Journal of Educational Cultural and Psychological Studies最新文献_第7页

Influences of School Climate and Teacher’s Behavior on Student’s Competencies in Mathematics and the Territorial Gap between Italian Macro-areas in PISA 2012 PISA 2012中学校氛围和教师行为对学生数学能力的影响及意大利宏观区域的地域差距

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Journal of Educational Cultural and Psychological Studies Pub Date : 2016-06-13 DOI: 10.7358/ECPS-2016-013-BOVE

G. Bove, Daniela Marella, V. Vitale

{"title":"Influences of School Climate and Teacher’s Behavior on Student’s Competencies in Mathematics and the Territorial Gap between Italian Macro-areas in PISA 2012","authors":"G. Bove, Daniela Marella, V. Vitale","doi":"10.7358/ECPS-2016-013-BOVE","DOIUrl":"https://doi.org/10.7358/ECPS-2016-013-BOVE","url":null,"abstract":"In this study the effects of school and classroom climate and teacher’s behavior on Italian students’ mathematical achievement score in PISA 2012 were investigated. Simple and scale indices provided by the PISA database, constructed by responses from the students’ and principals’ background questionnaires, were considered as predictive variables of the math achievement scores. Multilevel models including all the predictive variables, controlling for some relevant student, family background and school variables, confirmed that perceptions of school and classroom climate and teachers’ behavior influence mathematics performance in PISA. In particular, the effect of the teacher’s use of cognitive activation strategies had the strongest positive effect, followed by the school and classroom climate indicators. Thus, more cognitively activating instruction and an orderly and peaceful atmosphere in schools and classrooms encourage students and help to transform existing interests into mathematic achievement. Our analyses show that these factors can also influence the gap between Northern and Southern Italian macro-areas. When the predictive variables are added to the control variables in our multilevel models including macro-area indicators, the gap between Northern macro-areas and the Southern-Islands decreases by over twenty per cent, and the gap between Northern macro-areas and the Southern by over fourteen per cent. On the basis of these results, we have provided some useful indications for Italian educators and policy makers.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"13 1","pages":"63-96"},"PeriodicalIF":0.3,"publicationDate":"2016-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80085532","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: 7

Una prova di abilità linguistiche per l’uscita dai percorsi di Formazione professionale 对离开职业培训路径的语言技能的测试

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Journal of Educational Cultural and Psychological Studies Pub Date : 2016-06-01 DOI: 10.7358/ecps-2016-013-garc

P. Lucisano

{"title":"Una prova di abilità linguistiche per l’uscita dai percorsi di Formazione professionale","authors":"P. Lucisano","doi":"10.7358/ecps-2016-013-garc","DOIUrl":"https://doi.org/10.7358/ecps-2016-013-garc","url":null,"abstract":"A Language Competence Test on Exiting Vocational Training Programmes This paper illustrates the methodology adopted to design and calibrate a test for measuring students’ language skills at the end of the third year of vocational training courses (10th grade). The work is part of a major ISFOL study also including tests on math and strategic abilities. The test is calibrated on a judgement sample of 1046 students. It measures listening, reading comprehension, proper use of language and written composition through several tasks. This paper presents methodologies of two item analysis procedures the CTT (Classical Test Theory) and IRT (Item Response Theory) and the procedures for designing variables derived from different tasks. In particular, it presents the advantages of using the Rasch model, which is adopted for a better measuring of the latent trait «ability» and for calibrating item measures. At the end of the paper, the main results of the multivariate analysis are briefly presented. They need to be read and interpreted taking into account the characteristics of the population, its social and cultural background, which is weak in this case, and the collection of its school failures, characterizing these students’ experience.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"9 1","pages":"25-54"},"PeriodicalIF":0.3,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74400062","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

5° Seminario Internazionale di Studi sulla Ricerca Empirica in Educazione: «La Sperimentazione Educativa: Modelli e Procedure» 教育实证研究国际研讨会:“教育实验:模型与程序

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Journal of Educational Cultural and Psychological Studies Pub Date : 2016-06-01 DOI: 10.7358/ECPS-2016-013-LARO

