International Journal of Educational Psychology最新文献_第5页

Bullying’s Negative Effect on Academic Achievement 欺凌对学业成绩的负面影响

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International Journal of Educational Psychology Pub Date : 2020-10-24 DOI: 10.17583/ijep.2020.4812

A. Gomes, Mariana C Martins, M. Farinha, B. Silva, Edite Ferreira, A. C. Caldas, Tânia Brandão

{"title":"Bullying’s Negative Effect on Academic Achievement","authors":"A. Gomes, Mariana C Martins, M. Farinha, B. Silva, Edite Ferreira, A. C. Caldas, Tânia Brandão","doi":"10.17583/ijep.2020.4812","DOIUrl":"https://doi.org/10.17583/ijep.2020.4812","url":null,"abstract":"Bullying's a phenomenon that carries great harm for those involved (bully or victim alike) in which academic achievement is harmed as well. However, the strength of such impact is yet to be clarified, existing many possibilities to explore. Or in other words, many variables that can justify such connection - classroom behavior being one example.The goal of the present investigation is to study the impact that bullying (while mediated by the classroom behavior) has on the academic achievement.The sample consisted of 288 children (from 1st year to 4th year’s students); and their teachers (whom reported their classroom behavior). Results showed that the bullying situation itself, didn’t significantly explain the academic achievement of those involved. However, from classroom behavior it was found an indirect effect between bullying and academic achievement. Within classroom behavior, the main contributive dimensions were - victim related, the excessive motor activity; and bully related, oppositional behaviors, excessive motor activity and ADHD index.This results alert to the importance of the educational agents’ attention given to the existing behavior in their classrooms. Not only because of the disruption created in each classroom’s environment, but also as a possible sign of an involvement in the existing bullying dynamics.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2020-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47451439","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: 6

Depression and the Meaning of Life in University Students in Times of Pandemic 疫情时期大学生的抑郁情绪及其生命意义

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International Journal of Educational Psychology Pub Date : 2020-10-24 DOI: 10.17583/ijep.2020.6784

Mireya Romero Parra

{"title":"Depression and the Meaning of Life in University Students in Times of Pandemic","authors":"Mireya Romero Parra","doi":"10.17583/ijep.2020.6784","DOIUrl":"https://doi.org/10.17583/ijep.2020.6784","url":null,"abstract":"The emergence of the pandemic has led to fundamental social and economic swaps throughout the world, the sponsored measures taken have a significant effect on the mental health of individuals. The objective of the study was to compare the level of depression related to the meaning of life in students in times of pandemic at the Continental University of Peru and the \"Rafael María Baralt\" National Experimental University of Venezuela. The type of research developed was descriptive correlational with a cross-sectional design. The sample was made up of two groups: the first corresponds to 300 students from Peru and 300 from Venezuela. The Beck Depression Inventory and the Dimensional Sense of Life Scale, standardized version for Latin America, were used as measurement instruments. With the Spearman correlation coefficient it was determined that there is a moderate negative relationship of -.610, which indicates that there is an inverse correlation in the variables level of depression and sense of life of the students and it was concluded that, among the students university students from both countries, there is a moderate inverse significant correlation between depression and the meaning of life, in the current times of pandemic.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2020-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47507234","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: 13

Academic Progress, Coping Strategies and Psychological Distress among Teacher Education Students 师范生学业进步、应对策略与心理困扰

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International Journal of Educational Psychology Pub Date : 2020-10-24 DOI: 10.17583/ijep.2020.4905

Josep Gustems-Carnicer, C. Calderón, Diego Calderón-Garrido, Carolina Martín-Piñol

引用次数: 8

Family Orientation and Achievement Goal Orientations Among the Children of Immigrant and Non-Immigrant Families 移民与非移民家庭子女的家庭取向与成就目标取向

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International Journal of Educational Psychology Pub Date : 2020-06-24 DOI: 10.17583/ijep.2020.4422

Jung-in Kim, Shauna P. A. de Long, Wendi Gorelik, Kristen Penwell, Courtney Donovan, Hyewon Chung

{"title":"Family Orientation and Achievement Goal Orientations Among the Children of Immigrant and Non-Immigrant Families","authors":"Jung-in Kim, Shauna P. A. de Long, Wendi Gorelik, Kristen Penwell, Courtney Donovan, Hyewon Chung","doi":"10.17583/ijep.2020.4422","DOIUrl":"https://doi.org/10.17583/ijep.2020.4422","url":null,"abstract":"The current study examined the role of family orientations on the achievement motivations (i.e., achievement goal orientations and intrinsic motivation) of high school youths of different generational status (i.e., from immigrant or non-immigrant families) when their perception of their parents’ goals and classroom goal structures were tested simultaneously as predictors. A total of 331 high school students (ninth grade; ages 13–16, with 96% of the students in the ages of 14 or 15; 141 boys and 187 girls) from one high school in the United States participated in the study, completing a series of assessments with regard to their math classes. The findings show the complex role of the family contexts (parent goals and family orientations) on the adaptive mastery goals for children of immigrant families, going beyond previous studies that reported the relationships between family orientation and performance-approach or less adaptive performance-avoidance goals. This study still found that students’ family orientations strongly predicted their desire to win over their peers with certain levels of internal pressure in order to meet their parents’ expectations, aligned with previous literature. Through examining a context beyond the classroom context, studies should continue to examine the larger family and cultural context in understanding students with diverse backgrounds.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2020-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47566497","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: 6

