Asia Pacific Education Review最新文献_第5页

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

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

The effect of mobile scaffolding on academic achievement and cognitive load of third grade students in mathematical problem solving 移动支架对三年级学生数学解题中的学业成绩和认知负荷的影响

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-03-16 DOI: 10.1007/s12564-024-09951-8

Firuzan Hilal Karabay, Can Meşe

{"title":"The effect of mobile scaffolding on academic achievement and cognitive load of third grade students in mathematical problem solving","authors":"Firuzan Hilal Karabay, Can Meşe","doi":"10.1007/s12564-024-09951-8","DOIUrl":"https://doi.org/10.1007/s12564-024-09951-8","url":null,"abstract":"<p>In the study, problem-solving educational software (ProSES) was developed to reduce the challenges and mistakes experienced by primary school third-grade students in mathematical problem solving and to provide scaffolding and hint support for teacher help for the students using mobile technologies. The study aimed to determine the impact of the employment of this educational software on academic achievements and cognitive load of the students. The study was conducted with the experimental design, a quantitative research method, with 130 third grade students during the 2019–2020 academic year fall semester. Based on the study aim, ProSES was employed in two experimental and one control groups. All group members were assigned with simple random sampling method. Mental effort scale, task completion speed and academic achievement test were used to collect the study data. The findings showed that scaffolding was effective in academic achievement. Thus, this study adds to the current literature by showing that mobile scaffolding effective to improve students’ problem solving in mathematical problems of teacher support in primary education.</p>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140152621","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

Will COVID pandemic intensify the inequality in transnational education participation? COVID 大流行是否会加剧跨国教育参与中的不平等？

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-03-15 DOI: 10.1007/s12564-024-09941-w

Catherine Yuan Gao, Wenqin Shen, Haotian Xu

{"title":"Will COVID pandemic intensify the inequality in transnational education participation?","authors":"Catherine Yuan Gao, Wenqin Shen, Haotian Xu","doi":"10.1007/s12564-024-09941-w","DOIUrl":"10.1007/s12564-024-09941-w","url":null,"abstract":"<div><p>The expansion of student international mobility has been discussed increasingly with respect to concerns about social inequality. The outbreak of the COVID pandemic has exacerbated the risks of studying abroad. Due to the differences in the ability of students from different social backgrounds to cope with risks, the inequality of opportunities for studying abroad may further expand. Based on the survey of 1256 college graduates between January and March 2021, this study analyses the impact of family background on the choice of studying abroad under the background of the epidemic. The research shows that the inequality in transnational education participation has been intensified by the pandemic. Findings of mediation analysis suggested that family background has powerful influences on students’ willingness to continue with their overseas study plan after the pandemic. It shapes students’ decision on whether go abroad or not directly, via their mentality of the pandemic, and through their past educational choices (field of study) and attainment (university type). Our study provides a more nuanced understanding of the way how COVID pandemic affects students from different backgrounds.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140152838","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

Effect of argumentation-based instruction on student achievement: a mixed-research synthesis 基于论证的教学对学生成绩的影响：混合研究综述

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-03-11 DOI: 10.1007/s12564-024-09945-6

Ayhan Koçoğlu, Sedat Kanadlı

{"title":"Effect of argumentation-based instruction on student achievement: a mixed-research synthesis","authors":"Ayhan Koçoğlu, Sedat Kanadlı","doi":"10.1007/s12564-024-09945-6","DOIUrl":"10.1007/s12564-024-09945-6","url":null,"abstract":"<div><p>Many studies have examined the effect of argumentation-based instruction methods on student achievement in the literature. However, there was no mixed-research synthesis study providing a holistic overview of quantitative and qualitative research findings of primary studies. To fill this gap in the literature, the study investigated the effects of argumentation-based instructional practices on student achievement. It also aimed to reveal the factors affecting these practices by combining the quantitative and qualitative research findings. Therefore, a mixed-research synthesis was employed to achieve this purpose. The study included 72 quantitative and 22 qualitative studies. The data obtained from the quantitative studies were combined using a meta-analysis method, and the qualitative data were combined using a thematic synthesis method. Several analytical themes were created regarding the factors affecting argumentation-based instruction, and various analytic themes (recommendations/hypotheses) were developed accordingly. According to the data from the thematic synthesis, 13 analytical themes emerged. The meta-analytic results indicated that the argumentation method had a large positive effect on student achievement (<i>g</i> = 0.927, 95% CI [0.789, 1.064]). Also, the moderator analysis revealed that argumentation-based instruction highly affected student achievement in Chemistry and Mathematics than others. Also, the time allocated to courses was influential in increasing student achievement. Lastly, attempts were made to explain the variance between studies included in the meta-analysis using the analytical themes developed in the thematic synthesis. The thematic synthesis results indicated that the learning outcomes and the environment should be taken into consideration in argumentation-based instruction and that some deficiencies should be resolved.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-024-09945-6.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140098891","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

