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Journal articles on the topic 'Education of mediator'
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Křepelková, Šárka Doležalová, Jan Krajhanzl, and Roman Kroufek. "THE INFLUENCE OF INTERACTION WITH NATURE IN CHILDHOOD ON FUTURE PRO-ENVIRONMENTAL BEHAVIOR." Journal of Baltic Science Education 19, no. 4 (August 10, 2020): 536–50. http://dx.doi.org/10.33225/jbse/20.19.536.
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Pro-environmental behavior is a key to environmental sustainability. It is important to know which variables influence the development of pro-environmental behavior and how important direct interaction with nature is for future environmental engagement. The aim of the research was to examine the correlation between childhood interaction with nature and pro-environmental behavior as an adult and the mediators influencing this correlation. The respondents (N = 370) were selected by the snowball method and completed an on-line questionnaire. Bivariate correlation and parallel mediation analysis were done. Previous research studies focused mainly on one type of influence, and this research brought a comparison of three mediators. The results confirmed that interaction with nature in childhood affects future pro-environmental behavior. The main mediator seems to be the affective mediator. The cognitive mediator and interaction with nature in adulthood had only a small mediation effect. Children’s emotional bonding with nature is the important element for the development of pro-environmental behavior. This appears to be a more effective way of ensuring stronger pro-environmental behavior in the future than building environmental knowledge or relying on sufficient interaction with nature in adulthood. Keywords: affective mediator, interaction with nature, mediation analysis, pro-environmental behavior.
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Lopez Boo, Florencia. "Socio-economic status and early childhood cognitive skills." International Journal of Behavioral Development 40, no. 6 (July 9, 2016): 500–508. http://dx.doi.org/10.1177/0165025416644689.
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This article documents differences in cognitive development, as measured by the Peabody Picture Vocabulary Test (PPVT), between children from households with high and low socioeconomic status (SES) in two different phases of early childhood in four developing countries. A large number of potential mediators, such as urban residence, preschool attendance, early nutrition, caregiver’s education, and primary school attendance are discussed. Overall, the SES gradient is reduced but persists in most countries even when controlling for all the mediators. The mediational analysis shows that, while urban residence, caregiver’s education and early nutrition appear as significant mediators of the SES-PPVT relation for all countries and most ages, the size of the effect varies widely. For instance, after adding all mediators, the magnitude of the SES-PPVT relation drops by almost half in Peru (mainly due to urban residence), India (mainly due to caregiver’s education at age 5 and urban residence at age 8) and Vietnam at age 5 (mainly due to caregiver’s education). However, it only drops by one third in Ethiopia (mainly due to caregiver’s education at age 5 and urban residence at age 8). The relative importance of each mediator also changes depending on children’s age. Preschool attendance only appears as a minor mediator in Ethiopia and Vietnam at age 5, while primary school attendance does not appear as a significant mediator in any country.
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Pedrosa, Gabriel Frazao Silva. "The Educational Development of Autistic Students." International Journal of Innovative Science and Research Technology 5, no. 4 (April 21, 2020): 327–29. http://dx.doi.org/10.38124/ijisrt20apr498.
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The demand for an egalitarian education is a recurring subject in the current educational scenario, especially with regard to the inclusion of students with special educational needs, also, the need for a mediator to promote the development of the student in its full educational process. The objective of this study is to describe the educational process of a student with autism spectrum disorder from the insertion of a mediator in this medium. This is a descriptive study with a qualitative approach, a type of experience report. Regarding the pedagogical activities proposed in the classroom, its practice through the mediator contributed to the development of the student, from which the mediator can pay attention to the actions of the child. It is of paramount importance that educators, especially mediators, have a continuing and initial training plan regarding the expansion and acquisition of knowledge regarding the special educational needs of their students included in regular education.
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Birer, Emel. "Game as a mediator in a first year architectural design education." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (February 19, 2016): 237–47. http://dx.doi.org/10.18844/gjhss.v2i1.304.
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Budarina, Anna Olegovna, Irina Nikolaevna Simaeva, Alina Sergeevna Chupris, and Ekaterina Valentinovna Shakhtorina. "Meditation readiness as a Humanities bachelor students’ competence." Samara Journal of Science 7, no. 2 (June 15, 2018): 224–29. http://dx.doi.org/10.17816/snv201872302.
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The article deals with a number of interrelated social, methodological problems that impede the development of mediation as a professional activity in Russia, and put forward the idea of an integrated training of Humanities and Education bachelor students in the sphere of mediation on the basis of a competence approach. It is shown that this variational or optional module makes it possible to train professional mediators with a minimum of expenses for those with a humanitarian worldview and readiness to mediate as a social and humanitarian practice. This eliminates the discrepancy between the objective need of the state and society in mediators, the narrowly utilitarian interpretation of the mediator as a mediator in the settlement of disputes and conflicts, the diluted requirements of the professional standard for higher education of the mediator and the inability to use human resources among the BA graduates for mediation. It is proposed to introduce the universal competence Ability and readiness for mediation into the GEF3++ vocational training for Humanities and Education students. The paper considers the structure of this competence and the content of the cognitive, emotional-evaluative and motivational components of readiness for professional activity in the field of mediation. The paper also contains the results of the approbation of the elective module Fundamentals of Mediation and techniques of modeling the readiness for mediation on the basis of the competence approach, the theory of attitudes and ideas of a restorative strategy of responding to conflict and criminal situations.
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Sugisawa, Hidehiro, Ken Harada, Yoko Sugihara, Shizuko Yanagisawa, and Masaya Shinmei. "Health, psychological, social and environmental mediators between socio-economic inequalities and participation in exercise among elderly Japanese." Ageing and Society 40, no. 7 (March 20, 2019): 1594–612. http://dx.doi.org/10.1017/s0144686x1900014x.
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AbstractThis study examined which of the identified health, psychological, social and environmental mediators could most effectively explain the socio-economic status (SES)-based differences in participation in exercise among elderly Japanese. The candidates for mediators were composed based on the socio-ecological model. A representative sample of people 65 years and older living in two areas with different residential SES in Tokyo, Japan produced 739 effective participants. The intensity of exercise was evaluated based on whether the participants exercise for 30 minutes or longer twice a week, or for 20 minutes or longer three times a week. SES was evaluated by education and income. Mediators were assessed through four dimensions: (a) health, (b) psychological status, (c) social relations and (d) environmental context. As a result, SES's indirect effect through the mediators was evaluated using a multiple mediator model. The influence of both education and income on exercise was mediated by self-efficacy for exercise and social support for exercise. Self-efficacy for exercise had the strongest effect, while social support for exercise explained more of the income differences affecting participation in exercise than it did regarding educational differences. Self-efficacy for exercise may have the strongest effect as a mediator, which would explain the differences in participation in exercise among elderly Japanese based on education and income.
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Gonzalez, Oscar, and David P. MacKinnon. "A Bifactor Approach to Model Multifaceted Constructs in Statistical Mediation Analysis." Educational and Psychological Measurement 78, no. 1 (October 14, 2016): 5–31. http://dx.doi.org/10.1177/0013164416673689.
