European Journal of Psychology of Education最新文献_第9页

The impact of a global pandemic on undergraduate learning experiences: lifting the restrictions 全球大流行病对本科生学习经历的影响：解除限制

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-02-14 DOI: 10.1007/s10212-023-00790-6

Emilie E. Caron, Allison C. Drody, Jonathan S. A. Carriere, Daniel Smilek

{"title":"The impact of a global pandemic on undergraduate learning experiences: lifting the restrictions","authors":"Emilie E. Caron, Allison C. Drody, Jonathan S. A. Carriere, Daniel Smilek","doi":"10.1007/s10212-023-00790-6","DOIUrl":"https://doi.org/10.1007/s10212-023-00790-6","url":null,"abstract":"<h3 data-test=\"abstract-sub-heading\">Aim</h3>The aim of this study is to determine how students believe their learning-related experiences (i.e., attention, affect, and time perception) have changed over the course of the pandemic.<h3 data-test=\"abstract-sub-heading\">Subject and methods</h3>This study documented students’ (Nanalyzed = 191) relative judgments of change between their current experiences (measured April 2022) and their remembered experiences from three different timepoints: (1) before the pandemic-related restrictions (before March 2020; pre-restriction), (2) immediately after the restrictions were implemented (spring 2020; early restriction), and (3) immediately after they were lifted (~ winter/spring 2022; post-restriction). This study also captured how students predicted their experiences would change in the future.<h3 data-test=\"abstract-sub-heading\">Results and conclusion</h3>Roughly 2 years after pandemic-related restrictions were introduced, students reported perceiving reductions in their attention, affect, and time-perception compared to their remembered pre- and early restriction learning-related experiences. They also reported perceived reductions in their attention and affect even as pandemic-related restrictions were beginning to lift, though these declines were slightly attenuated. Regarding the future, students were optimistic that their learning-related experiences would improve in the coming months. These findings can support the creation of future approaches targeting the improvement of attention, affect, and productivity in learning and performance-based environments.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"66 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139757328","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

Personal values, subjective wellbeing, and the effects of perceived social support in childhood: A pre-registered study 个人价值观、主观幸福感以及童年时期感知到的社会支持的影响：预注册研究

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-02-14 DOI: 10.1007/s10212-024-00800-1

Patricia R. Collins, Joanne Sneddon, Julie Anne Lee

{"title":"Personal values, subjective wellbeing, and the effects of perceived social support in childhood: A pre-registered study","authors":"Patricia R. Collins, Joanne Sneddon, Julie Anne Lee","doi":"10.1007/s10212-024-00800-1","DOIUrl":"https://doi.org/10.1007/s10212-024-00800-1","url":null,"abstract":"Personal values are broad motivational goals that have been found to have systematic relations with subjective wellbeing in adults. Values that promote higher subjective wellbeing are considered healthy while those that hamper it are considered unhealthy (Schwartz & Sortheix, 2018). However, little is known about these relations in children. This pre-registered study examined (1) whether the values of children (6 to 12 years of age) relate to their subjective wellbeing and (2) whether these relations are moderated or mediated by perceived social support from parents, teachers, classmates, and close friends. These research questions were examined with a sample of 738 primary school students (50% female). Our results show that healthy growth values were positively related to subjective wellbeing overall, and for the subgroups of girls and children 9 to 12 years but not boys and children 6 to 8 years; however, unhealthy anxiety values were only negatively associated with subjective wellbeing for girls. While perceived social support partially mediated relations between growth values and subjective wellbeing, the direct values-wellbeing relations accounted for over half the variance. Interestingly, this study also found that growth values positively, and anxiety values negatively, influenced perceived social support from all referents. While perceived social support did not moderate values-wellbeing relations in the overall sample, differences were found in the way perceived social support moderated these relations in some age and gender subgroups. Taken together, these findings suggest that healthy growth values positively influence subjective wellbeing in middle childhood, even after accounting for perceived social support.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139757327","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

What’s metacognition got to do with the relationship between test anxiety and mathematics achievement? 元认知与考试焦虑和数学成绩之间有什么关系？

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-02-08 DOI: 10.1007/s10212-024-00797-7

