European Journal of Psychology and Educational Research最新文献_第2页

Parental Perceptions of Electronic Media Use by Children with Attention Deficit Hyperactivity Disorder and Non-Referred Children in Greece 希腊注意缺陷多动障碍儿童和未转诊儿童的父母对电子媒体使用的看法

European Journal of Psychology and Educational Research Pub Date : 2023-03-15 DOI: 10.12973/ejper.6.1.11

A. Stampoltzis, Efstathia Voulkidou

{"title":"Parental Perceptions of Electronic Media Use by Children with Attention Deficit Hyperactivity Disorder and Non-Referred Children in Greece","authors":"A. Stampoltzis, Efstathia Voulkidou","doi":"10.12973/ejper.6.1.11","DOIUrl":"https://doi.org/10.12973/ejper.6.1.11","url":null,"abstract":"Television watching and video/computer playing are favorite leisure activities among children and adolescents. Individuals with attention deficit hyperactivity disorder (ADHD) have several special characteristics in relation to attention and impulsivity compared with non-ADHD individuals. This study investigates parental perceptions of electronic media use among children and adolescents with ADHD and a control group. A total of 54 participants with ADHD and 51 controls aged 7-15 years old took part in the study. A questionnaire was constructed to collect quantitative data from parents. ADHD children tend to spend more time per day on electronic devices compared to non-referred children. Age but not gender seemed to affect the frequency of children’s media play. Inattention, anxiousness and disorganization are more common in the ADHD group in activities such as reading, doing homework, doing sports or playing with toys in comparison to media activities. Parents of both groups worry a lot about their child’s habits of videogame playing. Finally, parents of ADHD children recognize some of the benefits of videogames in the areas of memory, attention and motivation but not in the academic area. In conclusion, the present study highlights important aspects of the topic of media use by children with ADHD as well as risk factors to take into account. ","PeriodicalId":188939,"journal":{"name":"European Journal of Psychology and Educational Research","volume":"54 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":"122790062","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

Well-being and the Experience of Cyber Intimidation, Cyber Victimization and Pathological Internet Use 幸福感与网络恐吓、网络受害和病态网络使用的体验

European Journal of Psychology and Educational Research Pub Date : 2022-12-15 DOI: 10.12973/ejper.3.2.161

O. Mayungbo, R. Akingbade, Oluwatomisin Ogunsanya

{"title":"Well-being and the Experience of Cyber Intimidation, Cyber Victimization and Pathological Internet Use","authors":"O. Mayungbo, R. Akingbade, Oluwatomisin Ogunsanya","doi":"10.12973/ejper.3.2.161","DOIUrl":"https://doi.org/10.12973/ejper.3.2.161","url":null,"abstract":"Challenges relating to misuse and abuse of the internet and other mobile devices have become sources of concern among the youth population the world-over. However, research on cyber related issues has been focused mainly on adolescents in Nigeria. This study investigates the influence of cyber bullying, cyber victimization and pathological internet use on psychological well-being among adults. Using a cross sectional research design and a multi-stage sampling technique, 280 university students were selected. A questionnaire on socio-demographic profile cyber intimidation and internet addiction was administered to the participants. Data were analyzed using descriptive statistics and t-test analysis at 0.05 level of significance. Three hypotheses were tested. The results revealed that participants who engage less in cyber bullying were not significantly different in their levels of psychological well-being when compared to their counterparts who engage more in cyber-bullying. Pathological Internet use did not significantly influence the levels of psychological well-being of cyber space addicts. The association between cyber related variables and psychological well-being is crucial for better understanding of their actual effects on human behaviour and for the purpose of designing intervention programmes.","PeriodicalId":188939,"journal":{"name":"European Journal of Psychology and Educational Research","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122107453","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 Rosenberg Self-esteem Scale: A Confirmatory Factor Analysis Study 罗森博格自尊量表:验证性因素分析研究

