International Journal of Psychology and Educational Studies最新文献_第2页

Early Teacher Identity and Personality: Exploring the Links Through a Mixed Method Approach 早期教师的身份与个性：通过混合方法探索两者之间的联系

International Journal of Psychology and Educational Studies Pub Date : 2023-12-26 DOI: 10.52380/ijpes.2024.11.1.1257

İhsan Ünaldı, Serdar Tekin, Ercan Kaçmaz

引用次数: 0

How Do Different Weighting Methods Affect the Overall Effect Size in Meta-Analysis? : An Example of Science Attitude in Türkiye Sample 不同的加权方法如何影响meta分析的整体效应大小?科学态度在<s:1> rkiye样本中的一个例子

International Journal of Psychology and Educational Studies Pub Date : 2023-08-29 DOI: 10.52380/ijpes.2023.10.3.1049

Yıldız Yildirim, M. Şahin

{"title":"How Do Different Weighting Methods Affect the Overall Effect Size in Meta-Analysis? : An Example of Science Attitude in Türkiye Sample","authors":"Yıldız Yildirim, M. Şahin","doi":"10.52380/ijpes.2023.10.3.1049","DOIUrl":"https://doi.org/10.52380/ijpes.2023.10.3.1049","url":null,"abstract":"There is increasing interest in meta-analysis in different fields due to the need to combine the results of primary research. One of the crucial concepts in combining results is weighting. This study examines how Hunter and Schmidt's method, weighting by sample size; Hedges and Vevea's method, weighting by inverse variance; and Osburn and Callender's method, unweighting, affect the overall effect size in meta-analysis. In this context, for meta-analysis, the search was done for studies examining the effects of alternative measurement and assessment techniques and methods in science education on science attitudes. The databases of the HEI National Thesis Center, Web of Science, ERIC, EBSCO, Google Scholar, and DergiPark were searched between 2010 and 2021. Eleven studies (with 14 effect sizes) that met the criteria were included in the meta-analysis. In line with the study's findings, it was observed that the overall effect sizes were significant and did not change much in the weighting methods. Besides, it was found that the method with the lowest standard error was unweighted. The weighting methods of Hunter and Schmidt and Hedges and Vevea gave similar results in terms of standard error. When the correlation coefficient between the weighting methods was examined, it was seen that all correlation coefficients were greater than 0.90.","PeriodicalId":411995,"journal":{"name":"International Journal of Psychology and Educational Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131075414","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

Teacher and Student in the 21st Century: A Mixed Design Research 21世纪的师生:混合设计研究

International Journal of Psychology and Educational Studies Pub Date : 2023-08-29 DOI: 10.52380/ijpes.2023.10.3.1128

Nesrin Hark Soylemez

{"title":"Teacher and Student in the 21st Century: A Mixed Design Research","authors":"Nesrin Hark Soylemez","doi":"10.52380/ijpes.2023.10.3.1128","DOIUrl":"https://doi.org/10.52380/ijpes.2023.10.3.1128","url":null,"abstract":"This study aims to investigate the effect of the teaching practice course on gaining 21st century teacher skills for pedagogical formation group teacher candidates. Participants views on the course, 21st century teachers, 21st century students, and metaphors created regarding these are also examined. We employed an embedded mixed design. In the quantitative part of the study, a single-group pre-test and post-test experimental design is used. The qualitative part is conducted with phenomenology. For data collection purposes, the 21st century teacher skills use scale, a semi-structured interview form, and a metaphor form were used. We found that the teaching practice course is effective for gaining 21st century teacher skills. This result can be interpreted as teacher candidates enrolled in pedagogical training programs being able to complete the program with acquired teaching skills and being capable of providing the necessary education to their students, composed of 21st century learners. Participants expressed their views on the concepts of 21st century teacher and 21st century student under different categories. Teaching practice courses contributed under the categories of professional skills, professional knowledge, and attitudes and values. Metaphors created by the participants on the concept of the 21st century teacher were related to guiding, updating knowledge, being productive, and being innovative, and on the concept of the 21st century student, they were related to developing, being able to load lots of information into the mind, fulfilling what is expected of them, and being in constant struggle. These results provide a significant insight into how teacher candidates perceive 21st century educational concepts and teacher-student roles.","PeriodicalId":411995,"journal":{"name":"International Journal of Psychology and Educational Studies","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116366011","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 Mediating Role of Sibling Relationships in the Relationship Between Parental Achievement Support and Pressure and Psychological Resilience 兄弟姐妹关系在父母成就、支持与压力、心理弹性关系中的中介作用

International Journal of Psychology and Educational Studies Pub Date : 2023-08-29 DOI: 10.52380/ijpes.2023.10.3.1210

