International Journal of Studies in Psychology

Preschool teachers' simultaneous use of L1 and L2 with dual language learners to bridge L1 to connect with L2: Evidence from Ghana

2024-06-25T18:51:35+02:00

This study examined the degree to which preschool teachers' simultaneous use of L1 and L2 pedagogical practices support Akan (L1) and English (L2) dual language learners’ linguistic development at the kindergarten level in Ghana. Using a pre-test-posttest experimental design, the study investigated teachers’ responsive practices that facilitate the connection from L1 to L2. The experimental group taught by teachers with linguistic responsive practices, such as reading books concurrently in L1 and L2 to children, reading poems to expose children to sounds of L1 and L2, utilising dual language learners' L1 language as resources in the learning process and encouraging higher level thinking in both L1 and L2, outperformed the control group taught with only L2 with no linguistic responsive practices. There was a significant difference observed in the scores for the experimental group (M= 80.10, SD= 5.753) and the control group (M= 56.24, SD= 8.304) for all the five measurement constructs at t(198)=23.62 ,p<0.001. This supported the evidence that when L1 and L2 are simultaneously designed for dual language learners at the preschool level, it facilitates the bridging of L1 to connect with L2.

Students’ perceptions of psychosocial support services at a selected university in Masvingo, Zimbabwe

2024-06-25T18:47:13+02:00

This study determines students’ perceptions of psychosocial support services at a university. A case study involving a single university in Masvingo was conducted. Ten participants (five males and five females) were purposively selected from a university in Masvingo. Interviews and focus group discussions were used as techniques for data collection. Thematic results indicated the presence of psychosocial support services such as peer counselling, peer education, pastoral counselling, academic counseling, health counselling, and support groups. Gender differences in the perceptions of psychosocial support were also noted. The results showed that students spend most of their time on campus. This study recommends that universities should make effective and accessible psychosocial support services for the students’ well-being, and peer counsellors and educators should be trained to support other students.

Employees’ behaviours as compliance, resistance, and their relationship with the professional quality of life while facing organisational change

2024-06-25T18:40:35+02:00

Organisational change is significant for sustaining justifiable competitive benefits and development in today ‘s fast-changing business. Employees are an organisation asset, while organisational change positively and negatively impacts employees' behaviours. The study investigates the employees’ reactions to compliance, resistance, and their relationship with the professional quality of life whenever they face organisational change. This study employed a quantitative approach through a correlational research design. Four hundred (N=400, 212 males and 188 females) employees were selected and stratified from four organisational sectors in Lahore, Pakistan. Compliance to change scale, Resistance to change scale, and Professional quality of life questionnaires were administered to employees as data collection techniques. The results indicate that compliance positively correlates with compassion satisfaction, while the inverse relationship with secondary traumatic stress. When secondary traumatic stress and burnout predict resistance, compassion satisfaction has a negative prediction with resistance. It is recommended that the organisations plan competitive policies and relevant technical courses before the successful implementation of organisational changes, which increases the professional quality of life and compliance in employe by avoiding resistance.

Factors improving the beginner teachers’ professional identity in induction at schools in Thobo Thabo Mofutsanyane.

2024-06-25T07:41:58+02:00

This study explored the factors that improve the beginner teachers’ professional identity during an induction programme. It adopted a qualitative approach, drawing on survey and interview data from beginner teachers in the Thabo Mofutsanyane district, Free state, South Africa. The data were analysed through thematic analysis. The findings show various factors could improve the beginner teachers’ professional identity in induction programme such as This study recommends strengthening induction programmes to help beginner teachers in dealing with the existing challenges as they develop their professional identity.