European Journal of Psychology and Educational Research Pub Date : 2022-12-15 DOI: 10.12973/ejper.5.2.143

Abdelouahed Bouih, Driss Benattabou, Bendaoud Nadif, Mohamed Benhima, Ismail Benfilali

{"title":"The Rosenberg Self-esteem Scale: A Confirmatory Factor Analysis Study","authors":"Abdelouahed Bouih, Driss Benattabou, Bendaoud Nadif, Mohamed Benhima, Ismail Benfilali","doi":"10.12973/ejper.5.2.143","DOIUrl":"https://doi.org/10.12973/ejper.5.2.143","url":null,"abstract":"The aim of the present study is to conduct a confirmatory factor analysis (CFA) of the Rosenberg Self-esteem Scale (RSES) as part of the study of affective variables using a sample of English as a foreign language (EFL) university students in Morocco. Two hundred and six (N = 206) participants of undergraduate, graduate, and post-graduate levels completed the self-esteem (SE) questionnaire. Using classical methods of factor extraction before employing more robust techniques comprising minimum average partial (MAP) and parallel analysis (PA) to perform preliminary factor analysis (FA) using principal axis factoring (PAF), results conclusively and parsimoniously yielded a one-factor solution with acceptable construct reliability (Composite Reliability). CFA results, including goodness-of-fit indexes, confirmed that the one-factor model was better fitting compared to its competing independent two-factor counterpart, but marginally less so compared to the correlated version of the latter. Two out of the three constructed models showed good fit indexes, thus demonstrating the conformity of two measurement models with their respective hypothesized structural models. Furthermore, using the heterotrait-monotrait (HTMT) ratio, both two-factor models showed acceptable discriminant validity. The obtained results further corroborate both the one-factor and two-factor solutions reported in previous works for which we present new evidence from a Moroccan EFL context.","PeriodicalId":188939,"journal":{"name":"European Journal of Psychology and Educational Research","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121387798","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 Impact of COVID-19 on Students from a Large Online Class 新冠肺炎疫情对在线大班学生的影响

European Journal of Psychology and Educational Research Pub Date : 2022-12-15 DOI: 10.12973/ejper.3.2.89

Feihong Wang, Marni Shabash

{"title":"The Impact of COVID-19 on Students from a Large Online Class","authors":"Feihong Wang, Marni Shabash","doi":"10.12973/ejper.3.2.89","DOIUrl":"https://doi.org/10.12973/ejper.3.2.89","url":null,"abstract":"The Coronavirus disease (COVID-19) pandemic has affected people in multiple dimensions. In addition to the social, physical health, financial, and mental health impacts of the pandemic, many United States (U.S.) college students experienced an abrupt transition to online learning in Spring 2020, resulting in a significant disruption to their learning and life. In this study, we examined COVID-19 impacts as reported by college students enrolled in an online class in Spring 2020 via an extra-credit survey. Participants reported predominantly negative impacts, but positive impacts were also reported. A total of 61 aspects of impact were identified reflecting six major themes: academic, housing and travel related, physical health-related, financial and work-related, social life, and mental health related impacts. We found that females reported significantly more overall negative impacts and significantly more academic and housing/travel related impacts than males. Black students reported significantly fewer positive impacts compared to non-Black students in the sample. Asian students reported significantly more academic impacts than White students. In addition, participants in the fully online degree program had significantly fewer overall impacts and significantly fewer academic impacts than those in the residential degree program. Implications of the findings were discussed.","PeriodicalId":188939,"journal":{"name":"European Journal of Psychology and Educational Research","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132934547","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

Preliminary Investigation of Teachers’ Emotional Exhaustion, Teaching Efficacy, Hope, and Colleague Support during the COVID-19 Pandemic 新冠肺炎疫情期间教师情绪耗竭、教学效能、希望与同事支持的初步调查

European Journal of Psychology and Educational Research Pub Date : 2022-12-15 DOI: 10.12973/ejper.5.2.115

Crystal I., Leigh McLean, Kristen L., Paul Espinoza, Ashley M.

