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Articles de revues sur le sujet « Student empowerment »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 25 juillet 2025

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1

Jafar, Afshan. "Student Engagement, Accountability, and Empowerment." Teaching Sociology 44, no. 3 (2016): 221–32. http://dx.doi.org/10.1177/0092055x16644489.

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This article describes an experiment in collaborative course design in a midlevel sociology course. Unlike most of the literature on collaborative teaching and learning, which often deals with collaboration among students, this article discusses collaboration between the instructor and students. The students in this course collaborated with the instructor in designing the course—choosing the readings and developing the assignments—from the first day of class. Student feedback on the experiment was overwhelmingly positive. Three major themes that emerged from the student feedback were (1) highe

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Hackmann, Donald, James Kenworthy, and Sharon Nibbelink. "Student Empowerment through Student-Led Conferences." Middle School Journal 30, no. 1 (1998): 35–39. http://dx.doi.org/10.1080/00940771.1998.11494561.

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Issaro, Sasitorn, and Panita Wannapiroon. "Intelligent Student Relationship Management Platform with Machine Learning for Student Empowerment." International Journal of Emerging Technologies in Learning (iJET) 18, no. 04 (2023): 66–87. http://dx.doi.org/10.3991/ijet.v18i04.32583.

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Students’ grades can affect their future studies at university. The COVID-19 situation has resulted in a greater amount of online teaching, in which teachers and learners rarely interact, causing additional problems with academic performance. This research aims to design and develop an intelligent student relationship management platform (an intelligent SRM platform) using machine learning prediction for student empowerment. This research begins with the synthesis of the factors, the machine learning prediction process, and the platform components. The results of the synthesis establish the de

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Ongroongruang, Savanit, and Srimuang Paluangrit. "Student community empowerment approach." South-East Asian Journal of Medical Education 4, no. 2 (2010): 38. http://dx.doi.org/10.4038/seajme.v4i2.425.

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Horn, Brian R. "Eight Voices of Empowerment." Urban Education 52, no. 4 (2016): 525–52. http://dx.doi.org/10.1177/0042085915574522.

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This article explores student empowerment in a restructured urban Title I middle school. The study includes data from eight participants in an action research project that involved a critical inquiry unit in an eighth-grade language arts class that asked students, “How are you empowered and disempowered by school?” Findings reveal that although No Child Left Behind (NCLB) policies are said to empower students, student empowerment is rather a negotiated process that requires teachers to help students develop an eye for fairness, create opportunities for them to express themselves in new ways, a

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Gebregergis, Werede Tareke, and Csilla Csukonyi. "The Mediated Impacts of Psychological Capital on Student Burnout through Academic Engagement and Learner Empowerment: A Serial Mediation Model." European Journal of Educational Research 13, no. 4 (2024): 1933–49. http://dx.doi.org/10.12973/eu-jer.13.4.1933.

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Psychological capital (PsyCap) emerges as a pivotal asset for mitigating student burnout in college settings, as it bolsters their learning empowerment and engagement. However, there have been inadequate empirical studies investigating the significance of these resources in promoting engagement and empowerment, ultimately leading to a reduction in students’ burnout within the context of higher education. To bridge this gap, we examined the extent to which PsyCap predicts student burnout through its impacts on academic engagement and learner empowerment. The sample of the study was college stud

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Sari, Dian C., Sri Kartini, Suwignyo Suwignyo, and Lailatul Isnainin. "ISLAMIC STUDENT EMPOWERMENT HEALTHY PROGRAM." Jurnal Pengabdian Masyarakat Multidisiplin 2, no. 1 (2018): 63–68. http://dx.doi.org/10.36341/jpm.v2i1.670.

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The 2016 Population Census results show that Indonesia's population is 237.6 million, 63.4 million of which are teenagers consisting of 32,164,436 men (50.70 percent) and 31,279,012 women (49 , 30 percent). The size of the population of the youth group will greatly affect population growth in the future. With the rapid development of technology, the development of teenagers in Indonesia is also developing. Some lead to positive and negative things. One of the negative impacts is the lack of awareness about the STBM pillars. Community-Based Total Sanitation (STBM) is an integrated action to red

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Cakır, S. Gulfem. "Authoritative Approach and Student Empowerment Among University Students." Procedia - Social and Behavioral Sciences 186 (May 2015): 151–54. http://dx.doi.org/10.1016/j.sbspro.2015.04.078.

