European Journal of Education最新文献_第4页

Adult education in the European Union since 1993 1993 年以来欧洲联盟的成人教育

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-07-24 DOI: 10.1111/ejed.12719

Ekkehard Nuissl, Simona Sava, Éva Farkas

引用次数: 0

Like coloured pencils in a pencil case: A portray of the connections between learning style preferences, needs satisfaction, academic motivation, and psychological well‐being from the window of self‐determination theory 就像铅笔盒里的彩色铅笔：从自我决定理论的视角描绘学习风格偏好、需求满足、学习动机和心理健康之间的联系

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-07-15 DOI: 10.1111/ejed.12715

Ehsan Namaziandost, Hossein Kargar Behbahani, Tahereh Heydarnejad

{"title":"Like coloured pencils in a pencil case: A portray of the connections between learning style preferences, needs satisfaction, academic motivation, and psychological well‐being from the window of self‐determination theory","authors":"Ehsan Namaziandost, Hossein Kargar Behbahani, Tahereh Heydarnejad","doi":"10.1111/ejed.12715","DOIUrl":"https://doi.org/10.1111/ejed.12715","url":null,"abstract":"Self‐determination theory (SDT) has been the subject of pioneering studies in recent years. SDT is centered on the basic psychological needs of autonomy, competence, and relatedness and their necessary role in self‐determined motivation, well‐being, and growth. The objective of the present research was to investigate the relationships between learning style preference, motivational regulation, and psychological well‐being of 417 EFL students at the intermediate level in private schools in three provinces in Iran. The researchers collected the data via electronic surveys using the Perceptual Learning Style Preference Questionnaire, Academic Motivation (AM) Scale, Basic Psychological Needs Satisfaction Measure, and Psychological Well‐Being (PWB) Scale. The quantitative analyses using structural equation modelling showed positive correlations between the learning style preferences and AM and the PWB. Moreover, the satisfaction level with needs was a significant factor in predicting AM and PWB scores. The study highlights the importance of recognizing and accommodating diverse learning styles in educational settings and the significance of needs satisfaction in fostering intrinsic motivation and overall well‐being among EFL learners. These findings emphasize the need for practitioners to target and tailor their pedagogical strategies to meet the needs of their learners and create a learning environment that fosters the three psychological needs as determined by SDT.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141649192","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

Casual, customized and contemptuous relationships with education: Social solvation and young people's strategies during multi‐crisis 与教育的随意、定制和蔑视关系：多重危机中的社会解决方案和年轻人的策略

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-07-15 DOI: 10.1111/ejed.12707

Justyna Sarnowska, Paula Pustułka, Justyna Kajta

引用次数: 0

Preservice teacher education stakeholders' perceptions of distributed pedagogical leadership in nurturing teacher leadership 职前师范教育相关方对培养教师领导力的分布式教学领导力的看法

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-07-15 DOI: 10.1111/ejed.12713

Peter Ochieng Okiri, Mária Hercz

{"title":"Preservice teacher education stakeholders' perceptions of distributed pedagogical leadership in nurturing teacher leadership","authors":"Peter Ochieng Okiri, Mária Hercz","doi":"10.1111/ejed.12713","DOIUrl":"https://doi.org/10.1111/ejed.12713","url":null,"abstract":"The need for quality teaching and improved student learning outcomes has been an area of interest in educational leadership studies in various contexts. The emergent distributed pedagogical leadership is based on a hybrid of distributed leadership and pedagogical leadership concepts. This study aimed to explore the participants' perceptions and understanding of the enactment of the concept, its influence on pedagogical improvement and its significance in the nurturing of stakeholders as teacher leaders. The study was conducted at a preservice public teacher training college in Kenya. It employed a mixed‐methods research approach with a convergent parallel design to collect, analyse and triangulate data from 294 participants consisting of a principal, teacher–trainers and teacher–trainees. Random purposive sampling was used in identifying the participants. The findings revealed that although the distribution of pedagogical leadership responsibilities was enacted among stakeholders, it was unevenly shared. Furthermore, understaffing, low teacher–trainee enrolment and teacher–trainer workload challenges inhibited effective implementation. The study recommended that further studies be conducted at multiple teacher–trainee institutions to confirm the findings.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141648039","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

