Education Sciences最新文献_第5页

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

IF 3

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

IF 3

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

IF 3

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

IF 3

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

IF 3

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

Linking Traditional Teaching to Innovative Approaches: Student Conceptions in Kinematics 将传统教学与创新方法相结合：运动学中的学生概念

IF 3

Education Sciences Pub Date : 2024-09-03 DOI: 10.3390/educsci14090973

Ozden Sengul

{"title":"Linking Traditional Teaching to Innovative Approaches: Student Conceptions in Kinematics","authors":"Ozden Sengul","doi":"10.3390/educsci14090973","DOIUrl":"https://doi.org/10.3390/educsci14090973","url":null,"abstract":"This study delves into the problem-solving approaches of students who attend classes with traditional teaching methods in university physics education with innovative curriculum materials. This research, conducted with university physics and engineering students, focused on applying research-based curriculum materials in solving kinematic problems. The study analyzes the impact of student knowledge and the distinction between rote learning and scientific practices on conceptual understanding. Student responses are categorized based on the depth of knowledge demonstrated, the skill type utilized, and the degree to which responses indicate a logical progression. These, together with demographic data, are analyzed to determine any patterns. Findings reveal that students use intuitive and mathematical skills to solve a graphical question. However, students employ qualitative and mathematical skill types when they are required to design an experiment. Notably, gender disparity appears to influence the approach to graphical questions, but the design-based question shows no significant relationship between males and females. Gender was likely to contribute to knowledge and logical progression levels, but grades might not show a positive relationship with knowledge level. This study aims to contribute to developing physics education at the university level by highlighting the gap between innovative course materials and their enactment.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"16 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208635","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

‘If You Do Not Write, You Dry Up’: Tensions in Teacher Educator Research and Academic Writing 如果你不写作，你就会干涸"：教师教育研究与学术写作中的紧张关系

IF 3

Education Sciences Pub Date : 2024-09-03 DOI: 10.3390/educsci14090972

Nikki Aharonian, Orna Schatz Oppenheimer

{"title":"‘If You Do Not Write, You Dry Up’: Tensions in Teacher Educator Research and Academic Writing","authors":"Nikki Aharonian, Orna Schatz Oppenheimer","doi":"10.3390/educsci14090972","DOIUrl":"https://doi.org/10.3390/educsci14090972","url":null,"abstract":"Teacher educators struggle to balance heavy teaching loads, research, writing, and institutional service. This qualitative study uses institutional ethnography to question how college leadership understand the significance of academic scholarship in the professional lives of college-based teacher educators in Israel. Data from interviews with eight college position holders shed light on the working lives of college-based teacher educators and how they are positioned as researcher-writers in an institution where scholarship expectations are blurry. Findings reveal three themes: the importance of academic activity for institutional prosperity, the difficulties in academic scholarship experienced by teacher educators, and the support the institution provides to encourage and maintain academic activity. The discussion contemplates the tensions between institutional and individual teacher educator advancement. The complexity of the institutional structure deserves attention to achieve institutional aims and attend to individual faculty’s professional needs and desires. The implications of this study are significant for leadership in teacher education and higher education around the world, prompting leaders to rethink ways of supporting faculty involved in research and writing alongside teaching and additional roles. Balancing conflicting roles, providing clear expectations, and maintaining an ongoing dialogue between teacher educators and leadership regarding professional development needs can lead to institutional prosperity alongside individual professional advancement.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"46 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208633","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

Re-Evaluating Components of Classical Educational Theories in AI-Enhanced Learning: An Empirical Study on Student Engagement 重新评估人工智能强化学习中经典教育理论的组成部分：学生参与度实证研究

IF 3

Education Sciences Pub Date : 2024-09-03 DOI: 10.3390/educsci14090974

László Bognár, György Ágoston, Anetta Bacsa-Bán, Tibor Fauszt, Gyula Gubán, Antal Joós, Levente Zsolt Juhász, Edina Kocsó, Endre Kovács, Edit Maczó, Anita Irén Mihálovicsné Kollár, Györgyi Strauber

