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

Productive Failures: From Class Requirement to Fostering a Support Group 生产失败:从课堂要求到培养支持小组

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International Journal of Educational Psychology Pub Date : 2021-10-24 DOI: 10.17583/ijep.5994

M. Savić, Devon Gunter, Emily Curtis, Ariana Paz Pirela

引用次数: 1

Genetic Determinism on Teachers’ Perceptions about Etiology of Mental Disorders 遗传决定论对教师精神障碍病因认知的影响

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International Journal of Educational Psychology Pub Date : 2021-10-24 DOI: 10.17583/ijep.5521

Mayra Antonelli-Ponti, P. Monticelli, José Aparecido da Silva

{"title":"Genetic Determinism on Teachers’ Perceptions about Etiology of Mental Disorders","authors":"Mayra Antonelli-Ponti, P. Monticelli, José Aparecido da Silva","doi":"10.17583/ijep.5521","DOIUrl":"https://doi.org/10.17583/ijep.5521","url":null,"abstract":"Mental disorders are disorders of the cognitive, emotional or behavioral condition of an individual. They can have several origins and are usually associated with expressive anguish and difficulty in various aspects of life, including school education. Mental disorders are accompanied by social stigmas which may be linked to the belief in genetic determinism, i.e., in the perception that mental disorders are unchanging. The objective of the present study was to understand the perception of Brazilian teachers of all levels about the etiology of mental disorders. The results showed that most of the teachers studied believe in the predominance or exclusivity of genes in mental disorders, and do not consider the environment as a potential influencer of their occurrence or mitigation. This perception approaches the belief in genetic determinism and can justify the labeling of students with mental disorders and the consequent perpetuation of social stigmas. It is therefore recommended to promote knowledge in this area, including knowledge of the dynamics of interaction between genes and the environment, helping educators to prepare and to be able to act according to the reality of each student without creating inappropriate stereotypes.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42077555","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

Finnish Primary School Teachers' Emotional Coping in Student-related Stressful Situations 芬兰小学教师在学生压力情境中的情绪应对

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International Journal of Educational Psychology Pub Date : 2021-06-24 DOI: 10.17583/ijep.2021.5137

Wooryeon Go, L. Leite, S. Havu-Nuutinen

引用次数: 0

Why Some Adolescents Engage in Risk-Taking Behavior 为什么一些青少年会有冒险行为

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International Journal of Educational Psychology Pub Date : 2021-06-24 DOI: 10.17583/ijep.2021.4258

Clara R. P. Ajisuksmo

{"title":"Why Some Adolescents Engage in Risk-Taking Behavior","authors":"Clara R. P. Ajisuksmo","doi":"10.17583/ijep.2021.4258","DOIUrl":"https://doi.org/10.17583/ijep.2021.4258","url":null,"abstract":"This study explored adolescents’ reasons for involving themselves, or not, in risk-taking behavior, in two vulnerable areas of North Jakarta. The sample was purposively selected among households with adolescents ranging from 12 to 18 years old living in the two areas. The study involved 401 parents (8% female; 92% male; mean age 45.3 years) and 414 adolescents (57.49% female; 42.51% male; mean age 14.9 years). Parents’ demographic data included educational level, employment status, family income, and expenditure. Adolescents were asked about their perceptions of their relationships with their parents, whether they had been involved in eight risky behaviors (smoking, consuming alcohol, substance use, brawling, crime, physical fighting, heavy petting, and premarital sex), and reasons for engaging in risky behaviors or not. The comparison of proportions of eight risky behavior was tested by different test procedures, namely Z test, Chi-Square and Marascuillo multiple comparison. Results revealed that older adolescents were more likely to be involved in risk-taking, and boys were more likely to engage in risky behaviors than girls. The study also indicated that curiosity and peer pressure were the main reasons adolescents engaged in risky behaviors. Advice from family members, fear of God, and fear of being sinful were reasons adolescents did not engage in risky behaviors.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43089204","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: 5

Investigation of the Statistical Anxiety Rating Scale Psychometric Properties with a Sample of Greek Students 希腊学生焦虑评定量表的心理测量特性调查

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International Journal of Educational Psychology Pub Date : 2021-06-24 DOI: 10.17583/ijep.2021.6032

Konstantinos Lavidas, Dionysios Manesis, V. Gialamas

引用次数: 1

Two Interventions to Improve Knowledge of Scientific and Dissemination Articles in First-Year University Students 提高一年级学生科学与传播文章知识的两种干预措施

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International Journal of Educational Psychology Pub Date : 2021-06-24 DOI: 10.17583/ijep.2021.5737

C. Zorzo, C. Fernández-Baizán, A. Gutiérrez-Menéndez, María Banqueri, Sara G. Higarza, M. Méndez

{"title":"Two Interventions to Improve Knowledge of Scientific and Dissemination Articles in First-Year University Students","authors":"C. Zorzo, C. Fernández-Baizán, A. Gutiérrez-Menéndez, María Banqueri, Sara G. Higarza, M. Méndez","doi":"10.17583/ijep.2021.5737","DOIUrl":"https://doi.org/10.17583/ijep.2021.5737","url":null,"abstract":"The representations of science in mass media have shown a significant increase in the last years. However, mass media dissemination activities can extend to pseudoscience due to the fact that not all scientific news are published with the same rigour. Thus, we aimed to develop two theoretical-practical interventions among first-year university students with the purpose of improving their knowledge about scientific studies and original scientific sources, as well as to critically analyze dissemination of scientific research in media. The interventions had a positive impact on knowledge about scientific information sources, particularly Pubmed, in addition to reducing the number of incorrect features linked to both scientific and dissemination articles, suggesting the importance of interventions focused on misconceptions. However, students showed knowledge of correct features of scientific articles, independently of our intervention, and they made more mistakes when attributing incorrect features to scientific articles when compared to dissemination ones.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42357922","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 Use of Digital Technologies at School and Cognitive Learning Outcomes: A Population-Based Study in Finland 数字技术在学校的使用和认知学习成果:芬兰一项基于人群的研究

