Marketing Mix for E-commerce
Elena V. Pogorelova, Irina V. Yakhneeva, Anna N. Agafonova & Alla O. Prokubovskaya
pp. 6744-6759 |
The relevance of the analyzed issue is caused by the need to study the process of transformation of marketing in e-commerce, as the active involvement of business organizations in the field of e-business is often accompanied by problems of applying the usual marketing tools in a virtual environment. The article seeks to identify changes in the elements of the marketing mix in e-commerce in accordance with the trend of e-business and Internet technology. The leading approach to the study of this issue is the marketing model 7P, allowing structuring the changes in a complex of marketing tools with regard to trade and information services of online stores. The results of research were: to establish the determining role of technology and information support of consumers; to identify the areas of transformation of the marketing mix in e-commerce, demonstrating the significant influence of consumers on the content of 7P and personalize the supply of goods and services. The article may be useful for online stores in case of marketing strategy development, identification of the most important elements of 7P, assessment of marketing effectiveness and optimization of marketing costs.
Keywords: Customer behavior, digital economy, e-commerce, marketing mix
Agafonova, A. N. (2014). Information Service in the Internet Economy. Moscow: Biblio-Globus, 152 p.
Baudrillard, J. (2001). The System of Things. Moscow: All-Russian Library for Foreign literature named after M. I. Rudomino, 246 p.
Booms, B. H. & Bitner, M. J. (1981). Marketing strategies and organization structures for service firms. Marketing of Services, Conference Proceedings: American Marketing Association, Illinois, 47-51.
Chaffey, D. (2007). E-Business and E-Commerce Management. Harlow: Pearson Education, 663 p.
Eiglier, P. & Langeard, E. (1976). Principes de politique marketing pour les enterprises de services. Marseille: Universite d’Aix-Marselle, 26.
Executive summary: Advertising Expenditure Forecasts. (2015). Direct access: http://www.zenithoptimedia.com/wp-content/uploads/2015/06/Adspend-forecasts-June-2015-executive-summary.pdf
Global Trust in Advertising. Winning Strategies for an Evolving Media Landscape (2015). Direct access: http://www.nielsen.com/content/dam/nielsenglobal/apac/docs/reports/2015/nielsen-global-trust-in-advertising-report-september-2015.pdf
Kalyanam, К. & McIntyre, Sh. (2002). The E-Marketing Mix: A Contribution of the E-Tailing Wars. Journal of the Academy of Marketing Science, 30(4), 487-499.
Kelly, К. (1999) New Rules for the New Economy. New York: Penguin Group, 181 p.
Kotler, Ph. & Armstrong, G. (2010). Principles of Marketing. New Jersey Pearson Education, 637 p.
Kotlyarov, I. D. (2012). Trends in the Evolution of E-commerce. Internet Marketing, 4(70), 252-258.
Lee, J.K. & Lehto, X. (2010). E-personalization and online privacy features: the case with travel websites. Journal of Management and Marketing, 4, 122-131.
Lopsulin, S. (2016). E-commerce Market in Russia reached $ 13.9 Billion. Direct access: http://www.cnews.ru/news/top/2016-03-02_rynok_elektronnoj_kommertsii_v_rossii_dostig_13
Lovelock, Ch. H. & Wirtz, J. (2007). Services Marketing: People, Technology. New Jersey: Pearson/Prentice Hall, 648 p.
McCarthy J. & Jerome E. (1964). Basic Marketing. A Managerial Approach. Illinois: Irwin, 242 p.
Project management: the basics of professional knowledge, national requirements for professionals’ competence. (2010). Moscow: Project, PRACTICE, 250 p.
Rathmel, J. (1974). Marketing in the Service Sector. Mass: Winthrop Publishers, 232 p.
Rueter, Th. (2014). The price is right – then it's not. Direct access: https://www.internetretailer.com/2014/08/04/price-rightthen-its-not
Tapscott, D. (1999). Electronic and Digital Society: the Pros and Cons of the Era of Network Intelligence. London: INT Press, 324 p.
Veblen, T. (2011). The Theory of the Leisure Class. Moscow: Lıbrokom, 368 p.
Yakhneeva, I. V. & Podolyak, M. I. (2009). Metrics of Success: How to Assess the Results of the Internet-marketing. Internet Marketing, 3, 176-183.
|View Abstract References Full text PDF|
Teaching Listening Comprehension: Bottom-Up Approach
Anvar N. Khuziakhmetov & Galina V. Porchesku
pp. 1989-2001 |
Improving listening comprehension skills is one of the urgent contemporary educational problems in the field of second language acquisition. Understanding how L2 listening comprehension works can have a serious influence on language pedagogy. The aim of the paper is to discuss the practical and methodological value of the notion of the perception base of the language. It also highlights the importance of structural features and frequency of linguistic units in helping to determine teaching priorities in English language teaching, specifically, when training listening skills. The leading approaches to the problem of the paper are the psycholinguistic and statistical ones which help to identify practical teaching principles. The paper illustrates these approaches with the findings on the perceptually relevant features and frequency of the English words and sentences and their linguistic features. The findings are discussed in terms of their application in developing bottom-up listening skills and tested in a listening comprehension experiment. The materials of this article may be of use to those who are interested in problems of speech perception and improving the existing listening comprehension teaching techniques
Keywords: Listening comprehension; speech perception; bottom-up strategies; linguistic features; perception base; frequency
Abramov, V. Y. (2004). Mono- and bilingual mechanisms of oral speech perception: PhD Thesis. Samara: Povolzhskaya State Academy of Telecommunication and Informatics, 274 p.
Aponte-de-Hanna C. (2012, September 15) Listening strategies in the L2 classroom. College Quarterly. 15 (1). Direct access: http://collegequarterly.ca/2012-vol15-num01-winter/index.html
Baiburova, O. V. (2008). The mechanism of perception of words of different syllable type: PhD Thesis. Perm: Perm State Pedagogical University. 220 p.
Biber, D., Johanson, S., Leech, G., Conrad, S., Finegan, E. (2004). Longman Grammar of Spoken and Written English. Harlow: Longman. 204 p.
Chugaeva, T. N. (2007). Perception aspect of the sound system of the English language. Yekaterinburg-Perm: PNTs UrO RAN. 246 p.
Chugaeva, T. N. (2009). The sound system of the English language in the perception aspect: PhD Thesis. St. Petersburg: St. Petersburg State University. 145 p.
Chugaeva, T. N., Thacker. A., Baiburova, O. V., Oshchepkova, O. V., Novikov, A. V. (2005). English listening comprehension manual. Perm: Perm University. 152 p.
Delvaux, V., Huet, K., Calomme, M., Piccaluga, M., Harmegnies, B. (2015, November 17) Teaching listening in L2: A successful training method using the word spotting task. Direct access: https://www.internationalphoneticassociation.org/icphs-proceedings/ ICPhS2015/Papers/ICPHS0784.pdf
Dzhaparidze, Z. N. (1985). Perception phonetics: the main points. Tbilisi: Metsniereba, 118.
Fedotova, N. L. (2015). Methods of Russian as a second language teaching. Direct access: http://www.zlat.spb.ru/CatalogImages/File/pdf/chapters/metodika%20prepodavaniya_chapter.pdf
Frumkina, R.M. (1990). Experimental methods in Linguistics. Moscow: Soviet Entsyklodedia. 682 p.
