Trends in Neuroscience and Education最新文献_第4页

Seeing the teacher through my peers' eyes? A social network study on adolescents' teaching quality perceptions 通过同伴的眼睛看老师？关于青少年教学质量感知的社会网络研究

IF 3.3

Trends in Neuroscience and Education Pub Date : 2024-05-01 DOI: 10.1016/j.tine.2024.100224

Lisa Bardach , Zsofia Boda , Claudia Neuendorf , Wolfgang Wagner , Kyle Davison , Ulrich Trautwein

{"title":"Seeing the teacher through my peers' eyes? A social network study on adolescents' teaching quality perceptions","authors":"Lisa Bardach , Zsofia Boda , Claudia Neuendorf , Wolfgang Wagner , Kyle Davison , Ulrich Trautwein","doi":"10.1016/j.tine.2024.100224","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100224","url":null,"abstract":"<div><h3>Background</h3><p>Prior research has documented the pervasive influence that peers can exert on adolescents’ lives. However, knowledge on whether adolescents’ perceptions of the quality of the teacher's instruction are also prone to peer influences is lacking.</p></div><div><h3>Method</h3><p>This study (<em>N</em> = 248 German adolescents) used longitudinal social network analysis to investigate whether (a) friends become more similar in their teaching quality perceptions (influence effects) and/or whether (b) students with initially more similar perceptions of teaching quality were more likely to become friends (selection effects). We also explored whether (c) students with more positive teaching quality perceptions were better integrated socially.</p></div><div><h3>Results</h3><p>We did not find support for influence or selection effects. However, students who rated their teacher's instruction more positively were better integrated socially.</p></div><div><h3>Conclusions</h3><p>Our work adds to research on the role of peers in adolescence and enhances our understanding of peer influences on students’ perceptions of instruction.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"35 ","pages":"Article 100224"},"PeriodicalIF":3.3,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140909883","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

Difficulty sensitivity replaces reward sensitivity during adolescence: Task-related fMRI and functional connectivity during self-regulative learning choices 青春期对困难的敏感性取代了对奖励的敏感性自我调节学习选择过程中与任务相关的 fMRI 和功能连接

IF 3.3

Trends in Neuroscience and Education Pub Date : 2024-04-17 DOI: 10.1016/j.tine.2024.100223

Esther H.H. Keulers , Luciana Falbo , Anique de Bruin , Peter L.J. Stiers

{"title":"Difficulty sensitivity replaces reward sensitivity during adolescence: Task-related fMRI and functional connectivity during self-regulative learning choices","authors":"Esther H.H. Keulers , Luciana Falbo , Anique de Bruin , Peter L.J. Stiers","doi":"10.1016/j.tine.2024.100223","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100223","url":null,"abstract":"<div><h3>Aim</h3><p>We examined age-related differences in valuation and cognitive control circuits during value-based decision-making.</p></div><div><h3>Methods</h3><p>13-year-olds (<em>N</em> = 25) and 17-year-olds (<em>N</em> = 22) made a metacognitive choice to be tested or not on an upcoming learning task, based on reward and difficulty associated with word-pairs. To investigate whether these determinants of subjective value are differently processed at different ages, we performed region-of-interest(ROI)-based analyses of task-related and functional connectivity data.</p><p>Results: We observed age-related differences in responsiveness of valuation structures (amygdala, ventral striatum, ventromedial prefrontal cortex) and caudate nucleus, with activity modulated by reward in 13-year-olds, while in 17-year-olds activity being responsive to difficulty. These accompanied age-related differences in functional connectivity between medial prefrontal and striatal/amygdala seeds.</p></div><div><h3>Discussion</h3><p>These results are in line with current views that sensitivity changes for reward and difficulty during adolescence are the result of a maturational switch in effort-related signalling in the cognitive control circuit, which increasingly regulates value-signalling structures.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"35 ","pages":"Article 100223"},"PeriodicalIF":3.3,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2211949324000048/pdfft?md5=3532b8d65cce8b7223c281581d8bd9f3&pid=1-s2.0-S2211949324000048-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140638356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Educational neuromyths and instructional practices: The case of inclusive education teachers in Hong Kong 教育神经迷思与教学实践：香港全纳教育教师的案例

IF 3.3

Trends in Neuroscience and Education Pub Date : 2024-02-01 DOI: 10.1016/j.tine.2024.100221

