Educational and Developmental Psychologist最新文献

{"title":"Psychometric properties of the Persian version of Bullying and Cyberbullying Scale for Adolescents (BCS-A) in Iranian students","authors":"Faramarz Asanjarani, Gökmen Arslan, M. Ghezelseflo, Farhad Akbari","doi":"10.1080/20590776.2023.2230335","DOIUrl":"https://doi.org/10.1080/20590776.2023.2230335","url":null,"abstract":"","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"42 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87801419","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}

{"title":"Applying computer vision techniques to depression symptomatology through eye blink patterns in university students","authors":"L. Moharana, Niva Das, Satyajit Nayak, A. Routray","doi":"10.1080/20590776.2022.2131389","DOIUrl":"https://doi.org/10.1080/20590776.2022.2131389","url":null,"abstract":"","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"39 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88677705","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}

{"title":"Rest breaks aid directed attention and learning","authors":"Paul Ginns, Katherine Muscat, Ryan S. Naylor","doi":"10.1080/20590776.2023.2225700","DOIUrl":"https://doi.org/10.1080/20590776.2023.2225700","url":null,"abstract":"ABSTRACT Objective When students learn or solve problems, attentional resources are depleted; rest breaks may restore cognitive functioning in support of learning. Research framed by attention restoration theory holds that exposure to natural environments may be another means to restore attentional resources. The study investigated the effects of alternative rest break formats on learning a challenging mental mathematics strategy. Method Students first completed a series of timed arithmetic tests expected to deplete attentional resources. Students in the control condition proceeded directly onto a mental mathematics lesson, while students in the unstructured rest and nature-based rest conditions took a 5-min break before the lesson. All students then completed a self-reported questionnaire on directed attention levels during the lesson, then completed a problem-solving post-test. Results The unstructured rest condition reported higher levels of directed attention during the lesson than the control condition; no other comparisons were statistically significant. The unstructured rest condition solved more post-test problems than the control condition, and the nature-based rest condition also solved more problems than the control condition. The post-test score difference between the two rest conditions was not statistically significant. Conclusions The study provided clearer evidence for the general benefits of rest than for the additional benefits of nature-based rest. KEY POINTS What is already known about this topic: (1) Attentional resources depleted by challenging tasks can be restored by unstructured rest breaks. (2) Rests based on exposure to nature may also restore attentional resources. (3) Both actual and video-based nature exposures have restorative effects. What this topic adds: (1) This study compares the effects of unstructured and video-based nature rest on learning a complex cognitive skill. (2) Both unstructured and nature-based rest breaks enhanced learning. (3) Instructional designers should plan for rest breaks in lessons on complex topics.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"43 3","pages":"141 - 150"},"PeriodicalIF":1.5,"publicationDate":"2023-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72507615","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}

{"title":"Self-reported homesickness in Australian adolescent males during their first year at boarding school: an exploratory study of symptomatic features, its dimensionality, coping strategies, and the relationship with academic, resilience, emotional and mental wellbeing factors","authors":"David J. Mander, L. Lester","doi":"10.1080/20590776.2023.2210762","DOIUrl":"https://doi.org/10.1080/20590776.2023.2210762","url":null,"abstract":"ABSTRACT Objective To explore the symptomatic features of homesickness in Australian adolescent males during their first year at boarding school, as well as its dimensionality, coping strategies, and the relationship with academic, resilience, emotional and mental health factors. Method Drawing on a larger, longitudinal study (n = 174 students), survey responses were collected from 29 male participants aged 11–12 years at one non-government boarding school (K-12) located in Western Australia. Results Exploratory statistical analysis found one-third did not experience homesickness, with almost one-third of participants experiencing a single episode of homesickness lasting for one week and one in five reporting recurrent episodes throughout the first year. Further, homesickness was not necessarily associated with specific negative emotions such as sadness or provoking problematic thoughts towards boarding school, cognitive impairment in class and somatisation. However, school-orientated homesickness was associated with a greater vulnerability to non-specific psychological distress, conduct problems, peer problems, and overall total difficulties. A range of productive coping strategies used by participants to ameliorate homesickness. Conclusion Findings are discussed within the context of the existing literature and wider setting of adolescence and insight from a developmental science perspective. Potential implications for practice and future directions are presented, as are the limitations of this study. KEY POINTS What is already known about this topic: (1) A general paucity exists in Australian empirical studies exploring homesickness in adolescent male boarding students. (2) International studies link homesickness in boys with a wide range of somatic, internalising and externalising behavioural problems, as well as with social and emotional instability, and greater vulnerability to psychopathology such as anxiousness and depressive symptoms. (3) Prior research suggests help-seeking skill deficits and maladaptive responses to homesickness by Australian male boarding students, such as ignoring problems or keeping difficulties to self. What this topic adds: (1) It provides new insight into symptomatic features of homesickness as reported by Australian adolescent male boarding students and evidences the utilisation of adaptive behaviours and productive coping strategies. (2) It offers a preliminary understanding of the relationship homesickness might have with academic, resilience, emotional and mental health factors. (3) In practice, this study may serve to underscore the benefits of a dual approach when treating homesickness in Australian adolescent male boarding students. One that considers factors specific to home and school and integrates this knowledge to guide case formulation and treatment planning.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"556 1","pages":"299 - 310"},"PeriodicalIF":1.5,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77075039","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}

