Asia Pacific Education Review最新文献_第9页

Propensity score methods for causal inference and generalization 用于因果推断和推广的倾向得分法

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2023-10-27 DOI: 10.1007/s12564-023-09906-5

Wendy Chan

{"title":"Propensity score methods for causal inference and generalization","authors":"Wendy Chan","doi":"10.1007/s12564-023-09906-5","DOIUrl":"10.1007/s12564-023-09906-5","url":null,"abstract":"<div><p>As evidence from evaluation and experimental studies continue to influence decision and policymaking, applied researchers and practitioners require tools to derive valid and credible inferences. Over the past several decades, research in causal inference has progressed with the development and application of propensity scores. Since their inception, propensity scores have made an important contribution to the improvement in estimation of causal impacts, particularly in the absence of randomization. When certain core assumptions hold, propensity score-based methods allow for bias-reduced estimation of average treatment effects. In addition to their important role in causal studies, propensity scores have also been integral in improving generalizations from causal studies, specifically when study samples are not randomly selected from a target population of inference. The current study provides an overview of propensity scores, a discussion of the assumptions needed to ensure their validity, and an illustration of the methods both for causal inference and generalization. We highlight the importance of propensity score methods and discuss current applications and directions for ongoing and future research.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136263890","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

Enhancing the English writing skills of in-service students using marking mate automated feedback 利用批改伴侣自动反馈提高在职学生的英语写作能力

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2023-10-24 DOI: 10.1007/s12564-023-09904-7

Thao-Trang Huynh-Cam, Somya Agrawal, Thanh-Tinh Bui, Venkateswarlu Nalluri, Long-Sheng Chen

{"title":"Enhancing the English writing skills of in-service students using marking mate automated feedback","authors":"Thao-Trang Huynh-Cam, Somya Agrawal, Thanh-Tinh Bui, Venkateswarlu Nalluri, Long-Sheng Chen","doi":"10.1007/s12564-023-09904-7","DOIUrl":"10.1007/s12564-023-09904-7","url":null,"abstract":"<div><p>The use of automated feedback (AF) has been increasing in English writing courses for emergency remote education (ERE) due to the escalating COVID-19 pandemic crisis in Vietnam. The ERE English writing courses for in-service bachelor programs demanded an effective, fast, free, and user-friendly AF tool that does not require a login ID, which can help students to develop English writing skills and increase their motivation and self-learning ability. The main objectives of Vietnamese in-service students were to improve their English writing skills and update teaching methodologies that integrate technology. Although many studies emphasized the impact of AF tools in normal teaching contexts, relatively less research was conducted the use of AF tools among in-service students. This study examined the contribution of the Marking Mate AF to the improvement of the English writing skills of in-service learners in ERE writing classes. The participants were 82 in-service students in a Vietnamese public university. The dataset included English writing pre and posttest results collected during the first semester of academic year 2020–2021. The mean scores (standard deviation) of these tests were used to benchmark the writing performance of students. A self-report survey was also conducted to investigate the attitude of students toward Marking Mate AF. The results demonstrated that the posttest score (8.739; SD = 0.8495) was higher than the pretest score (7.439; SD = 0.976). Students expressed favorable opinions toward the usefulness of Marking Mate. Based on the findings, the study discussed the pedagogical implications regarding the incorporation of AF in face-to-face and online classes.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135315648","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

Is gamification always productive? A study of the effectiveness of Bebras cards in promoting primary students’ computational thinking skills 游戏化是否总是富有成效?Bebras卡片促进小学生计算思维能力的有效性研究

3区教育学

Asia Pacific Education Review Pub Date : 2023-10-23 DOI: 10.1007/s12564-023-09905-6

Belén Ramírez de Arellano Falcón, Javier del Olmo-Muñoz, Ramón Cózar-Gutiérrez, José Antonio González-Calero

引用次数: 0

Educational practitioners’ conceptualizations of the nature, impact and challenges of educational research in Kazakhstan 教育工作者对哈萨克斯坦教育研究的性质、影响和挑战的认识

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2023-10-23 DOI: 10.1007/s12564-023-09900-x

