Education Sciences最新文献_第4页

Academic Integrity Crisis: Exploring Undergraduates’ Learning Motivation and Personality Traits over Five Years 学术诚信危机：探究本科生五年来的学习动机和人格特质

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Education Sciences Pub Date : 2024-09-06 DOI: 10.3390/educsci14090986

Yovav Eshet

{"title":"Academic Integrity Crisis: Exploring Undergraduates’ Learning Motivation and Personality Traits over Five Years","authors":"Yovav Eshet","doi":"10.3390/educsci14090986","DOIUrl":"https://doi.org/10.3390/educsci14090986","url":null,"abstract":"Academic misconduct is ubiquitous, a fortiori during crisis periods. The present research examines undergraduates’ learning motivation, based on Self-Determination Theory and personality traits factors, according to the Big Five Factor Model, affecting academic misconduct across different time spans: Before, during, and after a life-changing event. Using online questionnaires, we measured the level of academic misconduct, learning motivation, and personality traits of 1090 social sciences students during five different time spans pre-COVID-19, during COVID-19 (before and after vaccination), and after COVID-19 (post and long post). The results showed significant differences in students’ self-reported academic misconduct levels among the different periods and similar misconduct levels in pre-COVID-19 and long post-COVID-19. Additionally, the findings exhibited that external motivation significantly increases academic misconduct and that two out of five personality traits (agreeableness and emotional stability) reduce their occurrences. We conclude that higher education preparedness for academic integrity during an emergency is still a desideratum and that ethical concerns should not be abandoned but rather be fully addressed during emergency periods. This could be addressed by instructors allocating tasks during emergency groups involving students with pro-social personalities (agreeableness and emotional stability) and intrinsic motivation to serve as social agents in deterring academic misconduct.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"58 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208618","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

The Learning Assessment Process in Higher Education: A Grounded Theory Approach 高等教育中的学习评估过程：基础理论方法

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Education Sciences Pub Date : 2024-09-06 DOI: 10.3390/educsci14090984

Claudia H. Aguayo-Hernández, Alejandro Sánchez Guerrero, Patricia Vázquez-Villegas

{"title":"The Learning Assessment Process in Higher Education: A Grounded Theory Approach","authors":"Claudia H. Aguayo-Hernández, Alejandro Sánchez Guerrero, Patricia Vázquez-Villegas","doi":"10.3390/educsci14090984","DOIUrl":"https://doi.org/10.3390/educsci14090984","url":null,"abstract":"This study aims to understand university professors’ perspectives on the learning assessment process, including its importance during teaching and learning, their conceptualization, and their considerations in their practices. The research used a grounded theory approach to recognize evaluation as a dialogical and intersubjective space. The methodology consisted of an open survey and a semi-structured interview with faculty professors from a university in northern Mexico. The findings highlighted the importance of educational institutions, emphasizing that faculties prioritize evaluating quality based on relevance, alignment with learning objectives, continuity throughout the process, and feedback. These aspects align with recent approaches that consider evaluation as a process that promotes learning, as evidenced by the high saturation rate in the theoretical sampling. Furthermore, the study revealed that the institution’s educational model, curricular design, and evaluation policies significantly influence the faculty members’ perspective. As a result, educational institutions must consider these factors when formulating an evaluation model, thereby making the research directly applicable to the work of educational policymakers and university professors.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"10 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208616","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

Modified Handball in Physical Education: Investigating Opportunities for Inclusion and Relatedness 体育课中的改良手球：探索包容和亲情的机会

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Education Sciences Pub Date : 2024-09-06 DOI: 10.3390/educsci14090985

Luisa Estriga, João Freitas, Guilherme Vieira, Amândio Graça, Paula Batista

{"title":"Modified Handball in Physical Education: Investigating Opportunities for Inclusion and Relatedness","authors":"Luisa Estriga, João Freitas, Guilherme Vieira, Amândio Graça, Paula Batista","doi":"10.3390/educsci14090985","DOIUrl":"https://doi.org/10.3390/educsci14090985","url":null,"abstract":"This paper addresses the challenge of assessing relatedness and functional interdependence through connecting passes within invasion games, which may offer valuable pedagogical insights into gameplay for accessibility and inclusiveness. Hence, the purpose of this paper is twofold. Firstly, it presents preliminary work on the methodology for computing open passing lanes and derived metrics, integrating spatiotemporal data analysis with event data. Secondly, using a within-subject design, it investigates how modified handball games influence game play opportunities. Data were collected during handball matches in a pre-teens Physical Education (PE) class with mixed-skill-level teams. Game actions (e.g., passes, receptions, and shots) were manually recorded through systematic observation of video footage, while players’ positional data were captured with ultra-wideband technology. Findings provide evidence that employing a numerical advantage (one player up) enhances overall opportunities for individual attacking actions (i.e., more passing, catching actions, and goal-scoring opportunities) and relational actions (i.e., more open passing lanes) compared to equal numbers. Conversely, equal numbers with individual marking appeared more challenging, as fewer secure passing lanes were observed, and the ball possessor spent more time with the ball before releasing it. The developed approach holds promise for studying designed games to enhance inclusion and learning opportunities for all.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"7 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208617","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

