European Journal of Psychology of Education最新文献_第10页

Domain specificity of mastery-motivation-related behaviours in relation to Singaporean preschoolers’ mathematical performance 与新加坡学龄前儿童数学成绩相关的掌握激励相关行为的领域特异性

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-02-05 DOI: 10.1007/s10212-024-00794-w

Tiffany Yanyi Lee, Lit Wee Sim, Mohamed Syukri Bin Mohamed Anwar, Pierina Cheung, Kerry Lee, Daniel Ansari, Gianluca Esposito, Anne Rifkin-Graboi

{"title":"Domain specificity of mastery-motivation-related behaviours in relation to Singaporean preschoolers’ mathematical performance","authors":"Tiffany Yanyi Lee, Lit Wee Sim, Mohamed Syukri Bin Mohamed Anwar, Pierina Cheung, Kerry Lee, Daniel Ansari, Gianluca Esposito, Anne Rifkin-Graboi","doi":"10.1007/s10212-024-00794-w","DOIUrl":"https://doi.org/10.1007/s10212-024-00794-w","url":null,"abstract":"Mastery motivation predicts achievement, but intricacies amongst pre-schoolers are unclear. In keeping with the Specificity Principle, school-age, and adolescent research demonstrates the importance of considering the setting conditions in which mastery motivation is observed. Here, Singaporean 4-year-olds’ (N = 63) mastery-motivation-related behaviour (MMRB) (e.g. signs of persistence, focus, and pleasure) in mathematical and non-mathematical activities were observed. Relations between numeracy and MMRB during a mathematical game (outcome relevant setting) were determined, controlling for MMRB in other activities (outcome irrelevant settings). Association between MMRB during the mathematical game and receptive language (outcome irrelevant setting) was also examined. Consistent with the Specificity Principle, MMRB during the mathematical game was (i) associated with numeracy, after controlling for MMRB in other activities and (ii) did not predict language. Enhancing preschoolers’ experiences, especially when implemented in contexts related to areas targeted for improvement, may benefit outcomes. These skills acquired in early life can become important predictors of future ability.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"110 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139757332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

To choose or not to choose? Effects of choice in authentic context-based learning environments 选择还是不选择？真实情境学习环境中选择的影响

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-02-03 DOI: 10.1007/s10212-024-00798-6

Fabien Güth, Helena van Vorst

{"title":"To choose or not to choose? Effects of choice in authentic context-based learning environments","authors":"Fabien Güth, Helena van Vorst","doi":"10.1007/s10212-024-00798-6","DOIUrl":"https://doi.org/10.1007/s10212-024-00798-6","url":null,"abstract":"Context-based learning (CBL) environments are widely used in science education to create authentic learning opportunities. Contexts can be authentic through their relation to everyday life, to uncommon scientific phenomena, or to the chemical laboratory. Previous research revealed that students choose contexts that are authentic in different ways depending on their individual characteristics. Self-determination theory and psychological research indicate that it is not the choice itself that is beneficial for learning, but rather the congruence between the characteristics of the participants and the task. The extent to which these results are transferable to CBL in chemistry education and the effects on cognitive load have not yet been analyzed. The focus of the present study was to investigate whether the choice of a contextualized task or the congruence between context and student are causal for beneficial effects in situational interest, cognitive load, and task-related satisfaction. We conducted an experimental study with 217 third-year chemistry students comparing three treatments while learning in a CBL environment. In the first group, students could choose a contextual task that was varied in terms of authenticity. Students in the second group were assigned a contextual task by an artificial neural network that matched their individual characteristics. Students in the third group were assigned a contextualized task by the neural network that did not match their individual characteristics. Multilevel analyses show that whether the context is chosen or not is irrelevant for situational interest and task-related satisfaction if the context fits the individual characteristics of the students.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"2 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139678157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Hyaline Vascular Variant of Castleman Disease of the Tonsil in an Adolescent: A case Report. 青少年扁桃体卡斯特曼病的透明血管变异型：病例报告。

IF 2.7 2区心理学

European Journal of Psychology of Education Pub Date : 2024-02-01 Epub Date: 2023-08-02 DOI: 10.1007/s12070-023-04114-4

