scholarly journals Pedagogy workshops for promoting prosocial behaviour among students

2020 ◽  
Vol 66 (1) ◽  
pp. 67-75
Author(s):  
Dajana Bičanić ◽  
Maja Brust Nemet
Keyword(s):  
Social Relations ◽  
Positive Influence ◽  
Active Listening ◽  
Prosocial Behaviour ◽  
Actual Process ◽  
Listening Skills ◽  
Self Confidence ◽  
Constructive Conflict ◽  
Methodological Triangulation ◽  
Helping Others

Prosocial behaviour refers to intentional behaviour aimed at helping others or having a positive influence on others. A community to which a child belongs plays a great role in developing prosocial behaviour. Therefore, great attention should be about the development of the prosocial behaviour in the classroom, which will fully contribute to the student's empathy development, active listening skills, being able to work collaboratively, being able to resolve conflict constructively and self-esteem development as well as self-confidence development. Pedagogical workshops can contribute to a better understanding of a child’s personality. According to that, their focus is on the actual process whose purpose is to provide each participant with the feeling of equality and belonging. The aim of this paper was to investigate whether pedagogical workshops encourage prosocial behaviour in students. The study was conducted during March 2019 and included methodological triangulation (participatory observation, sociometric test and interview) among students of one class departments in a rural area of Slavonia, Croatia. The results of the qualitative research showed that pedagogical workshops provide the conditions necessary to encourage prosocial behaviour in students. Also, the research showed that pedagogical workshops are related to the strengthening of social relations within the group and that certain activities are related to the student's development of empathy, self-confidence and constructive conflict resolution.

An evaluation of REACTMH mental health training for UK healthcare supervisors

2021 ◽  
Author(s):  
R Akhanemhe ◽  
S Wallbank ◽  
N Greenberg
Keyword(s):  
Mental Health ◽  
Training Session ◽  
Skills Training ◽  
Perceived Usefulness ◽  
Active Listening ◽  
Mental Health Training ◽  
Listening Skills ◽  
Occupational Outcomes ◽  
Training Package ◽  
Remote Training

Abstract Background Healthcare workers (HCWs) are vulnerable to developing mental ill-health. Prior research has shown those in managerial or supervisory positions have pivotal roles in creating a healthy work environment, as well as recognizing and supporting HCWs with mental health symptoms to improve occupational outcomes and reduce sickness absence. Aims To evaluate the effectiveness of active listening skills training (REACTMH) for UK healthcare managers. Methods Managers of HCWs were voluntarily enrolled on a REACTMH active listening skills training package. Attendees anonymously completed questionnaires before and immediately after attending the 1-h remote training session and again 1 month later. The questionnaire asked about confidence in recognizing, conversing with and supporting distressed colleagues as well as perceived usefulness and importance of the training and how often they had used the taught active listening skills. Results Fifty-eight healthcare managers enrolled onto the REACTMH programme in July 2020 and 32 (55%) completed the 1-month follow-up. Just less than half reported feeling confident in being able to identify, speak to and support potentially distressed staff before the training; significantly more (>80%) reported feeling confident 1 month afterwards (P < 0.001). Around three-quarters of attendees reported the REACTMH programme as highly useful, highly important and said they had frequently used the learned skills. Conclusions A brief active listening skills training package was associated with significant improvements healthcare manager’s confidence in recognizing, speaking with and supporting HCWs with suspected mental health conditions. Further research is needed to investigate the longer term effectiveness and acceptability of REACTMH training.

scholarly journals Self-reported altruism as predictor for active-empathic listening skills

2020 ◽  
Vol 5 (1) ◽  
pp. 23
Author(s):  
Gabriela Mariana Marcu
Keyword(s):  
Decision Making ◽  
Linear Regression ◽  
Prosocial Behavior ◽  
Career Decision ◽  
Specific Aspect ◽  
Active Listening ◽  
Listening Skills ◽  
Career Decision Making ◽  
Listening Skill ◽  
Empathic Listening

While there are many consistent results regarding the altruism – empathy relationship, starting with the empathy-altruism hypothesis (Batson, 2008) and its confirmations or criticism, there is one specific aspect of empathy that has not often been associated with generosity: active listening. Our research hypothesizes that sharing one’s attention in an empathic way (active-empathic listening) might be a skill linked to a person’s generosity. A linear regression established that self-reported altruism (SRA) could statistically significantly predict someone’s active-empathic listening skill (AELS), F(1, 96) = 28,965, p = .0001 and that SRA accounted for 22,4% of the explained variability in AELS. The results confirmed the initial claim and may have an impact in counseling practice, in career decision-making or in other studies on prosocial behavior.