“You Didn’t Go by Choice!”: Exposing Institutional Barriers Leading to Latinx STEM Pushout at a Hispanic-Serving Research Institution "你不是自愿的！"：揭露导致拉美裔科学、技术、工程和数学人才在为西班牙裔服务的研究机构中被淘汰的体制障碍

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Education Sciences Pub Date : 2024-09-05 DOI: 10.3390/educsci14090979

Veronica L. Fematt, Mayra Puente, Katherine Arias Garcia, Rebeca Mireles-Rios

引用次数: 0

Computational Thinking and Modeling: A Quasi-Experimental Study of Learning Transfer 计算思维与建模：学习迁移的准实验研究

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Education Sciences Pub Date : 2024-09-05 DOI: 10.3390/educsci14090980

Line Have Musaeus, Peter Musaeus

引用次数: 0

Learning/Earning: Characteristics of Student Work and Its Impact on Academic Careers at a Regional Hungarian University 学习/学习：匈牙利地区大学学生作业的特点及其对学术生涯的影响

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Education Sciences Pub Date : 2024-09-05 DOI: 10.3390/educsci14090981

Zsófia Kocsis, Gabriella Pusztai

{"title":"Learning/Earning: Characteristics of Student Work and Its Impact on Academic Careers at a Regional Hungarian University","authors":"Zsófia Kocsis, Gabriella Pusztai","doi":"10.3390/educsci14090981","DOIUrl":"https://doi.org/10.3390/educsci14090981","url":null,"abstract":"Research on the effect of student work on academic achievement has produced inconsistent results, and Hungarian domestic research on the subject is scarce. Our research aims to contribute to the discussion. We hypothesize that student work has a beneficial effect on students’ academic achievement. The target group is the full-time, working students at the regional Hungarian university (n = 538). By clustering students based on three variables (motivation, alignment of work with studies, and working hours), we separated three distinct student groups: disadvantaged/income-oriented, ambitious, and utilitarian/leisure-oriented. Disadvantaged/income-oriented students work for financial reasons and work a large number of hours. Ambitious students work fewer hours, and they work to fulfil their professional aspirations. The utilitarian/leisure-oriented cluster is the only group whose members work because it is a useful way of spending leisure time as well as an opportunity to obtain money for other free-time activities. With the help of the achievement index, we detected further differences between the student clusters. Students in the disadvantaged/income-oriented cluster do not have high academic scores and do not take part in extracurricular activities. They are more likely to interrupt their studies, mainly for financial reasons and because of work. The achievement was not affected by students’ social status indicators such as parents’ educational attainment or labor market position; it is contact with faculty and performing work related to studies that have the most explanatory power.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"10 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208621","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

Intellectual Curiosity as a Mediator between Teacher–Student Relationship Quality and Emirati Science Achievement in PISA 2022 求知欲是 2022 年国际学生评估项目（PISA）中师生关系质量与阿联酋科学成就之间的调解因素

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Education Sciences Pub Date : 2024-09-04 DOI: 10.3390/educsci14090977

Nagla Ali, Othman Abu Khurma, Adeeb Jarrah

{"title":"Intellectual Curiosity as a Mediator between Teacher–Student Relationship Quality and Emirati Science Achievement in PISA 2022","authors":"Nagla Ali, Othman Abu Khurma, Adeeb Jarrah","doi":"10.3390/educsci14090977","DOIUrl":"https://doi.org/10.3390/educsci14090977","url":null,"abstract":"This study investigates the mediating role of intellectual curiosity (IC) in the relationship between teacher–student relationship quality (TSR) and science achievement among Emirati early adolescents. The objectives were to assess TSR’s predictive power on science achievement, evaluate IC’s impact on science achievement, examine the combined effect of TSR and IC, and investigate IC’s mediating role. Data from 17,475 valid cases in the PISA dataset were analyzed using Jeremy Hayes’ PROCESS macro, multiple regression models, and bootstrapping with 5000 resamples. The results indicated that TSR significantly and directly affects IC, which in turn positively influences science achievement. TSR’s direct effects on science achievement varied across cases, but IC consistently showed strong positive effects on science achievement, underscoring its critical role as a predictor of academic success. IC was found to significantly mediate the relationship between TSR and student performance. The findings suggest that enhancing both TSR and IC is essential for student success in science. The study’s implications for educational practices and policies include developing teacher training programs focused on building strong relationships with students and fostering intellectual curiosity through questioning and problem-solving. Specifically, educators should focus on skills and strategies for interacting with students, showing empathy, and forming strong relationships. Implementing ongoing practices that emphasize the intellectual aspects of learning can help students build curiosity, thereby improving their academic performance. The study provides valuable insights into the interactions between TSR and IC and their impact on students’ academic outcomes.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"254 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208632","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

Writing with AI: What College Students Learned from Utilizing ChatGPT for a Writing Assignment 用人工智能写作：大学生从利用 ChatGPT 完成写作任务中学到的东西

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Education Sciences Pub Date : 2024-09-04 DOI: 10.3390/educsci14090976