Gilman, R. A. & Moody, L. M. (1984). What Practitioners say about Listening. Foreign Language Annals, 17, 31-34.
Govorun, S. V. (2015). Strategies of educational listening. Philology Sciences, 5 (47), 76-81.
Graham, S. (2006). Listening comprehension. System, 34, 165–182.
Grigoryeva, E. V., Leyfa, I. I., Yatsevich, L. P., Demyanenko, M. A., Makovey, N. V., Pavlushkina, T. V. & Masalimova, A. R. (2015). Designing technology of English language teaching content based on international component. Review of European Studies, 7 (1), 123-129.
Gutman, E. V., Masalimova, A. R., Shaidullina, A. R., Nizamieva, A. M. & Mukhamadieva, A. H. (2014). Foreign language discipline integrative potential in the students’ research competence development. American Journal of Applied Sciences, 11, 1099-1103.
Howard, J. & Major, J. (2004, October 9) Guidelines for designing effective English language teaching materials. Seoul, South Korea. Direct access: http://www.paaljapan.org/resources/proceedings/PAAL9/pdf/Howard.pdf.
Hulstijn, J.H. (2003). Connectionist models of language processing and the training of listening skills with the aid of multimedia software. Computer Assisted Language Learning, 16 (5), 413-425.
Hunsaker, R. A. (1990). Understanding and developing the skills of oral communication. Englewood, Morton Press. 184 p.
Karimvand, P. N. (2011). Psycholinguistic Perspectives on Comprehension in Second Language Acquisition. Journal of Language Teaching and Research, 2 (6), 1268-1273.
Kasevich, V. B. (2010). Speech perception. Philosophy of the language. Perm: Perm Scientific Centre URo RAN, 28-32.
Khaleeva, I. I., (1989). The theoretical basis of teaching foreign language comprehension. Moscow: Vysshaya Shkola. 238 p.
Krause, M. (2002). The dynamics of the mechanism of the word identification under different conditions of foreign language learning. Minich: Verlag Otto Sagner. 173 p.
Leech, G. (2001, April 23) The Role of Frequency in ELT. Direct access: http://www.lancaster.ac.uk/fass/doc_library/linguistics/leechg/leech_2001.pdf
Lopatina, O. V., Borisov, A. M., Leyfa, I. I., Galimzyanova, I. I., Yatsevich, L. P., Demyanenko, M. A. & Masalimova, A.R. (2015). Role of foreign language teacher shaping students’ research skills. Asian Social Science, 11 (4), 135-140.
Masalimova, A. R., Porchesku, G. V. & Liakhnovitch, T. L. (2016). Linguistic Foundation of Foreign Language Listening Comprehension. International Electronic Journal of Mathematics Education, 11(1), 123-131.
Mendelsohn, D. (1994). Learning to listen: a strategy based approach for the second language learner. California: Dominie Press. 149 p.
Mendelsohn, D. (1998). Teaching Listening. Annual Review of Applied Linguistics, 18, 81-101.
Miller, G. A. & Selfridge, J. A. (1950). Verbal context and the recall of meaningful material. American Journal of Psychology, 63, 176-175.
Porchesku, G. V. (2013). The structure of the English sentence in the perception aspect: PhD Thesis. Nizhny Novgorod, Kirov: VSHU. 195 p.
Richards, J. C. (2008). Teaching Listening and Speaking. Cambridge University Press. 337 p.
Sekerina, I. A. (2006). Method of event-related brain potentials in experimental psycholinguistics. Topics in the study of language, 3, 22-45.
Shcherba, L. V. (1974). Teaching foreign languages at secondary school: general problems of teaching methods. Edited by E. V. Rakhmanova. Moscow. Vysshaya Shkola. 111 p.
Shtern, A. S. (1992). Perception aspect of speech activity: experimental research. St. Petersburg: St.Petersburg University. 236 p.
Slater, J., Kraus, N. (2015). The role of rhythm in perceiving speech in noise. Cognitive Processing, 17(1), 210 p.
Tsarevskaya, I. V. & Litovchenko, L. N. (2015, May 22) To the question of listening in learning a foreign language in non-linguistic university. Retrieved from http://www.science-education.ru/ru/article/view?id=21713
Vandergrift, L. (2009, October, 17) Listening: Theory and practice in modern foreign language competence. Retrieved from https://www.llas.ac.uk/resources/gpg/67
Vandergrift, L. & Goh, C. M. (2012). Teaching and learning second language listening: metacognition in action. New York: Routledge. 315 p.
Ventsov, A. V. & Kasevich, V. B. (1994). Problem of speech perception. St. Petersburg: St. Petersburg university. 232 p.
Zalevskaya, A. A. (1988). Text comprehension: psycholinguistic approach. Kaliningrad: Kalin. 95 p.
Zinder, L. R. & Shtern, A. S. (1972). Factors which influence the perception of a word. Proceedings of IV Symposium on Psycholinguistics and Communication Theory, 1, 149-159.
|View Abstract References Full text PDF|
Innovations in Hospitality Industry
Elena A. Dzhandzhugazova, Ekaterina A. Blinova, Liubov N. Orlova & Marianna M. Romanova
pp. 10387-10400 |
The article focuses on the study of the role and importance of innovation, its classification, the problems of its application in the hotel industry with emphasis on the application of sensory marketing tools in the development of the innovative marketing mix within the hospitality industry. The article provides an analysis of the "seven sensual notes of hospitality", i.e. "sight", "hearing", "smell", "taste", "touch", "intuition", "impression". The authors rely on the "sensual notes" in their consideration of an innovative hotel marketing mix, generalize and systematize the results of studies, practical examples from the experience of the world best hotels. The authors have conducted a comparative analysis of research findings pinpointing the impact of the innovative marketing mix on the performance of hospitality industry enterprises.
Keywords: Hotel industry, hospitality, innovation, innovative hotel marketing mix, sensory marketing
Ambler, T. (1999). Practical marketing. St.Petersburg, Peter Publisher, 375 p.
Aromamarketing. (2016). Direct access: http://aromamarketing.ru/aromarketing.html
Aromaco. (2016). Manage emotions: http://aromaco.kz/ritz-carlton
Aromagroup. (2016). Sensory branding. Statistics: http://www.ekbpromo.ru/ckfinder/userfiles/files/6aromagroup.pdf
Best Hotels of the World. (2008) Moscow: EKSMO, 1073 p.
Blinovа, E.A. (2007). Client-oriented strategies of Russian companies receiving incoming tourists from PRC. Moscow: Russian Academy of Economics, 286 p.
Bulgarihotels. (2016). Direct access: http://www.bulgarihotels.com
Dzhandzhugazova, E.A., Zaitseva, N.A., Larionova, A.A., Pervunin, S.N. (2015). The russian hotel market: Condition and development under the crisis. Mediterranean Journal of Social Sciences, 3, 289-296.
Dzhandzhugazova, Е.A. (2013). Particularities of Creation and Promotion of New Ideas in Social Network Space. World Applied Sciences Journal, 1, 79-84.
Dzhandzhugazova, E. A. (2013). New Forms and Possibilities for Promotion of Russian National Parks in the Internet Environment. Middle-East Journal of Scientific Research, 16 (9), 1238-1244.
Dzhandzhugazova, E.A. (2005). Marketing in the hospitality industry. Moscow, Academia Publishing House, 363 p.