{"title":"Cognitive flexibility and academic performance of children in care and children from a community sample: the contrasting mediator effect of task persistence","authors":"M. Sousa, C. Moreira, Orlanda Cruz, Sara Cruz","doi":"10.1080/20590776.2023.2210761","DOIUrl":"https://doi.org/10.1080/20590776.2023.2210761","url":null,"abstract":"ABSTRACT Objective This study investigated the role of cognitive flexibility and temperament as predictors of academic performance, in children in care and children from a community sample, longitudinally. Also, it examined the mediating role of child’s temperament in the relationship between cognitive flexibility and academic performance, as well as between-group differences. Method Participants were 46 children in care and 48 children from a community sample, aged 6 to 10 years. Cognitive flexibility, temperament, and academic performance were assessed with the Raven’s Colored Progressive Matrices set B (RCPM-B), the Portuguese version of School-Age Temperament Inventory (SATI), and the competence academic scale (CAS) of the Portuguese version of the Social Skills Rating System – Teacher Form (SSRS-T), respectively. Results Cognitive flexibility was a significant predictor of academic performance only for children in care. In both groups, negative reactivity and task persistence predicted academic performance, and children’s task persistence mediated the relationship between cognitive flexibility and academic performance. However, a between group difference was observed in this mediation: in addition to the mediation effect observed in both groups, a direct effect was also found in the in-care group. Conclusions These findings highlight the importance of promoting cognitive and task persistence competencies in normative and at-risk populations. KEY POINTS What is already known about this topic: Cognitive abilities are widely recognized as a determinant factor for academic performance in both nonclinical and at-risk populations. The predictive effect of temperament on school academic performance is widely described. Cognitive flexibility difficulties and poor academic performance among children in care are widely documented. What this study adds: In the in-care group, cognitive flexibility predicted academic performance one year later, but this longitudinal prediction was not significant for the community sample group. The mediating role of temperament dimensions in the relationship between cognitive flexibility and academic performance was examined and only task persistence showed a significant mediation effect in both groups. This mediation effect was different between groups, as, in addition to the mediator effect observed in both groups, a direct effect was found in the in-care group.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"63 1","pages":"282 - 298"},"PeriodicalIF":1.5,"publicationDate":"2023-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89498901","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}

{"title":"Believing that failure is essential: failure-is-enhancing mindset mediates the relationship of perfectionism and academic engagement","authors":"Renz Louis T. Montano","doi":"10.1080/20590776.2023.2210760","DOIUrl":"https://doi.org/10.1080/20590776.2023.2210760","url":null,"abstract":"ABSTRACT Objective The present study aimed to (1) to determine how the two dimensions of perfectionism – perfectionistic strivings (PS) and evaluative concerns (EC) are associated with academic engagement and (2) to determine if failure mindset mediates the relationship between perfectionism and academic engagement. Method Four hundred and forty-eight Filipino undergraduate students with an average age of 20.91 SD = 2.37participated in the survey. Results The results indicate that PS is positively linked to academic engagement through failure-is-enhancing beliefs. In contrast, EC is associated with lower academic engagement through a reduced failure-is-enhancing mindset. Conclusion This study provides evidence that believing that failure is essential rather than unhelpful is an important factor in predicting academic engagement among perfectionists. Specifically, it was found that having high PS promotes the belief that failures are important in learning, while the opposite pattern was observed among those high in EC. This supports the view that perfectionism has an adaptive and a maladaptive side. KEY POINTS What is already known about this topic: Perfectionistic strivings domain is linked to higher engagement in the educational context, while the evaluation concerns is associated with task aversion, avoidance, and procrastination, which are indicative of disengagement. Individuals high in perfectionistic strivings usually display higher aspirations and hopes of success, while people high in evaluative concerns exhibit fear of failure and negative evaluation (Stoeber & Rambow, 2007; Stoeber et al., 2008). Fear of failure is associated with self-handicapping, helpless attribution and disengagement (Caraway et al., 2003; De Castella et al., 2013). What this topic adds: Individuals who are high in perfectionistic strivings are more likely to adopt the failure-is-enhancing mindset, while those high in evaluative concerns are less likely to endorse this belief. Perfectionistic strivings perfectionism is linked to higher academic engagement via failure-is-enhancing beliefs. In contrast, evaluation concern perfectionism is correlated with disengagement through a reduced failure-is-enhancing mindset. The present study offers initial evidence that perfectionists differ in the assumptions they hold about the meaning of failure.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"7 1","pages":"272 - 281"},"PeriodicalIF":1.5,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74346494","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}

