European Journal of Psychology of Education最新文献_第4页

Effects of using rubrics in self-assessment with instructor feedback on pre-service teachers’ academic performance, self-regulated learning and perceptions of self-assessment 在自我评估中使用评分标准和教师反馈对职前教师学习成绩、自我调节学习和自我评估认知的影响

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-06-29 DOI: 10.1007/s10212-024-00867-w

Pınar Karaman

{"title":"Effects of using rubrics in self-assessment with instructor feedback on pre-service teachers’ academic performance, self-regulated learning and perceptions of self-assessment","authors":"Pınar Karaman","doi":"10.1007/s10212-024-00867-w","DOIUrl":"https://doi.org/10.1007/s10212-024-00867-w","url":null,"abstract":"This study aims to explore the effects of pre-service teachers’ use of rubric in self-assessment with instructor feedback on academic achievement and self-regulated learning. Their perceptions and experiences of the self-assessment intervention were also investigated. A total of 79 pre-service teachers participated in the study. A mixed methods approach was used as a blend of experimental and qualitative design. The quasi-experimental research model with pretest/posttest control group design was employed in the quantitative phase of the study. The pre-service teachers (N = 79) were assigned to either use of rubric in self-assessment involving tutor feedback condition or a non-self-assessment condition for their essay assignments. Besides, the pre-service teachers’ perceptions and experiences of using self-assessment with instructor feedback were explored in the qualitative phase of the study. Data were collected using a rubric, an achievement test, a self-regulation in learning subscale and reflective journals. The results indicated that the rubric used in self-assessment with instructor feedback group had higher achievement and use of self-regulated learning strategies than the no-intervention group. The reflective journals also revealed that most of the pre-service teachers found the self-assessment a useful learning tool. They felt that it helped them to improve their learning by guiding them to set their own goals, monitor their progress and reflect on their learning through their own tasks. The implications for educational research and practice are discussed.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"3 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141502916","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 impact of family involvement on students’ social-emotional development: the mediational role of school engagement 家庭参与对学生社会情感发展的影响：学校参与的中介作用

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-06-26 DOI: 10.1007/s10212-024-00862-1

Nerea Martinez-Yarza, Josu Solabarrieta-Eizaguirre, Rosa Santibáñez-Gruber

{"title":"The impact of family involvement on students’ social-emotional development: the mediational role of school engagement","authors":"Nerea Martinez-Yarza, Josu Solabarrieta-Eizaguirre, Rosa Santibáñez-Gruber","doi":"10.1007/s10212-024-00862-1","DOIUrl":"https://doi.org/10.1007/s10212-024-00862-1","url":null,"abstract":"Family involvement has been identified as a mechanism that explains the differences in academic performance and well-being between students from different socioeconomic backgrounds. The implications of family involvement in students' non-academic outcomes have often been overshadowed by a focus on the academic domain. This study focuses on one type of non-academic attributes which is currently most critical to navigate in school and beyond: social-emotional development. In addition to that, the potential mediating role of school engagement in the association between family involvement and students' social-emotional development remains to be explored. This study aimed to investigate whether family involvement was associated with students' school engagement and social-emotional development and to clarify the underlying mechanism in the relationship. The sample consisted of 170 students from 8 to 17 years old and their parents who live in economically vulnerable situations and experience social exclusion. The analyses were performed using Jamovi statistical software and a GLM Mediation Model module. To address the research objectives, a series of mediation analysis were performed to fit the hypothesized relations among the study variables. The mediational analysis suggested that home-based family involvement could not predict students' social-emotional development, and that the effect of home-based family involvement on students' social-emotional development was fully mediated by school engagement, a variable not included in previous research. The results suggest that families who are actively engaged in their child's education at home positively influence students' level of participation in school, which, in turn, promotes the development of students' social-emotional competences.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"13 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141502917","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

Correction to: Parenting and teaching styles in relation to student characteristics and self‑regulated learning 更正为与学生特点和自我调节学习有关的父母和教学风格

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-06-26 DOI: 10.1007/s10212-024-00872-z

Urška Žerak, Mojca Juriševič, Sonja Pečjak

引用次数: 0

Who is really an excellent university student and how to identify them? A development of a comprehensive framework of excellence in higher education 谁是真正的优秀大学生，如何识别他们？制定高等教育优秀学生综合框架

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-06-26 DOI: 10.1007/s10212-024-00865-y

