International Journal of Educational Psychology最新文献

Bridging Learning Experiences In and Out of School: Students’ Views 衔接校内外学习体验：学生的观点

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International Journal of Educational Psychology Pub Date : 2024-05-09 DOI: 10.17583/ijep.12857

Judith Oller, Anna Engel, M. Rochera

{"title":"Bridging Learning Experiences In and Out of School: Students’ Views","authors":"Judith Oller, Anna Engel, M. Rochera","doi":"10.17583/ijep.12857","DOIUrl":"https://doi.org/10.17583/ijep.12857","url":null,"abstract":"This article presents an exploratory study examining the importance that students attribute to pedagogical strategies focused on bridging learning in-and-out of school. The aim is twofold: to analyse students’ views of such strategies in different types of school (personalised learning -PL- and mirror schools), and to investigate whether different perceptions appear among three selected PL schools according to their degree of implementation of such strategies. We have administered the EPAE-A questionnaire to a sample of 3001 students (1481 from 5 PL schools, and 1520 from 5 mirror schools) to determine the value to these type of strategies for learning. The results indicate broad student agreement on the importance of connected learning strategies for learning and engagement in both groups. Moreover, our analysis reveals a certain relationship between the amount of pedagogical strategies aimed at promoting connections between in and out of school learning in the three selected cases and the perceived frequency reported in the questionnaire. In conclusion, our study highlights different elements to help teachers implement connected learning strategies in classrooms.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140995094","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

Student Engagement Variations across Institutions and Disciplines: Findings from Azerbaijan 不同院校和学科的学生参与度差异：阿塞拜疆的研究结果

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International Journal of Educational Psychology Pub Date : 2024-04-10 DOI: 10.17583/ijep.13735

Razia Isaeva, Satu Uusiautti, Ilkka Ratinen

{"title":"Student Engagement Variations across Institutions and Disciplines: Findings from Azerbaijan","authors":"Razia Isaeva, Satu Uusiautti, Ilkka Ratinen","doi":"10.17583/ijep.13735","DOIUrl":"https://doi.org/10.17583/ijep.13735","url":null,"abstract":"Although student engagement has been a widely researched area known to improve student learning and a topic of scholarly debate for many decades now, this has yet to be the case in Azerbaijan. Data from the National Survey of Student Engagement, conducted among 433 undergraduate students of the 18-23 age range (M = 21.37, SD = 1.43) at eight universities in Azerbaijan, allowed us to examine variations in the conditions meant to foster student engagement, as well as students’ perspectives on improving their educational experiences. Specifically, we looked at differences related to academic challenges, learning with peers, teacher experiences, and campus environment. Student engagement varied across disciplines. Small universities in the capital city provided better collaborative learning conditions. However, students at regional universities were more satisfied with the quality of student-faculty interactions. Nonetheless, students saw a strong need for fundamental changes in higher education in Azerbaijan, focusing on improving the quality of teachers, teaching and the curriculum. The study provided an overview of student engagement variations across institutions and disciplines and how students conceptualise necessary improvements in student experiences. Institutional leaders must understand the variations for seeking essential changes in the HE system to effectively accommodate students’ needs and expectations.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140717963","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

Identity Formation of Pre-Service Teachers. Relations with Training and Attitudes toward Cultural Diversity 职前教师的身份形成。与培训和对文化多样性态度的关系

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International Journal of Educational Psychology Pub Date : 2024-03-18 DOI: 10.17583/ijep.12542

Mercedes Álamo, Vicente J. Llorent

{"title":"Identity Formation of Pre-Service Teachers. Relations with Training and Attitudes toward Cultural Diversity","authors":"Mercedes Álamo, Vicente J. Llorent","doi":"10.17583/ijep.12542","DOIUrl":"https://doi.org/10.17583/ijep.12542","url":null,"abstract":"The university years represents a pivotal period in the student's life, influencing decision-making and impacting their identity. The new experiences encountered during this phase may give rise to a certain identity crisis, allowing for a reconsideration of previously adopted commitments, and potentially influencing the development of future educators, with a special issue such as cultural diversity among others. This study aims to identify the identity status of prospective education teachers and analyse attitudes towards cultural diversity among students. The research design is quantitative, ex-post-facto, descriptive, and inferential. The incidental sample comprises a total of 378 students from the degrees in Early Childhood Education and Primary Education at the University of Córdoba (Spain). Of the total sample, being 74.03% female, with an average age of 20.64 (SD = 2.95). The results reflected that students in a mature status are those who exhibit higher scores in attitudes towards cultural diversity. In this context, the initial teacher training should consider identity as a factor to be taken into account for promoting positive attitudes towards cultural diversity, specifically emphasizing the development of responsible decision-making in the curriculum of Education degrees.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140231707","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

