European Journal of Education最新文献_第9页

Higher education and economic development: A bibliometric analysis 1985–2022 高等教育与经济发展：1985-2022 年文献计量分析

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-04-21 DOI: 10.1111/ejed.12653

Tommaso Agasisti, Olesya Petrenko

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‘Like an imprisoned robin’: Similes by English language teachers on teaching in and beyond the times of COVID-19 像一只被囚禁的知更鸟英语教师对 COVID-19 时代内外教学的比喻

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-04-21 DOI: 10.1111/ejed.12664

Esin Dündar

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Enhanced student joy in learning environment; understanding and influencing the process 增强学生在学习环境中的愉悦感；了解并影响学习过程

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-04-21 DOI: 10.1111/ejed.12671

Marita Cronqvist

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The effect of animated movies on speaking skills among motivated English foreign language learners: Elementary level 动画电影对有学习动机的英语外语学习者口语技能的影响：初级水平

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-04-21 DOI: 10.1111/ejed.12665

Rong Wang, Mustafa Do Dange, Siros Izadpanah

{"title":"The effect of animated movies on speaking skills among motivated English foreign language learners: Elementary level","authors":"Rong Wang, Mustafa Do Dange, Siros Izadpanah","doi":"10.1111/ejed.12665","DOIUrl":"10.1111/ejed.12665","url":null,"abstract":"Technology has become an integral part of our daily lives, permeating every aspect. One area where technology has shown potential to enhance English as a Foreign Language (EFL) learning is through the use of animated movies. Despite the growing significance of technology in education, research is scarce in this specific area. Therefore, the aim of this study, conducted in 2023, was to investigate the impact of animated movies on the development of speaking abilities among motivated EFL learners. A total of 370 elementary students studying EFL in various institutions participated by responding to questionnaires. A multiple-stage cluster sampling approach was employed to select the participants. The students were divided into two groups: the experimental group (EG) and the control group (CG). The selection of 15 animated films from a pool of 50 was performed using the Lawsh CVR (content validity ratio) and CVI (content validity index) algorithms, following validation by professionals. The study was designed as an experiment, and descriptive statistics and the ANCOVA test were employed to analyse the quantitative data. The findings revealed a significant difference between the pre-test and post-test results of the EG in English-speaking skills, vocabulary learning, English pronunciation skills, understanding and recognition. According to the study, animated movies have the potential to aid teachers and EFL students in enhancing their speaking skills. This research sheds light on the benefits of incorporating animated movies into language learning environments, offering valuable insights for both educators and learners alike.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140678951","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 study on the influence of learning space on students' intrinsic learning motivation 学习空间对学生内在学习动机影响的研究

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-04-21 DOI: 10.1111/ejed.12652

Hui Chen, Jie Chen, Feng-Kuang Chiang

{"title":"A study on the influence of learning space on students' intrinsic learning motivation","authors":"Hui Chen, Jie Chen, Feng-Kuang Chiang","doi":"10.1111/ejed.12652","DOIUrl":"10.1111/ejed.12652","url":null,"abstract":"Following the continuous reform and innovation of classroom teaching methods and pedagogy in higher education, the support provided by traditional classrooms for new classes seems to be insufficient. Empirical exploration into the impact of learning spaces on student learning motivation, particularly in terms of how and to what extent, has been limited. This study focuses on student intrinsic learning motivation as the dependent variable and constructs an influence model incorporating factors such as learning space, pedagogy and classroom relationships. A comparative analysis is conducted to assess the differential influence between two learning space types: active learning spaces and traditional classrooms. Utilizing a convenience sampling method, students engaged in coursework at University A's ‘Future Learning Experience Center’ and traditional multimedia learning spaces over three academic terms were selected. Differential tests were performed on data collected from various learning environment types, and the impact of learning space, teaching methods and social relationships on students' intrinsic learning motivation was validated using structural equation modelling. Results indicate that scores in the dimensions of learning space, teacher–student relationships, student–student relationships and student intrinsic learning motivation were significantly higher in the active learning space compared to traditional classrooms. Surprisingly, learning space exhibited no significant direct effect on student intrinsic learning motivation but demonstrated a significant indirect effect. The influencing factors model presented in this study sheds light on the type of learning space's impact on student intrinsic learning motivation, offering theoretical guidance and practical data for future research endeavours.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140678885","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 the hackathon: Exploring participant experience, confidence and anxiety 驾驭黑客马拉松：探索参与者的经验、信心和焦虑

