European Journal of Psychology of Education最新文献_第7页

Participation practices in mother-child interactions: longitudinal case studies 母子互动中的参与实践：纵向案例研究

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-03-16 DOI: 10.1007/s10212-023-00787-1

Stefan Pfänder, Elke Schumann, Philipp Freyburger, Heike Behrens, Anna Buchheim

{"title":"Participation practices in mother-child interactions: longitudinal case studies","authors":"Stefan Pfänder, Elke Schumann, Philipp Freyburger, Heike Behrens, Anna Buchheim","doi":"10.1007/s10212-023-00787-1","DOIUrl":"https://doi.org/10.1007/s10212-023-00787-1","url":null,"abstract":"In recent years, Conversational Analysis (CA) has seen an increasing interest in longitudinal studies (Deppermann & Pekarek Doehler,2021). The recurrent experience of interactional practices leads interactants to develop routines that may sediment into entrenched patterns over time (Dreyer, 2022). Longitudinal CA thus aims to track the emergence and sedimentation of interactional practices over time. In this contribution, we analyse interactional practices of participation in play-situations. Participation in joint activities is a universal form of human sociality (Goodwin & Goodwin, 2005). Here, we focus on how children perform their own agentive participant’s work and how mothers support their children in doing so. Investigating a longitudinal data set of mother-child play-interactions at ages 1 and 5, we ask whether participation patterns emerge as early as in the first year and are sedimented in the fifth year, as well as whether the synchronisation of embodied action provides crucial resources for the achievement of active participation in joint activities.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"149 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140154493","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

Construction of professional identity in novel teachers. Learning experiences: help or hindrance? 新教师职业身份的构建。学习经历：帮助还是阻碍？

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-03-14 DOI: 10.1007/s10212-024-00824-7

Jorge Chávez Rojas, Jaime Faure, Juan Pablo Barril, Jesus Almuna

引用次数: 0

The sound of silence: children’s own perspectives on their hearing and listening in classrooms with different acoustic conditions 无声之音：儿童自己对不同声学条件下教室中听力和听觉的看法

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-03-14 DOI: 10.1007/s10212-024-00819-4

{"title":"The sound of silence: children’s own perspectives on their hearing and listening in classrooms with different acoustic conditions","authors":"","doi":"10.1007/s10212-024-00819-4","DOIUrl":"https://doi.org/10.1007/s10212-024-00819-4","url":null,"abstract":"<h3>Abstract</h3> In this study, we investigated primary school children’s perspectives on their hearing and listening in classrooms with different acoustic quality levels. The sample included 213 children. The children completed a self-report questionnaire rating how well they could hear and listen in various situations in classrooms with two different acoustic conditions: Poor acoustic quality (long reverberation time [Long RT]) versus Adequate acoustic quality (short reverberation time [Short RT]) equipped with a sound-absorbing system. The results showed that auditory perception in the two conditions depends on the child’s age, with only fourth- and fifth-grade children reporting benefits from classroom acoustic correction. Our study provides preliminary results on children’s perspectives regarding their hearing and listening experiences during school learning, drawing out the implications for the design and implementation of school metacognitive interventions aimed at improving children’s and teachers’ awareness of motivational-affective, regulative, and environmental aspects favoring listening at school.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"29 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140124872","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: To choose or not to choose? Effects of choice in authentic context-based learning environments 更正为选择还是不选择？基于真实情境的学习环境中选择的影响

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-03-12 DOI: 10.1007/s10212-024-00817-6

Fabien Güth, Helena van Vorst

引用次数: 0

Theoretical-methodological approaches and textbook design: analysis of arithmetic word problems in Spanish textbooks 理论方法与教科书设计：对西班牙语教科书中算术文字问题的分析

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-03-07 DOI: 10.1007/s10212-024-00808-7

Santiago Vicente, Rosario Sánchez, Beatriz Sánchez-Barbero, Mercedes Rodríguez-Sánchez, Marta Ramos