The drivers of adult financial literacy: Exploring the role of attitudes towards finance 成人金融知识的驱动因素：探索理财态度的作用

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-07-10 DOI: 10.1111/ejed.12712

María‐ Jesús Mancebón‐Torrubia, Domingo P. Ximénez‐de‐Embún, Begoña Álvarez‐Farizo

{"title":"The drivers of adult financial literacy: Exploring the role of attitudes towards finance","authors":"María‐ Jesús Mancebón‐Torrubia, Domingo P. Ximénez‐de‐Embún, Begoña Álvarez‐Farizo","doi":"10.1111/ejed.12712","DOIUrl":"https://doi.org/10.1111/ejed.12712","url":null,"abstract":"This study investigates the factors driving the financial literacy of adult population in Spain using a regression count model (specifically the latent class Poisson model). The paper pays special attention to the effect of certain financial attitudes and financial personality traits (such as financial myopia, risk aversion, attitude to financial planning and self‐perception of financial vulnerability) upon financial literacy. The results demonstrate a positive association between the financial skills, the sociodemographic characteristics and the attitudes and personality traits of individuals regarding finances. Furthermore, the analysis permits the conclusion that the effects of the financial attitudes analysed in the study vary among the different population groups, which suggests the need to adapt financial literacy promotional programs to the characteristics of the target group. Findings have implications for financial educators, practitioners and policymakers to help them recognize the proper financial program to be delivered on the basis of the FL levels and the sociodemographic composition of the individuals.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141587669","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

The effect of an evidence‐based practice course on students' lifelong learning skills and problem‐solving skills: An educational intervention study 循证实践课程对学生终身学习能力和解决问题能力的影响：教育干预研究

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-07-10 DOI: 10.1111/ejed.12703

Huri Seval Gönderen Çakmak, Duygu Ayhan Başer

{"title":"The effect of an evidence‐based practice course on students' lifelong learning skills and problem‐solving skills: An educational intervention study","authors":"Huri Seval Gönderen Çakmak, Duygu Ayhan Başer","doi":"10.1111/ejed.12703","DOIUrl":"https://doi.org/10.1111/ejed.12703","url":null,"abstract":"In this study, the aim was to investigate the effect of an evidence‐based practice course on the lifelong learning skills and problem‐solving skills of health science students. A prospective one‐group pre‐test–post‐test design. The universe of the study consisted of 189 students from Cankiri Karatekin University. Student information form, Jefferson lifelong learning skill scale, Problem‐solving inventory (PSI) were used as data collection instruments. The sample of the study consisted of 156 students who completed the 14‐week course and fully completed the pre‐test and post‐test. For data analysis, IBM Corp. Released 2013. IBM SPSS Statistics for Windows, Version 22.0. Armonk, NY: IBM Corp. package program was used. While 84% of the students said that they had never heard of the term EBP before, 91.7% of those who knew the term said they had heard it in their field courses. The lifelong learning skill scale total score change of the students, the PSI total score change of the students after the 26‐h EBP course were statistically significant. EBP is very important for health science students to increase their problem‐solving success and lifelong learning skills, and it should be integrated into the curriculum.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141587671","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

Navigating school belonging in Qatari schools: A mixed‐methods study of student perspectives 卡塔尔学校的学校归属导航：对学生观点的混合方法研究

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-07-10 DOI: 10.1111/ejed.12704

Kelly‐Ann Allen, Shannon McCarthy, Rania Sawalhi, Emily Berger, Fiona May, Lefteris Patlamazoglou, Nicholas Gamble, Christine Grové, Gerald Wurf, Elisa Jones Arango, William Warton, Andrea Reupert