Dzhandzhugazova, E.A. (2015). Innovative marketing mix of hotels: Seven sensual notes of hospitality. Russian Regions: looking into the future, 3, 17–27.
Dzhandzhugazova, E.A., Ilina, E.L., Latkin, A.N., Kosheleva, A.I. (2016). Development of creative potential of cinema tourism. International Journal of Environmental and Science Education, 11, 4015-4024.
Zaitseva, N.A. (2013). Management in service industry: tourism and hospitality. Moscow, Academia Publishing House, 288р.
Ilyenkova, S.D. , Kuznetsov, V.I. (2009). Innovation Management. Moscow, Eurasian Open Institute, 183р.
Joseph, B., II Pine and Gilmore J. H. (1999). The Experience Economy: Work Is Theatre and Every Business a Stage. Hardcover, 304p.
Mobile Marketer. (2016). Alex Samuely, How mobile will transform hotel front desks next year: http://www.mobilemarketer.com/cms/sectors/travel/21943.html
Orlova, L.N. (2016). Underlying principles and approaches to the management of sustainable innovation development of economic systems. Management in Russia and abroad, 3, 3-9.
Orlova, L.N. (2014). Mechanisms to ensure sustainable innovative development of economic systems. Yaroslavl: Avers-plus LLC, 111p.
Orekhov, S.A. (2014). The essence of latent competitive potential within entrepreneurial structures and the criteria of its detection. Innovations in science, 30-2, 39–45p.
Frontdesk (2013). Article: http://www.frontdesk.ru/article/obzor-pyati-samyh-ekologichnyh-oteley-mira
Prohotelia. (2016) Direct access: http://prohotelia.com.ua/2015/03/tripbarometer-2015
Radio-mall. (2016). Direct access: http://radio-mall.ru/research/
Romanova, M.M, & Chernova, A.A. (2015).Tendencies and features of innovation in services. Economy and Entrepreneurship, 3, 856–860.
Schumpeter J.A. (2007). Theory of Economic Development. Capitalism, Socialism and Democracy. Moscow, EKSMO, 264 p.
|View Abstract References Full text PDF|
Peer Pressure in Relation to Academic Achievement of Deviant Students
K.Deepika & N.Prema
pp. 1931-1943 |
This study was aimed to analyse the relationship between peer pressure and academic achievement of deviant students. Purposive random sampling method was used to study the deviant student’s behavioural factor. The sample was drawn from the population of 7546 students. There are 145 deviant students were taken as sample from classes VI to XII about 2% of the entire population of the school. The result revealed that there is no significant difference between male and female with respect to peer pressure and academic achievement. Friend’s influence towards deviancy had privileged in the age group of 16-18 than in other younger age groups. There is a negative correlation exists between peer pressure and academic achievement and this study reveals that peer pressure plays a vital role in lowering of achievement in academics.
Keywords: Peer pressure, deviant students, academic achievement
Alexander KL, Entwisle DR, Kabbani NS. The dropout process in life course perspective: Early risk factors at home and school. Teachers College Record. 2001;103(5):760–822.
Allison PD. Missing data. Sage publications; Thousand Oaks, CA: 2001.
Aloise-Young PA, Graham JW, Hansen WB. Peer influence on smoking initiation during early adolescence: A comparison of group members and group outsiders. Journal of Applied Psychology. 1994;79(2):281–287. [PubMed]
Alspaugh JW. Achievement loss associated with the transition to middle school and high school. Journal of Educational Research. 1998;92(1):20–25.
Altermatt ER, Pomerantz EM. The development of competence-related and motivational beliefs: An investigation of similarity and influence among friends. Journal of Educational Psychology. 2003;95(1):111–123.
Altermatt ER, Pomerantz EM. The implications of having high-achieving versus low-achieving friends: A longitudinal analysis. Social Development. 2005;14(1):61–81.
Appleton JJ, Christenson SL, Furlong MJ. Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools. 2008;45(5):369–386.
Bandura A. Social cognitive theory. In: Vasta R, editor. Annals of child development: Vol. 6. Six theories of child development. JAI Press; Greenwich, CT: 1989. pp. 1–60.
Barber BK, Olsen JA. Assessing the transitions to middle and high school. Journal of Adolescent Research. 2004;19(1):3–30.
Barber BL, Stone MR, Hunt JE, Eccles JS. Benefits of activity participation: The roles of identity affirmation and peer group norm sharing. In: Mahoney JL, Larson RW, Eccles JS, editors. Organized activities as contexts of development: Extracurricular activities, after-school and community programs. Lawrence Erlbaum Associates Publishers; Mahwah: 2005. pp. 185–210.
Battin-Pearson S, Newcomb MD, Abbott RD, Hill KG, Catalano RF, Hawkins JD. Predictors of early high school dropout: A test of five theories. Journal of Educational Psychology. 2000;92(3):568–582.
Berndt TJ, Keefe K. Friends’ influence on adolescents’ adjustment to school. Child Development. 1995;66(5):1312–1329. [PubMed]
Berndt TJ, Laychak AE, Park K. Friends’ influence on adolescents’ academic achievement motivation: An experimental study. Journal of Educational Psychology. 1990;82(4):664–670.
Buchmann C, Dalton B. Interpersonal influences and educational aspirations in 12 countries: The importance of institutional context. Sociology of Education. 2002;75(2):99–122.
Cohen J. Statistical power analysis for the behavioral sciences. 2nd ed. Erlbaum; Hillsdale, NJ: 1988.
Festinger L. A theory of social comparison processes. Human Relations. 1954;7:117–140.
Finn JD. Withdrawing from school. Review of Educational Research. 1989;59(2):117–142.
Fredricks JA, Blumenfeld PC, Paris AH. School engagement: Potential of the concept, state of the evidence. Review of Educational Research. 2004;74(1):59–109.
Furman W. Children's friendships. In: Field TM, editor. Review of human development. Wiley; New York: 1982. pp. 327–339.
Hartup WW. The company they keep: Friendships and their developmental significance. Child Development. 1996;67(1):1–13. [PubMed]
Henry KL, Slater MD, Oetting ER. Alcohol use in early adolescence: The effect of changes in risk taking, perceived harm and friends’ alcohol use. Journal of Studies on Alcohol. 2005;66(2):275–283.[PubMed]
Henry KL, Slater MD, Oetting ER. Alcohol use in early adolescence: The effect of changes in risk taking, perceived harm and friends’ alcohol use. Journal of Studies on Alcohol. 2005;66(2):275–283
Kandel DB. Homophily, selection, and socialization in adolescent friendships. American Journal of Sociology. 1978;84(2):427–436.
Kerr M, Stattin H. What parents know, how they know it, and several forms of adolescent adjustment: Further support for a reinterpretation of monitoring. Developmental Psychology. 2000;36:366–380.[PubMed]
Lahaderne HM, Jackson PW. Withdrawal in the classroom: A note on some educational correlates of social desirability among school children. Journal of Educational Psychology. 1970;61(2):97–101.
Lahey BB, Van Hulle CA, D'Onofrio BM, Rodgers JL, Waldman ID. Is parental knowledge of their adolescent offspring's whereabouts and peer associations spuriously associated with offspring delinquency? Journal of Abnormal Child Psychology. 2008;36(6):807–823. [PubMed]
Larson RW, Richards MH. Daily companionship in late childhood and early adolescence: Changing developmental contexts. Child Development. 1991;62(2):284–300. [PubMed]
Lockwood P, Kunda Z. Superstars and me: Predicting the impact of role models on the self. Journal of Personality and Social Psychology. 1997;73(1):91–103.
