European Journal of Psychology of Education最新文献

{"title":"What makes a simulation-based learning environment for preservice teachers authentic? The role of individual learning characteristics and context-related features","authors":"Kathleen Stürmer, Tim Fütterer, Stephanie Kron, Daniel Sommerhoff, Stefan Ufer","doi":"10.1007/s10212-024-00837-2","DOIUrl":"https://doi.org/10.1007/s10212-024-00837-2","url":null,"abstract":"<p>To support professional competence development in teacher education, learning environments should allow learners to engage with professional tasks. It is crucial for knowledge and skill transfer in such learning environments to real-life context that preservice teachers perceive the task as authentic. However, due to a lack of prior knowledge, novices may have difficulties in recognizing relevant elements of practice. It is thus assumed that different factors may guide their perception of task authenticity independently of the task that has to be mastered. Such factors could be, for example, overt design features of the learning environments on a physical level or the familiarity with the learning context and learning prerequisites, which act as important links for knowledge acquisition. In this study, preservice teachers’ perception of task authenticity is contrasted between two implementation types (video vs. role-play) of the same simulation aiming to foster diagnostic competence. The two types differ in approximating real-life practice concerning the professional task that has to be mastered. In an experimental, longitudinal study, <i>N</i> = 119 mathematics preservice teachers participated online in one type of the simulation four times during one semester (<i>n</i> = 66 video, <i>n</i> = 53 role-play). Perceived task authenticity was higher for the video simulation type and increased with repeated participation in the simulation independently of the implementation type. Further, preservice teachers’ task utility value positively influenced their perception of task authenticity. The results illustrate the role of learning prerequisites as well as familiarity with the task for novices’ perception. Also, they could be an initial indication that, depending on the level of learners’ professional development, the way of approximating real-life practice in simulations might influence the perception of task authenticity.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"64 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140925423","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":"Assessing self-regulated processes: what do primary school students do, say and think in the process of understanding a text?","authors":"Valentina Ronqui Leites, Daniel Trías Seferian, Juan Antonio Huertas Martínez","doi":"10.1007/s10212-024-00830-9","DOIUrl":"https://doi.org/10.1007/s10212-024-00830-9","url":null,"abstract":"<p>Self-regulation has a positive impact on learning and academic achievement, but due to its nature, it is difficult to assess it in a valid and reliable manner. This study aims to explore the validity of three self-regulation assessment methods in text comprehension tasks (questionnaire, think-aloud and traces) as well as to identify the variables associated with reading performance. For this purpose, individual sessions were conducted with 96 sixth-grade primary education students, who were asked to read a text and complete two reading comprehension tasks working in a virtual environment. Task traces were recorded, think-aloud was recorded and coded, and participants answered a self-report questionnaire about the strategies used. A limited relationship was found between self-regulation measured by means of the questionnaire, think-aloud and traces, and the relationship between think-aloud and traces was moderate. Regarding the factors related to text comprehension task performance, think-aloud and task time measurements were found to be better predictors of performance than the questionnaire.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"4 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140925544","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":"Parents’ perceptions of their child’s school adjustment during the COVID-19 pandemic: a person-oriented approach","authors":"Sanni Pöysä, Noona Kiuru, Joona Muotka, Matilda Sorkkila, Minna Palmu, Katarina Perander, Marja-Kristiina Lerkkanen, Eija Pakarinen","doi":"10.1007/s10212-024-00831-8","DOIUrl":"https://doi.org/10.1007/s10212-024-00831-8","url":null,"abstract":"<p>The present study examined the profiles of parental perceptions of their child’s school adjustment in terms of learning loss and school well-being during the COVID-19 pandemic in Finland. Furthermore, the extent to which the profiles differed with respect to the different children and their family characteristics, as well as their parents’ stress about their child’s schooling, were examined. Parents (<i>N</i> = 26,313) completed a questionnaire in spring 2021 concerning parental stress and their children’s schooling. The five-profile solution was identified using latent profile analysis: (1) slightly-higher-than-average-school-adjustment (<i>n</i> = 8198, 31.2%); (2) high-school-adjustment (<i>n</i> = 3017, 11.5%); (3) slightly-lower-than-average-school-adjustment (<i>n</i> = 5025, 19.1%); (4) low-school-adjustment (<i>n</i> = 6777, 25.7%); and (5) mixed-school-adjustment (<i>n</i> = 3296, 12.5%). The low-school-adjustment profile was overrepresented among parents of boys, older children, and children with special education needs as well as among parents with lower education levels, higher numbers of children, and in single-parent households. In addition, the results showed that parental stress about their child’s schooling was associated with their perceptions of their child’s school adjustment during the COVID-19 pandemic. Overall, the results demonstrate that parents’ views of their children’s school adjustment varied widely during the COVID-19 pandemic. At schools, particular attention should be given to at-risk families (e.g., families with low education levels and children with special education needs) in which children may be prone to learning loss and low well-being due to the COVID-19 pandemic.