European Journal of Educational Research最新文献_第5页

Development and Psychometric Validation of an Information Competency Assessment: The Information Management Brief Scale 信息能力评估的开发与心理测量验证：信息管理简易量表

European Journal of Educational Research Pub Date : 2024-04-15 DOI: 10.12973/eu-jer.13.2.619

Mónica Azucena, Luz Marina, Magaly Cárdenas-Rodríguez

{"title":"Development and Psychometric Validation of an Information Competency Assessment: The Information Management Brief Scale","authors":"Mónica Azucena, Luz Marina, Magaly Cárdenas-Rodríguez","doi":"10.12973/eu-jer.13.2.619","DOIUrl":"https://doi.org/10.12973/eu-jer.13.2.619","url":null,"abstract":"Today's college students relate directly to the information through which they learn. They are the ones who detect the information they need, search and evaluate it, and also use it to develop academic projects. Information literacy programs have increased in universities to support the development of these skills to students. The aim of this study was to provide an instrument that allows the measurement of information competency in higher level students and generate evidence of its validity and reliability. The Information Management Brief Inventory (IMBS) was developed, which consisted of 16 Likert type items. IMBS was applied to a sample of 1,937 students from a public university in northern Mexico. For the evaluation of the construct validity and identification of the factor grouping of the items, an exploratory factor analysis (EFA) was carried out. Confirmatory factor analysis (CFA) was carried out to explore the goodness of fit of the model. It was found that the 16 items were grouped into three factors: information management, access to information and information ethics. The psychometric properties of IMBS were adequate.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"31 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140699439","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

Institutional and Teaching Practices for Student Retention: Accounts from Four High Schools of Valparaíso, Chile 留住学生的机构和教学实践：来自智利瓦尔帕莱索四所高中的报告

European Journal of Educational Research Pub Date : 2024-04-15 DOI: 10.12973/eu-jer.13.2.705

Michelle Mendoza-Lira, Emilio Ballesta-Acevedo

{"title":"Institutional and Teaching Practices for Student Retention: Accounts from Four High Schools of Valparaíso, Chile","authors":"Michelle Mendoza-Lira, Emilio Ballesta-Acevedo","doi":"10.12973/eu-jer.13.2.705","DOIUrl":"https://doi.org/10.12973/eu-jer.13.2.705","url":null,"abstract":"Although central governments, particularly in Latin America and the Caribbean, have defined reducing school dropout rates as a priority, and drawn policies accordingly, there are still young people who do not finish secondary education, and numbers are still alarming. Therefore, it is necessary to observe educational communities and analyze how they interpret and implement guidelines issued by the central government. The following study sought to describe the institutional and teaching practices deployed by four high schools in Valparaíso (Chile) in order to achieve student retention. A qualitative approach was employed. The management team, support professionals, teachers, students, and their families were interviewed. The information gathered was analyzed using the Grounded Theory. As a main finding, establishments use practices such as monitoring attendance, providing support to students facing problematic situations, and encouraging them during class, through a series of strategies. It is recommended that researchers implement this type of methodology for other study objectives, and that the central government consider these results to provide feedback on its policies.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"20 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140699324","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

Evaluation of the Psychometric Properties of a Scale for Emotional Regulation in Academic Activities 评估学术活动中情绪调节量表的心理测量特性

European Journal of Educational Research Pub Date : 2024-04-15 DOI: 10.12973/eu-jer.13.2.665

Magaly Cárdenas-Rodríguez, Luz Marina, Mónica Azucena, Jesus Enrique, Cesar Alejandro

引用次数: 0

Guiding Principles for the Use of Feedback in Educational and Psychosocial Interventions 在教育和社会心理干预中使用反馈的指导原则

European Journal of Educational Research Pub Date : 2024-04-15 DOI: 10.12973/eu-jer.13.2.651

Coral L., Theodore A., L.A.R. Stein

引用次数: 0

Investigating the Effectiveness of Artificial Intelligence Chatbots in Enhancing Digital Dialogue Skills for Students 研究人工智能聊天机器人在提高学生数字对话技能方面的效果

European Journal of Educational Research Pub Date : 2024-04-15 DOI: 10.12973/eu-jer.13.2.573

