European Journal of Psychology and Educational Research最新文献

A Piloting Study of Developing Social-Emotional Competence for Vietnamese High School Students 培养越南高中生社会情感能力的试点研究

European Journal of Psychology and Educational Research Pub Date : 2024-03-15 DOI: 10.12973/ejper.7.1.45

Hong Hoang Nguyen, Minh Khang Nguyen, Quoc Khanh Nguyen

{"title":"A Piloting Study of Developing Social-Emotional Competence for Vietnamese High School Students","authors":"Hong Hoang Nguyen, Minh Khang Nguyen, Quoc Khanh Nguyen","doi":"10.12973/ejper.7.1.45","DOIUrl":"https://doi.org/10.12973/ejper.7.1.45","url":null,"abstract":"The lives and learning experiences of high school students are increasingly intertwined with online activities. With the global trend of Education 4.0, equipping students with digital skills is essential, including the capacity for online social-emotional skills. Someone with social-emotional skills knows how to turn social media into a useful tool, providing opportunities for personal development. This study focuses on developing social-emotional competence for high school students in the context of the Education 4.0 trend. The project has developed a learning program consisting of 6 common social-emotional skill themes for both virtual and real environments and implemented a test on 34 students. Using experimental evaluation methods, classroom observation, and quantitative methods were employed to assess the effectiveness of the program. The results indicate a significant improvement in students' social-emotional competence, with an average score post-experiment of 3.7397. Our experimental model also achieved 63.6% of CASEL criteria for organizing social-emotional competence. Therefore, the study has strengthened the findings and achievements in the development of social-emotional competence training in the fields of educational psychology in Vietnam.","PeriodicalId":188939,"journal":{"name":"European Journal of Psychology and Educational Research","volume":" 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140392273","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 Longitudinal Study of the Impact of the Peer Support Programme on a Japanese Male-Dominated High School Through 6 Years Practices 同伴支持计划对日本一所男校影响的6年纵向研究

European Journal of Psychology and Educational Research Pub Date : 2023-06-15 DOI: 10.12973/ejper.6.2.85

Mitsuyo Kondo, Hideo Kato

{"title":"A Longitudinal Study of the Impact of the Peer Support Programme on a Japanese Male-Dominated High School Through 6 Years Practices","authors":"Mitsuyo Kondo, Hideo Kato","doi":"10.12973/ejper.6.2.85","DOIUrl":"https://doi.org/10.12973/ejper.6.2.85","url":null,"abstract":"This study explored the impact of the peer support programme on pupils at Japanese technical high school for over 6 years. A total of 268 pupils (an intervention group 112; a control group 114) were invited for the study and the pupils of the intervention group were given peer support training and they joined its supporting activities. All the pupils were assessed three times by adopting IRS, RSES10 and GHQ28. The results showed that the programme seemed to give positive influences on the peer supporters in terms of IRS, RSES10 and GHQ28. Also, both group members were classified into low-scoring groups and high-scoring groups, depending on their scores at the first assessment. Then, the results of analysis showed that the pupils from both low & high -scoring groups significantly improved their scores in IRS. In RSES10 and GHQ28, the pupils from the low-scoring groups improved their scores, but those from the high-scoring groups did not improve much. As a conclusion, even in a technical high school where the majority of pupils was male pupils (over 90%), the peer support programme seemed to give positive influences on the peer supporters in terms of IRS, RSES10 and GHQ28. ","PeriodicalId":188939,"journal":{"name":"European Journal of Psychology and Educational Research","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123443903","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

Self-Efficacy Buffers Against Belonging Loss for Hispanic Students During the First Semester of College 大学第一学期西语裔学生自我效能感对归属感缺失的缓冲作用

European Journal of Psychology and Educational Research Pub Date : 2023-06-15 DOI: 10.12973/ejper.6.2.69

Maxim Kim, Jennifer Henderlong

引用次数: 0

Stress and Avoidant Coping: Predictors of Quality of Life Among Filipino Graduating Students 压力与回避性应对:菲律宾毕业生生活品质的预测因子

European Journal of Psychology and Educational Research Pub Date : 2023-06-15 DOI: 10.12973/ejper.6.2.77

Richardson D., Maria Theresa, Kyla H., Kyla Nicole, Josella May, Nathalie D., Kurt Mosi

引用次数: 0

The Impact of Adults' Used Skills on Their Self-Evaluated Skills and Social Lives Over Time 随着时间的推移，成年人使用的技能对他们自我评估技能和社会生活的影响

European Journal of Psychology and Educational Research Pub Date : 2023-06-15 DOI: 10.12973/ejper.6.2.97

