European Journal of Psychology of Education最新文献

{"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":"<p>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.</p>","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}

{"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":"<p>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.</p>","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}

{"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":"<p>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.</p>","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}

{"title":"The interplay between teachers’ value-related educational goals and their value-related School climate over time","authors":"Thomas P. Oeschger, Elena Makarova, Evren Raman, Beatrice Hayes, Anna K. Döring","doi":"10.1007/s10212-024-00849-y","DOIUrl":"https://doi.org/10.1007/s10212-024-00849-y","url":null,"abstract":"<p>Values education within the school context is, among other elements, shaped by a value-related school climate as well as teachers’ value-related educational goals. This longitudinal study investigated the interplay between these two elements over fifteen months, starting in March 2021, and including four points of measurement (<i>t1</i> − <i>t4</i>). The sample consisted of 118 primary school teachers (years 1 and 2) from primary schools in Switzerland. Teachers’ value-related educational goals were measured with the <i>Portrait Values Questionnaire</i>, and teachers’ perception of their school climate was measured with the <i>12-Item School Climate Measure Scale</i>. <i>Random Intercept Cross-Lagged Panel Models</i> along with <i>Multiple Imputation</i> for missing data were used to investigate the reciprocal relationships along the four dimensions of value-related educational goals represented by Schwartz’s <i>Higher-Order Value Types: Openness to Change</i>, <i>Conservation</i>, <i>Self-Enhancement</i>, and <i>Self-Transcendence</i> and their corresponding dimensions of a perceived value-related school climate of <i>Innovation</i>, <i>Stability</i>, <i>Performance</i>, and <i>Support.</i> For the dimensions “<i>Innovation</i> and<i> Openness to Change</i>,” the analyses revealed that the perceived value-related school climate of <i>Innovation</i> predicted teachers’ value-related educational goals of <i>Openness to Change</i> significantly from <i>t1</i> to <i>t2</i>, while an effect in the opposite direction from <i>t2</i> to <i>t3</i> and from <i>t3</i> to <i>t4</i> was found. For the dimension “<i>Stability</i> and <i>Conservation</i>,” the analyses revealed that the perceived value-related school climate of <i>Stability</i> predicted teachers’ value-related educational goals of <i>Conservation</i> from <i>t3</i> to <i>t4</i>. These findings are discussed in light of the dynamic processes of values education within the school environment as well as in the context of environmental and societal developments.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"6 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141502964","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}

{"title":"The impact of perceived social support on e-learning engagement among college students: serial mediation of growth mindset and subjective well-being","authors":"Xuebin Wang, Yanjun Wang","doi":"10.1007/s10212-024-00853-2","DOIUrl":"https://doi.org/10.1007/s10212-024-00853-2","url":null,"abstract":"<p>Online learning has grown in popularity over the last few years. Understanding what factors and how they contribute to students’ e-learning engagement is crucial for the success of online education. Based on the ecological system theory, this study aims to examine the association between perceived social support and e-learning engagement among Chinese college students and explore whether growth mindset and subjective well-being mediated this association. A survey was conducted among 605 college students in China. The results showed that perceived social support is positively and significantly associated with e-learning engagement and that growth mindset and subjective well-being play independent and joint mediating roles in the link between the two constructs. Our findings highlight the importance of the interaction between perceived social support, growth mindset, and subjective well-being in e-learning engagement among college students. This study contributes to the theoretical and practical understanding of the e-learning ecosystem in college students.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"30 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141194595","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}

