International Journal of Educational Psychology最新文献_第7页

College Student Suicide Risk: The Relationship between Alexithymia, Impulsivity, and Internal Locus of Control 大学生自杀风险:述情障碍、冲动性与内在控制源的关系

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International Journal of Educational Psychology Pub Date : 2019-10-24 DOI: 10.17583/ijep.2019.3991

M. Loftis, Tony Michael, C. Luke

引用次数: 12

Fostering Learner Autonomy among Pre-Service EFL Teachers: A Mixed-Method Study 职前英语教师自主学习的培养:一项混合方法研究

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International Journal of Educational Psychology Pub Date : 2019-10-24 DOI: 10.17583/ijep.2019.4427

Gökhan Öztürk

{"title":"Fostering Learner Autonomy among Pre-Service EFL Teachers: A Mixed-Method Study","authors":"Gökhan Öztürk","doi":"10.17583/ijep.2019.4427","DOIUrl":"https://doi.org/10.17583/ijep.2019.4427","url":null,"abstract":"This study reports on the process how pre-service EFL teachers developed as autonomous learners during a 14-week period in a Turkish higher education context. The participants included 25 freshman pre-service teachers, 11 males and 14 females, studying at an English language teacher education program of a state university. A course, specifically designed to improve students’ autonomy was taken by the participants and multiple forms of data collection tools were employed throughout the study. The Autonomous Learning Scale (ALS) developed by Macaskill and Taylor (2010) was used at the beginning and the end of the course, the participants were asked to write reflection reports and they were also interviewed at the end of the process. The findings demonstrated a significant change in the autonomy level of participants, specifically a dramatic change in their independence of learning. Besides, it was found that being more aware of the self, taking charge of their own learning and changing perspectives towards the notion of learning were the biggest gains of the process for the participants. In line with literature, the findings were discussed and several suggestions were made on how to integrate autonomy practices into teacher education programs.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43631119","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

Young Bilingual Children’s Spelling Strategies: A Comparative Study of 6- to 7-Year-Old Bilinguals and Monolinguals 幼儿双语儿童拼写策略：6～7岁双语儿童与单语儿童的比较研究

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International Journal of Educational Psychology Pub Date : 2019-10-24 DOI: 10.17583/ijep.2019.4099

Sofia Guimaraes, E. Parkins

{"title":"Young Bilingual Children’s Spelling Strategies: A Comparative Study of 6- to 7-Year-Old Bilinguals and Monolinguals","authors":"Sofia Guimaraes, E. Parkins","doi":"10.17583/ijep.2019.4099","DOIUrl":"https://doi.org/10.17583/ijep.2019.4099","url":null,"abstract":"Developing literacy in two languages can be challenging for young bilingual children. This longitudinal study investigates the effects of bilingualism in the spelling strategies of English-Portuguese speaking children. A total of 88 six-to-seven-year-old bilinguals and monolinguals were followed during one academic year and data gathered on a range of verbal and written language skills and non-verbal measures while controlling for SES. For both bilinguals and monolinguals letter knowledge, phonological awareness and word concept were significant predictors of spelling. However, non-verbal reasoning played an increasing role in explaining spelling variance for bilinguals, suggesting that learning to spell in two alphabetic languages places more demands on non-verbal processing skills. Spelling error analyses further revealed that bilinguals when compared to monolinguals showed more reliance on phonological strategies, less compliance with the L1 orthographic system and at times transference from L2. The results suggest important implications for our understanding of spelling acquisition and the development of effective intervention practices for bilingual children.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41336959","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

Flocking Together. An Indigenous Psychology Theory of Resilience in Southern Africa 聚集在一起。南部非洲本土心理弹性理论

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International Journal of Educational Psychology Pub Date : 2019-10-24 DOI: 10.17583/ijep.2019.4794

Tepora Pukepuke

引用次数: 0

Teachers' Perceptions about the Etiology of Intelligence and Learning Difficulties 教师对智力与学习困难病因的认知

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International Journal of Educational Psychology Pub Date : 2019-06-24 DOI: 10.17583/IJEP.2019.3777

Mayra Antonelli-Ponti, Madeline Crosswaite

引用次数: 6

Psychological Impact of Work-Integrated Learning Programmes in Malaysia: The Moderating Role of Self-Esteem on Relation between Self-Efficacy and Self-Confidence 马来西亚工作综合学习计划的心理影响：自尊对自我效能感和自信关系的调节作用

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International Journal of Educational Psychology Pub Date : 2019-06-24 DOI: 10.17583/IJEP.2019.3389

Amar Hisham bin Jaaffar, Hazril Izwar Ibrahim, J. Rajadurai, M. Sadiq Sohail

引用次数: 17

Student Interest and Engagement in Middle School Physical Education: Examining the Role of Needs Supportive Teaching 中学体育教学中学生的兴趣与参与：需求支持教学的作用考察

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International Journal of Educational Psychology Pub Date : 2019-06-24 DOI: 10.17583/IJEP.2019.3356

J. Otundo, Alex C. Garn

{"title":"Student Interest and Engagement in Middle School Physical Education: Examining the Role of Needs Supportive Teaching","authors":"J. Otundo, Alex C. Garn","doi":"10.17583/IJEP.2019.3356","DOIUrl":"https://doi.org/10.17583/IJEP.2019.3356","url":null,"abstract":"This study examines the complexities of the social learning environment in middle school physical education. Specifically, we investigate the independent and interactive predictive effects of situational interest and needs supportive teaching on students’ personal interest and class engagement. Middle school students (N = 388) in compulsory physical education courses completed questionnaires on situational interest, needs supportive teaching, personal interest, and behavioral and emotional engagement. Results from structural equation modeling tests revealed independent predictive effects of situational interest and needs supportive teaching on personal interest, and behavioral and emotional engagement. There was also an interactive effect between situational interest and needs supportive teaching on personal interest. This association was conditional on a minimum level of needs support in the social learning environment. To date, the conceptualization of situational interest has focused on student – activity interactions; however, our findings highlight the importance of social learning environment on student – activity interactions.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49636215","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

