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ICEPL-Fall November 7-9, 2017, Kitakyushu, Japan

Table of Contents

The Contribution of the Academic Peer Support Program (APSP) to the Enhancement of College Students with Specific Learning Disorders (SLD) Rivka Yogev ..................................................................................................................................1 Methodological Analysis of the Ontology and Epistemology of Mixed Methods Research Kazutoshi Yoshino ........................................................................................................................2 The Impact of Social Perception on Creative Processing of Hong Kong Young People Derry Law .....................................................................................................................................3 A Dialog Between Food & Farm and Aesthetic Education Vconstruction of a Hand by Hand Service Learning Teaching and Learning Model Mei Wang ......................................................................................................................................4 A Study on the Predictive Validity of an English Proficiency Test and an English Placement Test at a University Preparatory Program Zuhal Gokce, Fatih Kezer .............................................................................................................5 Educational Quality and Governance in Indonesia:Challenge and Impact Bagus Hari Prakoso.......................................................................................................................6 Teaching and Learning Computer Programming: An Evidence Based Approach Eneyda Rocha-Ruiz, Francisco Jose ?lvarez-Montero .................................................................19 An Online Course Design Based on the Community of Inquiry Framework Yi-Sin Chen, Yi-Ju Chen ...............................................................................................................20 Comparison of The Imagination Structure in Different Major Students Po-Hsi Chen, Shao-Zu Su .............................................................................................................33 A Study of Curriculum Planning and Implement on Interdisciplinary Future Vision Wang Ming Cheng, Wu Hui Ju, Wu Pai Lu ..................................................................................34 Psychological Changes Due to Watching Earthquake Related Videos Hironobu Kato, Chiaki Ono, Tomohiro Uchida, Hiroaki Tomita .................................................35 Moderating Role of Emotional Intelligence on the Relationship between Multitasking Preferences and Multitasking Ability Saima Kalsoom, Anila Kamal .......................................................................................................36 Psychosocial Factors Related to Exist Thai Nation Behavior of Undergraduate Students Shuttawwee Sitsira-At ..................................................................................................................57

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A Pilot Study of Art Education Therapy for People with Cerebral Palsy in Taiwan Shwuling Lee ................................................................................................................................62 On Priming Effect of L1 Training on L2 Learning in Adults Mineo Ikematsu, Tsukasa Izumi, Yasuyuki Nakamori..................................................................63 Anagnorisis and Regulation from Afar: The Effects of Significant Events on Learning Behavior Julian Pigott ..................................................................................................................................69 Learning by Doing: Conducting Drama Education in Adult Language Teaching Yu Jing Liao ..................................................................................................................................84 The Evaluation of Basic Industry Interdisciplinary Digital Innovative Curriculum Ming-Hsiung Wu, Hsiou-Ping Chen, Lee-Chi Chen, I-Da Yang, Hsin-Kuo Liao, Pi-Kuang Tseng, Hsin Cheng Chen ..........................................................................................................................96 A New Approach to Characterize Light-Curriculum-Module of Three-Dimension Engineering Applied to Industry Interdisciplinary Teaching Ho-Yi Lin, Heng-Lin Lee .............................................................................................................103

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The Contribution of the Academic Peer Support Program (APSP) to the Enhancement of College Students with Specific Learning Disorders (SLD) Rivka Yogev Department of Special Education, The College for Academic Studies Or-Yehuda, Israel Corresponding Author: [email protected]

ABSTRACT College students with Specific Learning Disorders (SLD) face various difficulties at the academic and emotional spheres. The counseling and support center designed the Academic Peer Support Program (APSP) to offer these students assistance. This program is implemented by mentors, students themselves, who work with the SLD students individually through the academic year, and are rewarded by receiving partial scholarships. They receive an initial training and during the year ongoing supervision. The purpose of the study was to examine the contribution of the APSP to the enhancement of SLD college students’ self-efficacy and academic achievements. Thirty SLD B.A. students participated in the study. The participants filled out questionnaires which aimed to clarify their learning disorders and the type and severity of their difficulties and to evaluate the effect of the program on their self-efficacy and academic achievements. The data contained complaints of great difficulty in writing papers, summarizing articles and exam preparation, and showed that the areas in which they received support were: learning strategies of summarizing, and performance functions. The data showed improvement in the following aspects. Students reported that the mentoring contributed to improvement in the areas of grades, writing papers, attending lectures, preparing for exams and the use of effective learning strategies, as well as improvement in self-efficacy perception and confidence in getting high grades. No significant relationship was found between difficulty and self-efficacy. A significant positive relation was found between the level of students’ difficulty and the effect of the mentoring contribution (r=70, p.01) or social support (ρ=-.42, p>.01) before viewing the video, whereas there was no significant correlation between state anxiety and TRS (ρ=-.31, p=.06) or social support (ρ=-.17, p=.32). It was suggested it is possible that a stress buffering factor like resilience could not be prevented by watching an earthquake disaster-related video. There is a possibility that as a trigger visual stimulus anxiety of the earthquake experience is provoked in the person who experienced earthquake. When performing mental care for victims, it was confirmed that it is necessary to take account of latent anxiety as caused by visual stimuli. This research was approved by the Ethics Committee of Tohoku University Graduate School of Medicine. Keywords: Disaster related video, Anxiety, Resilience