Şenel Çıtak, Selda Kanbur, M. Kurşuncu

{"title":"The Mediating Role of Sibling Relationships in the Relationship Between Parental Achievement Support and Pressure and Psychological Resilience","authors":"Şenel Çıtak, Selda Kanbur, M. Kurşuncu","doi":"10.52380/ijpes.2023.10.3.1210","DOIUrl":"https://doi.org/10.52380/ijpes.2023.10.3.1210","url":null,"abstract":"A healthy family climate, including parents' attitudes towards their children and the quality of sibling relationships, is essential for child resilience. One of the domains where parental attitudes are determinative is the children's academic life. In an unhealthy family climate, for instance, parental pressure for academic success may cause dysfunctional sibling relationships and low-level psychological resilience in children. The aim is to investigate the mediating role of sibling relationships in the association between parental academic achievement pressure and support and children's resilience levels. Five hundred and one children (10–14 years old) participated in the study. Children completed the Parent Academic Achievement Pressure and Support Scale (PAAPSS), Sibling Relationship Questionnaire (SRQ), Child and Youth Resilience Measure (CYRM-12), and Demographic Information Form. Findings from the two different mediation models of Hayes Process Macro revealed that sibling relationship characteristics of warmth, intimacy, and status, or power, mediated the relationship between parental academic support and resilience levels. Rivalry and conflict were not significant mediators. All parental (i.e., support) and sibling relationship variables explained the 41% variance in child resilience (Model 1). Sibling relationship characteristics of warmth or intimacy, status or power, rivalry, and conflict mediated the relationship between parental academic pressure and resilience. All parental (i.e., pressure) and sibling relationship variables explained the 35% variance in child resilience (Model 2). To improve children's resilience, we propose healthier parental attitudes toward academic issues and more functional sibling relationships.","PeriodicalId":411995,"journal":{"name":"International Journal of Psychology and Educational Studies","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126045793","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

Students' Perceptions of Self-Compassion and School Burnout 学生自我同情感知与学校倦怠

International Journal of Psychology and Educational Studies Pub Date : 2023-08-29 DOI: 10.52380/ijpes.2023.10.3.1263

Ayhan Kandemir

引用次数: 0

Preservice Teachers' Perceptions of Compassion 职前教师对同情心的感知

International Journal of Psychology and Educational Studies Pub Date : 2023-08-01 DOI: 10.52380/ijpes.2023.10.3.1206

S. Koç, A. Yayla

引用次数: 0

Who is More Authentic? A Moderator Effect of Gender Between Flow Experiences and Authenticity 谁更真实?性别对心流体验与真实性的调节作用

International Journal of Psychology and Educational Studies Pub Date : 2023-08-01 DOI: 10.52380/ijpes.2023.10.3.1233

Aynur KARABACAK ÇELİK

{"title":"Who is More Authentic? A Moderator Effect of Gender Between Flow Experiences and Authenticity","authors":"Aynur KARABACAK ÇELİK","doi":"10.52380/ijpes.2023.10.3.1233","DOIUrl":"https://doi.org/10.52380/ijpes.2023.10.3.1233","url":null,"abstract":"Authenticity is essential to self-awareness and self-acceptance in personal development. Researchers have attempted to underline authenticity's antecedents, but little is known about the predictive role of gender differences and flow experiences together. Authenticity and flow experiences have been widely studied in psychology, sociology, and philosophy and have profoundly impacted an individual's well-being and happiness. Since it is a multi-component concept that many areas can discuss for personal growth and self-discovery, we focused on authenticity's individual and socio-demographic antecedents. In the current study, we examined flow experiences as an individual concept that may explain authenticity and the moderator role of gender in the relations between flow experiences and authenticity. Considering the antecedents of authenticity, it is beneficial to indicate how flow experiences lead to authenticity and gender differences in it. We used the Flow State Scale and Authenticity Scale as data collection tools. We followed a cross-sectional and correlational research design. The participants consist of 310 university students (190 females and 120 males) studying at various departments of Ataturk University. Results revealed that there was a significant correlation between flow experiences and authenticity. Furthermore, regression-based moderation analysis demonstrated that flow experiences were a significant predictor of authenticity, and gender moderates the relationship between flow experiences and authenticity. Results were interpreted as grounded in positive psychology literature.","PeriodicalId":411995,"journal":{"name":"International Journal of Psychology and Educational Studies","volume":"5 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113964649","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-Coaches’ Awareness and Utilizations of Learning Theories 教师辅导员对学习理论的认识与运用

International Journal of Psychology and Educational Studies Pub Date : 2023-08-01 DOI: 10.52380/ijpes.2023.10.3.1057