Marie-Hélène Véronneau and Thomas J. DishionMiddle School Friendships and Academic Achievement in Early Adolescence: A Longitudinal Analysis J Early Adolesc. 2011 Feb 1; 31(1): 99–124.
Muthén BO, Khoo S-T. Longitudinal studies of achievement growth using latent variable modeling. Learning and Individual Differences. 1998;10(2):73–101.
Patterson GR, Reid JB, Dishion TJ. Antisocial boys. Castalia; Eugene, OR: 1992.
Piaget J. In: La Naissance de l'intelligence chez l'enfant [Origin of intelligence in the child] Neuvième, editor. Delachaux et Niestlé; Paris: 1977.
Poulin F, Dishion TJ, Haas E. The peer influence paradox: Friendship quality and deviancy training within male adolescent friendships. Merrill-Palmer Quarterly. 1999;45(1):42–61.
Prinstein MJ, Wang SS. False consensus and adolescent peer contagion: Examining discrepancies between perceptions and actual reported levels of friends’ deviant and health risk behaviors. Journal of Abnormal Child Psychology. 2005;33(3):293–306. [PubMed]
Reitz E, Dekovic M, Meijer AM, Engels RCME. Longitudinal relations among parenting, best friends, and early adolescent problem behavior: Testing bidirectional effects. The Journal of Early Adolescence. 2006;26(3):272–295.
Rose AJ, Rudolph KD. A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys. Psychological Bulletin. 2006;132(1):98–131. [PMC free article] [PubMed]
Rubin KH, Bukowski W, Parker JG. Peer interactions, relationships, and groups. In: Damon W, editor. Handbook of child psychology: Vol. 3. Social, emotional, and personality development. 5th ed. Wiley; New York: 1998. pp. 619–700.
Ryan AM. The peer group as a context for the development of young adolescent motivation and achievement. Child Development. 2001;72(4):1135–1150. [PubMed]
Uzezi, J. G. , & Deya, G. D. (2017). Relationship between Peer Group Influence and Students’ Academic Achievement in Chemistry at Secondary School Level. American Journal of Educational Research, 5(4), 350-356.
Vitaro F, Brendgen M, Wanner B. Patterns of affiliation with delinquent friends during late childhood and early adolescence: Correlates and consequences. Social Development. 2005;14(1):82–108.
Voydanoff P, Donnelly BW. Risk and protective factors for psychological adjustment and grades among adolescents. Journal of Family Issues. 1999;20(3):328–349.
Wentzel KR. Does being good make the grade? Social behavior and academic competence in middle school. Journal of Educational Psychology. 1993;85(2):357–364.
Wentzel KR. Peer relationships, motivation, and academic performance at school. In: Elliot AJ, Dweck CS, editors. Handbook of competence and motivation. Guilford; New York: 2005. pp. 279–296.
Woolley ME, Kol KL, Bowen GL. The social context of school success for Latino middle school students: Direct and indirect influences of teachers, family, and friends. Journal of Early Adolescence. 2009;29(1):43–70.
|View Abstract References Full text PDF|
Elementary School Students’ Attitude toward Science and Related Variables
pp. 35-52 |
Worldwide studies have revealed an important issue in that an increasing percentage of students within the X – Y age group are not interested in science. Many students, especially females, have negative feelings and attitudes toward science, which discourages them from continuing with scientific inquiries. There are limited studies related to the factors predicting school students’ attitude toward science; therefore, the purpose of this study is to determine the relationships among the seventh grade elementary students’ attitudes toward science, their learning approaches, motivational goals, science achievement and students’ nature of science (NOS) views. The questionnaires for this study were administered online to 3,598 seventh grade students in different regions and cities of Turkey. The convenience sampling method was used in this study. The correlation results revealed the positive relationship between attitude toward science and the other variables. Multiple regression analysis indicated that while students’ meaningful learning, self-efficacy, and nature of science views have a positive contribution, rote learning contributed negatively to the model. The findings also showed that parents’ income and education level had a significant effect on students’ attitude toward science.
Keywords: attitude toward science, motivational goal, self-efficacy, nature of science
Aldoplhe, F. S. G., Fraser, B. J., & Aldigre, J. M. (2003). A cross national study of learning environment and attitudes amoung junior secondary science students in Australia and Indonesia. Paper presented at the Third International Science, Mathematics and Technology Education Conference, East London, South Africa.
Aldridge, J. M., & Fraser, B. J. (2000). A cross-cultural study of classroom learning environments in Australia and Taiwan.Learning Environments Research, 3, 101–134.
Ali, M. M., Yager, R. E., Hacieminoglu, E., & Caliskan, İ. (2013). Changes in student attitudes regarding science when taught by teachers without experiences with a model professional development program. School Science and Mathematics, 113(3), 109-119.
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Student’s learning strategies and motivation processes.Journal of Educational Psychology, 80, 260-270.
Anderman, E. R., & Young A. J. (1994). Motivation and strategy use in science: Individual differences and classroom effects.Journal of Research in Science Teaching, 31, 811-831.
Archer, J., & McDonald, M. (1991). Gender roles and school subjects in adolescent girls. Educational Research, 33, 55-64.
Arısoy, N. (2007). Examining 8th grade students’ perception of learning environment of science classrooms inrelation to motivational beliefs and attitudes. Unpublished Theses in Middle East Technical University, Ankara, Turkey.
Ausubel, D.P. (1963). The psychology of meaningful verbal learning. New York: Grune & Stratton.
Azizoğlu, N., & Çetin, G. (2009). The effect of learning style on middle schools students’ motivation and attitudes towards science, and the relationships among these variables. Kastamonu Education Journal, 17(1), 171-182.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.
BouJaoude, S. B. (1992). The relationship between high school students' learning strategies and the change in their misunderstandings during a high school chemistry course. Journal of Research in Science Teaching, 29(7), 687-699.
Buehl, M. M. (2003). At the crossroads: Exploring the intersection of epistemological beliefs, motivation, and culture. Paper presented at the Annual Meeting of the American Educational Research Association, April, Chicago, IL.
Caliskan, İ. S. (2004). The effect of inquiry-based chemistry course on students' understanding of atom concept, learning approaches, motivation, self-efficacy, and epistemological beliefs. Unpuplished master thesis, The Middle East Technical University, Ankara.
Catsambis, S. (1995). Gender, race, ethnicity, and science education in the middle grades. Journal of Research in Science Teaching, 32(3), 243-257.
Cavallo, A. M. L., & Schafer, L. E. (1994). Relationships between student’s meaningful learning orientation and their understanding of genetic topics. Journal of Research in Science Teaching, 31(4), 393-418.
Cavallo, A. M. L. (1996).Meaningful learning reasoning ability and student’s understanding and problem of genetics topics.Journal of Research in Science Teaching, 38, 625-656.
Cavallo, A. M. L., Rozman, M., Larabee, T., Ishikawa, C. (2001). Shifts in male and female students' learning, motivation, beliefs, and scientific understanding in inquiry-based college physics course. Paper presented at the annual conference of the National Association for Research in Science Teaching, St. Louis, MO.
