Results 71 to 80 of about 601,222 (293)
Procedia - Social and Behavioral Sciences, 2014 AbstractPositive psychological capital or simply PsyCap, comprised of self-efficacy, optimism, hope and resilience, has an impact on student-related outcomes. The purpose of this study was to provide empirical evidence on the relationships between academic performance, perceived group PsyCap, and individual PsyCap of Thai undergraduate students.
Vanno, Vitanya +2 more
openaire +1 more source
British Educational Research Journal, EarlyView.Abstract Quality in early childhood education and care (ECEC) is a contested concept and has generally been conceptualised by inter‐related indicators such as staff qualifications, educational environment, policy or child‐to‐staff ratios. There has been a more limited emphasis on how young children might perceive and experience quality.
Nikki Fairchild, Éva Mikuska
wiley +1 more source
Hubungan antara Leader Member Exchange dan Psychological Capital pada Perawat Rumah Sakit Jiwa [PDF]
, 2017 Rumah sakit dapat memberikan pelayanan yang maksimal apabila kondisi psikologis perawat positif. Psychological capital adalah sikap positif dalam diri perawat yang dikarakteristikan dengan hope, self-efficacy, resiliency, dan optimism.
Prihatsanti, Unika +1 more
core
Portrayal of Positive Psychological Capital in Qur’an
الإيضاح, 2015 The present study aims at exploring positive psychological capital in the verses of Qur’an. Positive psychology is the latest advancement in the field of psychology which focuses on improving the well-being of society. Positive psychological capital refers to the combination of overall qualities of positive psychology that contributes to the well-being
Dr. Muhammad Naveed Riaz,, Summayya
openaire +1 more source
Listening to Hong Kong children's perspectives through pretend play
British Educational Research Journal, EarlyView.Abstract Quality in early childhood education and care (ECEC) has become an increasing concern in recent years. The issue has been regularly discussed by different stakeholders. However, the rising concern regarding quality in ECEC has not seriously taken into account children's perspectives.
Suzannie K. Y. Leung
wiley +1 more source
Reception Baseline Assessment and ‘small acts’ of micro‐resistance
British Educational Research Journal, EarlyView.Abstract In September 2021, following the global COVID‐19 pandemic, the Department for Education introduced a national standardised digital Reception Baseline Assessment (RBA) for all English 4‐year‐old children. We analyse RBA and its associated Quality Monitoring Visits, as a further intensification of the new public management of early years ...
Guy Roberts‐Holmes +2 more
wiley +1 more source
Social impact as an intangible driver in assessing economic value: an application to the italian third sector [PDF]
, 2017 Many studies have focused on Intellectual Capital (IC) applied to the Third Sector in the past few years. Despite the growing interest in intellectual capital in the field, the concept remains unclear. Few scholars and practitioners deal with the subject,
Bongiovanni, Laura +3 more
core +1 more source
‘Let's talk about the weather’: The activist curriculum and global climate change education
British Educational Research Journal, EarlyView.Abstract Activist movements have garnered significant global attention on a range of sustainability issues, often involving collectives of citizens coming together. Invoked is the idea of citizens informed to act, emerging not from a common‐sense understanding of everyday life, but rather from a deep political understanding of the world—one that is ...
Richard Pountney
wiley +1 more source
Negotiating Relationally: The Dynamics of the Relational Self In Negotiations [PDF]
, 2006 Although negotiation research is thriving, it has been criticized as having an arelational bias—emphasizing autonomy, competition, and rationality over interdependence, cooperation, and relationality.
Gelfand, Michele J. +4 more
core +2 more sources