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Moderating Role of Emotional Intelligence on the Relationship between Multitasking Preferences and Multitasking Ability Saima Kalsoom & Anila Kamal National Institute of Psychology, Center of Excellence, Quaid-i-Azam University, Islamabad. Pakistan, Pakistan Email: [email protected] [email protected] ABSTRACT This study was planned to examine the moderating role of emotional intelligence on the relationship of multitasking preferences with multitasking ability of married working individuals. For this, indigenously developed instrument i.e., Self-Report Measure of Emotional Intelligence SRMEI by Khan and Kamal (2010) and translated adapted measures of Multitasking in to indigenous language Urdu i.e., Multitasking Preference Inventory MPI (Poposki & Oswald, 2010) and Communication Specific Multitasking Measurement Instrument CSMMI (Kushniryk, 2008) were used. The cross sectional data of 222 working men (n = 145) and women (n = 77) with age range of (23-70) years and (M = 38.74 & SD = 9.19) was collected. Purposive convenience sampling was employed. Reliability analysis for these measures showed satisfactory values of Cronbach’s alpha as the evidence of internal consistency and stability of the scores on these measures. The results showed emotional intelligence as composite scores, two subscales i.e., emotional self-regulations and emotional self-awareness, along with five sub facets of these subscales i.e., adaptability, emotional reactivity management, emotional stability, achievement drive, self-awareness, and self-confidence significantly moderated the relationship between multitasking preferences and multitasking ability of married individuals. Moreover, education and age of the last born child also significantly moderated the relation between multitasking preference and multitasking ability of married working individuals. Keywords: Multitasking, Preferences, Ability, Emotional Intelligence, Emotional SelfRegulations

INTRODUCTION Multitasking has become an integral part of almost every profession, considering an individual working at either managerial or no managerial position require time management to handle multiple demand and pressures. This might have established the need for multitasking skills, attitudes and abilities for an individual. As (Buhner, Koing, Pic, & Krumm, 2006) said that to perform multiple task at a time is a requirement for almost every job today. And to understand how individuals react to the multiple conflicting demands of various tasks and roles might be an interesting factor for many researchers working on time related construct especially multitasking. Which has been studied in focusing on two related and different concepts i.e., polychronicity and multitasking ability. The former concept is introduced by Hall in (1959) as cultural variable and defined as the extent to which an individual prefer to engage in more than one task at the same time and belief that this is the best method to do/ accomplish tasks (Bluedorn, 2002). While another definition is that accomplishing multiple-task goals in the same general time period either 36

