RETRACTED: Psychometric Assessment of the Persian Translation of the Interpersonal Mindfulness Scale With Undergraduate Students

Abdollahi, Abbas; Vadivel, Balachandran; Huy, Dinh Trần Ngọc; Opulencia, Maria Jade Catalan; Tuấn, Phạm Văn; Abbood, Abbas Abd Ali; Nasirova, Zarina; Chupradit, Supat; Allen, Kelly‐Ann; Bykanova, Olga

doi:10.3389/fpsyt.2022.866816

Cited by 26 publications

(25 citation statements)

References 29 publications

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“…According to Haywood and Lidz (2007), the vital component in instructional contexts can be those professionals who conduct the assessment and are involved in the instruction and diagnostic interventions of the students. If assessments are supposed to be highly useful to aid students to learn successfully, they should be used during learning and teaching procedures rather than at the end of the term (Abdollahi et al, 2022;Kolganov et al, 2022;Yang & Qian, 2020).…”

mentioning

confidence: 99%

Interventionist vs. interactionist models of dynamic assessment (DA) in the EFL classroom: impacts on speaking accuracy and fluency (SAF), foreign language classroom anxiety (FLCA), and foreign language learning motivation (FLLM)

Ritonga¹,

Farhangi

Ajanil

et al. 2022

Lang Test Asia

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In spite of their pivotal role in language learning, psychological variables involved in language learning have received less attention in empirical research. Therefore, this paper tried to inspect the effects of interventionist DA, interactionist DA, and non-DA on EFL students’ SAF, FLCA, and FLLM. To achieve this goal, 78 respondents were chosen and randomly separated into three groups: EG1 (interactionist DA), EG2 (interventionist DA), and CG (non-DA). Before starting the treatment, the participants’ SAF, FLCA, and FLCM were checked through three related pretests. As the treatment, the non-DA students were given specific topics, and they were asked to discuss them without any DA-oriented interventions. The EG1 was evaluated and provided with the needed help by interaction-oriented DA techniques, whereas the EG2 was trained by DA-oriented instruction following Lantolf and Poehner’s (Language Teaching Research 15: 11–33, 2011) scales to measure and aid the students’ speaking ability in their discussions. At the end of the study, the post-tests of SAF, FLCA, and FLLM were administered to check the impacts of the treatment. Analyzing the data through one-way ANOVA tests, it was revealed the two models of DA (i.e., interactionist and interventionist) had a significant positive effect on EFL learners’ SAF. Moreover, it was revealed that both DA models not only increased the EFL learners’ motivation but also lowered their FLCA. This research has multiple implications for both EFL learners and teachers.

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mentioning

confidence: 99%

Interventionist vs. interactionist models of dynamic assessment (DA) in the EFL classroom: impacts on speaking accuracy and fluency (SAF), foreign language classroom anxiety (FLCA), and foreign language learning motivation (FLLM)

Ritonga¹,

Farhangi

Ajanil

et al. 2022

Lang Test Asia

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“…First of all, the research provides theoretical knowledge that aids in identifying factors that contribute to the theoretical concept's value in the applied arts. Moreover, the flow has a beneficial effect and significance for students at the College of Designs and Applied Arts, which emphasizes the practical side and requires its presence to engage in work and achieve the highest levels of artistic creativity [39,40]. irdly, the study's findings can be beneficial to individuals interested in implementing programs to increase the flow of students at the College of Designs and Applied Arts as one of the favorable variables contributing to the growth and advancement of creativity.…”

Section: Objectives and Significance Of The Studymentioning

confidence: 88%

Level of Art Flow among Faculty Students of Design and Applied Arts at Taif University

Aldhorman

2022

Education Research International

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The current study sought to determine the flow level of students at Taif University’s College of Designs and Applied Arts and the disparities in average student grades based on gender, specialization, and academic level. The sample was drawn randomly from Taif University’s College of Designs and Applied Arts and included (51) male and (138) female students majoring in arts, graphic design, interior design, fashion design, and textiles. The flow scale was produced by Al-Ghamdi (2021). Overall, there is an average flow level among the sample members, with no statistically significant gender differences in flow in the first, second, and sixth dimensions, but there are disparities in flow in the third, fourth, and fifth dimensions. Aside from one group (interior design, graphic design) that favored interior design, there were no statistically significant changes in flow related to expertise. According to the data, there were no statistically significant differences in the flow due to the dimensions’ academic level variables (1st–6th). However, there were differences between the sample members in both dimensions (3rd–5th). Anxiety and tension, a lack of clarity of objectives, and dissatisfaction with the results were identified as the main reasons that impede the flow. Enrichment programs and material support were developed to boost student flow at Taif University’s College of Designs and Applied Arts.

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“…For policymakers, this research is expected to be useful in terms of producing guidelines for the implementation of authentic assessments to improve the quality of learning. For scientific development, this research is expected to be useful in terms of developing scientific concepts about authentic assessment, especially in the field of learning Indonesian to improve students' language skills [45,46].…”

Section: Practical Benefitsmentioning

confidence: 99%

Development of Authentic Assessment in Local Wisdom-Based Reading Learning

Sukma

Abbas

Nurhayati

et al. 2022

Education Research International

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This study aims to establish a reading learning evaluation model based on local wisdom. This type of research is development research that refers to the ADDIE (analyze, design, development, implementation, and evaluation) development model. The study subjects were conducted at two junior high schools with 65 students and 4 Indonesian teachers. The data collection techniques used in this study are tests, interviews, observations, and questionnaires. The results obtained through the preliminary research show that there is no evaluation model for reading learning and the materials used are still based on Indonesian books. Based on preliminary research, a real evaluation model of reading learning based on local wisdom is established. The feasibility of the assessment guide is assessed through materials/content, language, and presentation. Validation results from materials and learning experts included 88% for content feasibility, 87% for language, and 85% for presentation. Meanwhile, linguists’ evaluations of products included 88% in content feasibility, 85% in language, and 86% in expressiveness; while media experts include the image/graphic aspect by 85%, the language aspect by 86%, and the display aspect by 85%. The results of the analysis of teacher response data amounted to 84% with a positive category and student response of 80.70%. From this, it can be concluded that it is very feasible to develop a product based on the real evaluation model of reading learning based on local wisdom. The implication of the application of authentic assessment to student learning outcomes, in general, is a change in behavior for the better, students become more active and creative in the teaching and learning process.

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RETRACTED: Psychometric Assessment of the Persian Translation of the Interpersonal Mindfulness Scale With Undergraduate Students

Cited by 26 publications

References 29 publications

Interventionist vs. interactionist models of dynamic assessment (DA) in the EFL classroom: impacts on speaking accuracy and fluency (SAF), foreign language classroom anxiety (FLCA), and foreign language learning motivation (FLLM)

Interventionist vs. interactionist models of dynamic assessment (DA) in the EFL classroom: impacts on speaking accuracy and fluency (SAF), foreign language classroom anxiety (FLCA), and foreign language learning motivation (FLLM)

Level of Art Flow among Faculty Students of Design and Applied Arts at Taif University

Development of Authentic Assessment in Local Wisdom-Based Reading Learning

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