Cavallo, A. M. L., Rozman, M., Blickenstaff, J., & Walker , N. (2003). Learning, reasoning, motivation, and epistemological beliefs. Journal of College Science Teaching, 33, 18-23.
Cavallo, A. M. L., Rozman, M., & Potter, W. H. (2004). Gender differences in learning constructs, shifts in learning constructs, and their relationship to course achievement in a structured inquiry, yearlong collage physic course for life science majors. School Science and Mathematics, 104(6), 288-301.
Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences (2nd edition). Hilsdale, NJ: Lawrence Erlbaum Associates.
DeBacker, T. K., & Nelson, R. M. (2000). Motivation to learn science: Differences related to gender, class type, and ability level. Journal of Educational Research, 93(4), 245-254.
den Brok, P., Fisher, D., & Rickards, T. (2004). Predicting Australian Students’ Perceptions Of Their Teacher Interpersonal Behavior. Paper presented at the annual meeting of the American Educational Research Association, San Diego.
Dhindsa, H. S. & Chung, G. (2003). Attitudes and achievement of Bruneian science students. Internalational Journal of Science Education, 25, 907-922.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
Edmondson, K.M. (1989). The influence of students’ conceptions of scientific knowledge and their orientations to learning on their choices of learning strategy in a college introductory level biology course. Unpublished doctoral dissertation, Cornell University, Ithaca, NY.
Edmondson, K.M., & Novak, D.N. (1993). The interplay of scientific epistemological views, learning strategies, and attitudes of college students. Journal of Research in Science Teaching, 30, 547-559.
Fraser, J. B. (1978). Development of a test of science-related attitudes, Science Education, 62(4), 509-515.
Freedman, M. P. (1997). Relationship among laboratory instruction, attitude toward science, and achievement in science knowledge. Journal of Research in Science Teaching, 34, 343-357.
Garcia, T., & Pintrich, P. R. (1992). Critical thinking and its relationship to motivation, learning strategies, and classroom experiences. Paper presented at the annual meeting of the American Psychological Association, Washington, DC.
Greenfield, T. A. (1996). Gender, etnicity, science achievement and attitudes. Journal of Research in Science Teaching, 33,901-933.
Hacieminoglu, E., Yilmaz-Tuzun, O., & Ertepinar, H. (2009). Investigating elementary students’ learning approach, motivational goals and achievement in science. Hacettepe University Journal of Education, 37, 72-83.
Hacieminoglu, E., Yilmaz-Tuzun, O., & Ertepinar, H. (2011). Middle school students’ attitude toward science in constructivist curriculum environment. International Journal on New Trends in Education and Their Implications, 2(3), 1-6.
Hacieminoglu, E., Yilmaz-Tuzun, O. & Ertepinar, E. (2012). Development and validation of nature of science instrument for elementary students. Education 3-13: International Journal of Primary, Elementary and Early Years Education, (online published). doi:10.1080/03004279.2012.671840.
Hykle, J. A. (1993, April). Template for gender-equitable science program. Paper presented at the annual meeting of the National Association for Research in Science Teaching. Atlanta, GA.
Jones, G.M., Howe, A., & Rua, M. J. (2000). Gender differences in students’ experiences, interests and attitude toward science and scientists. Science Education, 84, 180-192.
Kahle, J.B.; & Damnjanovic, A. (1997). How research help address gender equity. Research Matters- to the Science Teacher, 9703, 1-3. Available on line at http://www.narst.org/publications/research/gender2.cfm.
Kang, S., Scharmann, L. C., Noh, T., & Koh, H. (2005). The influence of students’ cognitive and motivational variables in respect of cognitive conflict and conceptual change. International Journal of Science Education, 27, 1037–1058.
Kaplan, A., & Midgley, C. (1997). The effect of achievement goals: Does level of perceived academic competence make a difference? Contemporary Educational Psychology, 22, 415-435.
Kizilgunes, B., Tekkaya, C., & Sungur, S. (2009). Modeling the relations among students’ epistemological beliefs, motivation, learning approach, and achievement. The Journal of Educational Research, 102(4), 243-255.
Klopfer, L. E. (1976). Astructure for the affective domain in the relation to science education. Science Education, 60, 299-312.
Koran, M. L., & Koran, J. J. (1984). Aptitude- treatment interaction research in science education. Journal of Research in Science Teaching 21(8), 793-808.
Lawrenz, F. P. (1976). Student perception of the classroom learning environment in biology, chemistry and physics courses.Journal of Research in Science Teaching, 13, 351– 353.
Lin, Y. G., & McKeachie, W. J. (1999). College student intrinsic and/or extrinsic motivation and learning. (ERIC Document Reproduction Service No. ED435954).
Middleton, M., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal orientation. Journal Educational Psychology, 89, 70-718.
Miller, L., Lietz, P., & Kotte, D. (2002). On decreasing gender differences and attitudinal changes. Factors influencing Australian and English pupils’ choice of a career in science. Psyhology, Evolution, and Gender, 4, 69- 92.
Murphy, P. K., & Alexander, P. (2000). A motivated exploration of motivation terminology. Contemporary Educational Psychology, 25, 3-53.
Newhouse, N. (1990). Implication of attitudes and behavior research for environmental conservation. The Journal of Environmental Education, 22(1), 26-32.
Novak, J. D., Ring, D. G., & Tamir, P. (1971). Interpretations of research findings in terms of Ausubel’s theory and implications for science Education. Science Education, 55(4), 483-526.
Novak, J. (1988). Learning science and the science of learning. Studies in science education, 15, 77-101.
Novak, J., Kerr, P., Donn, S., & Cobern, W. (1989).Epistemological issues in science education. Symposium presented at the Annual Conferance of the National Association for Research in Science Teaching, San Francisco, CA.
Oakes, J. (1990). Opportunities, achievement and choice: Woman and minority students in science and mathematics.Review of Research in Education, 16, 153-222.
Oh. P. S., & Yager, R. E. (2004). Development of Constructivist Science Classrooms and Changes in Student Attitudes toward Science Learning. Science Education International, 15(2), 105-113.
Osborne, J. (2003). Attitudes towards science: a review of the literature and its implications, International Journal of Science Education, 25(9), 1049-1079.
Pallant, J. (2001). The SPSS survival manual: A step-by-step guide to data analysis using SPSS for Windows. St Leonards, NSW: Allen & Unwin
Piburn, M. D., & Baker, D.R. (1993). If I were the teacher…qualitative study of attitude toward science. Science Education 77, 393-406.
Pintrinch, P., & Schunk, D. (2002). Motivation in education. Merrill Prentice Hall.
Puacharearn, P. & Fisher, D. (2004). The effectiveness of cooperative learning integrated with constructivist teaching on improving learning environments in Thai secondary schoolscience classrooms. Curtin University of Technology, Australia.
Qian, G. (1995). The role of epistemological beliefs and motivational goals in ethnically diverse high school students' learning from science text. Paper presented at the annual meeting of the national reading conference, New Orleans, LA.
Rakıcı, N. (2004). Eight grade students’ perceptions of their science learning environment and teachers’ interpersonal behavior. Unpublished thesis submitted to the graduate school of Natural and Applied Sciences of the Middle East Technical University.
