Volume 56 - Monograph, No. 2, Summer 2019 | Psychology and Education Journal

Development and Initial Validation of the Interest, Ability, and Personality Scale (IAPS) by Varunya Rumsaeng, Sirichai Kanjanawasee, & Chutima Suraseth

Abstract

The objectives of the present research were to develop and validate a newly developed scale; the interest, ability, and personality scale (IAPS). The IAPS was developed in Thai language based on Holland�s theory of vocational personalities which will help individuals understand their personal attributes better and use the assessment results to make their career decisions. The psychometric properties of the IAPS were analyzed by examining the content validity, construct validity, and internal consistency reliability. The results showed that the IAPS has good psychometric properties according to the criteria in terms of validity and reliability. It can be used to measure the interests, abilities, and personalities of people who want to make career plans. The benefits of the research and future application are discussed.

Teachers� Subjective Theories about Time: Negative Emotional Meaning, Action Maintaining and Orientation to the Past by Pablo J. Castro, Ingrid Gonz�lez Palta, Ra�l Zuleta, David Cuadra-Mart�nez & Cristi�n Oyanadel

Abstract

Time in education has been identified as a relevant dimension for the construction and interpretation of teachers� work, being perceived as either a limitation or an opportunity. The aim of this study was to understand teachers� explanatory beliefs (subjective theories) about time. A case study was conducted using a qualitative methodology. Seven teachers took part in the study. This process yielded 209 subjective theories grouped into 9 emergent categories, including �time poverty� and �future orientation.� Most of the teachers� subjective theories had a negative emotional meaning, were subordinated to other theories, and were action-preserving. In consequence, their subjective theories configure external and uncontrollable explanations about time that generate time management challenges by limiting teacher agency. Also, the participants generated a variety of distinctions about time, reflecting a connection between this abstract dimension and their professional and personal life.

The Suitability of Special Needs Services Offered to Students at Kuwait University by Dr. Sultan Aldaihani & Dr. Ali M. Al-Ansari, College of Education, Kuwait University

Abstract

Offering appropriate services is a fundamental part of integrating students with special needs into society. Kuwaiti regulations established in 2010, students must receive suitable services to assist with their disabilities. The purpose was threefold: (a) to understand the services offered to students with special needs and provided to integrate them into Kuwait University; (b) identify the differences among average students with special needs in relation to gender, type of facility, nature of the disability, and study group; and (c) describe the significance of the services offered to students with special needs (both male and female) at the Kuwait University. Quantitative study was employed to collect the data. The results showed that the university administration�s most important interest is academic services directly related to the learning processes of the students. A lack of manpower for operations and maintenance; leads to weaknesses in the planning and organizational processes related to these types of services. The real challenge to full integration is to provide specialized teams, conscientious leadership, and an adequate budget. There were differences among the females, attributable to several causes. The workers in special needs student services were women, giving female students the chance to interact with and benefit from these services and become more independent. Recommending that working on opening proper academic majors suitable for special needs students, providing students with appropriate health and rehabilitation services via medical personnel at their universities, hiring male workers and the most important aspect is updating curriculum services to consider students� conditions.

Assessing the Efficiency of a Suggested Portfolio Aimed at Improving Teacher Performance in Authentic Assessment by Hassan Alomari & Ayah Ibrahim Abu Salim, University of Jordan

Abstract

The aim of this study was to design a portfolio to contribute in improving the performance of teacher�s authentic assessment procedures, and to assess the level of efficiency of this Portfolio in achieving the tasks it is designed for. The �portfolio� is of three parts. The first includes general directions about using the �portfolio.� The second includes many samples and assessment tools designed to cover most of the situations in the classroom, such as rating scales, checklists, rubrics, learning log and the anecdotal record. In addition, there are test analysis samples, test specifications table, and reports for parent�s samples. The third section includes samples that enable the teacher to practice reflective thinking and self-assessment through some situations and stimulations. The results of the study showed that the total average of the responses of teachers is 4.1(very high degree); which indicates the general efficiency of the �portfolio� which highly achieved the purposes. Also this study found no significant differences due to gender of teacher.

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Announcement Date: April 20, 2021

Dear Authors and Researchers,
We would like to inform you that the U.S. ISSN Center at the Library of Congress has confirmed that the correct ISSN number of the Journal Psychology and Education is ISSN 1553-6939. This ISSN is to be used instead of ISSN 0033-3077 which is the ISSN that belongs to the former title, “Psychology.” Each time a journal undergoes a major change of title a new ISSN is assigned. Psychology and Education also has been assigned a Linking ISSN (ISSN-L). The ISSN-L is available for use when there is a need to identify and link to a continuing resource without regard to format, for example in services such as OpenURL, library catalogues, search engines or knowledge bases. The next issue of Psychology and Education will be published with ISSN 1553-6969. But the previous ISSN will be also available in the ISSN Portal to retrieve the record for Psychology because it remains the identifier for the former title Psychology and the articles published under that title.

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