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

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

Latent profiling students’ emotions towards media literacy and examining its relationship to media credibility 学生对媒体素养的潜在情感剖析及其与媒体可信度的关系研究

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-02-19 DOI: 10.1007/s10212-024-00796-8

Clarissa Hin-Hei Lau, Byunghoon “Tony” Ahn, Meagane Maurice-Ventouris, Jason M. Harley

{"title":"Latent profiling students’ emotions towards media literacy and examining its relationship to media credibility","authors":"Clarissa Hin-Hei Lau, Byunghoon “Tony” Ahn, Meagane Maurice-Ventouris, Jason M. Harley","doi":"10.1007/s10212-024-00796-8","DOIUrl":"https://doi.org/10.1007/s10212-024-00796-8","url":null,"abstract":"Media literacy has been gaining traction as a part of higher education curricula to support learning as educational institutions are recognizing the importance of developing students’ media literacy skills. However, students’ emotional reactions towards media literacy can be vastly different and, in turn, may impact their perception of truth and credibility of mixed media messages. In this study, we explored 68 non-health professions university students’ unique emotional profiles towards media literacy. We further examined whether students with different emotional profiles would differ in their credibility ratings (truthfulness, trustworthiness, and believability) of media messages that were drawn from mainstream and fake news sources. We also investigated the relationship between emotion profiles and emotional reactions towards mainstream versus fake news messages. We employed a probabilistic, latent clustering approach, latent profiling analysis (LPA), to generate latent categories of emotion profiles. LPA revealed four distinct emotion profiles that students endorsed: (1) low emotions, (2) moderate emotions, (3) high negative emotions, and (4) high positive emotions towards learning media literacy. Additional findings revealed that students with a low emotional profile tended to rate all media messages as more truthful, trustworthy, and believable than other emotion groups. Moreover, we identified that students in the moderate emotions and high negative emotions group rated fake messages with more positive emotions. This study offers insight towards the significance of understanding how emotions towards media literacy can impact the outcomes of media perception. This is an important step that will encourage educators to develop more engaging media literacy instruction and interventions.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"256 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139903175","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

Investigating factors influencing deep and surface approaches to homework: a multilevel analysis 调查影响深层和表层家庭作业方法的因素：多层次分析

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-02-19 DOI: 10.1007/s10212-024-00806-9

Jianzhong Xu

引用次数: 0

When competence and confidence are at odds: a cross-country examination of the Dunning–Kruger effect 当能力与信心相悖时：对邓宁-克鲁格效应的跨国研究

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-02-19 DOI: 10.1007/s10212-024-00804-x

Kajsa Yang Hansen, Cecilia Thorsen, Jelena Radišić, Francisco Peixoto, Anu Laine, Xin Liu

{"title":"When competence and confidence are at odds: a cross-country examination of the Dunning–Kruger effect","authors":"Kajsa Yang Hansen, Cecilia Thorsen, Jelena Radišić, Francisco Peixoto, Anu Laine, Xin Liu","doi":"10.1007/s10212-024-00804-x","DOIUrl":"https://doi.org/10.1007/s10212-024-00804-x","url":null,"abstract":"Research has shown that some students who underperform in mathematics overestimate their performance, while others who excel in mathematics underestimate it. Looking at this mismatch of performance and confidence judgement—the Dunning–Kruger effect (DKE)—the current study investigates how well students’ confidence judgement and item-specific mathematics competence relate with each other and whether such a relationship differs across six European countries (i.e., Norway, Sweden, Finland, Estonia, Serbia and Portugal). We also examine whether perceived competence, mathematics identity, gender, socioeconomic status and immigration background predict this mismatch and whether these demographic factors function differently between the examined countries. The results show that the DKE could be found across grades three and four in all six countries. However, there are country-specific patterns regarding the relationship between performance, mathematics identity and perceived competence; the DKE; and how different demographic variables predict its occurrences in particular subpopulations.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"7 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139903213","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