ECPS - Educational Cultural and Psychological Studies最新文献_第4页

La valutazione vista da lontano: lo sguardo della pedagogia generale (II) 从远处看:通识教育的观点(II)

ECPS - Educational Cultural and Psychological Studies Pub Date : 2018-12-12 DOI: 10.7358/ecps-2018-018-brun

E. Bruni

引用次数: 0

Teachers’ Recognition of School Bullying According to Background Variables and Type of Bullying 基于背景变量和欺凌类型的教师对校园欺凌的认知

ECPS - Educational Cultural and Psychological Studies Pub Date : 2018-12-12 DOI: 10.7358/ECPS-2018-018-CHEN

Li-Ming Chen, Li-chun Wang, Yu-Hsien Sung

{"title":"Teachers’ Recognition of School Bullying According to Background Variables and Type of Bullying","authors":"Li-Ming Chen, Li-chun Wang, Yu-Hsien Sung","doi":"10.7358/ECPS-2018-018-CHEN","DOIUrl":"https://doi.org/10.7358/ECPS-2018-018-CHEN","url":null,"abstract":"How teachers identify and judge school bullying may affect their willingness to intervene in bullying situations and influence their strategies for doing so. This study aimed to investigate whether there were significant differences in teachers’ identification of bullying incidents according to background variables (gender, teaching experience, and education level). The participants of this study were 150 primary school and middle school teachers in Taiwan, A 24-item Recognition of Bullying Incidents Questionnaire (RBIQ) was used in this study to explore whether teachers can identify physical, verbal, and relational scenarios as bullying or non-bullying incidents. A mixed-model two way ANOVA was used to analyze this data. Results revealed that teachers’ teaching experiences significantly interacted with behavioral types, and teachers’ education levels also significantly interacted with behavioral types. In addition, no gender differences in the identification of bullying were observed. Overall, teachers were more likely to identify physical bullying incidents than relational ones. The results of this study suggest that teachers should participate in training to help them identify bullying incidents, particularly when these involve relational bullying.","PeriodicalId":175961,"journal":{"name":"ECPS - Educational Cultural and Psychological Studies","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123193409","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: 11

The Effect of Classroom Composition and Size on Learning Outcomes for Italian and Immigrant Students in High School 课堂构成和规模对高中意大利和移民学生学习成果的影响

ECPS - Educational Cultural and Psychological Studies Pub Date : 2018-12-12 DOI: 10.7358/ECPS-2018-018-CAVI

Elisa Cavicchiolo, Fabio Alivernini

{"title":"The Effect of Classroom Composition and Size on Learning Outcomes for Italian and Immigrant Students in High School","authors":"Elisa Cavicchiolo, Fabio Alivernini","doi":"10.7358/ECPS-2018-018-CAVI","DOIUrl":"https://doi.org/10.7358/ECPS-2018-018-CAVI","url":null,"abstract":"Students cannot change the composition and the size of the classroom they attend, and the effect of these variables on achievement is a source of educational inequality. In this study, based on a representative sample of Italian high school students (N = 26,799), a multilevel analysis was performed to: (i) estimate the overall impact of the structural characteristics of the class on achievements; (ii) identify which of the analysed characteristics were more relevant. The results show that the structure of the classroom has a significant impact on academic performance, and they identify group’s initial learning level and gender composition as the most important factors. The overall socio- economic level of the class and the percentage of immigrant students proved to have a lower impact, which varied according to different geographical areas, and the group size does not seem to be relevant. In conclusion, if the outcome of interest is academic performance, results suggest that the classroom size and the number of immigrant students attending the class has little or no relevance in high school, while the group’s initial achievement, the gender composition and, to a lesser extent, the socio-economic composition of the group should be taken into consideration. Given the complexity of the objectives of the educational system in Italy, which are by no means limited to the improvement of academic results, future studies will have to examine the effects of the structure of the classroom also on noncognitive outcomes that are closely related to students’ personal and social development.","PeriodicalId":175961,"journal":{"name":"ECPS - Educational Cultural and Psychological Studies","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116265584","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: 5

Valutare la capacità di riassumere. Il Summarizing Test, uno strumento per la scuola primaria 评估你的总结能力。夏季考试，小学的工具