Ivana Mašková, Dalibor Kučera, Alena Nohavová

{"title":"Who is really an excellent university student and how to identify them? A development of a comprehensive framework of excellence in higher education","authors":"Ivana Mašková, Dalibor Kučera, Alena Nohavová","doi":"10.1007/s10212-024-00865-y","DOIUrl":"https://doi.org/10.1007/s10212-024-00865-y","url":null,"abstract":"This paper addresses the need for a more comprehensive framework of excellence in higher education, which goes beyond academic achievement alone, placing emphasis on its integration with personal characteristics, and acknowledging the diversity in the student population. Two research studies were conducted to establish this comprehensive framework. The pilot study aimed to offer a conceptual definition of the excellent university student according to the perceptions of the academic community. The study, which involved 26 teachers and 159 students, was informed by teacher interviews, student essays, and focus group discussions. The established conceptual framework of excellence was based on a subset of essential attributes that could be embodied by a real student. The conceptual framework comprises facets of expertness, proactive learning, and being a good person organised within the dimensions of educational and personal excellence. It is complemented by academic achievement and underpinned by genuine study motivation. Building upon the findings of the pilot study, the main study aimed to develop and implement a systematic procedure for identifying excellent students. The study, which involved 53 teachers and 112 students, was based on a multisource assessment of multiple contextually relevant criteria of excellence. The identification procedure involved three phases: teacher nomination and assessment, academic achievement assessment, and peer assessment. As a result, 10 excellent students were identified who met all the conceptual criteria of excellence. In conclusion, this paper presents a comprehensive conceptual and methodological framework for defining and identifying excellent university students, grounded in both theoretical principles and empirical findings.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"29 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141512580","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

An arithmetical word problem-solving intervention for disadvantaged French kindergarten children 针对法国幼儿园弱势儿童的算术单词问题干预措施

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-06-26 DOI: 10.1007/s10212-024-00861-2

Marie-Caroline Croset, Sébastien Caudron, Laure Mondelain, Ahmed Zaher, Hamid Chaachoua, Karine Mazens

{"title":"An arithmetical word problem-solving intervention for disadvantaged French kindergarten children","authors":"Marie-Caroline Croset, Sébastien Caudron, Laure Mondelain, Ahmed Zaher, Hamid Chaachoua, Karine Mazens","doi":"10.1007/s10212-024-00861-2","DOIUrl":"https://doi.org/10.1007/s10212-024-00861-2","url":null,"abstract":"Previous research has shown the importance of conducting early interventions in mathematics in disadvantaged children. Solving arithmetical word problems is a field in which children particularly fail. In this study, preschoolers from disadvantaged French public schools (n = 101; Mage = 5–6) were taught strategies for using fingers to solve arithmetic word problems and compared with a control group. The intervention consisted of collective rituals based on learning finger patterns and 7 sessions spread over 4 weeks, for about 20 min, focusing on explaining how to use the fingers to solve problems. The results showed that the intervention has a significant post-test impact on the targeted transformation problem-solving skill and that children with lower performances in problem-solving at the pre-test benefited more from the intervention. The intervention also indirectly benefited the other problem-solving skills. However, there was no intervention effect on the arithmetic addition task. Our research highlights that an intervention focused on the explicit teaching of finger strategies for problem-solving can be successfully implemented into ecological learning contexts, especially in disadvantaged areas.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141528851","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

Fear of failure and academic satisfaction: the mediating role of emotion regulation difficulties and procrastination 害怕失败与学业满意度：情绪调节困难和拖延症的中介作用

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-06-24 DOI: 10.1007/s10212-024-00868-9

Erdinç Duru, Murat Balkis, Sibel Duru

引用次数: 0

German and Taiwanese secondary students’ mathematical modelling task value profiles and their relation to mathematical knowledge and modelling performance 德国和台湾中学生的数学建模任务价值特征及其与数学知识和建模成绩的关系

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-06-21 DOI: 10.1007/s10212-024-00866-x

Kai-Lin Yang, Janina Krawitz, Stanislaw Schukajlow, Chai-Ching Yang, Yu-Ping Chang

