https://un-pub.eu/ojs/index.php/gjpr/issue/feed 2025-05-26T15:51:35+03:00 Prof. Dr. Tülay Bozkurt [email protected] Open Journal Systems <p align="justify"><strong>Global Journal of Psychology Research: New Trends and Issues (GJPR) </strong>is an international peer-refereed journal. The mission of the journal is to publish articles of professional interest for members of psychology. The journal welcomes articles that contribute to understand, think and discuss about a wide range of issues addressing new trends and issues in psychology.</p> <p><strong>Basic Rules</strong></p> <p>1) The Contac author must be one of the <strong>article authors</strong>. Other than the authors, no one else can submit the article. <strong>It is immediately rejected</strong>.</p> <p>2) Make sure that issues about publication ethics, copyright, authorship, figure formats, data, and references format have been appropriately considered.</p> <p>3) Ensure that all authors have approved the content of the submitted manuscript. Once a manuscript has been submitted, no author changes, additions or reductions can be made. In that case, the manuscript will be <strong>rejected at any stage</strong>.</p> <p>4) An author can publish a maximum of two articles per year.</p> <p>5) Manuscripts submitted to GJPR Journal should neither been published before nor be under consideration for publication in another journal or conference.</p> <p>6) An article can have a maximum of six (6) authors.</p> https://un-pub.eu/ojs/index.php/gjpr/article/view/9719 2025-05-26T15:51:35+03:00 Abdul Khobir [email protected] Khotijah [email protected] Ana Chonitsa [email protected]

<p>This study investigates parental approaches to instilling social ethics in children, emphasizing the importance of behavioral guidelines in shaping positive peer relationships and preventing deviant associations. Despite the crucial role of parental influence in children's moral development, there remains limited research examining how different parenting styles contribute to ethical social behavior in early life. This study aims to address this gap by exploring the types of parenting practices used to develop children's social ethics and identifying the supporting and inhibiting factors within the family and community context. Employing a qualitative field research design, data were collected through observation and analyzed using descriptive methods. The findings reveal that parents predominantly adopt democratic parenting, which facilitates the internalization of social ethics among children. Children demonstrated the ability to differentiate between acceptable and unacceptable social behaviors, consistently showing friendliness and restraint from negative conduct. Contributing factors include parental involvement, religious education, and community-based moral instruction. Inhibiting factors encompass economic hardship, limited educational attainment, and a lack of consistent religious influence in the surrounding environment. These results highlight the significance of parenting style and socio-religious context in shaping children’s social conduct and underscore the need for community support systems to enhance ethical development.</p> <p><strong><em>Keywords</em></strong><strong>:</strong> Children; moral development; parenting; social ethics; upbringing</p>

2024-10-30T00:00:00+03:00 Copyright (c) 2024 Global Journal of Psychology Research: New Trends and Issues https://un-pub.eu/ojs/index.php/gjpr/article/view/9494 2024-10-30T11:45:57+03:00 Sewagegn Mola [email protected]

<p>The purpose of this study was to evaluate the impact of motivational factors on teachers' performance at Yekatit High School. Data were gathered from a group of teachers selected through simple random sampling, specifically the lottery method, while school directors were chosen using a purposive sampling technique. A mixed-methods approach with a descriptive design was employed. Survey questionnaires and key informant interviews were utilized as data collection tools, with the data analyzed through descriptive statistics and thematic analysis. The findings revealed that most teachers were primarily motivated by intrinsic rather than extrinsic factors within the school. The study also indicated that intrinsic and extrinsic motivational factors, including poor working conditions, ineffective administration, weak leadership from the school head, and the low status of teachers in the school environment significantly influenced teachers' performance. Additionally, the study found a notable difference in work motivation between teachers based on their academic qualifications and gender regarding extrinsic motivation. It is recommended that zonal, regional, and national education authorities provide diverse intrinsic and extrinsic motivational incentives to enhance teachers' performance at the school.</p> <p><strong><em>Keywords</em></strong><strong>: </strong>High school; motivational factor; performance; teachers</p>

2024-09-30T00:00:00+03:00 Copyright (c) 2025 Global Journal of Psychology Research: New Trends and Issues