Thursday 30 October 2014
Sunday 26 October 2014
mediation
http://ripl.faculty.asu.edu/mediation/
http://www.public.asu.edu/~davidpm/classes/psy536/Baron.pdf
See page 1173, 1174 and 1178
the justification for a mediator is very very different compared to the justification of a moderator. Also in moderator also there are two types of issue we are looking at 1. Change Direction or 2. Change Strength of relationship.
Allow the investigation of the plausibility of "third-variable explanations" for the results of past studies. When there is "inconsistency" you are looking for a possible "moderator" and when there is "consistency" you are looking for a "mediator" (mechanism).
Friday 24 October 2014
Friday 17 October 2014
sample size for sem
there is no magic number for SEM analysis. It all depends on complexity of your model and data quality (ie; loadings). Hair et al. (2010) mentioned that with good loadings even with 75 you can get a good model fit but with low loadings you may need more than 500. You may wnt to read the article by Reinartz et al. (2009) "The well-known rule of thumb that ML-based CBSEM requires at least 200 observations to avoid problems of non-convergence and improper solutions emerged from this prior work. On the basis of our findings, we confirm that this rule is true on average but that wide variations depend on indicator loadings. Based on our analysis, the minimum sample size ranges from as low as 100 (medium or high equal loadings) to a maximum of 500 (low equal loadings and two indicators per construct). See: http://www.insead.edu/facultyresearch/research/doc.cfm?did=42571
Thanks Prof Ramayah Thurasamy! I came across with that argument as well in article written by Lei and Wu (2007) in which it does mention that the sample size required is somewhat dependent on model complexity. Thanks Prof. Now, it is clearer.
Thanks Prof Ramayah Thurasamy! I came across with that argument as well in article written by Lei and Wu (2007) in which it does mention that the sample size required is somewhat dependent on model complexity. Thanks Prof. Now, it is clearer.
Wednesday 15 October 2014
concurrent validity
Soalan kuiz🎯🎯🎯
Siapakah di sini yg tahu/tidak tahu apa itu concurrent validity dan dlm keadaan yg bagaimana ia diperlukan?
Sbb utama concurrent validity dibuat dlm kes kita bina questionaire sendiri. Jadi utk maklumkan kpd dunia bhawa alat kita juga tidak kurang hebatnya, jd kita ambil soalan standard yg terkenal ie Skala Benci...lalu kita bandingkan Skala Benci Juma. Jd bila result dari skala Juma mempunyai direction yg sama dgn skala yg standard, jd kita blh katakan skala kita juga mirip dgn mereka. Kita juga boleh bandingkan skala yg opposite misalnya skala Suka yg standard. Jadi bagi mereka yg sgt suka bina new instrument, inilah type validity yg patut diutamakan
Siapakah di sini yg tahu/tidak tahu apa itu concurrent validity dan dlm keadaan yg bagaimana ia diperlukan?
Sbb utama concurrent validity dibuat dlm kes kita bina questionaire sendiri. Jadi utk maklumkan kpd dunia bhawa alat kita juga tidak kurang hebatnya, jd kita ambil soalan standard yg terkenal ie Skala Benci...lalu kita bandingkan Skala Benci Juma. Jd bila result dari skala Juma mempunyai direction yg sama dgn skala yg standard, jd kita blh katakan skala kita juga mirip dgn mereka. Kita juga boleh bandingkan skala yg opposite misalnya skala Suka yg standard. Jadi bagi mereka yg sgt suka bina new instrument, inilah type validity yg patut diutamakan
Tuesday 14 October 2014
parapharase Dr ot
Baca jgn tak baca: Cara terbaik paraphrase adalah dgn menulis SESUKA HATI !!
Aku nak share isu “lama” ini… isu paraphrase. Jgn takut nak paraphrase sebab anda boleh lakukan sesuka hati anda saja.
Hah?
Fahami dulu dua level paraphrase… iaitu adequate dan inadequate paraphrase.
Inadequate paraphrase merujuk kepada perubahan beberapa perkataan sahaja dari perkataan asal, dan ini mesti dielakkan takut2 terjatuh kepada plagiarism.
Adequate paraphrase pula merujuk kepada pemahaman anda terhadap statement asal dan menulisnya semula dalam kontek kajian anda tanpa mengubah maksud / idea asal dalam pernyataan yang dipetik.