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"40 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140806227","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":"Equal opportunities for non-traditional students? Dropout at a private German distance university of applied sciences","authors":"Clemens Klinke, Katharina Kulle, Bettina Schreyögg, Katharina Fischer, Marcus Eckert","doi":"10.1007/s10212-024-00829-2","DOIUrl":"https://doi.org/10.1007/s10212-024-00829-2","url":null,"abstract":"<p>Student dropout represents a significant challenge in distance higher education. To better understand this issue, a comprehensive analysis of institutional data, spanning several years from a private German distance learning university of applied sciences, was conducted. The primary objectives were twofold: (1) to pinpoint institutional factors serving as predictors for student dropout and (2) to analyze the underlying psychological mechanisms. The findings indicate that part-time enrollment, age, interruptions, and overdue payments predicted dropout. Conversely, a good match between a student’s occupation and the study program, as well as employer reimbursement of study fees, predicted degree completion. Further results suggest that students who recommend the program to others are more likely to succeed. However, those referred by friends are at a higher risk of dropping out. Additionally, poor grades and late submission of the first assignment were identified as predictors of dropout. A noteworthy finding was the interaction between these factors and the student’s qualification for studying. Vocationally qualified students tend to submit their first assignment earlier but perform worse academically compared to academically qualified students. Generally, the influence of socio-demographic factors such as the educational background, gender, or nationality was low. This suggests that some of the disadvantages that non-traditional students might face at traditional universities in Germany might cease to exist at private distance universities of applied sciences. The implications of these findings are discussed.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"10 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140800755","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":"Motivational persistence and academic procrastination: the moderating role of behavioural deactivation for Romanian female students","authors":"Iustina Alexandra Groza, Marius Ciprian Ceobanu, Cristina Maria Tofan","doi":"10.1007/s10212-024-00835-4","DOIUrl":"https://doi.org/10.1007/s10212-024-00835-4","url":null,"abstract":"<p>Academic procrastination has been a subject of particular interest in research due to its frequent association with heightened levels of anxiety, stress, and the long-term risk of emotional and behavioural vulnerability (Hoge et al., 2013). Our study tests the correlation between motivational persistence as a trait and academic procrastination, as well as the impact of behavioural disengagement on this relation. A total of 426 female students aged 18 to 30 years participated in the study (M = 1.77, SD = 1.39). The results demonstrate a significant and negative correlation between motivational persistence and academic procrastination, and a weak correlation between behavioural disengagement and academic procrastination. Behavioural disengagement has a significant impact on the association between motivational persistence and academic procrastination; academic procrastination decreases irrespective of the level of behavioural disengagement. We discuss the practical implications from a feminine viewpoint and the extent to which coping strategies remain stable or vary depending on the situation.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"95 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140634959","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 effects of parents’ failure beliefs on children’s math achievement: children’s math self-efficacy, responses to failure and intelligence mindset as mediators","authors":"Aoxue Su, Guohao He","doi":"10.1007/s10212-024-00833-6","DOIUrl":"https://doi.org/10.1007/s10212-024-00833-6","url":null,"abstract":"<p>Although parents have been shown to be key to children’s motivation and learning, little is known regarding the specific ways in which parents might influence their children’s academic outcomes. The present study aimed to explore the direct effect of parents’ failure beliefs on children’s math achievement as well as the mediating effects of children’s math self-efficacy, responses to failure and intelligence mindset in this context. The participants included 451 Chinese fifth-grade children and their parents. The results of this research revealed that (a) parents’ failure beliefs were directly and positively associated with children’s math achievement; (b) parents’ failure beliefs affected children’s math achievement through the chain mediating effects of children’s responses to failure and math self-efficacy as well as the chain mediating effects of children’s failure beliefs and intelligence mindset; and (c) children’s responses to failure played fully mediating roles in the relationship between parents’ failure beliefs and children’s intelligence mindset as well as in the relationship between parents’ failure beliefs and children’s math self-efficacy. All of these findings can guide parents in their attempts to support their children’s education most effectively.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"32 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140594586","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":"Perceived authenticity across three forms of educational simulations—the role of interactant representation, task alignment, and continuity of simulation","authors":"Caroline Corves, Matthias Stadler, Martin R. Fischer","doi":"10.1007/s10212-024-00826-5","DOIUrl":"https://doi.org/10.1007/s10212-024-00826-5","url":null,"abstract":"<p>Authenticity in simulation-based learning is linked to cognitive processes implicated in learning. However, evidence on authenticity across formats is insufficient. We compared three case-based settings and investigated the effect of discontinuity in simulation on perceived authenticity. In a quasi-experiment, we compared formats of simulation in the context of medical education. All formats simulated anamnestic interviews with varying interactant and task representations using highly comparable designs. Interactants (patients) were simulated by (a) live actors (standardized patients), (b) live fellow students (roleplays), or (c) question menus and videoclips (virtual patients). The continuity of simulations varied. We measured perceived authenticity with three subscales: Realness, Involvement, and Spatial Presence. We employed confirmatory factor analysis (CFA) to assess measurement invariance across settings and analysis of variance on authenticity ratings to compare the effects of setting and discontinuous simulation. CFA supported the assumption of invariance. Settings differed in Realness and Spatial Presence but not Involvement. Discontinuous simulations yielded significantly lower ratings of authenticity than continuous simulations. The compared simulation modalities offer different advantages with respect to their perceived authenticity profiles. Lower levels of interactivity and reduced subtask representation do not necessarily lead to lower ratings of perceived authenticity. Spatial Presence can be as high for media-based simulation as for roleplays. Discontinuation of simulations by offering scaffolding impairs perceived authenticity. Scaffolds may be designed to avoid discontinuation of simulation to uphold perceived authenticity.