Asia Pacific Education Review最新文献_第4页

Advertising a school’s merits in Hong Kong: weighing academic performance against students whole-person development 在香港宣传学校的优点：权衡学业成绩与学生的全人发展

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-04-09 DOI: 10.1007/s12564-024-09960-7

Chun Sing Maxwell Ho, Jiafang Lu, Lucas Chiu Kit Liu

{"title":"Advertising a school’s merits in Hong Kong: weighing academic performance against students whole-person development","authors":"Chun Sing Maxwell Ho, Jiafang Lu, Lucas Chiu Kit Liu","doi":"10.1007/s12564-024-09960-7","DOIUrl":"10.1007/s12564-024-09960-7","url":null,"abstract":"<div><p>Against the background of expanding parental choices and declining global birth rates, schools are experiencing rising competition regarding student enrolment. Schools have responded by strategically presenting information about their students’ academic achievement and whole-person development orientation in the hope of attracting parents’ interest. However, few studies have investigated the impact of these factors on student enrollment, particularly in the context of diverse school types and educational orientations. Accordingly, this study utilized data from 327 secondary schools in Hong Kong to examine the effects of academic achievement orientation and whole-person development orientation on student intake. Using hierarchical regression analysis, we found a positive association between high whole-person development orientation and student intake in aided schools with a strong academic development orientation. The result implies parents are increasingly concerned about their children’s academic achievement and whole-person development at school. The study contributes to a broader understanding of the factors influencing parental choice in high-performing education systems, providing valuable insights for policymakers and educators seeking to improve educational offerings, enhance school transparency, and be better aligned with parental expectations.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"25 5","pages":"1419 - 1431"},"PeriodicalIF":2.3,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-024-09960-7.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140723840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cultural nationalism and its effect on Chinese higher education: continuity and variation 文化民族主义及其对中国高等教育的影响：延续与变异

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-04-06 DOI: 10.1007/s12564-024-09943-8

Jason Cong Lin, Yuting Shen

引用次数: 0

Key antecedents of maximal levels of aspiration and minimal boundary goals: a structural equation modeling analysis 最大愿望水平和最小边界目标的关键前因：结构方程模型分析

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-04-04 DOI: 10.1007/s12564-024-09958-1

Flaviu A. Hodis, Georgeta M. Hodis

引用次数: 0

Correction: Transnational juku: Japanese shadow education institutions in Hong Kong, Beijing, and Shanghai 更正：跨国塾：香港、北京和上海的日本影子教育机构

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-04-03 DOI: 10.1007/s12564-024-09963-4

Mako Kato, M. Nutsa Kobakhidze

引用次数: 0

A primer on the validity typology and threats to validity in education research 关于教育研究有效性类型和有效性威胁的入门读物

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-03-30 DOI: 10.1007/s12564-024-09955-4

Kylie Anglin, Qing Liu, Vivian C. Wong

{"title":"A primer on the validity typology and threats to validity in education research","authors":"Kylie Anglin, Qing Liu, Vivian C. Wong","doi":"10.1007/s12564-024-09955-4","DOIUrl":"10.1007/s12564-024-09955-4","url":null,"abstract":"<div><p>Given decision-makers often prioritize causal research that identifies the impact of treatments on the people they serve, a key question in education research is, “Does it work?”. Today, however, researchers are paying increasing attention to successive questions that are equally important from a practical standpoint—not only does it work, but for whom and under what circumstances? Invalid conclusions to any of these questions can result in the adoption of ineffective educational practices. This article discusses the enduring legacy of Shadish, Cook, and Campbell’s validity typology, and its associated threats to validity, for improving the validity of inferences in education research. The validity typology provides a system for classifying and improving inferences related to four validity types, including ensuring a causal relationship between a treatment and outcome (internal validity) that is precisely estimated (statistical validity), well understood (construct validity), and generalizes to the necessary circumstances (external validity). Here, we provide an overview of these four validity types and discuss proactive approaches to addressing them. We conclude by discussing how the validity typology framework may help researchers understand and address contemporary critiques of quantitative causal research.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"25 3","pages":"557 - 574"},"PeriodicalIF":2.3,"publicationDate":"2024-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140364777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Analyzing changes in college students’ career decisions: using LCGA 分析大学生职业决策的变化：使用 LCGA

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-03-29 DOI: 10.1007/s12564-024-09953-6

Sojung Hong

引用次数: 0

Relationships among learning organization, resistance to change, job crafting, and innovative work behavior in South Korea: public vs. for-profit sectors 韩国学习型组织、变革阻力、工作精心制作和创新工作行为之间的关系：公共部门与营利部门

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-03-28 DOI: 10.1007/s12564-024-09954-5