Katalah anda berminat dgn statement berikut:
Cognitive Load Theory suggests that learners can absorb and retain information effectively only if it is provided in such a way that it does not overload their mental capacity (Author, 2009)
1. Contoh inadequate paraphrase:
Cognitive Load Theory proposes that students can extract and hold information successfully when the information does not overload their mental ability to hold the information effectively (Author, 2009)
Cognitive Load Theory proposes that students can extract and hold information successfully when the information does not overload their mental ability to hold the information effectively (Author, 2009)
2. Contoh adequate paraphrase:
Cognitive Load Theory is an instructional theory that starts from the idea that student working memory is limited with respect to the amount of information it can hold. That means a learner should be encouraged to use his or her limited working memory efficiently, especially when learning a difficult task (Author, 2009).
Cognitive Load Theory is an instructional theory that starts from the idea that student working memory is limited with respect to the amount of information it can hold. That means a learner should be encouraged to use his or her limited working memory efficiently, especially when learning a difficult task (Author, 2009).
Bezakan kedua2 contoh di atas. Contoh 1 ditulis semula dgn cara yang hampir sama dgn pernyataan asal. Ini berbeza dengan contoh 2 yang ditulis dalam kontek kajian yang dilakukan tanpa mengubah maksud asal.
Jadi asasnya adalah pemahaman menyeluruh anda terhadap pernyataan asal sebelum membuat paraphrase supaya maksud dalam pernyataan dipermudahkan untuk anda tulis semula dalam kontek kajian anda.
Jika anda faham maksud statement asal... anda paraphrase lah “sesuka hati” anda tanpa perlu takut, risau, runsing, bimbang atau ragu… lagi berbeza perkataan yang anda guna (kecuali keyword) lagi bagus... sebab reflect pemahaman anda yang mendalam.... adanya...
OT - share jgn tak share !
Monday 13 October 2014
Membina gap
From Dr OT Bukan cari TAPI bina GAP: 4 cara HOT - Hybridization of Theories ! Ramai juga yang keluh kesah mencari “gap” tak jumpa2. Dalam post kali ini, aku nak berkongsi bagaimana “gap” boleh di wujudkan tanpa perlu mencarinya. Fuyoo…. Gap bukan sahaja sesuatu yang “kurang” dalam kajian lepas tetapi GAP juga boleh dibina bagi menghasilkan contribution to knowledge. Oleh itu GAP boleh diwujudkan dgn teknik Hybridization of Theories (HOT)… bertujuan mengembangkan knowledge yang ada sebagai contribution melalui HOT.
Paling cantik jika anda ada HANDBOOK yang mengumpulkan perbincangan theory2 dalam bidang kajian anda atau bidang yang saling berkaitan. Buku ini mestilah kupasan atau compilation theory berasaskan kajian2 lepas. Prosiding yang terbaharu pun boleh digunakan kerana terdapat pelbagai theory yang dikupas dalam bidang yang sama atau dalam bidang interdisiplin yang saling berkaitan. Pembacaan dari sumber ini lebih memudahkn anda memahaminya dan mendapatkan kesesuaian pelbagai theory sebelum menjalankan HOT. Ingat…. Tenik ini takkan anda jumpa di mana buku atau mana-mana kupasan… hanya aku jer yang tulis… HOT atau kacukan teori bertujuan mengembangkan knowledge sedia ada dgn menggabungkan 2 atau lebih teori yang established. Samalah konsepnya dgn menggabungkan kamera, telefon dan internet utk menghasilkan smart phone…. barulah smart ! Ada empat syarat atau panduan membuat HOT iaitu:
1. Theory atau prinsip atau model yang anda nak gabungkan mestilah dalam bidang yang saling berkaitan. Sebagai contoh…. bidang pendidikan mempunyai cabang lain seperti psychology atau management. Ini bermakna…. apa sahaja teori dalam psikologi atau management pada dasarnya boleh dihibridkan dgn theory dalam pendidikan sebagai GAP. Contohnya anda boleh gabungkan theory hypnosis (psikologi) dgn theory meaningful learning (pendidikan) utk mengetahui bagaimana hypnosis boleh accelerate meaningful learning.
