European Journal of Psychology of Education最新文献_第3页

Promoting diagnostic reasoning in teacher education: the role of case format and perceived authenticity 促进教师教育中的诊断推理：案例形式和感知真实性的作用

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-07-13 DOI: 10.1007/s10212-024-00874-x

Sarah Bichler, Michael Sailer, Elisabeth Bauer, Jan Kiesewetter, Hanna Härtl, Martin R. Fischer, Frank Fischer

{"title":"Promoting diagnostic reasoning in teacher education: the role of case format and perceived authenticity","authors":"Sarah Bichler, Michael Sailer, Elisabeth Bauer, Jan Kiesewetter, Hanna Härtl, Martin R. Fischer, Frank Fischer","doi":"10.1007/s10212-024-00874-x","DOIUrl":"https://doi.org/10.1007/s10212-024-00874-x","url":null,"abstract":"Teachers routinely observe and interpret student behavior to make judgements about whether and how to support their students’ learning. Simulated cases can help pre-service teachers to gain this skill of diagnostic reasoning. With 118 pre-service teachers, we tested whether participants rate simulated cases presented in a serial-cue case format as more authentic and become more involved with the materials compared to cases presented in a whole case format. We further investigated whether participants with varying prior conceptual knowledge (what are symptoms of ADHD and dyslexia) gain more strategic knowledge (how to detect ADHD and dyslexia) with a serial-cue versus whole case format. We found that the case format did not impact authenticity ratings but that learners reported higher involvement in the serial-cue case format condition. Bayes factors provide moderate evidence for the absence of a case format effect on strategic knowledge and strong evidence for the absence of an interaction of case format and prior knowledge. We recommend using serial-cue case formats in simulations as they are a more authentic representation of the diagnostic reasoning process and cognitively involve learners. We call for replications to gather more evidence for the impact of case format on knowledge acquisition. We suggest a further inquiry into the relationship of case format, involvement, and authenticity but think that a productive way forward for designing authentic simulations is attention to aspects that make serial-cue cases effective for diverse learners. For example, adaptive feedback or targeted practice of specific parts of diagnostic reasoning such as weighing evidence.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"21 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141613908","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

The role of refutation texts in the revision of Ecuadorian Psychology and Nursing college students’ misconceptions about Alzheimer’s disease 驳斥性文章在修正厄瓜多尔心理学和护理学大学生对阿尔茨海默病的错误认识中的作用

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-07-11 DOI: 10.1007/s10212-024-00850-5

Andrés Alexis Ramírez-Coronel, Jazmín Cevasco, Franco Londra, Gastón Saux

{"title":"The role of refutation texts in the revision of Ecuadorian Psychology and Nursing college students’ misconceptions about Alzheimer’s disease","authors":"Andrés Alexis Ramírez-Coronel, Jazmín Cevasco, Franco Londra, Gastón Saux","doi":"10.1007/s10212-024-00850-5","DOIUrl":"https://doi.org/10.1007/s10212-024-00850-5","url":null,"abstract":"Misconceptions or inaccurate ideas about Alzheimer’s disease (AD) can be found in college students from health-related careers. Refutation texts explicitly introduce inaccurate information, refute it, and introduce alternative, more accurate information. This study examined the role of refutation texts in revising misconceptions about AD in Ecuadorian Psychology and Nursing college students. Eighty undergraduate students completed a questionnaire about misconceptions on AD before and after reading eight texts in one of two conditions: refutation (texts that corrected a misconception following a refutational structure) or control (texts that corrected the misconception with no refutational structure). As a result, participants read the spillover sentence (next to the refutation) faster and improved performance on a misconceptions’ posttest questionnaire in the refutation compared to the control condition. These results highlight the effectiveness of refutation texts in promoting the revision of inaccurate ideas about AD in college students during reading and 1 week later.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"25 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141585599","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

Individualist-collectivist profiles in secondary school: an exploratory study of trait emotional intelligence and academic achievement 中学阶段的个人主义-集体主义特征：特质情商与学业成绩的探索性研究

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-07-10 DOI: 10.1007/s10212-024-00879-6

Ana Costa, Luísa Faria

{"title":"Individualist-collectivist profiles in secondary school: an exploratory study of trait emotional intelligence and academic achievement","authors":"Ana Costa, Luísa Faria","doi":"10.1007/s10212-024-00879-6","DOIUrl":"https://doi.org/10.1007/s10212-024-00879-6","url":null,"abstract":"An individualist (I) or collectivist (C) cultural orientation affects individuals’ attitudes, behaviours and values. This study aimed to identify the first-year secondary-school students’ I–C profiles and explore their implications for students’ trait emotional intelligence (EI), emotions towards school and academic achievement (GPA) throughout the 3-year secondary-school cycle. A total of 222 secondary-school students (58.6% females; Mage = 15.4; SD = .63 in the 10th grade) were enrolled in a longitudinal study. The cluster analysis identified three distinct I–C profiles: high individualist-low collectivist students, low individualistic-midlevel collectivist students and high individualist–high collectivist students. The results revealed significant differences between the I–C profiles regarding students’ trait EI, emotions towards school and GPA throughout secondary school, in particular favouring the high individualist–high collectivist profile. These findings are discussed based on the practical implications for students’ outcomes in the current secondary school system.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"61 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141577943","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