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Van Hoven, Bettina, and Esther De Boer. "Student Empowerment through 'Area Analysis'." Journal of Geography in Higher Education 25, no. 1 (2001): 83–93. http://dx.doi.org/10.1080/03098260124997.

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Danns, Dionne. "Black Student Empowerment and Chicago." Urban Education 37, no. 5 (2002): 631–55. http://dx.doi.org/10.1177/0042085902238677.

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Weber, Keith, and Brian R. Patterson. "Student interest, empowerment and motivation." Communication Research Reports 17, no. 1 (2000): 22–29. http://dx.doi.org/10.1080/08824090009388747.

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Gadbow, Nancy F. "Facilitating empowerment through student guidance." Assessment Update 5, no. 3 (1993): 8. http://dx.doi.org/10.1002/au.3650050306.

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Gebregergis, Werede T., and Csilla Csukonyi. "A tanulói felhatalmazás és a hallgatói elkötelezettség kapcsolata a pszichológiai tőke fényében az egyetemi hallgatók körében." OxIPO 6, no. 2 (2024): 21–41. http://dx.doi.org/10.35405/oxipo.2024.2.21.

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Despite the widely recognized significance of student engagement in influencing positive learning outcomes in higher education, including academic success, motivation, and satisfaction, addressing the issue of students’ disengagement has long posed a significant challenge for higher education institutions. Some scholars have posited that psychological empowerment could serve as an effective strategy for fostering student engagement, particularly within higher education settings. However, there is a lack of sufficient studies that validate this assumption, especially within the context of Eritr

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Garner, Janice. "Empowerment in Social Work Field Education: Examining Triadic Aspects of Empowerment in the Education Process of the Social Work Field Student." Journal of Baccalaureate Social Work 12, no. 1 (2006): 237–60. http://dx.doi.org/10.18084/1084-7219.12.1.237.

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The purpose of this exploratory research study was to investigate factors affecting the perception of student social worker empowerment in the process of the field education experience. Structural equation modeling was used to examine the relationships of the student, the field instructor, and the organization to student empowerment with a sample of 204 BSW and MSW students from two midwestern universities. The findings of this study suggest that the most influential predictor of student social worker empowerment in the field practicum process was the empowering conditions of the work environm

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Furqon, M., Akhyak Akhyak, Abd Aziz, and Syahzanan Harris. "Student Empowerment Management In Improving The Graduate's Quality (Multi-Site Study In MAN 1 Lamongan And MA MA’Arif 7 Sunan Drajat Lamongan)." International Journal of Educational Research & Social Sciences 5, no. 4 (2024): 666–72. https://doi.org/10.51601/ijersc.v5i4.846.

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The background to this research is the results of the researcher's observations regarding the management conditions for student empowerment at MAN 1 Lamongan and MA MA'Arif 7 Sunan Drajat in improving the quality of graduates. This research focuses on student empowerment needs to improve graduate quality at MAN 1 Lamongan and MA MA'Arif 7 Sunan Drajat Lamongan. This research uses the Natural (Naturalistic Paradigm) approach. Therefore, this research uses a qualitative approach with a multisite study. The research results regarding the need for student empowerment in improving the quality of gr

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Kirk, Chris Michael, Rhonda K. Lewis, Kyrah Brown, Brittany Karibo, Angela Scott, and Elle Park. "The Empowering Schools Project." Youth & Society 49, no. 6 (2015): 827–47. http://dx.doi.org/10.1177/0044118x14566118.

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In an education system marred by inequity, urban schools in the United States are faced with the challenge of helping students from marginalized groups succeed. While many strategies have been tried, most are built on deficit-based models that blame students and teachers for a lack of achievement and ignore the role of power within the school setting. Building on the body of research on school climate, critical pedagogy, and empowering settings, the present study developed a model of student empowerment using a case study of an ethnically diverse urban high school in the midwestern United Stat

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Herr, Kathryn, and Gary L. Anderson. "Oral history for student empowerment: capturing students’ inner voices." International Journal of Qualitative Studies in Education 6, no. 3 (1993): 185–96. http://dx.doi.org/10.1080/0951839930060301.