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Statistical mediation analysis allows researchers to identify the most important mediating constructs in the causal process studied. Identifying specific mediators is especially relevant when the hypothesized mediating construct consists of multiple related facets. The general definition of the construct and its facets might relate differently to an outcome. However, current methods do not allow researchers to study the relationships between general and specific aspects of a construct to an outcome simultaneously. This study proposes a bifactor measurement model for the mediating construct as a way to parse variance and represent the general aspect and specific facets of a construct simultaneously. Monte Carlo simulation results are presented to help determine the properties of mediated effect estimation when the mediator has a bifactor structure and a specific facet of a construct is the true mediator. This study also investigates the conditions when researchers can detect the mediated effect when the multidimensionality of the mediator is ignored and treated as unidimensional. Simulation results indicated that the mediation model with a bifactor mediator measurement model had unbiased and adequate power to detect the mediated effect with a sample size greater than 500 and medium a- and b-paths. Also, results indicate that parameter bias and detection of the mediated effect in both the data-generating model and the misspecified model varies as a function of the amount of facet variance represented in the mediation model. This study contributes to the largely unexplored area of measurement issues in statistical mediation analysis.
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Pryahina, Marina, and Natalia Potlachuk. "On the question of the psychological component of family mediation." Vestnik of the St. Petersburg University of the Ministry of Internal Affairs of Russia 2021, no. 2 (July 8, 2021): 230–37. http://dx.doi.org/10.35750/2071-8284-2021-2-230-237.
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The relevance of the topic under consideration is due to the need to improve the effectiveness of family mediation. The presented statistical data of the Supreme Court of the Russian Federation, the Center for Conflict Resolution of the St. Petersburg State Budgetary Institution «CCSP» indicates the low effectiveness of the alternative procedure for settling family disputes with the participation of a mediator. Analyzing the reasons for this, the authors turn to the world experience in the development of family mediation, focused on the development of standards for training specialists on the basis of serious psychological training.
The Russian professional standard «Specialist in Mediation (mediator)» in a specialized field of activity sets the requirements for the special knowledge and skills of a mediator in the field of social, humanistic, cognitive psychology, psychological correction of attitudes, perception, and emotional response. However, the analysis of the basic training program for mediators in the family mediation module, as well as the training programs for mediators offered by Russian higher education organizations, indicates that there is no serious psychological training for mediators to resolve disputes arising from family legal relationships.
The authors’ practical first-hand experience makes it possible to highlight the psychological component of family conflicts, which significantly distinguishes family mediation from mediation in the field of civil or labor disputes and requires a mediator to have competencies in the field of family psychodiagnostics, family counseling and therapy. The authors substantiate a number of methodological and technological provisions of the family mediation procedure.
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Et. al., Dr Muhammad Juni Beddu,. "Urgency of Mediator (Mediation) in Resolving Divorce Cases in Religious Courts." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 4 (April 10, 2021): 1455–60. http://dx.doi.org/10.17762/turcomat.v12i4.1383.
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This scientific paper was written to investigate the Urgency of Mediators in Resolving Divorce Cases in the Religious Courts. The descriptive method was employed to describe a scientific paper with a theoretical description. It can also be called a grand theory. A mediator is a person who should be able to divert the intention of the two parties from the one who wants to divorce to undo that intention. Therefore, the two parties in the case are settled peacefully. The mediator is the judge himself or an individual or institution that has been certified by the Supreme Court.
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Turnuklu, Abbas, Tarkan Kacmaz, Dilara Sunbul, and Hatice Ergul. "Effects of Conflict Resolution and Peer Mediation Training in a Turkish High School." Australian Journal of Guidance and Counselling 20, no. 1 (July 1, 2010): 69–80. http://dx.doi.org/10.1375/ajgc.20.1.69.
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AbstractThe purpose of the research was to examine the effectiveness of Conflict Resolution and Peer Mediation (CRPM) training on high school students' interpersonal conflicts. The CRPM training program was developed by the researchers as a 31-hour program that addressed four basic conflict resolution skills; understanding the nature of interpersonal conflicts, communication skills, anger management skills, and negotiation and peer mediation skills. The study was conducted in a high school located in Izmir, Turkey which served students from low SES families. During the two-year study, a total of 830 students received training, and following the training, 12 peer mediator students were elected from each classroom by their friends. These peer mediators handled their friends' conflicts during three semesters. Data were collected through the peer mediation forms filled by the mediator students following the mediation sessions. A total of 253 mediation sessions were held; 240 (94.9%) resulted in resolution and 13 (5.1%) in no-resolution. Results of the study indicated that CRPM training could prove to be effective in resolving high school students' conflicts.
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Byvshenko, Anastasia Sergeevna, Natalia Vladimirovna Vlasova, Nikita Andreevich Ivanov, and Dmitry Nikolaevich Kuzmin. "The possibilities of theatrical art in the devel-opment of the negotiation competence of the teacher-mediator." Journal of pedagogical innovations, no. 1 (April 15, 2021): 67–76. http://dx.doi.org/10.15293/1812-9463.2101.07.
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The purpose of the article is the theoretical substantiation of the didactic potential of the means of theatrical art in the development of the negotiation competence of the future teacher-mediator. The main idea of the research is to consider the problem of organizing the training of negotiators for the field of education at the interdisciplinary level, which ensures the complex nature of the educational activities of students-future teachers-mediators. More results consist in the presentation of an innovative approach to the development of the negotiation competence of the teacher-mediator, in particular, in development of the idea to Supplement the structure of the negotiation competence of acting component, the formulation of the scientific definition of acting competence of the teacher-mediator, development and justification of the conditions of realization of educational activity in the University by means of theatrical art, contributing to the successful professionalization of the future teacher-mediator. The theoretical significance of the research is to expand the understanding of the phenomenon of negotiation competence in relation to acting creativity, in particular, with acting technique, and to identify opportunities for developing the negotiation competence of a future teacher-mediator based on the methodology of theatrical art (on the example of theatricalization, forum theater and the use of acting and directing memoirs in professional training).
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Diana, Raden Rachmy, Muhammad Chirzin, Khoiruddin Bashori, Fitriah M. Suud, and Nadea Zulfa Khairunnisa. "PARENTAL ENGAGEMENT ON CHILDREN CHARACTER EDUCATION: THE INFLUENCES OF POSITIVE PARENTING AND AGREEABLENESS MEDIATED BY RELIGIOSITY." Jurnal Cakrawala Pendidikan 40, no. 2 (June 17, 2021): 428–44. http://dx.doi.org/10.21831/cp.v40i2.39477.
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Parents have an important role in introducing character education to children. Positive parenting and agreeableness are considered to have essential influences on parent engagement in children’s character education mediated by religiosity. This study aimed to examine the effects of positive parenting and agreeableness towards parental engagement in character education with religiosity as the mediator. Data were obtained using five instruments, namely the parental engagement scale, agreeableness scale, religiosity scale, Islamic knowledge test items, and the positive parenting scale. The population of this research was the parents of students of Muhammadiyah elementary schools located in the Special Region of Yogyakarta, Indonesia. By cluster random sampling technique, the study involved 210 parents. The collected data were analyzed using the SEM technique. The results of this study show that: (1) there was a significant relationship between positive parenting and agreeableness on parental engagement, (2) religiosity worked as a mediator of the relationship between positive parenting and agreeableness in parental engagement, and (3) religiosity worked better as the mediator of agreeableness than positive engagement. It was concluded that the correlation between agreeableness and parental engagement would not be formed without religiosity as a mediator.
