Asia Pacific Education Review最新文献_第6页

Education expansion and its returns to education in Vietnam: a two-step Heckman model analysis 越南的教育扩张及其教育回报：两步赫克曼模型分析

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-05-04 DOI: 10.1007/s12564-024-09967-0

Jean-Baptiste M. B. Sanfo, Keiichi Ogawa, Thu Ha Truong

{"title":"Education expansion and its returns to education in Vietnam: a two-step Heckman model analysis","authors":"Jean-Baptiste M. B. Sanfo, Keiichi Ogawa, Thu Ha Truong","doi":"10.1007/s12564-024-09967-0","DOIUrl":"https://doi.org/10.1007/s12564-024-09967-0","url":null,"abstract":"<p>This study investigates the impact of educational expansion on the relationship between education and its economic returns as posited by the human capital theory. Specifically, we explore how the expansion of education affects the returns to higher levels of education relative to lower ones and examine gender differences across levels of education. To achieve these objectives, we use data from the Vietnam Household Living Standards Surveys (VHLSS) conducted between 2002 and 2014, encompassing a sample of 133,600 individuals. Our empirical findings, consistent with the human capital theory, show that higher levels of education are associated with increased monetary returns, even in the context of educational expansion. Nevertheless, we observe varied gender effects resulting from the expansion of education, particularly for individuals with no or primary education. Notably, women in these educational categories tend to earn lower wages than their male counterparts. In contrast, women who have attained tertiary education have higher wage premiums than men. Overall, this study's results support the human capital theory while emphasizing the significance of considering education as a positional good and recognizing the gender-specific impacts of educational expansion.</p>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"25 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140882709","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

Effects of instructional video playback speed and pre-embedded questions on learning 教学视频播放速度和预埋问题对学习的影响

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-05-03 DOI: 10.1007/s12564-024-09964-3

Rong Liu, Huina Jia

{"title":"Effects of instructional video playback speed and pre-embedded questions on learning","authors":"Rong Liu, Huina Jia","doi":"10.1007/s12564-024-09964-3","DOIUrl":"10.1007/s12564-024-09964-3","url":null,"abstract":"<div><p>Instructional video has become an important teaching resource. In related studies, researchers have found that the playback speed of instructional videos affects learning effect. However, it is not clear whether the learning effect obtained when learners choose different playback speeds is affected by the interactive design of the video (e.g., such as pre-embedded questions). Therefore, in this study, behavioral tests and eye-movement techniques were used to investigate the learning outcomes and cognitive processing of 90 participants based on instructional video playback speed (1.0×, 1.25×, and 1.5×) and question embedding types (no-question embedding and pre-embedded questions). The results showed that the pre-embedded questions not only improved learners' attention to the main content of the video, but also enhanced learning performance. An appropriate increase in playback speed (1.25× speed) is beneficial to learners' cognitive processing and learning depth, but excessive speed (1.5× speed) can be detrimental. Pre-embedding questions can broaden the range of speed acceptable to learners while maintaining learning efficiency. There was no significant difference in learning outcomes between 1.0, 1.25, and 1.5 times speed when questions were pre-embedded. However, the learning effect of 1.5 times speed was considerably lower than that of 1.0 times and 1.25 times speed when no questions were embedded. This study not only provides a new research perspective for the related research of instructional videos, but also provides a reference for the design and development of teaching video, so as to meet learners' individual needs and improve the effectiveness of online learning.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 2","pages":"383 - 395"},"PeriodicalIF":2.3,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140882621","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 causal mediation analysis 因果中介分析入门

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-04-30 DOI: 10.1007/s12564-024-09962-5

Xu Qin

{"title":"An introduction to causal mediation analysis","authors":"Xu Qin","doi":"10.1007/s12564-024-09962-5","DOIUrl":"10.1007/s12564-024-09962-5","url":null,"abstract":"<div><p>Causal mediation analysis has gained increasing attention in recent years. This article guides empirical researchers through the concepts and challenges of causal mediation analysis. I first clarify the difference between traditional and causal mediation analysis and highlight the importance of adjusting for the treatment-by-mediator interaction and confounders of the treatment–mediator, treatment–outcome, and mediator–outcome relationships. I then introduce the definition of causal mediation effects under the potential outcomes framework and different methods for the identification and estimation of the effects. After that, I highlight the importance of conducting a sensitivity analysis to assess the sensitivity of analysis results to potential unmeasured confounding. I also list various statistical software that can conduct causal mediation analysis and sensitivity analysis and provide suggestions for writing a causal mediation analysis paper. Finally, I briefly introduce some extensions that I made with my colleagues, including power analysis, multisite causal mediation analysis, causal moderated mediation analysis, and relaxing the assumption of no post-treatment confounding.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"25 3","pages":"703 - 717"},"PeriodicalIF":2.3,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-024-09962-5.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140830558","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

Can school cultivate active global citizens? Exploring school and student factors related to students’ global citizenship in the Republic of Korea 学校能否培养积极的世界公民？探索大韩民国学生全球公民意识的相关学校和学生因素

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-04-13 DOI: 10.1007/s12564-024-09961-6

Seongkyeong Jeong, Hwanbo Park

引用次数: 0

Regression discontinuity designs in education: a practitioner’s guide 教育中的回归不连续设计：实践者指南

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-04-10 DOI: 10.1007/s12564-024-09956-3

Youmi Suk

引用次数: 0

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