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-04-21 DOI: 10.1111/ejed.12656

Maciej Rys, Anna Maria Górska, hab. Pawel Korzynski

{"title":"Navigating the hackathon: Exploring participant experience, confidence and anxiety","authors":"Maciej Rys, Anna Maria Górska, hab. Pawel Korzynski","doi":"10.1111/ejed.12656","DOIUrl":"10.1111/ejed.12656","url":null,"abstract":"Hackathons are characterized by their dynamic and collaborative nature, acting as incubators for innovation in diverse contexts. They are celebrated for nurturing creativity and tackling current challenges while offering distinctive educational opportunities. However, participants' lack of confidence and increased anxiety can diminish the utility of a hackathon's outcomes, adversely affecting both the resolution of the challenges at hand and the educational value of the experience. Drawing on 398 responses from verified hackathon participants, we examined associations among experience, intrinsic and extrinsic motivations, confidence and anxiety. The findings confirm that experience at hackathons has a beneficial effect on individuals' confidence levels and concurrently diminishes anxiety. Additionally, intrinsic motivations show negative associations with anxiety and positive associations with confidence, while extrinsic motivations have unequivocal effects. These insights deepen our comprehension of the hackathon ecosystem, underscoring the criticality of participant's well-being and motivation. The ramifications of these findings are multifaceted: they not only inform the enhancement of hackathon frameworks, emphasizing a participant-focused approach, but also facilitate the strategic incorporation of hackathons within educational and organizational contexts.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140678328","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

Field effects and work-based learning: The case of school–work alternance in Italy 实地效应和基于工作的学习：意大利的课业交替案例

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-04-21 DOI: 10.1111/ejed.12666

Gabriele Pinna, Marco Pitzalis

{"title":"Field effects and work-based learning: The case of school–work alternance in Italy","authors":"Gabriele Pinna, Marco Pitzalis","doi":"10.1111/ejed.12666","DOIUrl":"10.1111/ejed.12666","url":null,"abstract":"This essay analyses the implementation of a work-based learning policy in upper secondary schools in Italy. The policy aims to improve student orientation and enhance their soft skills. Based on two ethnographic research studies in Italy, this essay utilises Pierre Bourdieu's theoretical framework, particularly the ‘field’ concept, to examine how this policy has been implemented in different tracks of the Italian school system in a peripheral region. The policy has challenged the autonomy of the scholastic field, primarily advocated by teachers and students in the dominant pole, represented by the classical and scientific lyceums. The policy has been translated into a series of projects in museums, libraries and third-sector associations in this field segment. These initiatives reinforce students' citizenship values while highlighting their detachment from manual work. In the dominated pole of the field, represented by vocational schools primarily located in the suburbs of large cities and rural areas, the policy has been well received as it aligns with the expectations of teachers and students. However, due to the prevalence of small family companies, planning truly formative work-based learning experiences becomes challenging. Consequently, this leads to an early, albeit tense, socialisation of students within the hierarchical order of small companies.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140678501","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

Hack it with EDUCHIC! Educational hackathons and interdisciplinary challenges—Definitions, principles, and pedagogical guidelines 与 EDUCHIC 一起破解！教育黑客马拉松和跨学科挑战--定义、原则和教学指南

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-04-17 DOI: 10.1111/ejed.12658

