Search results

The purpose of this article is to investigate factors related to the time students spent on remote activities during the coronavirus (COVID-19) pandemic in 2020. Specifically, it analyzes whether the school’s relationship with the family and the guardians’ support are associated with longer study times for children and youth.

This was performed using an ordered logit model on data from two waves of the survey Remote Education in the Perspective of Students and Their Families (PENP) with a nationally and regionally representative sample of Brazilian public school students.

Results show the importance of contact between the school and the family and, to a greater extent, the direct support of parents or guardians. The odds of learners spending more hours studying increase 36% when schools provide guidance for parents and guardians; in turn, when they provide support for students during activities, these odds increase 144%.

Moreover, students spend more time doing school activities in the later years of elementary school, high school and when they attend a state school.

The rapid emergency remote teaching has moved informal learning programs online including makerspaces, which has created an opportunity for harnessing the benefits of virtual makerspaces. This study reports on findings from three club designers and facilitators’ reflections on a fully virtual maker club offered in the summer of 2023. This paper aims to inform practitioners of the potential challenges and strategies to resolve various issues.

Reflective video journaling was conducted by facilitators. Videos were transcribed and analyzed for observations, learning events, challenges and strategies.

Findings present strategies adopted to address problems during implementation and a checklist for practitioners. The problems are associated with the learning environments, technology tools and student participation. The authors adopted in-the-moment and short-term strategies to tackle the problems and long-term strategies that bear implications for future virtual makerspaces.

This paper can provide direct guidance to practitioners in schools, libraries, museums, etc., who plan to offer informal collaborative learning for children online. It prepares practitioners for the potential challenges and equip them with concrete strategies and questions.

Fully virtual makerspaces have the potential to reach a wider range of audience.

To the best of the authors’ knowledge, this paper is the first to report the reflective findings on a fully virtual makerspace club that comprehensively covers challenges and strategies before, during and after the club, which has direct implications for future offerings of such programs.

This study aims to examine the contribution of informal encounters outside the school walls between local Israeli families from “Waldorf Education” and immigrant families from Africa from formal state education and explore the consequences of these encounters on the development of lifelong learning competences. Research questions are as follows: In what way do non-formal encounters lead to the development of lifelong learning ability? What are the challenges and consequences of non-formal activity for research participants, families and educators from the pedagogical, social and personal perspectives?

The research uses a qualitative-interpretive case study approach that allows for in-depth observation of the phenomenon within the context of reality to understand the case, a non-formal encounter between two groups of parents from different cultures, languages and educational attitudes. In this case study, it is possible to generalize from the local to the global and examine processes, actions and behaviors in the studied case (Creswell et al., 2018; Yin, 2009). This empirical study allows description, analysis, understanding and explanation of the challenges and actions in organizing and holding non-formal encounters from personal experiences as a first source.

The analysis of the data brought up two main categories that represent the actions and insights from the non-formal encounters for developing lifelong learning competences: create a personal dialogue to strengthen trust and confidence; foster parental involvement. Non-formal encounters between families from different cultural-social backgrounds may promote lifelong learning competences such as tolerance, inclusion and openness. However, external intervention by a social association is required to organize, support and operate them.

The research’s limitation was that it was conducted in the country’s center. Therefore, the findings must be considered in the context in which they are presented and not generalized to other regions or communities from other cultures in Israel and the world. A few limited encounters may affect the author’s interpretation of the study data. In addition, expressions of “social desire” that may be expressed in interviews must be considered.

This study emphasizes social activism. Despite all the differences and tensions, creating an equal space in the families’ encounters is essential for lifelong learning. The immigrant parents participated in decision-making, the stages of organization and the activities themselves during the encounters. This partnership strengthened their commitment and responsibility. Because they are a powerless minority group, it should not be assumed that two encounters will improve their self-confidence. The proof is that fewer participants came to the last encounter. Education experts must maintain consistency and continuity in forming partnerships with immigrant families over time and as part of lifelong learning.

The non-formal encounters between the two groups of families create an atmosphere of equality: all are parents of children seeking to inculcate humane and social values. The collaborative atmosphere contributed to the understanding that closeness overpowers distance. Everyone is troubled by similar issues of parenting, enjoyment of children, nutritious food and a shared desire to be good citizens while maintaining tolerance, reciprocity and respect.