Motivational Beliefs Specific to Business Studies Subfields: Interrelations, Antecedents, and Change in the Introductory Study Phase 商业研究子领域特有的动机信念:相互关系、前因和介绍性研究阶段的变化

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International Journal of Educational Psychology Pub Date : 2019-06-24 DOI: 10.17583/IJEP.2019.3780

Julia Gorges

{"title":"Motivational Beliefs Specific to Business Studies Subfields: Interrelations, Antecedents, and Change in the Introductory Study Phase","authors":"Julia Gorges","doi":"10.17583/IJEP.2019.3780","DOIUrl":"https://doi.org/10.17583/IJEP.2019.3780","url":null,"abstract":"In higher education, self-concepts of ability (SCA) and intrinsic task values (ITV) are key determinants of students’ choice of study program and dropout. Both constructs are multidimensional (i.e., specific to curricular learning content) and hierarchically structured (i.e., aggregate into one or more higher-order factors), which is often neglected in higher education research. Therefore, the present study investigated German business studies students’ (N = 375; age: M (SD) = 21.8 (5.51); 59% female) SCAs and ITVs at the level of subfields. Longitudinal data collected at the transition into higher education (t1) and toward the end of the first semester (t2) gave insight into (changes in) interrelations and antecedents of subfield-specific SCAs and ITVs during the introductory study phase, when students likely had to review their hitherto anticipated motivational beliefs. Results from confirmatory factor analyses and structural equation modeling revealed that interrelations of SCAs and ITVs decrease over time. SCAs correlate increasingly strongly within a mathematical and a verbal domain compared to cross-domain correlations. Accordingly, mathematics, but not German SCA, from high school predicts all subfield-specific SCAs at t1, but only mathematical subfield SCAs at t2. The pattern of results for ITVs is less systematic: Mathematics ITV consistently predicted both mathematical subfield ITVs, whereas German ITV predicted law ITV only at t1. Curricular and practical implications of the subfield-specific formation of motivational beliefs at the transition into higher education are discussed.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67636570","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

Effectiveness of a Program Based on A Multi-Sensory Strategy in Developing Visual Perception of Primary School Learners with Learning Disabilities: A Contextual Study of Arabic Learners 基于多感官策略的小学学习障碍学习者视觉知觉发展计划的有效性:阿拉伯语学习者的语境研究

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International Journal of Educational Psychology Pub Date : 2019-02-24 DOI: 10.17583/IJEP.2019.3346

M. Alenizi

{"title":"Effectiveness of a Program Based on A Multi-Sensory Strategy in Developing Visual Perception of Primary School Learners with Learning Disabilities: A Contextual Study of Arabic Learners","authors":"M. Alenizi","doi":"10.17583/IJEP.2019.3346","DOIUrl":"https://doi.org/10.17583/IJEP.2019.3346","url":null,"abstract":"The current study aims to assess the effectiveness of a program based on a multi-sensory strategy in developing of visual perception for primary school learners with learning disabilities. The study employed the quasi-experimental method on the experimental group of learners. A training program based on multi-sensory strategy was employed on a group of third and fourth graders (n = 30) who were exposed to draw upon their sensorimotor memories and familiarities to recognize the mentally stimulating texts. The other group of 30 learners i.e. the control group was exposed to the regular reading comprehension instructions. Pre-to-post test differences were examined in terms of the learners’ visual perception to evaluate the teaching’s effectiveness. The results illustrates that there is a difference in the level of visual perception skills of the learners of both groups. And the differences were in favor of multi-sensory strategy. The findings of this study suggest that it is constructive for learners to connect their sensorimotor experiences to the text/or the reading materials they are exposed to.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44869182","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: 14

Developing School-relevant Language and Literacy Skills through Dialogic Literary Gatherings 通过对话式文学聚会培养与学校相关的语言和读写技能

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International Journal of Educational Psychology Pub Date : 2019-02-24 DOI: 10.17583/IJEP.2019.4028

Garazi López de Aguileta

{"title":"Developing School-relevant Language and Literacy Skills through Dialogic Literary Gatherings","authors":"Garazi López de Aguileta","doi":"10.17583/IJEP.2019.4028","DOIUrl":"https://doi.org/10.17583/IJEP.2019.4028","url":null,"abstract":"Research in the field of educational linguistics has found that low levels of academic language development negatively affect children’s language, reading and writing skills and, therefore, academic achievements. This is more noticeable in students from low SES backgrounds, who traditionally have a lower exposure to academic language. Nevertheless, dialogic learning environments such as Dialogic Literary Gatherings (DLGs), a worldwide educational practice where participants read and debate literary classics in an egalitarian dialogue, contribute to the appearance of school-relevant language and literacy skills. Although multiple studies on DLGs have shown their impact in different levels, including improving vocabulary and reading skills, the emergence of such skills has not been studied in depth yet. This exploratory study aims to analyze the emergence of academic language and literacy skills in 19 students between the ages of 11 and 13 studying in a school in Spain with over 90% immigrant students. Results show that the egalitarian dialogue in which DLGs are based favors the emergence of school-relevant language and literacy skills, such as judgements and arguments, referential links, or connectives.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44532665","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: 28