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

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}

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

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

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