Educational Psychology最新文献_第8页

Emergence of college students’ John Henryism during schoolwork: an exploratory study 大学生作业中约翰·亨利主义的产生：一项探索性研究

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-07-03 DOI: 10.1080/01443410.2023.2240985

B. Torsney, J. Symonds, D. Lombardi, Kathryn M. Burke, C. Torsney, S. James

{"title":"Emergence of college students’ John Henryism during schoolwork: an exploratory study","authors":"B. Torsney, J. Symonds, D. Lombardi, Kathryn M. Burke, C. Torsney, S. James","doi":"10.1080/01443410.2023.2240985","DOIUrl":"https://doi.org/10.1080/01443410.2023.2240985","url":null,"abstract":"Abstract John Henryism (JH), named after the American folk hero John Henry, is a construct characterised by a behavioural predisposition for high-effort coping with psychosocial stressors. While it has been rigorously studied in the health sciences, little empirical research has focused on how JH emerges within educational contexts, specifically during schoolwork. This exploratory study investigated factors related to JH—race/ethnicity, gender, first-generation college student status, and high-effort coping—on school-based cognitive and emotional engagement. Results revealed that high JH scores predicted positive cognitive and emotional momentary engagement, particularly for racial/ethnic minorities and first-generation college students. Furthermore, in comparing our subsample of first-generation females with our overall sample of female students, we learned that JH had a greater positive influence on first-generation females’ momentary engagement than on that of the overall sample of female students. Findings suggest that historically marginalised groups may regularly rely on JH to cope with systemic inequality in school activities.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"698 - 716"},"PeriodicalIF":3.2,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49365508","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

The association between teacher–student relationships and school engagement: an investigation of gender differences 师生关系与学校投入的关系:性别差异的调查

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-06-27 DOI: 10.1080/01443410.2023.2225816

Donghyun Kang, Laura M. Stough, Myeongsun Yoon, Jeffrey Liew

引用次数: 0

Children’s performance on untimed and timed algorithmic computation tasks: the roles of executive functioning, maths test anxiety and basic maths fact fluency 儿童在无计时和定时算法计算任务中的表现：执行功能、数学考试焦虑和基本数学事实流利性的作用

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-06-22 DOI: 10.1080/01443410.2023.2225804

S. Cheung, Juan Zhang, Chenggang Wu

{"title":"Children’s performance on untimed and timed algorithmic computation tasks: the roles of executive functioning, maths test anxiety and basic maths fact fluency","authors":"S. Cheung, Juan Zhang, Chenggang Wu","doi":"10.1080/01443410.2023.2225804","DOIUrl":"https://doi.org/10.1080/01443410.2023.2225804","url":null,"abstract":"Abstract This study explored whether executive functioning skills and maths test anxiety were associated with children’s untimed and timed algorithmic computational performance and their discrepancy. It also investigated whether such relations were moderated by children’s basic maths fact fluency. One hundred and thirty third-graders were rated by teachers regarding their executive functioning skills. Moreover, they self-reported their maths test anxiety level and were tested on various maths skills. Results showed that for untimed computational performance, working memory was a correlate among children low in basic maths fact fluency, whereas maths test anxiety was a correlate among all children. Planning/organization and maths test anxiety were correlates of timed computational performance, regardless of the basic maths fact fluency level. As for discrepancy in computational performance across the two conditions, maths test anxiety was a correlate among children low in basic maths fact fluency. Implications on how to promote children’s algorithmic computation were discussed.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"604 - 622"},"PeriodicalIF":3.2,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49654990","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

Exploring wellbeing in education during the COVID-19 pandemic: emerging research and implications for the future 探索2019冠状病毒病大流行期间的教育福祉:新兴研究及其对未来的影响

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-05-28 DOI: 10.1080/01443410.2023.2239679

Kelly-Ann Allen, Ronnel B. King, C. Chai

引用次数: 0

The effect of COVID-19 on the well-being of first-year university students 新冠肺炎对大学一年级学生幸福感的影响

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-05-28 DOI: 10.1080/01443410.2023.2223787

