Education Sciences最新文献_第10页

Fostering Competence and Autonomy in High School Physical Education Classes: An Exploration of Intricate Relationships 在高中体育课中培养能力和自主性：对错综复杂关系的探索

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Education Sciences Pub Date : 2024-08-06 DOI: 10.3390/educsci14080850

Matt Alexander Taylor, Kevin John MacLeod

引用次数: 0

Is Intrinsic Motivation Related to Lower Stress among University Students? Relationships between Motivation for Enrolling in a Study Program, Stress, and Coping Strategies 内在动机与大学生压力降低有关吗？参加学习计划的动机、压力和应对策略之间的关系

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Education Sciences Pub Date : 2024-08-06 DOI: 10.3390/educsci14080851

Sandra Schladitz, Daniel Rölle, Marie Drüge

{"title":"Is Intrinsic Motivation Related to Lower Stress among University Students? Relationships between Motivation for Enrolling in a Study Program, Stress, and Coping Strategies","authors":"Sandra Schladitz, Daniel Rölle, Marie Drüge","doi":"10.3390/educsci14080851","DOIUrl":"https://doi.org/10.3390/educsci14080851","url":null,"abstract":"Transitioning from high school to university can be a challenging time for students, associated with uncertainty and stress, in part resulting from the vast number of subjects to choose from. Research has shown positive associations between intrinsic motivation and student well-being. Considering the detrimental roles that students’ stress and possibly dysfunctional coping strategies can play regarding general well-being, we investigate relationships between these constructs. Motivation for enrollment in a study program was analyzed in n = 201 first- and higher-semester students with regard to different facets of motivation. Part of the freshmen sample (n = 40) completed an additional follow-up survey in their second semester, expanding on stress and coping strategies. Cross-sectional results showed different patterns of intercorrelation among the motivational facets, but no significant differences between first- and higher-semester students. Longitudinally, only motivation based on social influences decreased over the course of the first semester. Motivation did not prove to be a suitable predictor for retrospectively judged stress during the first semester, but intrinsic motivation, especially, showed encouraging connections to some coping strategies. The findings can be used to improve student well-being and reduce dropout rates, as well as to design suitable marketing strategies for universities.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"142 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141969557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Automatic Morphological Processing in Middle School Students with and without Word Reading Difficulties 有单词阅读障碍和无单词阅读障碍初中生的自动词形处理能力

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Education Sciences Pub Date : 2024-08-06 DOI: 10.3390/educsci14080849

Leah M. Zimmermann, Derek B. Rodgers, Bob McMurray

{"title":"Automatic Morphological Processing in Middle School Students with and without Word Reading Difficulties","authors":"Leah M. Zimmermann, Derek B. Rodgers, Bob McMurray","doi":"10.3390/educsci14080849","DOIUrl":"https://doi.org/10.3390/educsci14080849","url":null,"abstract":"Morphological processing is the use of morphological structure during word reading. This study investigated whether middle school students applied morphological structure automatically when reading words. In addition, this study asked whether students with word reading difficulties (WRD) applied morphological structure in a way that differed from proficient word readers. Participants were seventh- and eighth-grade students (n = 80). Students were divided into two reading ability groups: proficient word readers (n = 55) and students with word reading difficulties (n = 25). Four computer-administered experimental tasks measured automaticity in reading morphologically complex words and morphologically simple words. A backward masking measure assessed whether students were applying morphological structure automatically to support task accuracy. Students were significantly more accurate in masked performance with morphologically complex words than with morphologically simple words on an oral word reading task. Students with WRD benefitted more from morphological structure on this task than proficient readers did. Findings suggest that proficient word readers and students with WRD automatically apply morphological structure when reading words aloud. In addition, middle school students with WRD may rely more on morphological structure than their proficient peers. However, there may be differences in morphological processing based on the nature of word reading tasks.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"373 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Preparing Teachers for Linguistically Diverse Classrooms—A Systematic Review on Interventions and Intersectional Perspectives 为语言多元化课堂做好教师准备--关于干预措施和交叉视角的系统回顾

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Education Sciences Pub Date : 2024-08-06 DOI: 10.3390/educsci14080846

