Educational Psychology最新文献_第10页

Why preschool children use mobile devices parental perspective 为什么学龄前儿童使用移动设备父母的观点

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-04-02 DOI: 10.5604/01.3001.0016.3394

Magdalena Rowicka, Sławomir Postek, Michał Bujalski

{"title":"Why preschool children use mobile devices parental perspective","authors":"Magdalena Rowicka, Sławomir Postek, Michał Bujalski","doi":"10.5604/01.3001.0016.3394","DOIUrl":"https://doi.org/10.5604/01.3001.0016.3394","url":null,"abstract":"The use of digital devices (tablets, smartphones, smartwatches) by preschool children can be associated with benefits but also with risks to their development. The moderator of this relationship would be the role of parent. Research shows that a significant role in allowing the use of digital devices is played not by the childs needs (e.g. developmental) but by the needs of the parent (e.g. related to the desire to rest or the lack of ideas on how to take care of the child). The presented data was collected from a group of 729 parents of preschool children (from 36 to 72 months of age) in 2020 duringimplementation of Toddler on the Web project. The results cover the frequencies of reasons due to which parents allow their children to use digital devices. The results show that among the most frequently indicated reasons were: the need to perform other duties or to get a rest, as well as the lack of energy to take care of the child, while the least frequently mentioned reasons were: the lack of ideas for spending time together, lack of ideas for taking care of the child, and using a digital device as a regulator of emotions or mood. All of the reasons analysed were employed with varying frequency by more than a half of the parents. The reasons why parents allow children to use digital devices do not depend on either the age or the gender of the child. There are two exceptions: when parentsconsider digital devices as a reward for the child (e.g. for performing various tasks according to parents expectations), and when they do not know how to spend time together with their child the older the child, the more often parents tend to apply both principles. Our results indicate the need to implement educational and preventive activities in the group of current and future parents.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45667323","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: 1

Third Culture Kids: The consequences of multiculturalism and nomadism in the context of identity, well-being and education 第三文化儿童：多元文化和游牧在身份、福祉和教育方面的后果

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-04-02 DOI: 10.5604/01.3001.0016.3396

M. Mosanya

{"title":"Third Culture Kids: The consequences of multiculturalism and nomadism in the context of identity, well-being and education","authors":"M. Mosanya","doi":"10.5604/01.3001.0016.3396","DOIUrl":"https://doi.org/10.5604/01.3001.0016.3396","url":null,"abstract":"In a globalizing world, increasing migration tendencies lead to broad social consequences. More and more young people can be defined as Third Culture Kids (TCK), individuals exposed to diverse cultural paradigms in the early developmental years. Being a TCK significantly affects the development of identity, well-being and overall functioning. There are also substantial consequences of TCKs experiences in the field of education. Yet, the problem of new forms of multicultural identities is not sufficiently represented within Polish research. The following review aims to fill this gap and present the latest trends in studies on the TCK phenomenon. This article critically evaluated existing research regarding Third Culture Kids. It further presented the consequences of the multicultural experience of TCK, emphasizing significant problems and benefits of multiculturalism and global nomadism in the areas of well-being, identity and education. Importantly, ways of dealing with multicultural identity, the so-called multicultural identity configurations, were presented as moderators of the influence of multiculturalism on the functioning of TCK. Factors supporting TCKs well-being and educational success were indicated, including psychological (multicultural identity integration, cultural intelligence, global mindset) and institutional (teaching systems, psychological support) attributes.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45512140","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

Baby on the Web and Baby on the Web 2.0 information about science projects on the use of digital devices by young children 关于幼儿使用数字设备的科学项目的信息

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-04-02 DOI: 10.5604/01.3001.0053.3994

Magdalena Rowicka

{"title":"Baby on the Web and Baby on the Web 2.0 information about science projects on the use of digital devices by young children","authors":"Magdalena Rowicka","doi":"10.5604/01.3001.0053.3994","DOIUrl":"https://doi.org/10.5604/01.3001.0053.3994","url":null,"abstract":"The use of digital devices by children up to the age of six is controversial due to inconclusive research showing a positive, neutral or negative link to the development of young children. More and more studies point not to the mere fact of use but to the manner of use (age of initiation, time, content, etc.) as factors responsible for the positive or negative impact on the development of the child. In 2020 and 2022, two research projects were carried out: Toddler caught in the web the use of digital devices by children aged 06 years and Toddler caught in the web 2.0 the use of mobile devices by children aged 46 and selected cognitive functions. The aim of the projects was to thoroughly determine how children in Poland use digital devices, as well as whether, and if so, how various aspects of use translate into cognitive functioning (memory, attention and behavioural inhibition controls). The results of both projects may have an impact on mental health promotion and prevention some of the results have already been used in the educational campaign addressed to parents and carers of pre-school children First steps in the cyberworld.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49315267","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

Adolescent flirting analysis of the phenomenon and its contemporary form 青少年调情现象及其当代形态分析

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-04-02 DOI: 10.5604/01.3001.0016.3398

