European Journal of Psychology of Education最新文献_第2页

The values of schools: an analysis of vision statements 学校的价值观：对愿景声明的分析

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-07-31 DOI: 10.1007/s10212-024-00886-7

Ella Daniel, Sharon Arieli, Liat Akerman

{"title":"The values of schools: an analysis of vision statements","authors":"Ella Daniel, Sharon Arieli, Liat Akerman","doi":"10.1007/s10212-024-00886-7","DOIUrl":"https://doi.org/10.1007/s10212-024-00886-7","url":null,"abstract":"School vision statements articulate an aspired future state for the school, highlighting its ideals, purpose, and unique aspects to direct behavior and promote motivation and commitment among stakeholders. This paper investigates vision statements of schools as artifacts expressing the values emphasized by schools, drawing on organizational literature that shows the role of central organizational artifacts in conveying the values important to the organization. Using a comprehensive sample of elementary schools across all districts in Israel (N = 99), we built on Schwartz’s values theory to identify values and analyze expressed values. We employed a mixed methods approach, combining qualitative and quantitative methods to analyze these values. First, we analyzed the content of vision statements to investigate how values were manifested. Then, we investigated the values hierarchy reflected in the vision statements, and compared sectors to identify the impact of the broader social context. Our analysis revealed variation in values expression: as expected, self-direction and benevolence emerged as the most prevalent values in school vision statements; power and hedonism were less salient. Comparison of vision statements from public and public-religious schools, as well as across schools with varying socioeconomic status (SES), revealed differences in universalism values. Public schools and those with higher SES placed greater importance on universalism values compared to public-religious schools. Additionally, tradition values were less prominent in public schools but were the second most significant values in public-religious schools. We discuss the results within the framework of values theory and educational policy.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"9 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141870932","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 are children’s strategy selection and execution related to their executive functions? A choice/no-choice study in multi-step arithmetic 儿童的策略选择和执行与他们的执行功能有何关系？多步算术中的选择/非选择研究

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-07-26 DOI: 10.1007/s10212-024-00889-4

Stijn Van Der Auwera, Bert De Smedt, Joke Torbeyns, Lieven Verschaffel

{"title":"How are children’s strategy selection and execution related to their executive functions? A choice/no-choice study in multi-step arithmetic","authors":"Stijn Van Der Auwera, Bert De Smedt, Joke Torbeyns, Lieven Verschaffel","doi":"10.1007/s10212-024-00889-4","DOIUrl":"https://doi.org/10.1007/s10212-024-00889-4","url":null,"abstract":"In recent years, an increasing number of studies have examined the association between mathematical abilities and executive functions (EFs). However, it remains unknown via which mechanisms’ mathematical performance is associated with EFs. The current study examined the associations of overall task proficiency, strategy selection, and strategy execution when solving multi-step subtraction problems with three EFs (i.e., updating, inhibition, and shifting). With a choice/no-choice design, 150 fifth-graders’ (Mage = 10 years, 11 months) direct subtraction (DS; e.g., 712 − 346 = ?; 712 − 300 = 412, 412 − 40 = 372, and 372 − 6 = 366) and subtraction by addition (SBA; e.g., 712 − 346 = ?; 346 + 54 = 400, 400 + 300 = 700, 700 + 12 = 712, and 54 + 300 + 12 = 366) use to solve multi-step subtractions was examined. Participants were offered ten subtractions in one choice condition (free choice between DS and SBA), based on which we obtained data about task proficiency and strategy selection, and in two no-choice conditions (mandatory use of either DS or SBA), which were used to examine strategy execution. The results showed that task proficiency in the choice condition was associated with updating and inhibition but not with shifting. Furthermore, strategy selection was associated with updating but not with inhibition and shifting. Strategy execution was associated with updating but not with inhibition and shifting. The inclusion of separate strategy selection and execution parameters helped to unravel how arithmetic performance and EFs are associated.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"54 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141774624","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

Experience, difficulties, and needs of French teachers welcoming students with cancer in kindergarten and primary school 法国教师接待幼儿园和小学癌症学生的经验、困难和需求

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-07-26 DOI: 10.1007/s10212-024-00888-5