Measurement issues in causal inference 因果推理中的测量问题

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-03-11 DOI: 10.1007/s12564-024-09942-9

Benjamin R. Shear, Derek C. Briggs

{"title":"Measurement issues in causal inference","authors":"Benjamin R. Shear, Derek C. Briggs","doi":"10.1007/s12564-024-09942-9","DOIUrl":"10.1007/s12564-024-09942-9","url":null,"abstract":"<div><p>Research in the social and behavioral sciences relies on a wide range of experimental and quasi-experimental designs to estimate the causal effects of specific programs, policies, and events. In this paper we highlight measurement issues relevant to evaluating the validity of causal estimation and generalization. These issues impact all four categories of threats to validity previously delineated by Shadish et al. (Experimental and quasi-experimental designs for generalized causal inference. Houghton Mifflin, Boston, 2002): internal, external, statistical conclusion, and construct validity. We use the context of estimating the effect of the COVID-19 pandemic on student learning in the U.S. to illustrate the important role of measurement in causal inference. We provide background related to the meaning of measurement, and focus attention on the evidence and argumentation necessary to evaluate the validity and reliability of the different types of measures used in statistical models for causal inference. We conclude with recommendations for researchers estimating and generalizing causal effects: provide clear statements for construct interpretations, seek to rule out potential sources of construct-irrelevant variance, quantify and adjust for measurement error, and consider the extent to which interpretations of practical significance are consistent with scale properties of outcome measures.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140098855","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

Chinese secondary school teachers’ views on ethical issues in classroom assessment 中国中学教师对课堂评价中道德问题的看法

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-03-05 DOI: 10.1007/s12564-024-09948-3

Xiumei Liu, Xumei Fan, Hongyan Guo, Xueyao Zhang, Ming Gu

{"title":"Chinese secondary school teachers’ views on ethical issues in classroom assessment","authors":"Xiumei Liu, Xumei Fan, Hongyan Guo, Xueyao Zhang, Ming Gu","doi":"10.1007/s12564-024-09948-3","DOIUrl":"10.1007/s12564-024-09948-3","url":null,"abstract":"<div><p>The study investigated Chinese secondary school teachers’ views on ethicality of teachers’ practices in classroom assessment. Participants included 1,871 teachers from 205 secondary schools in 23 provinces, 4 municipalities, and 4 autonomous regions in China. A survey study with 14 authentic assessment scenarios revealed that there is no evident consensus on ethicality of teachers’ practices in classroom assessment among the participant teachers, and discrepancies exist between teachers’ views and the views of assessment professionals in the literature. Chinese secondary school teachers reported low agreement with the literature in assessment confidentiality, communication about grading, grading practice, and test administration. Gender and subject taught are significantly associated with teachers’ ethical perceptions. The findings suggest that ethical issues in classroom assessment are complicated, and they are often interwoven with other factors including cultural background, educational policy, and institutional guidelines in assessments. The study findings are informative for the development of secondary school teacher education program, teachers’ professional learning, and educational policy making.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140263934","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

A comparison study on self-regulation and sense of presence in online learning: a meta-analytic review 在线学习中的自我调节和临场感比较研究：元分析综述

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-03-05 DOI: 10.1007/s12564-024-09937-6

Ahrong Beik

{"title":"A comparison study on self-regulation and sense of presence in online learning: a meta-analytic review","authors":"Ahrong Beik","doi":"10.1007/s12564-024-09937-6","DOIUrl":"https://doi.org/10.1007/s12564-024-09937-6","url":null,"abstract":"<p>This study aims to compare the influence of learners’ self-regulation and sense of presence on online learning. Due to the increasing influence of online learning, self-regulation has received considerable attention. However, it is also claimed that an increased sense of presence can enhance online learning effects. For comparison, a meta-analysis was conducted on correlation studies. A total of 47 studies from 2000 to 2022 that investigated self-regulation or sense of presence in the context of online learning were analyzed. Average effect sizes were used to compare the influence of self-regulation and sense of presence on the levels of satisfaction with online learning. The moderating effects of self-regulation and sense of presence were also analyzed and compared. The results indicate that the average effect sizes of self-regulation and sense of presence were significant. Regarding the relationship between sense of presence and satisfaction with online learning, the type of sense of presence had no moderating effect. In addition, the average effect size of sense of presence was slightly greater than that of self-regulation. Based on these results, we conclude that sense of presence had a stronger influence on satisfaction with online learning. The importance of sense of presence and various ways to increase it in the context of online learning are also discussed.</p>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140036233","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

Effectiveness of the prediction–observation–explanation strategy on students with mild intellectual disabilities 预测-观察-解释策略对轻度智障学生的有效性

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-03-04 DOI: 10.1007/s12564-024-09940-x

引用次数: 0