C. L. Rocca

{"title":"5° Seminario Internazionale di Studi sulla Ricerca Empirica in Educazione: «La Sperimentazione Educativa: Modelli e Procedure»","authors":"C. L. Rocca","doi":"10.7358/ECPS-2016-013-LARO","DOIUrl":"https://doi.org/10.7358/ECPS-2016-013-LARO","url":null,"abstract":"The 5 th International Seminar (June 5-6, 2015), as traditionally organized by the Journal of Educational, Cultural and American Psychological Studies, born in close thematic link with the theoretical approaches and procedural methods of research undertaken through the PRIN Project (2010-2011) «Educational Achievement, Social Inclusion and Cohesion: Innovative Strategies, ICT and Evaluation Models». The speakers and the researchers of the seven Italian universities participating in PRIN (Torino, Verona, Bologna Roma Tre, Roma Sapienza, Foggia, Palermo) were called to intervene on the possibility of identifying a connection between the research methodologies in education, the underlying theories and their empirical practicality in the school context. In relation to the topics covered in the study day, they can be identified the reflections concern how to combine theory and practice to make empirical research in education. During the discussion it was underlined the importance of the fact that theoretical and operational decisions in education are the expression of an evaluation based on reliable empirical data.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"6 1","pages":"215-218"},"PeriodicalIF":0.3,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75124525","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 Measurement of Socially Responsible Leadership: Considerations in Establishing Psychometric Rigor 社会责任领导的测量:建立心理测量严谨性的考虑

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Journal of Educational Cultural and Psychological Studies Pub Date : 2015-12-15 DOI: 10.7358/ECPS-2015-012-DUGA

John P. Dugan

{"title":"The Measurement of Socially Responsible Leadership: Considerations in Establishing Psychometric Rigor","authors":"John P. Dugan","doi":"10.7358/ECPS-2015-012-DUGA","DOIUrl":"https://doi.org/10.7358/ECPS-2015-012-DUGA","url":null,"abstract":"As educational institutions increase attention toward the preparation of future citizen leaders, the assessment of the efficacy of these interventions must increase in sophistication as well. Socially responsible leadership, and the social change model of leadership development from which it is derived, are among the most applied conceptual frameworks informing leadership education. Educational gains associated with this approach are typically assessed using the «Socially Responsible Leadership Scale» (SRLS), an instrument that has been used widely in educational research in the United States. This paper extends the psychometric understanding of the SRLS using findings from the Multi-Institutional Study of Leadership (MSL), an international research program examining developmental and educational influences on socially responsible leadership. To date, MSL has collected data in five countries at over 300 institutions of higher education with over 300,000 participants. Implications from this paper explore how the psychometric rigor of the SRLS can continue to evolve as well as considerations for the theoretical evolution of the social change model and socially responsible leadership.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"28 1","pages":"23-42"},"PeriodicalIF":0.3,"publicationDate":"2015-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81362137","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: 20

Il linguaggio audiovisivo, gli studi di genere e la critica dei modelli culturali occidentali: il caso della serie televisiva «Top of the Lake» (2013) 视听语言、性别研究和对西方文化模式的批评:以电视剧《湖之巅》(2013)为例

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Journal of Educational Cultural and Psychological Studies Pub Date : 2015-12-15 DOI: 10.7358/ECPS-2015-012-DOME