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simultaneously or by engaging in frequent switches between individual tasks (Poposki & Oswald, 2010). In the presence of multiple tasks the sharing of resources i.e., cognitive, motor, perceptual, and time constraint in multitasking is explained by Salvucci and Taatgen (2008, 2011) through a theory of threaded cognition which means that multitasking behaviour is a result of multiple threads of cognition happening simultaneously where each thought signifies a different goal of task accomplishment (Sanderson et.al., 2013). However, studies from organizational psychology have established the link between multitasking preferences and ability while predicting performance and suggested that preference influence behaviour and multitasking preferences are related with multitasking behavioral ability (Edwards, 1991; Goonetilleke & Luximon, 2009; Hecht & Allen, 2005; Hambrick et al., 2011; Ishizaka et al., 2001; Kantrowitz & Kinney, 2009; Keonig, Oberarcher, & Kleinmann, 2010; Keonig & Waller, 2010; König et al., 2005). Moreover studies from cognitive psychology also provide evidences of the link between cognitive ability and multitasking ability and Carroll has explained the role of intelligence with multitasking ability and found fluid intelligence, general memory, broad auditory perception are related with multitasking performance and Ben-Shakhar and Sheffer, (2001) found the same link with attentional resources. In this context the emotional ability is also very essential to manage and cope with the external demands and pressures of multiple roles. And to assume the contributory role of emotional intelligence and its components in interaction of multitasking preferences and multitasking ability is important. Emotional intelligence is the ability for recognizing feelings, for motivating, and for managing emotions well in ourselves and our relationship abilities (Goleman 1998). These essential learned abilities are; 1. Self awareness 2. Emotional management 3. Empathy and 4 Social skills. Emotional self awareness is understanding our self-esteem and knowing about the inner strength and weaknesses also for improving our skills and defects. It consisted of many self-awareness, perceived self-awareness and self-confidence of a person. Emotional self-regulations is about the inner resources of a person that how one is being able to control and mange him/herself and own emotions.it includes adaptability, emotional reactivity management, emotional stability, conscientiousness, and achievement drive. Empathy and social skills is about understanding others, perspective taking. It includes interpersonal skills required to interact and communicate with others. The verity of competencies essential for persuasion, conflict management and resolution. Sociability, communication and empathy are the core interpersonal skills required to attain emotional intelligence (Khan & Kamal, 2010). In connecting the link of multitasking preferences and ability with emotional intelligence and its components of emotional selfregulation and self-awareness the study bridged this gap was conducted by (Gutierrez, Ang, Miguel, & Umali 2016) who have also studied the interaction of emotional intelligence and its components with multitasking ability. However previous studies have not provided such findings while studying the cognitive work ability Rustia and Seva (2011) in relation to multitasking, task switching, cognitive flexibility and executive control functioning and social cognition (Brosch, Scherer, Grandjean, & Sander, 2013; Gul & Hussain, 2016; Mayr & Kliegl, 2000; Roger & Monsel, 1995). Another study explained the positive link and impact of cognition and emotion on each other is conducted by Maher et al.’s (2010). Ratan, Santa Cruz and Vorderer (2007) has studied a link of self-awareness and multitasking while Ismail & Sharma (2012) has also studied a link of self-regulation and multitasking for managing emotional and cognitive processes towards certain goals. But previously available and cited literature here explain the link and association of emotional intelligence and its components and the study (Gutierrez et., al 2016) established the interactional effect of emotional intelligence and its components on multitasking in the context of nursing through structural equational modeling SEM and these results have concluded that emotional intelligence is a sound predictor of multitasking. Although there is no known study available to establish the effect of emotional intelligence its components through moderation with multitasking preferences and multitasking ability. But taking the insight and applying the conceptual links of the studies cited above might be relevant to understand the rationale behind the conceptual frame work of studying the link of emotional intelligence and its components on the association between multitasking preferences with multitasking behavioral ability. This study would be kind of first effort to study the relationship and interaction effect of emotional 37

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intelligence, along with its components, and subcomponents with multitasking preferences and ability by employing correlational and cross sectional data collection design . Therefore, the current study aimed to explore the moderating role of emotional intelligence on this relationship with the following objectives: 1.

2.

To explore the relationship between multitasking preferences, multitasking ability and emotional intelligence along with its components i.e., emotional self-regulations and emotional self-awareness on the scores of married working individuals. To explore the effect of emotional intelligence its components emotional on selfregulations and emotional self-awareness through moderation on the scores from married working individuals.

METHOD

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primary and secondary tasks simultaneously. Seven reverse coded items in the original and translated version are 6, 7, 8, 11, 15, 16, and 17. The score range is 19-95. Which indicate the high scores on the scales high multitasking abilities and low scores means the low multitasking abilities. Procedures Data was collected from the married working individuals after taking their informed consent on the form. All the participants were approached individuals and the average time taken by the individual participants was between 20 to 30 minutes. The response rate was good 90% and only willing participants were included to fill out the three questionnaire along with demographic form. In the end participants were acknowledge for their worthy participation and providing data for this research. They were also ensured about the confidentiality of their data.

Sample

RESULTS

Data of the present study was collected from the sample of (222) working (male = 145) and (female = 77) with age range of (23-70) years and (M = 38.74 & SD = 9.19) were selected from the various organizations located at twin cities of Pakistan Rawalpindi and Islamabad. Inclusion criteria was married working having one child at least and the individuals who drive any vehicle. Regarding the educational status of the participants up to Graduation = 44, masters = 117, and MPhil/ PhD = 61. Age of the last born was up to 2 years = 94 and more than 2 years = 117 and 11 participants did not reported the age of their last born child on the demographic information form. Instruments

Mean, standard deviation, alpha reliabilities, and inter scale correlations were computed on the data of this study. Results are presented below in table 1 and 2.