Virginie Fabre, Florence Labrell

{"title":"Experience, difficulties, and needs of French teachers welcoming students with cancer in kindergarten and primary school","authors":"Virginie Fabre, Florence Labrell","doi":"10.1007/s10212-024-00888-5","DOIUrl":"https://doi.org/10.1007/s10212-024-00888-5","url":null,"abstract":"International research suggests that the success of re-entering school for cancer survivors is multifactorial. The quality of the school-family-hospital liaison and the promotion of social links between the child with cancer and his or her classmates appear to be central points. In France, the schooling of children with cancer is not frequently examined, and the teachers’ experiences are never discussed. The aim of our study is to investigate the professional practices and experiences of French teachers in kindergarten and primary schools welcoming students with cancer, regarding international studies, to contribute to improving the handling of these children. By using an international survey based on the Delphi method as well as qualitative data, we investigated the point of view of 66 French teachers working in kindergarten and primary schools. Both methods highlight that strong collaboration with parents, the information provided by medical staff, and social connections with classmates constitute needs for interviewed teachers. In parallel, keeping a constant link with the children and their families, raising the awareness of peers, and providing personalized support to the survivor student appear to be major resources for these teachers. In terms of difficulties, both methods attest that teachers request training and more support to manage both survivor students’ academic difficulties, peer awareness, and mutual understanding. Besides, qualitative results suggest a lack of efficiency in school-hospital liaison and in institutional support, which might be strengthened through standardization of the re-entry process and systematic monitoring of the school career of these children.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"67 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141774623","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

Importance of students’ social resources for their academic achievement and well-being in elementary school 学生的社会资源对其小学学业成绩和幸福感的重要性

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-07-22 DOI: 10.1007/s10212-024-00877-8

Jakob Schwerter, Justine Stang-Rabrig, Ruben Kleinkorres, Johannes Bleher, Philipp Doebler, Nele McElvany

{"title":"Importance of students’ social resources for their academic achievement and well-being in elementary school","authors":"Jakob Schwerter, Justine Stang-Rabrig, Ruben Kleinkorres, Johannes Bleher, Philipp Doebler, Nele McElvany","doi":"10.1007/s10212-024-00877-8","DOIUrl":"https://doi.org/10.1007/s10212-024-00877-8","url":null,"abstract":"Based on the relationships motivation theory, it can be assumed that social interactions in elementary school are essential for students’ development and especially for their school success. Thus, this study examined how vital social resources, more precisely social interactions with peers and teachers, are for two central aspects of school success, namely academic achievement and well-being. To this end, the representative German PIRLS 2016 data of 3959 fourth-grade students (MAge = 10.34 years; N = 1,940 girls, 71% white) were analyzed. Social interactions were operationalized using factors indicating whether students experienced bullying from peers, and how much teacher support they perceived. We found that fewer bullying experiences and more perceived teacher support were positively related to academic achievement and enjoyment of school as a prominent aspect of school-related well-being. Applying machine-learning methods to avoid overfitting while including important control variables, only the effects of bullying experiences and perceived teacher support on well-being remained robust. The results underlined that positive relationship experiences were particularly important for students’ well-being but not necessarily incremental to students’ academic achievement.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"53 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141744456","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

Exploring the impact of psychosocial learning environments and instructional modalities on academic achievement in blended computer science education 探索混合式计算机科学教育中社会心理学习环境和教学模式对学习成绩的影响

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-07-20 DOI: 10.1007/s10212-024-00884-9

Shonn Cheng, Hsuan-Pu Chang, Sheng-Shiang Tseng

{"title":"Exploring the impact of psychosocial learning environments and instructional modalities on academic achievement in blended computer science education","authors":"Shonn Cheng, Hsuan-Pu Chang, Sheng-Shiang Tseng","doi":"10.1007/s10212-024-00884-9","DOIUrl":"https://doi.org/10.1007/s10212-024-00884-9","url":null,"abstract":"The goal of the present study was to explore the relations among perceived psychosocial learning environments, instructional modality, motivation, self-regulated learning, and academic achievement in blended computer science education. The participants were 207 undergraduate students enrolled in a blended online and face-to-face design course. We employed exploratory structural equation modeling to analyze the data. Our findings indicated that within the perceived psychosocial learning environments, dimensions such as personal relevance, authentic learning, and active learning significantly predicted various motivational beliefs. Furthermore, active learning and expectancy were strong predictors of effective time management, while instructional modality and emotional cost were closely linked to academic procrastination. Notably, academic procrastination emerged as the sole significant predictor of academic achievement, measured by course grades. These results suggest that traditional curricula emphasizing textbook reading and code memorization may be ineffective in teaching computer science. Additionally, our study highlights a higher tendency for procrastination in online settings. We recommend a curriculum focused on personal relevance, authentic learning, and active learning to better motivate students and enhance their ability to manage their learning effectively. To improve academic achievement in computer science education, it is crucial to address maladaptive self-regulatory processes and motivational beliefs, which primarily arise from active learning and instructional modality. We will conclude with specific recommendations for designing learning environments that better support computer science education.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"43 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141744582","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

