Educational Psychology最新文献_第9页

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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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

Negative effects of teacher burnout on student executive function and social-emotional outcomes 教师职业倦怠对学生执行功能及社会情绪结果的负向影响

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-04-21 DOI: 10.1080/01443410.2023.2205067

Jimin Oh, S. Wolf

引用次数: 0

Higher-education course characteristics relate to academic procrastination: a multivariate two-level analysis 高等教育课程特征与学业拖延的关系:多变量双水平分析

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-04-21 DOI: 10.1080/01443410.2023.2219873

L. Bäulke, M. Dresel

引用次数: 1

Attachment, emotion regulation, and burnout among university students: a mediational hypothesis 依恋、情绪调节与大学生倦怠:一个中介假设

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-04-21 DOI: 10.1080/01443410.2023.2212889

Hugo Marques, Rute Brites, O. Nunes, J. Hipólito, Tânia Brandão

{"title":"Attachment, emotion regulation, and burnout among university students: a mediational hypothesis","authors":"Hugo Marques, Rute Brites, O. Nunes, J. Hipólito, Tânia Brandão","doi":"10.1080/01443410.2023.2212889","DOIUrl":"https://doi.org/10.1080/01443410.2023.2212889","url":null,"abstract":"Abstract The prevalence of burnout among university students is increasing with consequences for their academic performance. Attachment theory, as a theory of affect regulation and interpersonal relationships, may be an important framework that helps to explain why some students experience academic burnout while others do not. This study aims to examine the links between attachment orientations and levels of academic burnout and to explore the mediating role of emotion regulation strategies in this relationship. This cross-sectional study included 205 students from different Portuguese universities. Multiple mediation models conducted in PROCESS showed that both attachment anxiety and attachment avoidance were associated with higher levels of personal and academic-related burnout. Additionally, rumination and suppression mediated the association between attachment anxiety and burnout while putting into perspective and suppression mediated the association between attachment avoidance and burnout. Results are discussed in the light of attachment theory and clinical implications are provided to prevent academic-related burnout.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43288902","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 do undergraduate students’ conceptions of teaching affect their intentions for presentation? 本科生的教学观念如何影响他们的演讲意图？

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-04-21 DOI: 10.1080/01443410.2023.2206070

Wenxiao Zhang, Yanqing Li, Jing Wang

{"title":"How do undergraduate students’ conceptions of teaching affect their intentions for presentation?","authors":"Wenxiao Zhang, Yanqing Li, Jing Wang","doi":"10.1080/01443410.2023.2206070","DOIUrl":"https://doi.org/10.1080/01443410.2023.2206070","url":null,"abstract":"Abstract This research is set in the active learning context and focuses on students’ intentions for presentation. Following research that suggests teachers’ teaching intentions and approaches are influenced by conceptions of teaching, we tested if a similar relationship exists between students’ conceptions of teaching and their intentions for presentation. We first used an open-ended questionnaire to explore undergraduate students’ (N = 124) presentation intentions and identified four categories of intentions, i.e. Knowledge transmission, Attracting attention, Thought-provocation and discussion, and Self-expression. Based on the results, we quantitatively examined students’ intentions for presentation, conceptions of teaching, the relationship in between, and the moderating role of academic discipline (N = 551). Students deemed the four intentions equally important. They had high constructivist conceptions and low traditional conceptions. Their constructivist conceptions of teaching positively predicted all four intentions while the relationships between traditional conceptions and intentions were insignificant. These tendencies were irrespective of their disciplines. In light of the findings, we conclude that students’ intentions for presentation are audience-centred (analogues to student-centred in teaching intentions), and are influenced by their constructivist conceptions of teaching.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43221763","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