Psychology
Eduquo articles under this heading are related to an academic and applied discipline involving the scientific study of mental functions and behavior. There are three board subtopics as follow:
  • Counseling Psychology. This subheading encompasses articles seeking to facilitate personal and interpersonal functioning across the lifespan with a focus on emotional, social, vocational, educational, health-related, developmental, and organizational concerns.
  • Educational Psychology. The second subheading contains articles covers the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations.
  • Others. Articles in this subheading will be related to psychology which do not classify under the two above mentioned subheadings.
Computer Games and Its Negative Effects

One characteristic of modern era is the rapid growth of science and technology. We hear new inventions and innovations every day. One of the most prominent of those is the development of computer games. All people worldwide, especially teenagers and children are conjured by those games send to market. The visualization of game objects recently almost to the real objects.

Parents tend to let their children play those games since they have a lot of reasons. The prices of games are relatively cheap and affordable. Those games are considered be able to train the logical thinking of children. Another important reason is that they do not consider dangerous to children. Differ to the real games which intend to cause physical scratch, they are regarded the opposite. However, everything mush have negative sides, especially if there is an abuse.
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Result: Intrapersonal and Organizational Factors Associated

RESULTS

 
 
A breakdown of respondents by region (10 total) revealed that each region of the state was represented in the final sample of respondents. Three regions (6, 7, and 8) were underrepresented by 3% to 5% in the final sample, whereas 2 other regions (2 and 10) were overrepresented by 7% to 9%. The percentage of respondents from the other 5 regions closely matched the proportion of counselors actually sampled from that region in the original mailing.
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Method: Intrapersonal and Organizational Factors Associated

This is part 2 from Intrapersonal and Organizational Factors Associated With Burnout Among School Counselors

 

Participants

Participants were drawn from the full membership list of a school counseling organization in the northeastern United States (N= 611). We used a systematic random sample with a random start. The membership list, organized across 10 different regions, yielded a proportionally representative sample of school counselors (N= 202) from each region. Ninety-four surveys were returned, resulting in an overall response rate of 47%. Sixteen of the 94 respondents had either retired or were currently employed in other positions (e.g., counselor education, social work) and hence were excluded from the data analysis stage. The final sample comprised 22 men (28%) and 56 women (72%) (n = 78) representing a 39% response rate.
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Intrapersonal and Organizational Factors Associated With Burnout Among School Counselors I


This study investigated the demographic, intrapersonal, and organizational factors associated with burnout among a population of school counselors in the northeastern United States (n = 78). Three hierarchical regression analyses were completed to determine the amount of variance that each cluster contributed to the 3 subscales on the Maslach Burnout Inventory-Educators Survey (MBI-ES; C. M. Maslach, S. E. Jackson, & M. P. Leiter, 1996): Emotional Exhaustion, Depersonalization, and Personal Accomplishment. The final models accounted for 45%, 30%, and 42% of the overall variation on each subscale, respectively.
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Conclusion of The Importance of Interpersonal Skills in Consultee-Centered Consultation

Conclusion

Being viewed as a facilitative consultant is based on a variety of factors, including the aggregated use of verbal and nonverbal communication skills. It is interesting to note that the research literature is generally quite supportive of the importance of facilitative characteristics such as empathy, congruence, and positive regard in the consulting process. Most of the research that looked at the importance of facilitative characteristics used consultee satisfaction as the primary dependent variable. Mait-land. Fine, and Tracy (1985) did use consultees' perceptions of client behavior change as an outcome measure, but ratings of this variable may have been influenced by a halo effect related to perceptions of the consultants. On the other hand, Bergan and Tombari (1976) did not look at consultee satisfaction; instead, they chose to look at identification and resolution of the client's problem as their outcome measures. Otherwise, we have little evidence that supports the idea that either relationship variables or verbal skills influence client outcomes. Since only one study has focused on nonverbal consultant behavior, it would be premature to draw even tentative conclusions in this area.
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The Importance of Interpersonal Skills in Consultee-Centered Consultation:G. Evette Horton And Duane Brown


This review explores the empirical research on the importance of interpersonal communication skills in consultation. Studies have 'found consultants' facilitative characteristics, along with an appropriate use of verbal and nonverbal skills, to be important in the consultation process. Because of the state of the research literature, however, the need for more studies on verbal and nonverbal communication skills is suggested.
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Motivation Theory and Research


In this section we examine the role of theory in the study of motivation. Throughout this text we integrate theoretical principles and show how they relate to research and practice. We believe that a good theoretical understanding of motivation and knowledge of different types of research paradigms are necessary to appreciate the role of motivation in settings involving teaching and learning.

 
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