The effect of images and attitudes towards curiosity on depression, anxiety, and fear of consequences of academic success in elementary students: the mediating role of critical thinking 好奇心的形象和态度对小学生抑郁、焦虑和对学业成功后果的恐惧的影响：批判性思维的中介作用

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-07-03 DOI: 10.1007/s10212-024-00854-1

Esmat Taheri, Hossein Shareh, Fazlollah Hasanvand

{"title":"The effect of images and attitudes towards curiosity on depression, anxiety, and fear of consequences of academic success in elementary students: the mediating role of critical thinking","authors":"Esmat Taheri, Hossein Shareh, Fazlollah Hasanvand","doi":"10.1007/s10212-024-00854-1","DOIUrl":"https://doi.org/10.1007/s10212-024-00854-1","url":null,"abstract":"Students’ mental health quality in schools significantly influences the development and increase of students’ research and questioning abilities. Few studies have sought to investigate the role of images and attitudes towards curiosity (CIAC) on elementary student depression and anxiety, and fear of consequences of academic success (FCAS). This study examined the effects of images and attitudes towards curiosity on depression and anxiety, and fear of consequences of academic success in elementary students by mediating the roles of critical thinking (CT). Results from a sample of 450 elementary students in Iran showed that the direct path coefficients of images of and attitudes towards curiosity to fear of consequences of academic success and depression and anxiety were not significant. However, with the inclusion of critical thinking as a mediating variable, the indirect effect coefficient was significant. Additionally, there were positive relationships between images and attitudes towards curiosity and critical thinking.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"43 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141530477","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

The effect of growth mindset on motivation and strategy use in Hong Kong students’ integrated writing performance 成长型思维对香港学生综合写作成绩的动机和策略运用的影响

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-07-03 DOI: 10.1007/s10212-024-00859-w

Jiahuan Zhang, Yaping Liu, Choo Mui Cheong

{"title":"The effect of growth mindset on motivation and strategy use in Hong Kong students’ integrated writing performance","authors":"Jiahuan Zhang, Yaping Liu, Choo Mui Cheong","doi":"10.1007/s10212-024-00859-w","DOIUrl":"https://doi.org/10.1007/s10212-024-00859-w","url":null,"abstract":"Growth mindset (GM) theory conceptualizes that one’s ability can be improved with effort (Dweck, Self-theories: Their role in motivation, personality, and development, Taylor & Francis, 1999) from a social-cognitive perspective. Self-determination theory (SDT) emphasizes the motivational source of learning, i.e. autonomous motivation (AM) and controlled motivation (CM). The two motivational theories can both lead to strategy use (SU) in writing contexts. To provide a more comprehensive understanding of motivation, this study investigated GM, AM, CM and SU through an integrated writing task. Participants were 465 secondary-four students in Hong Kong. Structural equation modelling showed that GM indirectly promoted writing performance through the mediation of AM and SU. Besides, neither motivations exerted direct effect on writing performance, whereas both did so via the mediation of SU. The findings unveiled the importance of GM in Hong Kong secondary school students’ writing performance since it contributed to AM and SU. Regarding pedagogical implications, we encourage the proliferation of GM in every-day classroom.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"136 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141550143","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

Correlates of creativity and elementary school students’ perceptions of individual and sociocultural factors 创造力与小学生对个人和社会文化因素看法的相关性

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-07-01 DOI: 10.1007/s10212-024-00876-9

Seokmin Kang, Hye-Sook Park

{"title":"Correlates of creativity and elementary school students’ perceptions of individual and sociocultural factors","authors":"Seokmin Kang, Hye-Sook Park","doi":"10.1007/s10212-024-00876-9","DOIUrl":"https://doi.org/10.1007/s10212-024-00876-9","url":null,"abstract":"The study investigated the relationships between individual and sociocultural factors and students’ creativity based on a sociocultural perspective. The participants are 7,324 fifth graders from 242 schools obtained from the Korean Educational Longitudinal Study 2013. Through multilevel modeling, student gender, self-regulation behaviors, academic achievement, extrinsic motivation, and perceived parenting style at level 1, and school characteristics such as teacher’s teaching methods, students’ relationship with their teacher, and their teacher’s academic pressure at level 2 were incorporated. The final model incorporating both level 1 and level 2 variables showed that the most significant variable related to students’ creativity was self-regulation, followed by peer attachment, academic achievement, gender, relationship with their parents, academically supportive parenting style, and relationship with the teacher in the order listed. It is assumed that creativity is supported not only by elementary school children’s cognitive ability but also by sociability in school, especially with peers.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"29 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141512579","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