Ameet Kishore, Nishant Rana, Ashwani Kumar, Vikas Kashyap, Yaja Jebaying

引用次数: 0

Instructional sequences in science teaching: considering element interactivity when sequencing inquiry-based investigation activities and explicit instruction 科学教学中的教学顺序：在对探究式调查活动和明确教学进行排序时考虑元素的互动性

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-01-26 DOI: 10.1007/s10212-024-00799-5

{"title":"Instructional sequences in science teaching: considering element interactivity when sequencing inquiry-based investigation activities and explicit instruction","authors":"","doi":"10.1007/s10212-024-00799-5","DOIUrl":"https://doi.org/10.1007/s10212-024-00799-5","url":null,"abstract":"<h3>Abstract</h3> The use of investigations in science teaching is both common and commonly advocated for in science education literature. We suggest that the use of investigations should differ depending on the complexity of the subject matter. That complexity can vary depending on both the nature of the information and students’ expertise levels. The present study used Cognitive Load Theory and tested a hypothesis that the sequential order of having investigations first followed by explicit instruction only is more effective than that of having explicit instruction first when students have acquired sufficiently high levels of knowledge. This hypothesis was tested with 85 middle school students. Participants were randomly assigned to one of the two sequences. The results indicated that for sufficiently knowledgeable students, a dis-ordinal knowledge level by sequence interaction was obtained. There was an advantage to the explicit instruction first approach for the less knowledgeable students for whom element interactivity was high but an advantage to the investigation first approach for the more knowledgeable students for whom element interactivity was lower. The results were discussed in light of a recent debate between the authors and De Jong et al. (Educational Research Review, 39, 1-14, 2023) on the role of investigations and explicit instruction in science education.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"6 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139585473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How vocabulary knowledge and grammar knowledge influence L2 reading comprehension: a finer-grained perspective 词汇知识和语法知识如何影响 L2 阅读理解：细粒度视角

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-01-25 DOI: 10.1007/s10212-024-00793-x

Huilin Chen, Huan Mei

引用次数: 0

Mediation of study habits and techniques between music training and academic achievement in children 音乐培训与儿童学习成绩之间的学习习惯和技巧的中介作用

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-01-15 DOI: 10.1007/s10212-023-00792-4

Katya Martin-Requejo, Alejandro González-Andrade, Aitor Álvarez-Bardón, Sandra Santiago-Ramajo

{"title":"Mediation of study habits and techniques between music training and academic achievement in children","authors":"Katya Martin-Requejo, Alejandro González-Andrade, Aitor Álvarez-Bardón, Sandra Santiago-Ramajo","doi":"10.1007/s10212-023-00792-4","DOIUrl":"https://doi.org/10.1007/s10212-023-00792-4","url":null,"abstract":"Although music training has been related to better school performance, the processes that may mediate this improvement are unknown. Given that study habits and techniques are one of the variables most closely related to academic achievement, the present study analyzed the differences in study habits and techniques between children with and without musical training, checking whether the age at which training began is a significant variable and whether study habits and techniques act as a mediator between musical training and academic achievement. A total of 132 children aged 9–12 years from the Autonomous Community of the Basque Country were studied using the Questionnaire of Habits and Study Techniques and school grades. Significant differences were found in the attitude toward study, exams and exercises; personal and environmental conditions for study; and general study habits and techniques in favor of children with musical training. In addition, children who started training before the age of seven showed better results in study habits and techniques. In turn, study habits and techniques significantly mediated the relationship between music training and academic achievement. Therefore, music training, especially before the age of seven, seems to have a beneficial effect on academic achievement, which could be explained, at least in part, by study habits and techniques.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"24 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139477063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Multimodal repetitions in children’s co-construction of arguments 儿童共同建构论点过程中的多模态重复

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-01-13 DOI: 10.1007/s10212-023-00789-z

{"title":"Multimodal repetitions in children’s co-construction of arguments","authors":"","doi":"10.1007/s10212-023-00789-z","DOIUrl":"https://doi.org/10.1007/s10212-023-00789-z","url":null,"abstract":"<h3>Abstract</h3> The study examines the interactive functions of gesture repetitions as a specific form of interpersonal synchronization in argumentative decision-making processes of peers (1–6 graders). Based on a collection of 13 instances, gesture repetitions are investigated in the process of collaboratively co-constructing arguments. Drawing on multimodal interaction analysis, a description is provided of how gestures are aligned and laminated with other multimodal resources, such as body posture and gaze, into multimodal repetitions during the co-construction of both arguments and counterarguments. The study illustrates the way in which multimodal repetitions serve to mark coherence between the participants’ turns and contribute to the argument. As the multimodal resources are highly synchronized with each other, multimodal repetitions also make the collaboration of specific participants publicly visible to all interactants, thereby attaching more importance to the sharedness—and persuasiveness—of the constructed argument. The analysis therefore focuses on both depictive and pragmatic gestures that are conceived as parts of multimodal gestalts (Mondada, 2014), and describes different trajectories of co-constructions that entail interactively successful as well as unsuccessful examples.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"12 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139464590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