Riah, H. & Fraser, B. J. (1997). Chemistry learning environment in Brunei Darusssalam’s secondary schools. In D.L. Fisher & T. Rickards (Eds.), Science, Mathematics and Technology Education and National Development: Proceedings of the Vietnam conference (pp. 108-120). Hanoi; Vietnam.
Schibeci, R. A., & Riley, J. P. (1986). Influence of students’ background and perceptions on science attitudes and achievement. Journal of Research in Science Teaching, 23(3), 177-187.
Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498-504.
Schommer, M. (1993). Epistemological development and academic performance among secondary students. Journal of Educational Psychology, 85, 406-411.
Simpson, R. D., & Oliver, J. S. (1985). Attitude toward science and achievement motivation profiles of male and female science students in grades 6 through 10. Science Education, 69(4), 511-526.
Simpson, R. D., & Oliver J. S. (1990). A summary of major influences on attitude and achievemevt in science among adolescent students. Science Education, 74, 1-18.
Skaalvik, E. M. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, selfperceptions, and anxiety. Journal of Educational Psychology, 89, 71–81.
Smist, J. M., Archambault, F. X., & Owens, S. V. (1994). Gender difference in attitude toward science. Paper presented at the annual meeting of the American Educational Research Association (New Orleans, LA, USA).
Sternberg, R. J. (1997). Thinking styles. New York: Cambridge University Press.
Tabachnick, B. G. & Field, L. S. (1996). Using multivariate statistics (3rd Ed.). New York: Harpercollins College Publishers.
Telli, S. Cakiroglu, J., & den Brok, P. (2006). Turkish secondary education students’ perceptions of their classroom learning environment and their attitude towards Biology. In D. L. Fisher & M. S. Khine(Eds.), Contemporary approaches to research on learning environments: world views (pp.517-542).
Tsai, C. C. (1998a). An analysis of Taiwanese eighth graders' science achievement, scientific epistemological beliefs and cognitive structure outcomes after learning basic atomic theory. International Journal of Science Education, 20, 413−425.
Tsai, C. C. (1998b). An analysis of scientific epistemological beliefs and learning orientations of Taiwanese eighth graders.Science Education, 82, 473−489.
Wahyudi, W. & David F. T. (2004). The status of science classroom learning environments in Indonesian lower secondary schools. Learning Environment Research, 7, 43-63.
Weinburgh, M. (1995). Gender differences in student attitudes toward science: a meta-analysis 18. of the literature from 1970 to 1991, Journal of Research in Science Teaching, 32, 387-398.
Wolfolk, A. (2004). Educational Psychology. Boston, MA, Allyn & Bacon.
Wolters, C. A., Yu, S. L., & Pintrich, P. R. (1996). The relation between goal orientation and students’ motivational beliefs and self-regulated learning. Learning and Individual Differences, 8, 211-238.
Zhang, L. (2000). University students’ learning approaches in three cultures: An investigation of Biggs’s 3P model. The Journal of Psychology, 134(1), 37-55.
|View Abstract References Full text PDF|
Challenges of International Students’ Adjustment to a Higher Education Institution
Tatiana A. Baklashova & Andrey V. Kazakov
pp. 1821-1832 |
The relevance of this work is determined by the real problems of foreign students’ adaptation to the educational environment of Russian high school. International students face certain problems, complicating adaptation to a new lifestyle, to the educational environment of the Russian high school, to a completely new social and cultural environment. Every year more and more foreign students come to Russia to get higher education, and every foreign student goes through an objective process of adaptation to college life. This article aims to develop recommendations, basic principles for an educational institution that provides educational services to foreign citizens. The leading method to the study of this problem is a qualitative method of case-study, which allows to focus on practical knowledge about real everyday situations, faced by foreign students in Russia. The case-study method provides an opportunity to pay close attention to the impact of social, cultural and academic factors on their adaptation. The article revealed that international students often face a series of transitional difficulties immediately after arriving to study in Russian universities. The problems are cataloged according to academic, social and cultural aspects. The article states that in order to overcome these problems, the students use resources provided mainly by the university. On the other hand, it is found out that these problems motivate foreign students to develop strategies to meet emerging challenges. The data obtained can be used in the practice of the university administration, faculty and staff to timely detect and eliminate academic, social and cultural challenges faced by international students at the beginning of their studies in Russia. Attention to these issues will provide more adequate support for foreign students.
Keywords: International students, higher education, academic challenges, social isolation, cultural adjustment
Bondareva, S. V. & Bondarev, N. A. (2014) Gender differences in manifestations of anxiety among foreign students. Personality, family and society: questions of pedagogy and psychology, 38, 159-164.
Celleja, D. (2000). The world at your door. Canadian Business, 73(20), 108-111.
Fomina, T. K. (2004) Foreign students in Russian medical high schools: internalization of professional value. PhD Thesis. Volgograd, Volgograd State Medical university, 289.
Gelbras, Q. (2002, May 7) Has Russia Chinese future? Komsomolskaya Pravda, 8 p.
Hammer, M. R., Bennett, M. J., Wiseman, R. (2003) The intercultural development inventory: a measure of intercultural sensitivity. International Journal of Intercultural Relations, 27, 421-443.
Kamara, I. (2012) Stress and its influence on the process of African students’ adaptation in Russia. Society: sociology, psychology, pedagogy, 2, 66-70.
Knyazeva, E. M. & Kurina, L. N. (2010) Features of chemistry teaching to foreign students. Modern problems of science and education, 6, 39-43.
Kosheleva, E. Y. (2015) Effects of stress factors on the adaptation to the academic process in the Russian high school students of foreign and Russian. Almanac of modern science and education, 4, 95-98.
Kravets, J. L. (2013) Social adaptation of foreign students in the educational environment. Psychopedagogy in law enforcement, 3, 31-35.
Malykhin, M. (2015, February, 19) A student – a step to rating. Vedomosti, 8 p.
Opendoors. (2015, April 17) Report on international educational exchange. Direct access: www.iie.org/opendoors
Russell, J., Rosenthal, D., Thomson, G. (2010) The international student experience: three styles of adaptation. Higher Education, (60) 2, 235-249.
Tatarko, A. N. (2009) Migrants in Moscow: threats real and imaginary. Migration processes and adaptation issues, 4, 73-97.
|View Abstract References Full text PDF|
Psychological Characteristics of Adolescents Orphans with Different Experience of Living in a Family
Tatyana I. Shulga, Daria D. Savchenko & Evgeniya B. Filinkova
pp. 10493-10504 |
The complexity of settling adolescents-orphans in foster families and significant number of break-downs in these families are the problems which determine the relevance of current research. Many adolescent orphans get in social institutions repeatedly, because their psychological features lead to difficulties that their foster parents are unable to cope with. These features hereby need to be thoroughly studied. This article presents the study of psychological features of adolescents with different experiences of living in a family. Research complex of 17 psycho-diagnostic methods allowed to reveal specific differences in psychology of adolescents-orphans without experience of living in a family, compared with adolescents who live in orphan institutions, but have the experience of living in a family and with adolescents living in a family since their birth. It was found that family deprivation violates psychological development of adolescents. The violation manifests itself in the specificity of their emotional intelligence and regulatory functions, reduction of social intelligence and level of sociability, as well as in specific self-image (negative self-attitude, uncertainty, distrust of the world, particular attitude to the future and the prospects of life, etc.) and perception of the other (distorted attitude towards the family and its members, negative view of parent-child relationship and child functions, etc.).