Causes and curbing strategies for students’ conflicts in higher learning institutions in Nigeria

2024-06-25T19:03:00+02:00

This study examined the causes and strategies for curbing student conflicts in Nigeria's higher learning institutions. A descriptive survey design was adopted, and a stratified sampling technique was employed to select six higher institutions. An appropriate sampling technique was used to sample 650 students from the selected institutions in Nigeria. This study employed a questionnaire adapted from Ambrose and Veronica and Kenand Liu, and its validity and reliability were acceptable (0.62). It used ANOVA and t-test statistical tools to test the null hypotheses. The findings revealed a significant difference in the sources of students’ conflicts based on institution type. There was no significant difference in the strategies adopted for curbing students’ conflicts based on institution type. There was no significant difference in the sources of students’ conflicts based on gender, and there was no significant difference in the strategies adopted for curbing students’ conflicts based on gender. This study recommended that appropriate curbing techniques be adopted to eliminate student conflicts.

Understanding educational systems: Parents’ challenges in marketisation of education

2024-07-02T08:37:37+02:00

Running schools like business entities in many countries have taken centre stage. This practice has been going on unabated despite the seemingly myriad challenges faced by parents’ understanding of the educational systems due to the marketisation of education. This study explored the parents’ challenges in understanding the educational systems due to the marketisation of education. The marketisation of education kick-started by applying market forces to the field of education. This study adopts a qualitative approach through a case study research design. Twenty parents were selected from the district's primary schools and interviewed for data collection. This study unearthed that the education system is one such tool for perpetuating class divisions and social inequality. The education system in Zimbabwe is heavily underfunded, particularly public government and council schools. Some schools in the district under study, particularly those in the high-density areas, post worrisome results in public examinations. Parents rarely investigate why their local schools perform poorly in public examinations. If they do so, they find fault in the teachers’ competence and commitment to duty. Rarely do parents admit that they are failing to play their part.

Exploring parental understanding of gender diversity in high schools – literature-based study.

2024-08-05T21:05:03+02:00

For a long time now, high school trans learners have been subject to discrimination because their gender identity does not align with the gender assigned to them at birth. This study explored how parents' understanding of gender can promote gender diversity in high schools. Parents' reactions to their children ‘coming out’ as transgender were used as a proxy to determine what parents' understanding of gender is and whether they can promote gender diversity in high schools. This literature-based study draws from the literature review chapter of a doctoral thesis. The literature search for this study was carried out using various databases, such as EBSCOhost, ScienceDirect, and SABINET. Additional literature searches were completed using the University of the Free State’s online and physical libraries. The findings of this study show a trend of parents taking an affirming stance towards transgenderism and inclining to challenge the established binary systems of gender. However, more studies are needed in the South African school context to explore parents' understanding of gender more deeply.

Exploring psychosocial challenges of pregnant and parenting student mothers at a university in Ghana: A dilemma between discontinuity and moving on

2024-08-15T10:49:32+02:00

This study explored the psychosocial challenges of pregnant and parenting student mothers at a University in Ghana. It adopted a qualitative phenomenological research approach underpinned by an interpretive paradigm. Participants involved pregnant and parenting student mothers pursuing degree programmes during the 2023/2024 academic year. Twelve participants were selected through purposive and snowball sampling techniques. This study employed in-depth semi-structured interviews and observation for data collection. Thematic results indicated that pregnant and parenting student mothers face various psychological challenges such as stigmatisation, discrimination, guilt feelings and low self-esteem, and difficulty with concentration and learning. They revealed that pregnant and parenting student mothers cope with these psychosocial challenges by avoiding contact with other students, prioritising and planning, and making sacrifices as coping strategies and making sacrifices. The study concludes that pregnant and parenting student mothers pursing higher degrees at the university are fraught with numerous psychosocial challenges emanating from colleagues, friends, and lecturers. It further concludes that pregnant and parenting student mothers adopted avoiding contact with other students, priortising and planning and making sacrifices coping strategies. It is recommended that school counsellors should organise group guidance for pregnant and parenting student mothers to enable them to cope with their situation. This would help the smooth integration of pregnant and parenting student mothers and improve their psychological outcomes, which may enhance their academic pursuits.

