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1 – 3 of 3Zamira Hyseni Duraku, Linda Hoxha, Jon Konjufca, Artë Blakaj, Blerinë Bytyqi, Erona Mjekiqi and Shkurtë Bajgora
This pilot study aims to examine the prevalence of test anxiety and its interplay with attitudes, confidence, efficacy, academic performance and socio-demographic factors within…
Abstract
Purpose
This pilot study aims to examine the prevalence of test anxiety and its interplay with attitudes, confidence, efficacy, academic performance and socio-demographic factors within the domain of science, technology, engineering and mathematics (STEM) courses.
Design/methodology/approach
The authors employed a quantitative, cross-sectional design with 549 sixth-grade students from public lower secondary schools in Prishtina, Kosovo, using the Student Attitudes Toward STEM Survey (S-STEM) for middle/high schools and the test anxiety questionnaire.
Findings
Over 70% of Kosovo's sixth-grade students reported moderate to severe test anxiety. The age of students was found to be inversely related to academic performance in STEM. The father's employment was associated with favorable STEM attitudes, confidence, efficacy and academic performance. Having a personal study environment was connected with favorable STEM attitudes, confidence and efficacy in STEM, whereas access to technology was associated with positive academic performance. Test anxiety, academic performance and personal study space predicted students' attitudes, confidence and efficacy in STEM and 21st-century learning.
Practical implications
Educational institutions should prioritize student well-being. By addressing test anxiety, these institutions can create supportive learning environments that improve attitudes, confidence and efficacy in STEM fields. These efforts are crucial for STEM career development and student success in the 21st-century workforce.
Originality/value
The current study findings contribute to a deeper understanding of the factors influencing STEM student engagement and performance, highlighting the importance of addressing test anxiety for positive learning outcomes while emphasizing the need to consider socio-economic and contextual factors in education.
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Katharine Smales, Annemaree Lloyd and Samantha Rayner
This study explored whether the creation of an illustrated picturebook could explain the terms and practicalities of participatory, multi-method qualitative research to children…
Abstract
Purpose
This study explored whether the creation of an illustrated picturebook could explain the terms and practicalities of participatory, multi-method qualitative research to children aged four to eight years and their parents/carers, creating conditions to seek agreement to their participation, by using an age-appropriate design whilst adhering to ethical guidelines. The purpose of this paper is to explore how this was done addressing these issues.
Design/methodology/approach
Drawing on the researcher's previous professional experience working in children's publishing and taking an innovative and collaborative approach to giving information to child and parent/carer co-researchers, the researcher and an illustrator created a picturebook both as an eBook and a paperback book to recruit and explain research and co-researchers’ roles to young children and their parents/carers.
Findings
The picturebook successfully recruited 30 children and their parents/carers. Other children expressed their wish not to participate. These findings suggest that greater consideration should be given to the ways information is given to potential research participants, particularly the visual, material and paratextual elements of the information sheets and consent forms routinely used in research.
Originality/value
This paper offers insight into the publishing practicalities of creating innovative ways of giving information about research participation to children and parents/carers and how these ways might foster rich data collection.
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Angélica Pigola, Priscila Rezende da Costa, Naiche van der Poel and Franklin Thiago Ribeiro Yamaçake
The purpose of this study is to analyze the systematic relationships among dynamic capabilities in startups’ survival.
Abstract
Purpose
The purpose of this study is to analyze the systematic relationships among dynamic capabilities in startups’ survival.
Design/methodology/approach
This study is based on a systematic literature review on dynamic capabilities related to startups’ survival, following the content analysis approach.
Findings
This study presents four different perspectives of analysis about dynamic capabilities from resources exchange and business factors that meet needs of startups' survival. It also points out new area for future research in this field. In doing so, this study differentiates itself by its approach not limiting dynamic capabilities research and enriching entrepreneurs' capability theory.
Practical implications
By indicating an evolution of dynamic capabilities theory among tangible and intangible resources exchange in a more favorable adaptation to startups growth, this study boosters and contributes to the society, economy in general and to the science of business management in various perspectives such as overcoming cognitive barriers, entrepreneur’s commitment, innovation capabilities and knowledge capacity of startups.
Originality/value
This study amplifies dynamic capabilities vision in startups’ survival as one of the main sources for growth in this type of organizations. It also develops a deeper understanding about new avenues for dynamic capabilities theory among tangible and intangible resources exchange.
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