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Salazar, Laura F., Alana Vivolo-Kantor, and Anne Marie Schipani-McLaughlin. "Theoretical Mediators of RealConsent: A Web-Based Sexual Violence Prevention and Bystander Education Program." Health Education & Behavior 46, no. 1 (July 11, 2018): 79–88. http://dx.doi.org/10.1177/1090198118779126.
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This study examined the process by which a web-based sexual violence (SV) prevention program (i.e., RealConsent) prevents SV perpetration and increases bystander behaviors. Data from 743 college men who participated in a randomized controlled trial were analyzed. Simple and multiple-mediation models were estimated, using several theoretical constructs to assess the mechanisms through which RealConsent produced significant effects on SV perpetration and prosocial bystander or intervening behaviors. The results indicated that knowledge of effective consent for sex, hostility toward women, date rape attitudes, and hyper-gender male ideology significantly mediated the effects of RealConsent on SV perpetration in the multiple-mediator model. Furthermore, intentions to intervene significantly mediated the effects of RealConsent on prosocial bystander behaviors in the multiple-mediator model. The results show that the RealConsent program works to prevent SV perpetration and prosocial bystander behaviors via several theoretically proposed mediators central to the development and content of the program. The results also provide strong evidence that SV and bystander education for college men may benefit from including an explicit focus on decreasing negative norms related to women (e.g., hostility, date rape attitudes, hyper-gender ideology) and through increasing college men’s knowledge of consent and intentions to intervene.
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CELIK, Hilal. "The Mediator Roles of Mothers in Father-Child Communications and Family Relationships." Eurasian Journal of Educational Research 19, no. 84 (December 4, 2019): 1–24. http://dx.doi.org/10.14689/ejer.2019.84.7.
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Duncan, Garrett. "Racism as a Developmental Mediator." Educational Forum 57, no. 4 (December 31, 1993): 360–70. http://dx.doi.org/10.1080/00131729309335443.
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Pop, Florina, and Bianca Balea. "School Mediators in the Romanian Education System. A Discussion on Their Role in Addressing Educational Inequalities." Social Change Review 14, no. 2 (December 1, 2016): 149–76. http://dx.doi.org/10.1515/scr-2016-0026.
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Abstract Based on findings from the project ‘Socio-graphic mapping of the Roma Communities in Romania for a community-level monitoring of changes with regard to Roma integration’, the article analyses the role of school mediators in influencing school practices for the reduction of the inequalities Roma students face within the education system. This study investigates the school mediators’ perception of causes and solutions for the difficulties Roma students face within the education system, while keeping in mind the current legislation and the public discourse on Roma. In order to gain a comprehensive understanding, we also investigate school mediators’ perception towards their work, as well as the manner they evaluate collaboration with colleagues, Roma families and other local stakeholders. Our findings illustrate that the school mediator carries out a multitude of tasks sometimes only partly related to the field of school mediation. At the same time, school mediators engage in a type of public discourse with regard to Roma which highlights individual responsibility and merits as solutions in order to overcome disadvantage. With regard to work satisfaction, although school mediators are poorly trained and they deal with a difficult and high amount of work, they report being highly satisfied with some aspects of their work.
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Floyd-Tenery, Martha. "Teacher as Mediator." Practicing Anthropology 17, no. 3 (July 1, 1995): 10–12. http://dx.doi.org/10.17730/praa.17.3.w23532257u6w2606.
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As a bilingual resource teacher, I have been concerned about problems facing students of Mexican descent in U.S. schools. Why is the dropout rate higher for Mexican students than it is for Anglos? Why are test scores so much lower? Why are so many bilingual education programs subtractive in their effect—emphasizing the learning of English versus the maintenance and development of two languages?
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Vasić, Julijana, Danica Janković, and Milena Karović-Banjac. "Handmade toys: The mediator in communication and education." Psihijatrija danas 50, no. 1 (2018): 97–104. http://dx.doi.org/10.5937/psihdan1801097v.
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Hasanah, Faridatul. "MEDIATOR'S PERSUASIVE APPROACH IN MEDIATION PRACTICE: CASE STUDY OF DIVORCE AT GRESIK RELIGIOUS COURT." SHAKHSIYAH BURHANIYAH: Jurnal Penelitian Hukum Islam 6, no. 1 (January 4, 2021): 25–48. http://dx.doi.org/10.33752/sbjphi.v6i1.1639.
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This research was field qualitative. Purpose is (1) To determine the strategy of judges mediators in settling divorce cases through mediation in the religious Gresik (2) To know the views of people about the existence of mediation as a way to prevent divorce (3) To find out how the effectiveness of the mediation process in handling divorce cases in the religious Gresik. The variables of this research is the role of the judge Mediator Mediation Divorce Case. The study population was numbered 7 people, samples of this study is 4 mediators as informants for only two the informant can be reached. For people who are litigants, 4 as the samples which are in neighborhood religious Courts Gresik. Data collection techniques used were interview and documentation. The results of this study indicate that. (1) strategy judge mediator in case of divorce mediation is to maximize the mediation process by providing advice and consideration if later married couples end up with divorce where previously done caucus or to each party alternately on mediation it self. (2) The view of the public about the existence of the mediation is a good thing because it provides education in the form of advice and teach harmony and the community is also considered that mediation in the religious should stay there. (3) the effectiveness of mediation in the religious Gresik which is not very effective because the number that failed in mediation more than a successful mediation.
Keywords: Role of Judges, Mediation, Divorce
Abstrak
Penelitian ini adalah kualitatif lapangan. Arahnya ialah (1) Untuk dapat memahami cara mediator dalam menangani kasus perceraian melalui proses juru damai (2) Untuk mendapatkan hasil mengenai pandangan masyarakat tentang adanya mediasi yang berperan sebagai juru damai mengenai perceraian (3) Untuk dapat memahami seberapa penting efektifitas proses mediasi dalam menyelesaikan permasalahan yang terjadi. penelitian ini ialah inovasi mediator dalam menentukan keberhasilan mediasi kasus perceraian. Populasi penelitian ini adalah berjumlah 7 orang, yang diteliti ada 4 orang sebagai informan mediator. Untuk masyarakat yang melakukan mediasi diambil dua pasang. Tehnik yang digunakan yakni tehnik wawancara dan dokumentasi. Hasil penelitian ini menjelaskan bahwa. (1) cara yang dipakai juru damai untuk menangani masalah cerai adalah mempermudah proses mediasi ,mediator berulangkali menyelipkan nasehat -nasehat yang berujung perdamaian, meskipun nantinya tidak dapat rukun kembali, alangkah baiknya berpisah dengan cara baik-baik.(2) Pandangan masyarakat mengenai adanya mediasi ini antusiasnya begitu baik, karena juru damai seperti ini yang dibutuhkan saat ini, lebih bersifat kekeluargaan. (3) efektifitas mediasi belum sempurna disebabkan meningkatnya orang yang ingin cerai dan juru damai yang mempunyai sertifikat sangat kurang.
Kata Kunci: Inovasi Mediator, Mediasi, Perceraian
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Yıldırım, İsa. "The Mediating Effect of Vocational Self-Efficacy Beliefs in the Relationship between Big Five and Professional Attitude." International Journal of Research in Education and Science 7, no. 3 (July 24, 2021): 885–909. http://dx.doi.org/10.46328/ijres.1957.