Elaine Sharplin, Laura Karabassova, Marya Bekova

{"title":"Educational practitioners’ conceptualizations of the nature, impact and challenges of educational research in Kazakhstan","authors":"Elaine Sharplin, Laura Karabassova, Marya Bekova","doi":"10.1007/s12564-023-09900-x","DOIUrl":"10.1007/s12564-023-09900-x","url":null,"abstract":"<div><p>Educators and administrators in secondary and higher education in Kazakhstan have experienced significant reforms since 2010. New policies, curricula, pedagogy, assessment practices, accountability mechanisms, and legislation were implemented in an education revolution, to modernize Kazakh education and build human capital for economic prosperity. The development and use of educational research is a component of these reforms but little is known about practitioners’ understanding of and engagement with educational research. This qualitative study employed individual in-depth interviews with ten educational practitioners in secondary and higher education to address the knowledge gap. The findings suggest that practitioner understandings of research remain underdeveloped. While some practitioners both consume and produce research to improve practice and institutional decision-making, issues of access to research, the challenge of time within workload and perceptions of the limited relevance of externally produced research continue to be barriers to more extensive utilization of research. Further research is being undertaken to explore this issue with policymakers and researchers. The findings may be used to improve the mobilization of research to policy and practice, especially in other post-soviet contexts.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135368483","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

Language learners’ mindset and their academic engagement in online classrooms: the mediating role of achievement emotions 语言学习者的心态与他们在网络课堂中的学术参与：成就情感的中介作用

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2023-10-21 DOI: 10.1007/s12564-023-09901-w

Faramarz Ebn-Abbasi, Nazila Fattahi, Mohammad Javad Sayyahi, Musa Nushi

{"title":"Language learners’ mindset and their academic engagement in online classrooms: the mediating role of achievement emotions","authors":"Faramarz Ebn-Abbasi, Nazila Fattahi, Mohammad Javad Sayyahi, Musa Nushi","doi":"10.1007/s12564-023-09901-w","DOIUrl":"10.1007/s12564-023-09901-w","url":null,"abstract":"<div><p>The majority of previous research on the language mindset (LM) and academic engagement (AEG) of learners was dominated by the focus on traditional in-person classrooms, whereas less is known about the influence of the beliefs of learners toward language learning on their AEG, which comprises behavioral, emotional, cognitive, and agentic engagement in the online setting. Toward this end, this study sought to investigate the influence of the LM of learners on their AEG in online classrooms and if and how this link is mediated by achievement emotions (e.g., anxiety and enjoyment). The results of partial least squares path modeling revealed that the growth LM positively predicted all components of AEG. While enjoyment functioned only as a mediator, which linked growth LM to emotional engagement, anxiety linked growth LM to all subcomponents of AEG. Moreover, out of the two emotions examined by this study, anxiety negatively predicted the four components of AEG, whereas enjoyment only influenced emotional engagement. On the basis of these findings, the study presented practical implications and future research directions.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135511875","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

Exploring the factors that influence academic stress among elementary school students using a LASSO penalty regression model 利用 LASSO 惩罚回归模型探讨影响小学生学习压力的因素

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2023-10-19 DOI: 10.1007/s12564-023-09903-8

JiYoon Kim, Saebuyl An, Sehee Hong

{"title":"Exploring the factors that influence academic stress among elementary school students using a LASSO penalty regression model","authors":"JiYoon Kim, Saebuyl An, Sehee Hong","doi":"10.1007/s12564-023-09903-8","DOIUrl":"10.1007/s12564-023-09903-8","url":null,"abstract":"<div><p>The main objective of the study was to explore the main predictors that influence academic stress among fourth-grade elementary school students using data from the Panel Study on Korean Children via a least absolute shrinkage and selection operator (LASSO) regularized penalty regression model. The study examined 280 explanatory variables using the LASSO model. After preprocessing the data, it finally selected 21 variables. Out of them, the study found that children’s persistence, peer attachment, bullying, parental achievement pressure, and subjective socioeconomic status as significant predictors, which is consistent with previous studies. However, several variables, including children’s overall happiness, frequency of using slang, preference for mathematics, school life preference, daily time spent for homework and study, average monthly cost of private education, parents’ participation in school events, marital conflict, and residential area, which were newly explored in the study, were also significant. Finally, we presented the significance and implications of the results in relation to decreasing academic stress among fourth-grade elementary school children.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135729856","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