Effectiveness of cooperative, collaborative, and interdisciplinary learning guided by software development in Spanish universities 西班牙大学在软件开发指导下开展合作、协作和跨学科学习的成效

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-07-18 DOI: 10.1007/s10212-024-00881-y

Sonia Lorente, Mónica Arnal-Palacián, Maximiliano Paredes-Velasco

{"title":"Effectiveness of cooperative, collaborative, and interdisciplinary learning guided by software development in Spanish universities","authors":"Sonia Lorente, Mónica Arnal-Palacián, Maximiliano Paredes-Velasco","doi":"10.1007/s10212-024-00881-y","DOIUrl":"https://doi.org/10.1007/s10212-024-00881-y","url":null,"abstract":"The European Higher Education Area (EHEA) proposes to enhance active learning and student protagonism in order to improve academic performance. In this sense, different methodologies are emerging to create scenarios for self-regulation of their learning. In this study the cooperative, collaborative and interdisciplinary learning methodologies were compared in Spanish universities. The main objectives were to evaluate their effects in higher education and to explore the relationship between perceived group cooperation and self-perceived ability to work in a group, differences between educational Spanish contexts, educational methodologies and gender. To this end, a quasi-experimental design was carried out. Data analysis included the descriptive metrics, correlations and analysis of variance to evaluate the differences among pedagogical methods, their effects on cooperative learning, teamwork outcomes and gender differences, comprising a total of 229 students in Spain from Psychology, Early Childhood Education, Primary Education and Computer Engineering completed the two questionnaires. Results showed that the highest correlation between perceived cooperative activity and self-perceived ability to work in a group was found among computer science students, especially among women, suggesting that the interdisciplinary learning focused on software tool development may be the most effective methodology to improve teamwork and cooperative learning outcomes. Despite these findings concern only to Spanish universities, limiting the generalizability of results, the interdisciplinary methodology seems promising for improving both teaching quality and teamwork skills. The learning methodologies of interdisciplinary projects may therefore need to be implemented within the framework of cooperative and collaborative methodologies.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"36 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141744457","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 motivational resilience and teacher support: academic self-efficacy as a mediator 学习动机复原力与教师支持：作为中介的学习自我效能感

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-07-09 DOI: 10.1007/s10212-024-00870-1

Donghyun Kang, Sungyoon Lee, Jeffrey Liew

{"title":"Academic motivational resilience and teacher support: academic self-efficacy as a mediator","authors":"Donghyun Kang, Sungyoon Lee, Jeffrey Liew","doi":"10.1007/s10212-024-00870-1","DOIUrl":"https://doi.org/10.1007/s10212-024-00870-1","url":null,"abstract":"The purpose of the present study was to examine the associations among teacher support, academic self-efficacy, and academic motivational resilience. Two hundred and four preservice teachers anonymously completed an online survey which included demographic information, academic motivational resilience, teacher support, and academic self-efficacy. Three separate structural equation models were tested. In each model, one of the teacher support aspects (i.e., instrumental aid, assurance of self-worth, and seek secure base) was included as a predictor variable. All models were the same in that the three dimensions of academic motivational resilience (i.e., perseverance, adaptive reflection, and negative affect/emotional response) were included as outcome variables and academic self-efficacy as a mediator. Findings were (1) The effect of teachers’ instrumental aid on perseverance was partially mediated by academic self-efficacy while the effect of instrumental aid on both adaptive reflection and negative affect/emotional response were fully mediated by academic self-efficacy; (2)The effect of teachers’ assurance of self-worth on perseverance was partially mediated by academic self-efficacy while the effect of assurance of self-worth on both adaptive reflection and negative affect/emotional response were fully mediated by academic self-efficacy; and (3) Academic self-efficacy fully mediated the effect of teachers’ provision of secure base on all three factors of academic motivational resilience. Implications for research and practice were discussed.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"54 4 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141571672","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

Students’ and teachers’ emotions in the classroom: an ecological dynamic systems perspective 课堂上学生和教师的情绪：生态动态系统视角

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-07-09 DOI: 10.1007/s10212-024-00880-z