The results obtained are of interest for children psychologists and social workers.
Keywords: Adolescents, orphans, psychological characteristics, family deprivation
Bardyshevskaya, M.K. & Lebedinsky, V. (2003). Diagnosis of emotional disturbances in children: a tutorial. Moscow: Moscow State University, 320 p.
Chuprova, M.A. (2007). Violations of interpersonal relationships and emotional development of children-orphans with no experience of life in the family. Moscow: Moscow City Psychological-Pedagogical University, 194 p.
Fetiskin, N.P., Kozlov, V.V. & Manuilov, G.M. (2002). Socio-psychological diagnosis of personality development and small groups. Moscow: Institute of Psychotherapy, 339 p.
Gee, D., Gabard-Durnam, L., Flannery, J., Goff, B., Humphreys, K., Telzer, E., Hare, T., Bookheimer, S. & Tottenham, N. (2013). Early developmental emergence of human amygdala-prefrontal connectivity after maternal deprivation. Retrieved April, 18, 2016, from http://www.kathrynhumphreys.com/uploads/4/3/0/6/43065295/gee_2013_pnas.pdf
Golovakha, E.I. & Kronik, A.A. (1984). Psychological time of personality. Kiev: Naukova Dumka, 208 p.
Hwang, A.A., Zaitsev, Y.A., Kuznetsova, Y.A. (2008). The standardization of the questionnaire A. Bass and A. Darky. Psychological diagnostics, 1, 35-58.
Ivanov, M.V., Kozlovsky, G.V., Margolin, I.A. & Platonov, N.V. (2016). Mental dizontogeneza in children undergoing mental deprivation. Psychiatry, 1, 12-18
Karnaukh, I.S. (2006). Psychological characteristics of children's home of adolescent students: PhD Abstract.Moscow: Moscow State Regional University. 28.
Koltinova, V.V. (2013). Mental deprivation of children in an institution for orphans and children left without parental care. Retrieved April, 18, 2016, from http://psyjournals.ru/files/63975/sbornik_psikhicheskaya_deprivatsia_detey.pdf, 158-163
Kozlovskaya, G.E. (2013). Mental deprivation and its role in psychogenic disorders of mental development and personality formation of children in the age aspect. Retrieved April, 18, 2016, from http://psyjournals.ru/files/63975/sbornik_psikhicheskaya_deprivatsia_detey.pdf, 7-14.
Magomed-Emin, M.S. (1988). Try affiliation motivation. Moscow: Moscow State, 367 p.
Mikhaylova, Yu. (2004). Development of emotional regulation in pupils of children's home from birth to 4 years. Thesis. Moscow: Moscow Lomonosov State University Lomonosov, 225 p.
Muhamedrahimov, R.J., Nikiforova, N.V., Palmov, O.I., Groark, C.J. & McCall, R.B. (2008). The Effects of Early Social-Emotional and Relationship Experience on the Development of Young Orphanage Children. Boston, Massachusetts: Wiley-Blackwell, 297 p.
Mukhamedrakhimov, R.J. (2006). Effect of the experience of living in an institution on the subsequent development of the child. Defectology, 1, 21-24
Nelson, Ch., Zeanah, Ch., Fox, N., Marshall, P., Smyke, A. & Guthrie, D. (2007). Cognitive Recovery in Socially Deprived Young Children. Retrieved April, 18, 2016, from http://www.bucharestearlyinterventionproject.org/Nelson_et_al__combined__2007_.pdf
Potemkin, O.F. (1989). Methods of diagnostics of socio-psychological personality settings. Retrieved April, 18, 2016, from http://generalpsychology.narod.ru/books/2/Potemkina.pdf
Prikhozhan, A.M. & Tolstykh, N.N. (2005). Psychology of orphanhood. St. Petersburg: Peter, 400 p.
Prikhozhan, M. (1988). The use of methods of direct evaluation in the school psychologist. Scientifically-methodical bases of use in the school psychological service of specific psycho-diagnostic techniques. Moscow: Academy of Pedagogical Sciences of the USSR, 268 p.
Proselkova, M.O. (2013). Clinical manifestations of deprivation "abandonment syndrome" in infants. Retrieved April, 18, 2016, from http://psyjournals.ru/files/63975/sbornik_psikhicheskaya_deprivatsia_detey.pdf., 73-79
Savkova, E.A. (2013). Family identity of orphans and children left without parental care. Retrieved April, 18, 2016, from http://psyjournals.ru/files/63975/sbornik_psikhicheskaya_deprivatsia_detey.pdf, 14-16
Scheffe, G. (1980). Analysis of variance. Moscow: Nauka, 512 p.
Shubina, A. (2013). The image of the family in children's picture of the world, deprived of parental care. Volgograd: Volgograd State Pedagogical University, 303 p.
Shulga, T. (2013). Social and psychological problems of orphanage graduates and children left without parental care. Bulletin of the Moscow State Regional University. Series Psychology, 3, 68-75.
Shulga, T.I. & Tatarenko, D.D. (2013). Psychological characteristics of adolescent orphans who have no experience of socialization in the family. Psychological Science and Education, 2, 203-213.
Shvets, S.A. (2011). The development of subjectivity orphanage adolescent inmates. Moscow: Moscow Open Social Academy, 181 p.
Sobchik, L.N. (1990). A modified version of the interpersonal diagnosis of T. Leary. Retrieved April, 18, 2016, from http://hr-portal.ru/article/test-diagnostika-mezhlichnostnyh-otnosheniy
Tottenham, N, Hare, T.A., Millner, A., Gilhooly, T., Zevin, J.D. & Casey, B.J. (2011). Elevated Amygdala Response to Faces Following Early Deprivation. Developmental Science, 14(2),190-204
Zhiltsova, O.N. (2014). Features of representations about vital prospects of adolescents without parental care: PhD Abstract. Moscow: Moscow State Regional Institute for the Humanities, 28 p.
|View Abstract References Full text PDF|
The Problem of Reading and Reading Culture Improvement of Students-Bachelors of Elementary Education in Modern High Institution
Lera A. Kamalova & Natal’ya D. Koletvinova
pp. 473-484 |
This article is aimed to study the problems of reading and improve reading culture of students-bachelors of elementary education in modern high institutions and development of the most effective methods and techniques for improving of reading culture of students in the study of Humanities disciplines. The leading method to the study of this problem is a pedagogical experiment (ascertainment, formation and control stages of experiment), and the method of expert estimations, statistical processing of quantitative research results. The article identifies the most effective methodological techniques of reading culture improvement of undergraduate students, future specialists of elementary education in their learning process at the University; We offered the methodology of reading culture improvement for the undergraduate students of "Elementary education" profile, providing thoughtful skill of reading of the works of various styles and genre, creative reading skill, formation of reading competence of students.
Keywords: elementary education, reading skill, reading culture, personal and professional development, creative reading, means of communication
Adler, M. (2014). How to read books. A guide to reading the great works. The publishing house Mann, Ivanov and Ferber, 344.
Akimova, A. G. (2014). The culture of reading of youth: myths and reality. Electronic source: http://lib.1september.ru/2006/08/16.htm
Approximate program of academic subjects. (2010). Moscow, Education, 400.
Chudinova, V. P. (2008). Reading of children as a national value. Electronic source: http://www.polemics.ru.