Sarah Volknant, Ulla Licandro

{"title":"Preparing Teachers for Linguistically Diverse Classrooms—A Systematic Review on Interventions and Intersectional Perspectives","authors":"Sarah Volknant, Ulla Licandro","doi":"10.3390/educsci14080846","DOIUrl":"https://doi.org/10.3390/educsci14080846","url":null,"abstract":"Teachers need to be well-equipped to work with diverse groups of students from various linguistic backgrounds. Following the PRISMA guidelines, this systematic review analyzed international empirical research on interventions aiming at preparing secondary pre-service teachers for teaching linguistically diverse students. The dataset includes papers from 2012 to 2022 retrieved through the electronic databases ERIC, Education Source, and Scopus. The goal of this review was twofold, namely (1) to investigate how interventions contribute to the development of strategies and skills for teaching linguistically diverse students and (2) to analyze which of the identified interventions considered aspects of intersectionality and, more specifically, in what sense. Multiple intervention strategies, such as assessment tools, self-inquiry, or practice experiences, were found. Regarding the targeted skills of pre-service teachers, this review identified the emerging themes of Methods and Instruction, Critical and Reflective Thinking, as well as Linguistic Awareness. While the term intersectionality was hardly used explicitly, several studies implicitly addressed intersectional matters. Single-issue approaches, which considered multiple diversity referents in an additive rather than an interconnected way, occurred most frequently. This review underlines the need for interventions in teacher education that are based on a broader understanding of linguistic diversity and emphasizes the importance of employing critical and intersectional perspectives.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"15 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141969554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Resilience in Action through Culture: Latinas Successfully Navigating STEM Spaces at an HSI 通过文化提高复原力：拉美女性成功驾驭高等专业学校的 STEM 空间

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Education Sciences Pub Date : 2024-08-06 DOI: 10.3390/educsci14080848

Emma Claudia Perez, Elsa Maria Gonzalez, Isabella Sanchez Hernandez

{"title":"Resilience in Action through Culture: Latinas Successfully Navigating STEM Spaces at an HSI","authors":"Emma Claudia Perez, Elsa Maria Gonzalez, Isabella Sanchez Hernandez","doi":"10.3390/educsci14080848","DOIUrl":"https://doi.org/10.3390/educsci14080848","url":null,"abstract":"Though research on the perspectives and assets of communities of color in higher education has grown, understanding how underrepresented groups in STEM use those assets to navigate and succeed in STEM fields is still in progress. In this study, Latina students majoring in STEM fields in a Hispanic-Serving Institution (HSI) were interviewed about their college experience and persistence. A Latine resilience model and an HSI servingness framework guided the analysis. Qualitative methodology via case study served to understand this research. Evidence gathered in this study demonstrates how social climate experiences and cultural background influence resilience and success strategies among diverse Latina STEM majors in an HSI. The STEM social climate or culture seemingly clashed with participants’ cultural backgrounds. Perhaps most pertinent to their cultural background and resilience as Latinas were the specific success strategies or assets that participants utilized to navigate the STEM experience. Participants gravitated to diverse spaces, desired more women and ethnic representation in their STEM departments, and practiced prosocial or communal motivations. Understanding STEM culture in conjunction with the assets and strategies that Latinas utilize as ethnic women is important for HSIs as they consider how they truly serve their constituents.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"6 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141969555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Global Citizenship Education and Its Role in Sustainability at the University Level 全球公民意识教育及其在大学可持续发展中的作用

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Education Sciences Pub Date : 2024-08-06 DOI: 10.3390/educsci14080847

Anna Monzó-Martínez, Eva Ortiz-Cermeño, María Pilar Martínez-Agut

{"title":"Global Citizenship Education and Its Role in Sustainability at the University Level","authors":"Anna Monzó-Martínez, Eva Ortiz-Cermeño, María Pilar Martínez-Agut","doi":"10.3390/educsci14080847","DOIUrl":"https://doi.org/10.3390/educsci14080847","url":null,"abstract":"The contents linked to the Sustainable Development Goals (SDGs) should be introduced in studies in the field of education. This research analyzes the knowledge of the Sustainable Development Goals (SDGs) and the 2030 Agenda among 477 participants from the University of Murcia and the University of Valencia in the Degree of Primary Education, Social Education, and the Master of Teacher Training in the Faculty of Education. A descriptive–comparative methodology with a quantitative approach was used based on an ad hoc questionnaire. The educational intervention included theoretical–practical modules on the SDGs and citizenship, with academic readings and case studies on the implementation of the SDGs in various sectors, which positively impacted future education professionals who were to be part of their initial training. The results showed significant differences in the knowledge of the SDGs between the experimental group and the control group at the end of the term, especially among the experimental group, which worked on the SDG concepts in the subjects taken. Greater knowledge was also observed among the students with a Social Education degree who took a subject related to this topic.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"76 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141969556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Elementary Teacher Candidates’ Views of Children’s Literature on Climate Change 小学教师候选人对有关气候变化的儿童文学的看法

