Irrational beliefs are believed to be the source for many psychological disturbances. For example, rigidity is associated with anxiety problem and worry is associated with depression. This shows that irrational cognitions play a key role in the development and maintenance of emotional disturbances. In some studies women compared to men showed statistically significant higher scores on Worrying, Need for Approval and on the total Irrationality scale, whereas men had a higher score on Rigidity. Such types of studies were not conducted in Ethiopian context This book sees the five types of irrational beliefs (Worrying thoughts, Rigidity, Demand-for- approval, Problem avoidance, and Emotional irresponsibility) with respect to some demographical variable For example this book will; evaluate gender difference in irrational beliefs, analyze questions such as; does education makes people rational?, What about age? …. Hence, this book will assess types, level and associations of irrational beliefs with respect to respondent’s demography in some selected Ethiopian population. Furthermore, this book will help as source of information for psychologists, researchers, and even for administrator
This study investigated the relative contributions of Executive Functioning, Perfectionism, and Frustration Intolerance to academic procrastination and explored the relative contribution of each of these variables on academic procrastinators. To achieve this, 150 undergraduate and graduate students completed an online survey assessing Executive Functioning, Perfectionism, and the irrational beliefs of Frustration Intolerance. No support emerged for distinct clusters of procrastinators. The results indicated that perfectionism and irrational beliefs associated with frustration intolerance are the strongest mediators for academic procrastination. The results of the current study could aid mental health professionals, school psychologists, and educators in recognizing these traits and patterns early as well as in the development of more targeted interventions and possible prevention of academic procrastination.
Irrational Security – The Politics of Defense from Reagan to Obama
Irrational Security – The Politics of Defense from Reagan to Obama
Augustan Poetry and the Irrational, with contributions by some of the leading experts of the Augustan period as well as a number of younger scholars, examines the manifestations of the irrational in a range of Augustan poets, including Virgil, Horace, Ovid, and the love elegists, and also explores elements of post-classical reception.
Our ideas & beliefs as teachers can form our behaviors in the classrooms and subsequently they may affect on learning & learners.Considering the significance of thoughts and beliefs,the present book retrieved from my MA thesis from Islamic Azad University,Tonekabon Branch,Mazandaran,Iran was applied to study these beliefs in the area of vocabulary. What our beliefs are about teaching and learning lexicon refers to how we will behave in the classroom and during learning processes.
The present study aims to investigate university students` beliefs about foreign language learning in an Austrian academic context. To map beliefs and attitudes, Horowitz`s (1987) BALLI (Beliefs About Language Learning Inventory) survey instrument is employed and administered to the participants. The investigation intends to shed light on similarities and differences in language learning beliefs among individuals of various cultural background and beliefs regarding different languages. The main goal of this thesis is to go more beyond the traditional 2nd language learning belief system investigations by focusing on the possible occurrences of differing beliefs among international individuals. Findings in previous BALLI study projects suggested that beliefs may vary based on the participants` cultural and situational background. Investigating language learning beliefs by dividing the participants according to their ethnicity, the results are expected to reveal interesting differences in beliefs held by people coming from various parts of the world. The rational for approaching further language learning research from this point of view is that Graz enjoys the role of a cross-cultural and multilingual meeting point of East and West, and North and South. Besides English, which is the major lingua franca, German is the official language of the country accompanied by several regional
Whats Fair? – American Beliefs About Distributive Justice (Paper)
Concept mapping and retrospective stimulated recall techniques provided rich insights into university teachers' pedagogical beliefs and beliefs about technology and how they enacted these within the constraints of their disciplinary and pedagogical contexts. This in-depth qualitative study helps to understand the translation process and the challenges university teachers face when reconciling their beliefs with their technology practices. Affordance theories offered an accommodating view of how teachers make decisions about their practices with reference to their beliefs and their whole teaching and disciplinary context. Those teachers with sophisticated and coherent belief systems could translate their pedagogical beliefs more easily into technology-rich learning environments. However, a one-size-fits-all technology solution can be limiting for different disciplinary and pedagogical visions. The findings have important implications for academic development and teacher education related to technology integration.
A civilization is a heritage of beliefs, customs, and knowledge. And our every folk-belief bears the scientific equation in different ways. On the basis of folk-beliefs our environment can be revived and it is called as ‘nano-culture’ for the restoration of the environment; both natural and cultural. Mathematics is everywhere and our every step is the reflection of mathematics. On the basis of this philosophy author proved that folk-beliefs are the folk-mathematics in respect of environmental conservation through this book.
Science teaching practice is influenced by a teacher’s beliefs about what students should learn and by other implicit beliefs related to teaching and learning science. Through this two-phased qualitative study, an understanding was sought about what middle school science teachers believe the purpose of science education and students’ understanding of science should be. The goal was to gain an understanding of these beliefs and see how that could help design more effective professional development initiatives.
The study describes the sense of efficacy and learning beliefs and the relationship between these beliefs held by a group of pre-service English as a foreign language (EFL) teachers at different universities in Turkey. The results of this study revealed that when the beliefs about knowledge and learning are taken into consideration, pre-service EFL teachers could not decide whether knowledge is certain and acquired from the authority or not. On the other hand, pre-service EFL teachers believe that learning ability is fixed at birth. A statistically significant relationship was found between gender, year at school and sense of efficacy beliefs. However, there was no significant relationship between gender, age, year at school and their personal beliefs about knowledge and learning. When the sense of efficacy beliefs are examined, pre-service EFL teachers appear to be not ready for the teaching profession. Sense of efficacy and learning beliefs of the pre-service EFL teachers were found to affect their perceptions of acquiring knowledge and performing teaching practices.