{"title":"Adolescent flirting analysis of the phenomenon and its contemporary form","authors":"","doi":"10.5604/01.3001.0016.3398","DOIUrl":"https://doi.org/10.5604/01.3001.0016.3398","url":null,"abstract":"Introduction: The article aims to present the phenomenon of adolescent flirting, with particular emphasis on the context of contemporary cultural challenges. The article is a review, based on domestic and foreign literature. A closer acquaintance with the flit phenomenon may help understanding the social functioning of adolescents and thus may be helpful in creating preventive and intervention programs for young people. Analysis: The analysis of the phenomenon begins with the presentation of two ways of defining the phenomenon, in the biological and philosophical sciences. The reasons why people flirt can be found within the theoryof evolution as well as the theory of human psychosexual development. The impact of social norms on the perception of behaviours that we attribute to this phenomenon was discussed. The undertaken flirtation strategies were distinguished according to gender and sexual orientation. The concept of five styles of flirting wasintroduced: traditional, physical, sincere, fun and polite (Hall et al., 2010). Conclusions: The Internet and forced isolation related to the outbreak of the COVID-19pandemic have significantly influenced adolescent flirting. The digital reality for young people is as real as the material reality. Accordingly, romantic life takes placeusing new technologies. Universal signs and scripts for communicating interest are changing. For adolescents these days, sending a love letter will be less accessiblethan, for example, deepliking. There are also threats in the digital world of teenage romantic relationships, such as feeling FOMO and its consequences, or experiencingonline sexual abuse.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46001555","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 relationship between teacher autonomy support and student mathematics achievement: a 3-year longitudinal study 教师自主支持与学生数学成绩的关系：一项为期3年的纵向研究

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-03-16 DOI: 10.1080/01443410.2023.2190064

Dingmeng Fu, Yue Liu, Danhui Zhang

引用次数: 1

Finger pointing to support learning from split-attention examples 指指点点以支持从分散注意力的例子中学习

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-03-16 DOI: 10.1080/01443410.2023.2193696

Shirong Zhang, Björn B. de Koning, F. Paas

{"title":"Finger pointing to support learning from split-attention examples","authors":"Shirong Zhang, Björn B. de Koning, F. Paas","doi":"10.1080/01443410.2023.2193696","DOIUrl":"https://doi.org/10.1080/01443410.2023.2193696","url":null,"abstract":"Abstract We investigated whether finger pointing is an effective cognitive-load self-management strategy to mitigate the split-attention effect during learning. This effect holds that learning from split-attention examples consisting of spatially separated, but mutually referring text and picture, is less effective than learning from equivalent spatially integrated sources. One-hundred-and-twenty-nine undergraduates studied a picture with accompanying text about the nephron in a between-subjects design with the factors strategy use (pointing vs. no pointing) and instructional format (split-attention vs. integrated). The split-attention effect was confirmed by results on a comprehension test and a combined measure of learning effort and test performance (i.e. instructional efficiency). However, evidence for the benefits of pointing was only found for retention performance (i.e. not for comprehension performance and cognitive load ratings) for participants who learned from the split-attention example (i.e. not for participants who learned from the integrated example). Replications are invited to examine pointing as a self-management strategy.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"207 - 227"},"PeriodicalIF":3.2,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47664582","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: 1

Family functioning and learning engagement of junior high school students in rural China: the mediating effect of academic self-efficacy 家庭功能与农村初中生学习投入:学业自我效能感的中介作用

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-03-16 DOI: 10.1080/01443410.2023.2190067

Wenhui Qi, Yu Qin, Guoyuan Sang, N. Wang

引用次数: 0

The effects of a PROSPER-based intervention on well-being among pre-service preschool teachers during the COVID-19 pandemic: a randomized control trial 新冠肺炎大流行期间基于PROSPER的干预对学前教师幸福感的影响：一项随机对照试验

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-03-16 DOI: 10.1080/01443410.2023.2189649

A. Lee, J. A. Datu, D. Chan, E. Lau, Wing-kai Fung, Rebecca Wing-yi Cheng, Ryan Yat Ming Cheung, K. Chung

{"title":"The effects of a PROSPER-based intervention on well-being among pre-service preschool teachers during the COVID-19 pandemic: a randomized control trial","authors":"A. Lee, J. A. Datu, D. Chan, E. Lau, Wing-kai Fung, Rebecca Wing-yi Cheng, Ryan Yat Ming Cheung, K. Chung","doi":"10.1080/01443410.2023.2189649","DOIUrl":"https://doi.org/10.1080/01443410.2023.2189649","url":null,"abstract":"Abstract This study aims to examine the effectiveness of an intervention program based on the PROSPER, a comprehensive framework which emphasises the importance of positivity, relationships, outcome, strength, purpose, engagement, and resilience in pre-service teachers’ well-being in Hong Kong. Participants were pre-service pre-school teachers (N = 77) who participated in a 1-month randomised control trial with four intervention workshops. They were randomly assigned to either intervention (n = 40) or wait-list control conditions (n = 37). A survey with measures that assessed PROSPER well-being components was administered to participants before and after the intervention. Findings of repeated measures MANCOVA revealed no significant time x group interaction effect, Wilks’ Lambda F(7, 50) = 1.66, p = .14, η 2 = .19. Results of univariate analyses showed that a significant time x group interaction effect existed in relationship component (η 2 = .08), indicating that the intervention was effective in facilitating pre-service pre-school teachers’ positive relationships with their peers. Findings underscore the potential benefits of designing positive psychological interventions for teachers amid the COVID-19 pandemic.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"228 - 245"},"PeriodicalIF":3.2,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43546941","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: 2

Halo effects in grading: an experimental approach 分级中的光环效应:一种实验方法

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-03-16 DOI: 10.1080/01443410.2023.2194593

Fabian T. C. Schmidt, Aurelia Kaiser, Jan Retelsdorf

引用次数: 2

When pictures are not beneficial in multimedia learning: the case of threat-related pictures 当图片对多媒体学习没有好处时：以威胁相关图片为例

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-03-06 DOI: 10.1080/01443410.2023.2185205

Tim Kühl, Stefan Münzer

引用次数: 0