2. Theory yang ingin digabungkan biarlah established Theory yang hendak digabungkan mestilah theory yang dah established samada intra-discipline (teori pendidikan + teori pendidikan) mahupun inter-disciplines (pendidikan + psikologi). Contohnya gabungan neuropshychology (brain psychology) dgn theory ZPD (theory cognitive dalam pendidikan) yang kedua2nya melibatkan mental representation. Ini boleh membantu anda menjalankan kajian sambil hasilnya dapat mengembangkan pemahaman terhadap fungsi neuro-cognitive dalam pembelajaran…..
3. Terdapat unsur redundancy antara thoeries Theory constructivist dalam pendidikan mempunyai pertindihan (redundancy) dengan segmentation principle dalam cognitive theory of multimedia learning kerana kedua2 berasaskan pembinaan maklumat dari pre-knowledge. Kedua2nya spt bertindih kerana mempunyai asas yang sama iaitu pre-knowledge… maka sesuai dihibridkan utk hasilkan kajian dgn memberikan pemahaman yang lebih mendalam bagaimana keduanya membantu pencapaian pelajar.
4. Terdapat unsur extension bila dihibridkan Teori conceptual change dalam pendidikan merujuk kepada keupayaan mengubah pemahaman (konsep) yang mudah kepada konsep yang lebih kompleks selepas melalui sesuatu instructional strategy (intervention). Theory ini boleh dikembangkan (extension) lagi kepada reconstruction of not only concept tetapi juga dalam masa yang sama keupayaan mengubah misconception kepada scientific conception. Hasil kajian akan lebih mantap kerana hybridization ini memberikan extended understanding kepada proses cognitive yang bukan sahaja melibatkan perubahan konsep tetapi juga perubahan dari misconception ke proper conception…
Tiga kajian pelajar aku yang guna HOT adalah kajian mereka berkaitan ARTMEDIA (Art + Multimedia - PhD), DBGL (Games + Learning - PhD) dan MMM (Mind-mapping + Mnemonic - MSc) Kesimpulan: Theory / model / prinsip yang sebelum ini dikaji secara berasingan kini boleh digabungkan utk menghasilkan sesuatu yang lebih mantap, komprehensif. Moga anda boleh apply dalam bidang kajian anda sendiri…. Dan semoga malam anda turut HOT !! Pic adalah dua contoh buku (Lowe) dan HANDBOOK (Mayer) sebagai sumber yang membicarakan pelbagai theory dalam bidang pendidikan + multimedia + animasi yang boleh di HOT kan ! Jika bermanfaat sila SHARE !! OT
Friday 10 October 2014
three waves longitudinal
🌀🌀🌀Three waves longitudinal.
Pertama sekali perlu difahami CMV atau common method variance dahulu. CMV ialah bias menjawab soal selidik. Katakan kita katakan rajin (IV) akan sbbkan pandai (DV). Apabila kita meminta subjek jawab soal selidik rajin ie. Dlm kelas, saya sangat rajin. Kita juga bertanya, Saya antara yang paling tinggi kedudukan dln kelas. Dlm kedua2 keadaan ini org cenderung jawab dia rajin dan pandai. Atau dia pandai dan dia rajin. CMV berlaku bila kita tidak pasti apa yg ujud dulu, sbb perasaan pandai dan rajin itu berkongsi serentak. Itulah CMV. Sbb itulah disarankan guna longitudinal (kutip data guna soal selidik yg sama, terhadap org yg sama, lbh daripada sekali). Ia andaikan bahawa ada perubahan berlaku dlm jeda masa tadi, sbb manusia tak berkongsi perasaan yg sama secara serentak lagi. Data yg dikutip dua kali ini dinamakan longitudinal. Scholar berkhilaf hal jeda masa ini, sbb jika masa yg terlalu pendek, berkongsi persepsi ini masih ujud. Jadi khilaf ini ada yg katakan 3 bulan, 6 bln dan selanjutnya. Umumnya 3 bulan memadai. Ada yg kata 6 minggu mencukupi. Ini kaul yg dhaif.
Jd iv Time 1 predict dv time 2. Bila data dikutip dua kali, selesailah isu CMV tadi.
