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Exploring response process validity of uncertainty tolerance scales implemented among health professions students. 探讨不确定度容忍量表在卫生专业学生中的反应过程效度。
IF 5.2 2区 教育学
Anatomical Sciences Education Pub Date : 2025-07-07 DOI: 10.1002/ase.70083
Jennifer L Eastwood, Melanie K Farlie, Adam B Wilson, Michelle D Lazarus, Bradley Hunt, Georgina C Stephens
{"title":"Exploring response process validity of uncertainty tolerance scales implemented among health professions students.","authors":"Jennifer L Eastwood, Melanie K Farlie, Adam B Wilson, Michelle D Lazarus, Bradley Hunt, Georgina C Stephens","doi":"10.1002/ase.70083","DOIUrl":"https://doi.org/10.1002/ase.70083","url":null,"abstract":"<p><p>Uncertainty tolerance (UT) describes how individuals perceive and respond to uncertainty. Quantitative UT scales developed with physicians have been widely used in the health professions literature; however, recent studies have raised questions about their validity when implemented among students. This study explored response process validity of two commonly implemented UT scales, the Physician's Reactions to Uncertainty (PRU1995) and Tolerance for Ambiguity (TFA) scales, addressing the research question: How do health professions students conceptualize uncertainty tolerance in scale items, and what features of the scales (e.g., clarity, context, or relatability of items) influence their conceptualizations? Cognitive interviewing captured the thought processes of Australian (11) and US (22) health professions students while responding to PRU1995 or TFA items. Interviews were analyzed using a team-based approach to framework analysis. The study found that students conceptualized items in ways that were specific to the student role and context and struggled to relate to clinically contextualized scale items. Factors that moderated students' responses were identified, including limited responsibility for patient outcomes, self-reflection, and goals related to academic success. Having identified student-specific conceptualizations of the UT construct as well as issues of item relatability, context, and clarity, we caution against using the PRU1995 or TFA scales among health professions students. This work has potential for informing UT measurement in research and education and advancing theoretical models of UT in health professions students.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144582721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Evaluating Haptic Virtual Reality Simulator for Pulpotomy Training in Primary Teeth: A Pilot Study on Dental Student Pespectives. 评估触觉虚拟现实模拟器在乳牙切牙训练中的应用:牙科学生视角的初步研究。
IF 1.7 4区 教育学
European Journal of Dental Education Pub Date : 2025-07-07 DOI: 10.1111/eje.70013
Juan Ignacio Aura-Tormos, M Angeles Vello-Ribes, Neus Frechina-Borras, M Dolores Casaña-Ruiz, Montserrat Catalá-Pizarro
{"title":"Evaluating Haptic Virtual Reality Simulator for Pulpotomy Training in Primary Teeth: A Pilot Study on Dental Student Pespectives.","authors":"Juan Ignacio Aura-Tormos, M Angeles Vello-Ribes, Neus Frechina-Borras, M Dolores Casaña-Ruiz, Montserrat Catalá-Pizarro","doi":"10.1111/eje.70013","DOIUrl":"https://doi.org/10.1111/eje.70013","url":null,"abstract":"<p><strong>Purpose: </strong>To evaluate dental students' perspectives of using haptic virtual reality simulator (HVRS) in the training of pulpotomy procedures in primary teeth, and to compare its perceived educational effectiveness with conventional mannequin-based simulator.</p><p><strong>Material and methods: </strong>Twenty-four fourth-year dental students from the University of Valencia were randomly assigned to two groups (n = 12 each). One group performed pulpotomy training first with a mannequin-based model and then with HVRS, while the other group followed the reverse sequence. Both training modalities involved standardised instruction and hands-on practice. Following both sessions, participants completed a 12-item Likert-scale survey assessing perspectives of realism, skill acquisition, confidence and overall satisfaction. Descriptive statistics, Mann-Whitney U tests and Spearman correlation analyses were used to examine group differences and item associations. In addition to self-reported data, procedural timing was also recorded to provide complementary objective insight into student performance.</p><p><strong>Results: </strong>Students in the HVRS group reported significantly higher agreement on items related to tactile realism, differentiation of tooth structures and improvement of fine motor skills. Strong correlations were observed between perceived realism and confidence (ρ = 0.88), as well as between satisfaction and the desire to apply HVRS in additional procedures (ρ = 1.00). The internal consistency of the questionnaire was high (Cronbach's α = 0.91).</p><p><strong>Conclusions: </strong>HVRS was perceived as a realistic and motivating tool for pulpotomy training in paediatric dentistry. Students highlighted its value as a complementary method to conventional simulators, supporting psychomotor skill development and learner confidence. These findings suggest that HVRS may enhance educational outcomes when integrated into preclinical dental curricula.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144576860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Looking for curriculum alignment in schooling physical education: a systematic review 寻找学校体育课程的一致性:一个系统的回顾
IF 3.6 2区 教育学
Physical Education and Sport Pedagogy Pub Date : 2025-07-07 DOI: 10.1080/17408989.2025.2525548
Bárbara Álvarez-Olavarría, Osvaldo Hernández-González, Sebastián Donoso-Díaz