Psychological impacts of the April 15th armed conflict in Sudan: A cross-sectional study

2024-08-15T10:53:16+02:00

This study examines the psychological repercussions of the April 15th conflict in Sudan, addressing a gap in existing literature on severe mental health issues in post-conflict settings. It emphasises the impact beyond individual experiences, highlighting broader societal dynamics and the need for culturally tailored mental health interventions. This study used a quantitative approach through a cross-sectional design. This study analysed online survey responses from 134 participants (61.9% male, 32.1% female; Mean Age = 26.66, SD = 4.67). It employed the Arabic version of the Lovibond and Lovibond (1995) DASS-21 questionnaire. The findings reveal significant psychological impacts, with "extremely severe" levels of anxiety, depression, and stress. Underscoring the urgent need for comprehensive mental health strategies in post-conflict recovery efforts in Sudan.

Paradox of materialism: Exploring the complex relationship between consumption and well-being

2024-08-15T10:35:13+02:00

Abstract—This study critically examines the complex relationship between consumption and well-being, emphasising the limitations of materialism and exploring alternative avenues for achieving lasting happiness. While material consumption may offer temporary satisfaction, it ultimately falls short of providing long-term well-being. Drawing from a wide range of empirical evidence and theoretical perspectives, this study argues that true and enduring happiness is more effectively attained through the pursuit of intrinsic values, meaningful relationships, and experiences and through sustainable and mindful consumption practices. Concepts such as hedonic adaptation and the broaden-and-build theory of positive emotions are discussed to explain why experiences and non-materialistic values contribute more significantly to sustained satisfaction. The study also delves into the societal implications of rampant consumerism and economic disparity, advocating for policy interventions prioritising human well-being over economic growth. Through a comprehensive analysis, the study offers insights into fostering a more fulfilling and sustainable approach to living, both on an individual and societal level.

Optimising resources allocation in implementing school counselling programme at schools in the Ohangwena region

2024-09-20T09:25:42+02:00

This study investigated the provision of resources for implementing a school counselling programme from the perspectives of selected stakeholders. It employed a qualitative approach, which is framed within an interpretive paradigm. Thirty-five participants were involved: learners, principals, teacher-counsellors, and parents, and they were selected from schools in the Ohangwena region. In-depth semi-structured interviews and focus group discussions were used to gather data. Thematic results revealed that teacher-counsellors had no counselling rooms to conduct individual counselling, no separate budget for school counselling programme, and that file cabinets and display boards were only available in very few schools and were inadequate school-counsellor in schools. Learners’ fear being mocked by others due to a lack of privacy. Thus, this study recommends that the government allocate a budget for school counselling programmes and post teacher-counsellors to schools where vacant posts are not yet filled. A lack of teacher-counsellors can result in students struggling with emotional and psychological issues without proper support. This can cause depression, anxiety, substance abuse, and behavioural issues. A lack of teacher-counsellors can result in learners struggling with emotional and psychological issues without proper support.

Collaboration: The Key for Creating Conditions Conducive to Academic Performance of Children with Physical Disabilities in Lesotho Schools

2024-09-08T15:19:22+02:00

Creating a positive and conducive learning environment for learners, particularly for children with physical disabilities (CwPDs) and other vulnerable children, is a major call for collaborative school boards, and this is evident in the education policies and conceptual frameworks nationally and internationally. This study explores the collaborative school board members’ creation of conditions conducive to the academic performance of children with physical disabilities in primary schools in Lesotho. A qualitative approach and interpretive paradigm were adopted for this study through a case study design. Ten participants were selected purposively from two primary schools in the Maseru district, and semi-structured individual interviews for data collection. The findings further revealed that CwPDs become more engaged within a supportive learning environment when school boards respect and appreciate their responses. Findings also revealed the challenges in creating a conducive learning environment for CwPDs, such as overcrowded classrooms, lack of collaboration between teachers and school boards, lack of mobile clinics for everyday referral, and inappropriate resources for learners’ type of disability. This study recommended the Ministry of Education and Training provide ongoing professional development training for new school boards to employ collaborative leadership strategies and skills that increase student engagement and, ultimately, improve the academic achievement of CwPDs in primary schools