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Mottey, Rejoice. "JUSTICE AND EMPOWERMENT IN THE CLASSROOM:THE SOCIAL EXCHANGE PERSPECTIVE." JOURNAL OF SOCIAL SCIENCE RESEARCH 9, no. 2 (2015): 1808–16. http://dx.doi.org/10.24297/jssr.v9i2.4927.

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The study investigated the relationship between students perceptions of justice and empowerment in the Ghanaian classroom. Three hundred and sixty five senior secondary and technical school students purposively and conveniently sampled, completed questionnaires on classroom justice scales comprising; distributive, interactional and procedural justice scales. Correlation analyses indicated a significant positive relationship between classroom justice and student empowerment. Regression analyses revealed procedural justice perceptions as the only predictor of student empowerment . Results are di

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Sharma, Mahima, and Pranjal Sharma. "A Study to Assess the Level of Student Empowerment and Explore the Challenges and Perceived Barriers among Undergraduate Nursing Students in a Selected College of Nursing." Nursing Journal of India CXIV, no. 06 (2023): 275–80. http://dx.doi.org/10.48029/nji.2023.cxiv606.

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Student empowerment is the process in which the learner attains the ability to direct one’s own self and utilises it to make independent decisions which bring out the benefit to the individual as well as to the society. Student nurses are the future of the healthcare system, who need to be motivated to steer the wheels of learning. In this process of learning a teacher plays a vital role in inculcating the ability to choose and drive self-decision power. A cross sectional descriptive design was adopted to assess the level of empowerment, challenges and perceived barriers using purposive sampli

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Rahmatullah, Mamat, and Atika Atika. "DOES TRANSFORMATIONAL LEADERSHIP AFFECTING THE INNOVATIVE SKILLS OF STUDENTS?" MANAGERIA: Jurnal Manajemen Pendidikan Islam 6, no. 2 (2021): 169–82. http://dx.doi.org/10.14421/manageria.2021.62-11.

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This research aims to determine the influence of transformational leadership on innovative behavior through psychological empowerment as a mediation variable. This study used quantitative methods. The data collected by interviews and questionnaires. The samples were taken using a saturated model from 42 responden of student association of Islamic Education Management Study Program, UIN Sulthan Thaha Saifuddin Jambi. The data were analyzed using descriptive, regression, and path analysis. The results showed that transformational leadership significantly influenced students' innovative behavior

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McPhee, Iain, and Maria Eugenia Witzler D’Esposito. "Student assessment in higher education: embargo or empowerment?" Journal of Applied Research in Higher Education 10, no. 2 (2018): 155–69. http://dx.doi.org/10.1108/jarhe-04-2017-0049.

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Purpose This study recruited students who struggled to meet institutional deadlines for summative assessments. Increasing the number of diverse and non-traditional students in higher education (HE) institutions presents challenges in learning and teaching in online, conventional and hybrid contexts, impacting on student academic success. The purpose of this paper is to expand our understanding of student perceptions of the factors involved in academic achievement. Design/methodology/approach Using qualitative methods and in-depth semi-structured interviews, 14 participants were interviewed. Us

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Kim, Jungnam, Julia Bryan, Younyoung Choi, and Ji Hyun Kim. "Understanding Asian American Student Achievement." Professional School Counseling 21, no. 1 (2017): 2156759X1878853. http://dx.doi.org/10.1177/2156759x18788534.

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This study investigated the relationships of parent networks and parent empowerment to the academic performance of the children of Asian immigrant parents in U.S. schools. It also examined the role of parent networks in explaining the association between parent empowerment and children’s academic performance. We conducted multinomial logistic regression and path analysis on responses of 317 Asian immigrant parents from the Parent and Family Involvement Survey of the National Household Education Survey, 2007. Parent networks and some parent empowerment components (i.e., competence, parent conta

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Nicolaidis, Christos S., and Evangelia Koutroumpezi. "Empowerment in Tertiary Education: A Strategic Source of Learning Advantage." Industry and Higher Education 22, no. 3 (2008): 183–88. http://dx.doi.org/10.5367/000000008784867255.

