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

Problem-solving support and instructional sequence: impact on cognitive load and student performance 问题解决支持与教学顺序:对认知负荷与学生表现的影响

2区心理学

European Journal of Psychology of Education Pub Date : 2023-11-03 DOI: 10.1007/s10212-023-00757-7

Jamie Costley, Anna Gorbunova, Matthew Courtney, Ouhao Chen, Christopher Lange

引用次数: 0

Implicit theories of intelligence and academic self-efficacy as mediators of the relationship between psychopathology and mathematical performance in adolescents 智力内隐理论和学业自我效能感在青少年精神病理和数学成绩之间的中介作用

2区心理学

European Journal of Psychology of Education Pub Date : 2023-10-27 DOI: 10.1007/s10212-023-00753-x

Andrés Rubio, Juan Carlos Oyanedel, Ferran Viñas, Javier Torres-Vallejos, Cristián Céspedes-Carreño, Danae Pedraza, Rami Benbenishty

引用次数: 0

Does imagination enhance learning? A systematic review and meta-analysis 想象力能促进学习吗?系统回顾和荟萃分析

2区心理学

European Journal of Psychology of Education Pub Date : 2023-10-25 DOI: 10.1007/s10212-023-00754-w

Hajer Mguidich, Bachir Zoudji, Aïmen Khacharem

引用次数: 1

Toward academic satisfaction and performance: the role of students’ achievement emotions 学业满意度与学业成绩:学生成就情绪的作用

2区心理学

European Journal of Psychology of Education Pub Date : 2023-10-20 DOI: 10.1007/s10212-023-00751-z

Muhammad Zahid Iqbal, Tamania Khan, Malik Ikramullah

引用次数: 0

The association between sourcing skills and intertextual integration in lower secondary school students 初中学生信息源技能与互文整合的关系

2区心理学

European Journal of Psychology of Education Pub Date : 2023-10-12 DOI: 10.1007/s10212-023-00750-0

Oriana Incognito, Christian Tarchi

{"title":"The association between sourcing skills and intertextual integration in lower secondary school students","authors":"Oriana Incognito, Christian Tarchi","doi":"10.1007/s10212-023-00750-0","DOIUrl":"https://doi.org/10.1007/s10212-023-00750-0","url":null,"abstract":"Abstract Sourcing and intertextual integration skills are critical to the development of young students’ digital literacy skills. Sourcing skills include identifying source parameters (e.g., recognizing the author, publication date, publisher) and analyzing the author’s expertise. The objective of this study is to investigate which sourcing skills used by students in document selection are most associated with intertextual integration skills. A total of 165 students attending lower secondary school participated in the research. Students completed a sourcing inventory, an intertextual integration task (after reading multiple texts), and control variables measures (prior knowledge, prior beliefs, and text comprehension). The results of exploratory factor analysis showed three dimensions for sourcing, namely source identification, author’s competence, and judgment on website choice. Furthermore, hierarchical regressions showed that author competence was the only sourcing factor associated with intertextual integration skills, after controlling for the effect of control variables. These results suggest that even younger students pay attention to author expertise when choosing texts to use for their assignments, and doing so enhances their competence in integrating information across sources.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"171 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135969748","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

Factors influencing ethnic minority students' helping behavior in cyberbullying: perceived severity of cyberbullying from various perspectives, the online disinhibition effect, and parental online discipline style 影响少数民族学生网络欺凌帮助行为的因素:不同角度感知的网络欺凌严重程度、网络去抑制效应、父母网络管教方式

2区心理学

European Journal of Psychology of Education Pub Date : 2023-10-02 DOI: 10.1007/s10212-023-00738-w

Chiao Ling Huang, Yilihamu Alimu, Shu Ching Yang

引用次数: 0

Can metacognitive accuracy be altered through prompting in biology text reading? 生物文本阅读中提示能改变元认知准确性吗?