{"title":"Synthesising models of primary school mathematicians by putting influencing factors of mathematics performance to the test","authors":"Jakob Kelz, Georg Krammer","doi":"10.1007/s10212-024-00836-3","DOIUrl":"https://doi.org/10.1007/s10212-024-00836-3","url":null,"abstract":"<p>The gender-sensitive analysis of influencing factors on mathematical performance of primary school pupils can yield valuable insights into facilitating this vital phase of pupils’ educational trajectory. We view gender-sensitive mathematical performance in primary school based on works of Niklas (<i>Psychologie in Erziehung und Unterricht</i>, <i>62</i>, 106, 2015) and Luttenberger et al. (<i>Psychology Research and Behavior Management</i>, <i>11</i>, 311–322, 2018). All elements of their models can be assigned to structural traits of origin, home learning environment, interacting variables, and mathematics performance. These are presented and described in terms of gender. In our four-year long longitudinal study (<i>n</i> = 239) with four measurement points in primary school, the interplay and predictive power of these elements were analysed with structural equation model. Among the structural traits of origin, socio-economic status and migration background are relevant concerning precursor skills. The home learning environment is not relevant for precursor skills or later mathematics performance. The precursor skills and self-concept appear to be significant for mathematics performance whereas enjoyment of the subject does not matter. Gender affected only two measuring points of mathematics performance, so that the results support the gender similarity hypothesis according to Hyde (<i>The American psychologist</i>, <i>60</i>, 581–592, 2005.) According to our study, school entry is not shaped by gender differences in social background, affective characteristics, or precursor skills. The results emphasize gender equality at the start of school, so that it is of interest for future studies to determine when and on the basis of which criteria performance differences develop in mathematics.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"62 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141166739","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}

{"title":"Personal values and social behavior in early childhood: Understanding the contribution of social information processing and attitudes","authors":"Einat Elizarov, Yair Ziv, Maya Benish-Weisman","doi":"10.1007/s10212-024-00841-6","DOIUrl":"https://doi.org/10.1007/s10212-024-00841-6","url":null,"abstract":"<p>Values, defined by Schwartz (1994) as basic motivational cognitive structures, guide life goals, transcend contexts, and affect individuals’ courses of action differently depending on their preferred values. With young children, an important question that emerges is what factors underlie the linkages between their preferred motivations (i.e., preferred values) and their behavior tendencies in key social contexts. This study proposed one potential socio-cognitive mechanism that may explain how children’s values are linked to their prosocial and antisocial behaviors in kindergarten via their values-oriented social information processing patterns (SIP) and their attitudes toward their kindergarten. The sample included 121 children (59 girls; <i>M</i>age = 67.45 months). Children’s values, values-oriented SIP patterns, and attitudes toward kindergarten class were examined in one-on-one interviews. Teachers reported on the children’s social behaviors. Results showed children’s preferences for self-transcendence values were linked to their more prosocial behaviors and less antisocial behaviors in class via their self-transcendence values-oriented SIP patterns and their positive attitudes toward kindergarten. The findings offer important insights into the socio-cognitive elements that drive values-behavior relationships, as well as the links between various facets of young children’s social cognition and their social behavior in kindergarten.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"54 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141152699","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}

{"title":"A collective action approach to improving attitudes and self-efficacy towards gender equality among male STEM academics","authors":"Zachary W. Petzel, Lynn Farrell, Teresa McCormack, Rhiannon N. Turner, Karen Rafferty, Ioana M. Latu","doi":"10.1007/s10212-024-00844-3","DOIUrl":"https://doi.org/10.1007/s10212-024-00844-3","url":null,"abstract":"<p>Despite the implementation of equality interventions within higher education, progress towards gender parity in science, technology, engineering, and mathematics (STEM) remains slow. Male educators often exhibit poorer engagement with diversity initiatives, potentially contributing to persisting gender disparities in STEM given men’s longstanding dominance in these programs. Two experiments investigate how equality interventions should be designed to maximize support from male educators. Experiment 1 (<i>N</i> = 72;<i> M</i>_<i>age</i> = 39.72, <i>SD</i>_<i>age</i> = 12.33) used virtual reality to manipulate 2 factors among male academics: (1) exposure to gender inequality and (2) virtually taking the perspective of a female scientist. Using self-report and behavioral measures, viewing an empirical presentation outlining the prevalence of gender issues in STEM yielded the greatest support for equality initiatives following successful perspective-taking. Experiment 2 (<i>N</i> = 120;<i> M</i>_age = 32.48, <i>SD</i>_age = 10.36) varied two additional factors among male academics: (1) evidence-based methods to reduce gender biases in STEM (i.e., promoting self-efficacy) and (2) blaming male academics for gender inequalities. Promoting self-efficacy and blaming men for disparities led to greater confidence in male academics’ ability to address gender inequalities in their field. Notably, higher self-efficacy accounted for greater support for equality initiatives and internal motives to engage with diversity programs. Findings provide an empirical framework and high-tech training tools for promoting engagement with diversity initiatives among male educators, informing development of interventions within higher education to improve student and faculty experiences in STEM.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"21 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140925417","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}