Moral Values as Mediators in the Relationship between Prosocial Behaviour and Social Responsibility among University Students 道德价值观是大学生亲社会行为与社会责任之间关系的调解因素

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International Journal of Educational Psychology Pub Date : 2024-03-07 DOI: 10.17583/ijep.11704

Natalia Reig-Aleixandre, Belén Obispo-Díaz, Teresa De Dios-Alija, Carmen De la Calle-Maldonado

{"title":"Moral Values as Mediators in the Relationship between Prosocial Behaviour and Social Responsibility among University Students","authors":"Natalia Reig-Aleixandre, Belén Obispo-Díaz, Teresa De Dios-Alija, Carmen De la Calle-Maldonado","doi":"10.17583/ijep.11704","DOIUrl":"https://doi.org/10.17583/ijep.11704","url":null,"abstract":"Universities must confront social challenges and prepare their students to be future socially responsible professionals. This research considers social responsibility in depth and examines how it can be promoted among university students. Specifically, it analyses whether prosocial behaviour and moral values are predictor variables, and to study whether moral values are a mediator variable between prosocial behaviour and university student social responsibility. Non-probabilistic convenience sampling was used in a Spanish university (N = 193; 115 females; Mage = 19). Three scales were applied: the University Student Social Responsibility scale, the Prosocial Tendencies Measures scale and the Importance of Personal and Professional Values scale. The results of the regression models showed that prosocial behaviour and moral values both contributed significantly to the model (F (2,196) = 41.979; p < .001), predicting 30.2% of university student social responsibility. In the mediation model, total effects between the variables were observed, as was an indirect effect of prosocial behaviour on social responsibility mediated by moral values (β = .07; t = 3.80; p < .001). This suggests that university programmes that seek to help the community and enable people to discover values will more effectively be able to develop social responsibility.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140077449","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

Growth mindset, Grit, and Academic Self-efficacy as determinants of Academic Performance in Peruvian university students 秘鲁大学生学习成绩的决定因素--成长心态、勇气和学习自我效能感

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International Journal of Educational Psychology Pub Date : 2024-03-07 DOI: 10.17583/ijep.13115

Jossue Correa-Rojas, Mirian Grimaldo, Estefani Marcelo-Torres, Eduardo Manzanares-Medina, Ernesto L. Ravelo-Contreras

{"title":"Growth mindset, Grit, and Academic Self-efficacy as determinants of Academic Performance in Peruvian university students","authors":"Jossue Correa-Rojas, Mirian Grimaldo, Estefani Marcelo-Torres, Eduardo Manzanares-Medina, Ernesto L. Ravelo-Contreras","doi":"10.17583/ijep.13115","DOIUrl":"https://doi.org/10.17583/ijep.13115","url":null,"abstract":"Currently, the study of non-cognitive variables and their effect on the academic performance of students has gained relevance. In view of that, the purpose of the present study was to analyze through structural equation modeling to what extent growth mindset, self-efficacy, and grit have direct effects on student performance. For this, an explanatory design of latent variables was followed, in which 305 university students participated, including men (41.8%) and women (58.2%), who reported an average age of 22.8 (SD = 3.5), all included due to convenience. To measure the independent variables, the ITIS (growth mindset), Grit-S (tenacity) and EPAESA (academic self-efficacy) were applied, while for the measurement of the dependent variable, the grades of the students of the two last semesters were used. Among the main findings, it is reported that growth mindset, grit, and self-efficacy have direct and significant effects on the academic performance of students. In conclusion, this set of non‑cognitive variables successfully explains the academic performance of the study participants.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140259977","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