ECPS - Educational Cultural and Psychological Studies Pub Date : 2018-12-12 DOI: 10.7358/ECPS-2018-018-MENI

L. Menichetti

引用次数: 2

Nuovi orizzonti della ricerca scientifica in educazione. Raccordare ricerca e decisione didattica: il Manifesto S.Ap.I.E. 教育科学研究的新视野。将研究与教学决策联系起来:

ECPS - Educational Cultural and Psychological Studies Pub Date : 2018-12-12 DOI: 10.7358/ECPS-2018-018-CAL1

A. Calvani, R. Trinchero, G. Vivanet

{"title":"Nuovi orizzonti della ricerca scientifica in educazione. Raccordare ricerca e decisione didattica: il Manifesto S.Ap.I.E.","authors":"A. Calvani, R. Trinchero, G. Vivanet","doi":"10.7358/ECPS-2018-018-CAL1","DOIUrl":"https://doi.org/10.7358/ECPS-2018-018-CAL1","url":null,"abstract":"Here some theses introduced in the S.Ap.I.E. (Societa per l’Apprendimento e l’Istruzione informati da Evidenza) Manifesto are developed. Firstly, we summarize the relevant advances in educational research characterizing the new millennium, related to Evidence-Based Education and its convergence with other fields. These gave rise to a new scientifically-based perspective in education and to a new domain that we named Instructional and Learning Science. Then, we examine some developments now possible concerning fundamental principles of instruction and recommendations to which teachers should refer; the critical revision of some widespread beliefs not based in evidence at all; and the possibility of defining rational frameworks, informed by evidence, to support educational decisions. Finally, we introduce some challenges for the new generation of educational scientists, in the hope that the current stalemate in Italian educational research can be overcome. These concern mainly: (i) the graduate programs in education in which methods of educational research, within a critical culture on knowledge reliability, should be at the basis; and (ii) new forms of collaboration between universities and schools which, leaving current models of limited impact, should be oriented towards clearly defined objectives and effective programs.","PeriodicalId":175961,"journal":{"name":"ECPS - Educational Cultural and Psychological Studies","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127011943","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: 4

Osservare la didattica in aula. Un’esperienza nella scuola secondaria di I grado 在课堂上学习。高中一年级的经历

ECPS - Educational Cultural and Psychological Studies Pub Date : 2018-12-12 DOI: 10.7358/ecps-2018-018-asqu

G. Asquini

引用次数: 0

Valutare l’apprendimento strategico: uno studio empirico per l’elaborazione di uno strumento 评估战略学习:工具开发的实证研究

ECPS - Educational Cultural and Psychological Studies Pub Date : 2018-12-12 DOI: 10.7358/ECPS-2018-018-BART

Giulia Bartolini, G. Bolondi, A. Lemmo

引用次数: 1

Effects of Logical Verbal Training on Abstract Reasoning: Evidence from a Pilot Study 逻辑语言训练对抽象推理的影响:来自一项初步研究的证据

ECPS - Educational Cultural and Psychological Studies Pub Date : 2018-12-12 DOI: 10.7358/ECPS-2018-018-PEL2

Marta Pellegrini, L. D. Nepi, A. Peru

{"title":"Effects of Logical Verbal Training on Abstract Reasoning: Evidence from a Pilot Study","authors":"Marta Pellegrini, L. D. Nepi, A. Peru","doi":"10.7358/ECPS-2018-018-PEL2","DOIUrl":"https://doi.org/10.7358/ECPS-2018-018-PEL2","url":null,"abstract":"Cognitive enhancement refers to any type of improvement in cognitive performance following structured interventions. Research evidence demonstrates the effectiveness of specific programs to improve cognitive abilities, such as logical reasoning, deployment of attentional resources, working memory, and metacognitive strategies such as self-monitoring, modelling, and peer-tutoring. In recent years, many studies have evaluated the effects of various cognitive enhancement programs to enhance these functions. This paper aims to investigate the value of the Logical Intelligence Enhancement Program (LIEP; Calvani et al., 2017) in providing primary school students with effective strategies for the improvement of high cognitive skills related to issues of a logical nature and problem solving. For the study, two fourth-grade classes of an ordinary Italian primary school were involved in an experimental investigation. The results clearly confirm that the program has potential to empower learners to develop cognitive abilities / logical reasoning. Although needing further substantiation, the findings from this study may be useful for both educational and scientific purposes.","PeriodicalId":175961,"journal":{"name":"ECPS - Educational Cultural and Psychological Studies","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128226911","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: 1