Neurocognitive Evidence for Different Problem-Solving Processes between Engineering and Liberal Arts Students 工科和文科学生不同问题解决过程的神经认知证据

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International Journal of Educational Psychology Pub Date : 2020-06-24 DOI: 10.17583/ijep.2020.3940

Yu-Cheng Liu, C. Liang

{"title":"Neurocognitive Evidence for Different Problem-Solving Processes between Engineering and Liberal Arts Students","authors":"Yu-Cheng Liu, C. Liang","doi":"10.17583/ijep.2020.3940","DOIUrl":"https://doi.org/10.17583/ijep.2020.3940","url":null,"abstract":"Differences exist between engineering and liberal arts students because of their educational backgrounds. Therefore, they solve problems differently. This study examined the brain activation of these two groups of students when they responded to 12 questions of verbal, numerical, or spatial intelligence. A total of 25 engineering and 25 liberal arts students in Taiwan participated in the experiment. The results were as follows. (i) During verbal intelligence tasks, differences between the two groups were observed in the information flows of verbal message comprehension and contextual familiarity detection in the problem-identifying phase, whereas no significant differences were found in the resolution-reaching phase. (ii) During numerical intelligence tasks, differences between the two groups were observed in the information flows of mental calculation and message comprehensionin the problem-identifying phase and those of verbal perception and analogical reasoning in the resolution-reaching phase. (iii) During spatial intelligence tasks, differences between the two groups were observed in the information flows of spatial relation integration and spatial context memory retrieval in the problem-identifying phase and those ofspatial attentionand contextual relation integration in the resolution-reaching phase.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2020-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44731758","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

“Einstein Worked his Socks off”. Conceptions of Intelligence in University Teaching Staff “爱因斯坦拼命工作”。高校教师的智力观念

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International Journal of Educational Psychology Pub Date : 2020-06-24 DOI: 10.17583/ijep.2020.4553

J. A. Matías-García, R. Cubero-Pérez

引用次数: 2

Perfectionism and Academic Self-Handicapped among Gifted Students: An Explanatory Model 资优学生的完美主义与学业自我障碍:一个解释模型

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International Journal of Educational Psychology Pub Date : 2020-06-24 DOI: 10.17583/ijep.2020.4426

A. Alodat, Moawyah M. Abu Ghazal, Firas Al-Hamouri

{"title":"Perfectionism and Academic Self-Handicapped among Gifted Students: An Explanatory Model","authors":"A. Alodat, Moawyah M. Abu Ghazal, Firas Al-Hamouri","doi":"10.17583/ijep.2020.4426","DOIUrl":"https://doi.org/10.17583/ijep.2020.4426","url":null,"abstract":"This study aimed to examine the relationship between perfectionism and academic self-handicapping strategies among gifted students in Jordan. This study used a mixed-method approach to explore the relationship as well as exploring any other factors associated with using such strategies. The Revised Almost Perfect Scale (APS-R) and the Academic Self-Handicapping Strategies Scale were used to measure perfectionism and academic self-handicapping among 242 gifted students on a high school for gifted learners. Subsequently, the researchers conducted four focus group discussions with 23 gifted students to identify the factors that may lead those students to use self-handicapping strategies. The results showed that Self-handicapped students were 4.58 times more likely to be maladaptive perfectionists than non-self-handicapped students. The results also revealed a combination of environmental, personal, and cultural factors that contributed to the use of these strategies by gifted students. This study has proposed an explanatory model to illustrate the relationship between perfectionism, academic self-handicapping, and factors that might be related. Finally, this study provided a range of educational implications that can be used in the field of gifted education.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2020-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47179917","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: 8

Identity Formation in Adolescents with Concentration Problems, High Levels of Activity or Impulsiveness: A Pragmatic Qualitative Study 有注意力问题、高水平活动或冲动的青少年的认同形成:一项语用定性研究

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International Journal of Educational Psychology Pub Date : 2020-02-24 DOI: 10.17583/ijep.2020.4315