Lize Vanderstraeten, E. Opdecam, P. Everaert, Wim Beyers

{"title":"The effect of COVID-19 on the well-being of first-year university students","authors":"Lize Vanderstraeten, E. Opdecam, P. Everaert, Wim Beyers","doi":"10.1080/01443410.2023.2223787","DOIUrl":"https://doi.org/10.1080/01443410.2023.2223787","url":null,"abstract":"Abstract Past studies have found that university students’ well-being is relatively low, and that first-year students are specifically vulnerable. This issue has drawn particular attention during the COVID-19 pandemic. This study examines the effect of COVID-19 on the well-being, academic confidence, feeling of informedness, and self-efficacy of first-year university students. Both cross-sectional and longitudinal data were used. Survey data were collected from two cohorts of first-year students at a Belgian university (N = 997): a pre-covid cohort (N = 493) and a covid-affected cohort (N = 504). Data were gathered at two measurement moments for the pre-covid cohort and at four measurement moments for the covid-affected cohort. First, between-subject analyses (ANCOVA) revealed no significant effect of COVID-19 on students’ well-being (p > .100), academic confidence (p > .100), and feeling of informedness (p > .100), on arrival at university. Three weeks later, however, the covid-affected cohort reported (marginally) lower well-being than the pre-covid cohort (p = .057, η2 = .01). Second, longitudinal analyses (repeated measures ANCOVA) on the covid-affected cohort revealed changes throughout the academic year in well-being (p < .001, ηp 2 = .39) and self-efficacy (p < .001, ηp 2 = .04). Well-being and self-efficacy decreased during the first semester (p < .001), and slightly recovered at the start of the second semester (p < .001). Educational implications on how to support students during their transition to higher education are discussed.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"407 - 429"},"PeriodicalIF":3.2,"publicationDate":"2023-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43799948","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

The mental health and well-being of students and teachers during the COVID-19 pandemic: combining classical statistics and machine learning approaches 新冠肺炎大流行期间学生和教师的心理健康和福祉：结合经典统计和机器学习方法

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-05-28 DOI: 10.1080/01443410.2023.2226846

Norman B. Mendoza, Ronnel B. King, Joseph Y. Haw

引用次数: 4

Stress mindset, coping strategies, and well-being of secondary students in Singapore during the COVID-19 pandemic 2019冠状病毒病大流行期间新加坡中学生的压力心态、应对策略和幸福感

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-05-28 DOI: 10.1080/01443410.2023.2231668

Imelda S. Caleon, M. S. Kadir, Chee Soon Tan, J. Chua, Nur Qamarina Binte Ilham

{"title":"Stress mindset, coping strategies, and well-being of secondary students in Singapore during the COVID-19 pandemic","authors":"Imelda S. Caleon, M. S. Kadir, Chee Soon Tan, J. Chua, Nur Qamarina Binte Ilham","doi":"10.1080/01443410.2023.2231668","DOIUrl":"https://doi.org/10.1080/01443410.2023.2231668","url":null,"abstract":"Abstract The present study explored the association between stress mindset and well-being of students during the Coronavirus Disease 2019 pandemic. The study also sought to examine how the relationship between students’ stress-mindset and well-being can be mediated by students’ coping strategies. The study applied a cross-sectional survey design, with secondary students (N = 617) from Singapore as participants. The results of parallel mediation analyses suggest that students who endorse a stress-is-enhancing mindset also tend to apply engagement coping strategies and that the use of such coping strategies serve as a potential mediator of the relationship between the students’ stress-is-enhancing mindset and well-being. The stress-is-debilitating mindset was found to have a positive relationship with depressive symptoms; this relationship was not significantly mediated by coping. The findings suggest that endorsing a stress-is-enhancing mindset, along with the use of engagement coping, may serve as a protective factor to promote adolescents’ well-being when experiencing high stress.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"491 - 508"},"PeriodicalIF":3.2,"publicationDate":"2023-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49241262","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

Technology-supported teaching in times of COVID-19’s first period of emergency remote teaching: an exploratory analysis of influencing factors 新冠肺炎第一期应急远程教学中的技术支持教学：影响因素的探索性分析

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-05-08 DOI: 10.1080/01443410.2023.2208789