Po-yin Tsang, Gill Althia Francis, Elpis Pavlidou

{"title":"Educational neuromyths and instructional practices: The case of inclusive education teachers in Hong Kong","authors":"Po-yin Tsang, Gill Althia Francis, Elpis Pavlidou","doi":"10.1016/j.tine.2024.100221","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100221","url":null,"abstract":"<div><h3>Background</h3><p>Educational neuromyths are known to exist amongst teachers in Western countries, and some researchers argue that neuromyths may affect classroom teaching.</p></div><div><h3>Method</h3><p>An online survey was designed and distributed to sixty-four Hong Kong inclusive education teachers. Descriptive statistics, Pearson's correlation, Hierarchical Multiple Regression, and Thematic analysis were used to analyzed the collected data.</p></div><div><h3>Results</h3><p>First, there is a relatively low prevalence of neuromyths among Hong Kong teachers. Second, neuromyths were not significantly correlated with inclusive teachers' instructional practices. Third, teachers’ general knowledge of the brain was significantly correlated with neuromyths and is a significant predictor of neuromyths. Fourth, the work-related stress of teachers was the main barrier to learning about neuroscience and adopting evidence-based practices in classroom teaching in Hong Kong.</p></div><div><h3>Conclusion</h3><p>Our findings raise awareness of environmental and cultural factors that need to be considered and might affect the prevalence of neuromyths studies in non-WEIRD contexts.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"34 ","pages":"Article 100221"},"PeriodicalIF":3.3,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2211949324000024/pdfft?md5=465567d499a152c8f86efb23bfbb6edd&pid=1-s2.0-S2211949324000024-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139682383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developmental associations of fundamental motor skills and executive functions in preschoolers — The role of the physical activity and the effects on early numeracy 学龄前儿童基本运动技能和执行功能的发展关联--体育活动的作用和对早期计算能力的影响

IF 3.3

Trends in Neuroscience and Education Pub Date : 2024-01-15 DOI: 10.1016/j.tine.2024.100220

Anssi Vanhala , Anna Widlund , Johan Korhonen , Eero A. Haapala , Arja Sääkslahti , Pirjo Aunio

{"title":"Developmental associations of fundamental motor skills and executive functions in preschoolers — The role of the physical activity and the effects on early numeracy","authors":"Anssi Vanhala , Anna Widlund , Johan Korhonen , Eero A. Haapala , Arja Sääkslahti , Pirjo Aunio","doi":"10.1016/j.tine.2024.100220","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100220","url":null,"abstract":"<div><p><em>Background:</em> Physical activity, fundamental motor skills, executive functions and early numeracy have shown to be related, but very little is known about the developmental relations of these factors.</p><p><em>Procedure:</em> We followed 317 children (3–6 years) over two years. Fundamental motor skills and executive functions (inhibition+switching, updating) were measured at all time points (T1, T2, T3) and physical activity at T1 and early numeracy at T3.</p><p><em>Main findings:</em> Children with better fundamental motor skills at T1 developed slower in inhibition and switching. Fundamental motor skills developed faster in children who had better initial inhibition and switching ability. Vigorous physical activity at T1 was associated with a weaker initial inhibition and switching. The initial level and the developmental rate of updating were related to better early numeracy skills.</p><p><em>Conclusions:</em> Findings indicate that fundamental motor skills and executive functions are developmentally related, and updating is an important predictor for early numeracy in preschoolers.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"34 ","pages":"Article 100220"},"PeriodicalIF":3.3,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2211949324000012/pdfft?md5=e91e63adebee1d00cc9954bd0070388a&pid=1-s2.0-S2211949324000012-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139503644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Neuromyths: Misconceptions about neurodevelopment by Italian teachers. 神经神话:意大利教师对神经发育的误解。

IF 3.3

Trends in Neuroscience and Education Pub Date : 2023-11-23 DOI: 10.1016/j.tine.2023.100219

Eva Bei , Dimitris Argiropoulos , Jo Van Herwegen , Oriana Incognito , Laura Menichetti , Christian Tarchi , Chiara Pecini