Changzhao Wang, Stephen J. Aguilar, Jennifer S. Bankard, Eric Bui, Benjamin Nye

{"title":"Writing with AI: What College Students Learned from Utilizing ChatGPT for a Writing Assignment","authors":"Changzhao Wang, Stephen J. Aguilar, Jennifer S. Bankard, Eric Bui, Benjamin Nye","doi":"10.3390/educsci14090976","DOIUrl":"https://doi.org/10.3390/educsci14090976","url":null,"abstract":"To support the integration of AI in education, this empirical study investigated what lessons college students learned from using Generative AI for writing. We recruited 47 students in the United States from a university writing course. Students completed an assignment in which they used Generative AI tools (e.g., ChatGPT) to draft an application letter or personal statement. Data were collected using a survey of five open-ended questions about their writing process, what worked, what did not work, how to better write with AI, and general lessons learned. We applied thematic analysis and sentiment analysis methods to analyze students’ responses. Results show that (1) students went through multiple rounds of prompting; (2) students identified strengths of AI, such as connection to topic, template generation, and sentence quality; (3) the weaknesses of AI included general language, robotic tone and lacking emotion, lacking personal voice, and lacking critical thinking; (4) students wished to improve AI-generated writing by adding personal stories, connections to posting, feelings and thoughts, and deleting repetitive language; and (5) their overall attitudes toward AI tool were positive. We believe our findings can help relieve some concerns about cheating with AI. We also suggested strategies to regulate the use of AI.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"11 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208634","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

Enhancing Student Engagement and Outcomes: The Effects of Cooperative Learning in an Ethiopian University’s Classrooms 提高学生参与度和成果：埃塞俄比亚大学课堂合作学习的效果

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Education Sciences Pub Date : 2024-09-04 DOI: 10.3390/educsci14090975

Tefera Tadesse, Hashim Ware, Aregu Asmare, Robyn M. Gillies

{"title":"Enhancing Student Engagement and Outcomes: The Effects of Cooperative Learning in an Ethiopian University’s Classrooms","authors":"Tefera Tadesse, Hashim Ware, Aregu Asmare, Robyn M. Gillies","doi":"10.3390/educsci14090975","DOIUrl":"https://doi.org/10.3390/educsci14090975","url":null,"abstract":"Based on social interdependence and social constructivism theories, the authors of this study examined the effects of a cooperative learning (CL) pedagogical model on the engagement and outcomes of undergraduate students in an Ethiopian university’s classrooms. We did this by using a quasi-experimental post-test control group design. The study participants included undergraduate students enrolled in the courses “Risk Management and Insurance” (n = 99) and “Foundation Engineering I” (n = 94). The control groups received regular lecture-based teaching, while the experimental group received CL instruction over two weeks in six to eight sessions. The results from the Management sample, which demonstrated that the CL intervention group reported significantly higher learning outcomes and more engagement than the control groups, are sufficient evidence for the study to validate the hypothesis. The effect sizes were moderate and ranged from 0.52 to 0.78 Cohen’s d. In the Engineering course, the results demonstrate the smallest difference between the mean scores reported by the CL group and those of the regular lecture group, with the CL group showing slightly higher student engagement and outcomes across the three categories assessed. The Engineering sample’s results, however, did not show any significant differences between the CL and control groups. This study provides evidence that course reform utilizing a CL pedagogical design could improve student engagement and learning outcomes as compared to the regular lecture-based method. By incorporating CL pedagogies, higher educators and institutions can create more engaging and effective learning environments for students.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"6 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208630","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

Emotional Intelligence Profiles and Cyber-Victimization in Secondary School Students: A Multilevel Analysis 中学生的情商特征与网络伤害：多层次分析

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Education Sciences Pub Date : 2024-09-03 DOI: 10.3390/educsci14090971

Francisco Villegas-Lirola

{"title":"Emotional Intelligence Profiles and Cyber-Victimization in Secondary School Students: A Multilevel Analysis","authors":"Francisco Villegas-Lirola","doi":"10.3390/educsci14090971","DOIUrl":"https://doi.org/10.3390/educsci14090971","url":null,"abstract":"The research examined how different profiles of emotional intelligence (attention, clarity, and emotional regulation) act as protective or risk factors against cyber-victimization, taking into account individual and behavioral variables such as gender, sexual orientation, self-esteem, social anxiety, Internet risk, and parental control among high school students (11–18 years). A simulated sample was used, which was derived from an experimental sample of 1908 subjects (50.7% girls). Statistical equivalence was ensured between the two samples, and a multilevel analysis was conducted using the emotional intelligence profiles as the grouping variable. The results showed that the variability in emotional intelligence profiles predicted 96.7% of the variability of cyber-victimization. Factors that increase this likelihood include excessive interpersonal attention and low emotional regulation, higher social anxiety, offline victimization, older age, high parental supervision, and low self-esteem. In addition, being male and heterosexual is associated with a lower risk of cyber-victimization than being female and non-heterosexual. In general, it is suggested that protective measures against cyber-victimization should warn about the risk of Internet use, avoid paternalistic behavior by adults, and reduce rumination or excessive attention to the opinions of others.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"68 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208636","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