Utkun Aydın, Meriç Özgeldi

{"title":"What’s metacognition got to do with the relationship between test anxiety and mathematics achievement?","authors":"Utkun Aydın, Meriç Özgeldi","doi":"10.1007/s10212-024-00797-7","DOIUrl":"https://doi.org/10.1007/s10212-024-00797-7","url":null,"abstract":"Research examining the joint relationships between test anxiety, metacognition, and mathematics achievement revealing the mediational role of metacognition in the relationship between test anxiety and mathematics achievement is sparse. A mediation study was designed to redress this imbalance. The Children’s Test Anxiety Scale (CTAS), Junior Metacognitive Awareness Inventory (Jr. MAI), and Mathematics Achievement Test (MAT) were distributed to 943 (442 males and 501 females) Grade 7 (n = 477) and Grade 8 (n = 466) students aged between 11–12 (Mage = 11.5, SD = .88) and 11–13 (Mage = 12, SD = .91) years, respectively. In this study, multiple mediation models were tested to explore the role of metacognition as a mediator of the effect of test anxiety on mathematics achievement. Results indicate that although both test anxiety and metacognition were significantly related to mathematics achievement, metacognition was not a statistically significant mediator in the relationship between test anxiety and mathematics achievement. Specifically, the knowledge of cognition component of metacognition was the only significant mediator, mediating the relationship between off-task behaviors and mathematics achievement. Findings support the beneficial role of metacognition with the rewarding side of a key implication that without developing metacognitive knowledge, efforts at alleviating test anxiety to maximize achievement in mathematics may well be fruitless. Educational and practical implications are discussed.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"10 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139757510","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

Does students’ ADHD diagnosis affect teachers’ school-track decisions? An experimental study 学生的多动症诊断会影响教师的升学决定吗？一项实验研究

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-02-08 DOI: 10.1007/s10212-024-00795-9

引用次数: 0

Domain specificity of mastery-motivation-related behaviours in relation to Singaporean preschoolers’ mathematical performance 与新加坡学龄前儿童数学成绩相关的掌握激励相关行为的领域特异性

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-02-05 DOI: 10.1007/s10212-024-00794-w

Tiffany Yanyi Lee, Lit Wee Sim, Mohamed Syukri Bin Mohamed Anwar, Pierina Cheung, Kerry Lee, Daniel Ansari, Gianluca Esposito, Anne Rifkin-Graboi

{"title":"Domain specificity of mastery-motivation-related behaviours in relation to Singaporean preschoolers’ mathematical performance","authors":"Tiffany Yanyi Lee, Lit Wee Sim, Mohamed Syukri Bin Mohamed Anwar, Pierina Cheung, Kerry Lee, Daniel Ansari, Gianluca Esposito, Anne Rifkin-Graboi","doi":"10.1007/s10212-024-00794-w","DOIUrl":"https://doi.org/10.1007/s10212-024-00794-w","url":null,"abstract":"Mastery motivation predicts achievement, but intricacies amongst pre-schoolers are unclear. In keeping with the Specificity Principle, school-age, and adolescent research demonstrates the importance of considering the setting conditions in which mastery motivation is observed. Here, Singaporean 4-year-olds’ (N = 63) mastery-motivation-related behaviour (MMRB) (e.g. signs of persistence, focus, and pleasure) in mathematical and non-mathematical activities were observed. Relations between numeracy and MMRB during a mathematical game (outcome relevant setting) were determined, controlling for MMRB in other activities (outcome irrelevant settings). Association between MMRB during the mathematical game and receptive language (outcome irrelevant setting) was also examined. Consistent with the Specificity Principle, MMRB during the mathematical game was (i) associated with numeracy, after controlling for MMRB in other activities and (ii) did not predict language. Enhancing preschoolers’ experiences, especially when implemented in contexts related to areas targeted for improvement, may benefit outcomes. These skills acquired in early life can become important predictors of future ability.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"110 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139757332","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

To choose or not to choose? Effects of choice in authentic context-based learning environments 选择还是不选择？真实情境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 : 2024-02-03 DOI: 10.1007/s10212-024-00798-6

Fabien Güth, Helena van Vorst

{"title":"To choose or not to choose? Effects of choice in authentic context-based learning environments","authors":"Fabien Güth, Helena van Vorst","doi":"10.1007/s10212-024-00798-6","DOIUrl":"https://doi.org/10.1007/s10212-024-00798-6","url":null,"abstract":"Context-based learning (CBL) environments are widely used in science education to create authentic learning opportunities. Contexts can be authentic through their relation to everyday life, to uncommon scientific phenomena, or to the chemical laboratory. Previous research revealed that students choose contexts that are authentic in different ways depending on their individual characteristics. Self-determination theory and psychological research indicate that it is not the choice itself that is beneficial for learning, but rather the congruence between the characteristics of the participants and the task. The extent to which these results are transferable to CBL in chemistry education and the effects on cognitive load have not yet been analyzed. The focus of the present study was to investigate whether the choice of a contextualized task or the congruence between context and student are causal for beneficial effects in situational interest, cognitive load, and task-related satisfaction. We conducted an experimental study with 217 third-year chemistry students comparing three treatments while learning in a CBL environment. In the first group, students could choose a contextual task that was varied in terms of authenticity. Students in the second group were assigned a contextual task by an artificial neural network that matched their individual characteristics. Students in the third group were assigned a contextualized task by the neural network that did not match their individual characteristics. Multilevel analyses show that whether the context is chosen or not is irrelevant for situational interest and task-related satisfaction if the context fits the individual characteristics of the students.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"2 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139678157","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