scholarly journals Hubungan Kepercayaan Diri Siswa dengan Pemahaman Konsep Matematis Siswa Kelas XI MIA 1 SMAN 3 Lubuk Basung Kabupaten Agam

Horizon ◽  
2021 ◽  
Vol 1 (4) ◽  
pp. 698-711
Author(s):  
Vuve Ona Rahma Suci ◽  
Melisa .Melisa ◽  
Hamdunah .Hamdunah
Keyword(s):  
Data Analysis ◽  
Linear Relationship ◽  
Regression Coefficient ◽  
Linear Regression Analysis ◽  
Positive Influence ◽  
Mathematical Concepts ◽  
Self Confidence ◽  
Analysis Technique ◽  
The Relationship ◽  
Positive Effect

The ability to understand concepts is one of the goals of mathematical ability. One of the factors for the lack of ability to understand concepts is self-confidence. This study aims to determine the relationship between students' self-confidence and understanding of mathematical concepts in class XI MIA SMAN 3 Lubuk Basung Kabupaten Agam.This study uses inferential research where inferential research is a study that tests a hypothesis, and relates one variable to another with quantitative analysis. The subjects of this study were students of class XI MIA 1 SMAN 3 Lubuk Basung. The research instrument used was a self-confidence questionnaire and a test for understanding mathematical concepts. The data analysis technique used is simple linear regression analysis and product moment correlation.Based on data analysis, the regression coefficient of the questionnaire score (b) is with a significant level of 0.05 because the regression coefficient (b) is positive, so there is a positive effect of X on Y. It means that the bigger X, the bigger Y on average. The close linear relationship between X and Y can be seen from the correlation coefficient r = where r approaches 1, then a positive linear relationship between X and Y so that it can be concluded that the bigger X, the greater Y and self-confidence has a positive influence on the ability to understand concepts of class XI students. MIA 1 SMAN 3 Lubuk Basung Kabupaten Agam.

Training of future labor teachers and technologies to formulate key competencies among their students

2021 ◽  
Vol 7 (3A) ◽  
pp. 385-393
Author(s):  
Oleksii Debre ◽  
Nadiia Vakulenko ◽  
Anastasiia Savchenko ◽  
Larysa Lysenko ◽  
Marianna Kondor ◽  
...  
Keyword(s):  
Technology Development ◽  
The State ◽  
Professional Competencies ◽  
Practical Significance ◽  
Active Listening ◽  
Listening Skills ◽  
Engineering And Technology ◽  
Labor Training ◽  
Key Competencies ◽  
Definition Of

The relevance of the study of the relationship between professional competencies of the future teacher of technology and the formation of students' key subject competencies. The study aims to determine the system of preparation of future teachers of labor education and technology. A sociological survey among 700 students of specialty 014.10 Secondary education (Labor training and technology) based on Poltava V.G. Korolenko National Pedagogical University (Ukraine). The correlation of the subject competencies defined in the standard with the professional competencies of a teacher was determined: fluency in the state language - generalization of previously learned material, ability to communicate in the native (with a difference from the state) and foreign languages - consolidation of learned material, mathematical competence - development of the ability to self-learn, competence in natural sciences, engineering, and technology - development of active listening skills, innovation - storage of large amounts of information. The practical significance of the study was the provision of recommendations on the model of formation of subject student competence through the definition of its basic principles.

Service Recovery Encounters in the Classroom

2013 ◽  
pp. 219-239
Author(s):  
Sneha Chandra ◽  
Thorsten Gruber ◽  
Anthony Lowrie
Keyword(s):  
Service Recovery ◽  
Female Students ◽  
Male Students ◽  
Active Listening ◽  
Problem Solution ◽  
Listening Skills ◽  
Student Expectations ◽  
Male And Female ◽  
Laddering Interviews ◽  
Stock Of Knowledge

This paper explores the nature of service recovery encounters, particularly the qualities and behaviours that male and female students expect from professors in personal service recovery encounters. For this purpose, 40 semi-standardized laddering interviews were conducted (with 20 male and 20 female respondents) in order to gain a deeper understanding of student expectations and the values that drive these expectations. The analysis and findings enrich the existing limited stock of knowledge on desired attributes of professors in service recovery encounters in higher education by developing a deeper understanding of the attributes of professors that dissatisfied female and male students’ desire, as well as the underlying values for these expectations. Results show that the professor’s active listening skills, expertise, friendliness, concern for students, and being empathetic were important to both male and female students. However, gender differences are important in a service-recovery encounter in a classroom, which suggests differential treatment. While men place more importance on a quick problem solution, women seem to prefer a more communal approach.