{"title":"The socio-demographic risk factors for parental burnout in Togo","authors":"Ogma Hatta, Bassantéa Lodegaèna Kpassagou","doi":"10.1080/20590776.2023.2198084","DOIUrl":"https://doi.org/10.1080/20590776.2023.2198084","url":null,"abstract":"ABSTRACT Objective This study aimed to assess the level of parental burnout in Togo and to examine his association with other socio-demographic variables. It is an investigation that took place alongside the International Investigation of Parental Burnout (IIPB). Method Using the Parental Burnout Assessment, 103 parents in Lomé and Tsévié were asked to respond on paper or online questionnaires. Results The results highlighted the low rate of parental burnout among participants and significant associations between parental burnout and the socio-demographic variables. This study suggests that having a high level of education, being male and having very young children are the protective factors against parental burnout. However, few indications were found to establish a relationship between parental burnout and variables like age, ethnic origin, number of children, number of men and women living at home, neighbourhood, or having a paid professional activity. Conclusion Far from being revealing, this study earns to be investigated deeply in much more robust other studies to identify the protective and risk factors for Togolese parents. In any case, burnout prevention programs in countries (especially in the West) with the highest prevalence of parental burnout should learn from the parenting practices of countries with low levels of parental burnout like in Togo. Key Points What is already known about this topic: (1) Parenting is a universal activity that can be stressful for many parents. (2) As child rearing is a collective and social activity, it is the responsibility not only of the family, but also of members of the same neighbourhood, village or ethnic group. (3) The reconfiguration of the family structure (nuclearization) underway in West Africa and Togo limits the role of grandparents, aunts and uncles and cousins in parenting, leaving biological parents alone to deal with the emotional and material needs of children. What this topic adds: (1) This study presents the local situation regarding parental burnout in Togo as part of studies initiated by the International Investigation of Parental Burnout (IIPB). (2) The results of this study highlight the low rate of parental burnout in Togo. (3) They also suggest that in Togo, having a high level of education, being male and having very young children are protective factors against parental burnout. (4) This study suggests that burnout prevention programs in Western (individualistic) countries where the prevalence of parental burnout is highest should be inspired by parenting practices in (collectivistic) countries where the level of parental burnout is low.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"69 1","pages":"262 - 271"},"PeriodicalIF":1.5,"publicationDate":"2023-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84462763","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}

{"title":"The effect of teacher presence on task performance in online classes: an exploratory study on gazing","authors":"Shinnosuke Ikeda","doi":"10.1080/20590776.2023.2198082","DOIUrl":"https://doi.org/10.1080/20590776.2023.2198082","url":null,"abstract":"ABSTRACT Objectives The COVID-19 pandemic has caused difficulties in conducting face-to-face classes in schools; instead, conducting online classes has been encouraged. However, the effect of the teacher’s screen presence on students’ performance is unclear. This study (n = 60) aimed to explore whether students’ gaze during the task could predict their task performance and examined the difference in students’ performance when the teacher was present on the screen. Design In this study, participants were divided into three groups and completed an error search task to measure their concentration during learning. The task was performed on a PC screen, and each participant was monitored by the experimenter under different conditions. Results The results revealed that although students’ attention was drawn towards the teacher’s face (ps < .05), there was no difference in task performance. However, when the teacher’s face was not shown and only a thumbnail was displayed, students’ gaze was attracted more to that area, and their task performance decreased (r = −.446, p = .049). Conclusion It was suggested that when the teacher shows their face, and students’ attention may be drawn to it. Also, when thumbnails are displayed, students would perform better on assignments if they do not focus on them. KEY POINTS What is already known about this topic: (1) How to measure performance in online learning is an important research topic. (2) The possibility of predicting learning outcomes from gaze patterns has been suggested. (3) Good learners may share a common gaze pattern. What this topic adds: (1) When the teacher shows their face, the learner’s gaze focuses on it. (2) However, the teacher’s presence does not affect the task performance. (3) When only thumbnails were presented, the task performance decreased due to increased gazing at that area.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"16 1","pages":"255 - 261"},"PeriodicalIF":1.5,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74508708","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}