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"58 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140594597","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":"Exploring learner profiles among low-educated adults in second-chance education: individual differences in quantity and quality of learning motivation and learning strategies","authors":"Bea Mertens, Sven De Maeyer, Vincent Donche","doi":"10.1007/s10212-024-00834-5","DOIUrl":"https://doi.org/10.1007/s10212-024-00834-5","url":null,"abstract":"<p>Research on learning strategies and learning motivation in different educational contexts has provided valuable insights, but in this field, low-educated adults remain an understudied population. This study addresses this gap by means of a person-oriented approach and seeks to investigate whether quantitatively and qualitatively different learner profiles can be distinguished among low-educated adults in second-chance education (SCE) by relating three key components of learning: learning motivation, regulation and processing strategies. Five hundred twelve adult learners of six SCE-institutions filled in a Learning and Motivation questionnaire. Latent profile analysis showed the presence of motivational profiles differing both in quantity and quality (i.e. good- versus poor-quality and high- versus low-quantity motivational profiles) and regulatory profiles being distinct in the use of regulation strategies (i.e. self-regulated versus unregulated profiles). Mainly quantitatively different processing profiles were found among low-educated adults (i.e. active, moderate, inactive processing profiles). When integrating all three components of learning, analyses identified two more optimal motivational-learning profiles, combining good-quality motivation with a moderately active use of self-regulation and processing strategies (i.e. good-quality motivation – self-regulated – active processing profile and good-quality motivation – moderate profile) and two more suboptimal profiles in which poor-quality or low-quantity motivation was combined with the inactive use of self-regulation and processing strategies (i.e. poor-quality motivation – unregulated – inactive processing profile, low-quantity motivation – unregulated – inactive processing profile). A fifth motivational-learning profile exhibited a pattern of poor-quality motivation combined with a moderately-active use of self- regulation and processing strategies.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"14 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140568278","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":"Mathematics motivation in primary education: building blocks that matter","authors":"Jelena Radišić, Aleksandar Baucal","doi":"10.1007/s10212-024-00832-7","DOIUrl":"https://doi.org/10.1007/s10212-024-00832-7","url":null,"abstract":"<p>In this introduction, we set the stage for a collection of papers from the Co-constructing Mathematics Motivation in Primary Education–A Longitudinal Study in Six European Countries Project (MATHMot for short), an international study aiming to identify the factors that shape the development of motivation in mathematics from a comparative perspective in primary education. Students’ motivation, performance, academic emotions, and subject-related identity and agency are observed across six countries: Norway, Sweden, Finland, Estonia, Portugal, and Serbia. MATHMot builds on the belief that one of the main goals of mathematics teaching should be children’s long-term motivation for learning the subject, which in turn supports students in striving for exemplary achievement in mathematics. This special section attempts to observe students’ mathematics motivation in early grades and how different contributions from the classroom, home or the student’s individual characteristics shed light on its development and adjacent concepts like academic emotions and math-related identity and agency.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"49 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140567861","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 four-cohort study testing the relative impact of take-home and in-class examination on students’ academic performance and wellbeing","authors":"Tali Spiegel, Amy Nivette","doi":"10.1007/s10212-024-00821-w","DOIUrl":"https://doi.org/10.1007/s10212-024-00821-w","url":null,"abstract":"<p>The current study examines the relative impact of take home (open book) examinations (THE) and in class (closed book) examinations (ICE) on student academic performance and wellbeing outcomes. Specifically, this study contributes to our understanding about students’ long-term knowledge retention, measured four to six months after completing the course. A unique longitudinal dataset consisting of four cohorts of a social science bachelor and master course that implemented either a THE or ICE in successive years was used. Survey data included wellbeing and academic performance measures as well as a 10-item knowledge retention quiz. Within the master course, the ICE cohort had higher examination grades and higher knowledge retention scores than the cohorts that completed a THE. In the bachelor course, there were no differences in knowledge retention across cohorts. Examination score was associated with higher knowledge retention scores across both courses. One bachelor cohort reported lower wellbeing compared to others (cohort 2021–2022); however, we found no further differences in academic or wellbeing outcomes based on examination form. The findings suggest a slight advantage of ICEs over THEs with regard to academic performance.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"63 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140315396","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}