Emotional regulation and attaention control among high school students

The prevalence of internalized and externalized disorders is increasing among adolescents. The mental disor –
ders may be related to the deficit of emotion, attention, and behavior control. The aim of our research was to
examine the occurrence of internalizing and externalizing symptoms in relation to emotion and attention control. Our youth study was performed in the spring of 2016 in Makó. By random selection, a total of 1245 participants were included in the sample, with a mean age of 16.15 years (standard deviation = 1.85 years). Data collection was based on self-administrated questionnaries. According to our results, the higher prevalence of internalizing and externalizing symptoms correlates with the difficulties of emotion and attention control. Particularly among girls a significant lack of regulation and prevalence of internalization problems were more characteristic. Our research draws the attention to the need of developing emotional and cognitive skills of young people, which can be the key towards the maintenance of mental health.

Keywords: emotional regulation, attention control, internalization, externalization

12
Dec 2018
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Opinions on school gambling. A disciplinary hearing at the end of the nineteenth century

The subject of the present paper is school discipline as represented from the perspective of the history of pedagogy, by describing an actual case of disciplinary misconduct taken place in 1899 at the Hungarian Royal State College of the 1st district. The students who were found to have misconducted went regularly to coffee houses and gambled, which qualified as a serious offence, thus, did not pass without consequences. The aim of the paper is to reveal the events leading to the disciplinary misconduct and the procedure following it, as well as describing the practical features of the moral education taking place in the given institution, put in a broad context pedagogical and cultural history. During case analysis, document analysis serves as my surveillance method; then I use different types of quality analysis (descriptive and interpreting analysis) to process the available sources; I reconstruct the history of the evolution and the elimination of school gambling. The case study illustrates that the aims and actions of school criminal procedures reflect those of the effective social regulative mechanisms. The primary goal of a school disciplinary procedure is correction, the alteration of student behavior, rather than punishment or retaliation. The penalties focus on the possibilities of controlling the students as well as preventing the reccurrence of future offenses. The disciplinary regulations urging the establishment of permanent monitoring and the peculiarities of the disciplinary procedure can be paralleled with the aims and actions of the modern discipline and punishment described by Foucault.

Keywords: discipline, punishment, teacher’s role interpretation, family image

12
Dec 2018
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Mapping Disability Content in the Hungarian National Core Curriculum

Creating and introducing syllabi in formal schools to educate young people into an entire and unprejudiced understanding of the real world of people with disabilities is an important task of the inclusive educational studies. Preamble these syllabi into formal education strongly depends on the curriculum factors. The research aimed at identifying and critically analysing the presence of disability as curriculum content in the Hungarian National Core Curriculum (HNCC) using content analysis. The content analysis was based on the location, frequency, and semantic context of the keywords connected to the explicit description of disability and the implicit content (related to disability). Findings revealed that disability as curriculum content is presented in HNCC, but it appears in different proportions in curricular areas and education levels. Acceptance, respect for human rights and the development of helping behaviour for people with disabilities are important educational goals in HNCC. These educational goals are included in a number of cultural areas of the curriculum. The results of examining Nat’s disability-related curriculum content suggest that the curriculum would require a clearer and more pronounced disability-related curriculum content in the fields of educational areas and agestages as well.

Keywords: disability-related curriculum content., disability concept, Hungary, National Core Curriculum

12
Dec 2018
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Visual Grounded Theory in analysis of pedagogical spaces

The main objective of this study is to give an insight into the multifunctional nature of pedagogical space types and to point to the applicability of Visual Grounded Theory (VGT) in educational research. The analysis is based on Mey and Dietrich’s Visual Grounded Theory hence it applies contextualization, description, segmentation, memo-writing, coding, establishing categories and integration of photo and text categories with photodocuments created with autophotography. Results show the appearance of the functional space-model of schools including individual and public space, personal space, learning space, recreational space, that of pedagogical interactions and communication.

Keywords: autophotography, pedagogical space, Visual Grounded Theory

12
Dec 2018
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Systematic literature review in teacher education research – the use of video stimulated recall methodology

Reflective pedagogical thinking is a significant and relevant research area of the international educational science (Creswell, 2014; Polat, 2015) as well as the Hungarian educational sciences. Reflective thinking became a fundamental component of the pedagogical sciences, teacher education and teacher evaluation system. However, this field is still lacking thorough empirical studies and SLR examining the use of VSR. Therefore, as part of an extensive research our aim was to examine the potentials of VSR for investigating novice / trainee teachers’ professional development over the past four decades. Our investigations revealed that pedagogical reflective thinking is not only a current field of the international educational science, but it is also characterized by methodological diversity. Many aspects of the pedagogical development can be examined with VSR such as pedagogical decision making (Byra & Sherman, 1993), classroom interactions and actions (Kwo, 1994), prior experiences (Powell, 1992) as well as the continuous pedagogical development (Freitas, Jiménez & Mellado, 2004). This study presents the conceptual and historical foundations of the VSR methodology and the findings of our SLR focusing on the characteristics and use of VSR in teacher education. This particular study will summarize the aims and findings of the examined studies, and our next study (see: lapszám) will present the used methodologies.