{"title":"COVID-19 pandemic stress and resilience in female college students: a multigroup comparative study of in-person versus online enrolments","authors":"T. L. Chu, Betty A. Rose-Ackley","doi":"10.1080/20590776.2023.2187695","DOIUrl":"https://doi.org/10.1080/20590776.2023.2187695","url":null,"abstract":"ABSTRACT Objective College students, especially females, reported worsened mental health during the COVID-19 pandemic. This multigroup comparative study aimed to explore stress and resilience of female college students between in-person and online enrolments, as well as with and without mental health diagnoses, at early and later stages of the pandemic. Method Participants were 32 female undergraduate students (Mage = 23.75, SD = 6.13) from three classes – Spring 2020 in-person, Spring 2020 exclusively online, and Spring 2021 exclusively online enrolments – in a midwestern regional university in the U.S. They completed two surveys, four weeks apart between Times 1 and 2, quantitatively and qualitatively assessing perceived stressors, stress levels, and resilience. Frequency analyses, Wilcoxon signed-rank tests, and Mann-Whitney U tests were conducted by class. Results Overall, the most reported stressors in Time 1/Time2 were school (25.83%/26.36%), family (16.67%/18.33%), and lifestyle (16.67%/15.00%). On average, students with mental health diagnoses perceived more stressors, especially at the onset of the pandemic, than those without. Findings were presented and interpreted using cross-case analysis, suggesting that the pandemic stress and resilience depended upon students’ enrolment format and associated stressors. Conclusions This study offered practical implications for addressing student stressors during a crisis, across in-person and online enrolments, through targeted interventions. Key Points What is already known about this topic: College students increasingly reported elevated stress and mental health issues during the pandemic, negatively impacting females more than males. The transition from in-person to online education at the onset of the pandemic added stress to students’ lives. People with mental health diagnoses tend to have negative appraisals and lower levels of resilience to regulate stress than those without diagnoses. What this paper adds: This study implemented a case study approach to take a deeper look at female college students’ pandemic stressors and resilience to inform personalized interventions. Female students who enrolled exclusively online before the pandemic reported fewer school stressors but more family stressors during the pandemic than those who enrolled in person. Findings across all three classes suggest that the female students with mental health diagnoses perceived more stressors and higher stress levels than those without diagnoses across pandemic stages.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"26 1","pages":"244 - 254"},"PeriodicalIF":1.5,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73961392","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}

{"title":"Psychosocial interventions to support retirement well-being and adjustment: a systematic review","authors":"A. Cassanet, W. McKenzie, L. McLean","doi":"10.1080/20590776.2022.2161360","DOIUrl":"https://doi.org/10.1080/20590776.2022.2161360","url":null,"abstract":"ABSTRACT Objective Adjustment to retirement is heterogeneous in nature, and for some, but not all individuals, may require well-being support. However, limited information is available on the types of psychosocial interventions that can be effective during this time of transition with pre-retirees or retirees. This review identified psychosocial interventions with adults before and during retirement, and their effectiveness in maintaining or increasing well-being. Method Following PRISMA guidelines, a multi-database systematic literature review, with a two-stage screening process, was conducted utilising narrative synthesis. Records were independently screened by two screeners against set inclusion and exclusion criteria. Results Two thousand four hundred and thirty-six records were identified for screening with 20 studies found eligible for final review. These included seven randomised controlled trial studies (RCT), six non-randomised quasi-experimental controlled studies, and seven single group pre/post intervention studies. Interventions covered cognitive behavioural therapy (CBT), positive psychology, mentoring, family therapy and others. Conclusions The review highlighted the benefits of psychosocial support to adults’ well-being before and after they retire, especially with participation in group-based programs utilising elements of CBT. There was also evidence for well-being maintenance with longer running interventions. Results should be considered in the development of future psychosocial interventions to support individuals during this important life phase in older adulthood. KEY POINTS What is already known about this topic: (1) Retirement is a complex life phase that can affect well-being both positively and negatively depending on personal circumstances. (2) The retirement transition is a process of adjustment which occurs over time. (3) There is limited information regarding mental health and well-being interventions for pre-retirees/retirees. What this topic adds: (1) Detailed information on the types of psychosocial interventions that have been designed for pre-retirees and retirees during the adjustment phase (transition). (2) Evidence for psychosocial intervention efficacy in supporting individuals before and during retirement. (3) Insight into what types of therapies have been effective and for what outcome variables, in increasing or maintaining well-being while adjusting to retirement.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"55 1","pages":"214 - 231"},"PeriodicalIF":1.5,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80576147","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}