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In this study, the mediator role of self-efficacy in the relationship between personality traits and attitude towards teaching profession was examined for prospective teachers. The sample of the study consisted of 487 3rd and 4th grade students (356 females and 131 male) studying at Atatürk University Kazım Karabekir Education Faculty in the Spring Semester of 2018-2019 Academic Year and these students were determined by simple random cluster sampling method. This study was designed as a relational study and quantitative methods were used. Three different measurement tools were used in order to determine the personality traits, professional attitude, and self-efficacy beliefs of prospective teachers. The data were analyzed with different statistical package programs. As a result of tested SEM models and Bootstrap analyses, it was found that self-efficacy had a partial mediator effect on the relationship between agreeableness and neuroticism and attitudes towards teaching profession, and a full mediator effect on the relationship between conscientiousness, extraversion and openness to experience and attitude towards teaching profession. The results were discussed in the light of related studies and certain conclusions and recommendations were presented.
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Sugisawa, Hidehiro, Toshio Shinoda, Yumiko Shimizu, Tamaki Kumagai, and Hiroaki Sugisaki. "Psychosocial Mediators between Socioeconomic Status and Dietary Restrictions among Patients Receiving Hemodialysis in Japan." International Journal of Nephrology 2019 (April 17, 2019): 1–9. http://dx.doi.org/10.1155/2019/7647356.
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The generalizability of differences in dietary restrictions (DRs) as function of socioeconomic status (SES) and the pathways of the associations between SES and DRs remain unclear. Therefore, we aimed to explore SES differences in DRs and psychosocial mediators between SES and DRs in Japanese patients receiving hemodialysis. This study was a cross-sectional survey of 6,644 outpatients (average age = 66.5 years; 65% males) of hemodialysis facilities across Japan. DRs were assessed by self-reported and objective measures, and SES was assessed based on education and income. Three psychosocial mediators were used: self-efficacy, control expectancy, and social support. Indirect influences of SES through the mediators were evaluated with a multiple mediator model. Although higher education was significantly associated with higher self-reported DRs, higher income was significantly associated with lower self-reported DRs. Significant SES differences in objective DRs were not observed. The relationships between education and self-reported DRs and objective DRs were significantly mediated by self-efficacy and/or control expectancy. The influences of income were mediated by social support. It becomes possible to design interventions targeting modifiable psychosocial factors including self-efficacy, control expectancy, and social support in order to reduce SES inequalities in DRs.
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Idris, Idris. "Exploring organizational culture, quality assurance, and performance in higher education." Management and Economics Journal (MEC-J) 3, no. 2 (September 12, 2019): 166. http://dx.doi.org/10.18860/mec-j.v3i2.7529.
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<p class="Abstract"><span lang="EN-GB">This study aims to examine the relationship between organizational culture, quality assurance, and organizational performance, and test the quality assurance can be a mediator in their relationship. The research design uses quantitative methods using a questionnaire instrument. The sample is determined based on the Slovin formula. Data were analyzed using Partial Least Square (PLS). This research found that organizational culture can influence organizational performance and quality assurance. Also, quality assurance influences organizational performance positively and significantly. The mediation testing found that quality assurance can positively and significantly be a mediator in the relationship between organizational culture and organizational performance. This research indicates that the organizational culture climate has a very strategic role in driving the performance and implementation of the organization's quality assurance in higher education. </span></p>
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Hinnant-Crawford, Brandi Nicole, Morgan Z. Faison, and Mei-Lin Chang. "Culture as mediator." Journal for Multicultural Education 10, no. 3 (August 8, 2016): 274–93. http://dx.doi.org/10.1108/jme-05-2016-0032.
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Purpose Self-regulation is defined as strategic, metacognitive behavior, motivation and cognition aimed at a goal (Zimmmerman and Schunk, 2011). Co-regulation, arguably more aligned with norms in communal cultures, is the process of learners sharing “a common problem-solving plane” through which self-regulatory strategies are learned (Hadwin and Oshaige, 2011, p.247). This paper aims to investigate the impact of co-regulation on self-regulation and math achievement for culturally diverse students. Design/methodology/approach This empirical study used structural equation modeling framework to estimate the effects of co-regulation on self-regulation and math achievement, as measured by the statewide-standardized test. Surveys measuring students’ use of co-regulatory and self-regulatory strategies and standardized math test scores were collected from 625 seventh- and eighth-grade students in a suburban district outside a southeastern urban center in the 2011-2012 academic year. Findings Results indicated that co-regulation is positively and significantly related to self-regulation strategy use among students in the sample. Self-regulation and co-regulation were positively related to math achievement. Data suggest the modeled relationship of co-regulation, self-regulation and achievement may vary by ethnic group. Originality/value A large body of literature documents the impact of self-regulation on student achievement, although there is less focus on students of color. This work expands that body of literature by examining co-regulation as a predictor of self-regulation and its mediated effects on student achievement for students of color.
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Im, Seong Hui, and Cheon Gie Kim. "Becoming Parent Mediator for Performing Successful Education Integrated Model." Education Research Institute 16, no. 3 (September 30, 2018): 103–32. http://dx.doi.org/10.31352/jer.16.3.103.
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Supermane, Sugunah. "Transformational leadership and innovation in teaching and learning activities: the mediation effect of knowledge management." Information Discovery and Delivery 47, no. 4 (November 18, 2019): 242–50. http://dx.doi.org/10.1108/idd-05-2019-0040.
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Purpose Education institutions persist by transforming leadership skills to manage their knowledge resources efficiently as well as enhance the lecturer’s teaching and learning innovation capabilities. Therefore, the purpose of this study is to investigate whether knowledge management plays a role of mediator between transformational leadership and teaching and learning innovation in teacher education. Design/methodology/approach A cross-sectional survey design was used to collect the primary data from 359 teacher educators across Malaysia. Self-administered questionnaires were distributed to all the samples, and the collected data was analysed using structural equation modelling approach. Findings The data analysis indicated that knowledge management did not play the role of a mediator in this study because the direct effect of transformational leadership on teaching and learning innovation was stronger than the indirect effect of transformational leadership through knowledge management. Practical implications From the aspect of implications on the practice, it was suggested that all lecturers and head of departments attend clinical training and workshops on knowledge management to further understand the knowledge management processes that could enhance the quality of teaching in teacher education institutes. Originality/value This study is perhaps the first study to investigate the role of knowledge management as a mediator between transformational leadership and teaching and learning innovation in teacher education.
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Lee, Jaewon, and Jennifer Allen. "Mothers' Income and Young Adult Children's Education and Fast Food Intake." American Journal of Health Behavior 44, no. 5 (September 1, 2020): 681–90. http://dx.doi.org/10.5993/ajhb.44.5.11.
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Objectives: In this study, we examine young adult children's educational attainment as a mediator in the pathway from their mother's income to their fast food consumption. Methods: The National Longitudinal Survey of Youth 1979 (NLSY79) and the National Longitudinal Survey of Youth 79 for Children and Young Adults (NLSY79 CY) were used to select mother and children dyads. A total of 5140 dyads were selected as the final sample. We used a mediation model to test mediators in the relationship between mother's income and young adult children's fast food consumption. Results: Mother's income was significantly related to their young adult children's educational attainment. Mother's income was negatively related to fast food consumption. This study revealed partial mediation of the relationship between mother's income and their young adult children's fast food consumption via their young adult children's educational attainment. Conclusions: A new perspective considering mother's economic resources is needed to understand children's education. Mother's income is important to cultivate their young adult children's health behaviors. The intergenerational transmission of mother's economic resources to their young adult children's educational attainment should be considered to understand young adults' fast food consumption.
