International Journal of Educational Psychology最新文献_第3页

“The Best Thing Was to Realize that I Am Not a Nobody. I Am Meaningful.” Students’ Perceptions of a Strengths-Based Approach to Guidance “最好的事情是意识到我不是无名小卒。我有意义。”学生对基于优势的指导方法的看法

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International Journal of Educational Psychology Pub Date : 2023-02-24 DOI: 10.17583/ijep.10467

Marjo Katajisto, Satu Uusiautti, Sanna Hyvärinen

{"title":"“The Best Thing Was to Realize that I Am Not a Nobody. I Am Meaningful.” Students’ Perceptions of a Strengths-Based Approach to Guidance","authors":"Marjo Katajisto, Satu Uusiautti, Sanna Hyvärinen","doi":"10.17583/ijep.10467","DOIUrl":"https://doi.org/10.17583/ijep.10467","url":null,"abstract":"This article reports findings from a study among 9th-graders who participated in a strengths-based intervention in two West-Finnish comprehensive schools. The intervention pursued to develop the students’ psychological capital (PsyCap), awareness of their strengths, and experiences of student guidance. The following research question was set for this study: How do students perceive the change in themselves during a strengths-based intervention? This research used the phenomenographic approach. The students were chosen from the original group of students participating in the intervention so that those who showed highest increase in PowerZone during the initial and end measures of the intervention were invited to interviews. Altogether six girls and four boys were interviewed personally. The results showed how strengths boosted students’ optimism evincing changes in perceptions of one’s own strengths; changes in attitudes toward schoolwork; and changes in attitudes toward the future. This research contributed to the discussion a very important viewpoint, namely that of the young people themselves. Their experiences should be at the core and considered carefully when developing new methods and tools for student guidance and counseling.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42845144","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

Psychometric Properties and Factor Structure of the PANASN Affect Scale in a Sample of Spanish School children 西班牙学校儿童PANASN情感量表的心理测量特性和因子结构

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International Journal of Educational Psychology Pub Date : 2022-12-20 DOI: 10.17583/ijep.9285

Olivia López Martínez, M. I. De Vicente-Yagüe Jara, Antonio José Lorca Garrido

{"title":"Psychometric Properties and Factor Structure of the PANASN Affect Scale in a Sample of Spanish School children","authors":"Olivia López Martínez, M. I. De Vicente-Yagüe Jara, Antonio José Lorca Garrido","doi":"10.17583/ijep.9285","DOIUrl":"https://doi.org/10.17583/ijep.9285","url":null,"abstract":"From the perspective of positive psychology, the study and measurement of subjective well-being has popularized a growing interest towards variables such as affective perception. In an attempt to explain and evaluate the affective structure in positive terms (PA) and negative terms (NA), PANASN affect scale (Sandín, 2003) constitutes the version adapted for children and teenagers of the Positive and Negative Affect Schedule (Watson et al., 1988). Opposite to the confirmatory study made in teenagers by Sandín (2003), this paper proceeds to analyse the internal structure and reliability of the above-mentioned questionnaire after being administered to 636 students aged between 6 and 14 years. An instrumental type of research methodology was carried out. The instrument used was the Positive and Negative Affect Scale for Children and Adolescents (PANASN). While confirmatory and exploratory analysis show an appropriate adjustment, these properties tend to fade when three or four factors are considered. In response to this, we reflect on the need to consider certain aspects of improvement in content and form, which are essential if we want to use said instrument with primary education students.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41840866","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

Students' University Identification: An Exploratory Study in the United States and Italy 大学生大学认同:美国和意大利的探索性研究

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International Journal of Educational Psychology Pub Date : 2022-12-20 DOI: 10.17583/ijep.7980