Leading with tough love: relationships between paternalistic leadership, teachers’ emotional labor, and absorption through leader-member exchange 用严厉的爱进行领导：家长式领导、教师的情感劳动和领导者与成员交流吸收之间的关系

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2023-10-18 DOI: 10.1007/s12564-023-09902-9

Yingying Huang, Hongbiao Yin

{"title":"Leading with tough love: relationships between paternalistic leadership, teachers’ emotional labor, and absorption through leader-member exchange","authors":"Yingying Huang, Hongbiao Yin","doi":"10.1007/s12564-023-09902-9","DOIUrl":"10.1007/s12564-023-09902-9","url":null,"abstract":"<div><p>This study examines the effects of paternalistic leadership on teachers’ emotional labor strategies and absorption, and it explores the mediating role played by leader-member exchange. A sample of 2974 primary and secondary school teachers in China participated in the study. The results showed that paternalistic leadership had a dual effect on teachers. Benevolent and authoritarian leadership enhanced teachers’ deep and surface acting. Authoritarian leadership had a positive association with teachers’ absorption, while moral leadership had the opposite effect. Leader-member exchange played a significant role in mediating the influence of benevolent and moral leadership on teachers’ emotional labor strategies and absorption. The results highlight the importance of abandoning stereotyped leadership styles and utilizing all three dimensions of paternalistic leadership. It is suggested that school principals show benevolence with sincerity and to an appropriate degree. They should promote their communications with teachers to mitigate the negative effects of authoritarian leadership and promote leader-member exchange.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135883603","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

‘Walking between the lines’: research evaluation in China beyond COVID-19: research evaluation in China beyond COVID-19 “走在字里行间”:新冠肺炎之后的中国研究评价:新冠肺炎之后的中国研究评价

3区教育学

Asia Pacific Education Review Pub Date : 2023-10-16 DOI: 10.1007/s12564-023-09897-3

Shuangmiao Han, Jing Xie

引用次数: 0

Unravelling the interplay between competencies, career preparedness, and perceived employability among postgraduate students: a structural model analysis 揭示研究生的能力、职业准备和就业能力之间的相互作用：结构模型分析

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2023-09-26 DOI: 10.1007/s12564-023-09896-4

Ranjit I George, Bino Paul

{"title":"Unravelling the interplay between competencies, career preparedness, and perceived employability among postgraduate students: a structural model analysis","authors":"Ranjit I George, Bino Paul","doi":"10.1007/s12564-023-09896-4","DOIUrl":"10.1007/s12564-023-09896-4","url":null,"abstract":"<div><p>There is an ever-increasing demand for Higher Education Institutions (HEIs) to engage with the challenges of the changing labour market contexts and trends, such as the Fifth Industrial Revolution and the new normal. However, a major criticism is that higher education institutions do not often prepare graduates for real-life contexts. For that reason, it is not surprising that graduate employability and the competencies required have become the primary concerns of HEIs. Often, we see the phrases \"competency\" and \"employability\" presented in the literature as essential requirements for graduates to attain gainful employment streams. Some studies also present them as interrelated concepts<b>.</b> However, we seldom find studies that unravel their intertwined relationships. This article tries to bridge this gap by looking into the role of HEIs in promoting the development of competencies for employability. We used a structured questionnaire to collect the quantitative data from 389 postgraduate students enrolled in a generic stream from an Indian State, Kerala. This paper proposes and tests a structural model of relationships between the perceived competencies of the postgraduates and their perceived career preparedness and, subsequently, perceived employability. This paper also highlights the need to reimagine tertiary education to suit the demands of changing times.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134960823","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

Pursuing the traces of mathematical reasoning 追寻数学推理的痕迹

3区教育学

Asia Pacific Education Review Pub Date : 2023-09-21 DOI: 10.1007/s12564-023-09895-5

Arzu Aydoğan Yenmez, Semirhan Gökçe

引用次数: 0