{"title":"Theoretical-methodological approaches and textbook design: analysis of arithmetic word problems in Spanish textbooks","authors":"Santiago Vicente, Rosario Sánchez, Beatriz Sánchez-Barbero, Mercedes Rodríguez-Sánchez, Marta Ramos","doi":"10.1007/s10212-024-00808-7","DOIUrl":"https://doi.org/10.1007/s10212-024-00808-7","url":null,"abstract":"Primary school textbooks can enhance the acquisition of arithmetic word problem solving skills by offering diverse problems based on their semantic-mathematical structure with targeted reasoning aids, including schematics highlighting their mathematical structure. While certain countries, such as the USA and Singapore, have made progress in improving the problems and aids found in their textbooks through the use of specific theoretical-methodological approaches, textbooks from other countries, such as Spain, have included a very limited variety of problems, with hardly any aids to reasoning. Recently, however, two of the most widely used Spanish publishers have released textbooks that adhere to these theoretical-methodological approaches. To assess whether these textbooks progressed past their predecessors in relevant aspects related to the resolution of arithmetic word problems, we conducted an analysis of the quantity of problems and their variety in terms of semantic-mathematical structure and level of difficulty, as well as the inclusion of schematic representations of their mathematical structure. The study demonstrated improvements among textbooks when publishers adopted a theoretical framework, suggesting that a reference framework could enhance textbook design. This is particularly relevant in countries such as Spain, where there are no applicable standards or official curricula for designing textbooks related to solving arithmetic word problems.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"76 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140054265","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’ perceived authenticity and understanding of authentic research while experimenting in a non-formal learning setting 学生在非正规学习环境中进行实验时对真实研究的真实感和理解

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-03-07 DOI: 10.1007/s10212-024-00810-z

{"title":"Students’ perceived authenticity and understanding of authentic research while experimenting in a non-formal learning setting","authors":"","doi":"10.1007/s10212-024-00810-z","DOIUrl":"https://doi.org/10.1007/s10212-024-00810-z","url":null,"abstract":"<h3>Abstract</h3> Non-formal learning settings like out-of-school labs provide students with insights into authentic learning situations. For example, in physics, students are engaged in experimenting as an authentic method. However, increasing the authenticity in experimentation can lead to overwhelming demands and hinder concept development and does not even need to be perceived as more authentic. We investigated the role of authenticity in experimenting in an out-of-school lab. Specifically, we explored (a) what influence the level of guidance has on students’ perceived authenticity (RQ1), (b) which references students use in their assessment judging perceived authenticity (RQ2), and (c) to what extent perceived authenticity predicts students’ learning outcomes (RQ3). To address these issues, a mixed methods study was carried out. One hundred forty-two students of seventh and eighth grade experimented in small groups and investigated the pattern that occurs when different apertures are placed between various light sources and a screen. Students were randomly assigned to one of two variants of the learning setting. In the guided experimentation group, students performed five pre-designed experiments and one freely chosen experiment, while the self-determined experimenting students freely designed all six experiments. A questionnaire was administered for perceived authenticity and interviews were conducted about the experimentation process. The learning outcome was measured with a pre- and post-test. We found no significant difference in perceived authenticity and learning outcomes of the two groups. To explain this, we conducted and analyzed interviews in terms of students’ understandings of authentic research to determine the views their authenticity judgments were based on.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"7 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140054117","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

International comparative study of motivation: a commentary 动机的国际比较研究：评述

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-03-06 DOI: 10.1007/s10212-024-00820-x

Jacquelynne S. Eccles

引用次数: 0

Supporting students’ inquiry through doubly authentic learning designs: four configurations of interests, domain, and identity 通过双重真实性学习设计支持学生探究：兴趣、领域和身份的四种配置

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-03-04 DOI: 10.1007/s10212-024-00818-5

Liat Rahmian, Yotam Hod, Guangji Yuan, Jianwei Zhang

{"title":"Supporting students’ inquiry through doubly authentic learning designs: four configurations of interests, domain, and identity","authors":"Liat Rahmian, Yotam Hod, Guangji Yuan, Jianwei Zhang","doi":"10.1007/s10212-024-00818-5","DOIUrl":"https://doi.org/10.1007/s10212-024-00818-5","url":null,"abstract":"In this research, we examine learning within doubly authentic learning designs, which combine the sociocultural perspective that classrooms should be congruent with professional practices, along with a humanistic perspective that suggests students’ identities should be aligned with what they inquire about in class. Our work is situated in a long-term design based research effort where we have come to theorize and develop a set of specific practices around Humanistic Knowledge Building Communities (HKBCs). Based on interviews, classroom observations, learning artifacts, as well as in-class reflective diaries, we examined different ways that students negotiated their own interests and identities within a learning domain in doubly authentic HKBCs. The analysis of our data, instantiated across multiple case studies, resulted in an interest-identity-domain configuration framework that we call ENDURE. This research contributes new knowledge about the ways in which students’ inquiry interests within knowledge building communities can be supported and sustained through designed activities that foster interconnections between different aspects of their lives and what they study in school.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"6 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140026263","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