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Education Sciences Pub Date : 2024-08-05 DOI: 10.3390/educsci14080843

Catherine Lammert

引用次数: 0

Design and Development of a Teaching–Learning Sequence about Deterministic Chaos Using Tracker Software 利用 Tracker 软件设计和开发有关确定性混沌的教学序列

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Education Sciences Pub Date : 2024-08-05 DOI: 10.3390/educsci14080842

Alessio Parlati, Giovanni Giuliana, Italo Testa

{"title":"Design and Development of a Teaching–Learning Sequence about Deterministic Chaos Using Tracker Software","authors":"Alessio Parlati, Giovanni Giuliana, Italo Testa","doi":"10.3390/educsci14080842","DOIUrl":"https://doi.org/10.3390/educsci14080842","url":null,"abstract":"In this paper, we present the design, development, and pilot implementation of a Teaching–Learning Sequence (TLS) about the physics of deterministic chaos. The main aim of the activities is to let students become aware of two key ideas about deterministic chaos: (1) the role of initial conditions and (2) the graphical representation in a momentum–position graph. To do so, the TLS is based on the observation and analysis of the trajectory of the free end of a double pendulum through the modeling software Tracker. In particular, the Tracker-based activities help students understand that, by modifying the well-known simple pendulum dynamic system into a double pendulum, long-time-scale predictability is lost, and a completely new behavior appears. The TLS was pilot tested in a remote teaching setting with about 70 Italian high school students (16–17 years old). The pretest analysis shows that before participating in the activities, students held typical misconceptions about chaotic behavior. Analysis of the written responses collected during and after implementation shows that the proposed activities allowed students to grasp the two key ideas about nondeterministic chaos. A possible integration of the TLS with an online simulation is finally discussed.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"49 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Content Analysis of the Algebra Strand of Six Commercially Available U.S. High School Textbook Series 六种市售美国高中教科书系列中代数部分的内容分析

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Education Sciences Pub Date : 2024-08-05 DOI: 10.3390/educsci14080845

Mary Ann Huntley, Maria S. Terrell, Nicole L. Fonger

引用次数: 0

Evaluating the Impact of the Language Mindset Toolkit among Thai Undergraduate Students 评估语言思维工具包对泰国本科生的影响

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Education Sciences Pub Date : 2024-08-05 DOI: 10.3390/educsci14080844

Jeffrey Dawala Wilang

{"title":"Evaluating the Impact of the Language Mindset Toolkit among Thai Undergraduate Students","authors":"Jeffrey Dawala Wilang","doi":"10.3390/educsci14080844","DOIUrl":"https://doi.org/10.3390/educsci14080844","url":null,"abstract":"This study reports the impact of a language mindset toolkit in influencing the language mindsets of Thai undergraduate students. An explanatory sequential mixed method design was used to determine how language mindset changes and know the students’ language learning insights through a focused mindset intervention. Data from 67 students chosen from convenience sampling completed language mindset surveys, journal entries, and semi-structured interviews were analyzed. Descriptive statistics was used to analyze the survey data, while thematic and content analyses were utilized for journal entries and interview data. Key findings revealed a notable shift from a fixed to a growth mindset, particularly in language learning abilities. While mindsets related to intelligence and age sensitivity remained relatively stable, there was a marked change in participants’ belief in the malleability of their language learning abilities, underpinned by the principles of effort and persistence. Thematic analysis of journals supports these findings, with themes such as knowing about language mindset in learning, putting effort into language learning, setting goals in language learning, using strategies in language learning, and regulating emotions in language learning. Meanwhile, the content analysis of individual interviews revealed insights such as appreciating self, motivating self in language learning, and gaining self-efficacy. Growth mindset-oriented interventions could transform the students’ beliefs in language learning.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"30 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0