In the present study three instruments in an indigenous language Urdu along with demographic information forms were used to collect data. Self-Report Measure of Emotional Intelligence (SRMEI) An indigenously developed scale by Khan and Kamal (2010) it has a 60 items and three subscales i.e. Emotional Self Regulation Scale along with five sub facets including Adaptability, Conscientiousness, Emotional Reactivity Management, Achievement drive, Emotional Stability. Emotional Self Awareness Scale including Self Confidence, Perceived Self Awareness, and self awareness. The Interpersonal Skills Scale includes Communication, Sociability and Empathy. The EI scale is reliable and valid measure of emotional intelligence in social settings. The scale having five response categories as Always 5, Often 4, Sometimes 3, Rarely2, and Never 1. Positively phrased items are 24 and negatively phrased are 33. The score range is between 60 to 300. High scores on the scale means high emotional intelligence. Multitasking Preference Inventory (MPI) This five point Likert scale is developed by Poposki & Oswald (2010) and have 14 items. The culturally adapted and translated version was used in this study. The response options (1: Strongly disagree; 2: Disagree; 3: Neither agree nor disagree; 4: Agree; 5: Strongly agree). Seven out of the 14 items are (item number 5, 6, 8, 10, 11, 13, &14 in the original and in the translated version). The MPI measure the preference to engage in multiple tasks simultaneously. The Cronbach’s alpha reliability estimates developed previously ranging from .88 to .91. The score range is 14- 90. High score indicate the high multitasking preferences and low scores indicate the low multitasking preferences

Table 1. Mean, standard deviations, and Alpha Reliability for all the scores on the Scales used in this study (N=222)

Variables SRMEI ESR ADP ERM ES CON AD ESA SA PSA

No of items 60 27 8 6 6 3 4 21 9 8

Alpha

M

SD

Variables

.90 .91 .76 .76 .81 .35 .61 .66 .68 .54

217.86 98.56 28.01 22.69 22.48 11.82 13.56 74.50 31.16 29.26

25.74 17.13 5.75 4.66 5.08 2.10 2.89 8.39 5.51 4.18

SC IPS EMP SOC COM CSMMI GMA APMTPTS ATPPSTS MPI

Alpha

M

SD

.43 .72 .43 .50 .40 .72 .75 .73 .65 .65

14.07 44.79 13.41 15.96 15.41 55.13 20.23 24.89 10.01 39.25

2.73 5.87 2.10 2.59 2.55 9.00 5.05 5.60 3.31 6.76

Note: MPI = multitasking preference inventory; CSMMI = communication specific multitasking measurement instrument; GMT = general multitasking; APMTPTS= ability to perform more than two primary task simultaneously; ATPPSTS = ability to perform primary and secondary task simultaneously.SRMEI = Self-report measure of emotional intelligence; ESR = emotional self-regulation; ADP = adaptability, ERM = emotional reactivity management; ES = emotional stability; CON = conscientiousness; AD = adaptability; ESA = emotional self-awareness; SA = self-awareness; PSA = perceived self-awareness; SC = self-confidence; IPS = interpersonal skills; EMP = empathy; SOC = sociability; COM = communication

Table 1 showed that all the scales used in this research showed satisfactory level of alpha reliabilities on the scores from married working individuals. Among the eleven sub facets only three i.e., conscientiousness, self-confidence and empathy of the three subscales of SRMEI showed relatively low alpha reliabilities but for the composite scores on SRMEI and for three subscales ESR, ESA, and IPS the alpha values are quite sound and satisfactory, which showed the sufficient proof of the stability and consistency of the scores for this research.