Teachers’ attitudes toward inclusive education for children with disabilities 教师对残疾儿童全纳教育的态度

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-02-28 DOI: 10.1007/s10212-024-00812-x

Lise Lemoine, Thibault Bernier, Laurine Peter, Yvonnick Noël, Maud Besançon

{"title":"Teachers’ attitudes toward inclusive education for children with disabilities","authors":"Lise Lemoine, Thibault Bernier, Laurine Peter, Yvonnick Noël, Maud Besançon","doi":"10.1007/s10212-024-00812-x","DOIUrl":"https://doi.org/10.1007/s10212-024-00812-x","url":null,"abstract":"Many international organizations have called on governments to make inclusive schooling for children with disabilities a priority. Although the number of children with disabilities enrolled in France’s mainstream schools has doubled over the last 15 years, inclusion rates vary according to type of disability and educational stage. Another important parameter is the efficacy of inclusive schooling, which may depend on teachers’ attitudes toward working with students with disabilities. In the present study, we used measures of 440 in-service teachers’ and 135 pre-service teachers’ attitudes toward inclusive education to investigate possible links between these attitudes and three variables: teacher status (pre-service vs. in-service), educational stage, and type of disability. Participants completed the Multidimensional Attitudes Toward Inclusive Education Scale between January and April 2021, giving responses with respect to inclusive education in general and to five categories of disabilities. In-service and pre-service teachers had similar attitudes toward inclusive education in general, but pre-service teachers had significantly more positive attitudes than in-service teachers toward students with cognitive disabilities, sensory disabilities, and motor disabilities. Our findings suggest ways for promoting the inclusion and well-being at school of both non-typically developing and typically developing children.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"34 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140009472","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

Do teachers’ beliefs about the nature and learning of mathematics affect students’ motivation and enjoyment of mathematics? Examining differences between boys and girls across six countries 教师对数学的性质和学习的信念会影响学生学习数学的动机和乐趣吗？研究六个国家男生和女生之间的差异

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-02-28 DOI: 10.1007/s10212-024-00809-6

Jelena Radišić, Nils Buchholtz, Kajsa Yang-Hansen, Xin Liu, Hege Kaarstein

{"title":"Do teachers’ beliefs about the nature and learning of mathematics affect students’ motivation and enjoyment of mathematics? Examining differences between boys and girls across six countries","authors":"Jelena Radišić, Nils Buchholtz, Kajsa Yang-Hansen, Xin Liu, Hege Kaarstein","doi":"10.1007/s10212-024-00809-6","DOIUrl":"https://doi.org/10.1007/s10212-024-00809-6","url":null,"abstract":"Mathematics teachers’ beliefs are central to mathematics teaching and student learning. Because different aspects of motivation and affect—particularly enjoyment—primarily develop within the classroom context, examining how different teachers’ beliefs may affect student outcomes in mathematics is imperative. The current study examines teachers’ beliefs about the nature and learning of mathematics in connection to students’ motivation (i.e. intrinsic value, utility value and perceived competence) and enjoyment of mathematics across different settings by considering students’ mathematics achievement, gender and classroom composition (i.e. socioeconomic and behavioural). Data were collected from 3rd- and 4th-grade mathematics teachers (N = 686) and their students (N = 11,782) in six countries (i.e. Norway, Finland, Sweden, Portugal, Estonia and Serbia). A two-level structural equation modelling technique (TSEM) (i.e. student level and classroom level) with random slopes was employed to address our research questions. The results indicate that students’ intrinsic value and perceived competence positively relate to their enjoyment of mathematics in all six countries. Teachers’ beliefs about the nature and learning of mathematics moderate the within-classroom relationship between boys and girls and the motivation and enjoyment of learning mathematics in Portugal and Norway. Unlike boys, girls consistently perceive themselves as less competent in mastering mathematics, even in primary school. Classroom socioeconomic composition had a more pronounced influence on teachers’ beliefs in Sweden, Norway and Serbia. In relation to teachers’ beliefs, classroom behavioural composition was relevant in Estonia and Sweden. In Finland and Norway, classroom composition was essential to boys’ and girls’ differential motivation and enjoyment of mathematics learning.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"46 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140009628","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