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Dana, Leo-Paul, Mehdi Tajpour, Aidin Salamzadeh, Elahe Hosseini, and Mahnaz Zolfaghari. "The Impact of Entrepreneurial Education on Technology-Based Enterprises Development: The Mediating Role of Motivation." Administrative Sciences 11, no. 4 (September 22, 2021): 105. http://dx.doi.org/10.3390/admsci11040105.
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Technology-based enterprises play a paramount role in blooming a country economically. Nevertheless, according to a society’s capacity to launch such enterprises in various eras, their volume is less than expected in many economies. Therefore, establishing such enterprises is necessary for developing any country, although its innovation system contributes to establishing them. This paper considers the impact of entrepreneurial education on technology-based enterprise development, including motivation as a mediator variable, in Esfahan Scientific and Industrial Town. Despite much research investigating the correlation between entrepreneurial education and technology-based enterprises’ progress, it seems that no study has already considered this correlation with remarking the motivation as a mediator variable. This applied research follows a quantitative research design. The statistical population includes 500 enterprises in the Esfahan Scientific and Industrial Town, and for sampling, Cochran’s formula was applied (n = 217). Additionally, the researcher-made questionnaire and PLS3 software were used for data gathering and analysis. The results demonstrated that entrepreneurial education elements (including entrepreneurial skill, entrepreneurial learning, and entrepreneurial intention) positively affect technology-based enterprises’ development, considering motivation as a mediator variable. However, the impact of entrepreneurial intention on technology-based enterprises was not supported. It reveals that the entrepreneurial intention of motivated individuals could have a meaningful effect on the development of technology-based enterprises. Therefore, motivation is a critical issue to be considered by managers and policymakers while considering entrepreneurial education-related policies and initiatives.
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Yuan, Chen. "The Influence of Affective Factors and Cognitive Engagement on Students’ English Proficiency." Journal of Language Teaching and Research 11, no. 4 (July 1, 2020): 645. http://dx.doi.org/10.17507/jltr.1104.16.
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Affective factors are the most important factors that influence SLA and language teaching. However, the author wonders if there are some mediators that help affective factors improve students’ language proficiency. The paper hypothesizes that positive cognitive engagement can be a mediator to enhance language achievement. In doing so, the author attempts to make a survey so as to investigate students’ cognitive engagement. By assessing the result of the survey, it is certain that positive cognitive engagement can improve students’ language proficiency based on their variable affective factors. Through the survey, the positive cognitive engagement should be advocated in the study and further improve students’ metacognitivity.
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Kessels, Ursula, and Bettina Hannover. "Empfundene “Selbstnähe“ als Mediator zwischen Fähigkeitsselbstkonzept und Leistungskurswahlintentionen." Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 36, no. 3 (July 2004): 130–38. http://dx.doi.org/10.1026/0049-8637.36.3.130.
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Zusammenfassung. Ein wichtiger Prädiktor der Leistungskurswahl ist das Fähigkeitsselbstkonzept in der jeweiligen Inhaltsdomäne. Im vorliegenden Aufsatz wird argumentiert, dass positive Effekte des Selbstkonzepts nicht direkt, sondern vermittelt über erhöhte Selbstnähe zustande kommen. Selbstnähe meint das Ausmaß, in dem eine Person glaubt, über ein konkretes Objekt oder ein abstraktes Konzept (wie z.B. ein Schulfach) die eigene Person definieren und nach außen darstellen zu können. Die Absicht, sich dem jeweiligen Objekt oder Konzept zuzuwenden (z.B. einen Leistungskurs in dem Fach zu wählen) steigt einerseits mit der Selbstnähe und andererseits mit der Positivität des Selbstkonzepts eigener Fähigkeit im Umgang mit dem Objekt/Konzept. Es wird ein Messinstrument für Selbstnähe vorgestellt und nachgewiesen, dass das Selbstkonzept fachspezifischer Fähigkeit vermittelt über Selbstnähe auf Leistungskurswahl-Intentionen wirkt.
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Marksteiner, Tamara, and Susanne Kruger. "Sense of Belonging to School in 15-Year-Old Students." European Journal of Psychological Assessment 32, no. 1 (January 2016): 68–74. http://dx.doi.org/10.1027/1015-5759/a000333.
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Abstract. Worldwide, students’ health and subjective well-being increasingly are regarded as important. One central noncognitive aspect that threatens students’ well-being and that is related to students’ socioeconomic background is whether they feel they belong to their social context (e.g., school) or instead feel socially ostracized. The present study investigated the relation between parents’ education and students’ sense of belonging to school and the role of students’ and parents’ attitudes toward school as mediators across different countries. The results indicate that students whose parents have a higher education level feel less socially excluded. As expected, students’ attitude functions as a mediator: The more educated the students’ parents, the more positive the students’ attitudes toward school. Likewise, the more positive their attitude, the stronger they indicated a feeling of social belonging and the less they indicated feeling socially excluded. Further, more individualistic countries show a weaker effect.
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Kusumaputri, Erika Setyanti, Fathul Himam, Tina Afiatin, and IJK Sito Meiyanto. "A Model of the Commitment to Change in Higher Education." ANIMA Indonesian Psychological Journal 30, no. 1 (October 25, 2014): 8–25. http://dx.doi.org/10.24123/aipj.v30i1.532.
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The purpose of this study was to find out the correlation between the theoretical model of the organization’s capability contribution, participation, and the climate of change to the commit-ment to change. Subjects were Islamic University lecturers in Indonesia who experienced the organizational change. Findings reveal (a) the theoretical model designed in this study fitted the empirical data; (b) the determination coefficient (R2) of the commitment to change was 15.1%, which showed that 15.1% of the commitment to change can be explained or predicted through the organization’s capability, participation, the climate of change and the open-mindedness to changes variables; (c) the model was acceptable based on the fit model test with 60.785 chi-square value and .275 (> .05) probability, the CFI value was .997 (almost 1), and the RMSEA value was .022 (< .08). This study has found out the determining theoretical model of the commitment to change based on the organization’s capability, participation, the climate of change, and the open-mindedness to changes’ roles in establishing the commitment to change. The open-mindedness to changes as a mediator is significant, because without the mediator, the organization’s capability, participation, and the climate of change have no effects to the commitment to change.
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Hong, Guanglei, Xu Qin, and Fan Yang. "Weighting-Based Sensitivity Analysis in Causal Mediation Studies." Journal of Educational and Behavioral Statistics 43, no. 1 (January 11, 2018): 32–56. http://dx.doi.org/10.3102/1076998617749561.
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Through a sensitivity analysis, the analyst attempts to determine whether a conclusion of causal inference could be easily reversed by a plausible violation of an identification assumption. Analytic conclusions that are harder to alter by such a violation are expected to add a higher value to scientific knowledge about causality. This article presents a weighting-based approach to sensitivity analysis for causal mediation studies. Extending the ratio-of-mediator-probability weighting (RMPW) method for identifying natural indirect effect and natural direct effect, the new strategy assesses potential bias in the presence of omitted pretreatment or posttreatment covariates. Such omissions may undermine the causal validity of analytic conclusions. The weighting approach to sensitivity analysis reduces the reliance on functional form assumptions and removes constraints on the measurement scales for the mediator, the outcome, and the omitted covariates. In its essence, the discrepancy between a new weight that adjusts for an omitted confounder and an initial weight that omits the confounder captures the role of the confounder that contributes to the bias. The effect size of the bias due to omitted confounding of the mediator–outcome relationship is a product of two sensitivity parameters, one associated with the degree to which the omitted confounders predict the mediator and the other associated with the degree to which they predict the outcome. The article provides an application example and concludes with a discussion of broad applications of this new approach to sensitivity analysis. Online Supplemental Material includes R code for implementing the proposed sensitivity analysis procedure.