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This paper examines empowerment as a strategy, from the resource-based perspective, for the development of Greek tertiary education. As the literature suggests, empowerment enables individuals to make decisions and simultaneously take responsibility for their actions. Moreover, it increases the quality of research and teaching procedures as well as amplifying educators' and students' satisfaction and performance. In this respect, the paper uses the well-known Whetten and Cameron questionnaire for empowerment in a survey conducted among students studying in the B, D, F and H semesters at a Gree

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Garcia, Hugo, Jon McNaughtan, Xinyang Li, Mi Chelle Leong, and Andrew Scott Herridge. "Empowered to Serve?" Journal of International Students 11, no. 3 (2021): 666–86. http://dx.doi.org/10.32674/jis.v11i3.2039.

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Some institutions have sought to centralize the supports they give students by developing a center or office dedicated to international students, led by a director or manager overseeing international student support. However, these directors are also not given the resources needed to fully support international students. Our study focuses on the role and empowerment of these international center leaders. A multi-institution case study approach, guided by the empowerment framework, was utilized. The first research question asked what perceptions international center directors have of the resour

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Brown, Mary, and Peter Kiriakidis. "Student Empowerment In An Online Program." College Teaching Methods & Styles Journal (CTMS) 3, no. 4 (2011): 47. http://dx.doi.org/10.19030/ctms.v3i4.5586.

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Given that online higher education is a competitive marketplace, this paper discusses how to ensure online student success. Within the online learning environment, the following may create the vitality of the online institution: (a) The online learning environment; (b) The role of the instructor; (c) Learning Communities; (d) Computer-mediated Communication Technologies; and (e) Policy and practice. These factors may be managed by the institution of higher education, the faculty member, or the learner; however, a commitment is needed by all stakeholders in the program.

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Warschauer, Mark, Lonnie Turbee, and Bruce Roberts. "Computer learning networks and student empowerment." System 24, no. 1 (1996): 1–14. http://dx.doi.org/10.1016/0346-251x(95)00049-p.

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Goelman, Don. "Student empowerment in a survey course." ACM SIGCSE Bulletin 35, no. 3 (2003): 270. http://dx.doi.org/10.1145/961290.961635.

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Moore, Shelley C., and Karen S. Ward. "Nursing Student Perceptions of Structural Empowerment." Nursing Education Perspectives 38, no. 1 (2017): 32–33. http://dx.doi.org/10.1097/01.nep.0000000000000096.

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Tierney, Colin. "Empowering Students through a Digital Badge in UDL." AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education 16, no. 2 (2024): 1–11. http://dx.doi.org/10.62707/aishej.v16i2.839.

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Student empowerment is increasingly recognized as essential for fostering meaningful learning experiences and cultivating engaged citizens. This paper delves into the concepts of empowerment within the educational context, emphasizing the pivotal role of Universal Design for Learning (UDL) in promoting student agency and inclusivity. By illuminating the challenges and opportunities associated with student empowerment, the paper highlights the imperative of fostering a culture of partnership and active engagement among students and educators alike. Building upon the success of UDL initiatives i

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Ye, Peng. "Analysis on Implementation Paths of Digital Empowerment of the Teaching Links." Journal of Education Reform and Innovation 1, no. 4 (2023): 375–79. http://dx.doi.org/10.61957/joerai-20230416.

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At present, the development of digital technology continues to promote the transformation of education and teaching. The digital empowerment of teaching models prompts teachers to comprehensively transform into student-centered teaching concepts. All aspects of teaching are designed around students. The digital construction of teaching resources provides a basis for personalized teaching for students. Through digital empowerment of various teaching links such as teacher teaching process organization, student learning methods, and academic evaluation methods, we can truly realize personalized t

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Macapugay, Kirin, and Benjamin Nakamura. "The Student Empowerment through Narrative, Storytelling, Engagement, and Identity Framework for Student and Community Empowerment: A Culturally Affirming Pedagogy." Genealogy 8, no. 3 (2024): 94. http://dx.doi.org/10.3390/genealogy8030094.

