Financial aid and student psychological factors go hand in hand.
Since, few studies have addressed the impact of student centered teaching on student psychological wellbeing; the results of this study can be used as a proxy indicator of student wellbeing and can be accepted as a baseline for further investigation.
Given the modest performance difference demonstrated in this study compared to known benefits of pass/fail grading on medical student psychological well-being (although well-being was not measured in this study) [ 4, 5], it seems reasonable to recommend continuation of pass/fail grading in the future as a multitude of factors should be considered in assessing the merits of various grading systems.
September 25, 1934 East Chicago, Indiana James Comer, in full James Pierpont Comer (born September 25 , 1934 East Chicago, Indiana, U.S.), American child psychiatrist and founder of the Comer School Development Program, a school reform process meant to improve students' psychological and academic development, especially in underprivileged communities.
In focusing on students' psychological and emotional well-being, in addition to academics, Turnaround occupies a middle ground between the educators and politicians who believe schools should be more like community centers, and the education-reform movement, with its no-excuses mantra.
So far, none of meta-analysis study was done to appraise their effectiveness on medical students' psychological health.
It was found that, while students' psychological readiness for e-Learning was high, they lacked technological and equipment readiness.
Actually, these two scales emphasize the students' psychological feeling of their interaction with the physical learning environment, learning devices, as well as learning activities in smart classroom.
The Didactics of Science pleads for a model in which the teacher acts as mediator between pedagogical sciences and the students' psychological profile.
Given the current position on teachers' professional conduct and emotional outburst in Malaysia and its impact on the students psychological well-beings, this study tries to assess emotional intelligence (EI) of Malaysian teachers.
Using a self-determination theory framework, we designed and implemented a teacher-focused intervention to help experienced teachers develop a motivating style that could increase students' psychological need satisfaction and decrease their psychological need frustration, which are the twin causes of level of amotivation.