J. Mouw, M. Fokkens-Bruinsma, E. Kupers, H. Korpershoek

{"title":"Technology-supported teaching in times of COVID-19’s first period of emergency remote teaching: an exploratory analysis of influencing factors","authors":"J. Mouw, M. Fokkens-Bruinsma, E. Kupers, H. Korpershoek","doi":"10.1080/01443410.2023.2208789","DOIUrl":"https://doi.org/10.1080/01443410.2023.2208789","url":null,"abstract":"Abstract In this exploratory study, we evaluated which factors are predictive of technology-supported teaching, conceptualised as Technological Pedagogical Content Knowledge (TPACK) competences and related professional development needs, and teachers’ mental health in terms of job satisfaction, work-life balance, and teacher stress during COVID-19’s first period of emergency remote teaching (ERT). In spring 2020, an online questionnaire was administered to gauge factors relevant to (1) shifting to ERT, (2) teachers’ well-being, and (3) teacher characteristics. Data from 309 Dutch teachers across educational sectors were analysed using Structural Equation Modelling in two models. We further explored the results of the model predicting technology-supporting teaching as this showed the most optimal fit. Our analyses show that factors from all three categories contributed to technology-supported teaching during the first educational lockdown, but that competence-related aspects were the strongest predictors. Our results offer directions to strengthen the teaching context to support teachers navigating challenging ERT-periods.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"561 - 581"},"PeriodicalIF":3.2,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49011627","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

Maternal child-based worth predicts children’s academic contingent self-worth via perceived maternal achievement-oriented psychological control 母亲以孩子为本的价值感通过感知到的母亲以成就为导向的心理控制来预测儿童的学业偶然自我价值感

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-05-04 DOI: 10.1080/01443410.2023.2207794

Boby Ho-Hong Ching

{"title":"Maternal child-based worth predicts children’s academic contingent self-worth via perceived maternal achievement-oriented psychological control","authors":"Boby Ho-Hong Ching","doi":"10.1080/01443410.2023.2207794","DOIUrl":"https://doi.org/10.1080/01443410.2023.2207794","url":null,"abstract":"Abstract This study examined the longitudinal associations among maternal child-based worth, perceived maternal achievement-oriented psychological control, and children’s academic contingent self-worth over a one-year period in 274 Chinese children. Results showed that, after the autoregressive effects were controlled, higher levels of maternal child-based worth longitudinally predicted higher levels of perceived maternal achievement-oriented psychological control. Higher levels of perceived maternal achievement-oriented psychological control at an earlier time point were also linked to higher levels of children’s academic contingent self-worth later. However, earlier levels of children’s academic contingent self-worth did not predict their perceptions of maternal psychological control longitudinally. The findings suggest that parents should be aware that their own contingent self-worth may be transferred from one generation to another through maladaptive parenting practice. They are advised not to over-identify with the wins and losses of their children and to consider whether they may have stepped over the autonomy of children inadvertently.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"283 ","pages":"643 - 658"},"PeriodicalIF":3.2,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41277917","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

Gratitude is its own reward: how grateful students have better motivation and engagement 感恩本身就是回报：感恩的学生有更好的动力和参与度

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-04-21 DOI: 10.1080/01443410.2023.2205069

Ronnel B. King, Rong Zhang, Jianping Wen, Feng Xie, Yuyang Cai

{"title":"Gratitude is its own reward: how grateful students have better motivation and engagement","authors":"Ronnel B. King, Rong Zhang, Jianping Wen, Feng Xie, Yuyang Cai","doi":"10.1080/01443410.2023.2205069","DOIUrl":"https://doi.org/10.1080/01443410.2023.2205069","url":null,"abstract":"Abstract Gratitude has mostly been explored in relation to well-being but whether it is associated with school-related outcomes such as motivation and engagement has seldom been explored. Motivation and engagement, however, are critical to students’ academic success. Hence, the aim of this study was to examine how gratitude is associated with different types of academic motivation (amotivation, controlled motivation, and autonomous motivation) and engagement (cognitive, behavioural, and emotional). We recruited 1099 Chinese university students and asked them to answer questionnaires assessing their levels of gratitude, motivation, and engagement. Structural equation modelling revealed that gratitude was positively associated with controlled motivation, autonomous motivation, and academic engagement but negatively associated with amotivation. Autonomous motivation partially mediated the relationship between gratitude and academic engagement. The findings of this study elucidate the theoretical linkages among gratitude, motivation, and engagement, demonstrating the importance of gratitude for school-related outcomes.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"284 - 303"},"PeriodicalIF":3.2,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44535683","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