Anett Wolgast

{"title":"The Impact of Adults' Used Skills on Their Self-Evaluated Skills and Social Lives Over Time","authors":"Anett Wolgast","doi":"10.12973/ejper.6.2.97","DOIUrl":"https://doi.org/10.12973/ejper.6.2.97","url":null,"abstract":"Previous research focused on individuals’ background, contexts and cognitive performance in education, work, and life. Given the increasing number of people living alone temporarily, the question arises whether the frequent use of skills, including social skills, relates to individuals’ later positively self-evaluated skills and social lives. Based on an integrated framework, the current analysis aimed to disentangle these relationships with longitudinal data from Germany over three years. The target sample consisted of n = 3263 working adults. A Bayesian structural equation model included adults’ frequent use of skills, self-evaluated skills, household size, close friends, and seven covariates (e.g., numeracy and literacy test scores, weekly working hours. The results suggested positive relationships between adults’ frequent use of numeracy, literacy, and social skills and later self-evaluations (except literacy used on self-evaluated numeracy). Those who less frequently used social skills three years earlier were also less likely to have a larger household size than those who reporting frequently using their social skills. Adults who frequently used literacy skills three years earlier reported higher numbers of close friends than those who less frequently used literacy. The findings highlight the importance of adults’ social skills and frequently used skills for self-evaluated numeracy and literacy.","PeriodicalId":188939,"journal":{"name":"European Journal of Psychology and Educational Research","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129613773","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

Teacher Stress During the First Wave of COVID-19 Infections: An Analysis According to Demographic and Labor Variables 第一波COVID-19感染期间教师压力:基于人口和劳动力变量的分析

European Journal of Psychology and Educational Research Pub Date : 2023-03-15 DOI: 10.12973/ejper.6.1.33

N. Andrea, Laura Beatriz

{"title":"Teacher Stress During the First Wave of COVID-19 Infections: An Analysis According to Demographic and Labor Variables","authors":"N. Andrea, Laura Beatriz","doi":"10.12973/ejper.6.1.33","DOIUrl":"https://doi.org/10.12973/ejper.6.1.33","url":null,"abstract":"The purpose of this study was to analyze the work situations that education professionals perceived as stressful during the first wave of COVID-19 infections, and their possible variation according to demographic characteristics and working conditions. Empirical, quantitative, ex-post-facto, cross-sectional study was carried out, in which participated 9,058 teachers (86.9% women; M age = 41.08; SD = 8.82) who completed a semi-structured questionnaire of demographic and labor information and a scale of teacher stressors in the context of a pandemic. It was used Multivariate Analysis of Variance (MANOVA) with post hoc Bonferroni contrasts to study the variations in the perception of stress according to demographic and work variables. The MANOVAs indicated significant variations in the perception of stress according to the teachers' gender, age, marital status, having dependents (children and parents), the level of education of the teacher, the employment situation (permanent vs. transitory), teaching seniority, the type of educational management, the number of students in charge and the number of weekly working hours (for all cases, Hotelling's F with p <.001). ","PeriodicalId":188939,"journal":{"name":"European Journal of Psychology and Educational Research","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125751094","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

Dark Triad Personality and Online Trolling: The Mediating Role of Empathy 黑暗人格与网络挑衅:共情的中介作用

European Journal of Psychology and Educational Research Pub Date : 2023-03-15 DOI: 10.12973/ejper.6.1.45

Erdal Hamarta, M. Akat, Ömer Faruk

{"title":"Dark Triad Personality and Online Trolling: The Mediating Role of Empathy","authors":"Erdal Hamarta, M. Akat, Ömer Faruk","doi":"10.12973/ejper.6.1.45","DOIUrl":"https://doi.org/10.12973/ejper.6.1.45","url":null,"abstract":"Online trolling is online behavior in which the troll provokes, harms, and pretends to be someone else to achieve their goals. The purpose of trolls may be to harm the other person, but they can also be for entertainment purposes. Online trolling, for whatever purpose, can have significant psychological effects on individuals and people who are socially exposed. In addition, online trolling is becoming more common every day. However, there are very few studies on trolling. Therefore, the study aims to examine the mediating role of empathy in the relationship between dark triad personality traits and levels of online trolling. For this purpose, structural equation modeling and bootstrapping method was used. The participants comprised 516 (%71.6 females; %28.4 males) undergraduates. The ages of the participants ranged from 18 to 31 (X̄ = 21.09). The measures used included the Online Trolling Scale, Dirty Dozen Scale, and Toronto Empathy Questionnaire. In the study, it was found that there were significant relationships between the dark triad, online trolling, and empathy. Also, the results of the structural equation model showed that the effect of the dark triad on online trolling was mediated by empathy. This result was found to be significant with bootstrapping.","PeriodicalId":188939,"journal":{"name":"European Journal of Psychology and Educational Research","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131376659","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

European Journal of Psychology and Educational Research Pub Date : 2023-03-15 DOI: 10.12973/ejper.6.1.23