Communication Specific Multitasking Measurement Instrument (CSMMI) This scale is also Likert type 1p item instrument developed by Kushniryk (2008) culturally adapted and translated version was used to measure the individual multitasking abilities. The response options are (1: Strongly disagree; 2: Disagree; 3: Neither agree nor disagree; 4: Agree; 5: Strongly agree). The scale consists of three subscales 1.General multitasking abilities, 2. The Ability to perform more than two primary tasks simultaneously, and 3. The Ability to perform 38

No of items 4 12 4 4 4 19 7 8 4 14

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Table 2. Correlations among the scores on SRMEI, Subscales and its Sub Facets, MPI, CSMMI it subscales (N= 222) Variables 1 ADP 2 ERM 3 ES 4 CON 5 AD 6 SA 7 PSA 8 SC 9 EMP 10 SOC 11 COM 12 SRMEI 13 ESR 14 ESA 15 IPS 16 MPI 17. CSMMI 18. GM 19.ATMTPTS 20.ATPPSTS

1 1

2 .77** 1

3 .77** .82** 1

4 .12* .18** .21** 1

5 .70** .63** .69** .20** 1

6 .67** .76** .75** .16* .61** 1

7 .04 .12 .11 .50** .13* .15* 1

8 -.12 -.02 -.03 .37** -.09 -.09 .47** 1

9 -.01 .05 .02 .16* -.01 .13* .39** .32** 1

10 .07 .15** .11 .50** .14* .14* .69** .44** .40** 1

11 .10 .14* .14* .47** .17* .19* .61** .30** .31** .68** 1

12 .77** .80** .81** .48** .70** .78** .52** .25** .30** .51** .50** 1

13 .90** .90** .92** .32** .80** .76** 17* -.02 .03 .18** .20** .90** 1

14 .45** .50** .55** .48** .44** .70** .75** .50** .39** .57** .53** .85** .58** 1

15 .07 .14* .11 .48** .13* .20** .70** .44** .67** .88** .85** .55** .18** .62** 1

16 .08 .00 .05 -.15* .11 .12 -.03 -.20** -.00 -.00 -.00 .03 .04 -.01 -.00 1

17 .01 .00 .02 -.13* .07 .04 -.05 -.13 .00 -.06 -.08 -.02 .01 -.03 -.06 .49** 1

18 .05 .01 .01 -.13* .02 .10 -.16* -.20* .03 -.09 -.08 -.03 -.01 -.07 -.07 -.03 .52** 1

19 .03 .05 .10 .00 .11 .03 .09 .01 .04 .03 .00 .08 .07 .06 .03 .21** .74** -.09 1

20 -.11 -.09 -.12 -.17* -.04 -.07 .15* -.08 -.10 -.07 -.09 .15* -.12 -.10 -.11 .47** .68** .03 .47** 1

Note. MPI = multitasking preference inventory ; SRMEI = Self report measure of emotional intelligence; ESR = emotional self-regulation; ADP = adaptability; ERM = emotional reactivity management; SA = self-awareness; ES = emotional stability; CON = conscientiousness; AD = achievement drive; ESA = emotional self-awareness; PSA = perceived self-awareness; SC = self-confidence; IPS = interpersonal skills; EMP = empathy; SOC = sociability; COM = communication; CSMMI = communication specific multitasking measurement instrument; GMT = general multitasking; APMTPTS= ability to perform more than two primary task simultaneously; ATPPSTS = ability to perform primary and secondary task simultaneously;

The results in the table 2 showed significant positive correlation among the scales, with subscales and subfacetes of the subscales of SRMEI used to study variables in this research. These results indicate that MPI is significant and positively related with CSMMI and with its two subscale except GMA. The CSMMI is significantly related with its three subscales and among these subscales ATPMTPTS is related with ATPPSTS. The SRMEI did not found to be related with MPI and CSMMI along with its subscales except ATPPSTS. All the three subscales were not found to be correlated with MPI and CSMMI along with its three subscales. However among the eleven sub facets of ESR, ESA, and IPS conscientiousness was found to be significant and negatively correlated with MPI, CSMMI, GMA, and ATPPSTS, perceived self-awareness is significant and negatively correlated with GMA, and positively correlated with ATPPSTS. Self-confidence is significant yet negatively correlated with MPI and GMA only rest of the sub facets did not showed any significant correlation with MPI, CSMMI and with its subscales.

Exploring interaction effects on the relationship between independent and dependent variables. In order to explore the effect of emotional intelligence in association between multitasking preferences as independent variable on multitasking ability as dependent variable moderation analysis was run in SPSS through process macro. Table 3. Moderating role of Emotional Intelligence on Multitasking Preferences and multitasking Ability (N = 222)

Variables

Multitasking Ability Β P

Constant

55.07

.0000

54.03

.56

.0000

.37

.75

-.03

.21

-.07

.01

.01

.01

.00

.02

Multitasking Preferences Emotional Intelligence Interaction R²

.26**

F

6.62**

∆R²

.03**

95% CI LL UL 56.12

Note. p