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Othman, Nor Hafiza, Norasmah Othman, and Noor Hasni Juhdi. "ENTREPRENEURSHIP EDUCATION AND BUSINESS OPPORTUNITY EXPLOITATION: POSITIVE EMOTION AS MEDIATOR." Jurnal Cakrawala Pendidikan 39, no. 2 (June 13, 2020): 370–81. http://dx.doi.org/10.21831/cp.v39i2.30102.
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Entrepreneurship education can facilitate students’ competency development and enhance their self-employment potential. Students’ involvement in entrepreneurship is influenced by their emotions, especially in the early stages of business start-ups. Without exploiting potential business opportunities, entrepreneurship will not occur. This study aims to determine positive emotion effects on the relationship between entrepreneurship education and business opportunity exploitation. The study’s sample comprise of 152 final year university students. A questionnaire-based survey was the main instrument employed and the hypotheses developed were tested using Partial Least Squares-Structural Equation Modeling. The findings show that the students’ action to exploit opportunities is significant, and is affected by the exposure to entrepreneurial learning and anticipated effect of positive emotion on entrepreneurship. This finding confirms that anticipated positive emotions are important throughout the entrepreneurial process and form a motivating factor to engage in entrepreneurial activities. Furthermore, the result shows that positive emotions partially mediate the relationship between entrepreneurship education and opportunity exploitation. This study is important for students to experience a paradigm shift towards entrepreneurship and to encourage them to select entrepreneurship as a career option. Future studies could explore the effect of anticipated negative emotions among tertiary education students, and potential entrepreneurs.
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Sweet, Tracy M. "Modeling Social Networks as Mediators: A Mixed Membership Stochastic Blockmodel for Mediation." Journal of Educational and Behavioral Statistics 44, no. 2 (December 9, 2018): 210–40. http://dx.doi.org/10.3102/1076998618814255.
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There are some educational interventions aimed at changing the ways in which individuals interact, and social networks are particularly useful for quantifying these changes. For many of these interventions, the ultimate goal is to change some outcome of interest such as teacher quality or student achievement, and social networks act as a natural mediator; the intervention changes the social networks of the teachers in schools, and teachers with certain types of social networks tend to use better teaching practices, for example. Due to lack of methodology, however, social networks have not been modeled as mediators. We present a new framework for modeling social networks as mediators in which a social network model is embedded into a mediation model and both models are estimated simultaneously. As a proof of concept, we introduce a new network model for mediation, applicable for interventions that affect subgroup structure. We provide a small simulation study to demonstrate the feasibility of this model and explore some potential operating characteristics. Finally, we apply our model to examine the effects of instructional coaches on teacher advice-seeking networks and subsequent changes in beliefs about mathematics.
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Park, Yoonhee, Heajung Woo, Mi-Rae Oh, and Sunyoung Park. "The role and related variables of workplace learning in quantitative research." Industrial and Commercial Training 53, no. 1 (November 20, 2020): 29–59. http://dx.doi.org/10.1108/ict-02-2020-0023.
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Purpose The purpose of this study is to review the definition, perspective, measurement and context of workplace learning and explored workplace learning to identify its role in quantitative research. Design/methodology/approach Through an integrative review of the literature, the following four roles that workplace learning has played in these studies were identified: workplace learning as an antecedent, a mediator, a moderator and an outcome. Findings This paper synthesized results for workplace learning in 45 studies. A total of 88 variables related to workplace learning were identified after four overlapped variables (autonomy, social support, work engagement and workload) in multiples areas were excluded from a total of 92 variables (56 antecedents, 8 mediators, 7 moderators and 21 outcomes). Research limitations/implications Because this study identified four roles of workplace learning (as antecedent, mediator, moderator and outcome), this study did not focus on the process of learning in the workplace. Additional study is needed to investigate how workplace learning can lead to outcomes and how this process can link workplace learning and its consequences. Originality/value This paper synthesized the antecedents, mediators, moderators and outcomes for workplace learning by integrating the findings in this study. This provided a comprehensive framework that could be used by researchers to continue the empirical research on this topic to develop the dynamics between individual, group, job and organizational variables on the one hand and workplace learning on the other.
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Mable, Phyllis, and Arthur Sandeen. "The Chief Student Affairs Officer: Leader, Manager, Mediator, Educator." Journal of Higher Education 64, no. 2 (March 1993): 241. http://dx.doi.org/10.2307/2960036.
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Elshaw, John, David Fass, and Brian Mauntel. "Cognitive mentorship: protégé behavior as a mediator to performance." Mentoring & Tutoring: Partnership in Learning 26, no. 4 (August 8, 2018): 358–76. http://dx.doi.org/10.1080/13611267.2018.1530088.
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Ayed, Tahar Lazhar. "Extending the debate over entrepreneurial education effectiveness: the case of a Saudi university." Education + Training 62, no. 7/8 (August 10, 2020): 805–23. http://dx.doi.org/10.1108/et-12-2019-0273.
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PurposeThis study aims to assess the effectiveness of entrepreneurial education (EE) through its impact on the predictor of behavior, which is entrepreneurial intention (EI), by studying the context of a Saudi university, in this case, Umm Al Qura University (UQU). The research theorizes a relationship between EE, innovativeness (INN) as a dimension of personality traits (PTs), and EI, mediated by entrepreneurial motivation (EM). Additionally, in this study, INN played a mediator role between EE and EI.Design/methodology/approachAll direct and indirect effects were tested using a quantitative approach. A sample of 240 undergraduate UQU students from different specialties was applied. UQU is witnessing an unprecedented movement that seeks to spread entrepreneurial culture throughout the educational system as a whole, following the recommendations of the Kingdom's 2030 vision.FindingsThe results indicate that EE and INN significantly predicted EI, though in an uneven manner. However, EM played a significant mediator role only between INN and EI. INN is a significant mediator in the relationship between EE and EI.Practical implicationsFuture entrepreneurs must learn how to think, communicate, solve problems, deal with failure and exploit new opportunities. However, the debate over the contribution of EE to entrepreneurs is continuing. All educators, government officials, members of society and others are involved in encouraging entrepreneurial initiative. They should consider and understand how to affect entrepreneurial feasibility and desirability.Originality/valueVariables included in the research model are not original; however, rarely in recent research works have psychological variables such as EM and INN been integrated into one model to explain the intention to enterprise business. This study provides a well-supported explanation of intention as a good predictor of entrepreneurial behavior that will be useful to all involved in encouraging potential entrepreneurs to succeed.
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Sarassina, Rr Fosa. "Self-Efficacy as Mediator: The Impact of Entrepreneur Education on Entrepreneur Intention." JURNAL AKUNTANSI, EKONOMI dan MANAJEMEN BISNIS 8, no. 1 (July 30, 2020): 24–28. http://dx.doi.org/10.30871/jaemb.v8i1.1870.