S. Di Battista, Heather Smith, L. Mongelli, Chiara Berti

{"title":"Students' University Identification: An Exploratory Study in the United States and Italy","authors":"S. Di Battista, Heather Smith, L. Mongelli, Chiara Berti","doi":"10.17583/ijep.7980","DOIUrl":"https://doi.org/10.17583/ijep.7980","url":null,"abstract":"Students’ identification with schools or universities predicts many positive aspects such as cooperation and completion of studies. Two hundred and eleven Italian students and 226 U.S. students wrote responses to open-ended questions about a time that they either felt connected (identified) or disconnected to (not identified) with their university. In Italy, students prompted to identify with the university mainly focused their descriptions on didactical aspects such as academic training experiences. Italian students prompted not to identify with the university mainly described their experiences with the university’s organizational and administrative aspects. U.S. students prompted to identify or not with the university mainly focused on the social aspects of their university experience such as their involvement with fraternities and sororities. In both nations, students rarely mentioned instrumental aspects of their university experience such as the evaluation of how much the university matters for professional training. These qualitative results help to fully understand the contents of the experience of university students. Understanding students’ identification can be vital in order to improve the quality of university teaching and to support professors in developing their roles.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42906407","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

Are adult driver education programs effective? A Systematic Review of evaluations of accident prevention training courses 成人驾驶员教育项目是否有效?事故预防培训课程评估的系统回顾

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International Journal of Educational Psychology Pub Date : 2022-12-20 DOI: 10.17583/ijep.8805

M. Faus, Francisco Alonso, Cristina Esteban, Sergio A. Useche

{"title":"Are adult driver education programs effective? A Systematic Review of evaluations of accident prevention training courses","authors":"M. Faus, Francisco Alonso, Cristina Esteban, Sergio A. Useche","doi":"10.17583/ijep.8805","DOIUrl":"https://doi.org/10.17583/ijep.8805","url":null,"abstract":"Road safety training programs are commonly used to raise awareness of risky attitudes and behaviors. The evaluation of road safety education courses aimed at children is carried out with some assiduity. However, this does not usually occur in courses aimed at young people and adults. The present systematic review aims to identify studies that evaluate the effectiveness of road safety training programs in this population group. This systematic review followed the PRISMA methodology, by which the relevant articles based on the research term were identified. A total number of 1,336 indexed articles were filtered, and a final selection of 22 articles directly addressing the issue was obtained. Search strategies were developed and conducted in WOS, Scopus, NCBI, Google Scholar and APA databases. The selected articles indicate that the effects of road safety training programs in adults are mild to moderate. Their effectiveness is substantially increased when they are aimed at improving risk perception and decision making rather than training in driving skills. In any case, more evaluations of these courses are needed to identify which tools are effective and which should be replaced by new behavior modification methods in the design of future driver education programs.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45214777","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

Amotivation: A Key Predictor of College GPA, College Match, and First-Year Retention 积极性：大学GPA、大学匹配和一年级保留率的关键预测因素

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International Journal of Educational Psychology Pub Date : 2022-10-24 DOI: 10.17583/ijep.7309

J. Norvilitis, H. Reid, K. O'quin

引用次数: 2

How Different are Girls and Boys as Bullies and Victims? Comparative Perspectives on Gender and Age in the Bullying Dynamics 男孩和女孩作为欺凌者和受害者有什么不同?性别和年龄在欺凌动态中的比较视角

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International Journal of Educational Psychology Pub Date : 2022-10-24 DOI: 10.17583/ijep.9310

Ana Gomes, Mariana Costa Martins, B. Silva, Edite Ferreira, O. Nunes, Alexandre Castro Caldas

{"title":"How Different are Girls and Boys as Bullies and Victims? Comparative Perspectives on Gender and Age in the Bullying Dynamics","authors":"Ana Gomes, Mariana Costa Martins, B. Silva, Edite Ferreira, O. Nunes, Alexandre Castro Caldas","doi":"10.17583/ijep.9310","DOIUrl":"https://doi.org/10.17583/ijep.9310","url":null,"abstract":"Bullying involves aggressive behaviors with the intention to harm others, including manifestations of systematic abuse of power. Two types of bullying can be considered: physical and psychological. Students may get involved in bullying dynamics as bullies, victims, or both - aggressive victims. The literature defines bullying as a global phenomenon, affecting both girls and boys. Therefore, Portuguese schools are no exception, with several studies from North to South of the country demonstrating the presence of bullying in schools, both in elementary and middle schools. The aim of this study is to elaborate the differences and experiences by both genders, boys and girls, in the current dynamics of school bullying. Thus, answering the question - how different are girls and boys as bullies and victims? In addition, it intends to impart the acquired knowledge and raise awareness of the implications of this social context in which Portuguese children are currently involved. The results obtained from a sample of 1147 students attending the 1st cycle of Portuguese education (elementary schools) were in line with previous studies. In order to enrich the literature, bullies, victims, and aggressive victims were characterized in detail. Finally, the importance of the adults’ intervention, especially teachers, was highlighted.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46169761","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