{"title":"Neuromyths: Misconceptions about neurodevelopment by Italian teachers.","authors":"Eva Bei , Dimitris Argiropoulos , Jo Van Herwegen , Oriana Incognito , Laura Menichetti , Christian Tarchi , Chiara Pecini","doi":"10.1016/j.tine.2023.100219","DOIUrl":"https://doi.org/10.1016/j.tine.2023.100219","url":null,"abstract":"<div><p>Background: Neuromyths are commonly held misconceptions about the brain, often generated by a misunderstanding of scientifically established facts. To date, limited research has explored the pervalence of neuromyths about neurodevelopmental disorders in the teacher population. Method: The current study investigated the prevalence of teachers’ general and neurodevelopmental neuromyths among 820 Italian teachers. Results: Italian teachers correctly identified 73% of general neuromyths and 70% of neurodevelopmental neuromyths. The difference between general and neurodevelopmental neuromyths endorsement was significant. Frequency of accessing relevant information emerged as a protective factor. A mediation analysis showed that higher need for cognition was significantly associated with a higher frequency of accessing relevant information about the brain, which in turn led to lower endorsement of neuromyths. Conclusion: In line with our findings, we suggest that teachers can benefit from neuroeducation initiatives aimed to enhance neuroscience literacy in both the initial education and continuous professional development of teachers.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"34 ","pages":"Article 100219"},"PeriodicalIF":3.3,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2211949323000224/pdfft?md5=1bdbae9e8bdcd7451db7fe706f795354&pid=1-s2.0-S2211949323000224-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138484899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Neuromyths about neurodevelopmental disorders in Chilean teachers 关于智利教师神经发育障碍的神经神话

IF 3.3

Trends in Neuroscience and Education Pub Date : 2023-10-31 DOI: 10.1016/j.tine.2023.100218

Stephanie Armstrong-Gallegos , Jo Van Herwegen , Vania Figueroa Ipinza

引用次数: 0

Foundations for future math achievement: Early numeracy, home learning environment, and the absence of math anxiety 未来数学成就的基础:早期的计算能力，家庭学习环境，以及没有数学焦虑

IF 3.3

Trends in Neuroscience and Education Pub Date : 2023-10-15 DOI: 10.1016/j.tine.2023.100217

Venera Gashaj , Qendresa Thaqi , Fred W. Mast , Claudia M. Roebers

{"title":"Foundations for future math achievement: Early numeracy, home learning environment, and the absence of math anxiety","authors":"Venera Gashaj , Qendresa Thaqi , Fred W. Mast , Claudia M. Roebers","doi":"10.1016/j.tine.2023.100217","DOIUrl":"https://doi.org/10.1016/j.tine.2023.100217","url":null,"abstract":"<div><h3>Background</h3><p>Mathematics achievement is pivotal in shaping children's future prospects. Cognitive skills (numeracy), feelings (anxiety), and the social environment (home learning environment) influence early math development.</p></div><div><h3>Method</h3><p>A longitudinal study involved 85 children (mean age T1 = 6.4 years; T2 = 7.9) to explore these predictors holistically. Data were collected on early numeracy skills, home learning environment, math anxiety, and their impact on various aspects of math.</p></div><div><h3>Results</h3><p>The study found that early numeracy skills, home learning environment, and math anxiety significantly influenced math school achievement. However, they affected written computation, sequences, and comparisons differently. Early numeracy skills strongly predicted overall achievement and comparison subtest performance.</p></div><div><h3>Conclusion</h3><p>These findings underscore the substantial role of math anxiety and home learning environment in children's math achievement. The study emphasizes the need to consider the selective impacts of these factors in future research, shedding light on the multifaceted nature of mathematics achievement determinants.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"33 ","pages":"Article 100217"},"PeriodicalIF":3.3,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2211949323000200/pdfft?md5=4a0181a49d808d23cc687f20f6af3c05&pid=1-s2.0-S2211949323000200-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92131801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Board game-based intervention to improve executive functions and academic skills in rural schools: A randomized controlled trial 基于棋盘游戏的干预提高农村学校执行功能和学习技能:一项随机对照试验

IF 3.3

Trends in Neuroscience and Education Pub Date : 2023-09-28 DOI: 10.1016/j.tine.2023.100216

Nuria Vita-Barrull , Verónica Estrada-Plana , Jaume March-Llanes , Núria Guzmán , Carlos Fernández-Muñoz , Rosa Ayesa , Jorge Moya-Higueras