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The literature review shows inconsistent results of the relationship between entrepreneurial education withentrepreneurial intention and recommends the investigation of the role of self-efficacy as a mediator between the two constructs. This study aims to meet that purpose. From the response of 241 students in Jogjakarta, which was analyzed using structural equation modeling (SEM), it is concluded that self-efficacy mediates the relationship. This finding signifies the role of entrepreneurship education as it builds self-efficacy to become an entrepreneur, which in turn increases the intention to become one.
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Leithwood, Kenneth, and Jingping Sun. "Academic culture: a promising mediator of school leaders’ influence on student learning." Journal of Educational Administration 56, no. 3 (May 9, 2018): 350–63. http://dx.doi.org/10.1108/jea-01-2017-0009.
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Purpose This study is a quantitative exploration of a new construct the authors label as “academic culture (AC).” Treating it as generalized latent variable composed of academic press (AP), disciplinary climate (DC), and teachers’ use of instructional time, the purpose of this paper is to explore the potential of this construct to be a key mediator of school leaders’ influence on student learning. The study is guided by three hypotheses. Design/methodology/approach Responses by 856 elementary teachers from 70 schools to an online survey measured the three components of AC along with school leadership (SL). Provincial tests of writing, reading, and math were used as measures of student achievement (SA). Social economic status (SES) was used as control variable for the study. Data were summarized using descriptive statistics and correlations were calculated among all variables. Analyses included intra-class correlation analysis, regression equations, confirmatory factor analysis, and structural equation modeling. Findings Evidence confirmed the study’s three hypotheses: first, AP, DC, and instructional time formed a general latent construct, AC; second, AC explained a significant proportion of the variance in SA, controlling for student SES; and third, AC was a significant mediator of SL’s influence on SA. Concepts and measures of academic optimism (AO) and AC are compared in the paper and implications for practice and future research are outlined. Originality/value This first study of AC explored the relationship between AC and SA. Although at least two AO studies have included measures of distributed leadership, minimal attention has been devoted to actually testing the claim that AO is amenable to the influence of explicit leadership practices (as distinct from enabling school structures) and is a powerful mediator of SL effects on student learning. Addressing this limitation of AO research to date, the present study included a well-developed measure of leadership practices and assessed the value of AC as a mediator of such practices.
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Schittenhelm, Robert, Marco Ennemoser, and Wolfgang Schneider. "Aufmerksamkeit als Mediator der Beziehung zwischen Fernsehverhalten und Schulleistung." Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 42, no. 3 (July 2010): 154–66. http://dx.doi.org/10.1026/0049-8637/a000016.
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Zusammenfassung. Obwohl negative Beziehungen zwischen Fernsehkonsum und Schriftspracherwerb inzwischen in zahlreichen Studien belegt werden konnten, ließ sich die Frage nach wesentlichen Wirkmechanismen bislang nur unzureichend klären. In der hier vorliegenden Studie wurde insbesondere die Rolle von Aufmerksamkeit/Konzentration als Mediator zwischen Fernsehkonsum und Schriftsprachleistung überprüft. Dabei sollte neben der Fernsehdauer auch die Bedeutung des Umschaltverhaltens (Zapping) exploriert werden. Insgesamt 60 Viertklässler bearbeiteten Tests zur Erfassung von Intelligenz, Konzentration sowie Lese- und Rechtschreibleistungen. Ferner kamen Eltern- und Lehrerfragebögen zur Erfassung von Aufmerksamkeitsproblemen zum Einsatz. Fernsehdauer und Umschaltverhalten wurden unter anderem anhand eines elektronischen Messgeräts erfasst. Die Befunde stützen die Konzentrationsabbau-Hypothese insofern, als die negative Beziehung zwischen Fernsehkonsum und schriftsprachlichen Leistungen durch das im Schulkontext beobachtbare Aufmerksamkeitsverhalten vermittelt wird. Andere ADHS-Merkmale (Impulsivität/Hyperaktivität) waren nicht mit dem Fernsehkonsum assoziiert. Zapping wies zwar keine direkten Zusammenhänge mit Schriftsprachleistungen auf, allerdings wurden Kinder, die sowohl „Vielseher” als auch „Vielzapper” waren, laut Elternfragebögen als besonders unaufmerksam beurteilt.
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Falzarano, Francesca, Karen L. Siedlecki, and Timothy Salthouse. "INVESTIGATING THE RELATIONSHIP BETWEEN SOCIAL SUPPORT AND COGNITION AS MEDIATED BY HEALTH AND POSITIVE AFFECT." Innovation in Aging 3, Supplement_1 (November 2019): S648. http://dx.doi.org/10.1093/geroni/igz038.2407.
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Abstract Decreased social networks are common in old age after major life events such as retirement, loss of loved ones, and declining health (Shankar et al., 2013). Diminished social ties are associated with increased feelings of loneliness and perceived isolation, which can have negative effects on cognition and physical health. The current study examines the relationship between social support (assessed via the Social Network Questionnaire) and overall cognitive performance (assessed as a latent construct comprising indicators that represent mean verbal episodic memory, processing speed, reasoning, and spatial visualization), and investigates positive affect and self-rated health as mediators of this relationship. The current study included 5,125 participants between the ages of 18-99 years from the Virginia Cognitive Aging Project (VCAP). Cross-sectional analyses were conducted using structural equation modeling. After controlling for age and education, results showed that a social support construct (comprising indicators representing each social network subscale) significantly and positively predicted cognitive performance (.59, p< .001). This relationship was reduced to .22 (p <.001) when positive affect was included as a mediator, and to .14 (p< .001) when self-rated health was included as a mediator. When the variables were included in a joint mediation model the relationship between social support and cognition was .20 (p < .001). Thus, health and positive affect are partial mediators of the relationship between social support and cognition and may help explain the relationship between social support and cognition. Furthermore, these findings provide additional evidence that social networks may play an important role in successful aging.
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Vecherina, Olga, and Irina Borisovna Putalova. "The problems of professional training of mediators in Russia." Современное образование, no. 1 (January 2021): 1–13. http://dx.doi.org/10.25136/2409-8736.2021.1.34746.
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The object of this research is the professional training of Russian mediators within the framework of Master's Degree and vocational education. The subject of this research is the organizational and methodological problems of training and professional becoming of mediators, substantiated by the specificity of current legislation in this field, as well as the established practice of professional training. Application of general scientific methods allows examining the requirements of current Russian legislation in the sphere of professional training of mediators, comparing with the fundamental changes proposed in the draft law of the Ministry of Justice of the Russian Federation, and relevant practice. The author outlines the key vectors of professional training of future mediators offered by the Russian universities in the Master's Degree program. Based on the critical analysis of research and empirical methods (expert evaluation, survey), the authors determine the key personal and professional characteristics of the mediator, essential for successful their successful activity. The novelty of this work lies in drawing parallels between the requirements to professional training of mediators in the current legislation and according to the new draft law; as well as in the analysis of peculiarities and difficulties of professional training of mediators within the framework of the Master's Degree program “Mediation in Social Sphere” and competences that are considered of prime importance. The authors underline the need for raising requirements to the process of professional training of mediators, and their legislative consolidation. The top results can be achieved by acquiring basic legal or psychological education, as well as completion of the basic course of mediation prior to the advanced training.