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For people from communities experiencing poverty and oppression, education, particularly higher education, is a means to ensure upward socioeconomic mobility. The access to and attainment of education are issues of social and economic justice, built upon foundational experiences in primary and secondary settings, and impacted by students’ cultural and socio-political environments. 6. The 2020 murder of George Floyd, the Black Lives Matter movement, ongoing discourse around immigration, and COVID-19-related hate targeting people of Asian American descent prompted national calls to dismantle soc

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Soviatri, Mita, and Rismawati. "THE SIGNIFICANT ROLE OF FINTECH IN EMPOWERING STUDENTS IN THE DIGITAL ERA: AN ANALYSIS WITHIN THE CONTEXT OF DIGITAL FINANCIAL TRANSFORMATION." JRMSI - Jurnal Riset Manajemen Sains Indonesia 15, no. 01 (2024): 01–09. http://dx.doi.org/10.21009/jrmsi.015.1.01.

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The aim of this study is to delve into the extent to which students at Muhammadiyah University Palopo comprehend and exhibit interest in fintech, and to investigate the role of Financial Technology (Fintech) in empowering students in the digital era through digital financial transformation. This research adopts a quantitative approach, utilizing primary data, with the study population targeted towards users of Financial Technology (Fintech) services, specifically students enrolled in the Faculty of Economics and Business, Management Program, at Muhammadiyah University Palopo, encompassing appr

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Nath, Kongkana. "Knowledge on Nursing Empowerment, Prospects and Challenges." Nursing Journal of India CXV, no. 01 (2024): 23–28. http://dx.doi.org/10.48029/nji.2024.cxv105.

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Nursing is a versatile profession and also one of the strongest pillars that the healthcare profession stands on. Nurses are closely related to real work environment where they always participate in patient care (Jones CB et al, 2007). Many a time student nurses face complexities from theory to clinical. Therefore it is essential that student nurses should be informed of those challenges and empower themselves to overcome all hurdles (Niaz et al, 2019). In general, empowerment is an essential factor which provides more power to the employees to make decision and self-determination within an or

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James, Angela A. "ICT IN NATURAL SCIENCE FOR EMPOWERMENT: STUDENT WORK OF A DIFFERENCE." Problems of Education in the 21st Century 37, no. 1 (2011): 59–69. http://dx.doi.org/10.33225/pec/11.37.59.

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In 1994 the South African democratic government was sworn into power. A new education curriculum was implemented to replace the redundant, racialised apartheid education curriculum. The Department of Education was concerned with developing a skilled and computer literate workforce for the progressive development of the country to meet the challenges of the 21st century. The research question asked in this research is – How can student teachers engage with ICT for the empowerment of disadvantaged (socially and economically deprived) communities? The theoretical framework that underpins this res

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Worsley, Marcelo, Khalil Anderson, Natalie Melo, and JooYoung Jang. "Designing Analytics for Collaboration Literacy and Student Empowerment." Journal of Learning Analytics 8, no. 1 (2021): 30–48. http://dx.doi.org/10.18608/jla.2021.7242.

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Collaboration has garnered global attention as an important skill for the 21st century. While researchers have been doing work on collaboration for nearly a century, many of the questions that the field is investigating overlook the need for students to learn how to read and respond to different collaborative settings. Existing research focuses on chronicling the various factors that predict the effectiveness of a collaborative experience, or on changing user behaviour in the moment. These are worthwhile research endeavours for developing our theoretical understanding of collaboration. However

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Paulino Arroteia, Nuno Filipe. "Unveiling student perceptions: the role of computerised business simulations in fostering psychological empowerment among business students." Company Games & Business Simulation Academic Journal 4, no. 2 (2024): 93. https://doi.org/10.54988/cg.2024.2.1636.

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<p>Psychological Empowerment (PE) is a multidimensional construct critical for understanding how individuals perceive themselves, interact with their environments, and take actions to influence outcomes. While traditionally conceptualised as encompassing intrapersonal, interactional, and behavioural dimensions, this study employs exploratory factor analysis (EFA) to evaluate and refine the theoretical framework for PE. The research aimed to address limitations in existing models, which often overlook the multidimensionality of empowerment, by developing a scale aligned with its three the

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Tabigo-on, Renante. "Supreme Student Government Organizational Climate and Empowerment Level of High School Student-Leaders." Psychology and Education: A Multidisciplinary Journal 42, no. 1 (2025): 133–46. https://doi.org/10.70838/pemj.420108.