Hyaline Vascular Variant of Castleman Disease of the Tonsil in an Adolescent: A case Report. 青少年扁桃体卡斯特曼病的透明血管变异型：病例报告。

IF 0.6 2区心理学

European Journal of Psychology of Education Pub Date : 2024-02-01 Epub Date: 2023-08-02 DOI: 10.1007/s12070-023-04114-4

Ameet Kishore, Nishant Rana, Ashwani Kumar, Vikas Kashyap, Yaja Jebaying

引用次数: 0

Instructional sequences in science teaching: considering element interactivity when sequencing inquiry-based investigation activities and explicit instruction 科学教学中的教学顺序：在对探究式调查活动和明确教学进行排序时考虑元素的互动性

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-01-26 DOI: 10.1007/s10212-024-00799-5

{"title":"Instructional sequences in science teaching: considering element interactivity when sequencing inquiry-based investigation activities and explicit instruction","authors":"","doi":"10.1007/s10212-024-00799-5","DOIUrl":"https://doi.org/10.1007/s10212-024-00799-5","url":null,"abstract":"<h3>Abstract</h3> The use of investigations in science teaching is both common and commonly advocated for in science education literature. We suggest that the use of investigations should differ depending on the complexity of the subject matter. That complexity can vary depending on both the nature of the information and students’ expertise levels. The present study used Cognitive Load Theory and tested a hypothesis that the sequential order of having investigations first followed by explicit instruction only is more effective than that of having explicit instruction first when students have acquired sufficiently high levels of knowledge. This hypothesis was tested with 85 middle school students. Participants were randomly assigned to one of the two sequences. The results indicated that for sufficiently knowledgeable students, a dis-ordinal knowledge level by sequence interaction was obtained. There was an advantage to the explicit instruction first approach for the less knowledgeable students for whom element interactivity was high but an advantage to the investigation first approach for the more knowledgeable students for whom element interactivity was lower. The results were discussed in light of a recent debate between the authors and De Jong et al. (Educational Research Review, 39, 1-14, 2023) on the role of investigations and explicit instruction in science education.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"6 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139585473","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

How vocabulary knowledge and grammar knowledge influence L2 reading comprehension: a finer-grained perspective 词汇知识和语法知识如何影响 L2 阅读理解：细粒度视角

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-01-25 DOI: 10.1007/s10212-024-00793-x

Huilin Chen, Huan Mei

引用次数: 0

Mediation of study habits and techniques between music training and academic achievement in children 音乐培训与儿童学习成绩之间的学习习惯和技巧的中介作用

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-01-15 DOI: 10.1007/s10212-023-00792-4

Katya Martin-Requejo, Alejandro González-Andrade, Aitor Álvarez-Bardón, Sandra Santiago-Ramajo

{"title":"Mediation of study habits and techniques between music training and academic achievement in children","authors":"Katya Martin-Requejo, Alejandro González-Andrade, Aitor Álvarez-Bardón, Sandra Santiago-Ramajo","doi":"10.1007/s10212-023-00792-4","DOIUrl":"https://doi.org/10.1007/s10212-023-00792-4","url":null,"abstract":"Although music training has been related to better school performance, the processes that may mediate this improvement are unknown. Given that study habits and techniques are one of the variables most closely related to academic achievement, the present study analyzed the differences in study habits and techniques between children with and without musical training, checking whether the age at which training began is a significant variable and whether study habits and techniques act as a mediator between musical training and academic achievement. A total of 132 children aged 9–12 years from the Autonomous Community of the Basque Country were studied using the Questionnaire of Habits and Study Techniques and school grades. Significant differences were found in the attitude toward study, exams and exercises; personal and environmental conditions for study; and general study habits and techniques in favor of children with musical training. In addition, children who started training before the age of seven showed better results in study habits and techniques. In turn, study habits and techniques significantly mediated the relationship between music training and academic achievement. Therefore, music training, especially before the age of seven, seems to have a beneficial effect on academic achievement, which could be explained, at least in part, by study habits and techniques.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"24 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139477063","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