International Education Studies

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ISSN / EISSN : 1913-9020 / 1913-9039
Total articles ≅ 2,443
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Latest articles in this journal

Ryo Okada
International Education Studies, Volume 14; https://doi.org/10.5539/ies.v14n11p1

Abstract:
This study investigated developmental changes in metacognitive strategies during elementary school years and examined the effects of intrinsic motivation on metacognitive strategies. A total of 113 Japanese elementary school children participated in a three-year longitudinal survey with eight times measurement occasions. Multilevel modeling analyses showed that metacognitive strategies would linearly increase over three years. Intrinsic motivation was also related to metacognitive strategies in two ways: the initial status of intrinsic motivation was associated with the average level of metacognitive strategies. Further, the deviations from the baseline of intrinsic motivation were related to changes in metacognitive strategies. This suggests that intrinsic motivation impacts the development of metacognitive strategies.
Yasemin Yalçin, Hasanali Kağan KURNAZ
International Education Studies, Volume 14; https://doi.org/10.5539/ies.v14n11p10

Abstract:
In the current study, it is aimed to determine the correlation between cognitive flexibility levels and goal orientation levels of the students who are preparing for special talent exams for sports, and to compare these in terms of various demographics. The study group of the research consists of students (n=351) preparing for special talent exams in order to study at faculties/schools of higher education of sports of the universities predetermined through convenience sampling method, which is a sampling method that is not based on probability, that will accept students for 2021-2022 academic year. 180 of the participants are female (51.3%) whereas 171 of them are male (48.7%). In the study, “Cognitive Flexibility Inventory” (CFI) and “Task and Ego Orientation in Sports Questionnaire” (TEOSQ) are used. In order to evaluate CFI and TEOSQ levels of the participants in terms of various demographic features, t-test, ANOVA and Pearson Correlation tests are used. Before the statistical analysis of the obtained data, skewness and kurtosis values of the data are calculated to determine if the data has normal distribution, and it is determined that the data has normal distribution. As a result of the research, it is determined that there is a significant and positive correlation between cognitive flexibility and task-oriented goals and ego-oriented goals. In addition, it is seen that there is a significant difference in control subscale of cognitive flexibility and goal-oriented and ego-oriented targets subscales of participants when the high schools of the participants are considered.
Birsen Jelen
International Education Studies, Volume 14; https://doi.org/10.5539/ies.v14n10p116

Abstract:
In this study the relationships between the Music Performance Anxiety (MPA) levels and mindfulness levels of Music Teacher Candidates (MTC) were investigated. A large sample of undergraduate students (N = 524) from seven different universities from around Turkey took place in the study. The data was collected with both Kenny’s MPA inventory and the Five Facets Mindfulness Questionnaire. The Pearson Moments Correlation Coefficient was used in determining the relationships between the MPA and mindfulness levels of the MTC. To determine whether the MPA of students and mindfulness differ in terms of piano lesson achievement and daily piano practice time (DPPT) variables, a variance analysis (ANOVA) and a Kruskal Wallis H test analyses were used. Students’ mindfulness levels were negatively correlated with their MPA levels. Their piano lesson achievement levels had positive relationship with mindfulness and a negative relationship with their MPA. Similarly, their DPPT had a positive relationship with mindfulness and a negative relationship with MPA.
Adil Bentahar, Kathleen D. Copeland, Scott G. Stevens, Carol J. Vukelich
International Education Studies, Volume 14; https://doi.org/10.5539/ies.v14n10p77

Abstract:
Teacher professional development (PD) programs ideally evaluate how professional learning experiences empower teachers to be effective change agents in their disciplines and communities. The Khbrat [“experiences” in Arabic] program is a year-long, global teacher PD initiative launched by the Saudi Ministry of Education. The goal is to change the mindset of Saudi teachers through immersive experiences in the U.S. K-12 schools and university academic culture so that they can participate as effective “change agents” in the transformation of Saudi schools. Our mixed-methods study examined the impact of the Khbrat program on Saudi teachers’ leadership, classroom experiences, and sociocultural levels; the findings inspire new directions for program design with key insights into teacher PD program evaluation.
Chris Lee
International Education Studies, Volume 14; https://doi.org/10.5539/ies.v14n10p127

Abstract:
Reviewer acknowledgements for International Education Studies, Vol. 14, No. 10, 2021.
Jia Xie, Tianshuo Zhang
International Education Studies, Volume 14; https://doi.org/10.5539/ies.v14n10p95

Abstract:
As the global economy is undergoing transformation and upgrading in the background of the digital economy, it leads to a reformation of business education in the new context, which brings the concept of new business education in China. One of the significant features of the new business education is multidisciplinary teaching and learning. Meanwhile, it is closely related to strategic decision-making in disciplinary program design, research design, faculty recruitment, teaching models, and international strategies. Benefited from the internationalization of higher education in past years, traditional business education has gained an advantage in introducing international students, teachers, and resources and building global cooperation platforms, including international visits and multiple studies in an international context. However, it cannot meet the demand for cultivating talents in the era of the digital economy. This paper starts with the connotation and feature of new business education, discussing internationalization strategy with a fresh perspective and unique positioning. Meanwhile, it aims to provide a theoretical and practical value for China’s business schools with internationalization strategy making in the background of the digital economy.
Yasemin Yalçin, Fatma Turan
International Education Studies, Volume 14; https://doi.org/10.5539/ies.v14n10p105