Mona Saleh

引用次数: 0

Applying Physics Knowledge and STEAM Education in High School: Connecting Traditional Vietnamese Culture Through the Moon-Shaped Lute Production Project 在高中应用物理知识和 STEAM 教育：通过月形琵琶制作项目连接越南传统文化

European Journal of Educational Research Pub Date : 2024-01-15 DOI: 10.12973/eu-jer.13.1.325

Nguyen Thi

{"title":"Applying Physics Knowledge and STEAM Education in High School: Connecting Traditional Vietnamese Culture Through the Moon-Shaped Lute Production Project","authors":"Nguyen Thi","doi":"10.12973/eu-jer.13.1.325","DOIUrl":"https://doi.org/10.12973/eu-jer.13.1.325","url":null,"abstract":"This article explores the integration of physics knowledge and science, technology, engineering, arts, and mathematics (STEAM) education in high schools through a unique project that connects traditional Vietnamese culture with the production of moon-shaped lutes. The moon-shaped lute, known as “Đàn Nguyệt” in Vietnamese, holds great cultural significance in Vietnam. By incorporating physics principles into the lute production process, students develop a deeper understanding of its construction, sound production, and structural stability. They explore concepts like material selection, sound propagation, and ergonomic design to enhance the instrument’s craftsmanship and playability. This interdisciplinary approach not only fosters scientific and technical skills but also preserves and promotes traditional Vietnamese culture. Engaging students in projects that combine art, science, and culture highlights the power of STEAM education in nurturing well-rounded individuals who have a strong connection to their heritage. The integration of physics knowledge and cultural elements in this project demonstrates the value of interdisciplinary learning and its impact on students’ appreciation for their cultural identity.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"52 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139437254","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

Learning for Children With Special Needs: The Effect of Visionary Leadership and Organizational Commitment on Teachers’ Performance 为有特殊需要的儿童学习：有远见的领导和组织承诺对教师绩效的影响

European Journal of Educational Research Pub Date : 2024-01-15 DOI: 10.12973/eu-jer.13.1.131

Angelika Bule, Ibrahim Bafadal, N. Ulfatin, Burhanuddin Burhanuddin

{"title":"Learning for Children With Special Needs: The Effect of Visionary Leadership and Organizational Commitment on Teachers’ Performance","authors":"Angelika Bule, Ibrahim Bafadal, N. Ulfatin, Burhanuddin Burhanuddin","doi":"10.12973/eu-jer.13.1.131","DOIUrl":"https://doi.org/10.12973/eu-jer.13.1.131","url":null,"abstract":"Inclusive teaching development has provided opportunities for children to study it with special needs to study in the school. Although some parents prefer to enroll their children in schools specifically designed for those with special needs, inclusive learning allows these individuals to participate in the learning process alongside their peers with disabilities. Through inclusive teaching, teachers aim to help children develop their social skills. This research aimed to analyze the influence of visionary leadership and organizational commitment on teacher performance under the visionary leadership of school principals in the implementation of inclusive schools in Malang City. The utilized research methodology was a mixed sequential exploratory, involving data collection through interviews, observations, documentation, and questionnaires. Qualitative data analysis employed content analysis, while quantitative data underwent multiple linear regression inferential statistical analysis. The findings indicated that visionary leadership and organizational commitment influence the instructional efficacy of teachers when working with children having special educational requirements. Therefore, the recommendation to school principals persistently enhances their leadership competencies and reinforces their dedication to cultivating a vibrant teaching environment that promotes inclusive educational advancements.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"45 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139437495","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

Technological Pedagogical Content Knowledge of Preservice Elementary Teachers: Relationship to Self-Regulation and Technology Integration Self-Efficacy 小学职前教师的技术教学内容知识：自我调节与技术整合自我效能感的关系

European Journal of Educational Research Pub Date : 2024-01-15 DOI: 10.12973/eu-jer.13.1.159

