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Values as a connecting bridge between religiosity and volunteering
154-161Views:6Numerous studies examine behaviours associated with religiosity, including volunteering, which shows a positive correlation especially with collective religious practice. This effect may also derive from character development and value transfer associated with religiosity, based on certain studies. However, factors originating from religious community may be the primary drivers of this positive association. In our paper, we examine Schwartz's four higher-order value dimensions as mediators between religiosity and volunteering. Using the European Social Survey 2023/24 database (N=42,489), we applied a mediation analysis in which individual-level effects of religiosity can be identified through indirect, value-mediated pathways, while effects originating from religious community can be identified through direct effects. Our results support the mediating role of values between religiosity and volunteering. However, the value-shaping effects of religiosity overall reduce the likelihood of volunteering, as religiosity primarily promotes conservation values, which in turn decrease the probability of volunteering. In contrast, our mediation model revealed a direct positive association between religiosity and volunteering. Based on our findings, religiosity contributes to higher volunteering behaviour primarily through the reinforcement of mutually supportive networks and prosocial norms, as well as through the provision of formal frameworks for volunteering in religious communities. Our future plans include incorporating more control variables into the model, which may nuance our results to date.
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Strengthening family–school partnerships through research, training and innovation: Reflections from the MTA‑DE‑PARTNERED program
71-84Views:7This study presents the comprehensive findings of the MTA-DE-PARTNERED research and development program, which ran from 2021 to 2025, and aimed to explore and develop the theoretical, empirical, and practical dimensions of family-school partnerships. Within the framework of Epstein’s model of parental involvement, the research examined parents’ educational and learning-support activities at home, school–parent communication, volunteering, participation in decision-making, and community building. Analyses based on a review of the literature, large-scale questionnaire surveys, interviews, and case studies show that patterns of parental involvement are influenced by the child’s achievement, school type, school sector, and social background. The MTA-DE-PARTNERED program placed a strong emphasis on improving teacher training, recognizing that teachers’ preparedness and attitudes play a key role in the quality of the partnership. During the development phase, we created an evidence-based collection of best practices, a university toolkit, and an innovative educational board game based on cooperative. The board game aimed to support the positive development of asset-based attitudes among students and teachers through the simulation of various parental involvement scenarios. The results of the impact assessments suggest that the board game significantly contributes to the development of reflective thinking, a multi-perspective approach, and partnership-centered attitudes. This study shows that strengthening family-school collaboration requires systemic, research-based, and training-related innovations that will, in the long term, contribute to the improvement of student achievement and the development of pedagogical culture.
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Migrating From Face-To-Face to Online Learning During the COVID-19 Pandemic: The Experiences of Psychology Students at a Private Higher Education Institution in Gauteng
11-21Views:742Due to the COVID-19 pandemic, there was an accelerated migration from face-to-face to online learning. This article aims to explore and describe how psychology students experienced the migration from face-to-face to online learning during the COVID-19 pandemic. It entailed a qualitative research design with an exploratory and descriptive approach. The participants were 28 purposively sampled psychology students from a Private Higher Education Institution in Gauteng. An online survey method was employed to gather the needed information which was then subjected to a thematic analysis. It emerged that the challenges experienced by students were internet connectivity issues, insufficient computer literacy, reduced class time, anxiety, physical impact, and communication issues. Moreover, some benefits related to flexibility, the convenience of online studies and safety from infection with COVID-19 were identified. It was also noted that having certain attributes such as independence, time management skills, having support and being tech savvy improved the online learning process. Some opportunities for Higher Education Institutions to improve the experiences of students included creativity in module delivery as well as providing guidelines on how to use these online platforms.
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Different Forms of Civil Activity and Employment in Hungary and Abroad, and the Development of Student Drop-out
41-54Views:607Young people involved in higher education have created a specific culture, to which, in addition to their studies, social and cultural activities associated with university life are also related (Kozma, 2006). Among these activities, student employment and participation in civic organizations should be highlighted. Voluntary and paid work among higher education students is increasing. These activities have several advantages in terms of future benefits; however, the attracting role of the labour market is one possible reason for dropout. In our current research, we emphasize the role of employment and civil activity in the development of student dropout. Masevičiūtė et al. (2018) found that a quarter of students stopped studying for work-related reasons. In addition, a negative perception of the marketability of the course they are on may lead to the interruption of university studies. In our study, we analysed the extent to which students are willing to interrupt their higher education studies in exchange for voluntary work. In our current research, we examined how often and for what reasons students who dropped out did paid work and volunteering during their studies.