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Lee, Jun-Ki, Rahmi Qurota Aini, Yustika Sya’bandari, Ai Nurlaelasari Rusmana, Minsu Ha, and Sein Shin. "Biological Conceptualization of Race." Science & Education 30, no. 2 (January 13, 2021): 293–316. http://dx.doi.org/10.1007/s11191-020-00178-8.
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AbstractThe conception of racial categories from a biological perspective is unconsciously embedded in the individual’s cognition. This is true even among university students majoring in biology and medicine. Even though students have never learned about “race” explicitly in formal biology class, they are highly likely to implicitly construct, and hold biological concepts of race. This study investigated how Korean college students majoring in General Science Education define the concept of race and acquire a scientific conception of race. The study draws on Efstathiou (2009)’s framework of the “founded concept.” Two open-ended questions regarding race conceptualization were administered to 218 college students. Furthermore, interviews with three students were conducted to explore any biological meaning of race. The results suggest four types of conception held by students about race. These were race as a typological means of distinguishing human diversity, race as a biological concept, race as a social construct, and race as a bio-social mixture. Additionally, in-depth interviews indicated that students constructed their biological concept of race unintentionally through learning biology. There are three mediators which have a role as mediator in the transfiguration process of finding and founding race concepts in a biological context: skin color, reproductive isolation, and ethnicity. Accordingly, science teachers should carefully teach this information in order to help prevent any misunderstanding of biological racial concepts. Teaching strategies and other educational implications are discussed.
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Xin, Yu, and Xiaohui Ren. "Social Capital as a Mediator through the Effect of Education on Depression and Obesity among the Elderly in China." International Journal of Environmental Research and Public Health 17, no. 11 (June 4, 2020): 3977. http://dx.doi.org/10.3390/ijerph17113977.
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Objectives: Global aging is an increasingly serious problem. The health problems faced by the elderly, such as depression and obesity, require serious consideration. Education, depression and obesity are inextricably linked; for the elderly, education is constant, and the factors which can mediate the relationship between education, depression and obesity are still being discussed by scholars. The mediating effect of social capital is rarely studied. The objective of this study was to assess the mediating role of cognitive social capital and structural social capital, as well as the effect of education on depression and obesity among the elderly using China Family Panel Studies (CFPS) data. Methods: In total, 4919 respondents were included in the final analysis. Education was measured by years of schooling. Trust and participation were used as measures of cognitive social capital and structural social capital. Depression symptoms and BMI were used as outcomes. Structural equation models were developed to examine the direct and indirect effect of social capital and education on health outcomes. Results: Education was negatively correlated with depression symptom (r = −0.15, p < 0.001), while education was positively correlated with BMI (r = 0.08, p < 0.001). Older adults with a higher education level have higher cognitive social capital (r = 0.11, p < 0.001) and structural social capital (r = 0.20, p < 0.001). Social capital plays a mediatory role. Older adults with higher social capital have a lower risk of depression (cognitive: r = −0.23, p < 0.001; structural: r = −0.03, p < 0.01) but a higher risk of obesity (cognitive: r = 0.06, p < 0.01; structural: r = 0.03, p < 0.01). For depression, the mediating function of cognitive social capital (a1b1= −0.025) is stronger than that of structural social capital (a2b2 = −0.006). While, for obesity, the effects of both cognitive and structural social capital are the same (a1c1 = a2c2 = 0.005). Conclusions: Social capital as a mediator through the effect of education on depression and obesity among the elderly in China. Meanwhile, using the positive effects of social capital to avoid negative effects should also be seriously considered.
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Gobbo, Francesca. "Cultural Intersections: The Life Story of a Roma Cultural Mediator." European Educational Research Journal 3, no. 3 (September 2004): 626–41. http://dx.doi.org/10.2304/eerj.2004.3.3.6.
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Koeske, Gary F., and Randi Daimon Koeske. "Student ?burnout? as a mediator of the stress-outcome relationship." Research in Higher Education 32, no. 4 (August 1991): 415–31. http://dx.doi.org/10.1007/bf00992184.
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Et. al., Andyan Pradipta Utama,. "The Influence of Work-Life Balance, Servant Leadership, and Reward to Employee Engagement with Job Satisfaction as Mediator." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 4 (April 10, 2021): 1511–29. http://dx.doi.org/10.17762/turcomat.v12i4.1404.
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The purpose of this research is to test the influence of work and personal balance, servant leadership, the reward of employee engagement with job satisfaction variables as mediators. The type of research used is explanatory research with a quantitative approach. The research hypothesis is a theoretical model consisting of the influence of work-life balance, servant leadership, and reward with mediator job satisfaction that can be used to predict and explain the emee engagement (FIT) with empirical data. The research respondent is the employee of Bank X in Bandung as much as 205 employees while the method of measuring data using a work-life balance scale, servant leadership and reward as an exogenous with a mediator job satisfaction to the employee engagement as endogenous with RMSEA 0.049. Data analysis using structural equation model (SEM) by using linear structural model (LISREL) version 8.72. Hypothesis testing structural relations included 5 variables fit, has the meaning the model matched (FIT) with field data. Hypothesis testing the structural relationship variables of the work-life balance, servant leadership, and reward simultaneously were able to describe the KK variable by 0.80 or 80%, while the relationship of job satisfaction against employee engagement 0.42 or 42%. The model accepted and the statement about the relationship of a variety of variables used is valid as a construct and can be inferred as the structural relationship.
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khan, Muhammad Asghar, Akhter Nawaz Gunjera, and Syed Zia Ul Islam. "Mediating Role of Social Support Between Job Stress and Job Performance of Lecturers (Physical Education)." Global Regional Review IV, no. III (September 30, 2019): 390–96. http://dx.doi.org/10.31703/grr.2019(iv-iii).43.
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The research study aimed to investigate the role of social support as a mediator between job stress and job performance of lecturer physical education. All male and female 97 and 73 respectively were the target population of the study. For obtaining the desiredresult the researcher used descriptive research with cross-sectional research design. The research study was carried out through three different types of self-administered close-ended questionnaires. To test the hypothesis inferential statistical test was applied to draw the finding and conclusion and the process v3.3 by Andrew F. Hayes was used for mediation to obtain the desire result. The research study indicated that social support played a partial mediating role between job stressors and job performance of LPEs, as the coefficient value decrease but the connection between job stressors and job performance remain significant after adopting the social support as a mediator (.86). It was suggested that the same study may be conducted at university teachers, use qualitative method with a longitudinal research design to dig out unearth phenomena.
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ÇELEBİ, Ümit, and Mustafa Emre CİVELEK. "THE MEDIATOR ROLE OF GLOBAL CONNECTEDNESS IN THE RELATIONSHIP BETWEEN LOGISTICS PERFORMANCE AND HUMAN DEVELOPMENT." Business & Management Studies: An International Journal 6, no. 4 (January 3, 2019): 969–80. http://dx.doi.org/10.15295/bmij.v6i4.321.
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Economic growth indicates a decent standard of living but it falls short of explaining human well-being and economic development in the long run. Human development, by being a broader concept, includes not only economic growth but also education and health indicators. It, therefore, better indicates longer term economic development and human well-being of a country. Number of studies already point to a significant relationship between logistics performance and economic growth. This research investigates whether a similar relationship between logistics performance and human development exists and the mediator role of global connectedness, which is related to both concepts. The purpose of this study, therefore, is to examine the mediator role of global connectedness in the relationship between logistics performance and human development. The results of the analysis show that global connectedness plays a partial mediator role in the relationship between logistics performance and human development.