Loïs Vanhée, Karin Danielsson, Lena Enqvist, Kalle Grill, Melania Borit

{"title":"Hack it with EDUCHIC! Educational hackathons and interdisciplinary challenges—Definitions, principles, and pedagogical guidelines","authors":"Loïs Vanhée, Karin Danielsson, Lena Enqvist, Kalle Grill, Melania Borit","doi":"10.1111/ejed.12658","DOIUrl":"10.1111/ejed.12658","url":null,"abstract":"Whereas hackathons are widespread within and outside academia and have been argued to be a valid pedagogical method for teaching interdisciplinarity, no detailed frameworks or methods are available for conceptualizing and organizing educational hackathons, i.e., hackathons dedicated to best achieving pedagogic objectives. This paper is dedicated to introducing EDUCational Hackathons for learning how to solve Interdisciplinary Challenges (EDUCHIC) through: (1) defining the fundamental principles for framing an activity as an EDUCHIC, integrating principles from pedagogical methods, hackathon organization, and interdisciplinarity processes; (2) describing general properties that EDUCHIC possess as a consequence of the interaction of the fundamental principles; (3) developing operational guidelines for streamlining the practical organization of EDUCHIC, including an exhaustive end-to-end process covering all the steps for organizing EDUCHIC and practical frames for carrying the key decisions to be made in this process; and (4) a demonstration of these guidelines through illustrating their application for organizing a concrete EDUCHIC.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.12658","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140627230","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

The process of adaptation to higher education studies and its relation to academic dropout 高等教育学习的适应过程及其与辍学的关系

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-04-16 DOI: 10.1111/ejed.12650

Yaritza Garcés-Delgado, Mª. Inmaculada Fernández-Esteban, Pedro R. Álvarez-Pérez, Sara Conde-Vélez

{"title":"The process of adaptation to higher education studies and its relation to academic dropout","authors":"Yaritza Garcés-Delgado, Mª. Inmaculada Fernández-Esteban, Pedro R. Álvarez-Pérez, Sara Conde-Vélez","doi":"10.1111/ejed.12650","DOIUrl":"10.1111/ejed.12650","url":null,"abstract":"The academic dropout of higher education students represents one of the most significant challenges that university institutions have to face today. This research analysed the university academic trajectory of students who dropped out of university for good. The aim of this paper is to examine in depth the factors that influence the idea of the construction of academic dropout and its relationship with the difficulties of adaptation to the university training system. A qualitative study was carried out in which the interview technique was applied to n = 34 dropout students belonging to three Spanish autonomous communities. The results made it possible to identify and examine students' difficulties in adapting to university studies in greater depth. The interviews revealed contextual and emotional details that contributed to dropout, such as personal and professional challenges and a lack of emotional support. The findings lead to the need to approach the issue from a holistic viewpoint in order to address the different reasons behind university dropouts. This broad view of the academic trajectories of university students who drop out is a benchmark for strategies to improve student retention and success in higher education.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.12650","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140564074","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

School middle leaders' transformational leadership and organizational resilience: The moderating role of academic emphasis 学校中层领导的变革型领导力与组织复原力：学术重点的调节作用

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-04-14 DOI: 10.1111/ejed.12657

Ayala Zadok, Pascale Benoliel, Chen Schechter

{"title":"School middle leaders' transformational leadership and organizational resilience: The moderating role of academic emphasis","authors":"Ayala Zadok, Pascale Benoliel, Chen Schechter","doi":"10.1111/ejed.12657","DOIUrl":"10.1111/ejed.12657","url":null,"abstract":"This study examines how teachers' perceptions of academic emphasis moderate the relationship between their middle leaders' transformational leadership and organizational resilience subdimensions (principal organizational resilience and faculty organizational resilience). Academic emphasis in schools prioritizes academic excellence in teaching and is crucial in evaluating school effectiveness. The study used a two-source survey design with self-report data from 609 participants in 103 secondary schools in Israel. The results indicate that academic emphasis moderates the relationship between transformational leadership's sub-dimensions (idealized influence, inspirational motivation, individualized consideration and intellectual stimulation) and principal organizational resilience but not faculty organizational resilience. The findings suggest that middle leaders can create a positive academic emphasis to optimize their transformational leadership's effects on organizational resilience. Theoretical and practical implications are discussed.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.12657","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140564116","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