Asia Pacific Education Review最新文献_第7页

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":"10.1007/s12564-024-09952-7","url":null,"abstract":"<div><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></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 3","pages":"703 - 715"},"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":"10.1007/s12564-024-09951-8","url":null,"abstract":"<div><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></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 1","pages":"227 - 246"},"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":"25 4","pages":"1037 - 1050"},"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

Examining student, parent, and school factors predicting science achievement using a multilevel approach: the case of Hong Kong from the Program for International Student Assessment 2015 利用多层次方法研究预测科学成绩的学生、家长和学校因素：2015 年国际学生评估项目中的香港案例

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-03-13 DOI: 10.1007/s12564-024-09929-6

Benjamin Yuet Man Li, Yejun Bae, Yi-Jhen Wu, Chia-Wen Chen, Yi-Jung Wu

{"title":"Examining student, parent, and school factors predicting science achievement using a multilevel approach: the case of Hong Kong from the Program for International Student Assessment 2015","authors":"Benjamin Yuet Man Li, Yejun Bae, Yi-Jhen Wu, Chia-Wen Chen, Yi-Jung Wu","doi":"10.1007/s12564-024-09929-6","DOIUrl":"10.1007/s12564-024-09929-6","url":null,"abstract":"<div><p>This study utilizes the 2015 data from the Hong Kong sample of the Program for International Student Assessment to examine the relative importance of various factors on the science learning performance of Hong Kong students. Using hierarchical linear modeling (HLM), we examined the effect of students’ affective characteristics, involvement, and perceptions of science by parents and school environment on science achievement in Hong Kong. The results of HLM demonstrated that school characteristics explain 33% variance in science achievement, which indicates that school is a critical predicting factor in identifying science achievement. The findings highlighted that identifying as male, having high socioeconomic status (at the student and school levels), high self-efficacy, low test anxiety, less parental support, positive view of science by parents, more school resources, and less teacher autonomy positively influence the science achievement of students. In the final model, school-level predictors, such as disciplinary climate in science classes and teacher-directed science instruction, explained 58% of variance at the school level in positive directions. Lastly, the study discussed the implications of achievement gaps between gender and socioeconomic status and between parents and school influence.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 3","pages":"669 - 686"},"PeriodicalIF":2.3,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140246853","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

Long-term benefits of early childhood education on off-farm employment: evidence from rural China 幼儿教育对非农就业的长期益处：来自中国农村的证据

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-03-11 DOI: 10.1007/s12564-024-09950-9

Yuhe Guo, Yalin Tang, Yunli Bai, Chengfang Liu

{"title":"Long-term benefits of early childhood education on off-farm employment: evidence from rural China","authors":"Yuhe Guo, Yalin Tang, Yunli Bai, Chengfang Liu","doi":"10.1007/s12564-024-09950-9","DOIUrl":"10.1007/s12564-024-09950-9","url":null,"abstract":"<div><p>This paper examines the long-term benefits of early childhood education (ECE) on off-farm employment of rural labors in China. Using panel data from the China Rural Development Survey, a nationally representative survey of 2000 rural households at 100 villages in 5 provinces, we employed two identification strategies (i.e., the FFE model and IV model) to overcome the endogeneity of ECE experience. Results show that individuals with any ECE (preschool) experience is 6–7 (7–8) percentage points more likely to engage in off-farm work at the first job than those without, while the impacts of kindergarten are insignificant. Conditional on being employed off-farm at the first jobs, ECE (including any ECE and preschool) has positive impacts on the probabilities of both being full-time off-farm employed and being employed outside of their home cities, but not on the probability of being self-employed. One possible mechanism underlying these research findings is that ECE significantly improves one’s educational attainment. We also find that most of these effects are more prominent for disadvantaged groups (females or individuals with less-educated parents).</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 2","pages":"359 - 381"},"PeriodicalIF":2.3,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140251755","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":"25 4","pages":"1051 - 1081"},"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