Category Archives: Volume 54. Monograph, No 3. Summer 2017

A Review of Research on Teachers’ Subjective Theories: Contributions to the Study of Teacher Education by David Cuadra Martínez, Pablo J. Castro, Petra Vystrčilová, & Rada Jancic Mogliacci

The purpose of this study is to present a theoretical review of the main results of studies on Teachers’ Subjective Theories (STs), in order to establish the contribution of this research program to studies on teacher education. The study describes a research program devoted to STs and its place within the wider field of teacher education research. The analysis conducted reveals that the most relevant findings of this study include making STs explicit, developing teachers’ self-knowledge, complexity, agentivity, epistemology, and changing their subjective theories. The article provides a discussion of the impact of STs on teacher education research and analyzes the limitations of these studies.

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Facebook Addiction and Resilience Among College Students by Dr. Tony P. Jose, Dr. Suraj Kushe Shekhar & Dr. A. Kubendran, VIT University, Vellore, Tamil Nadu, India

Excessive usage of Facebook is a form of behavioral addiction. Unlimited and aimless usage of Facebook has some negative effects on the personal and social life of users. People who are engaged for many hours in Facebook have a tendency to keep away from their civilization and they withdraw from face to face interactions, and also from society. The present study examined the relation between Facebook addiction and resilience among college students. The convenient sample of 130 college students were selected for the study from Southern India. Measures used for the study were borrowed from Bergen Facebook Addiction Scale (Bergen, 2012) and the Connor–Davidson Resilience Scale (Connor & Davidson, 2003). The results show there is a significant negative correlation between Facebook addiction and resilience among college students.

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