A. Løhre

{"title":"Identity Formation in Adolescents with Concentration Problems, High Levels of Activity or Impulsiveness: A Pragmatic Qualitative Study","authors":"A. Løhre","doi":"10.17583/ijep.2020.4315","DOIUrl":"https://doi.org/10.17583/ijep.2020.4315","url":null,"abstract":"Students showing core symptoms of ADHD face additional challenges in school. This study asks how children and adolescents with inattentiveness, high levels of activity or impulsiveness perceive their symptom-like behaviour and how this may affect their identity, friendships and well-being. Researchers conducted individual interviews with 12 students (10–16 years) selected to attend a school programme aimed at improving their concentration. Six students had an ADHD diagnosis. The interviews were analysed, guided by theoretical reading. The students’ narratives fit a discursive perspective showing that identity developed through interactions with others. All students told about their disturbing concentration problems. Students disliked having a short fuse and talking before thinking, and they admitted that impulsive behaviour could threaten their friendships. On the other hand, students with high levels of activity described this as fun in interaction with friends. Nobody mentioned that concentration problems affected friendships, and none of the core symptoms seemed to influence well-being. There were no obvious differences between students with or without an ADHD diagnosis. The students’ stories, therefore, show that teachers should know their students with inattentiveness, hyperactivity or impulsiveness individually to learn about their challenges and preferences.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2020-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45851857","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: 4

Spanish Teacher Education Students’ Values and Satisfaction with Life 西班牙师范生的价值观与生活满意度

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International Journal of Educational Psychology Pub Date : 2020-02-24 DOI: 10.17583/ijep.2020.4143

F. Huertas‐Delgado, Loreto Gómez López-Quiñones, D. C. Mariscal, Rocío Tejero Olmedo, Enrique García Jiménez, Natalia Reyes Ruiz de Peralta

{"title":"Spanish Teacher Education Students’ Values and Satisfaction with Life","authors":"F. Huertas‐Delgado, Loreto Gómez López-Quiñones, D. C. Mariscal, Rocío Tejero Olmedo, Enrique García Jiménez, Natalia Reyes Ruiz de Peralta","doi":"10.17583/ijep.2020.4143","DOIUrl":"https://doi.org/10.17583/ijep.2020.4143","url":null,"abstract":"The main purposes of this study were to describe teacher education students’ values and degree of satisfaction with life, to analyze whether any differences by educational program, gender or living standard and to analyze the association between values and satisfaction with life. A total of 565 students of teacher degree programs (girls 415 (73.5%)) answered a self-administered questionnaire composed by two validates scales about their values (Portrait Values Questionnaire (PVQ) and satisfaction with life (Satisfaction with Life Scale)). The results showed that the most important values were self-direction, benevolence and hedonism, while the least important values were power, tradition and achievements. Females reported higher importance for benevolence, universalism, self-direction, stimulation, hedonism and security. Males reported higher importance for power. Students who live with family reported also more high values for power. Concerning satisfaction with life, it was associated to higher values of power. Current intervention programs have focused different approaches by gender and living standard. Programs focus on increasing satisfaction with life should consider the values structure of students.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2020-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43511758","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

Probing the Underlying Structure of Modern Expectancy-Value Theory in Multicultural Education: A Bayesian Exploratory Factor Analysis 多元文化教育中现代期望价值理论的深层结构探析——贝叶斯探索因素分析

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International Journal of Educational Psychology Pub Date : 2020-02-24 DOI: 10.17583/ijep.2020.4261

Yan Yang, Diana Mindrila

{"title":"Probing the Underlying Structure of Modern Expectancy-Value Theory in Multicultural Education: A Bayesian Exploratory Factor Analysis","authors":"Yan Yang, Diana Mindrila","doi":"10.17583/ijep.2020.4261","DOIUrl":"https://doi.org/10.17583/ijep.2020.4261","url":null,"abstract":"Expectancy-Value (EV) theory has been widely used in a plethora of domains except for multicultural education, a distinct and critical field in many countries due to increasing student diversity. In light of the domain-specific nature of the EV theory and the discrepancy between the theoretical framework and empirical models found in previous studies, the purpose of the present study was to explore the factors of the EV theory in multicultural education. Participants were 187 college students who completed the Multicultural Expectancy-Value Scale (EVS). Exploratory factor analysis (EFA) with Bayes estimation and GEOMIN rotation resulted in two factors: Value and Expectancy. The two factors had a positive significant correlation of .42, p<.001. Participants with a Master’s or Doctoral degree had significantly higher Expectancy beliefs in multicultural education than those with a Bachelor’s degree (t(47.727)=-2.90, p<.01). Although our finding was consistent with the major tenets of the theory that expectancy and value beliefs are two primary motivating factors, it did not fully support the theoretical model, indicating a more parsimonious factor structure may be more appropriate. The distinct factor model in our study suggests a need for further research in examining the structural validity of the EV theory in multicultural education ","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2020-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48278506","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