Keywords: early career development, teacher training, reflective thinking, systematic literature review, stimulated video recall (VSR)

Thee interpretations of childhood: the developmental paradigm and the new sociology of childhood

This study aims to reveal the theoretical interpretations of childhood by focusing on the two thematic aspects
– rooted in sociology – of childhood studies. Those theories that focus on the developmental stages of children, and aim at identifying and describing these phases are called the developmental models of childhood. In the second half of the 20th century, there was a paradigm shift, and the new Emergent Paradigm revealed the importance of social, cultural and historical context in childhood interpretations. The aim of this study is to present that the two paradigms of childhood studies basically frame the social constructions of childhood in the 21st century.

Keywords: childhood studies, dominant paradigm, new sociology of childhood

12
Oct 2018
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Grade 5 and grade 6 students’ knowledge of national symbols – results of a computer-based assessment

Developing students’ national identity is a developmental goal in school curricula, however we have scarce in-
formation about students’ national identity. Our study aimed to assess their test performance related to na –
tional symbols, knowledge associated with national identity. National symbols are parts of the national cul-
ture, they are persons, events, places and artworks appearing in historical narratives. We gathered national
symbols form school curricula through several steps and used them to develop a test. Our results showed that
the test proved reliable, students achieved 64.78% on average. Older students performed better, no gender
differences were found. Pupils’ strength of national identity was also assessed. Grade 6 students showed had
weaker identification, no gender differences were found. The connection between test performance and the
strength of identification was also investigated. There is significant connection between the variables, but the
correlation coefficients are low. Test performance is related to students’ satisfaction with their school perfor-
mance indicating that the test assessed knowledge appearing in the curricula. We used computer-based as-
sessment and gathered data about pupils’ test behaviour. No connection was found between test perfor-
mance and time on test, however time is significantly correlated with the general liking of school. This out –
come confirms that time is rather influenced by attitudes then students’ knowledge. Our study is the first step
to investigate the role of school in the process of national identity development.

Key words: elementary school, knowledge assessment, citizenship competence, national identity, com-
puter-based assessment

12
Oct 2018
AUTHOR
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The Musical and Linguistic Quaalifikcations of Students Participating in Higher Education Majoring as Soloists in the Light of a Quaestionnaire Research

Our study is working on a subdivision of a comprehensive research about singing in the original language. First
we give an overview about the language and musical skills of students participating in today’s Hungarian
higher education as soloists are affected by what sociocultural background and how. Then we are going to see
what languages, in what frameworks and how efficiently students study. In the end, we are going to explore how the institutional linguistic trainings relate to the interpretational expectations of singing in the foreign
language. We made the students’ questionnaire in 2017 and processed the results with quantitative tech-
nique. The students from six higher educational institutions were the respondents (N=90). From the anonym
responses a database was created with the help of SPSS 19. Programme, percents and averages were used.
The results of our research justified our presuppositions that refer to the effects of students’ demographical
and social background because these variables (parental education, economic capital, type of the settlement)
essentially form the chances of learning music and languages. In connection with language preferences, ac-
cording to our expectations, we found that the students’ age is a strong determining factor. Students from the
younger age concentrated on studying English. They studied Russian, French and Spanish in a minimum extent
while there are significantly fewer students studying Italian and German for a shorter time. Therefore students’
language preferences are not in accordance with the interpretational expectations of singing in the original
language. As the main body of vocal literature is composed in these languages, its institutional education
would require a more effective development of the language training component of the soloist students’ train-
ing.
Keywords: linguistic qualification, musical qualification, students, higher education

12
Oct 2018
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The educational benefits of „Draw a Person with disability” test

The aim of the research is to reveal the hidden dimensions of attitudes towards disability with projective drawing tests. Encountering with someone with disability can be an overwhelming experience in which a wide range of intrapersonal conflict can be present. Thus, it is difficult to express these encounters with verbal narratives, especially, because expressing negative feelings and thoughts about disability are against the social norms and rules. Authors studied 116 drawings: they asked different professionals and examined the emerging patterns in the light of related literature. There were different categories established according to the personal engagement of the author of the drawing from the schematic stick-figure to the complex and symbolic narratives. The authors identified many signs associated with different stereotypes of disability, such as social isolation, subordinated, childlike or equal social status, roblem-centered or person- centered approach. Because of the complexity and different layers of a drawing the narrative of the author is necessary to understand the picture. The main benefit of this test for educators and researchers is to providing opportunity to express someone’s attitude towards disability in its complexity and helps to reveal and verbalize hidden or difficult narratives as well.

Key words: projective drawing test, attitude measurement, disability, disability awareness

15
Jun 2018
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Access to Higher Education for persons with disabilities in Scotland

Within the broad field of disability studies, this paper specifically focuses on the enablers and barriers, students with disabilities face in access to higher education. The paper showcases the Scottish consultation regarding fitness to practice and access to higher education which is substantially different from many practices. The consultation has a special significance because it can be interpreted as a paradigm shift in the practice of providing access for people with disabilities to higher education. The main difference in the Scottish consultation that fitness to practice has been considered as a social barrier in access to higher education. The investigation of fitness to practice focused on the disability equality duties, questioning if it does discriminate against people with disabilities. This paper presents the main elements of the Scottish consultation, including the antecedent of the statutory changes (what has generated the legislative changes) and briefly summarizes the changes of the legislation. The paper includes a brief overview of the Hungarian literature where similar dilemmas have been raised. As a conclusion, the Scottish approach to access to higher education essentially can be interpreted which follows the human-rights based approach to disability, and fundamentally different from the practice commonly used today in most countries, where determination of fitness to practice is essentially based on medical, health-based information (medical model of disability).

Key words: access to higher education, students with disabilities, fitness to practice

15
Jun 2018
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