The Mediating Role of Self-Regulation in the Relationship between Parenting Behaviors and Early Mathematical Development in Peruvian Preschool Children 自我调节在秘鲁学龄前儿童父母行为与早期数学发展关系中的中介作用

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International Journal of Educational Psychology Pub Date : 2022-10-24 DOI: 10.17583/ijep.6856

Martín Malaspina, Lupe García Ampudia

{"title":"The Mediating Role of Self-Regulation in the Relationship between Parenting Behaviors and Early Mathematical Development in Peruvian Preschool Children","authors":"Martín Malaspina, Lupe García Ampudia","doi":"10.17583/ijep.6856","DOIUrl":"https://doi.org/10.17583/ijep.6856","url":null,"abstract":"A significant way to contribute in the analysis of deficiencies in school performance, a known issue particularly in mathematics, is by delving into children’s development of informal mathematics during their early childhood, and thus have better elements to intervene in a more timely, effective manner. From this point of view, this study analyzes how the relationship between parenting behavior and early mathematics can be mediated by the development of self-regulation in children. The sample of the study is made of 85 students, between 5 and 6 years old, who are in their last year of preschool in two public schools in Lima. The instruments used are the Spanish translations of the Test of Early Mathematics Ability - 3, Head-Toes-Knees-Shoulders task and Parent Behavior Inventory. The main results show that self-regulation in children and their caregivers’ parenting behavior are significant predicting variables in early mathematical development. Specifically, the findings suggest that self-regulation in children can significantly mediate the relationship between the dimension of support/engagement in parenting behavior and the development of early mathematics in children during preschool.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42974503","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

An International Comparison Study Exploring the Influential Variables Affecting Students’ Reading Literacy and Life Satisfaction 影响学生阅读素养与生活满意度的国际比较研究

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International Journal of Educational Psychology Pub Date : 2022-10-24 DOI: 10.17583/ijep.8924

Hyewon Chung, Jung-in Kim, Eunjin (EJ) Jung, Soyoung Park

{"title":"An International Comparison Study Exploring the Influential Variables Affecting Students’ Reading Literacy and Life Satisfaction","authors":"Hyewon Chung, Jung-in Kim, Eunjin (EJ) Jung, Soyoung Park","doi":"10.17583/ijep.8924","DOIUrl":"https://doi.org/10.17583/ijep.8924","url":null,"abstract":"The Program for International Student Assessment (PISA) aims to provide comparative data on 15-year-olds’ academic performance and well-being. The purpose of the current study is to explore and compare the variables that predict the reading literacy and life satisfaction of U.S. and South Korean students. The random forest algorithm, which is a machine learning approach, was applied to PISA 2018 data (4,677 U.S. students and 6,650 South Korean students) to explore and select the key variables among 305 variables that predict reading literacy and life satisfaction. In each random forest analysis, one for the U.S. and another for South Korea, 23 variables were derived as key variables in students’ reading literacy. In addition, 23 variables in the U.S. and 26 variables in South Korea were derived as important variables for students’ life satisfaction. The multilevel analysis revealed that various student-, teacher- or school-related key variables derived from the random forest were statistically related to either U.S. and/or South Korean students’ reading literacy and/or life satisfaction. The current study proposes to use a machine learning approach to examine international large-scale data for an international comparison. The implications of the current study and suggestions for future research are discussed.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45204974","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

Exploring Expressions of Possible Selves with High School and College Students with Learning Disabilities 高中和大学学习障碍学生可能自我的表达探讨

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International Journal of Educational Psychology Pub Date : 2022-06-24 DOI: 10.17583/ijep.7714

M. James, S. Williams, Michael Hock, Jamie S. Inlow, Dominic A. Moore, J. T. Jones

引用次数: 1

Basic Psychological Needs, Class-related Emotions and Satisfaction with Life in Spanish Teachers 西班牙语教师的基本心理需求、课堂情感与生活满意度

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International Journal of Educational Psychology Pub Date : 2022-06-24 DOI: 10.17583/ijep.9106

Sebastián Fierro-Suero, Bartolomé J. Almagro, Eva S. Becker, P. Sáenz-López

引用次数: 0