Non-formal encounters are actively performed to create belonging when the “others and we” join together for the community and the children. This is an extensive, open and accessible platform for strengthening social consciousness and understanding the connection between teaching, culture and society to promote equality in education. This study will allow schools to expand the boundaries of communication with parents and initiate additional activities with other social groups to foster children’s integration. It will enrich the academic knowledge about connections and communication of educators, families from Israel and immigrant families in developing a partnership in the school to promote lifelong learning.

Academic procrastination, characterized by the act of postponing the completion of an assignment, is a prevalent behaviour observed among students worldwide and has significant consequences for academic achievement. This study investigates the influence of academic procrastination on academic achievement in university students. This study also determines the mediating effect of locus of control and the moderating effect of parental involvement on the relationship between academic procrastination and academic achievement.

This work utilized a cross-sectional and causal research design. The study used a survey in English to obtain responses from university students within the Northern Indian Region. The study received 539 responses from participants and 507 were used after data cleaning. This study used structural equation modelling using AMOS 25.0 for hypothesis testing.

The regression analysis using structural equation modelling showed that the external locus of control leads to academic procrastination, whereas the internal locus of control negatively affects academic procrastination. In addition, academic procrastination negatively influences academic achievement, emphasizing procrastination’s adverse effects on students’ performance. Moreover, academic procrastination mediates and parental involvement moderates the association between locus of control and academic achievement.

The present study investigated a unique conceptual framework involving locus of control, parental involvement, academic procrastination and academic accomplishment. The study makes an essential contribution to educational psychology and also enhances earlier theoretical frameworks concerning antecedents of academic accomplishments in university students.

The study aims to address the educations needs of Indonesian children living in plantations in Sabah and provide recommendations to the relevant stakeholders. Data was collected between January and March 2023 to identify and address the issues in relation to providing education for children living on plantations in Sabah. Specifically, children of Indonesian migrant workers.

The research was both a doctrinal and qualitative study that encompassed in-depth interviews with migrant workers of Indonesian nationality who have children living with them in palm oil plantations in Sabah and local managers of the plantations. Data was collected from the commissioning plantation, where the children have yet to go to school and two other plantations with school-going children. The doctrinal component involved the analysis on international and domestic laws.

Through the research, ways of enrolling migrant children in schools were determined including within neighbouring plantations, impacting the lives of children residing in the commissioning estate.

The research was fraught with difficulties. Gaining the trust of palm oil plantation owners was key and this took some time. Time in essence was a limitation as time taken for interviews is time taken away from the migrant workers employment.

The commissioning estate has already secured the provision of education for the children of the estate. The research is impactful as it has facilitated this development.

The hope is that more estates will allow for academic researchers to come in and provide systematic and constructive feedback on how things could be improved for children living in plantations.

Gaining trust and garnering data not only from migrant workers but also the managers provide novelty in the research. The views of the management side of things have not always been successfully acquired in the past.

Drawing on the time compression diseconomies perspective and business network theory, this study examines how the international expansion of a business group’s pace, scope and rhythm affects its performance.

Panel data (1999–2013) from the top 100 Taiwanese business groups investing in globalization were collected.

The results show that international pace and rhythm have an inverse U-shaped relationship with business group performance, while the relationship between international scope and business group performance is U-shaped. This study highlights that international expansion is multidimensional and nonlinear and that the factors that shape nonlinear relationships between international processes and performance are different. Furthermore, family group involvement positively moderates the link between international scope and performance and negatively affects the relationship between international pace and performance. However, no significant effect is observed between rhythm and performance. High family business group involvement mitigates the impact of outsiders’ liability and managerial costs; moreover, it enhances the positive effects of location-specific advantages and business network resources.

This study combined the time compression diseconomies perspective and business network theory to explain why and how internationalization may not always lead to good performance by examining the effects of different international expansion processes and the interactive effect of family group involvement.

This study aims to investigate the favourable conditions that influence transgenerational value transmission (TVT), value acceptance and value similarity between generations in indigenous African business-owning families.

This study adopts a multiple case study design and draws on semi-structured face-to-face interviews to collect data from participants in seven indigenous Black business-owning families located in South Africa. The software ATLAS.ti was utilised to manage the data and reflexive thematic analysis was undertaken.

The analysis reveal four themes describing how transmission factors facilitate favourable conditions for successful TVT in IBSA business-owning families, namely, authoritarian parenting, a loving and connected family relational climate, the continuous reinforcement of autonomy during childhood development and family authenticity in the face of societies dominant values climate. Furthermore, value similarity is perceived to exist among the different family generations in the business-owning families.