{"title":"Re-Evaluating Components of Classical Educational Theories in AI-Enhanced Learning: An Empirical Study on Student Engagement","authors":"László Bognár, György Ágoston, Anetta Bacsa-Bán, Tibor Fauszt, Gyula Gubán, Antal Joós, Levente Zsolt Juhász, Edina Kocsó, Endre Kovács, Edit Maczó, Anita Irén Mihálovicsné Kollár, Györgyi Strauber","doi":"10.3390/educsci14090974","DOIUrl":"https://doi.org/10.3390/educsci14090974","url":null,"abstract":"The primary goal of this research was to empirically identify and validate the factors influencing student engagement in a learning environment where AI-based chat tools, such as ChatGPT or other large language models (LLMs), are intensively integrated into the curriculum and teaching–learning process. Traditional educational theories provide a robust framework for understanding diverse dimensions of student engagement, but the integration of AI-based tools offers new personalized learning experiences, immediate feedback, and resource accessibility that necessitate a contemporary exploration of these foundational concepts. Exploratory Factor Analysis (EFA) was utilized to uncover the underlying factor structure within a large set of variables, and Confirmatory Factor Analysis (CFA) was employed to verify the factor structure identified by EFA. Four new factors have been identified: “Academic Self-Efficacy and Preparedness”, “Autonomy and Resource Utilization”, “Interest and Engagement”, and “Self-Regulation and Goal Setting.” Based on these factors, a new engagement measuring scale has been developed to comprehensively assess student engagement in AI-enhanced learning environments.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"28 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208638","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

“Home Is the Mouth of a Shark”: Trauma and the Needs of Students from Refugee Backgrounds from the Perspective of Boundary Spanning Refugee Resettlement Workers "家是鲨鱼的嘴巴"：从跨越国界的难民安置工作者的角度看来自难民背景的学生的创伤和需求

IF 3

Education Sciences Pub Date : 2024-09-02 DOI: 10.3390/educsci14090970

Shyla González-Doğan, Gonca Soyer, Siddika Asik Bayhan, Mualla Yazici, Meryem Akçay, Jordan Harb, Awad Mekkawi Ramadan, Adnan Turan

引用次数: 0

Factors Influencing Physical Activity and Sports Practice among Young People by Gender: Challenges and Barriers 按性别分列的影响青少年体育活动和体育锻炼的因素：挑战与障碍

IF 3

Education Sciences Pub Date : 2024-09-02 DOI: 10.3390/educsci14090967

M.ª Alejandra Ávalos-Ramos, Andreea Vidaci, M.ª Teresa Pascual-Galiano, Lilyan Vega-Ramírez

{"title":"Factors Influencing Physical Activity and Sports Practice among Young People by Gender: Challenges and Barriers","authors":"M.ª Alejandra Ávalos-Ramos, Andreea Vidaci, M.ª Teresa Pascual-Galiano, Lilyan Vega-Ramírez","doi":"10.3390/educsci14090967","DOIUrl":"https://doi.org/10.3390/educsci14090967","url":null,"abstract":"Young people aged 11 to 17 often fail to meet global recommendations for weekly physical activity and sports (PAS), despite its numerous benefits. In Spain, challenges such as excessive technology use and disinterest in PAS are prominent among youths. This study aimed to analyse the interest in PAS during leisure time and identify the factors influencing young people in a Spanish municipality towards this practice, as well as establish differences according to age and gender. Involving 891 adolescents (429 girls, 432 boys, and 30 other genders), this study found a significant association between gender and PAS participation. Boys are mainly motivated by fun and fitness, girls by health and fun, and other genders by perceived sports competence and health, with these motivations increasing with age. Deterring factors include fatigue, laziness, and lack of enthusiasm across all groups. Lack of free time is the most cited reason for quitting PAS, particularly for girls and other genders. For boys, disinterest, especially between ages 13 and 15, is a primary reason. These findings suggest that promoting PAS with a focus on health and leisure, and tailoring programmes to gender and age-specific needs, are essential to maintain motivation and ensure a healthier, more active population.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"18 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208641","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