{"title":"German and Taiwanese secondary students’ mathematical modelling task value profiles and their relation to mathematical knowledge and modelling performance","authors":"Kai-Lin Yang, Janina Krawitz, Stanislaw Schukajlow, Chai-Ching Yang, Yu-Ping Chang","doi":"10.1007/s10212-024-00866-x","DOIUrl":"https://doi.org/10.1007/s10212-024-00866-x","url":null,"abstract":"Based on expectancy-value theory, this study adopted a person-centred approach to explore the heterogeneous profiles of secondary German and Taiwanese students’ mathematical modelling task values, and examined the differences in their mathematical modelling performance, controlling for the variable of intra-mathematical knowledge among the heterogeneous profiles. Authors conducted a survey study of 452 ninth graders (201 German students and 251 Taiwanese students). The results showed that German and Taiwanese students respectively displayed three profiles of mathematical modelling task values: a) moderate utility and moderate interest/attainment, b) high utility but low interest/attainment, and c) low utility but high interest/attainment. Furthermore, different profiles of mathematical modelling task values showed significant differences in mathematical modelling performance for Taiwanese students but not for German students, even after removing the variable of intra-mathematical knowledge. This study advances the understanding of students’ mathematical modelling task values and its relation with their mathematical modelling performance by the expectancy-value model of achievement motivation and person-centred analyses, and sheds light on the learning and teaching of mathematical modelling.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"115 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141512582","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

Stress and academic achievement among distance university students in Spain during the COVID-19 pandemic: age, perceived study time, and the mediating role of academic self-efficacy COVID-19大流行期间西班牙远程大学学生的压力与学业成绩：年龄、感知到的学习时间以及学业自我效能感的中介作用

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-06-21 DOI: 10.1007/s10212-024-00871-0

Emilia Cabras, Pilar Pozo, Juan C. Suárez-Falcón, Mariagiovanna Caprara, Antonio Contreras

{"title":"Stress and academic achievement among distance university students in Spain during the COVID-19 pandemic: age, perceived study time, and the mediating role of academic self-efficacy","authors":"Emilia Cabras, Pilar Pozo, Juan C. Suárez-Falcón, Mariagiovanna Caprara, Antonio Contreras","doi":"10.1007/s10212-024-00871-0","DOIUrl":"https://doi.org/10.1007/s10212-024-00871-0","url":null,"abstract":"The COVID-19 pandemic, and the associated confinement, imposed a novel personal and social context for university students; nevertheless, few studies have addressed the effects of this on distance university students. Indeed, defining the needs of these students under such unique circumstances will allow them to receive the support necessary to effectively reduce their perceived stress and improve their academic achievement. A predictive model was designed to examine the direct effects of the variables’ age and perceived study time on stress and academic achievement in students in an online learning context, as well as to assess the indirect effects through the mediating role of academic self-efficacy. Using path analysis, the model was tested on a sample of 1030 undergraduate students between 18 and 60 years old enrolled on a psychology degree course at the UNED (National Distance Learning University of Spain). The model provides a good fit to the data, confirming the mediating role of academic self-efficacy. Perceived study time is a factor negatively associated with stress and positively with academic achievement. However, it appeared that age was not related to academic achievement, indicating that academic self-efficacy had no mediating effect on these two variables. Academic self-efficacy is a mediator and protective factor in challenging times like the COVID-19 pandemic. These results may contribute to the design of educational and clinical interventions for students at an online learning university over an extended age range.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"36 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141528852","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

Socio-emotional behavior, learning, and the distinct contributions of Executive Functions in primary graders 小学一年级学生的社会情感行为、学习和执行功能的独特贡献

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-06-21 DOI: 10.1007/s10212-024-00860-3

Costanza Ruffini, Eva Bei, Chiara Pecini

{"title":"Socio-emotional behavior, learning, and the distinct contributions of Executive Functions in primary graders","authors":"Costanza Ruffini, Eva Bei, Chiara Pecini","doi":"10.1007/s10212-024-00860-3","DOIUrl":"https://doi.org/10.1007/s10212-024-00860-3","url":null,"abstract":"Socio-emotional school behavior and learning are both fundamental aspects of children’s development influenced by cognitive control processes named Executive Functions (EF). Yet, research on school-age children has often focused on the relationship between EF and learning skills overlooking that of EF and school behavior, which has usually been examined among preschoolers. The current study investigated the contribution of EF in both school behavior and learning in school-age children. One hundred forty-six III–V graders were assessed using text comprehension and EF tasks and evaluated by teachers-rated inventories on behavioral difficulties and EF within the school context. The results suggested a different involvement of direct and indirect EF measures in the two domains considered: controlling for socioeconomic level and age, an EF direct measure, predicted reading comprehension whereas teacher-reported EF related to both behavior and text comprehension. The results contribute to defining the role of cognitive control processes on school behavior and learning in school-age children.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"7 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141530478","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

With me it is exactly the same: second stories and their argumentative function in child talk 我的情况也是如此：第二故事及其在儿童谈话中的论证功能

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-06-20 DOI: 10.1007/s10212-024-00855-0

Joanna Wala, Kati Hannken-Illjes, Ines Bose, Stephanie Kurtenbach

引用次数: 0