School adjustment in adolescence explained by social support, resilience and positive affect 社会支持、复原力和积极情绪对青少年学校适应的解释

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-01-11 DOI: 10.1007/s10212-023-00785-3

Lorea Azpiazu, Iratxe Antonio-Aguirre, Iker Izar-de-la-Funte, Oihane Fernández-Lasarte

{"title":"School adjustment in adolescence explained by social support, resilience and positive affect","authors":"Lorea Azpiazu, Iratxe Antonio-Aguirre, Iker Izar-de-la-Funte, Oihane Fernández-Lasarte","doi":"10.1007/s10212-023-00785-3","DOIUrl":"https://doi.org/10.1007/s10212-023-00785-3","url":null,"abstract":"In order to develop future academic-professional skills and later social and financial independence, an adequate adolescent school adjustment is essential. Therefore, it is necessary to identify the variables that contribute to its improvement in a stage characterised by its decrease. The aim of the present study is to analyse and compare two theoretical models to determine the prediction of teacher and peer support, resilience and positive affect to school adjustment, measured through emotional engagement, school integration problems and perceived academic performance. The design was cross-sectional and participants were 1397 adolescents in high school (M = 13.88, SD = 1.27). The results reveal that teacher and peer support, resilience and positive affect indirectly predict perceived academic performance through school integration problems and emotional engagement. The negative effect of emotional engagement and support from peers on school integration problems is particularly worth highlighting, along with the prediction of resilience on positive affect and that of support from teachers on emotional engagement. The theoretical and practical implications of these results are discussed.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"19 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139422362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using rhetorical devices to improve integration in writing based on multiple texts 使用修辞手法，提高基于多种文本的写作的整合能力

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-01-10 DOI: 10.1007/s10212-023-00778-2

Eunseo Lee, Alexandra List, Gala Sofia Campos Oaxaca, Hye Yeon Lee, Hongcui Du

引用次数: 0

Students’ socioeconomic status and teacher beliefs about learning as predictors of students’ mathematical competence 预测学生数学能力的学生社会经济地位和教师的学习信念

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-01-08 DOI: 10.1007/s10212-023-00791-5

Eeva S. H. Haataja, Markku Niemivirta, Marja E. Holm, Pia Ilomanni, Anu Laine

{"title":"Students’ socioeconomic status and teacher beliefs about learning as predictors of students’ mathematical competence","authors":"Eeva S. H. Haataja, Markku Niemivirta, Marja E. Holm, Pia Ilomanni, Anu Laine","doi":"10.1007/s10212-023-00791-5","DOIUrl":"https://doi.org/10.1007/s10212-023-00791-5","url":null,"abstract":"The learning context, consisting of the school children’s families, teachers, and peers, has effect on their mathematics learning. The concern of students’ socioeconomic status (SES) affecting negatively their learning outcomes is increasing worldwide. This study investigates whether Finnish elementary school students’ SES affects their mathematical competence and success expectancy on individual and class levels. Additionally, the role of teachers’ beliefs on mathematics learning and class composition on the mathematics competence and success expectancy on the class level is explored. To analyze the nested data from student questionnaires and mathematics tests, and their teachers’ questionnaires, we used multilevel structural equation modelling with two levels (1, individual; 2, class). The results indicate that on the individual level, the gender and SES affect students’ mathematical competence and success expectancy in mathematics. On the class level, the teacher’s evaluations of academic class composition predicted students’ mathematical competence, and the teachers’ constructivist beliefs of mathematics learning and class composition regarding students’ special needs predicted students’ success expectancy. We conclude that students with disadvantaged SES need support on success expectancy to flourish in mathematics. On the class level, this support can be conveyed through teachers’ constructivist pedagogical beliefs.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"18 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139396509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0