{"title":"Preliminary Investigation of Teachers’ Emotional Exhaustion, Teaching Efficacy, Hope, and Colleague Support during the COVID-19 Pandemic","authors":"Crystal I., Leigh McLean, Kristen L., Paul Espinoza, Ashley M.","doi":"10.12973/ejper.5.2.115","DOIUrl":"https://doi.org/10.12973/ejper.5.2.115","url":null,"abstract":"The COVID-19 pandemic required teachers to quickly adapt to changes in teaching likely impacting teachers’ emotional exhaustion and feelings of teaching efficacy. Further, teachers’ experience in the classroom may have shaped how they responded to the crisis and changes. Although teachers faced these unprecedented shifts, it is possible that both internal (i.e., hope) and external (i.e., social support) sources of support may act as promotive factors for teacher outcomes. The present study describes how teachers’ emotional exhaustion, teaching self-efficacy, and supports (hope and colleague) were associated with one another one year into the pandemic. Associations were compared across early-/mid-career and veteran teachers. Results showed higher emotional exhaustion and lower hope for early-/mid-career teachers compared to veteran teachers, and a negative relation between emotional exhaustion and hope for early-/mid-career teachers. Pre-pandemic emotional exhaustion predicted hope during the pandemic for all teachers. Implications include supporting teacher well-being and career longevity considering acute stress.","PeriodicalId":188939,"journal":{"name":"European Journal of Psychology and Educational Research","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134105049","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

Character Education Based on Reflective Pedagogical Paradigm and Its Effect on Conscience and Compassion of Students 基于反思性教学范式的品格教育及其对学生良知和同情心的影响

European Journal of Psychology and Educational Research Pub Date : 2022-12-15 DOI: 10.12973/ejper.5.2.77

Agus Zaenul

{"title":"Character Education Based on Reflective Pedagogical Paradigm and Its Effect on Conscience and Compassion of Students","authors":"Agus Zaenul","doi":"10.12973/ejper.5.2.77","DOIUrl":"https://doi.org/10.12973/ejper.5.2.77","url":null,"abstract":"This research is motivated by the high level of imitation of adolescents on the negative behavior of adults, in addition to the high concern of educators on the failure of character education in schools. As many as 40% of adolescents have been bullied at school and 32% reported being victims of physical violence indicating high levels of juvenile violence, bullying, and lack of empathy. So schools need to strengthen their conscience and compassion to deal with this. The study aims to investigate the effect of character education management with a reflective pedagogical paradigm on conscience and compassion. This study was conducted with a quantitative experimental method with a quasi-experimental type. Data collection instruments both questionaries and documentation are used as instruments to collect the data. Hypothesis testing is done through multivariate analysis of variance (MANOVA) because the dependent variable is more than one. The results of this study prove that based the MANOVA test, the study revealed that there was a significant and positive influence between character education and the reflective pedagogical paradigm on the conscience of students 71.5%, and compassion of students 69.1%. It turns out that aspects of students' conscience and affection can be influenced by character education with a reflective pedagogical paradigm. This shows that schools need to manage their character education system with a reflective pedagogic paradigm so that students feel changes in attitudes and behavior due to the involvement of all school members in strengthening and sharpening character education.","PeriodicalId":188939,"journal":{"name":"European Journal of Psychology and Educational Research","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126128578","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

Changemakers: Influences on Engagement in STEM Curricula Among Underrepresented Youth 变革者:影响未被充分代表的青少年参与STEM课程

European Journal of Psychology and Educational Research Pub Date : 2022-12-15 DOI: 10.12973/ejper.5.2.103

Lily Konowitz, Terese Lund*, Brenna Lincoln, Madeline Reed, Belle Liang, Mike Barnett, David L. Blustein