Berke Kırıkkanat

{"title":"COVID-19 Related Stress and Life Satisfaction in Turkish Undergraduates: A Serial-Parallel Mediation Model","authors":"Berke Kırıkkanat","doi":"10.12973/ejper.6.1.23","DOIUrl":"https://doi.org/10.12973/ejper.6.1.23","url":null,"abstract":"One of the life areas under the impact of the COVID-19 pandemic is university education. As it becomes more prevalent with its various versions, it shapes undergraduates' psychological well-being profoundly. It is necessary to understand how COVID-19-related stress impacts their mental life. The purpose of the study was to examine whether COVID-19 burnout and cognitive emotion regulation had mediating roles in the relationship between COVID-19-related stress and life satisfaction. Three hundred sixty-four Turkish undergraduates participated in the study. Mediational analyses showed that both adaptive and maladaptive cognitive emotion regulation had interplaying roles in the link between COVID-19-related stress and life satisfaction, unlike COVID-19 burnout. Yet, COVID-19-related stress indirectly affected life satisfaction since COVID-19 burnout increased maladaptive cognitive emotion regulation strategies while decreasing adaptive ones concurrently. The findings are crucial for mental health professionals whose aim is to develop necessary psychological interventions for undergraduates to increase their life satisfaction levels during the COVID-19 pandemic.","PeriodicalId":188939,"journal":{"name":"European Journal of Psychology and Educational Research","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133960030","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

More Than Just a Game: Teachers’ Experiences of the PAX Good Behavior Game 不仅仅是一个游戏:PAX良好行为游戏的教师体验

European Journal of Psychology and Educational Research Pub Date : 2023-03-15 DOI: 10.12973/ejper.6.1.55

Ale Holmdahl, Elinor Schad, Gustav Nilsson, V. Kaldo

{"title":"More Than Just a Game: Teachers’ Experiences of the PAX Good Behavior Game","authors":"Ale Holmdahl, Elinor Schad, Gustav Nilsson, V. Kaldo","doi":"10.12973/ejper.6.1.55","DOIUrl":"https://doi.org/10.12973/ejper.6.1.55","url":null,"abstract":"The PAX Good Behavior Game (PAX-GBG) is an evidence-based universal preventive intervention program for classroom use. Our aim was to explore teachers’ perceptions of PAX-GBG and their work with it, and whether this changed during the implementation of the intervention. In addition, we explored teachers’ perceptions, and changes in perceptions, regarding how they perceived their workload when learning and using PAX, how it influenced relationships in the classroom and students with special needs. Semi-structured telephone interviews were conducted with six female teachers at three time-points during a school year. Based on thematic analysis, four themes illustrating teachers’ experiences and the perceived effects of PAX-GBG on classroom relationships were identified: (1) Working with PAX-GBG, (2) The Game, (3) Focus on Behaviour, and (4) Relationships. A notable finding was that most teachers, at the outset, had concerns regarding the PAX Game and that these concerns mostly disappeared after they had experienced working with it. Based on improved student behaviours and overall enhanced relationships in the classroom, our results show that PAX-GBG is a suitable intervention for all students. Students with special needs may especially benefit due to a focus on clear expectations, positive reinforcement, and a more inclusive classroom climate. Some remaining concerns regarding the universal suitability of the game need to be explored further in future studies. Based on the results in this study, PAX-GBG seems to have high social validity in a Swedish context.","PeriodicalId":188939,"journal":{"name":"European Journal of Psychology and Educational Research","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134435147","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

Quiet Time- A School Program Based on Meditation for Promoting Well-Being in Children: Results from a Controlled Investigation 安静的时间——一个基于冥想的促进儿童健康的学校项目:一项对照调查的结果

European Journal of Psychology and Educational Research Pub Date : 2023-03-15 DOI: 10.12973/ejper.6.1.1

C. Ruini, F. Vescovelli, Maria Facchini, Rossano Maset

{"title":"Quiet Time- A School Program Based on Meditation for Promoting Well-Being in Children: Results from a Controlled Investigation","authors":"C. Ruini, F. Vescovelli, Maria Facchini, Rossano Maset","doi":"10.12973/ejper.6.1.1","DOIUrl":"https://doi.org/10.12973/ejper.6.1.1","url":null,"abstract":"Various investigations have applied meditation protocols in the school context, with beneficial effects. Transcendental meditation, however, received little attention in primary school settings and few controlled studies are available. The present study is aimed: 1) to investigate the implementation of a school protocol (Quiet Time-QT) based on Transcendental Meditation ™ in a primary school setting 2) to test its efficacy in promoting strengths and resilience in children, using a controlled research, with a cross over design. 92 students attending fourth and fifth class of a primary school were assigned to either the QT intervention, or to a waiting list condition. Children assigned to the waiting list received the QT protocol after few months. Before and after the intervention children were evaluated by their teachers using the Strengths and Difficulties Questionnaire (SDQ) and the Devereux Student Strengths Assessment (DESSA). A Repeated Measures MANOVA was applied to compare the two groups. After the QT intervention children in the experimental condition showed fewer emotional and behavioral difficulties (SDQ) compared to children in the waiting list. An overall positive effect of QT was observed in the total sample in improving children’s strengths and emotional well-being. Participants enjoyed the practice of meditation in the school setting. Conclusions: the results of this controlled investigation showed that the QT school protocol is feasible in the school setting, and it yielded improvements in children’s strengths and well-being. Meditation programs could be easily included in the educational system to sustain children positive development.","PeriodicalId":188939,"journal":{"name":"European Journal of Psychology and Educational Research","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121748232","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