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

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

Study delay during emergency remote teaching among students at Dutch universities: the role of students’ education satisfaction and academic wellbeing 荷兰大学学生在紧急远程教学期间的学习延迟：学生的教育满意度和学习幸福感的作用

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-01-06 DOI: 10.1007/s10212-023-00779-1

Manja Vollmann, Renée A. Scheepers, Femke Hilverda

{"title":"Study delay during emergency remote teaching among students at Dutch universities: the role of students’ education satisfaction and academic wellbeing","authors":"Manja Vollmann, Renée A. Scheepers, Femke Hilverda","doi":"10.1007/s10212-023-00779-1","DOIUrl":"https://doi.org/10.1007/s10212-023-00779-1","url":null,"abstract":"This study investigated whether the amount of emergency remote teaching (ERT) was negatively associated with students’ academic performance in terms of study delay and explored whether this association was mediated by study-related experiences, i.e. students’ education satisfaction and subsequently academic wellbeing (academic burnout and academic engagement). The study was conducted during the academic year 2020/2021 and 680 students from all conventional Dutch universities participated. The amount of ERT and study-related experiences were measured at three time points throughout the academic year and the respective scores were averaged for data analysis. Study delay was assessed at the end of the academic year (last time point). The hypothesised model was tested using path analysis. A higher amount of ERT was associated with a higher risk of study delay and this association was mediated by study-related experiences in two ways. First, a higher amount of ERT was related to lower education satisfaction, which in turn increased the risk of study delay. Second, a higher amount of ERT was related to lower education satisfaction, which in turn was associated with lower academic wellbeing, i.e. more academic burnout and less academic engagement, which in turn increased the risk of study delay. The findings suggest that education satisfaction and academic wellbeing are mechanisms underlying the detrimental effect of ERT on study performance, with education satisfaction playing a central role. To avoid students incurring study delay, universities are advised to implement ERT and online education in general in such a way that students’ education satisfaction gets preserved.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"106 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139375190","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

Academic, emotional, and social experiences of gifted and non-gifted high school students during the COVID-19 pandemic 资优和非资优高中生在 COVID-19 大流行期间的学业、情感和社会经历

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-01-05 DOI: 10.1007/s10212-023-00782-6

Neža Podlogar, Anja Podlesek, Mojca Juriševič

{"title":"Academic, emotional, and social experiences of gifted and non-gifted high school students during the COVID-19 pandemic","authors":"Neža Podlogar, Anja Podlesek, Mojca Juriševič","doi":"10.1007/s10212-023-00782-6","DOIUrl":"https://doi.org/10.1007/s10212-023-00782-6","url":null,"abstract":"The focus of this mixed-methods study was to compare the experiences of gifted (n = 705) and non-gifted high school students (n = 341) during emergency remote education associated with the COVID-19 pandemic. The results show that both groups assessed emergency remote learning as less adequate, and judged that their general mood, well-being, and learning were worse than before the pandemic. They reported feeling more distress. MANOVA analysis revealed statistically significant differences between the two groups, but these differences were not practically important. Significant gender differences emerged, particularly in the experience of negative emotions, which were more pronounced in girls. The interaction between giftedness and gender was not statistically significant. Several positive and negative aspects of emergency remote education were identified. The findings indicate that gifted and non-gifted students experienced emergency remote education and the pandemic similarly, which suggests that professionals could plan the same post-pandemic intervention strategies to mitigate the COVID-19 pandemic effects for both groups.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"53 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139375109","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

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-01-04 DOI: 10.1007/s10212-023-00777-3

Jan Retelsdorf, Nadine Cruz Neri, Jens Möller, Olaf Köller, Gabriel Nagy

引用次数: 0

Introducing a classroom-based intervention to regulate problem behaviours using metacognitive strategies 引入基于课堂的干预措施，利用元认知策略调节问题行为

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-01-03 DOI: 10.1007/s10212-023-00788-0