Junhee Kim, Doo Hun Lim, Seung Won Yoon, Hyosun Kim

{"title":"Relationships among learning organization, resistance to change, job crafting, and innovative work behavior in South Korea: public vs. for-profit sectors","authors":"Junhee Kim, Doo Hun Lim, Seung Won Yoon, Hyosun Kim","doi":"10.1007/s12564-024-09954-5","DOIUrl":"https://doi.org/10.1007/s12564-024-09954-5","url":null,"abstract":"<p>The purpose of this study was to reveal the different mechanisms occurring between learning organizations and innovative work behavior across the public and for-profit sectors, focusing on change-related concepts of resistance to change and job crafting. To this end, this study employed a multigroup comparison analysis using 772 cases collected through stratified random sampling from public and for-profit organizations in South Korea. The overall findings supported that a learning organization was an important environment to promote employees’ innovative work behavior, but its influence was indirect via resistance to change and job crafting. Regarding sector differences, resistance to change did not significantly influence job crafting and innovative work behavior in public organizations, whereas the direct influences were significantly negative in for-profit organizations. In addition, the impacts of learning organization on resistance to change and job crafting as well as the impact of job crafting on innovative work behavior were significantly different across the two sectors. After discussing the results, we provide implications for future research and practice.</p>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"23 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140323576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An introduction to the difference-in-differences design in education policy research 教育政策研究中的差异设计简介

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-03-27 DOI: 10.1007/s12564-024-09959-0

Daniel Corral, Minseok Yang

{"title":"An introduction to the difference-in-differences design in education policy research","authors":"Daniel Corral, Minseok Yang","doi":"10.1007/s12564-024-09959-0","DOIUrl":"10.1007/s12564-024-09959-0","url":null,"abstract":"<div><p>Education researchers often encounter scenarios where an abrupt policy change occurs within or across jurisdictions or populations that affect key student outcomes. Difference-in-differences is a research design analysts can use to estimate causal effects of these “natural experiments.” This article introduces education researchers to the difference-in-differences approach. We provide an overview of the standard two-by-two design, which examines changes in outcomes over time between a treated and an unaffected group. Then, we discuss the key assumptions and threats to validity that researchers must address to have maximum confidence in their results. We also discuss commonly used alternative specifications that provide researchers with a more nuanced approach to estimating policy effects. Throughout the paper, we illustrate the difference-in-differences approach using the example of the implementation of an after-school tutoring program to increase economically disadvantaged students’ academic performance. In supplementary material, we provide Stata code to help assist researchers adapt the approach to their own scholarship.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"25 3","pages":"663 - 672"},"PeriodicalIF":2.3,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140323494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Longitudinal reciprocal relationships among mastery goals, autonomous motivation, and motivation instability 掌握目标、自主动机和动机不稳定性之间的纵向互惠关系

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-03-26 DOI: 10.1007/s12564-024-09952-7

Takatoyo Umemoto, Tsutomu Inagaki

{"title":"Longitudinal reciprocal relationships among mastery goals, autonomous motivation, and motivation instability","authors":"Takatoyo Umemoto, Tsutomu Inagaki","doi":"10.1007/s12564-024-09952-7","DOIUrl":"https://doi.org/10.1007/s12564-024-09952-7","url":null,"abstract":"<p>In this study, we examined the longitudinal reciprocal relationships among mastery goals, autonomous motivation, and motivation instability. In the hierarchical model of motivation, mastery goal for overall course subject learning has been positioned at the contextual level, while autonomous motivation and motivation instability during a specific class session were positioned at the situational level. A longitudinal online survey of university students in five asynchronous online classes at a Japanese university was conducted at three time points in one semester. A total of 218 university students participated in the study. A cross-lagged panel model was constructed and analyzed by structural equation modeling. The results showed that the mastery goal at Time 1 was positively associated with autonomous motivation at Time 2. In addition, the mastery goal at Time 2 was positively associated with autonomous motivation at Time 3 and negatively associated with motivation instability at Time 3. These results indicate a top-down effect of mastery goal at the contextual level on situational motivation, which is located lower in the hierarchical model. Furthermore, autonomous motivation at Time 2 was positively associated with the mastery goal at Time 3. This indicates a bottom-up effect, in which contextual motivation, which is located higher in the hierarchical model, can be altered by situational motivation in the classroom. The results of the study clearly show a longitudinal reciprocal relationship between contextual level motivation and situational level motivation.</p>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"7 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140299283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Transnational juku: Japanese shadow education institutions in Hong Kong, Beijing, and Shanghai 跨国塾：香港、北京和上海的日本影子教育机构

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-03-22 DOI: 10.1007/s12564-024-09946-5

Mako Kato, M. Nutsa Kobakhidze

引用次数: 0