{"title":"Board game-based intervention to improve executive functions and academic skills in rural schools: A randomized controlled trial","authors":"Nuria Vita-Barrull , Verónica Estrada-Plana , Jaume March-Llanes , Núria Guzmán , Carlos Fernández-Muñoz , Rosa Ayesa , Jorge Moya-Higueras","doi":"10.1016/j.tine.2023.100216","DOIUrl":"https://doi.org/10.1016/j.tine.2023.100216","url":null,"abstract":"<div><h3>Introduction</h3><p>This research intends to increase the knowledge about the use of board games in the classroom to train executive functions and academic skills. 99 children from rural schools were assessed in executive functions and academic skills.</p></div><div><h3>Methods</h3><p>Through a randomized controlled trial, they were assigned to a playing group (<em>n</em> = 51) and an active control group (regular classes without games, <em>n</em> = 48). Play program consisted of 12 sessions for 6 weeks with eight commercial board games.</p></div><div><h3>Results</h3><p>In flexibility, the playing group was significantly faster after the program (<em>p</em>= = .01, <em>d</em> = 0.76), but not the control group (<em>p</em> = .23; <em>d</em> = 0.35). Both groups improved in the academic tasks, but the significance in calculus was greater in the playing group (<em>p</em> = .00; <em>d</em> = 2.19) than in the control group (<em>p</em> = .01; <em>d</em> = 0.97).</p></div><div><h3>Discusion</h3><p>The use of board games during school hours could be as good or better methodology for cognitive training and learning academic skills than regular classes.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"33 ","pages":"Article 100216"},"PeriodicalIF":3.3,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92122470","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

Cognitive and emotional processing in tasks with emotional valence: Analysis of age and gender role on child development variations 情绪效价任务的认知和情绪加工:年龄和性别角色对儿童发展差异的影响分析

IF 3.3

Trends in Neuroscience and Education Pub Date : 2023-09-20 DOI: 10.1016/j.tine.2023.100212

Verónica Adriana Ramírez , Sebastián Javier Lipina , Eliana Ruetti

{"title":"Cognitive and emotional processing in tasks with emotional valence: Analysis of age and gender role on child development variations","authors":"Verónica Adriana Ramírez , Sebastián Javier Lipina , Eliana Ruetti","doi":"10.1016/j.tine.2023.100212","DOIUrl":"https://doi.org/10.1016/j.tine.2023.100212","url":null,"abstract":"<div><p>Cognitive control consists of high-level cognitive processes regulating thoughts and actions during goal-directed behavior and problem-solving. This study analyzes the performance of 4- to 8-year-old children in Stroop-like and ToL tasks using stimuli with different emotional valence. Significant differences were found in the performance in the congruent block of the Stroop-like task, where 5-year-old children presented a higher performance in the neutral condition. Also, a significant difference was only found in the incongruent block (with higher demand for inhibition), which indicates that girls performed better than boys in both task conditions. Variations in the Stroop-like task performance were found in preschoolers but not in older children, especially in girls than in boys. Specifically, these variations were found between age groups with at least two years of difference. No statistically significant differences were found in performance nor planning time in ToL between the age and gender groups in any of the task conditions. The findings highlight the need to analyze the interaction between cognitive and emotional processing, individual differences, and task demands.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"33 ","pages":"Article 100212"},"PeriodicalIF":3.3,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49737574","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

Student course grade prediction using the random forest algorithm: Analysis of predictors' importance 使用随机森林算法预测学生课程成绩:预测因子的重要性分析

IF 3.3

Trends in Neuroscience and Education Pub Date : 2023-09-17 DOI: 10.1016/j.tine.2023.100214

Mirna Nachouki, Elfadil A. Mohamed, Riyadh Mehdi, Mahmoud Abou Naaj

{"title":"Student course grade prediction using the random forest algorithm: Analysis of predictors' importance","authors":"Mirna Nachouki, Elfadil A. Mohamed, Riyadh Mehdi, Mahmoud Abou Naaj","doi":"10.1016/j.tine.2023.100214","DOIUrl":"https://doi.org/10.1016/j.tine.2023.100214","url":null,"abstract":"<div><h3>Background</h3><p>Universities need to find strategies for improving student retention rates. Predicting student academic performance enables institutions to identify underachievers and take appropriate actions to increase student completion and lower dropout rates.</p></div><div><h3>Method</h3><p>In this work, we proposed a model based on random forest methodology to predict students' course performance using seven input predictors and find their relative importance in determining the course grade. Seven predictors were derived from transcripts and recorded data from 650 undergraduate computing students.</p></div><div><h3>Results</h3><p>Our findings indicate that grade point average and high school score were the two most significant predictors of a course grade. The course category and class attendance percentage have equal importance. Course delivery mode does not have a significant effect.</p></div><div><h3>Conclusion</h3><p>Our findings show that courses students at risk find challenging can be identified, and appropriate actions, procedures, and policies can be taken.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"33 ","pages":"Article 100214"},"PeriodicalIF":3.3,"publicationDate":"2023-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49724794","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