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

Mathematics motivation in primary education: building blocks that matter 初等教育中的数学学习动机：重要的基石

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-04-09 DOI: 10.1007/s10212-024-00832-7

Jelena Radišić, Aleksandar Baucal

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A four-cohort study testing the relative impact of take-home and in-class examination on students’ academic performance and wellbeing 一项四组研究，测试带回家考试和课堂考试对学生学业成绩和身心健康的相对影响

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-03-27 DOI: 10.1007/s10212-024-00821-w

Tali Spiegel, Amy Nivette

{"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}

引用次数: 0

The cognitive foundations of different hierarchical levels of mathematical skills in primary school children: extending the mathematics pathways model 小学生不同层次数学能力的认知基础：数学路径模型的扩展

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-03-25 DOI: 10.1007/s10212-024-00823-8

Jie Xu, Dan Cai

{"title":"The cognitive foundations of different hierarchical levels of mathematical skills in primary school children: extending the mathematics pathways model","authors":"Jie Xu, Dan Cai","doi":"10.1007/s10212-024-00823-8","DOIUrl":"https://doi.org/10.1007/s10212-024-00823-8","url":null,"abstract":"<p>Although previous research has demonstrated that the acquisition of mathematical skills requires support from multiple cognitive abilities, the associations between cognitive precursors in different domains and mathematics at different hierarchical levels among primary school children are not well understood. This study explores the cognitive mechanisms underlying primary school children’s mathematics learning by extending the original pathways model. A total of 409 children participated v.in the study. A battery of cognitive, symbolic number processing, and mathematics measures were performed on the participants. The cognitive pathways supported children’s symbolic number skills, which in turn provided the foundation for formal mathematics. Different hierarchical mathematics skills were supported by different cognitive constellations. A hierarchical progressive development structure was found, from cognitive precursors, through symbolic number processing, to basic math fluency and complex numerical computation, and then, to problem-solving. The study also tried to divide children into two groups, grades 1–3 and 4–5. The exploratory results showed that there were commonalities and differences in the cognitive basis of mathematics learning in the two groups. These findings further explained the cognitive mechanisms underlying mathematical development in primary school children, with possible implications for the effective teaching and practice of mathematics knowledge and early identification and intervention of learning difficulties.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"86 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140302567","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

Academic self-concept, achievement, and goal orientations in different learning environments 不同学习环境中的学业自我概念、成绩和目标取向

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-03-25 DOI: 10.1007/s10212-024-00825-6

Olga Steinberg, Stefan Kulakow, Diana Raufelder

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Parents’ learning support and school attitudes in relation to adolescent academic identity and school performance in nine countries 九个国家家长的学习支持和学校态度与青少年学业认同和学校成绩的关系

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-03-22 DOI: 10.1007/s10212-024-00827-4

{"title":"Parents’ learning support and school attitudes in relation to adolescent academic identity and school performance in nine countries","authors":"","doi":"10.1007/s10212-024-00827-4","DOIUrl":"https://doi.org/10.1007/s10212-024-00827-4","url":null,"abstract":"<h3>Abstract</h3> <p>An important question for parents and educators alike is how to promote adolescents’ academic identity and school performance. This study investigated relations among parental education, parents’ attitudes toward their adolescents’ school, parental support for learning at home, and adolescents’ academic identity and school performance over time and in different national contexts. Longitudinal data were collected from adolescents and their parents in nine countries (China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States). When adolescents were 16 years old, their mothers (<em>N</em> = 1083) and fathers (<em>N</em> = 859) provided data. When adolescents were 17 years old, 1049 adolescents (50% girls) and their mothers (<em>N</em> = 1001) and fathers (<em>N</em> = 749) provided data. Multiple-group path analyses indicated that, across cultures, higher parent education was associated with better adolescent school performance. Parents’ attitudes toward their adolescents’ school and parent support for learning in the home were not associated with adolescents’ school performance but were associated with academic identity. The findings suggest somewhat different pathways to school performance versus academic identity. Implications for helping parents and educators in different countries promote adolescents’ academic identity and achievement are discussed.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"19 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140199329","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

He’s up to no good, is he? Teachers’ self-efficacy as related to gender role attitudes and schools’ sex composition 他不怀好意，是吗？教师的自我效能感与性别角色态度和学校性别构成的关系

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-03-22 DOI: 10.1007/s10212-024-00828-3

{"title":"He’s up to no good, is he? Teachers’ self-efficacy as related to gender role attitudes and schools’ sex composition","authors":"","doi":"10.1007/s10212-024-00828-3","DOIUrl":"https://doi.org/10.1007/s10212-024-00828-3","url":null,"abstract":"<h3>Abstract</h3> <p>Schools’ sex composition and gender role attitudes are often overlooked in teachers’ self-efficacy studies, while research suggests that gender role attitudes may color teachers’ perceptions of students. This study investigates the association of schools’ sex composition and teachers’ gender role attitudes with teachers’ self-efficacy in instructional strategies, classroom management and student engagement, and how this latter association might differ between schools with more boys or girls. A multilevel analysis was carried out on data of 1247 teachers in 59 schools (2012–2013). Teachers feel more efficacious in classroom management in schools with more boys, especially male teachers with traditional gender role attitudes. Male teachers with traditional gender role attitudes feel less efficacious in classroom management in mixed schools. Female teachers feel less efficacious in all dimensions when holding traditional gender role attitudes, regardless of schools’ sex composition. The results highlight the importance of addressing gender bias in teacher training in order to improve teachers’ self-efficacy across all dimensions.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"150 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140199525","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

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

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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> <p>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: <em>Poor acoustic quality</em> (long reverberation time [Long RT]) versus <em>Adequate acoustic quality</em> (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.</p>","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}

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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

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