Elena Savina, Caroline Fulton

{"title":"Students’ and teachers’ emotions in the classroom: an ecological dynamic systems perspective","authors":"Elena Savina, Caroline Fulton","doi":"10.1007/s10212-024-00880-z","DOIUrl":"https://doi.org/10.1007/s10212-024-00880-z","url":null,"abstract":"This paper synthesizes research on student and teacher emotions in the classroom through the lens of the Ecological Dynamic Systems model. It places emotions in immediate contexts in the classroom including emotionally expressive environment, learning/instruction, and relationships. The paper identifies specific antecedents of emotions within each context. It further discusses how the intersection of classroom events and teachers’ and students’ goals, beliefs, and relational experiences give rise to emotions. Emotions in the classroom further reflect the complex transactions between classroom and socio-historical contexts. The paper discusses how emotions are influenced by broad socio-cultural factors including educational policies and reforms, school demographics, and culture at large. Finally, it focuses on the role of appraisal for the emotions in the classroom and how appraisals are contextualized by students’ and teachers’ beliefs and personal experiences. Understanding the interplay of various contexts for emotions in the classroom will inform teacher preparation, designing instructional and behavioral interventions as well as educational policies and reforms.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"29 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141571671","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 do testing and test-potentiated learning versus worked example method affect medium- and long-term knowledge in abstract algebra for pre-service mathematics teachers? 测试和考试强化学习法与工作范例法如何影响职前数学教师对抽象代数中长期知识的掌握？

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-07-04 DOI: 10.1007/s10212-024-00869-8

Anna Muzsnay, Csilla Zámbó, Janka Szeibert, László Bernáth, Brigitta Szilágyi, Csaba Szabó

{"title":"How do testing and test-potentiated learning versus worked example method affect medium- and long-term knowledge in abstract algebra for pre-service mathematics teachers?","authors":"Anna Muzsnay, Csilla Zámbó, Janka Szeibert, László Bernáth, Brigitta Szilágyi, Csaba Szabó","doi":"10.1007/s10212-024-00869-8","DOIUrl":"https://doi.org/10.1007/s10212-024-00869-8","url":null,"abstract":"The retention of foundational knowledge is crucial in learning and teaching mathematics. However, a significant part of university students do not achieve long-term knowledge and problem-solving skills. A possible tool to increase further retention is testing, the strategic use of retrieval to enhance memory. In this study, the effect of a special kind of testing versus worked examples was investigated in an authentic educational setting, in an algebra course for pre-service mathematics teachers. The potential benefits of using tests versus showing students worked examples at the end of each practice session during a semester were examined. According to the results, there was no difference between the effectiveness of the two methods in the medium term—on the midterm that students took on the 6th week and the final that students took on the 13th week of the semester, the testing group performed the same as the worked example group. However, testing was more beneficial regarding long-term retention in studying and solving problems in abstract mathematics. Analyzing the results of the post-test that students took five months after their final test, the authors found that the improvement of those students who learned the material with testing was significantly larger than that of the worked example group. These findings suggest that testing can have a meaningful effect on abstract algebra knowledge and a long-lasting impact on solving complex, abstract mathematical problems.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"44 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141550049","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

Repetitions as a participation practice in children’s argumentative peer interactions 重复是儿童同伴间争论性互动的一种参与方式

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-07-04 DOI: 10.1007/s10212-024-00873-y

Birte Arendt, Sara Zadunaisky Ehrlich

{"title":"Repetitions as a participation practice in children’s argumentative peer interactions","authors":"Birte Arendt, Sara Zadunaisky Ehrlich","doi":"10.1007/s10212-024-00873-y","DOIUrl":"https://doi.org/10.1007/s10212-024-00873-y","url":null,"abstract":"Both participation and argumentation (OECD, 2022) are important keywords in educational contexts. While participation is seen as a crucial prerequisite for education and collaborative learning in general, argumentation as a discursive practice serves to convey and negotiate—also school-specific—knowledge. This paper explores repetition in argumentative events as a technique of establishing—or even hindering—participation in terms of alignment and affiliation. It can serve as a strategy for participation by signalling responsiveness and thematic coherence—and thus inclusion. At the same time, however, studies show that repetition can also signal contradiction and rejection—and thus exclusion. So far, we know little about how exactly these functional differences are produced—especially in younger children. Therefore, the paper explores how children use repetition as a resource for negotiating participation in argumentative events. Using authentic data in the form of observations and transcriptions of audio and video recordings from child-child-interactions of 15 Hebrew- and 31 German-speaking children aged 3–6 years, we identify oral argumentative events and investigate different forms of repetitions and their respective relevance for enabling participation. Our results show that, on the one hand, minimal and partial repetitions are used by the children in an inclusive way, creating closeness between the participants. On the other hand, children use complete repetitions more as an excluding technique, displaying misalignment and disaffiliation, in order to challenge and mock each other. The findings suggest that this line of research has significant potential to provide new insights into the formation of social relationships between peers, into the prevention or establishment of participation, which itself is a prerequisite for joint learning, as well as insights into the acquisition of argumentative competence.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141553002","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