{"title":"Self-regulated use of retrieval practice: associations with individual differences in non-cognitive and cognitive factors","authors":"Frida Bertilsson, Tova Stenlund, Anna Sundström, Bert Jonsson","doi":"10.1007/s10212-024-00845-2","DOIUrl":"https://doi.org/10.1007/s10212-024-00845-2","url":null,"abstract":"<p>Retrieval practice is a learning strategy that has repeatedly been found to have positive effects on memory and learning. However, studies indicate that students rarely use retrieval practice on a voluntary basis. The objective of the present study was to examine students’ self-regulated use of retrieval practice, and to determine whether sex and individual differences in cognitive and non-cognitive aspects are related to optional use of practice testing. A classroom study was conducted with 146 upper-secondary school students taking courses in mathematics and Swedish. An ABAB design was used to compare students’ optional and non-optional use of retrieval practice (i.e., repeated online quizzing). Students performed cognitive tasks to assess working memory capacity and fluid intelligence and completed self-reports of non-cognitive factors related to school achievement, such as grit, need for cognition (NFC), conscientiousness and openness. Quiz use was then compared using paired- and independent-samples t-tests, and hierarchical linear regression analyses explored relations to individual differences. The results showed that students completed significantly fewer quizzes in the optional sections than in the non-optional sections, and that females completed significantly more optional quizzes than males in Swedish, but not in mathematics. Further, the results showed that conscientiousness predicted optional quiz use in mathematics, whereas sex, NFC, conscientiousness, and openness predicted quiz use in Swedish. To conclude, although the findings show a relatively low optional/self-regulated use of practice testing, in line with earlier research, they suggest that sex and non-cognitive factors, such as personality characteristics, can predict optional use of practice testing.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"35 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140925457","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}

{"title":"Model authenticity in learning mathematical experimentation: how students perceive and learn from scientist and peer models","authors":"Ramona Hagenkötter, Valentina Nachtigall, Katrin Rolka, Nikol Rummel","doi":"10.1007/s10212-024-00843-4","DOIUrl":"https://doi.org/10.1007/s10212-024-00843-4","url":null,"abstract":"<p>The implementation of video modeling examples of mathematical hands-on experimentation may provide students with authentic and, at the same time, not too cognitively overwhelming experiences. However, the effectiveness of video modeling examples can be influenced by different characteristics of the observed models. On the one hand, based on the model-observer similarity hypothesis, it is likely that the observation of peers is particularly conducive to learning. On the other hand, from an authentic learning perspective, the presence of experts is considered to constitute a core design element of authentic learning settings which may foster motivational and cognitive learning outcomes. Against the background of these contradictory assumptions, the present study investigates the effects of observing models with different degrees of authenticity on students’ perceived authenticity, their situational interest, and their knowledge acquisition. We conducted an experimental study with 105 10th graders who observed either peer or scientist models performing a mathematical hands-on experiment in a video recording. As expected, the results show that students perceived the scientist models as more authentic than the peer models. Furthermore, we found neither a direct effect of condition nor an indirect effect mediated by students’ perceived authenticity of the observed models on students’ situational interest and knowledge acquisition. With this study, we contribute to the literature on the conditions and effects of authentic learning.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"32 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140925578","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}