European Journal of Psychology of Education最新文献_第8页

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

The impact of instructional support via generative learning strategies on the perception of visual authenticity, learning outcomes, and satisfaction in AR-based learning 在基于 AR 的学习中，通过生成性学习策略提供教学支持对视觉真实性感知、学习成果和满意度的影响

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-02-28 DOI: 10.1007/s10212-024-00813-w

{"title":"The impact of instructional support via generative learning strategies on the perception of visual authenticity, learning outcomes, and satisfaction in AR-based learning","authors":"","doi":"10.1007/s10212-024-00813-w","DOIUrl":"https://doi.org/10.1007/s10212-024-00813-w","url":null,"abstract":"<h3>Abstract</h3> Augmented reality (AR) presents significant opportunities for creating authentic learning environments by accurately mirroring real-world objects, contexts, and tasks. The visual fidelity of AR content, seamlessly integrated into the real world, contributes to its perceived authenticity. Despite acknowledging AR’s positive impact on learning, scant research explores specific learning strategies within an AR context, and there’s a lack of studies linking perceived visual authenticity to these strategies. This study addresses these gaps by surveying learners using AR technology to study the human cardiovascular system, exploring perceived visual authenticity, learning outcomes, and satisfaction. Learners used either (1) AR with the self-explanation learning strategy, (2) AR with the drawing learning strategy, or (3) AR only. Analysis of variance and correlation was used for data analysis. Results indicated no significant differences in perceived visual authenticity and satisfaction among the learning strategy groups. However, groups employing learning strategies showed superior learning outcomes compared to the AR-only group. Crucially, the self-explanation learning strategy significantly enhanced knowledge gain compared to drawing and AR-only groups, indicating that self-explanation, together with the visual input from the AR-learning environment, fosters a more coherent mental representation. This increased learning efficacy was achieved while maintaining a consistent perception of visual authenticity and satisfaction with the learning material. These findings expand the current landscape of AR research by moving beyond media comparison studies.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"19 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140009745","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

Kindergarten children’s academic engagement: A dual-pathway model including social information processing, social behavior in class, and teacher–child relationship quality 幼儿园儿童的学习参与度：包括社会信息处理、课堂社交行为和师幼关系质量在内的双通道模型

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-02-28 DOI: 10.1007/s10212-024-00803-y

Einat Elizarov, Amanda Czik, Yair Ziv

{"title":"Kindergarten children’s academic engagement: A dual-pathway model including social information processing, social behavior in class, and teacher–child relationship quality","authors":"Einat Elizarov, Amanda Czik, Yair Ziv","doi":"10.1007/s10212-024-00803-y","DOIUrl":"https://doi.org/10.1007/s10212-024-00803-y","url":null,"abstract":"Education researchers and practitioners have been exploring for years the key factors impacting children’s academic engagement. Still, relatively little is known about the role of children’s social cognition in their academic engagement. Accordingly, the current study focuses on the potential indirect associations between young children’s social information processing patterns (SIP) and their academic engagement through their social behaviors in class, specifically their prosocial and problem behaviors, and following by the quality of their relationship with their main kindergarten teacher. The study examines these indirect effects in one dual-pathway model which includes both a pathway from children’s competent SIP patterns to higher levels of academic engagement and from children’s aggressive SIP patterns to lower levels of academic engagement. The sample included 300 kindergarten children (151 girls; Mage = 68.76 months). Results showed that competent SIP patterns were positively linked to children’s academic engagement, which encompasses both their academic self-perceptions and their attitudes toward learning, via children’s prosocial behaviors in class and subsequently teacher–child relational closeness. In addition, aggressive SIP patterns were negatively linked to the kindergarteners’ attitudes toward learning via the children’s problem behaviors in class and subsequently teacher–child relational conflict. Results have implications for both research and practice in the understanding of the influence of social cognition, behavior, and social relationships on academic engagement for young learners.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"7 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140009350","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

Am I a math person? Linking math identity with students’ motivation for mathematics and achievement 我是数学人吗？将数学认同与学生的数学学习动机和成绩联系起来

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-02-26 DOI: 10.1007/s10212-024-00811-y

Jelena Radišić, Ksenija Krstić, Barbara Blažanin, Katarina Mićić, Aleksandar Baucal, Francisco Peixoto, Stanislaw Schukajlow

{"title":"Am I a math person? Linking math identity with students’ motivation for mathematics and achievement","authors":"Jelena Radišić, Ksenija Krstić, Barbara Blažanin, Katarina Mićić, Aleksandar Baucal, Francisco Peixoto, Stanislaw Schukajlow","doi":"10.1007/s10212-024-00811-y","DOIUrl":"https://doi.org/10.1007/s10212-024-00811-y","url":null,"abstract":"Based on the expectancy-value perspective on identity and identity formation, this paper explores the relationship between math identity (MI) and the dimensions of motivation (i.e. intrinsic value, attainment value, utility value and perceived competence) and math achievement in primary school. An additional aim of our research was to explore these relationships in different cultural contexts and investigate potential gender and grade differences concerning MI. The participants were 11,782 primary school students from Norway, Sweden, Estonia, Finland, Portugal and Serbia. All predictors from the motivation spectrum were significant for students’ MI across the examined countries and had a stronger association with MI than math achievement. Among the motivational dimensions, intrinsic value had the strongest association with students’ MI. Boys had significantly more positive math identities than girls in Estonia, Finland, Norway and Portugal. The results showed that the grade 4 students perceived themselves less as “math persons” than their grade 3 peers in all countries.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"3 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139980087","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 influence of SES, migration background, and non-cognitive abilities on PISA reading and mathematics achievement: evidence from Sweden 社会经济地位、移民背景和非认知能力对国际学生评估项目（PISA）阅读和数学成绩的影响：来自瑞典的证据

