PEDAGOGICAL CARE IN HOSPITAL ENVIRONMENT

Pedagogical assistance in a hospital environment aims to continue the schooling of children who are hospitalized. In addition, it aims to develop activities that help in training and that help with school tasks during hospitalization. This article aims to publicize the hospital class as an inclusive teaching modality aimed at assisting children and adolescents while they are undergoing health treatment during the period of hospitalization. The bibliographical research presents a scenario about the hospital educational service in Brazil and in the state of Mato Grosso do Sul, showing a growing percentage, however, insufficient of hospital classes to guarantee the right to education of sick children and adolescents.

The role of promotion and prevention orientations in secondary school students’ motivation to study: A qualitative analysis

<p>Students’ motivation is a very important area of research. Promotion and prevention are two self-regulatory systems shaping human motivation. Individuals having promotion orientations are motivated to achieve their hopes and aspirations whereas individuals having prevention orientations are motivated to fulfil their duties and obligations (Higgins, 2012). The purpose of this research is to advance understanding of how essential aspects characterizing promotion and prevention orientations affect secondary students’ motivation to study. Unlike many existing research studies involving promotion and prevention, which measured these constructs quantitatively, this research explored the effects of promotion/prevention orientations on students’ motivation qualitatively. A total number of 15 students in year 12 or 13 from three different schools in Wellington area were involved in this research. Each of them took part in a 20-25 minute semi-structured interview. Analysis of the interview revealed several important findings. Firstly, students expect that important school tasks should be difficult or challenging. Second, students’ responses related to the difference between achieving success and avoiding failure in school could be interpreted as indicating that thinking of achieving success was associated with setting maximal goals (i.e., promotion-related goals) whereas thinking of avoiding failure was related to adopting minimal goals (i.e., prevention-related goals). In addition, some interviewees said that achieving success was similar to avoiding failure. Third, when students thought about achieving success in difficult tasks, most of them noted that they would put more effort into their studies and become more persistent. Few students reported setting promotion and prevention focused goals regarding difficult tasks and employing eager and/or vigilant strategies during the goal pursuit. Eager strategies are associated with the presence of positive outcomes and the avoidance of errors of omission. In contrast, vigilant strategies relate to the absence of negative outcomes and the avoidance of making mistakes (Higgins, 2012). Fourth, when students thought about avoiding failure in difficult tasks, many of them stated that they would put more effort into their studies and become more persistent. Few students reported employing vigilant strategies when they thought about avoiding failure in difficult tasks. Additionally, results showed that for few students, thinking of avoiding failure in their studies might have negative effect on their well-being. Fifth, after experiencing prevention success (i.e., after fulfilling duties and responsibilities), the majority of students had feelings related to promotion success; few participants reported feelings related to either prevention success or both promotion and prevention success. Most students reported feelings related to promotion failure after experiencing prevention failure (i.e., after failing to fulfil duties and responsibilities). In contrast, when interviewees thought about promotion success (i.e., achieving hopes and aspirations) or promotion failure (i.e., failing to achieve hopes or aspirations), most of them reported feelings related to promotion success (failure); few participants had feelings related to both promotion and prevention success (failure). Importantly, after experiencing promotion failure, some students had increased motivation whereas only one participant had decreased motivation. Sixth, the findings also showed that personal interests and students’ peers’ performance affect students’ motivation to study. Implications of these findings for research and pedagogical practice and limitations of this research are discussed.</p>

The role of promotion and prevention orientations in secondary school students’ motivation to study: A qualitative analysis