Ika Ratih, P. Setyosari, C. Sa’dijah, Henry Praherdhiono

{"title":"Technological Pedagogical Content Knowledge of Preservice Elementary Teachers: Relationship to Self-Regulation and Technology Integration Self-Efficacy","authors":"Ika Ratih, P. Setyosari, C. Sa’dijah, Henry Praherdhiono","doi":"10.12973/eu-jer.13.1.159","DOIUrl":"https://doi.org/10.12973/eu-jer.13.1.159","url":null,"abstract":"Technology integration into learning is essential to supporting educational reform. On the other hand, the relationship between self-regulation (SR), technology integration self-efficacy (TISE), and technological pedagogical content knowledge (TPACK) has yet to be thoroughly studied. This study investigated preservice elementary teachers and the connection between SR, TISE, and TPACK. A quantitative approach and a survey-based approach were both utilized in the research project. The research was carried out at one of Indonesia's universities, and the data collected were from 224 preservice elementary teachers in their fourth year through a questionnaire. According to the findings, preservice elementary teachers' SR, TISE, and TPACK levels were above average. Preservice elementary teachers scored the highest on planning capability (PC), monitoring and controlling skills (MC/CC), and making others use computer technologies self-efficacy (MUCTSE). In contrast, they scored the lowest on information and communication technology (ICT). Besides that, SR and TISE positively and significantly affected pre-service teacher TPACK. In light of the findings, it is of the utmost importance to enhance the competency of preservice elementary teachers in using technology to integrate learning.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"42 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139437130","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: 3

Gender Perception of Students in Compulsory Education Regarding Mathematics and Reading 义务教育阶段学生对数学和阅读的性别认知

European Journal of Educational Research Pub Date : 2024-01-15 DOI: 10.12973/eu-jer.13.1.249

Melinda Mula, Fresk Sylhasi

{"title":"Gender Perception of Students in Compulsory Education Regarding Mathematics and Reading","authors":"Melinda Mula, Fresk Sylhasi","doi":"10.12973/eu-jer.13.1.249","DOIUrl":"https://doi.org/10.12973/eu-jer.13.1.249","url":null,"abstract":"This study explores the extent to which the gendered views exist among students in Kosovo’s compulsory education (primary and lower secondary schools) regarding mathematics and reading. It analyzes students’ perceptions of these academic domains concerning the performance of their peers (the same others) from the gender perspective. Additionally, it examines students’ perspectives on the opinions of their parents and teachers (their significant others) regarding girls’ and boys’ performance in math and reading. Furthermore, the study investigates whether students hold gender-stereotypical attitudes toward professions related to math and those that heavily rely on reading skills. The survey method was used to conduct this study. A sample of 531 students in compulsory education participated in this study, completing a paper-based questionnaire consisting of 14 items evenly distributed between mathematics and reading. The findings indicate that around half of the respondents believe that girls and boys perform equally well in both mathematics and reading and that parents and teachers hold the same views regarding the performance of their children/students in these academic domains. However, among the remaining portion of respondents who expressed gendered views, a higher percentage favored boys as being more proficient in math, while girls were seen as superior in reading skills. This study emphasized the need to address and mitigate these gender stereotypes, to ensure that students of both genders can pursue their careers successfully without any limitations.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"48 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139437429","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 Effects of the ADMIRE Program on the Learning Motivation and Self-regulated Learning of University Students ADMIRE项目对大学生学习动机和自我调节学习的影响

European Journal of Educational Research Pub Date : 2024-01-15 DOI: 10.12973/eu-jer.13.1.197

Kamolwan Karomprach, Pitchada Prasittichok

{"title":"The Effects of the ADMIRE Program on the Learning Motivation and Self-regulated Learning of University Students","authors":"Kamolwan Karomprach, Pitchada Prasittichok","doi":"10.12973/eu-jer.13.1.197","DOIUrl":"https://doi.org/10.12973/eu-jer.13.1.197","url":null,"abstract":"Learning motivation and self-regulated learning are prominent and essential characteristics to possess in this time of change, leading to lifelong learners. The aim of this study was to investigate the impact of the ADMIRE program on the learning motivation and self-regulated learning behavior of undergraduate students. The research consisted of a quasi-experimental design conducted for two months. The participants were divided into two homogenous groups including the intervention group (n = 85) and the control group (n = 79). Data were collected before and after the intervention using the learning motivation scale and self-regulated learning behavior scale. Finally, data were analyzed using MANOVA. The study results revealed that the ADMIRE program made a significant impact on the learning motivation and self-regulated learning behavior. Therefore, it can be concluded that the use of the ADMIRE program can lead to greater learning motivation and self-regulated learning behavior in the intervention group compared to the control group. The ADMIRE program gives students the opportunity to participate in initiatives to reach the desired learning outcomes. Instructors can also use the ADMIRE program during the process of proactive learning in various forms.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"46 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139437485","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