Perfectionism as a Predictor of Anxiety in Foreign Language Classrooms among Russian College Students 完美主义对俄罗斯大学生外语课堂焦虑的预测作用

ECPS - Educational Cultural and Psychological Studies Pub Date : 2018-12-12 DOI: 10.7358/ECPS-2018-018-WANG

Kenneth T. Wang, Tatiana M. Permyakova, M. Sheveleva, Emily Camp

{"title":"Perfectionism as a Predictor of Anxiety in Foreign Language Classrooms among Russian College Students","authors":"Kenneth T. Wang, Tatiana M. Permyakova, M. Sheveleva, Emily Camp","doi":"10.7358/ECPS-2018-018-WANG","DOIUrl":"https://doi.org/10.7358/ECPS-2018-018-WANG","url":null,"abstract":"This study examined perfectionism as a multidimensional personality factor which influences foreign language learning and classroom anxiety. Hierarchical regression analyses confirmed that the two dimensions of perfectionism, adaptive and maladaptive, relate to Foreign Language Classroom Anxiety (FLCA) differently. After controlling for the effects of general anxiety, perceptions of academic performance, and self-reported English fluency, perfectionistic discrepancy (maladaptive aspect) was a significant predictor of FLCA; perfectionistic standards (adaptive aspect) was not. Measures indicated that this multidimensional nature of perfectionism affects Russian students in the context of foreign language classroom anxiety. Implications regarding the prevention and intervention of maladaptive perfectionism among students are discussed, as well as directions for future studies. These findings are important for teachers, students, and experts who may interact with FLCA and perfectionism as well as those who may personally experience it. The possible strategies to reduce anxiety could include discussing unrealistic beliefs and expectations with reference to foreign language learning, accepting mistakes as an integral part of foreign language learning as well as coaching.","PeriodicalId":175961,"journal":{"name":"ECPS - Educational Cultural and Psychological Studies","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115876642","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: 5

Validazione e standardizzazione del questionario «Dimmi come leggi». Il questionario per misurare le strategie di lettura nella scuola secondaria di primo grado “告诉我你是怎么读的”问卷的验证和标准化。第一中学阅读策略量度问卷

ECPS - Educational Cultural and Psychological Studies Pub Date : 2018-12-12 DOI: 10.7358/ecps-2018-018-cast

G. Castellana

{"title":"Validazione e standardizzazione del questionario «Dimmi come leggi». Il questionario per misurare le strategie di lettura nella scuola secondaria di primo grado","authors":"G. Castellana","doi":"10.7358/ecps-2018-018-cast","DOIUrl":"https://doi.org/10.7358/ecps-2018-018-cast","url":null,"abstract":"This study explores the structural validity of the first Italian questionnaire on reading strategies («Tell me how you read») for the lower secondary school. The areas investigated by the questionnaire refer to six strategic areas known to be effective by several international studies (NICHD, 2000; RAND, 2002; IRA, 2003; Rapporto Eurydice, 2011). The Questionnaire has been validated using a convenience sample of 5362 students of lower secondary schools in Rome, Palermo and Parma. Findings of the confirmative Factor Analysis demonstrated the hypothesized model fits data for the seven dimensions: Knowing how to identify reading purposes; Activating prior knowledge; Making predictions hypothesis about text; Selecting information, Making short summaries of the text; Using text graphic organizers to understand, remember and make connections between information; Controlling and monitoring the process of understanding; Struggling students (a dimension which contains control items about the perception of the difficulties the subject encounters during reading). After the validation the questionnaire has been standardized. The questionnaire has been used in a longitudinal survey on reading (three years of secondary school level), which involved a sample of 359 students (Castellana, 2017). The findings showed significant correlations between the scores of the questionnaire with reading comprehension tests, confirming the hypothesis that the use of reading strategies is a discriminating variable for the students who rank in the highest scores and vice versa.","PeriodicalId":175961,"journal":{"name":"ECPS - Educational Cultural and Psychological Studies","volume":"308 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133377576","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: 2