and Cultural Value Associations

The Journal of Early Adolescence ◽

10.1177/0272431620977673 ◽

2020 ◽

pp. 027243162097767

Author(s):

Yan Li ◽

Michelle F. Wright ◽

Danae Rollet

Keyword(s):

Cultural Values ◽

Relational Aggression ◽

Romantic Relationship ◽

Social Cognitive ◽

Outcome Expectancies ◽

Cross Cultural ◽

Chinese Adolescents ◽

Outcome Expectancy ◽

Cultural Groups ◽

Cross Cultural Comparison

This study compares 477 Chinese and 342 American adolescents’ responses to open-ended questions regarding attribution and outcome expectancies of relational aggression, and investigates how cultural values were related to these social cognitive processes. Results revealed cross-cultural similarities and differences. In particular, American adolescents attributed romantic relationship competition, which was absent in Chinese adolescents’ responses. Furthermore, American adolescents demonstrated a stronger instrumental orientation in their social cognition (e.g., gain status), whereas Chinese adolescents tended to hold the blaming the victim attribution, and the socially harm the victim outcome expectancy. Finally, this study revealed that in both cultural groups, higher collectivism was linked to the blaming the aggressor attribution, as well as escalated peer conflict and aggression as outcome expectancies, whereas individualism was linked to the blaming the victim attribution. Findings of this study enriched our knowledge about the cultural construal of adolescents’ attribution and outcome expectancy regarding relational aggression.

Download Full-text

Evaluating the Difference between Virtual and Paper-Based Clinical Cases in Family Medicine Undergraduate Education

Advances in Medicine ◽

10.1155/2018/1408450 ◽

2018 ◽

Vol 2018 ◽

pp. 1-7 ◽

Cited By ~ 1

Author(s):

Zalika Klemenc-Ketis ◽

Branka Cagran ◽

Dejan Dinevski

Keyword(s):

Family Medicine ◽

Virtual Patient ◽

Educational Outcome ◽

Factual Knowledge ◽

Virtual Patients ◽

Multiple Choice Questions ◽

Significant Difference ◽

The Difference ◽

And Control ◽

Clinical Cases

Introduction. A “virtual patient” is defined as a computer program which simulates real patients’ cases. The aim of this study was to determine whether the inclusion of virtual patients affects the level of factual knowledge of family medicine students at the undergraduate level. Methods. This was a case-controlled prospective study. The students were randomly divided into experimental (EG: N=51) and control (CG: N=48) groups. The students in the EG were asked to practice diagnosis using virtual patients instead of the paper-based clinical cases which were solved by the students in the CG. The main observed variable in the study was knowledge of family medicine, determined by 50 multiple choice questions (MCQs) about knowledge of family medicine. Results. There were no statistically significant differences in the groups’ initial knowledge. At the final assessment of knowledge, there were no statistically significant differences between the groups, but there was a statistically significant difference between their initial and final knowledge. Conclusions. The study showed that adding virtual patient cases to the curriculum, instead of paper clinical cases, did not affect the level of factual knowledge about family medicine. Virtual patients can be used, but a significant educational outcome is not expected.

Download Full-text