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The Supreme Student Government (SSG) plays a vital role in representing student voices and interests in schools. This descriptive research examined the organizational climate of SSGs in a district under the Division of Koronadal and its relationship with student-leader empowerment. Using statistical tools such as frequency count, weighted mean, and Pearson’s r, the study revealed that the SSGs operate in an enlightened organizational climate and that student-leaders exhibit a high level of empowerment. A strong, positive correlation between the organizational climate and empowerment was also e

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Hipolito-Delgado, Carlos P., and Shelley Zion. "Igniting the Fire Within Marginalized Youth: The Role of Critical Civic Inquiry in Fostering Ethnic Identity and Civic Self-Efficacy." Urban Education 52, no. 6 (2015): 699–717. http://dx.doi.org/10.1177/0042085915574524.

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Critical Civic Inquiry (CCI) is a transformative student voice initiative that engages students in critical conversations about educational equity and inquiry-based learning to increase student voice and promote civic action. A quasi-experimental study was conducted to assess if participation in CCI increased the psychological empowerment (as measured through ethnic identity and civic self-efficacy) of high school students. Students who participated in CCI pedagogy reported increases in ethnic identity and civic self-efficacy. These findings indicate the importance of supportive adult relation

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Fitri, Silvia, Neng Lilis, Lutfiani Azhar, Zulfa Nafisa, and Dita Fitria. "PESANTREN POLICY MANAGEMENT IN STUDENT EMPOWERMENT FUNCTIONS." MANAGERE : Indonesian Journal of Educational Management 3, no. 3 (2021): 152–59. http://dx.doi.org/10.52627/ijeam.v3i3.160.

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The study will discuss boarding policies for implementing its function as an empowering institution. The research was intended to find out how pestuous boarding policies are particularly interesting and to see how high the policy is. The research method used is the library research method that is a data gathering technique by conducting the study of books, literature, notes, and various reports relating to boarding policies in apostate encouraged function. The next discussion is to analyze the policy's no. 18 year 2019 law on boarding schools, particularly the chapter chapter on empowerment fu

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Panadero, Ernesto, and Filip Dochy. "Student self-assessment: assessment, learning and empowerment." Assessment & Evaluation in Higher Education 39, no. 7 (2013): 895–97. http://dx.doi.org/10.1080/02602938.2013.871412.

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Kretz, Lisa. "Emotional responsibility and teaching ethics: student empowerment." Ethics and Education 9, no. 3 (2014): 340–55. http://dx.doi.org/10.1080/17449642.2014.951555.

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Purcell, Margaret A. "Student Empowerment in the Nonprofit Management Classroom." Journal of Continuing Higher Education 63, no. 3 (2015): 193–98. http://dx.doi.org/10.1080/07377363.2015.1085950.

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Neng Lilis, Silvia Fitri, Lutfiani Azhar, Zulfa Nafisa, and Dita Fitria. "PESANTREN POLICY MANAGEMENT IN STUDENT EMPOWERMENT FUNCTIONS." Managere: Indonesian Journal of Educational Management 3, no. 3 (2021): 152–59. http://dx.doi.org/10.52627/managere.v3i3.98.

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The study will discuss boarding policies for implementing its function as an empowering institution. The research was intended to find out how pestuous boarding policies are particularly interesting and to see how high the policy is. The research method used is the library research method that is a data gathering technique by conducting the study of books, literature, notes, and various reports relating to boarding policies in apostate encouraged function. The next discussion is to analyze the policy's no. 18 year 2019 law on boarding schools, particularly the chapter chapter on empowerment fu

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Chaudoin, Kristin F. "The Reflective-Thinking Method and Student Empowerment." Speech Communication Teacher 11, no. 2 (1997): 9–10. http://dx.doi.org/10.1080/29945054.1997.12289496.

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Cuellar, Marcela G., Vanessa Segundo, and Yvonne Muñoz. "Assessing Empowerment at HSIs: An Adapted Inputs-Environments-Outcomes Model." Association of Mexican American Educators Journal 11, no. 3 (2018): 84. http://dx.doi.org/10.24974/amae.11.3.362.