<p>Students’ motivation is a very important area of research. Promotion and prevention are two self-regulatory systems shaping human motivation. Individuals having promotion orientations are motivated to achieve their hopes and aspirations whereas individuals having prevention orientations are motivated to fulfil their duties and obligations (Higgins, 2012). The purpose of this research is to advance understanding of how essential aspects characterizing promotion and prevention orientations affect secondary students’ motivation to study. Unlike many existing research studies involving promotion and prevention, which measured these constructs quantitatively, this research explored the effects of promotion/prevention orientations on students’ motivation qualitatively. A total number of 15 students in year 12 or 13 from three different schools in Wellington area were involved in this research. Each of them took part in a 20-25 minute semi-structured interview. Analysis of the interview revealed several important findings. Firstly, students expect that important school tasks should be difficult or challenging. Second, students’ responses related to the difference between achieving success and avoiding failure in school could be interpreted as indicating that thinking of achieving success was associated with setting maximal goals (i.e., promotion-related goals) whereas thinking of avoiding failure was related to adopting minimal goals (i.e., prevention-related goals). In addition, some interviewees said that achieving success was similar to avoiding failure. Third, when students thought about achieving success in difficult tasks, most of them noted that they would put more effort into their studies and become more persistent. Few students reported setting promotion and prevention focused goals regarding difficult tasks and employing eager and/or vigilant strategies during the goal pursuit. Eager strategies are associated with the presence of positive outcomes and the avoidance of errors of omission. In contrast, vigilant strategies relate to the absence of negative outcomes and the avoidance of making mistakes (Higgins, 2012). Fourth, when students thought about avoiding failure in difficult tasks, many of them stated that they would put more effort into their studies and become more persistent. Few students reported employing vigilant strategies when they thought about avoiding failure in difficult tasks. Additionally, results showed that for few students, thinking of avoiding failure in their studies might have negative effect on their well-being. Fifth, after experiencing prevention success (i.e., after fulfilling duties and responsibilities), the majority of students had feelings related to promotion success; few participants reported feelings related to either prevention success or both promotion and prevention success. Most students reported feelings related to promotion failure after experiencing prevention failure (i.e., after failing to fulfil duties and responsibilities). In contrast, when interviewees thought about promotion success (i.e., achieving hopes and aspirations) or promotion failure (i.e., failing to achieve hopes or aspirations), most of them reported feelings related to promotion success (failure); few participants had feelings related to both promotion and prevention success (failure). Importantly, after experiencing promotion failure, some students had increased motivation whereas only one participant had decreased motivation. Sixth, the findings also showed that personal interests and students’ peers’ performance affect students’ motivation to study. Implications of these findings for research and pedagogical practice and limitations of this research are discussed.</p>

Schoolteachers' Resilience Does but Self-Efficacy Does Not Mediate the Influence of Stress and Anxiety Due to the COVID-19 Pandemic on Depression and Subjective Well-Being

Objectives: In the current coronavirus disease (COVID-19) pandemic, schoolteachers experience stress from addressing students or performing school tasks that may result in burnout. This study aimed to observe whether teachers' stress and anxiety due to the pandemic can influence their depression or psychological well-being and examine whether their resilience or self-efficacy mediates this association.Methods: During March 4–15, 2021, 400 teachers participated and responded voluntarily to an online survey that included the Stress and Anxiety to Viral Epidemics-9 items (SAVE-9), the Teacher-Efficacy Scale, the Brief Resilience Scale (BRS), the WHO-5 Well-Being Index, and the Patients Health Questionnaire-9 items.Results: High psychological well-being of teachers in COVID-19 pandemic era was expected by a low SAVE-9 score (aOR = 0.95; 95% CI, 0.91–0.99), a high level of self-efficacy (aOR = 1.03; 95% CI, 1.01–1.06), and a high BRS score (aOR = 1.18; 95% CI, 1.10–1.27). Moreover, teachers' resilience mediated the effects of stress and anxiety from the COVID-19 pandemic on their subjective well-being or depression.Conclusions: Schoolteachers' subjective well-being and depression were influenced by high levels of stress and anxiety of the viral epidemic, and their resilience mediated this relationship in this COVID-19 pandemic era.

Pedagogical Diagnostics at the Stage of Preparing a Child for School in Poland

The current tendency of the European educational strategy on the compulsory children’s involvement in the preschool education before elementary school raises the issue of preparing children for school and the preschool education functioning, modernization and updating the content and technology of pedagogical activities at this stage. The article highlights the innovation of the Polish theory and practice in preparing a child for school i.e. the transfer of the pedagogical diagnosis function in school readiness from psychologists to preschool teachers. The organization of systematic, daily observation and interpretation of children's activities has become an integral part of the teacher's work. The essence of systematic pedagogical diagnostics of school readiness in Polish preschool institutions is revealed. On the basis of retrospective analysis, it is highlighted the evolutionary development in Polish pedagogy of the diagnosing children's readiness problem in school. According to the chronological principle, diagnostic methods are systematized; their semantic and procedural aspects are characterized. It is substantiated that as a result of diagnostic techniques, mastering the tools and ability to perform diagnostic procedures, the teacher gets the opportunity to determine the degree of mental and social development of the child, which contributes to school tasks, as well as factors that determine this development. The teacher forms a complex child’s profileconcerningthe knowledge and competencies, and on its basis develops a strategy of pedagogical influence and interaction with the child at the beginning of school.

