Articles

<b>Background</b><b>:</b><b> </b>The Motivational Theory of Life-Span Development suggests that individual aspirations are shaped by both internal and external resources. Parental education is a key determinant of educational aspirations, yet its effects may vary by geographic location, demonstrating spatial patterns of Minorities’ Diminished Returns (MDRs). <b>Objectives</b><b>:</b><b> </b>This study examines the association between parental education and aspirations for graduate or professional education among non-Latino White adolescents, with a specific focus on urban-suburban versus rural differences. <b>Methods</b><b>:</b><b> </b>Using data from the 12th-grade cohort of the Monitoring the Future (MTF) 2024 survey, we conducted multivariate analyses to assess the relationship between parental education and aspirations for graduate or professional education. We further examined whether this association was moderated by geographic location (urban-suburban vs. rural) to identify place-based MDRs. <b>Results</b><b>:</b><b> </b>Higher parental education was associated with greater aspirations for advanced education; however, this effect was weaker in rural areas compared to urban and suburban settings. These findings highlight that even among non-Latino White adolescents, rural residence diminishes the benefits of socioeconomic resources, providing evidence of place-based MDRs. <b>Conclusion</b><b>:</b><b> </b>Rural residents face a dual disadvantage—both lower socioeconomic status and weaker returns on those resources—necessitating targeted interventions beyond resource allocation. To address disparities in educational aspirations in rural areas, policymakers should focus on improving equitable access to educational opportunities and ensuring that these resources translate into comparable outcomes across different social and geographic contexts.

Background:</b> Smoking cessation interventions are critical for underserved populations, particularly among low-income individuals who may benefit from tailored support. However, the effectiveness of different intervention formats remains unclear, particularly as virtual and hybrid models gain popularity. <b>Aims:</b> This study compares the effectiveness of three smoking cessation intervention arms in a quasi-experimental design: Self-help group (Arm 1), In-person group (Arm 2), and Virtual/hybrid group (Arm 3). The primary outcome was the rate of successful quit across these different intervention modalities. <b>Methods:</b> The study utilized a community-based intervention approach, controlling for potential confounders. The communities were randomized, and this process was blinded. The effectiveness of the In-person group and the Virtual/hybrid group was compared to the Self-help group. The odds ratio (OR) for successful quit rates was calculated for each group, with corresponding 95% confidence intervals (CIs). <b>Results:</b> Participants included 50.4% of women, 82.8% were Black Americans, 11.6% Whites, and 3.4% other races. In-person group (Arm 2) showed a higher rate of successful quit compared to the Self-help group (OR = 2.67, 95% CI = 1.05, 6.79). Virtual/hybrid group (Arm 3) was not associated with a significantly higher quit rate compared to the Self-help group (OR = 1.48, 95% CI = 0.57, 3.83). <b>Conclusion:</b> The In-person group, which utilizes the CEASE curriculum and incorporates peer motivation, proved to be significantly more effective than both the Self-help and Virtual/hybrid groups. The findings suggest that low-income, underserved smokers may not be fully prepared to benefit from virtual interventions, or the current curriculum may need adaptation to better serve their needs in a virtual format.

The purpose of this study was to examine the ideological motivations behind the use of metaphor in some selected speeches of former president John Dramani Mahama. Qualitatively, the study adopted a textual analysis research design. The study focused on Ghana’s political discourse with an emphasis on some selected speeches of former president John Dramani Mahama which were published between 4th July, 2012 to 6th January, 2017. A purposive sampling technique was used to select twenty (20) speeches of former president Mahama which were predominantly couched by layers of metaphors. The data were coded and metaphorically analysed in themes with interpretations. The analysis of metaphor in this study has shown that Critical Discourse Analysis is the best methodology for the analysis of spoken text in order to find out metaphorical meanings in discourse structures. The study revealed that Mahama’s use of metaphors was motivated by discursive practices such as hope, self-glorification, superiority and dominance and establishing commonality. The study indicated that metaphors are key discourse elements that foster understanding between and among participants in a political context. The study found that Mahama employs intertextuality as a rhetorical device. It is recommended that future researchers should devote time to look at the ideological implications of the use of intertextuality by Mahama.