Abstract:
The aim of this study is to determine the relationship between self-talk and mental toughness levels of kickboxers and to compare the differences between the self-talk and mental toughness of the athletes according to the independent variables obtained from the personal information of the athletes participating in the research. The study group of the research consists of athletes who participated in kickboxing competitions in Turkey (n=223). 120 (53.8%) of the athletes are women and 103 (46.2%) are men. In the study, the “Self-Talk Questionnaire” adapted to the Turkish athlete population by Engür (2011) and the “Sport Mental Toughness Questionnaire” adapted to Turkish by Altıntaş and Bayar Koruç (2016) is used. It is decided whether the data met the prerequisites of the parametric tests by examining the Skewness and Kurtosis values (normal distribution of the data) and the Levene test (equality of variance) results. As a result, correlation analysis is used to determine the relationships between the variables, and t-test and ANOVA analyses are used to determine the differences. As a result of the research, it is determined that there is a positive and significant relationship between self-talk and mental toughness. Mental toughness is accepted as a term that trainers, managers and athletes attach importance to, and it is considered a prerequisite for sportive success. The fact that there is a positive and significant relationship between self-talk and mental toughness suggests that self-talk is also a predictor of performance. At the point of achieving success, the inner messages that the athlete will give themselves will increase their mental toughness and will be reflected in the sports environment, training or competition.
Sedat Karagul, Erhan Sen
International Education Studies, Volume 14; https://doi.org/10.5539/ies.v14n10p53

Abstract:
All schools in Turkey have switched to distance learning since the onset of the pandemic. This paper investigated Turkish teachers’ attitudes towards distance learning based on different variables. This study adopted a mixed research design employing both quantitative and qualitative data collection methods. The sample consisted of 292 Turkish teachers. The qualitative stage involved 292 Turkish teachers, while the qualitative stage involved ten Turkish teachers. Data were collected using a demographic characteristics questionnaire and the Distance Learning Attitude Scale (DLAS) developed by Ağır (2007). Frequency, percentage, arithmetic mean, and standard deviation were used for analysis. A t-test was used to determine whether participants’ attitudes towards distance learning differed by “gender” and “degree.” An ANOVA was used to determine whether participants’ attitudes towards distance learning differed by “work experience” and “knowledge and experience in distance learning.” The Mann-Whitney U test was used to determine whether participants’ attitudes towards distance learning differed by “school type.” A Scheffe’s Test was used to make posthoc comparisons to determine the source of significant differences. Qualitative data were collected through focus group interviews using a semi-structured interview form (n=10). The qualitative data were analyzed using content analysis. The results showed that participants had positive attitudes towards some aspects of distance learning, whereas they had negative attitudes towards others. Their DLAS scores significantly differed by “school type,” “work experience,” and “knowledge and experience in distance learning” but not by “gender” and “degree.”
Sultan Almelhes
International Education Studies, Volume 14; https://doi.org/10.5539/ies.v14n10p40

Abstract:
The emergence of the Covid-19 global pandemic was followed by restrictions on social contact and interaction. Online remote learning was implemented all levels of school and universities in Saudi Arabia. In tertiary education, where Arabic is taught as a second language (ASL) with extensive interaction between the teacher and students, remote learning has specific advantages and disadvantages. This study aimed to investigate the success of remote learning, its influence upon learners’ attitudes, and its potential difficulties in implementation. Quantitative research was conducted on a sample of 236 students who had combined experiences of offline and online study during 2020 in their second semester at the Arabic Language Institute for Non-Native Speakers’. An online survey was administered consisting of three domains: students’ satisfaction with remote learning, obstacles faced, and students’ perceptions towards evaluation; students’ responses were measured using a Likert scale. The results demonstrated that there was hesitation about student satisfaction, as the result was moderate in general. Moreover, the study revealed difficulties included internet connection issues, the access and availability of remote learning, insufficiency in personal expression, and difficulties with technological devices. The results also showed that the students were dissatisfied regarding to the evaluation and assessment methods used in remote learning.
Farhat N. Husain
International Education Studies, Volume 14; https://doi.org/10.5539/ies.v14n10p65

Abstract:
Creation of reliable online assessments have always been a concern by educators, this research article provides an idea for providing professionals training development for creating online assessments for the inexperienced assessment literate teachers. The research has placed the importance on the training of the educators in the assessment literacy with a proposed model of utilization of Educational framework to create digital online assignments using IT integrated tools. This paper uses mixed method research and examines the need of training for the creation of reliable assessments and assessment literate educators which will caters to the different students’ abilities. To further explore and understand the training needs of the assessment literacy, this research provides an insight of the year 2020 result analysis, as it might add a new dimension towards the professional development for the online assessment literacy skills. The collected data was used as descriptive, inferential data which was further analyzed and compared to the pretest and the current collected primary data. The purpose of this study shows the importance of the online assessment literacy and the need of assessment literate trained educators who might support in identifying the training needs of online assessment with help of Bloom’s Model in connection with the digital Bloom’s taxonomy. As some experienced educators lack the need of literacy training skills in the online assessments, this proposed model would be beneficial for the educators, and could prepare them as future trainers.
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