Determinants of Grade Repetition in Spain. Analysis of Cognitive and Socio-Economic, Mediated by Ethnic Factors 西班牙留级的决定因素。以种族因素为中介的认知和社会经济分析

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International Journal of Educational Psychology Pub Date : 2024-02-05 DOI: 10.17583/ijep.12804

Silvia Duran-Bonavila, Alicia Rodriguez-Gomez, Marta Becerril-Galindo

{"title":"Determinants of Grade Repetition in Spain. Analysis of Cognitive and Socio-Economic, Mediated by Ethnic Factors","authors":"Silvia Duran-Bonavila, Alicia Rodriguez-Gomez, Marta Becerril-Galindo","doi":"10.17583/ijep.12804","DOIUrl":"https://doi.org/10.17583/ijep.12804","url":null,"abstract":"Grade repetition is an issue with important educational implications. This study analyzes the effect of cognitive variables, socio-economic status, as well as the interaction of socio-economic status with ethnic origin, on the probability of not repeating. Data were collected to calculate socioeconomic status using the Hollingshead Socioeconomic Index, and the following tests were administered to collect information on cognitive variables: the Primary Mental Aptitude Test (PMA), the Raven's Progressive Matrices Test, and the Wechsler Intelligence for Children Information Scale (WISC IV). The sample consisted of 664 students of Compulsory Secondary Education (ESO), Baccalaureate and intermediate and higher vocational training. The results confirm the predictive power of socioeconomic status. With regard to cognitive variables, significant results were only obtained when the WISC-IV Information Scale was taken as a predictor, this measure being related to crystallized intelligence. The influence of the origin of the students did not yield significant results. There is a clear need for a debate and a rethinking of the issue leading to the identification of new strategies to reduce grade repetition and its negative effects.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139863362","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

Determinants of Grade Repetition in Spain. Analysis of Cognitive and Socio-Economic, Mediated by Ethnic Factors 西班牙留级的决定因素。以种族因素为中介的认知和社会经济分析

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International Journal of Educational Psychology Pub Date : 2024-02-05 DOI: 10.17583/ijep.12804

Silvia Duran-Bonavila, Alicia Rodriguez-Gomez, Marta Becerril-Galindo

{"title":"Determinants of Grade Repetition in Spain. Analysis of Cognitive and Socio-Economic, Mediated by Ethnic Factors","authors":"Silvia Duran-Bonavila, Alicia Rodriguez-Gomez, Marta Becerril-Galindo","doi":"10.17583/ijep.12804","DOIUrl":"https://doi.org/10.17583/ijep.12804","url":null,"abstract":"Grade repetition is an issue with important educational implications. This study analyzes the effect of cognitive variables, socio-economic status, as well as the interaction of socio-economic status with ethnic origin, on the probability of not repeating. Data were collected to calculate socioeconomic status using the Hollingshead Socioeconomic Index, and the following tests were administered to collect information on cognitive variables: the Primary Mental Aptitude Test (PMA), the Raven's Progressive Matrices Test, and the Wechsler Intelligence for Children Information Scale (WISC IV). The sample consisted of 664 students of Compulsory Secondary Education (ESO), Baccalaureate and intermediate and higher vocational training. The results confirm the predictive power of socioeconomic status. With regard to cognitive variables, significant results were only obtained when the WISC-IV Information Scale was taken as a predictor, this measure being related to crystallized intelligence. The influence of the origin of the students did not yield significant results. There is a clear need for a debate and a rethinking of the issue leading to the identification of new strategies to reduce grade repetition and its negative effects.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139803215","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

Neuropsychological Assessment in Schooled Adolescent Offenders and Non-Offenders 在校青少年罪犯和非罪犯的神经心理学评估

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International Journal of Educational Psychology Pub Date : 2024-01-17 DOI: 10.17583/ijep.12741

