文章基本信息

标题：Mediation Effect of Research Skills Proficiency on the Core Self-Evaluations – Research Engagement Relationship among Master of Education Students in Uganda
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作者：Dennis Zami Atibuni ; David Kani Olema ; Joseph Ssenyonga 等
期刊名称：Journal of Education and Practice
印刷版ISSN：2222-288X
电子版ISSN：2222-288X
出版年度：2017
卷号：8
期号：15
页码：103-108
语种：English
出版社：The International Institute for Science, Technology and Education (IISTE)
摘要：This study investigated the mediation effect of research skills proficiency on the relationship between core self-evaluations and research engagement among Master of Education students in Uganda. Questionnaire surveys including closed ended questions were administered to two cohorts of the students, 2011/2012 and 2012/2013, (N = 102). Results indicated total mediation effect of research skills proficiency on the relationship between core self-evaluations and research engagement. Implications for educational practice include careful selection and training of adult learners at master’s level on the basis of their core self-evaluations levels; individuals with positive core self-evaluations should be accorded priority entry into the programme. Implications for future research include carrying out intervention studies on how to effectively impart 21st century skills in the adult learners. Keywords: Core self-evaluations, Research skills proficiency, Research engagement, Mediation effect, Master of Education, Uganda, 21st century skills
其他摘要：This study investigated the mediation effect of research skills proficiency on the relationship between core self-evaluations and research engagement among Master of Education students in Uganda. Questionnaire surveys including closed ended questions were administered to two cohorts of the students, 2011/2012 and 2012/2013, (N = 102). Results indicated total mediation effect of research skills proficiency on the relationship between core self-evaluations and research engagement. Implications for educational practice include careful selection and training of adult learners at master’s level on the basis of their core self-evaluations levels; individuals with positive core self-evaluations should be accorded priority entry into the programme. Implications for future research include carrying out intervention studies on how to effectively impart 21st century skills in the adult learners. Keywords: Core self-evaluations, Research skills proficiency, Research engagement, Mediation effect, Master of Education, Uganda, 21st century skills
关键词：Core self-evaluations; Research skills proficiency; Research engagement; Mediation effect; Master of Education; Uganda; 21st century skills