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-02-21 DOI: 10.1007/s10212-024-00805-w

Björn Boman, Marie Wiberg

引用次数: 0

The developmental trajectories of math skills and its relation to math interest in Grades three and five 数学技能的发展轨迹及其与三、五年级数学兴趣的关系

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-02-21 DOI: 10.1007/s10212-024-00807-8

Triinu Kilp-Kabel, Kaja Mädamürk

{"title":"The developmental trajectories of math skills and its relation to math interest in Grades three and five","authors":"Triinu Kilp-Kabel, Kaja Mädamürk","doi":"10.1007/s10212-024-00807-8","DOIUrl":"https://doi.org/10.1007/s10212-024-00807-8","url":null,"abstract":"Understanding math and the ability to use math in various situations can greatly contribute to a successful life. Different math skills are of importance for understanding and supporting math ability. In addition, math interest may influence math ability. We investigated the relationship between math conceptual and procedural skills, their development over time, and the relation to math interest in Grades three and five. Participants in the study were Estonian students (N = 855), who were in Grade three (2019/2020) during the first testing and in Grade five (2021/2022) during the second testing. Students completed math competence testing which consisted of procedural and conceptual skill tasks and a questionnaire about math interest. Both person- and variable-oriented approaches were used in the analyses. Students’ math conceptual and procedural skills in Grades three and five were moderately related to each other. Furthermore, based on latent profile analysis, three profiles of skills were identified in both grades, distinguishing between students with low, average, and high levels of skills in both skills, with the exception of an approximately average-skill group in Grade five that had low conceptual skills but average procedural skills. Students were likely to remain in similar-skill groups for both Grades three and five. Lastly, there was a significant difference in math interest in Grade three among the groups with stable low, stable average, and stable high skills from Grades three to five. Fostering interest in math may be beneficial for achieving a high level of math proficiency. Future research should prioritize the integration of person-oriented methods into studies aimed at enhancing understanding of math skill development.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"36 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139921530","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

Statistics anxiety or statistics fear? A reinforcement sensitivity theory perspective on psychology students’ statistics anxiety, attitudes, and self-efficacy 统计焦虑还是统计恐惧？从强化敏感性理论角度看心理系学生的统计焦虑、态度和自我效能感

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-02-20 DOI: 10.1007/s10212-024-00802-z

Renata A. Mendes, Natalie J. Loxton, Jaimee Stuart, Alexander W. O’Donnell, Matthew J. Stainer

{"title":"Statistics anxiety or statistics fear? A reinforcement sensitivity theory perspective on psychology students’ statistics anxiety, attitudes, and self-efficacy","authors":"Renata A. Mendes, Natalie J. Loxton, Jaimee Stuart, Alexander W. O’Donnell, Matthew J. Stainer","doi":"10.1007/s10212-024-00802-z","DOIUrl":"https://doi.org/10.1007/s10212-024-00802-z","url":null,"abstract":"This research investigates the role of reinforcement sensitivity theory (RST) in statistics education among two distinct samples of undergraduate psychology students. In Study 1, 318 students in a third-year statistics course completed self-report measures of RST, anxiety, attitudes, and self-efficacy concerning the study of statistics. In Study 2, 577 students from first-, second-, and third-year statistics courses participated. Controlling for age and gender, both studies found students who were high in goal-drive persistence reported lower statistics anxiety, higher statistics self-efficacy and more favourable attitudes toward learning statistics, while students who were high in the tendency to avoid threat reported higher statistics anxiety. Those with a more sensitive behavioural inhibition system reported greater statistics anxiety and less favourable attitudes, in Study 2 but not Study 1. Results indicate that RST dimensions account for as much as 23% of additional variance in statistics anxiety, 18% in statistics self-efficacy, and 11% in attitudes, after controlling for age and gender. These studies highlight the utility of RST dimensions, notably goal-drive persistence, threat sensitivity, and behavioural inhibition, in providing critical information as to personality differences among students that need to be considered when developing programs targeting statistics anxiety, attitudes, and self-efficacy.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"128 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139921535","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 contribution of children’s effortful control to math performance is partially mediated by math anxiety 儿童的努力控制对数学成绩的影响部分受数学焦虑的影响

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-02-19 DOI: 10.1007/s10212-024-00801-0

Noelia Sánchez-Pérez, Luis J. Fuentes, Carmen González-Salinas

引用次数: 0