Ronald Ruiz Peña, Mariana Pino, Juan Contreras

{"title":"Neuropsychological Assessment in Schooled Adolescent Offenders and Non-Offenders","authors":"Ronald Ruiz Peña, Mariana Pino, Juan Contreras","doi":"10.17583/ijep.12741","DOIUrl":"https://doi.org/10.17583/ijep.12741","url":null,"abstract":"Adolescents who break the law have experienced situations that increase the likelihood of becoming involved in criminal activities such as drug use, gang involvement, adverse economic conditions, among others. All this, added to their stage of human development, which is characterized by physical, cognitive, social and emotional changes, can lead them to have deficiencies in their cognitive processes and at the same time present educational difficulties. The purpose of this study is to evaluate different cognitive processes of these adolescents in comparison to a control group with similar characteristics but who have not committed any crime and whose education has not been interrupted. For this purpose, were included (n = 62) adolescent offenders and (n = 62) adolescent non-offenders of male sex and aged 14 to 18 years was taken. Basic sociodemographic data on their education and psychoactive substance use were collected, as well as cognitive data with tests such as Ineco Frontal Screening for executive functions, Montreal Cognitive Assessment for general functions, among others. The results showed significant differences in executive functions, attentional processes, memory and language. These difficulties can be key to school performance, therefore, educational interventions adapted to these adolescents are suggested.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140505259","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

Adolescents’ Resilience Evaluation Scale – ARES-i25 and the Analysis of its Psychometric Characteristics 青少年复原力评估量表--ARES-i25 及其心理特征分析

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International Journal of Educational Psychology Pub Date : 2024-01-15 DOI: 10.17583/ijep.12562

S. Glaveanu

{"title":"Adolescents’ Resilience Evaluation Scale – ARES-i25 and the Analysis of its Psychometric Characteristics","authors":"S. Glaveanu","doi":"10.17583/ijep.12562","DOIUrl":"https://doi.org/10.17583/ijep.12562","url":null,"abstract":"This study was designed considering the necessity of a questionnaire (validated on Romanian population and built after consulting the available papers on the subject) for evaluating the resilience of adolescents. It was focused on further developing the ARES (\"Adolescents’ Resilience Evaluation Scale”, built in 2018 as a pilot-study, with 62 subjects). This new form (ARES-i25) includes new theoretical aspects, new items and it was completed by 423 subjects. Using factorial exploratory analysis, five factors (which explained 72,1% of the variance of resilience) were identified: tenacity and self-efficiency; self-confidence; learn from life experiences; rapid recovery after trauma; social and familial resources. The reliability was proven by its internal consistency (α= .83 on a general level, and subscales .71 .89), while its concurrent validity was proven by .05 .75 (comparing the results to those of BRS - Smith et al., 2008) thus proving the adequate psychometric qualities of the new form of ARES-i25. Future studies will focus on extending the sample and on applying ARES-i25 in other countries and creating programs for developing resilience.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139620940","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

Development of Social Entrepreneurship Competencies and Complex Thinking in an Intensive Course of Open Educational Innovation 在开放式教育创新强化课程中发展社会企业家能力和复杂思维

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International Journal of Educational Psychology Pub Date : 2023-11-30 DOI: 10.17583/ijep.12187

José Carlos Vázquez-Parra, Carolina Alcantar-Nieblas, L. Glasserman-Morales, Xiomara Nuñez-Rodríguez

{"title":"Development of Social Entrepreneurship Competencies and Complex Thinking in an Intensive Course of Open Educational Innovation","authors":"José Carlos Vázquez-Parra, Carolina Alcantar-Nieblas, L. Glasserman-Morales, Xiomara Nuñez-Rodríguez","doi":"10.17583/ijep.12187","DOIUrl":"https://doi.org/10.17583/ijep.12187","url":null,"abstract":"This article aims to show the results of implementing a training methodology in a group of participants within an intensive course on educational innovation. The motivation for this course was to promote innovative ideas that could be scaled into possible open educational entrepreneurship projects. Based on descriptive statistical analysis, that included a multivariate statistical analysis, an analysis of means and nonparametric tests of the data comparison of medians and ranges and Spearman's correlation, this article considered the SEL4C methodology, which was intended to support the ideation process and develop the participants' perceived achievement of social entrepreneurship and complex thinking competencies. The proposed methodology was validated to develop social innovation ideas even in a limited time and improved the participants' perception of achieving both competencies. This article contributes to the validation studies of this methodology and the academic approaches that seek efficient tools for acquiring and developing transdisciplinary competencies.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139200429","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