Bagaimana pun, masalah timbul bila ada Mediation variables. Rajin -- pandai -- lulus. Katakan rajin predict pandai dapat diselesaikan dengan dua kali kutipan data, mcm mana pula utk ramalkan lulus? Jadi kalau kita guna t1 (IV) predict t2 (M) predict t2 DV, CMV ujud ketika t2 predict t2 tadi pula. Sbb itu disarankan guna three waves t1 predict t2 predict t3. Jadi itulah dianggap sebagai fully longitudinal.
Tidakkah boleh hanya dua kali longitudinal (two waves) kalau ada mediation? Scholars berkhilaf juga hal ini, tetapi tidak kuat hujahnya. Sbb itu ia dinamakan half longitudinal dalam kes seumpama ini.
Pertama sekali perlu difahami CMV atau common method variance dahulu. CMV ialah bias menjawab soal selidik. Katakan kita katakan rajin (IV) akan sbbkan pandai (DV). Apabila kita meminta subjek jawab soal selidik rajin ie. Dlm kelas, saya sangat rajin. Kita juga bertanya, Saya antara yang paling tinggi kedudukan dln kelas. Dlm kedua2 keadaan ini org cenderung jawab dia rajin dan pandai. Atau dia pandai dan dia rajin. CMV berlaku bila kita tidak pasti apa yg ujud dulu, sbb perasaan pandai dan rajin itu berkongsi serentak. Itulah CMV. Sbb itulah disarankan guna longitudinal (kutip data guna soal selidik yg sama, terhadap org yg sama, lbh daripada sekali). Ia andaikan bahawa ada perubahan berlaku dlm jeda masa tadi, sbb manusia tak berkongsi perasaan yg sama secara serentak lagi. Data yg dikutip dua kali ini dinamakan longitudinal. Scholar berkhilaf hal jeda masa ini, sbb jika masa yg terlalu pendek, berkongsi persepsi ini masih ujud. Jadi khilaf ini ada yg katakan 3 bulan, 6 bln dan selanjutnya. Umumnya 3 bulan memadai. Ada yg kata 6 minggu mencukupi. Ini kaul yg dhaif.
Jd iv Time 1 predict dv time 2. Bila data dikutip dua kali, selesailah isu CMV tadi.
Bagaimana pun, masalah timbul bila ada Mediation variables. Rajin -- pandai -- lulus. Katakan rajin predict pandai dapat diselesaikan dengan dua kali kutipan data, mcm mana pula utk ramalkan lulus? Jadi kalau kita guna t1 (IV) predict t2 (M) predict t2 DV, CMV ujud ketika t2 predict t2 tadi pula. Sbb itu disarankan guna three waves t1 predict t2 predict t3. Jadi itulah dianggap sebagai fully longitudinal.
Tidakkah boleh hanya dua kali longitudinal (two waves) kalau ada mediation? Scholars berkhilaf juga hal ini, tetapi tidak kuat hujahnya. Sbb itu ia dinamakan half longitudinal dalam kes seumpama ini.
Thursday 2 October 2014
Motivation
http://www.elsevier.com/connect/shattering-the-myth-rearing-children-is-a-stumbling-block-to-higher-studies
🎯🎯🎯
Bila kita sudah lama tidak berbuat apa2.
Kita rasa kita penat dan sibuk. Bila melihat output, nampaknya tidak ada apa2. Kita rasa mcm sedang prepare proposal. Sudah 2 tahun berlalu, tidak kelihatan juga. Adakah kita sedang berbuat apa2, tetapi tidak kelihatan? Pada akhirnya yg dilihat org itulah yg dianggap membuat apa2.
Kalau anda jatuh, bangunlah. Kalau ada berjalan, berlarilah. Masa tidak menunggu anda.
_-----------
🎯🎯🎯🎯
PhD bukan 1st degree!
PhD ini dunia yg sepi. Ia dibuat tatkala kita berusia, berkahwin dan beranak pinak. Ia dibuat ketika umur kita mungkin sama usianya dengan penyelia kita.
Halangan besar PhD ini bukan sangat kerana kita gagal berfikir. Halangan besarnya kerana kita tidak ada banyak masa berfikir. Kita sibuk dengan kerja, isteri, suami, anak2, ibu mertua, bapa sendiri, jiran dan banyak lagi. Tapi itulah hakikat PhD. Kita mematangkan diri dalam ketiga2 cabaran - akademik, kerjaya dan keluarga. Kita mungkin gagal bukan kerana kita tidak cerdik, tetapi gagal menguruskan keluarga. Kita berjaya mungkin bukan sebab kita pandai, tetapi ada keluarga yg mendorong kita.