This study is among the first to adopt the value acquisition model to empirically examine successful TVT and examine the extent of value similarity or dissimilarity, using the business-owning family as the unit of analysis. Novel contributions to family business literature and practices are proposing a model for TVT in an African context and studying relationships from a business-owning family perspective. The model for TVT could be used to socialise the NextGen members into value sets and behaviours that help business-owning families preserve their entrepreneurial legacy and family business longevity.

Cyber violence is a global emerging issue which is growing with technology or online spaces, having a great influence on individual’s development. The purpose of this study is to identify the dominant factors of cyber violence and its influence on the cognitive development of female undergraduate students.

In this quantitative study, a questionnaire is used as a data collection tool. Moreover, this research is conducted on female undergraduate students (n = 300). Whereas, the purposive sampling technique is used and Statistical Package for Social Science (SPSS 27.0) software is used to analyze the data.

The findings of this study show that cyber bullying is the dominant factor of cyber violence, whereas cyber doxxing has high influence on cognitive development of female undergraduate students. In addition, the value of correlational coefficient is 0.683, which indicates a strong positive correlation. Therefore, it supports that the null hypothesis is rejected and alternative hypothesis is accepted.

The findings of this study are of great importance for policymakers to update the regulations for cyber violence and provide the protection laws for victims whereas it is helpful for the investigation agencies and cybercrime units to be more active and needs to take immediate actions on reported incidents to minimize its further spread and support victims of it. Also, it helps society to understand the influence of it on cognitive health, which helps them to create a safer environment. Similarly, parents and teachers need to make a safe and comfortable environment around children and keep an eye on them. Further, it is beneficial for companies or online platforms to keep their sites or apps more secure for the users. Moreover, future research studies could expand the topic by involving different genders and age group peoples by using different methodologies to explore in depth.

This study is unique as there are limited studies, which identify the factor of cyber violence and its influence on cognitive development. Also, fewer studies can be seen in the context of Pakistan.

This study investigates the mediating role of parent−adolescent relationships in the impact of family emotional expressiveness on adolescent psychological adjustment. This study aims to elucidate the mechanisms by which positive family dynamics and strong parent−child bonds influence adolescents' psychological resilience and well-being.

The study involved 463 middle school students (241 boys and 222 girls) from Chlef, Algeria. Data was collected using the self-expressiveness in the family questionnaire (SEFQ), the parent−adolescent relationship scale (PARS) and the strengths and difficulties questionnaire (SDQ). Descriptive statistics, correlations and mediation analysis were performed to examine the relationships among family emotional expressiveness, parent−adolescent relationships and psychological adjustment.

The results reveal moderate positive correlations among family emotional expressiveness, parent−adolescent relationships and psychological adjustment. Mediation analysis indicates that parent−adolescent relationships partially mediate the effects of family emotional expressiveness on psychological outcomes, with both direct and indirect effects being statistically significant.

This study contributes to the field of mental health by exploring the nuanced interplay between family dynamics, parent−adolescent relationships and psychological adjustment within the Algerian cultural context. While the quantitative nature of the study limits the depth of contextual insights, the findings underscore the importance of considering family emotional expressiveness and the quality of parent−adolescent relationships in interventions aimed at promoting adolescent psychological well-being. The study highlights the partial mediating role of parent−adolescent relationships, indicating that other factors may also influence the association between family expressiveness and adolescent adjustment. This emphasizes the need for a comprehensive, culturally-sensitive approach that addresses various influences on adolescent development. It should be noted that while the family unit and parenting styles have been extensively researched, this study offers a fresh perspective by focusing on these dynamics within a specific cultural setting.

The present study explored the extent to which home–school interactions for students with disability are addressed within Australian Federal, and State and Territory government and Catholic education department policies and guidelines.

Utilising a framework adapted from Trezona et al.’s (2018a, b) Organisational Health Literacy Responsiveness self-assessment tool, a document analysis of pertinent policies and guidelines provided an opportunity to understand the prominence of home–school interactions within these guiding documents, the prioritisation of home–school interactions, as well as stipulated actions, implementation resources and monitoring processes.

The findings of this analysis indicate that there are varying approaches to identifying and articulating home–school interactions and associated processes, as well as the roles and responsibilities assigned to stakeholders across the education system(s). Recommendations for increasing in-school and in-classroom translation of documented priorities and objectives are presented.

The article concludes with a broad conceptualisation of home–school interactions for students with disability as established within the analysed documents, as well as considerations for policymakers and researchers involved in policy and guideline development and implementation.