{"title":"Navigating school belonging in Qatari schools: A mixed‐methods study of student perspectives","authors":"Kelly‐Ann Allen, Shannon McCarthy, Rania Sawalhi, Emily Berger, Fiona May, Lefteris Patlamazoglou, Nicholas Gamble, Christine Grové, Gerald Wurf, Elisa Jones Arango, William Warton, Andrea Reupert","doi":"10.1111/ejed.12704","DOIUrl":"https://doi.org/10.1111/ejed.12704","url":null,"abstract":"A sense of school belonging is essential for adolescent development, though there is limited research investigating ways to improve students' sense of school belonging in Qatar. With 116 Qatari secondary school students, the current study explored student perspectives of ways teachers and schools could improve their sense of school belonging. Students responded to a survey including open‐ended questions and a descriptive scale measuring the usefulness of established belonging strategies during remote learning, in‐person, or all the time (both). Encouragement and support from teachers were found to be useful all the time, with school activities during breaks and opportunities to make friends only being useful during school‐based learning. From the examination of open‐ended responses using a hybrid qualitative approach with inductive and deductive coding, two overarching themes each at the teacher‐level and school‐level were found, defined by several subthemes. Belonging practices at the teacher‐level included caring and supportive teachers and teachers treating students as people. Belonging practices at the school‐level included student engagement and a positive and supportive school environment. For Qatari students practices such as prioritising supportive student–teacher relationships, introducing policies which promote a respectful, fair and safe environment, and offering school wide‐extracurricular activities that encourage peer connections are important to develop their sense of school belonging.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141587670","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

‘We are not babysitters’: Meaningfulness and meaninglessness in homeroom teachers' identity work 我们不是保姆"：班主任身份工作的意义和无意义

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-07-05 DOI: 10.1111/ejed.12714

Adi Sapir, Ravit Mizrahi‐Shtelman

引用次数: 0

Teachers' perceptions of the barriers to effective teaching in Qatar's government schools 教师对卡塔尔公立学校有效教学障碍的看法

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-07-05 DOI: 10.1111/ejed.12711

Reem Khalid Abu‐Shawish

引用次数: 0

Promoting inclusive university practices: Fostering diversity and dignity in doctoral supervision 促进包容性大学实践：在博士生指导中促进多样性和尊严

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-07-05 DOI: 10.1111/ejed.12710

Magdalena Kohout‐Diaz

{"title":"Promoting inclusive university practices: Fostering diversity and dignity in doctoral supervision","authors":"Magdalena Kohout‐Diaz","doi":"10.1111/ejed.12710","DOIUrl":"https://doi.org/10.1111/ejed.12710","url":null,"abstract":"This article delves into doctoral supervision through the lens of inclusive transitions at the university. It aims to describe the complexity of the bond that forms between the supervisee and the supervisor, far from the bureaucratic practice of the academic environment. Based on self‐studies, the study reveals that the dialogue between the supervisee and the supervisor is unique and not reducible to control processes. This guidance, marked by various dilemmas, requires an ethic of openness to diversity, transforming academic practices. Inclusive supervision questions excessively academic (entitled) postures, fighting against discrimination and avoiding narcissistic pitfalls. The article further explores the vulnerability of the doctoral student, the dignity in focus, and new forms of discrimination and stigmatisation at the university. It provides a close look at unique journeys, shedding light on the human experience in the face of doctoral challenges, subtle forms of racism and the recurring theme of racism versus dignity. Drawing on Erving Goffman's work on stigma, this article also explores how these experiences of discrimination and racism can lead to stigmatisation, affecting the doctoral students' sense of self and their interactions within the academic environment. This perspective underscores the importance of fostering diversity and dignity in doctoral supervision, promoting inclusive university practices that respect and acknowledge each doctoral student's journey. It also emphasises the importance of understanding, and respect in the supervisory relationship, and the role these elements play in fostering a supportive academic environment.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141578016","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