Penat bukan?
Ya. Tetapi itulah cabaran. Org sanggup membayar puluhan ribu ringgit mendapatkan cabaran. Mereka berlayar di lautan, mendaki gunung, meluncur ski. Semuanya kerana cabaran itulah yg menentukan sama ada kita org biasa atau seorang wira.
PhD itulah cabaran untuk anda. Sama ada anda berani atau tidak, itulah peluang anda menjadi wira! Kalau anda ingin semuanya mudah, lebih baik memilih pergi kerja dan pulang kerja. Tapi ingat, anda hanya sekadar menjadi orang biasa. Puluhan tahun lagi, tatkala anda berpencen dan anak2 meninggalkan anda, ibu bapa telah tiada, anda hanya mampu berkata, alangkah ruginya aku. Hidup ini sepi sekali tanpa apa2 yg dibanggakan. Kalaulah aku membuat PhD dulu...
🎯🎯🎯
Bila kita sudah lama tidak berbuat apa2.
Kita rasa kita penat dan sibuk. Bila melihat output, nampaknya tidak ada apa2. Kita rasa mcm sedang prepare proposal. Sudah 2 tahun berlalu, tidak kelihatan juga. Adakah kita sedang berbuat apa2, tetapi tidak kelihatan? Pada akhirnya yg dilihat org itulah yg dianggap membuat apa2.
Kalau anda jatuh, bangunlah. Kalau ada berjalan, berlarilah. Masa tidak menunggu anda.
_-----------
🎯🎯🎯🎯
PhD bukan 1st degree!
PhD ini dunia yg sepi. Ia dibuat tatkala kita berusia, berkahwin dan beranak pinak. Ia dibuat ketika umur kita mungkin sama usianya dengan penyelia kita.
Halangan besar PhD ini bukan sangat kerana kita gagal berfikir. Halangan besarnya kerana kita tidak ada banyak masa berfikir. Kita sibuk dengan kerja, isteri, suami, anak2, ibu mertua, bapa sendiri, jiran dan banyak lagi. Tapi itulah hakikat PhD. Kita mematangkan diri dalam ketiga2 cabaran - akademik, kerjaya dan keluarga. Kita mungkin gagal bukan kerana kita tidak cerdik, tetapi gagal menguruskan keluarga. Kita berjaya mungkin bukan sebab kita pandai, tetapi ada keluarga yg mendorong kita.
Penat bukan?
Ya. Tetapi itulah cabaran. Org sanggup membayar puluhan ribu ringgit mendapatkan cabaran. Mereka berlayar di lautan, mendaki gunung, meluncur ski. Semuanya kerana cabaran itulah yg menentukan sama ada kita org biasa atau seorang wira.
PhD itulah cabaran untuk anda. Sama ada anda berani atau tidak, itulah peluang anda menjadi wira! Kalau anda ingin semuanya mudah, lebih baik memilih pergi kerja dan pulang kerja. Tapi ingat, anda hanya sekadar menjadi orang biasa. Puluhan tahun lagi, tatkala anda berpencen dan anak2 meninggalkan anda, ibu bapa telah tiada, anda hanya mampu berkata, alangkah ruginya aku. Hidup ini sepi sekali tanpa apa2 yg dibanggakan. Kalaulah aku membuat PhD dulu...
synthesis exercise
Latihan menulis.🎯🎯🎯
Baca, fikir analitikal dan tulis balik berpandukan bahan2 di bawah. Tiada masa ditetapkan. Fokus - bagaimana kita melihat sesuatu.
Article 1
Students in emotionally supportive classrooms report greater interest, enjoyment, and engagement (Curby et al., 2009; Marks, 2000; Rimm-Kaufman, La Paro, Downer, & Pianta, 2005; Skinner & Belmont, 1993; Wentzel, 1998; Woolley, Kol, & Bowen, 2009). Students who report having better quality relationships with their teachers, another characteristic of emotionally supportive climates, also report being about three times more engaged than students who report having poor relationships (Klem & Connell, 2004). Students in emotionally supportive classrooms environments also tend to choose more complex cognitive activities (Howes & Smith, 1995) and perform better academically, as evidenced through both grades (Rimm- Kaufman & Chiu, 2007; Wentzel, 1998).
