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

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

Dialogue on ethics and ethics of dialogue: an exploratory study 关于伦理和对话伦理的对话：一项探索性研究

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-06-19 DOI: 10.1007/s10212-024-00856-z

Noa Brandel, Baruch B. Schwarz, Talli Cedar, Michael J. Baker, Lucas M. Bietti, Gwen Pallarès, Françoise Détienne

{"title":"Dialogue on ethics and ethics of dialogue: an exploratory study","authors":"Noa Brandel, Baruch B. Schwarz, Talli Cedar, Michael J. Baker, Lucas M. Bietti, Gwen Pallarès, Françoise Détienne","doi":"10.1007/s10212-024-00856-z","DOIUrl":"https://doi.org/10.1007/s10212-024-00856-z","url":null,"abstract":"We report on a study bearing implications for ethical learning in schoolchildren during social interaction. The study was conducted as part of a project aimed at promoting ethical learning of socially-oriented values within the context of dialogic education. 172 fourth graders from 7 classes participated in an 8-session series designed to foster empathy, inclusion, and tolerance. Two of these sessions (3 and 8) were pre-selected for analysis. We investigated (1) whether students’ discussion of ethical issues and the ethical aspects of their actual in-class interaction with each other can be reliably measured, and (2) what relation holds between students’ ethical thinking during classroom discussions and the ethical aspects of their behavior. We thus developed an analytical framework comprising two tools for appraising ethical thinking and behavior in in-class interaction: dialogue on ethics (DoE) and ethics of dialogue (EoD). This framework was applied to the dialogues taken from the two sessions. The DoE and EoD tools proved reliable, as inter-rater agreement was substantial. Moreover, the relation between children’s DoE and their EoD was positive where the topic posed for discussion presented a dilemma and students’ interaction proceeded under moderate teacher guidance. In contrast, it was negative when the discussion was conceptual, and the teacher was dominant. We conclude that (1) DoE/EoD is a suitable framework for studying children’s ethical learning and development in social interaction, and (2) ethical learning, in its epistemological and behavioral dimensions, can be boosted or inhibited in a context of dialogic education, depending on design principles.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"63 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141512584","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

Parents’ attitudes towards helping children learn math: how do they matter for early math competence? 父母帮助孩子学习数学的态度：对早期数学能力有何影响？

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-06-18 DOI: 10.1007/s10212-024-00863-0

Sum Kwing Cheung, Audrey Pui Lam Ho, Bertha H. C. Kum, Winnie Wai Lan Chan

{"title":"Parents’ attitudes towards helping children learn math: how do they matter for early math competence?","authors":"Sum Kwing Cheung, Audrey Pui Lam Ho, Bertha H. C. Kum, Winnie Wai Lan Chan","doi":"10.1007/s10212-024-00863-0","DOIUrl":"https://doi.org/10.1007/s10212-024-00863-0","url":null,"abstract":"The home math environment is vital for early math development. Yet, there is limited understanding of how parents translated their attitudes towards helping children learn math (HCLM) into actions to influence their young children’s math-related outcomes. Thus, the present study examined whether parents’ perceived competence, value, and pressure about HCLM contributed to young children’s math competence through parents’ interest in HCLM, home math activities, and children’s interest in math. One hundred forty-seven parents were surveyed about their attitudes, practices, and their children’s math interest. Meanwhile, their children were individually tested on applied math problem solving. Results showed that parents’ perceived competence and value about HCLM predicted their interest in HCLM, while parents’ pressure about HCLM predicted children’s math interest. Parents’ interest in HCLM is positively linked to children’s applied math problem solving via children’s math interest. This study shed light on the importance of promoting parents’ positive attitudes towards HCLM.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"26 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141512585","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 : 2024-06-18 DOI: 10.1007/s10212-024-00858-x

Sanna Ulmanen, Lotta Tikkanen, Kirsi Pyhältö

{"title":"Sense of relatedness and study engagement as mediators between students’ peer support and life satisfaction","authors":"Sanna Ulmanen, Lotta Tikkanen, Kirsi Pyhältö","doi":"10.1007/s10212-024-00858-x","DOIUrl":"https://doi.org/10.1007/s10212-024-00858-x","url":null,"abstract":"Previous research suggests that peer support is an essential component of adolescents’ sense of relatedness in peer relationships and correlates with study engagement and life satisfaction. However, what the underlying mechanisms of these relationships are, has remained unclear. This study examined 1) whether the sense of relatedness or study engagement mediate the effect of peer support on students’ life satisfaction, and 2) whether sense of relatedness mediates the effects of peer support on students’ study engagement. The data were analysed with the structural equation modelling (SEM), using a cross-sectional sample of Finnish upper secondary education students (n = 293) (63% female, 31% male). The results showed that the relationship between peer support and the student life satisfaction beyond the school was fully mediated by students’ experiences of study engagement and sense of relatedness. This suggests that peer support for studying by itself is not sufficient for cultivating student life satisfaction, but its effectiveness depends on whether it positively impacts their study engagement and sense of relatedness. To improve the life satisfaction of upper secondary education students, study-related peer support needs to be cultivated so that it triggers students’ sense of relatedness and study engagement.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"55 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141512583","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

Task aversiveness and outcome value mediate the relationship between self-control and academic procrastination among primary school students 任务厌恶性和结果价值对小学生自我控制与学习拖延之间的关系起中介作用

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-06-18 DOI: 10.1007/s10212-024-00851-4

Yuhua Li, Chunyan Liu, Zhenzhen Huo, Libin Zhang, Jingya Han, Quan Li, Tingyong Feng

{"title":"Task aversiveness and outcome value mediate the relationship between self-control and academic procrastination among primary school students","authors":"Yuhua Li, Chunyan Liu, Zhenzhen Huo, Libin Zhang, Jingya Han, Quan Li, Tingyong Feng","doi":"10.1007/s10212-024-00851-4","DOIUrl":"https://doi.org/10.1007/s10212-024-00851-4","url":null,"abstract":"Student academic procrastination has been established as a strong predictor of several unfavorable consequences such as poor academic performance, low academic self-efficacy, and negative emotional experience. Increasing knowledge on what variables affect academic procrastination can assist nurturers and educators in minimizing student academic procrastination in the primary school setting. Based on the temporal decision model, this study examined the link between self-control and academic procrastination via the mediational role of task aversiveness and outcome value. The model was tested using structural equation modeling and cross-sectional data from 3028 primary school students (50.8% boys) in grades 3–6. The results showed a positive association between the impulse system and academic procrastination, and a negative association between the control system and academic procrastination among primary school students. Moreover, both task aversiveness and outcome value were found to mediate the link between self-control and academic procrastination among primary school students. These findings suggest that encouraging and guiding students to think more about the positive outcome and less about the negative engagement of tasks may be an effective strategy to reduce their academic procrastination.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"61 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141530500","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