2区心理学

European Journal of Psychology of Education Pub Date : 2023-09-23 DOI: 10.1007/s10212-023-00747-9

Stefanie Elsner, Jörg Großschedl

{"title":"Can metacognitive accuracy be altered through prompting in biology text reading?","authors":"Stefanie Elsner, Jörg Großschedl","doi":"10.1007/s10212-023-00747-9","DOIUrl":"https://doi.org/10.1007/s10212-023-00747-9","url":null,"abstract":"Abstract Metacognitive accuracy is understood as the congruency of subjective evaluation and objectively measured learning performance. With reference to the cue utilisation framework and the embedded-processes model of working memory , we proposed that prompts impact attentional processes during learning. Through guided prompting, learners place their attention on specific information during the learning process. We assumed that the information will be taken into account when comprehension judgments are formed. Subsequently, metacognitive accuracy will be altered. Based on the results of this online study with pre-service biology teachers, we can neither confirm nor reject our main hypothesis and assume small effects of prompting on metacognitive accuracy if there are any. Learning performance and judgment of comprehension were not found to be impacted by the use of resource- and deficit-oriented prompting. Other measurements of self-evaluation (i.e. satisfaction with learning outcome and prediction about prolonged comprehension) were not influenced through prompting. The study provides merely tentative evidence for altered metacognitive accuracy and effects on information processing through prompting. Results are discussed in light of online learning settings in which the effectiveness of prompt implementation might have been restricted compared to a classroom environment. We provide recommendations for the use of prompts in learning settings with the aim to facilitate their effectiveness, so that both resource-oriented and deficit-oriented prompts can contribute to metacognitive skill development if they are applied appropriately.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135959900","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

Competence symmetry in peer collaboration: A micro-sequential approach 对等协作中的能力对称:一种微序列方法

2区心理学

European Journal of Psychology of Education Pub Date : 2023-09-19 DOI: 10.1007/s10212-023-00746-w

Mariano Andrés Castellaro, Nadia Soledad Peralta, Juan Manuel Curcio

引用次数: 1

Exploring the relations of executive functions with emotional, linguistic, and cognitive skills in preschool children: parents vs. teachers reports 学龄前儿童执行功能与情感、语言和认知技能的关系探讨:家长与教师的报告

2区心理学

European Journal of Psychology of Education Pub Date : 2023-09-19 DOI: 10.1007/s10212-023-00749-7

Pietro Spataro, Mara Morelli, Sabine Pirchio, Sara Costa, Emiddia Longobardi

{"title":"Exploring the relations of executive functions with emotional, linguistic, and cognitive skills in preschool children: parents vs. teachers reports","authors":"Pietro Spataro, Mara Morelli, Sabine Pirchio, Sara Costa, Emiddia Longobardi","doi":"10.1007/s10212-023-00749-7","DOIUrl":"https://doi.org/10.1007/s10212-023-00749-7","url":null,"abstract":"Abstract This study investigated the executive functions (EF) of preschool children and their associations with emotional, linguistic, and cognitive skills, using parent and teacher reports. A total of 130 children aged 34 to 71 months participated. The preschool version of the Behavior Rating Inventory of Executive Function (BRIEF-P) was completed by both parents and teachers to assess behavioral difficulties in the use of EFs, while children were administered the Test of Emotion Comprehension (TEC), the Test of Language Evaluation (TVL), and the Coloured Progressive Matrices (CPM). Statistical analyses revealed significant differences between parents’ and teachers’ reports, with parents attributing to children more EF difficulties than parents. Children’s EF difficulties were negatively associated with emotion comprehension, language ability, and non-verbal intelligence, although correlations were stronger when using teachers’ reports. The value of using indirect measurement of preschoolers’ EF problems and the importance of adopting a multi-informant approach are discussed.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135060038","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

Teacher perceptions of student motivation and engagement: longitudinal associations with student outcomes 教师对学生动机和参与的看法:与学生成绩的纵向关联

2区心理学

European Journal of Psychology of Education Pub Date : 2023-09-19 DOI: 10.1007/s10212-023-00741-1

Cornelius Brandmiller, Katharina Schnitzler, Hanna Dumont

引用次数: 0