Article 2
During the past two decades, there has been an increase in research on the importance of affective teacher–student relationships (TSRs) for students’ school adjustment. The quality of TSRs has been shown significantly associated with students’ social functioning (e.g., Ladd, Birch, & Buhs, 1999), behavior problems (e.g., Graziano, Reavis, Keane, & Calkins, 2007), engagement in learning activities (e.g., Skinner, Wellborn, & Connell, 1990), and academic achievement (e.g., Valiente, Lemery-Chalfant, Swanson, & Reiser, 2008).
How to write? Using synthesis
One of the explanation to see the effect on how school environment influences student outcomes is by using Tsr (xxx). Although using several perspectives, studies discovered tsr is relates to xxx yyyy
########################
🎯🎯🎯 Baca text 1. Apa yg anda lihat. Baca text 2. Apa yg anda lihat. Combine ikut analitikal anda.
Step 1.Text 1.🔋
Burnout was originally conceived as a work-related syndrome that most often occurs among individuals who work with other people (Maslach & Jackson, 1986). However, research of the past decade has shown that the two core burnout dimensions Á emotional exhaustion and cynicism Á can be observed in virtually any occupational group (Bakker, Demerouti, & Schaufeli, 2002; Maslach, Schaufeli, & Leiter, 2001). Emotional exhaustion refers to a general feeling of extreme chronic fatigue, caused by continuous exposure to demanding working conditions. Cynicism is defined as a callous, distanced and cynical attitude toward the work itself or the people with whom one works.
Step 2.Text 2. 🔋
Burnout is a metaphor that is commonly used to describe a state of mental weariness. Originally, burnout was considered to occur exclusively in the human services among those who do ‘people work’ of some kind (Maslach & Schaufeli, 1993). However, gradually it became clear that burnout also exists outside the human services (Maslach & Leiter, 1997). Consequently, the original version of the Maslach Burnout Inventory (Maslach & Jackson, 1986) was adapted for use outside the human services; this new version was called MBI–General Survey (MBI-GS: Schaufeli, Leiter, Maslach, & Jackson, 1996).
Step 3. Combine them.😇😇😇
Answer
🎯🎯🎯Mungkin ini.
Although in the early period of burnout research is only focused in among human services employee's (xxxx), suprisingly research for over 3 decades finally found that burnout is also appears in other job settings as well (xxxx). Most of these research are rely on well-known questionaire, MBI that measure two syndroms associated to burnout, namely exhaustion and cynicism (xxx)
===================
Baca 4 reading materials di bawah, dan tulis semula daripada mata hati anda.
Reading 1.
In many studies, burnout has been associated with various forms of negative responses to the job, including job dissatisfaction, low organizational commitment, absenteeism, intention to leave the job, and turnover.
Reading 2
In sum: burnout and engagement are considered each other’s opposites (Schaufeli & Bakker, 2001).
Reading 3.
Hence, work engagement is characterized by a high level of energy and strong identification with one’s work, whereas burnout is characterized by the opposite: a low level of energy and poor identification with one’s work (see also Demerouti & Bakker,
2008).
Reading 4.
Engagement is important fororganizations since it contributes to the bottom line (Demerouti &Cropanzano, in press).For example, recent studies have shown that work engagement is positively related to in-role and extra-role performance (Halbesleben & Wheeler,2008; Schaufeli, Taris, & Bakker,2006), business unit performance (Harter, Schmidt, &Hayes, 2002), and client satisfaction (Salanova,Agut, &Peiro´ ,2005).
Answer
Blh tulis.
By defintion, there are agreement among scholars that burnout and engagement are two different kind of workplaces emotion (xxxx). While on the one hand burnout is associated with negative work outcomes, engagement on the other hand seems to be more closely with employees' performance.
Baca, fikir analitikal dan tulis balik berpandukan bahan2 di bawah. Tiada masa ditetapkan. Fokus - bagaimana kita melihat sesuatu.
