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  • 1
    Online Resource
    Online Resource
    Data_Sheet_1.pdf
    Frontiers Media SA ; 2022
    In:  Frontiers in Psychology Vol. 13 ( 2022-3-30)
    Details
    In: Frontiers in Psychology, Frontiers Media SA, Vol. 13 ( 2022-3-30)
    Abstract: The emergence of the COVID-19 pandemic resulted in abrupt disruptions in teaching and learning activities in higher education, with students from diverse programs suffering varying levels of anxieties. The physical education field happens to be one of the most affected academic areas due to its experiential content as a medium of instruction. In this study, we investigated the roles of school climate and coping strategies in the relationship between COVID-19 related knowledge and anxiety. Through the census approach, a cross-sectional sample of 760 students was administered a questionnaire in two universities offering Physical Education in Ghana: the University of Education, Winneba, and University of Cape Coast. The outcome of the study found a positive and significant link between COVID-19 knowledge and anxiety. Further, school climate and coping strategies significantly moderated the relationship between students’ COVID-19 knowledge and associated anxiety. The findings have implications for creating a conducive school environment that reduces the risk of COVID-19 infection and through students’ adoption of active coping strategies in an attempt to reduce psychological distress associated with COVID-19 anxiety.
    Type of Medium: Online Resource
    ISSN: 1664-1078
    URL: Article
    URL: Article
    DOI: 10.3389/fpsyg.2022.820288
    DOI: 10.3389/fpsyg.2022.820288.s001
    Language: Unknown
    Publisher: Frontiers Media SA
    Publication Date: 2022
    detail.hit.zdb_id: 2563826-9
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    Online Resource
  • 2
    Online Resource
    Online Resource
    Investigating teachers' experience and self-efficacy beliefs across gender in implementing the new standards-based curriculum in Ghana
    Frontiers Media SA ; 2022
    In:  Frontiers in Education Vol. 7 ( 2022-9-29)
    Details
    In: Frontiers in Education, Frontiers Media SA, Vol. 7 ( 2022-9-29)
    Abstract: The introduction of the new standards-based curriculum in Ghana required teachers to make adjustments, including teaching routines. Despite the challenges encountered in the introduction of this new curriculum, its passage was successful. Previous studies have revealed mixed reactions from teachers and how their experiences affect their efficacy during the implementation stage. This study examined whether teachers' experiences and self-efficacy beliefs influenced the implementation of the new curriculum reforms across gender in Ghana. The cluster sampling technique was used to survey 693 basic school teachers who responded to a questionnaire. Descriptive and regression-based inferential statistics were used to analyze the data. A preliminary assessment showed that teachers exhibited a moderate-to-high level of teaching efficacy in student engagement, instructional strategy, and classroom management. Furthermore, the study also revealed that teaching experience was positively related to efficacy. However, gender significantly moderated the relationship between teaching experience and teachers' efficacy in student engagement as well as teaching experience and efficacy in student engagement. Findings imply that even though teachers may be more likely to plan and deliver pedagogical content and carry out instructional activities, their sense of efficacy in managing their classroom is questionable. Emphasizing teaching experience in improving their efficacy in curriculum implementation is key, especially among female teachers. Programs or capacity-building training workshops that seek to improve teachers' ability to manage the classroom environment should be organized regularly to promote effective curriculum implementation.
    Type of Medium: Online Resource
    ISSN: 2504-284X
    URL: Article
    DOI: 10.3389/feduc.2022.932447
    Language: Unknown
    Publisher: Frontiers Media SA
    Publication Date: 2022
    detail.hit.zdb_id: 2882397-7
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    Online Resource
  • 3
    Online Resource
    Online Resource
    Data_Sheet_1.pdf
    Frontiers Media SA ; 2022
    In:  Frontiers in Psychology Vol. 13 ( 2022-5-19)
    Details
    In: Frontiers in Psychology, Frontiers Media SA, Vol. 13 ( 2022-5-19)
    Abstract: Despite the widespread use of the stress appraisal measure questionnaire in sport psychology literature, information on the psychometric properties of this survey instrument across different cultures and samples is still lacking. This study sought to validate the stress appraisal measure among male football players in the Ghana’s Premier League using the multidimensional item response theory. The descriptive cross-sectional survey design was adopted to recruit 424 footballers from the 2020/2021 Ghana Premier League season using the census approach. The 28-item Stress Appraisal Measure was used to assess six (6) appraisal mechanisms under primary and secondary cognitive appraisals. The ordered polytomous item response theory was used for analyzing the data. The study found that although some items were problematic, the majority of them were found to have good item parameters, effective scale option functioning, and provided adequate empirical information in the measurement of stress appraisal. This research concluded that the stress appraisal measure has promising applicability among male footballers who participated in the premier league in Ghana. Future researchers are encouraged to re-validate the stress appraisal measure with a different sample to contribute to the understanding of the applicability of the instrument in non-western populations.
    Type of Medium: Online Resource
    ISSN: 1664-1078
    URL: Article
    URL: Article
    DOI: 10.3389/fpsyg.2022.856217
    DOI: 10.3389/fpsyg.2022.856217.s001
    Language: Unknown
    Publisher: Frontiers Media SA
    Publication Date: 2022
    detail.hit.zdb_id: 2563826-9
    Location Call Number Limitation Availability
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  • 4
    Online Resource
    Online Resource
    Assessing the validity of digital health literacy instrument for secondary school students in Ghana: The polychoric factor analytic approach
    Frontiers Media SA ; 2022
    In:  Frontiers in Digital Health Vol. 4 ( 2022-9-23)
    Details
    In: Frontiers in Digital Health, Frontiers Media SA, Vol. 4 ( 2022-9-23)
    Abstract: The emergence of the coronavirus pandemic resulted in the heightened need for digital health literacy among the youth of school-going age. Despite the relevance of digital health literacy among the general public (including students), it appears the measurement of digital health literacy is still a challenge among researchers. Recently, Dadackinski and colleagues adapted existing digital health literacy measures to fit the COVID-19 situation. Since this development, the instrument has been widely used with few validation studies with none in Africa and specifically, in Ghana. The purpose of the study was to assess the validity of the digital health literacy instrument (DHLI) for secondary school students in Ghana using the polychoric factor analysis. We sampled 1,392 students from secondary schools in Ghana. The digital health literacy instrument was administered to the respondents, thereof. The study confirmed the four latent structure of the DHLI. Further, sufficient validity evidence was found regarding the construct validity of the DHLI. The findings from the study support the validity of the DHLI and its utility within the Ghanaian context. With the growing need for digital health literacy among younger people globally, the DHLI provides sufficient grounds for scaling them based on their level of literacy. There is a need for the instrument to be adapted and re-validated in Ghana and among different populations to widen its reproducibility.
    Type of Medium: Online Resource
    ISSN: 2673-253X
    URL: Article
    DOI: 10.3389/fdgth.2022.968806
    Language: Unknown
    Publisher: Frontiers Media SA
    Publication Date: 2022
    detail.hit.zdb_id: 3017798-4
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