Journal of Educational, Cultural and Psychological Studies (ECPS Journal)最新文献_第2页

«Io e la scuola»: percezione di ansia e benessere degli studenti in ambiente scolastico 学校与我"：学生对学校环境中的焦虑与幸福的看法

Journal of Educational, Cultural and Psychological Studies (ECPS Journal) Pub Date : 2023-12-29 DOI: 10.7358/ecps-2023-028-lubo

P. Lucisano, E. Botta

{"title":"«Io e la scuola»: percezione di ansia e benessere degli studenti in ambiente scolastico","authors":"P. Lucisano, E. Botta","doi":"10.7358/ecps-2023-028-lubo","DOIUrl":"https://doi.org/10.7358/ecps-2023-028-lubo","url":null,"abstract":"«ME AND THE SCHOOL»: STUDENT PERCEPTION OF ANXIETY AND WELL-BEING IN THE SCHOOL CONTEXT Abstract This research falls within the realm of studies focusing on the well-being and discomfort conditions experienced by students in school. Building on prior research and in collaboration with students and the head of a Roman high school, we developed a questionnaire partially based on models derived from previous studies (Antonova, 2016; Stanzione, 2017; du Mérac, Livi, & Lucisano, 2020; Livi et al., 2023) and partly tailored to the specific context of the school. The questionnaire was subsequently administered in two high schools in the Lazio region, gathering responses from a sample of 871 students. Factorial and scale analyses were conducted on the collected data to reveal the construct’s underlying structure and assess its reliability. The construct encompasses 8 scales: Consideration, Sense of Protection, Environment, Teacher Evaluation, Active Teaching, Class Cohesion, General Anxiety, and Evaluation Anxiety, all of which exhibit excellent factor loadings and high levels of internal consistency, with Cronbach’s alpha ranging from .842 to .935. The distribution of scores on these scales paints a compelling picture, and the Anova analyses highlight significant differences among the schools.","PeriodicalId":407986,"journal":{"name":"Journal of Educational, Cultural and Psychological Studies (ECPS Journal)","volume":"90 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139146396","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

Putting It off until Later: A Survey-Based Study on Academic Procrastination among Undergraduate Students 拖到以后再做：基于调查的大学生学业拖延症研究

Journal of Educational, Cultural and Psychological Studies (ECPS Journal) Pub Date : 2023-12-29 DOI: 10.7358/ecps-2023-028-taha

Muhamad Hidayat, Wahid Hasim

{"title":"Putting It off until Later: A Survey-Based Study on Academic Procrastination among Undergraduate Students","authors":"Muhamad Hidayat, Wahid Hasim","doi":"10.7358/ecps-2023-028-taha","DOIUrl":"https://doi.org/10.7358/ecps-2023-028-taha","url":null,"abstract":"RIMANDARLO A DOPO: UNO STUDIO BASATO SU UN’INDAGINE SULLA PROCRASTINAZIONE ACCADEMICA TRA GLI STUDENTI UNIVERSITARI Abstract Academic procrastination is a common issue among university students that can negatively impact their academic performance and well-being. This study investigated college students’ prevalence and underlying factors of academic procrastination. One hundred respondents completed questionnaires assessing their procrastination behaviour, time management skills, confidence in academic ability, motivation, fear of failure, distractions, and productivity. The results revealed that academic procrastination was a prevalent problem, with 52% of the respondents admitting to frequently procrastinating on academic work. The findings also indicated that many students lacked confidence in completing academic tasks well, were not motivated to do academic work, and had difficulty starting academic work. Poor time management skills, fear of failure, and distractions were identified as significant contributors to academic procrastination. Interestingly, many respondents preferred more manageable academic tasks before more challenging ones and worked better under pressure and close to deadlines, suggesting the possibility of structured procrastination. The results suggest that interventions to improve time management skills, increase confidence in academic ability, reduce distractions, and set realistic goals for academic tasks may help combat academic procrastination. The findings have implications for educators and students seeking to develop effective strategies to overcome academic procrastination and improve academic performance.","PeriodicalId":407986,"journal":{"name":"Journal of Educational, Cultural and Psychological Studies (ECPS Journal)","volume":"5 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139147428","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