Kevin Lou, Megan Hut, M. Campbell, Scott Barnicle

{"title":"Teacher-Coaches’ Awareness and Utilizations of Learning Theories","authors":"Kevin Lou, Megan Hut, M. Campbell, Scott Barnicle","doi":"10.52380/ijpes.2023.10.3.1057","DOIUrl":"https://doi.org/10.52380/ijpes.2023.10.3.1057","url":null,"abstract":"Purpose: The purpose of this study was to explore teacher-coaches’ awareness and utilizations of educational learning theories within the conscious competence model of learning. Method: This study was framed with a qualitative constructivist exploratory case study design and used semi-structured interviews and member reflections to ask nine teacher-coaches from the United States about their understandings and use of learning theories. Results: Findings indicated that most teacher-coaches were either unconsciously incompetent, consciously competent, or unconsciously competent about their use of learning theories. Some teacher-coaches did not use learning theories because they drew upon their own personal experiences instead or due to participation and performance differences between classroom and athletic settings. Discussion/Conclusion: As a result, the findings corroborate previous research where coaches or teachers were unconsciously unaware of learning theories. Future research should aim to continue to try and further bring learning theories to the conscious awareness of teacher and coach preparation programs.","PeriodicalId":411995,"journal":{"name":"International Journal of Psychology and Educational Studies","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121858502","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 Predicting Power of Primary School Students' Critical Thinking Tendencies on Entrepreneurial Tendencies 小学生批判性思维倾向对创业倾向的预测力

International Journal of Psychology and Educational Studies Pub Date : 2023-08-01 DOI: 10.52380/ijpes.2023.10.3.1176

Emine Akkaş Baysal, Ramazan Yurtseven, G. Ocak

{"title":"The Predicting Power of Primary School Students' Critical Thinking Tendencies on Entrepreneurial Tendencies","authors":"Emine Akkaş Baysal, Ramazan Yurtseven, G. Ocak","doi":"10.52380/ijpes.2023.10.3.1176","DOIUrl":"https://doi.org/10.52380/ijpes.2023.10.3.1176","url":null,"abstract":"This study aimed to determine the relationship between primary school students' critical thinking and entrepreneurial tendencies. The relational screening model was used. Three hundred seventy-three primary school students participated in the research. The data were collected with the \"Critical Thinking Tendency Scale for Primary School Students\" and the \"Entrepreneurial Tendency Inventory for Children\". In the analysis of the data, descriptive statistics, t-tests, correlation, and regression analyses were applied. According to the findings, primary school students' critical thinking and entrepreneurial tendencies were high. While critical thinking tendencies did not differ significantly by gender, entrepreneurial tendencies showed significant differences. Critical thinking and entrepreneurial tendencies did not differ significantly by grade level. A high positive correlation was found between the critical thinking tendencies of primary school students and their entrepreneurial tendencies. It was determined that students' critical thinking tendencies significantly predicted their entrepreneurial tendencies. As a result, it can be said that students' critical thinking tendencies affect their entrepreneurial tendencies at a high level and positively.","PeriodicalId":411995,"journal":{"name":"International Journal of Psychology and Educational Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124406946","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

Examination of Primary School Teacher Candidates' Views on Distance Education: A Mixed-Method Study 小学教师考生远程教育观测评:一种混合方法研究

International Journal of Psychology and Educational Studies Pub Date : 2023-08-01 DOI: 10.52380/ijpes.2023.10.3.840

Büşra Nur Turan, Rabia Asal Özkan

{"title":"Examination of Primary School Teacher Candidates' Views on Distance Education: A Mixed-Method Study","authors":"Büşra Nur Turan, Rabia Asal Özkan","doi":"10.52380/ijpes.2023.10.3.840","DOIUrl":"https://doi.org/10.52380/ijpes.2023.10.3.840","url":null,"abstract":"This study aimed to gather prospective primary school teachers' opinions on distance education and ascertain whether these opinions varied based on different variables. A mixed-methods approach was employed to obtain more reliable results, with the sequential explanatory design being utilized in the study. The research sample comprised 233 teacher candidates from Erciyes University's Ziya Eren Faculty of Education during the 2020-2021 academic year who participated in distance education amidst the COVID-19 pandemic. The Distance Education Students' Views of Distance Education Scale, developed by Yıldırım, Yıldırım, Çelik, and Karaman (2014), served as a quantitative data collection instrument. Qualitative data were gathered online via a structured interview form. Descriptive statistics such as percentages, frequencies, and arithmetic means were used to analyze the quantitative data. Since the data exhibited a normal distribution, t-tests and ANOVAs were conducted. The Qualitative data analysis involved using the descriptive analysis method for the semi-structured interview responses. The findings of the study revealed that the opinions of primary school teacher candidates regarding distance education did not significantly differ based on gender or home internet access. However, significant differences were identified in relation to class level and duration of internet usage. Based on these results, recommendations were provided, such as enhancing distance education infrastructure within universities.","PeriodicalId":411995,"journal":{"name":"International Journal of Psychology and Educational Studies","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127967992","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