{"title":"Changemakers: Influences on Engagement in STEM Curricula Among Underrepresented Youth","authors":"Lily Konowitz, Terese Lund*, Brenna Lincoln, Madeline Reed, Belle Liang, Mike Barnett, David L. Blustein","doi":"10.12973/ejper.5.2.103","DOIUrl":"https://doi.org/10.12973/ejper.5.2.103","url":null,"abstract":"Despite the desirability of working in science, technology, engineering, and math (STEM), Black and Latinx people are underrepresented in these fields. Sustaining engagement in STEM is central to addressing the representation gap. This qualitative study examined whether and how a STEM-based after-school program (Changemakers) impacted students’ sense of engagement in STEM. Changemakers incorporates the basic tenets of STEM engagement and a purpose curriculum to increase students' sense of engagement. Purpose is an aspiration towards future-oriented goals, active engagement with one’s goals, and intention to contribute to the world. The sample was composed of students, ages 15-17 years old (N=10, 5=M; 5=F), from a public, low-income high school. Findings suggested that three elements helped engage participants with STEM material: challenging and novel curriculum, experiential learning, and supportive relationships. These findings underscore additional STEM programs can enhance their student’s learning and connection to the field by ensuring that their program encapsulates these identified components.","PeriodicalId":188939,"journal":{"name":"European Journal of Psychology and Educational Research","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126848816","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

Relationships Between School Enjoyment, Social Integration, and Achievement at the Beginning of Primary School: Does Family Background Matter? 小学初期学校享受、社会融入与学业成就的关系:家庭背景有影响吗?

European Journal of Psychology and Educational Research Pub Date : 2022-12-15 DOI: 10.12973/ejper.5.2.127

Melike Ömeroğulları, M. Gläser-Zikuda

{"title":"Relationships Between School Enjoyment, Social Integration, and Achievement at the Beginning of Primary School: Does Family Background Matter?","authors":"Melike Ömeroğulları, M. Gläser-Zikuda","doi":"10.12973/ejper.5.2.127","DOIUrl":"https://doi.org/10.12973/ejper.5.2.127","url":null,"abstract":"At the beginning of primary school, young children need to adapt academically, socially, and emotionally to their new school environment. Enjoying going to school and becoming socially integrated are important preconditions for successful learning. However, children from disadvantaged families have fewer resources and receive less support, and such deficits can result in lower attainment, negative emotions, and lower well-being. In recent years, interest in emotions and well-being in school has grown in educational research. However, studies analyzing the affective characteristics of disadvantaged students, especially in primary school, are still scarce. In this study, we analyzed reciprocal relationships between school enjoyment, social integration, and achievement using cross-lagged structural equation modeling (Grades 1 and 2), while controlling for family background and sex. We used data from the National Educational Panel Study in Germany (NEPS; N = 4,986). Results showed positive effects of school enjoyment on achievement and social integration on school enjoyment. Additionally, a better home learning environment had positive effects on school enjoyment and social integration in Grade 1. Effects of socioeconomic and migration background on school enjoyment and social integration were not significant. Our results show no evidence that educationally disadvantaged students are additionally disadvantaged in their school enjoyment or social integration at the beginning of primary school. ","PeriodicalId":188939,"journal":{"name":"European Journal of Psychology and Educational Research","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129948853","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

Exploring the Five-Factor Structure of the Need for Closure Scale on Indian Samples Using Exploratory and Confirmatory Factor Analysis 利用探索性和验证性因子分析探讨印度样本封闭性需求量表的五因子结构

European Journal of Psychology and Educational Research Pub Date : 2022-06-15 DOI: 10.12973/ejper.5.1.45

Deepshikha Paliwal, Ritesh Kumar

引用次数: 0

COREAT: Developing a Mobile Application to Assess the Severity of Repetitive Behavior in Autism 核心:开发一个移动应用程序来评估自闭症患者重复行为的严重程度

European Journal of Psychology and Educational Research Pub Date : 2022-06-15 DOI: 10.12973/ejper.5.1.1

Agustín E.

引用次数: 1