V. Domenici, A. Buonauro

{"title":"Il linguaggio audiovisivo, gli studi di genere e la critica dei modelli culturali occidentali: il caso della serie televisiva «Top of the Lake» (2013)","authors":"V. Domenici, A. Buonauro","doi":"10.7358/ECPS-2015-012-DOME","DOIUrl":"https://doi.org/10.7358/ECPS-2015-012-DOME","url":null,"abstract":"Cultural and Gender Studies represent by now a fundamental instrument in the analysis of audiovisual language, both for the cinematographic and the television one, as shown by the growing academic attention for serial productions. This article intends to carry out a theoretical survey on Gender Studies underlying their use in the audiovisual language. The specific subject of our survey is the TV series «Top of the Lake» (2013) signed, among others, by the New Zealand director Jane Campion. The series has turned out to be particularly interesting in terms of modification of the cultural and gender imaginary related to the woman and to the binomial male/female. The «Top of the Lake» TV series creates and offers the audience a sophisticated critique of the traditional visual codes normally associated to the gender, in order to hinder all passive identification processes to the characters represented on the screen. This case of study proves to be not only an interesting mix between authorship and mainstream language, but it’s also particularly appropriate for a gender analysis, as it shows the ability of audiovisual language to convey a problematic representation of prevailing social models. The work of Jane Campion, in harmony with the feminist theory, takes advantage of the television serial format in order to reflect, in a new revolutionary way, on the links between masculinity and femininity in the contemporary Western culture, showing how audiovisual representation can be a privileged dimension in the construction of meaning and collective consciousness.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"14 1","pages":"219-234"},"PeriodicalIF":0.3,"publicationDate":"2015-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86380851","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

La formación integral del estudiante y la formación continua de los profesores en la Educación Superior cubana: el papel de la Responsabilidad Social Universitaria (RSU) en su consecución 古巴高等教育中学生的整体形成和教师的持续形成:大学社会责任(RSU)在实现这一目标中的作用

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Journal of Educational Cultural and Psychological Studies Pub Date : 2015-12-15 DOI: 10.7358/ECPS-2015-012-OJAL

Victoria Ojalvo Mitrany, Laura Curiel Peón

引用次数: 8

The Development and Psychometric Properties of the «Self-Regulated Knowledge Scale - University» (SRKS-U) “大学自我调节知识量表”(SRKS-U)的编制及其心理测量学特征

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Journal of Educational Cultural and Psychological Studies Pub Date : 2015-12-15 DOI: 10.7358/ECPS-2015-012-MANG

S. Manganelli, Fabio Alivernini, L. Mallia, V. Biasi

{"title":"The Development and Psychometric Properties of the «Self-Regulated Knowledge Scale - University» (SRKS-U)","authors":"S. Manganelli, Fabio Alivernini, L. Mallia, V. Biasi","doi":"10.7358/ECPS-2015-012-MANG","DOIUrl":"https://doi.org/10.7358/ECPS-2015-012-MANG","url":null,"abstract":"Cognitive self-regulation refers to the mental processes that students adopt with the aim of adapting and changing their processes of cognition and that can lead to positive results in terms of learning. The purpose of the present study was to develop a short scale with sound psychometric properties in order to measure self-regulated knowledge in university students. The scale was designed on the basis of the Self-Regulated Learning theoretical framework (Pintrich, 2004) as well as the results of previous studies investigating students’ cognitive self-regulation. The «Self-Regulated Knowledge Scale - University» (SRKS-U) was made up of five subscales, each one intended to measure one of the following cognitive processes: knowledge networking, knowledge extraction, knowledge practice, knowledge critique, and knowledge monitoring. The psychometric properties of the scale were tested on a sample of 2.209 Italian university students (average age = 22.6 years; SD = 6.14; 67% female) to ascertain its reliability (internal consistency) and factorial structure (using a Confirmatory Factor Analysis). A multigroup analysis was employed to verify the measurement invariance of SRKS-U across gender. The results proved the good internal consistency of the scale, confirmed its theoretical structure, and demonstrated its configural, metric and scalar invariance across gender. Given its brevity and its good psychometric properties, the SRKS-U can be usefully employed in research programs which aim to investigate self-regulated knowledge as well as in evaluation programs as a screening instrument to provide information that can be used for developing targeted interventions in order to enhance students’ self-regulation of learning.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"11 1","pages":"235-254"},"PeriodicalIF":0.3,"publicationDate":"2015-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87961472","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: 10

Una ruta hacia un sistema de aseguramiento de la calidad en Educación Superior: la experiencia del proyecto TRALL 高等教育质量保证体系之路:TRALL项目的经验

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Journal of Educational Cultural and Psychological Studies Pub Date : 2015-12-15 DOI: 10.7358/ECPS-2015-012-BETT

