Educational Psychology最新文献_第9页

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

Mental toughness in higher education: exploring the roles of flow and feedback 高等教育中的心理韧性:心流与反馈的作用探讨

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-04-21 DOI: 10.1080/01443410.2023.2205622

Helen St Clair-Thompson, Lucy Devine

{"title":"Mental toughness in higher education: exploring the roles of flow and feedback","authors":"Helen St Clair-Thompson, Lucy Devine","doi":"10.1080/01443410.2023.2205622","DOIUrl":"https://doi.org/10.1080/01443410.2023.2205622","url":null,"abstract":"Abstract Previous research has found that mental toughness is a predictor of attainment in higher education, but there is little empirical research investigating the underpinnings of this. Two studies were therefore conducted to explore why mental toughness may be important. In Study 1, 123 undergraduates completed measures of mental toughness, flow, engagement with feedback, and reported their academic attainment. Components of mental toughness, particularly commitment, were related to flow, engagement with feedback, and academic performance. Flow and engagement with feedback were found to be significant mediators of the relationship between the commitment component of mental toughness and academic performance. In Study 2, 79 participants completed a measure of mental toughness and were assigned to high or low mental toughness groups. They then completed two mathematics tasks, and received either positive, negative, or no feedback between the tasks. Those with lower mental toughness were found to perform less well following negative feedback than those with higher mental toughness. The results are discussed in terms of implications for educators who provide feedback and seek to encourage students to engage with that feedback.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"326 - 343"},"PeriodicalIF":3.2,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43332555","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

How are achievement goals associated with self-, co-, and socially shared regulation in collaborative learning? 在协作学习中，成就目标如何与自我、共同和社会共享规则相关联?

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-04-21 DOI: 10.1080/01443410.2023.2211751

M. Greisel, Nadine Melzner, I. Kollar, M. Dresel

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":"43 1","pages":"363 - 383"},"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

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":"43 1","pages":"344 - 362"},"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

Seeking courage: how courage is linked with sensation seeking and morality 寻求勇气:勇气是如何与寻求感觉和道德联系在一起的

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-04-02 DOI: 10.5604/01.3001.0016.3397

Maciej Gąsienica-Szostak, Martyna Przewoźniak

{"title":"Seeking courage: how courage is linked with sensation seeking and morality","authors":"Maciej Gąsienica-Szostak, Martyna Przewoźniak","doi":"10.5604/01.3001.0016.3397","DOIUrl":"https://doi.org/10.5604/01.3001.0016.3397","url":null,"abstract":"Introduction: Courageous behaviour could be determined by both genes (talent) and environment (upbringing). The purpose of this study is to describe the elationship between participants levels of declarative courage and the intensity of the sensation-seeking trait. For the purposes of the study, courage was defined as the willingness to take action in the face of risk (Woodard, 2007). Method: The study was conducted using a questionnaire method, the level of selected trait variables was measured using the Woodard Pury Courage Scale-23 (WPCS-23), Brief Sensation Seeking Scale (BSSS), Polish adaptation of the Moral Foundations Questionnaire (MFQ-PL). The WPCS-23 and BSSS were translated into Polish for the purposes of the study in a backtranslation the authors of the original versions. Results: The general indicator of sensation seeking has been shown to be positively related to courage; moreover, experience seeking and adventure and excitement seeking have been shown related to courage stronger than susceptibility to boredom, disengagement. Experience-seeking, adventure-seeking and excitement-seeking are predictors of respondents levels of courage. The structure of morality has little relation to the courage of participants. No moral code is a predictor for courage. Conclusions: The study was conducted to explore the relation between sensation seeking and different categories of morality with courage and the nature of human behaviour in social situations. We were interested in the structure of sensationseeking among the respondents and what traits/values guide them when making decisions. This study has proven that sensation seeking is a predictor of courage. The participants morality has shown little relationship to courage. In further research, we suggest focusing on the social aspectsof courage versus sensation seeking and morality with a larger and representative sample.","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":"49088256","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

Transgenerational transmission of hostility bias from father to son. How to effectively reduce hostile interpretations of social encounters? information about the research project 敌意偏见从父亲到儿子的跨代传播。如何有效减少对社交遭遇的敌意解读？有关研究项目的信息

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-04-02 DOI: 10.5604/01.3001.0053.3995

Marta Bodecka-Zych

引用次数: 0

Communication and resilience as predictors of coping with stress. Differentiating role of the age of the examined adolescents 沟通和应变能力是应对压力的预测因素。受试青少年年龄的区分作用

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-04-02 DOI: 10.5604/01.3001.0016.3381

Elżbieta Napora, Elżbieta Kornacka-Skwara

{"title":"Communication and resilience as predictors of coping with stress. Differentiating role of the age of the examined adolescents","authors":"Elżbieta Napora, Elżbieta Kornacka-Skwara","doi":"10.5604/01.3001.0016.3381","DOIUrl":"https://doi.org/10.5604/01.3001.0016.3381","url":null,"abstract":"The planned research pursued two objectives. The first goal was to determine whether the selected variables: resilience and communication with peers, show a relationship with stress coping. The second to predict, based on selected variables, the coping with stress by adolescents divided by their age. Research conducted using the Adolescent Communicationwith Peers Scale (SKAR), the Resilience Measurement Scale (SPP-18) and the Coping Questionnaire in Stressful Situations (CISS) on a group of 546 adolescents divided into younger 1416 years of age. (37%) and older aged 1719 (63%) showed that the age of adolescents plays an important role in coping with stress. Among the predictors conducive to copingwith stress in the examined people, both in younger and older adolescents, there is openness in communication with peers. The sense of humour and openness to new experiences (dimension of resilience) showed a positive relationship in both the younger and the older group of adolescents. The general conclusion of the research is that mental resilience andopenness in peer relationships are conducive to undertaking task-oriented strategies of coping with stress by both younger and older adolescents.","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":"48371201","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

Schools reality captured in words teachers narrative perspective 学校的现实用文字捕捉教师的叙事视角

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-04-02 DOI: 10.5604/01.3001.0016.3382

Piotr Klimczyk

{"title":"Schools reality captured in words teachers narrative perspective","authors":"Piotr Klimczyk","doi":"10.5604/01.3001.0016.3382","DOIUrl":"https://doi.org/10.5604/01.3001.0016.3382","url":null,"abstract":"Introduction: Aim of the article is to present a conducted study that bases its theory on the narrative approach in psychology. Participants of this study were working teachers who varied in job seniority. The aim of the study was to describe how teachers perceive the reality of schools work if and how it changed between the first days of work and present times, what critical events influenced view of schools reality, and how they perceive modern pupils. The conclusions of this study show a negative image of work in school, burnout symptoms in teachersthat took part in the study, and upholding feeling of vivid, unfavourable, social image of teachers. Method: To answer the question regarding how active teacher constructs their narratives about schools reality data, collected by using an online constructed questionnaire, was analysed using guidelines from a method of interpretative-phenomenological analysis. Results: Results show a negative view of work in school, symptoms of burnout, and awareness of a negative social view on teachers. Conclusions: Narratives regarding the schools reality, described by active teachers, have a pessimistic tone. In these stories a common theme is that of a negative view on work in school, some of them contain content about career burnout and an unsympathetic point of view regarding teachers in society. Qualitative studies of teachers narratives can be a way of better understanding the psychological states of teachers which could lead to implementing some sorts of changes in the work environment regarding, for example, career burnout.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"1 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41690338","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