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Hispanic-Serving Institutions (HSIs) play a critical role in advancing postsecondary access and success for Latinx students. Scholarship has begun to examine how HSIs influence Latinx student experiences and outcomes, yet much remains to be explored. In an effort to inform future research of Latinx students at HSIs, we argue that student experiences and outcomes should be based on notions of empowerment given the historically marginalized status of this group. We propose a model to guide assessment on Latinx empowerment at HSIs, which builds on the Inputs-Environments-Outcomes (IEO) model (Ast

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Zulfikar, Zulfikar, Amilia Zakiyatuz Zahro, and Izzatul Abidah. "An index of student learning enthusiasm based on digital learning empowerment during the Covid-19 in Gondangmanis Village." Community Empowerment 7, no. 2 (2022): 261–71. http://dx.doi.org/10.31603/ce.4517.

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During the Covid-19 period, digital learning is the last option, and it is causing concern among parents about the possibility of student learning returning to normal. According to the findings of the community survey, parents faced numerous challenges, as evidenced by students' decreased enthusiasm for learning. Based on the existing issues, community service activities in the Gondangmanis village are required, as well as intensive assistance in developing student interest through online learning empowerment. According to the results of the student ability assessment, 90% of the students are

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Tan, Yaqun, and ROSALIE D. MERIALES. "Assessing the Relationship between School Culture and Student Empowerment: Basis for Students’ Transformational Leadership Program." International Journal of Education and Humanities 16, no. 2 (2024): 131–36. http://dx.doi.org/10.54097/cp0wcc64.

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This study evaluated the relationship between the school's culture and its commitment to student empowerment, which served as the foundation for the students' transformational leadership program and other school-wide activities that focused on student empowerment. The researcher utilized a descriptive, comparative correlational approach, with the objective of obtaining a thorough comprehension of the associations among school culture, empowerment of college students for transformational leadership, and the efficacy of leadership training programs and was participated by was participated by the

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K, Kanmani, Kishore P, Krena Keerthi Sweety. P, and Kameswaran S. "To Assess The Effectiveness of Student Empowerment on Healthy Lifestyle Practices Among Students at SRM College of Nursing, SRMIST, Kattankulathur, Chengalpattu DT." Journal of Neonatal Surgery 14, no. 4S (2025): 1289–303. https://doi.org/10.52783/jns.v14.1951.

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Healthy lifestyle practices endeavor to prevent diseases and illnesses and to enhance an individual's general health. Today's health problems are primarily caused by inactivity and poor lifestyle. While it is true that living a healthy lifestyle can reduce mortality and disease rates, research on large populations of people shows that living a sedentary lifestyle raises the risk of a number of chronic illnesses. Adolescent students' physical activity and diet are assessed using the scale for healthy habits built in this context. The proactive handling of one's own health is regarded as health

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Albedaiwi, Sultan Abdulaziz. "Teach Smarter, not Harder: A Call for Empowering EFL Teachers with Strategies to Activate Learner-Centeredness." World Journal of English Language 12, no. 7 (2022): 76. http://dx.doi.org/10.5430/wjel.v12n7p76.

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Learner empowerment entails making them autonomous in both learning and living and this is also the fulcrum on which the post-pandemic educational paradigm rests. Teachers in the contemporary times are required to train their students on the strategies of lifelong learning and become self-learners. Therefore, this study aims to gauge the perceptions of 110 EFL teachers at Qassim University on their level of motivation and empowerment for their B.A students. The study also establishes correlation between motivation and student empowerment. A quantitative research design is applied here to achie

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Maspul, Kurniawan Arif. "Nurturing Student Growth and Empowerment through a Poetry-Rich Classroom." Eduscape : Journal of Education Insight 2, no. 1 (2024): 1–10. http://dx.doi.org/10.61978/eduscape.v2i1.130.

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This enthralling exploration digs into the transforming influence of a poetry-rich classroom, revealing a plethora of advantages that educators may use to support student growth and empowerment. Students are given a dynamic platform for creative expression, intellectual advancement, and profound self-discovery when poetry is integrated into the educational environment. Students gain linguistic competence, critical thinking abilities, empathy, cultural understanding, and self-confidence through poetry. The structured poetry writing workshop method emerges as a catalyst for active engagement and

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