Influencia de la implicación familiar en los deberes escolares en Educación Primaria. Percepción de la comunidad educativa en centros de la Región de Murcia

Este trabajo tiene como objetivo identificar las percepciones de la comunidad educativa del segundo tramo de Educación Primaria de centros de la Región de Murcia sobre la influencia que tiene la implicación familiar en la realización de los deberes escolares. La recogida de información se ha llevado a cabo mediante tres cuestionarios estructurados, elaborados ad hoc y destinados a cada uno de los grupos participantes. Tales grupos han estado conformados por 259 estudiantes, 81 docentes y 163 familias. El diseño de la investigación y la naturaleza de la información han requerido un tratamiento cuantitativo de carácter descriptivo, mediante un estudio de encuesta. Previamente al análisis de los resultados, también se ha estudiado la consistencia interna y la validez de constructo de las escalas de los cuestionarios en torno a la dimensión implicación familiar y deberes escolares. Entre los resultados se evidencia la existencia de una percepción positiva por parte de toda la comunidad hacia la participación de los progenitores en las tareas escolares, ya que piensan que dicha colaboración aporta grandes beneficios a los estudiantes. This study aims to identify the perceptions of the educational community of the Region of Murcia on the influence of family involvement in homework. The collection of information has been carried out through three structured questionnaires, elaborated ad hoc and intended for each of the participating groups. These groups have been formed by 259 students, 81 teachers and 163 families. Consequently, the participants add up to a total of 503. The design of the research and the nature of the information have required a quantitative treatment of a descriptive-comparative nature. Before the analysis of the results, the internal consistency and construct validity of the scales of the questionnaires around the dimension of family involvement and homework have also been studied. The results show the existence of a positive perception by the whole community towards the participation of parents in school tasks, since they think that this collaboration brings great benefits to schoolchildren.

TEACHERS 'ANXIETY LEVELS IN FACING THE COVID-19 PANDEMIC (VIEWED FROM GENDER ASPECTS)

This quantitative descriptive field study aims to determine the level of teachers’ anxiety in facing the Covid-19 pandemic from a gender perspective. It is urgently needed to be conducted since teachers has dual roles during the Covid-19 pandemic, in which they have to be educators as well as parents who help children in online learning process. At the same time, the learning system keeps changing, lack of students’ awareness in implementing health protocols, and many students who do not do school tasks are some reasons why teachers have anxiety in the pandemic Covid-19 era. The population of this study were 39 civil servant teachers at MTsN 2 Pesisir Selatan consists of 30 female teachers and 9 male teachers. Samples were taken by using total sampling technique. Data were collected through a questionnaire developed from the Hamilton Rating Scale for Anxiety (HRS-A). The data analysis technique used is descriptive statistical analysis. The results showed that female teachers had high anxiety level with a percentage of 62.76%. Meanwhile, male teachers had medium anxiety level with a percentage of 57.82%. It reflects that female teachers had higher anxiety level than male teachers by a difference of 4.94%.

Self-Regulation in Creative Learning: Agentic Perspective

Creativity is agentic, and so is learning. People create and learn new things most effectively when they are convinced that they can respond appropriately to the task (creative confidence) and value the activity at hand. This investigation explores the role of the relatively understudied aspect of creative agency: self-regulatory strategies. In a longitudinal study, we tested whether self-regulation strategies, previously found to be essential drivers of academic achievement and learning in general (rehearsal, elaboration, critical thinking, and metacognition), might also support creativity in learning. Specifically, we tested sequential mediation, where creative confidence and self-regulation longitudinally mediated the relationship between creative potential (divergent thinking) and effective application of creative skills to solve problems embedded in school subjects. Our findings confirm that self-regulatory strategies predict providing creative solutions to school tasks (a proxy of creative learning) and mediate the relationship between divergent thinking, creative confidence, and creative learning.

COOPERATION VS. COMPETITION. APPROACHES ON THE INCLUSION OF CHILDREN WITH SEN

Solving learning tasks, among students, is usually done in the context of an interaction based on competition or cooperation. Either of the two types of interaction - cooperation and competition - has different effects in terms of the students' mutual attitudes, the degree of involvement, and the degree of participation in the performance of school tasks and individual school performance. The success of the school inclusion of students with SEN implies the cooperation between all the factors involved in this process. Special education is a part of the Romanian education system and should support educational programs for pupils with SEN suitable for their harmonious development. We started in our research from the application of a questionnaire to which teachers from Bihor County responded. If, in the preceding article, this working instrument was applied to a number of 163 teachers from mass education, to mixed classes that had in their composition and children with special educational requirements, in this article we extract the data that we have collected from to a number of 63 teachers in special education. The questionnaire comprises a total of 46 items referring to the atmosphere of cooperation and competition and comprises two parts. The first part includes questions regarding seniority in work, educational grade, age, number of the group of students they work with, etc.