Improving Reading Comprehension and Summarising Skills in Primary School: A Quasi-Experimental Study 提高小学阅读理解和总结能力：准实验研究

Journal of Educational, Cultural and Psychological Studies (ECPS Journal) Pub Date : 2023-12-29 DOI: 10.7358/ecps-2023-028-calv

Antonio Calvani, Antonio Marzano, Lorena Montesano, Marta Pellegrini, Amalia Rizzo, M. Traversetti, G. Vivanet

{"title":"Improving Reading Comprehension and Summarising Skills in Primary School: A Quasi-Experimental Study","authors":"Antonio Calvani, Antonio Marzano, Lorena Montesano, Marta Pellegrini, Amalia Rizzo, M. Traversetti, G. Vivanet","doi":"10.7358/ecps-2023-028-calv","DOIUrl":"https://doi.org/10.7358/ecps-2023-028-calv","url":null,"abstract":"MIGLIORARE LA COMPRENSIONE DEL TESTO E LE CAPACITÀ DI SINTESI NELLA SCUOLA PRIMARIA: UNO STUDIO QUASI-SPERIMENTALE Abstract The paper reports the results of the evaluation of a programme aimed at improving reading comprehension and summarising skills of fourth graders through a quasi-experimental study conducted with 671 students (421 in the experimental group and 250 in the control group) in Italian schools. Students assigned to the experimental group received three months of the intervention while students in the control group continued with regular teacher practice. Results showed a statistically significant difference between the two conditions on reading comprehension and summarising skills. Students included in the experimental group outperformed students in the control group in both the measures used (dppc2 = 0.32 in the Summarising Test and dppc2 = 0.54 in the Summary Qualitative Assessment). No differences were found between students with different proficiency vocabulary levels in the experimental group. The implications for research practice and limitations of the study are discussed.","PeriodicalId":407986,"journal":{"name":"Journal of Educational, Cultural and Psychological Studies (ECPS Journal)","volume":"3 1‐6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139147892","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

How to Improve Critical Thinking in Physics Learning? A Systematic Literature Review 如何在物理学习中提高批判性思维？系统性文献综述

Journal of Educational, Cultural and Psychological Studies (ECPS Journal) Pub Date : 2023-12-29 DOI: 10.7358/ecps-2023-028-ubai

Mujib Ubaidillah, Hartono Hartono, Putut Marwoto, W. Wiyanto, Bambang Subali

{"title":"How to Improve Critical Thinking in Physics Learning? A Systematic Literature Review","authors":"Mujib Ubaidillah, Hartono Hartono, Putut Marwoto, W. Wiyanto, Bambang Subali","doi":"10.7358/ecps-2023-028-ubai","DOIUrl":"https://doi.org/10.7358/ecps-2023-028-ubai","url":null,"abstract":"COME MIGLIORARE IL PENSIERO CRITICO NELL’APPRENDIMENTO DELLA FISICA? UNA REVISIONE SISTEMATICA DELLA LETTERATURA Abstract Critical thinking skills are essential skills needed in the 21st century. Critical thinking skills can be trained in students through student-centered learning. Through a literature review, this research aims to determine learning models that can improve critical thinking skills in physics. Data collection was based on Scopus and Google Scholar database sources. This type of document comes from journal articles with the keywords «critical thinking», «learning models», and «physics learning» from the years (2011-2021). The literature review used procedures adapted from PRISMA. Documents published are based on predetermined content analysis criteria, including year of publication, author, article source, learning model, physics material topic, research subject, education level, and assessment. Inquiry learning and the higher-order thinking laboratory (HOT Lab) dominate the learning models used to improve critical thinking skills. The critical skills indicators used vary. Indicators of critical thinking skills. Self-regulated learning is rarely used in research instruments compared to other indicators of critical thinking skills. The instruments used are multiple-choice, essays, worksheets, and observation sheets. Research respondents at the university level are often used in studies of critical thinking skills. Fluid mechanics is a topic that is often used in research. This research contributes to improving students’ critical thinking skills through various recommended learning models. Research findings show that student-centered learning models can improve critical thinking skills.","PeriodicalId":407986,"journal":{"name":"Journal of Educational, Cultural and Psychological Studies (ECPS Journal)","volume":"65 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139147124","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