{"title":"Looking for curriculum alignment in schooling physical education: a systematic review","authors":"Bárbara Álvarez-Olavarría, Osvaldo Hernández-González, Sebastián Donoso-Díaz","doi":"10.1080/17408989.2025.2525548","DOIUrl":"https://doi.org/10.1080/17408989.2025.2525548","url":null,"abstract":"","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":"8 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144568602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Telling the future: uncovering tensions of competitive running and fatherhood through letters from future selves 告诉未来:通过来自未来自我的信件揭示竞争跑步和父亲的紧张关系
IF 2.9 2区 教育学
Sport Education and Society Pub Date : 2025-07-07 DOI: 10.1080/13573322.2025.2528909
Kerry R. McGannon, Jenny McMahon, Chris Zehntner, Jill Moffatt
{"title":"Telling the future: uncovering tensions of competitive running and fatherhood through letters from future selves","authors":"Kerry R. McGannon, Jenny McMahon, Chris Zehntner, Jill Moffatt","doi":"10.1080/13573322.2025.2528909","DOIUrl":"https://doi.org/10.1080/13573322.2025.2528909","url":null,"abstract":"","PeriodicalId":51203,"journal":{"name":"Sport Education and Society","volume":"68 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2025-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144577775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
From the ground up: Building an educator-led community for AI in medical education. 从头开始:为医学教育中的人工智能建立一个以教育者为主导的社区。
IF 4.9 1区 教育学
Medical Education Pub Date : 2025-07-07 DOI: 10.1111/medu.15769
Olivia Ng, Jessica Ang
{"title":"From the ground up: Building an educator-led community for AI in medical education.","authors":"Olivia Ng, Jessica Ang","doi":"10.1111/medu.15769","DOIUrl":"https://doi.org/10.1111/medu.15769","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144575774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teacher student-specific self-efficacy and its impact on students’ academic self-concept, emotional well-being and social inclusion 师范生自我效能感及其对学生学业自我概念、情绪幸福感和社会包容的影响
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-07-07 DOI: 10.1016/j.tate.2025.105152
Erkan Eren , Akie Yada , Susanne Schwab , Hannu Savolainen
{"title":"Teacher student-specific self-efficacy and its impact on students’ academic self-concept, emotional well-being and social inclusion","authors":"Erkan Eren ,&nbsp;Akie Yada ,&nbsp;Susanne Schwab ,&nbsp;Hannu Savolainen","doi":"10.1016/j.tate.2025.105152","DOIUrl":"10.1016/j.tate.2025.105152","url":null,"abstract":"<div><div>This study investigates the impact of teachers' student-specific self-efficacy (S-S TSE) on students' perceptions of inclusion, specifically emotional well-being, social inclusion, and academic self-concept, over time. Participants were 42 teachers and 576 students in Austrian inclusive classrooms. Teachers rated S-S TSE using a short form of the Teacher Sense of Efficacy Scale for each student. Students completed the Perceptions of Inclusion Questionnaire (PIQ). Confirmatory factor analyses supported scale validity. All three student outcomes correlated positively with higher S-S TSE. Special educational needs (SEN) status moderated the relationship between S-S TSE and emotional well-being, but not between S-S TSE and social inclusion or academic self-concept.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105152"},"PeriodicalIF":4.0,"publicationDate":"2025-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144570917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
We cannot measure what we have not yet attempted to measure: Steps towards reconceptualising team-based assessments in the health professions. 我们无法衡量我们尚未试图衡量的:在卫生专业中重新定义基于团队的评估的步骤。
IF 4.9 1区 教育学
Medical Education Pub Date : 2025-07-07 DOI: 10.1111/medu.15762
Stefanie S Sebok-Syer, Daniel Tawfik
{"title":"We cannot measure what we have not yet attempted to measure: Steps towards reconceptualising team-based assessments in the health professions.","authors":"Stefanie S Sebok-Syer, Daniel Tawfik","doi":"10.1111/medu.15762","DOIUrl":"https://doi.org/10.1111/medu.15762","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144575775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Effects on the learning achievement, approaches to learning, and multi-stage reflection quality of students with different levels of digital self-efficacy in a data literacy course: An ARCS-based self-reflective online learning model 数据素养课程中不同数字自我效能感对学生学习成绩、学习方式和多阶段反思质量的影响:基于arc的在线自我反思学习模式
IF 8.9 1区 教育学
Computers & Education Pub Date : 2025-07-07 DOI: 10.1016/j.compedu.2025.105397
Yun-Fang Tu , Gwo-Jen Hwang , Dongpin Hu
{"title":"Effects on the learning achievement, approaches to learning, and multi-stage reflection quality of students with different levels of digital self-efficacy in a data literacy course: An ARCS-based self-reflective online learning model","authors":"Yun-Fang Tu ,&nbsp;Gwo-Jen Hwang ,&nbsp;Dongpin Hu","doi":"10.1016/j.compedu.2025.105397","DOIUrl":"10.1016/j.compedu.2025.105397","url":null,"abstract":"<div><div>Data literacy has become a critical core competency for university students. Research has indicated that in digital environments, learners' digital self-efficacy (DSE) not only influences their learning motivation but is also closely linked to their learning outcomes. Additionally, self-reflection could help students evaluate their learning process and deepen their understanding of the content. However, without appropriate instructional scaffolding, self-reflection may become a mere formality, failing to effectively enhance both the depth and quality of their reflection, as well as their learning motivation. Therefore, this study proposed an ARCS (Attention, Relevance, Confidence, and Satisfaction)-based self-reflective online learning model and integrated it into a 12-week data literacy course, with the intervention implemented over a 10-week period (Weeks 2–11). The aim was to explore data literacy achievement