Maurizio Betti, D. Dávila, Alejandra Martínez, I. Vannini

{"title":"Una ruta hacia un sistema de aseguramiento de la calidad en Educación Superior: la experiencia del proyecto TRALL","authors":"Maurizio Betti, D. Dávila, Alejandra Martínez, I. Vannini","doi":"10.7358/ECPS-2015-012-BETT","DOIUrl":"https://doi.org/10.7358/ECPS-2015-012-BETT","url":null,"abstract":"The article presents the structure of the evaluation design – and main results – used in the project of international cooperation between Europe and Latin America called Alfa III – TRALL (Transatlantic Lifelong Learning. Rebalancing Relations) and the experience of one project partner, the Universidad Catolica Boliviana, has been adopted as an example. The design implemented meets the need to evaluate the quality of lifelong learning courses promoted by 15 Latin American universities, partners of the project, and aims to trigger virtuous circles of progressive improvement in the efficiency and effectiveness of the training offer. This evaluation design has been defined as a «systemic model» based on analysis of the methodological framework that currently characterizes the field of educational evaluation research, connecting – from an ecological perspective – multiple indicators of the quality: input, in context, in the process, output. Furthermore, the evaluation design has been proposed, since its beginnings, participation and discussion among all partners to be as a system of quality training and transactional – where the analysis of gathered information is an opportunity to achieve collective moments of intersubjective interpretation of data – to facilitate a democratic made decision in order to improve and redesign the courses. According to the main results and the meta-evaluative reflection on the implementation of the quality system to 22 courses there are positive evidences, recognized by all partners, as some critical elements that, to improve the lifelong learning processes, will be assumed to redesign the quality system.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"123 1","pages":"77-115"},"PeriodicalIF":0.3,"publicationDate":"2015-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89424521","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

Le dimensioni motivazionali dell’apprendimento scolastico: uno studio correlazionale sul concetto di sé e gli stili di attribuzione 学校学习的动机维度:一项关于自我概念和归属方式的相关研究

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Journal of Educational Cultural and Psychological Studies Pub Date : 2015-12-15 DOI: 10.7358/ECPS-2015-012-CAPU

A. Caputo

{"title":"Le dimensioni motivazionali dell’apprendimento scolastico: uno studio correlazionale sul concetto di sé e gli stili di attribuzione","authors":"A. Caputo","doi":"10.7358/ECPS-2015-012-CAPU","DOIUrl":"https://doi.org/10.7358/ECPS-2015-012-CAPU","url":null,"abstract":"The paper proposes a correlational study on 18436 seventh grade students from lower secondary schools of nine Italian regions, which explores some motivational patterns affecting learning. In detail, it has two research aims: (1) to examine differences by gender and regularity of grade attendance in Math and Reading self-concept and in causal attributions to explain success or failure in learning situations; (2) to test the association between Math/Reading self-concept and causal attributions, not depending on gender and regularity of grade attendance. Data were collected by the «Student Background Questionnaire» implemented by the National Evaluation Service. With regard to the first research aim, results highlight that male students are characterized by higher Math self-concept and external, stable and uncontrollable attributions to explain success or failure; instead, female students show higher Reading self-concept and effort as causal attribution to explain their academic success. In addition, repeaters overall show lower academic self-concept and less functional attributions. With regard to the second research aim, results confirm the strong association between self-concept and attributions even controlling for gender and regularity of grade attendance. The present study contributes to the development of research on motivational patterns of learning and to the detection of potential protective or risk factors affecting school success or failure.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"1 1","pages":"143-167"},"PeriodicalIF":0.3,"publicationDate":"2015-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91366743","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

Citizenship, Education and Social Exclusion: Good Practice in Teaching and the Risk of Educational Exclusion in Compulsory Secondary Education 公民、教育和社会排斥:义务中等教育中良好的教学实践和教育排斥的风险

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Journal of Educational Cultural and Psychological Studies Pub Date : 2015-12-15 DOI: 10.7358/ecps-2015-012-jime

Magdalena Jiménez-Ramírez

引用次数: 2