Reena Cheruvalath, Ajay Ramchandra Gaude

{"title":"Introducing a classroom-based intervention to regulate problem behaviours using metacognitive strategies","authors":"Reena Cheruvalath, Ajay Ramchandra Gaude","doi":"10.1007/s10212-023-00788-0","DOIUrl":"https://doi.org/10.1007/s10212-023-00788-0","url":null,"abstract":"Classroom intervention focusing on peer interaction persuades children to develop positive behaviour. Peer interaction plays a significant role in managing problem behaviour among adolescent children. It facilitates identifying weaknesses in children’s justification for their problem behaviour. Thus, the study aimed to propose a classroom intervention based on meta-cognitive strategies to subdue problem behaviours among secondary school children. The activities were prepared to inoculate the three components of metacognitive skills—awareness, control and regulation. The study conducted on 36 secondary school children shows a positive change in the behaviour among students who have done the intervention. A quasi-experimental design is used for the study. Both quantitative and qualitative analyses of the data were done. A repeated measures ANOVA (RMA) indicated a significant effect on the outcome, p < .05. Post-intervention interview results showed students’ interest in regulating their problem behaviours. The implication is that the proposed learner-centred class intervention can be part of the secondary school curriculum.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"18 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139095655","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

Danish third, sixth and eighth grade students’ strategy adaptivity, strategy flexibility and accuracy when solving multidigit arithmetic tasks 丹麦三年级、六年级和八年级学生在解决多位数运算任务时的策略适应性、策略灵活性和准确性

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2023-12-30 DOI: 10.1007/s10212-023-00786-2

Lóa Björk Jóelsdóttir, Paul Andrews

{"title":"Danish third, sixth and eighth grade students’ strategy adaptivity, strategy flexibility and accuracy when solving multidigit arithmetic tasks","authors":"Lóa Björk Jóelsdóttir, Paul Andrews","doi":"10.1007/s10212-023-00786-2","DOIUrl":"https://doi.org/10.1007/s10212-023-00786-2","url":null,"abstract":"In this paper, the multidigit arithmetic-related strategy adaptivity, strategy flexibility and solution accuracy of Danish compulsory school students is examined. Participants, 749 grade three, 731 grade six and 818 grade eight, were drawn from twenty demographically different schools. Drawing on a tri-phase assessment tool, each student completed a series of tasks designed to elicit shortcut strategies. First, students solved each task by means of their preferred strategy; those using shortcut strategies were construed as adaptive for that task. Second, students solved the same tasks by means of whatever alternative strategies they had available; those offering at least two strategies were construed as flexible for that task. Third, for each task, students were asked to indicate which of their strategies they believed was optimal. Across all grades, students were more flexible than adaptive. Overall, sixth graders exhibited higher levels of flexibility than third graders and marginally lower levels than eighth graders. Sixth graders exhibited higher levels of adaptivity than those in either grade three or grade eight. Students’ accuracy, which improved with maturation, was influenced positively by both adaptivity and flexibility, with flexibility having the greatest influence in grade three and adaptivity in grade six. The findings raise further questions concerning, inter alia, culture’s influence on students’ strategy choices and the interaction of adaptivity, flexibility and maturity on accuracy.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"16 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139070738","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 is students’ well-being related to their class teacher’s professional agency in primary school? 在小学，学生的幸福感与班主任的专业代理有什么关系？

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2023-12-29 DOI: 10.1007/s10212-023-00781-7

Roosa Yli-Pietilä, Tiina Soini, Janne Pietarinen, Kirsi Pyhältö

{"title":"How is students’ well-being related to their class teacher’s professional agency in primary school?","authors":"Roosa Yli-Pietilä, Tiina Soini, Janne Pietarinen, Kirsi Pyhältö","doi":"10.1007/s10212-023-00781-7","DOIUrl":"https://doi.org/10.1007/s10212-023-00781-7","url":null,"abstract":"Class teachers have a meaningful role in the life of primary school students as they are responsible for the majority of their students’ instruction. Previous research has shown that teachers who make efforts to learn and develop in their work also promote their students’ learning and well-being. This learning orientation is referred to in this study as teachers’ professional agency. The well-being of students has been shown to be challenged in many ways already in primary school. However, we need more research on how primary school students experience well-being in classrooms in relation to their studies and whether their class teacher’s professional agency relates to their well-being. We examined students’ study well-being from two perspectives: study engagement and study burnout. Multilevel structural equation modelling was applied in the analysis to explore perceived study well-being in the classroom (student and class level) and its relation to class teachers’ sense of professional agency. The results indicate that a high level of study burnout at the class level decreases students’ study well-being over time and also challenges class teachers’ sense of professional agency.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"56 1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139070847","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