Service Recovery Encounters in the Classroom

2012 ◽  
Vol 2 (2) ◽  
pp. 1-19
Author(s):  
Sneha Chandra ◽  
Thorsten Gruber ◽  
Anthony Lowrie
Keyword(s):  
Service Recovery ◽  
Female Students ◽  
Male Students ◽  
Active Listening ◽  
Problem Solution ◽  
Listening Skills ◽  
Student Expectations ◽  
Male And Female ◽  
Laddering Interviews ◽  
Stock Of Knowledge

This paper explores the nature of service recovery encounters, particularly the qualities and behaviours that male and female students expect from professors in personal service recovery encounters. For this purpose, 40 semi-standardized laddering interviews were conducted (with 20 male and 20 female respondents) in order to gain a deeper understanding of student expectations and the values that drive these expectations. The analysis and findings enrich the existing limited stock of knowledge on desired attributes of professors in service recovery encounters in higher education by developing a deeper understanding of the attributes of professors that dissatisfied female and male students’ desire, as well as the underlying values for these expectations. Results show that the professor’s active listening skills, expertise, friendliness, concern for students, and being empathetic were important to both male and female students. However, gender differences are important in a service-recovery encounter in a classroom, which suggests differential treatment. While men place more importance on a quick problem solution, women seem to prefer a more communal approach.

scholarly journals Communicative and Social Skills among Medical Students in Spain: A Descriptive Analysis

2020 ◽  
Vol 17 (4) ◽  
pp. 1408 ◽  
Author(s):  
Sonia Ruiz de Azua ◽  
Naiara Ozamiz-Etxebarria ◽  
Miren Agurtzane Ortiz-Jauregui ◽  
Ana Gonzalez-Pinto
Keyword(s):  
Social Skills ◽  
Medical Students ◽  
Descriptive Analysis ◽  
Active Listening ◽  
Affective Empathy ◽  
Listening Skills ◽  
Clinical Specialty ◽  
Surgical Specialty ◽  
Empathy Scale ◽  
Better Than

Effective risk communication in public health requires the development of social skills such as active listening and empathy. Communicative and social skills were evaluated in third-year medical students (n = 917) using the Active Listening Test and the Test of Cognitive and Affective Empathy. The results obtained revealed that our participants had equal or better-than-norm communication skills. Women scored higher in active listening whereas men scored higher on the General Empathy Scale. The students who preferred a clinical specialty obtained higher scores in active listening and empathetic abilities, as compared to students who chose a surgical specialty. In conclusion, the medical students who participated in the study exhibited good communicative and social skills. An association was observed between gender and specialty preference, and empathy and active listening skills.

“Can You Repeat That?” Teaching Active Listening in Management Education

2017 ◽  
Vol 42 (2) ◽  
pp. 168-198 ◽  
Author(s):  
Sandra E. Spataro ◽  
Janel Bloch
Keyword(s):  
Personal Experience ◽  
Qualitative Data ◽  
Management Education ◽  
Essential Element ◽  
Active Listening ◽  
Listening Skills ◽  
Learning Materials ◽  
Face To Face ◽  
Learning Plan ◽  
Passive Listening

Listening is a critical communication skill and therefore an essential element of management education. Active listening surpasses passive listening or simple hearing to establish a deeper connection between speaker and listener, as the listener gives the speaker full attention via inquiry, reflection, respect, and empathy. This article offers a method and tools for teaching active listening that can be implemented in online, hybrid, or face-to-face platforms. We begin by reviewing the great demand for listening skills, in light of how little time is spent on listening instruction compared with that on speaking instruction. We then present a set of learning materials and a procedure for using them that includes both pre- and posttests, multimedia learning materials, and exercises that enhance skill development. We follow the learning plan with analyses of both quantitative and qualitative data, showing support for the suggested method. These results fit with our personal experience of consistent success with the method across student levels (graduate and undergraduate) and platforms (online and face-to-face). Finally, we conclude with a discussion of the presentation and some implications for teaching listening in management education.

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