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International Journal of Educational Psychology Pub Date : 2021-02-24 DOI: 10.17583/IJEP.2021.4667

A. Saarinen, J. Lipsanen, M. Hintsanen, M. Huotilainen, L. Keltikangas-Järvinen

{"title":"The Use of Digital Technologies at School and Cognitive Learning Outcomes: A Population-Based Study in Finland","authors":"A. Saarinen, J. Lipsanen, M. Hintsanen, M. Huotilainen, L. Keltikangas-Järvinen","doi":"10.17583/IJEP.2021.4667","DOIUrl":"https://doi.org/10.17583/IJEP.2021.4667","url":null,"abstract":"Recently, the use of information and communications technology (ICT) at school has been extensively increased in Finland. This study investigated whether the use of ICT at school is linked to students ‘learning outcomes in Finland. We used the Finnish PISA 2015 data (N=5037). Cognitive learning outcomes (i.e. science, mathematics, reading, collaborative problem-solving) were evaluated with computer-based tests. ICT use at school, ICT availability at school, and students’ perceived ICT competence were assessed with self-rating questionnaires. Frequent ICT use at school predicted students’ weaker performance in all the cognitive learning outcomes, when adjusted for age, gender, parental socioeconomic status, students’ ICT competence, and ICT availability at school. Further, the effect of ICT use on learning outcomes was more negative in students with higher than lower ICT skills. Frequent use of ICT at school appears to be linked to weaker cognitive learning outcomes in Finland. This may be explained by working memory overload and task-switching during the use of digital technologies. This finding also suggests that even though students with ICT skills are good at mechanical use of digital device, they may not have abilities for a goal-oriented and self-directed use of digital technologies that could promote their learning.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46330889","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

True Grit: How Important is the Concept of Grit for Education? A Narrative Literature Review 真正的勇气:勇气的概念对教育有多重要?叙事文学述评

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International Journal of Educational Psychology Pub Date : 2021-02-24 DOI: 10.17583/IJEP.2021.4578

Rosie Allen, C. Kannangara, J. Carson

{"title":"True Grit: How Important is the Concept of Grit for Education? A Narrative Literature Review","authors":"Rosie Allen, C. Kannangara, J. Carson","doi":"10.17583/IJEP.2021.4578","DOIUrl":"https://doi.org/10.17583/IJEP.2021.4578","url":null,"abstract":"An abundance of literature exists that explores the potential applications of grit in predicting several academic outcomes. Regardless, the concept of grit has been heavily criticised due to the number of inconsistencies among current research. Fully understanding the usefulness of grit in an educational context is a worthwhile pursuit and could yield incredibly influential implications. The current narrative review aimed to address and explore these inconsistencies to determine the true impact of grit on the academic outcomes of school students. Such that, it aimed to establish whether grit was useful in improving outcomes such as academic achievement, attendance and retention. Research posits that grit is a strong predictor of academic outcomes for many, but not all, students. Furthermore, it seems that the predictive abilities of grit can be enhanced by concentrating on the perseverance of efforts component of grit, rather than overall grit. While the importance of grit’s perseverance component has been confirmed; there are several recommendations for future research. Likewise, a number of inconsistencies are discussed relating to grits practical applications within an educational context. Cultivating grittiness, specifically perseverance of efforts, in student populations would reap huge rewards. Indeed, the educational rewards for students would be substantial, as well as the financial benefits for schools and educating institutions. The usefulness of cultivating a perseverance of efforts in students is discussed.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41412809","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: 11

The Value of Pedagogical Preferences: A Case of Personality and Learning Environments in Higher Education 教学偏好的价值:以高等教育中的个性与学习环境为例

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International Journal of Educational Psychology Pub Date : 2020-10-24 DOI: 10.17583/ijep.2020.5634

J. Davies, Thomas L. Wilson

{"title":"The Value of Pedagogical Preferences: A Case of Personality and Learning Environments in Higher Education","authors":"J. Davies, Thomas L. Wilson","doi":"10.17583/ijep.2020.5634","DOIUrl":"https://doi.org/10.17583/ijep.2020.5634","url":null,"abstract":"To improve learning outcomes, research evidence has accumulated regarding the principles of teaching and learning; however, students’ perceptions of teaching methods have received little scientific investigation toward enhanced quality of their learning. To provide a demonstration of the value of researching student perceptions of the learning environments in which they find themselves, a sample of preference ratings (n = 69) was examined to test the hypothesis there exist among the Five Factor personality dimensions correlates of preference ratings for three environments: teacher-led, independent-autonomous, and groups. Results confirmed preference for group learning in our sample and statistically reliable zero-order positive correlations between group-based learning preference and both extraversion and openness scores and between preference for teacher-led environments and openness scores. First-order correlations showed no significant changes in accounted preference variation when controlling the other personality factors scores. These findings are discussed with respect to likely social-cognitive and neurodevelopmental bases of group learning effectiveness and the utility of investigating student preferences for improving the quality of learning.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46851754","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

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":null,"pages":null},"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