Costruzione e validazione di uno strumento per misurare le pratiche educative Montessori nella scuola primaria italiana 构建和验证衡量意大利小学蒙特梭利教育实践的工具

Journal of Educational, Cultural and Psychological Studies (ECPS Journal) Pub Date : 2023-12-29 DOI: 10.7358/ecps-2023-028-scis

Stefano Scippo

{"title":"Costruzione e validazione di uno strumento per misurare le pratiche educative Montessori nella scuola primaria italiana","authors":"Stefano Scippo","doi":"10.7358/ecps-2023-028-scis","DOIUrl":"https://doi.org/10.7358/ecps-2023-028-scis","url":null,"abstract":"CONSTRUCTION AND VALIDATION OF A TOOL TO MEASURE MONTESSORI EDUCATIONAL PRACTICES IN THE ITALIAN PRIMARY SCHOOL Abstract Maria Montessori began to define her pedagogical proposal in Italy at the beginning of the 20th century. Currently, there are no studies evaluating the effectiveness of Montessori education in her home country (Demangeon et al., 2023). To accomplish this, it is necessary to have a suitable instrument within the Italian context to measure the educational practices of Montessori teachers. In Italy, there is only one checklist developed to observe teachers’ actions (Caprara, 2018). This article presents the construction and psychometric validation of a self-reported questionnaire to measure Montessori teachers’ practices. The instrument consists of 63 items and was administered to 329 Montessori primary school teachers. The Cronbach’s alpha coefficient is 0.927, and an exploratory factor analysis extracted 8 factors that account for 44.8% of the variance. The resulting scale can be used to (a) explore what Montessori teachers do in their classrooms, assessing the gap between ideal and actual Montessori practices, and (b) in a study aiming to evaluate the effectiveness of Montessori education in Italy.","PeriodicalId":407986,"journal":{"name":"Journal of Educational, Cultural and Psychological Studies (ECPS Journal)","volume":" 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139143466","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

Istruzione e cultura come educazione alla «pace positiva» / Education and Culture as Educating for a «Positive Peace» 教育与文化作为 "积极和平 "的教育 / 教育与文化作为 "积极和平 "的教育

Journal of Educational, Cultural and Psychological Studies (ECPS Journal) Pub Date : 2023-12-29 DOI: 10.7358/ecps-2023-028-edit

Gaetano Domenici

引用次数: 0

Valutare e certificare le competenze degli studenti nell’assolvimento dell’obbligo di istruzione. Un’indagine empirica nella scuola secondaria della Regione Abruzzo 义务教育阶段学生能力的评估与认证。阿布鲁佐地区中学的实证调查

Journal of Educational, Cultural and Psychological Studies (ECPS Journal) Pub Date : 2023-12-29 DOI: 10.7358/ecps-2023-028-cira

A. Ciraci, M. Isidori, Claudio Cortellesi

引用次数: 0

Hate Speech Recognition: The Role of Empathy and Awareness of Social Media Influence 仇恨言论识别：移情作用和对社交媒体影响的认识

Journal of Educational, Cultural and Psychological Studies (ECPS Journal) Pub Date : 2023-12-29 DOI: 10.7358/ecps-2023-028-melc

Francesco Melchiori, Sara Martucci, Calogero Lo Destro, Guido Benvenuto

{"title":"Hate Speech Recognition: The Role of Empathy and Awareness of Social Media Influence","authors":"Francesco Melchiori, Sara Martucci, Calogero Lo Destro, Guido Benvenuto","doi":"10.7358/ecps-2023-028-melc","DOIUrl":"https://doi.org/10.7358/ecps-2023-028-melc","url":null,"abstract":"RICONOSCIMENTO DELL’HATE SPEECH: IL RUOLO DELL’EMPATIA E DELLA CONSAPEVOLEZZA DELL’INFLUENZA DEI SOCIAL MEDIA Abstract Hate speech occurs within democratic societies that embrace freedom of expression and is made tangible in the social network context. It is characterized by a specific form of discrimination based on the use of verbal expressions or other media content and, usually, directed at minority groups. Although there is a lack of consensus about a unique and shared definition of hate speech, its social and personal consequences are particularly relevant for the whole society. For these reasons, it seems of crucial importance to identify hate speech recognition antecedents. The present study aimed at analyzing the relationship between hate speech recognition and specific psychological constructs, namely, empathy and awareness of social media influence. More in details, we hypothesized the association between empathy and hate speech recognition was mediated by awareness of social media influence. Data obtained from 146 participants revealed that empathy positively predicted hate speech recognition, and such relationship was mediated by awareness. Implication of such findings are discussed.","PeriodicalId":407986,"journal":{"name":"Journal of Educational, Cultural and Psychological Studies (ECPS Journal)","volume":"15 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139145980","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