Qualitatively the study adopted a case study research design to examine the parental factors that motivate female students to complete formal education in Tolon District. The population for this study comprised of all females in the Tolon District who have successfully completed formal education. A purposive sampling technique was used to select ten (10) females who have successfully completed formal education and are now working in the Tolon District. The main instrument used for data collection was interview. Data were analysed by the use of the Interpretive Method based on the themes arrived at during the data collection. The themes were related to the research question and interpreted on the number of issues raised by respondents. The study revealed that, financial support of parents was vital to enrolment, sustenance and ultimate completion of the education of females. The study also indicated that parents give support in the form of guidance and counseling as well as moral support through encouragement of the Girl-Child played a key role to their successful education. It is recommended that, parents still need more advocacies on the importance of educating the girl child in order to enhance their interest in sending or motivating the girl child in school. It is also recommended that parents should discouraged early marriages to help girls to fully complete their formal education.

The purpose of the study was to examine teachers’ intrinsic and extrinsic motivation in leadership for learning (LfL) in Aboabo Educational Circuit (AEC) in the Ashanti Region of Ghana. The study employed an explanatory correlational quantitative research approach. The population of the study consisted of ten (10) headmasters and forty-two (42) teachers in public Junior High Schools (JHS) of Aboabo Educational Circuit. Convenience, purposive and quota sampling techniques were used to select schools, headteachers and teachers for the study. The main instrument used for data collection was questionnaire. Spearman’s rank order correlation was used to analyse research hypotheses 1 and 2; Wilcoxon test was also used to analyse research hypothesis 3. The study revealed that intrinsic teachers’ motivation is negatively related to Leadership for Learning within the AEC. The study also indicated that extrinsic teachers’ motivation has an insignificant positive association with Leadership for Learning within the AEC. The study also concluded that there is a significant difference between Intrinsic Teacher Motivation (ITM) and Extrinsic Teacher Motivation (ETM) in AEC. Therefore, ITM and ETM plays minimal or no role within AEC. It is recommended that the officers within AEC must not focus only on high pupils’ academic achievement at the detriment of taking appropriate steps to make classroom teaching interesting and attractive. It is also recommended that School Management Committees within AEC must in their small way do their best to boost the extrinsic motivation of teachers within the circuit.

The study used qualitative research approach and a case study research design to explore the factors that motivate females to complete formal education in Tolon District. The population for this study comprised all females in the Tolon District who have successfully completed formal education. A purposive sampling technique was to select ten (10) females who have successfully completed formal education and are now working in the Tolon District. The main instrument used for data collection was interview guide. Data were analysed by the use of the Interpretive Method based on the themes arrived at in the data collection. The themes were related to the research questions and interpreted on the number of issues raised by participants. The study concluded that the Girl–Child requires a conducive learning environment free from limitations to successfully acquire formal education. The presence of an impressive teacher-student relationship in schools contributes immensely to the academic accomplishment of the academic goals of the female student. The study also concluded that the female students need self determination to rise above the socio-cultural limitations encountered in formal education. They obviously have to work hard and persevere enough to achieve their desired academic accomplishment. It is recommended that teachers should be encouraged as part of their teaching responsibility to give equal opportunity to both boys and girls, in answering their questions during classes. Thus, the Girl–Child deserves extra attention to ensure their participation and fair inclusion in curricular and other extra-curricular activities whiles in school. It is also recommended that teachers should sensitize and advise the female students to eschew the habit of associating with men, during the early stage of their life.

Training is an essential HR function. Organizations impart training to make sure that their employees stay updated and up-skilled for the tasks assigned or to be assigned. To this end, it becomes important to give training based on certain criteria to assess the training needs. Whenever the training need assessment is not done properly, the context of training jeopardizes. The following case study is meant to be used as a supplement to teach the training need assessment. The case highlights the importance of training need assessment and how issues crop up when need assessment is not done appropriately.