and approaches to learning in data literacy (ALDL) among university students with different levels of DSE, and the quality of self-reflection at different stages. Participants were 52 first-year university students, including 27 males and 25 females. Results showed that the proposed model effectively fostered a positive motivation cycle among students. While students with high DSE (HDSE) outperformed those with low DSE (LDSE) in terms of data literacy achievement and ALDL, the majority of students began their reflective process with technical reflection (88.46 %). To further explore the model's influence on self-reflection, Epistemic Network Analysis (ENA) 3D was employed to analyze the coded results of students' reflective diaries. The findings indicated that the model effectively promoted multidimensional self-reflection, broadened and deepened reflective focus across both LDSE and HDSE groups, and reduced the quality gap in self-reflection between the two groups. Additionally, the LDSE group enhanced practical application and critical thinking through conceptual understanding, relying on hands-on experience to construct knowledge. In contrast, the HDSE group focused on deep reflection through logical explanation, self-validation, and critical thinking.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"238 ","pages":"Article 105397"},"PeriodicalIF":8.9,"publicationDate":"2025-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144594932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Early Literacy Skills in Digital Games 数字游戏中的早期读写技能
IF 2.8 3区 教育学
European Journal of Education Pub Date : 2025-07-07 DOI: 10.1111/ejed.70173
Nergiz Teke, Tuğba Baş
{"title":"Early Literacy Skills in Digital Games","authors":"Nergiz Teke,&nbsp;Tuğba Baş","doi":"10.1111/ejed.70173","DOIUrl":"https://doi.org/10.1111/ejed.70173","url":null,"abstract":"<p>Early literacy skills, the basis of literacy skills, can be introduced to children through various stimuli and are supported by digital games with the increasing use of technology. This study aims to investigate the games children can download from the Play Store, which has high accessibility and allows them to play offline many times, regarding early literacy skills. In this context, 183 digital games for children that can be played offline were identified in the Play Store. The download rates of these games were analysed, and the 30 digital games with the highest number of downloads (games with over 50 million downloads) were identified, and these games were downloaded and played. Then, the researchers created the ‘Early Literacy Skills in Digital Games Evaluation Form’ to examine the games' early literacy skills. These games were analysed using a content analysis method. As a result of the analysis, it was found that the least common early literacy skills in digital games were alphabet knowledge and phonological awareness. The most common early literacy skills were print awareness (limited to sentences and instructions in the games and object naming) and listening comprehension skills. Receptive vocabulary was the most common early literacy skill in the digital games analysed. In addition, no activity to support expressive vocabulary knowledge was found in any of the games analysed. This research assesses the role of digital games in early literacy and provides insights for improving educational technology and game design.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70173","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144573165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Achieving Organisational Agility in K-12 Schools Through School Mindfulness: The Role of School Social Capital as a Mediator 通过学校正念实现K-12学校组织敏捷性:学校社会资本的中介作用
IF 2.8 3区 教育学
European Journal of Education Pub Date : 2025-07-07 DOI: 10.1111/ejed.70170
Burçak Çağla Garipağaoğlu
{"title":"Achieving Organisational Agility in K-12 Schools Through School Mindfulness: The Role of School Social Capital as a Mediator","authors":"Burçak Çağla Garipağaoğlu","doi":"10.1111/ejed.70170","DOIUrl":"https://doi.org/10.1111/ejed.70170","url":null,"abstract":"<p>Agility matters in today's highly disruptive, and technology driven business landscape. The purpose of this research is to highlight the mediating role of school social capital between school mindfulness and organisational agility in K-12 schools in Turkey. The study employs the design of cross-sectional correlational research. The data was collected from 726 teachers and analysed by Structural Equation Modelling (SEM) and Process Macro. The research has found out that ‘school social capital’ has a significant mediating effect on the relationship between ‘school mindfulness’ and ‘organisational agility’. Research findings indicate that high levels of organisational mindfulness lead to enhanced social capital, which, in turn, fosters greater organisational agility. Our research shows that building a culture of mindfulness and fostering strong social capital are key strategies for strategic agility. Therefore, we recommend school principals to mindfully and continually invest in their school social capital to improve their organisational agility for the accomplishment of their school goals. Moreover, the study recommends the prompt implementation of school mindfulness programmes to pave the way for school agility. Future research may adopt longitudinal or experimental research methods to further verify the results of this study or suggest other possible mediators or moderators to better explain the antecedents of organisational agility.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70170","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144573166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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