Metodo e strategie di studio: cosa sanno gli studenti? Un’indagine all’Università di Trento 学习方法和策略:学生知道什么?特伦托大学的一项调查

Journal of Educational, Cultural and Psychological Studies (ECPS Journal) Pub Date : 2023-06-14 DOI: 10.7358/ecps-2023-027-cemb

Veronica Cembrani, A. Serbati, Claudio Mulatti

{"title":"Metodo e strategie di studio: cosa sanno gli studenti? Un’indagine all’Università di Trento","authors":"Veronica Cembrani, A. Serbati, Claudio Mulatti","doi":"10.7358/ecps-2023-027-cemb","DOIUrl":"https://doi.org/10.7358/ecps-2023-027-cemb","url":null,"abstract":"Study Methods And Learning Strategies: What Do Students Know? A Survey At The University Of Trento. How do students study? What do students know about study methods and learning strategies? Recent research has shown that most students rely on ineffective study methods. This behavior could be ascribed to a limited knowledge about learning strategies: students might rely on ineffective study methods because they have erroneous views about which learning strategies are effective. The aim of our research has been to further address this topic at the University of Trento. Here, we present and discuss the results of a survey study that investigates the students’ knowledge of some common learning strategies, the beliefs about their utility, and how much students intended to use them during the semester. Our results confirm that students are often not aware of which learning strategies are most effective. Furthermore, our data suggests that even when students do know how they should study, they do not always reflect it in their study activities. These conclusions requires appropriate considerations and intervention in educational contexts.","PeriodicalId":407986,"journal":{"name":"Journal of Educational, Cultural and Psychological Studies (ECPS Journal)","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114403024","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

Presence-Centered Flourishing: A Proposal of Alternative Strategies to Promote Sustainable Living 以临在为中心的繁荣:促进可持续生活的替代策略建议

Journal of Educational, Cultural and Psychological Studies (ECPS Journal) Pub Date : 2023-06-14 DOI: 10.7358/ecps-2023-027-fabj

Marcin Fabjański, G. Carrus, L. Tiberio

{"title":"Presence-Centered Flourishing: A Proposal of Alternative Strategies to Promote Sustainable Living","authors":"Marcin Fabjański, G. Carrus, L. Tiberio","doi":"10.7358/ecps-2023-027-fabj","DOIUrl":"https://doi.org/10.7358/ecps-2023-027-fabj","url":null,"abstract":"Flourishing has been identified as a central concept in the new approaches based on the idea of positive psychology emerging at the end of the 20th and beginning of the 21st centuries. A culture based on the idea of harmony may never have existed among the large public in the history of human thought. An educational system of this type could be based on what we propose here as a «presence-centered» pedagogy (in contrast to the contemporary «information-centered» and «skill-centered» pedagogies). The alternative education process that we propose is also particularly fitted to be conducted amongst nature and outdoor spaces rather than within a classroom, based on the extensive literature on the positive effects of contact with nature for human health and wellbeing. From a philosophical perspective, a presence-centered pedagogy would result in the promotion of a new sense of agency: an identity developed by exercising our co-dependence with the rest of the ecosystemic processes and life-support systems, as opposed to an identity conceived as being separated from the external environment. We argue here that such a revolutionary change of human’s self-definition could result in higher likelihood of changing our lifestyles in the direction of sustainability and collective wellbeing.","PeriodicalId":407986,"journal":{"name":"Journal of Educational, Cultural and Psychological Studies (ECPS Journal)","volume":"86 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134096026","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