Article 1
Students in emotionally supportive classrooms report greater interest, enjoyment, and engagement (Curby et al., 2009; Marks, 2000; Rimm-Kaufman, La Paro, Downer, & Pianta, 2005; Skinner & Belmont, 1993; Wentzel, 1998; Woolley, Kol, & Bowen, 2009). Students who report having better quality relationships with their teachers, another characteristic of emotionally supportive climates, also report being about three times more engaged than students who report having poor relationships (Klem & Connell, 2004). Students in emotionally supportive classrooms environments also tend to choose more complex cognitive activities (Howes & Smith, 1995) and perform better academically, as evidenced through both grades (Rimm- Kaufman & Chiu, 2007; Wentzel, 1998).
Article 2
During the past two decades, there has been an increase in research on the importance of affective teacher–student relationships (TSRs) for students’ school adjustment. The quality of TSRs has been shown significantly associated with students’ social functioning (e.g., Ladd, Birch, & Buhs, 1999), behavior problems (e.g., Graziano, Reavis, Keane, & Calkins, 2007), engagement in learning activities (e.g., Skinner, Wellborn, & Connell, 1990), and academic achievement (e.g., Valiente, Lemery-Chalfant, Swanson, & Reiser, 2008).
How to write? Using synthesis
One of the explanation to see the effect on how school environment influences student outcomes is by using Tsr (xxx). Although using several perspectives, studies discovered tsr is relates to xxx yyyy
########################
🎯🎯🎯 Baca text 1. Apa yg anda lihat. Baca text 2. Apa yg anda lihat. Combine ikut analitikal anda.
Step 1.Text 1.🔋
Burnout was originally conceived as a work-related syndrome that most often occurs among individuals who work with other people (Maslach & Jackson, 1986). However, research of the past decade has shown that the two core burnout dimensions Á emotional exhaustion and cynicism Á can be observed in virtually any occupational group (Bakker, Demerouti, & Schaufeli, 2002; Maslach, Schaufeli, & Leiter, 2001). Emotional exhaustion refers to a general feeling of extreme chronic fatigue, caused by continuous exposure to demanding working conditions. Cynicism is defined as a callous, distanced and cynical attitude toward the work itself or the people with whom one works.
Step 2.Text 2. 🔋
Burnout is a metaphor that is commonly used to describe a state of mental weariness. Originally, burnout was considered to occur exclusively in the human services among those who do ‘people work’ of some kind (Maslach & Schaufeli, 1993). However, gradually it became clear that burnout also exists outside the human services (Maslach & Leiter, 1997). Consequently, the original version of the Maslach Burnout Inventory (Maslach & Jackson, 1986) was adapted for use outside the human services; this new version was called MBI–General Survey (MBI-GS: Schaufeli, Leiter, Maslach, & Jackson, 1996).
Step 3. Combine them.😇😇😇
Answer
🎯🎯🎯Mungkin ini.
Although in the early period of burnout research is only focused in among human services employee's (xxxx), suprisingly research for over 3 decades finally found that burnout is also appears in other job settings as well (xxxx). Most of these research are rely on well-known questionaire, MBI that measure two syndroms associated to burnout, namely exhaustion and cynicism (xxx)
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Baca 4 reading materials di bawah, dan tulis semula daripada mata hati anda.
Reading 1.
In many studies, burnout has been associated with various forms of negative responses to the job, including job dissatisfaction, low organizational commitment, absenteeism, intention to leave the job, and turnover.
Reading 2
In sum: burnout and engagement are considered each other’s opposites (Schaufeli & Bakker, 2001).
Reading 3.
Hence, work engagement is characterized by a high level of energy and strong identification with one’s work, whereas burnout is characterized by the opposite: a low level of energy and poor identification with one’s work (see also Demerouti & Bakker,
2008).
Reading 4.
Engagement is important fororganizations since it contributes to the bottom line (Demerouti &Cropanzano, in press).For example, recent studies have shown that work engagement is positively related to in-role and extra-role performance (Halbesleben & Wheeler,2008; Schaufeli, Taris, & Bakker,2006), business unit performance (Harter, Schmidt, &Hayes, 2002), and client satisfaction (Salanova,Agut, &Peiro´ ,2005).
Answer
Blh tulis.
By defintion, there are agreement among scholars that burnout and engagement are two different kind of workplaces emotion (xxxx). While on the one hand burnout is associated with negative work outcomes, engagement on the other hand seems to be more closely with employees' performance.
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