Granick, G. G., Bondarenko, S. M. & Kontsevaya, L. A. (2007). When the book teaches, 256.
Kamalova, L. A. & Ul’yanitskaya, T. V. (2014). The study of the pedagogical values of the future elementary school teachers,Life Science Journal, 11(10s), 522-526.
Kamalova, L. A. (2015). Formation of Professional Competences of “Primary Education” Profile Students While the Studying Process at the University, Review of European Studies, 7(1), 94-100.
Khuziakhmetov, A. N., Shafikova, G. R. & Kapranova, V. A. (2015). Conditions of Educational Environment for the Development of Teenagers’ Moral Relations. International Journal of Environmental and Science Education, 10 (4), 515-521.
Kozyrev, V. A. & Chernyak, V. D. (2007). The reading range and Russian language ability of the student. Bulletin of the Herzen University, 47.
Likhachev, D. S. (2006). Writing about the good and the beautiful. SPb., Logos, 234.
Mc Luhan, M. (2005). The Gutenberg Galaxy. The development of man print, 45-46.
Novik, N. N. & Podgórecki, J. A. (2015). Model of Developing Communication Skills among Adolescents with Behavioral Problems. International Journal of Environmental and Science Education, 10 (4), 579-587.
Pennac, D. (2015). Essay as a novel. Moscow, Scooter, 196.
Ribakova, L. A., Parfilova, G. G., Karimova, L. Sh. & Karimova, R. B. (2015). Evolution of Communicative Competence in Adolescents Growing Up in Orphanages. International Journal of Environmental and Science Education, 10 (4), 589-594.
Sadykova, A. G., Yashina, M. E. & Sharafieva, A. D. (2014). Citation as a stimulus to boost students’ communication skills at the English lessons. English Language Teaching, 7 (12), 12-25.
Sagitova, R. R. (2014). Training students to be autonomous learners. International Journal of Humanities Education, 12 (1),27-34.
Svetlovskaya, N. N. & Peach-ool, T. S. (2007). How to help children who don't want to learn to read. Publishing House Archi: 54.
The national programme for support and development of reading. (2007). Library, 10-28.
Tikhomirova, I. I.(2008). About the development of creative reading in Russia: a case history. School library, 68-76.
Valeev, A. A. & Baranova, A. R. (2013). The development of the future engineers' capacity for creative self-realization. 16th International Conference on Interactive Collaborative Learning, ICL, 2013 (pp.436-437). Kazan, Russian Federation: Kazan National Research Technological University.
Valeeva, L. A. & Valeeva, R. A. (2013). Development of future engineers' critical thinking in foreign language teaching. 16th International Conference on Interactive Collaborative Learning, ICL, 2013 (рр. 438-439). Kazan, Russian Federation: Kazan National Research Technological University.
Volkova, E. A. (2012).Transformation reading student youth. Abstract of the dissertation on competition of degree of candidate of pedagogical Sciences: 28.11.2012. Krasnodar, 35.
Vorontsov, A. V. (2009). Reading as a socio-economic problem. Society. Environment. Development, 28.
|View Abstract References Full text PDF|
Circular Migration and its Impacts in the Current Stage of Globalization
Magdalena Privarova and Andrej Privara
pp. 12909-12917 |
In recent years, the concept of circular migration is increasingly getting into the center of attention among economic theorists as well as decision-makers in the field of international labor migration. In the current conditions of globalization, circular migration could solve some of the pitfalls encountered on the return migration. This paper outlines the genesis of the concept of circular migration and analyses the impacts of this phenomenon on the development of countries of origin. It also draws attention to the need of establishing mechanisms to ensure the circulating nature of migration movement. To do this, it is necessary to meet certain conditions. In this context, international cooperation on migration is a necessary condition for a “win-win-win” strategy as an important part of circular migration. The paper outlines the various forms of this cooperation.
Keywords: Circular migration, development of countries of origin, international cooperation
Ammassari, S. & Black, R. (2008). Harnessing the Potential of Migration and return to promote Development in Asia and the pacific..
Bovenkerk, F. (1974). The Sociology of return Migration: a Bibliographic Essay. Martinus Nijhoff, The Hague.
Cassarino, J.-P. (2004). Theorising Return Migration: a revisited conceptual approach to return migrants. EUI Working Papers No. 24.
Commisssion des Communautés européennes, Communication de la Commission au Parlement européen, au Conseil économique et social européen et au Comité des régions relative aux migrations circulaires et aux partenariats pour la mobilité entre l´Union européenne et les pays tiers. COM (2007) 248, Bruxelles, 16 mai 2007.
Dayton-Johnson, J. & Xenogiani, T. (2007). Immigration, développement et arbitrages entre politiques. Revue d´économie du développement, No 2.
GCIM (2005). Les migrations dans un monde interconnecté: nouvelles perspectives d´action. Rapport de la Commission mondiale sur les migrations internationales. Bruxelles.
GFMD: Rapport de la première réunion du Forum mondial sur la migration e tle développement. Bruylant, Bruxelles, 16 mai 2007.
Ghosh, B. (2009). Return Migration: Reshaping Policy Approaches. In Ghosh, B. (ed.), Return Migration: What Works?, GMF Immigration Paper Series No. 09.
Hugo, G. (1983). New Conceptual Approaches to Migration in the Context of Urbanization: A Discussion Based on Indonesian Experience. In Morrison, P.A. (ed.), Population Movements. Their Forms and Functions in Urbanization and Development, Ordina Editions, Liège.
Katseli, L., Lucas & R.E.B., Xenogiani, T. (2006). Effects of migrations on sending countries: what do we know?, OECD Research programe on Economic and Social Effects of Migration on Sending Countries, Working Paper No. 250.
Newland, K., Agunias, D., & Terrazas, A. (2008). Learning by Doing: Experiences of Circular Migration. Insight, Migration Policy Institute.
Newland, K. (2009). Circular Migration and Human Development. UNDP, Human Development Research Paper No. 42. http://www.migrationpolicy.org/pubs/newland_2009.pdf
Poutvaara, P. (2005). Public education in an integrated Europe: Studying to migrate and teaching to stay? ZEI Working Paper B 03-2005, ZEI – Center for European Integration Studies, University of Bonn.
Ushakov, D. & ,Zhmykhova, N. (2015). International migrant flows and national migration policy: Quality correlation and scenarios of interdependence (the case of European Union). Actual Problems of Economics, # 8.
|View Abstract References Full text PDF|
Interaction Between Philosophy of Education and Teaching Practice
Boris Michailovich Bim-Bad & Lioudmila Ivanovna Egorova
pp. 3385-3393 |
The article attempts to analyse the interaction between philosophy of education and teaching practice. Such area of learning as “philosophy of education” is defined, genesis and dynamics of practice as universals of human existence are traced; such concepts as “practice”, “teaching practice” are analysed in view of philosophy of education; the role and position of teaching practice as linking system in the theory of knowledge are grounded. The main conclusion of the conducted research is the proof that philosophy of education in its new interpretation is not only theoretical understanding of foundations and manifestations of educational process, but also practice, direct implementation of educational theoretical groundwork in everyday life. Using historical and philosophical analysis, the author showed that philosophy of education implements adopted philosophical (world view) paradigms in various teaching practices.
Keywords: Philosophy of education, philosophy, education science, philosophy of teaching, practice, teaching practice, category of practice
|View Abstract References Full text PDF|