The Asia-Pacific Education Researcher最新文献_第2页

Emotional Presence in the Community of Inquiry: Addition of PERMA in Online English Teaching and Learning 探究社区中的情感存在：在在线英语教学中加入 PERMA

The Asia-Pacific Education Researcher Pub Date : 2024-07-24 DOI: 10.1007/s40299-024-00891-w

Yang Lan, Mohd Rashid Bin Saad

{"title":"Emotional Presence in the Community of Inquiry: Addition of PERMA in Online English Teaching and Learning","authors":"Yang Lan, Mohd Rashid Bin Saad","doi":"10.1007/s40299-024-00891-w","DOIUrl":"https://doi.org/10.1007/s40299-024-00891-w","url":null,"abstract":"Emotions can influence online teaching and learning, according to existing studies. PERMA theory enjoys great fame in both positive psychology field and English foreign language context since it was proposed by Seligman, which includes five domains, namely positive emotions, engagement, relationship, meaning, and achievement. Although there is a wealth of knowledge about the impact of positive emotion on teaching and learning, there is little research on the PERMA model within positive psychology and online EFL teaching and learning, particularly examining the specific framework that can effectively guide online teaching and learning. In this article, based on the community of inquiry theoretical framework, we provide empirical evidence that emotional presence (PERMA) may exist as an essential and distinct part of online critical inquiry. Results also supported PERMA mediated the linear relationship between social presence and cognitive presence; also, mediated the linear relationship between teaching presence and cognitive presence. The current research provides evidence for the association between the PERMA model in positive psychology and online critical inquiry; as well as contributes to uncovering the underlying mechanisms of the relationship between the PERMA model and community of inquiry theoretical framework.","PeriodicalId":501239,"journal":{"name":"The Asia-Pacific Education Researcher","volume":"245 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141778399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Pathways to Need-Supportive Teaching: Teaching Mindsets and Motivation to Teach 支持需求的教学之路：教学心态和教学动力

The Asia-Pacific Education Researcher Pub Date : 2024-07-23 DOI: 10.1007/s40299-024-00885-8

Bengü Cilalı, Aikaterini Michou, Martin Daumiller

{"title":"Pathways to Need-Supportive Teaching: Teaching Mindsets and Motivation to Teach","authors":"Bengü Cilalı, Aikaterini Michou, Martin Daumiller","doi":"10.1007/s40299-024-00885-8","DOIUrl":"https://doi.org/10.1007/s40299-024-00885-8","url":null,"abstract":"Teachers differ in the extent to which they support their students’ basic psychological needs. To better understand these differences, we investigated how mindsets and motivation to teach English relate to their need-supportive teaching practices. Data was gathered from 348 EFL instructors (261 female, 87 male; Mage = 38.47, SD = 9.22) working at state and private universities in Turkey through the following self-report questionnaires: the Implicit Theories of Intelligence Scale (ITIS; Dweck et al., 1995), the Comprehensive Relative Autonomy Index (C-RAI; Sheldon et al., 2017), and the Teacher as a Social Context Questionnaire (TASC-Q; Belmont et al., 1988). Results of structural equation modeling revealed that language instructors’ fixed teaching mindset beliefs had both direct and indirect relationships with their need-supportive teaching through quality of teaching motivation. The direct relationships suggest that instructors who believe their teaching ability is a fixed trait are less likely to teach for autonomous reasons, such as personal interest and values, and more inclined to teach out of external reasons, such as pressure from supervisors. The indirect relationships suggest that autonomous teaching motivation mediates the negative relationships between fixed teaching mindset and provision of involvement and structure. These findings highlight the important role of teaching mindsets and motivation in promoting need-supportive learning environments.","PeriodicalId":501239,"journal":{"name":"The Asia-Pacific Education Researcher","volume":"133 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141778398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evaluating Online Teaching Among Teachers, with an Emphasis on Scale Development and Validation Within Gender and Experience-Based Groups 评估教师在线教学，重点是在性别和经验群体中制定量表并进行验证

The Asia-Pacific Education Researcher Pub Date : 2024-07-16 DOI: 10.1007/s40299-024-00879-6

Tzu-Hua Huang, Yuan-Chen Liu

引用次数: 0

Constructivist Learning Approaches Do Not Necessarily Promote Immediate Learning Outcome or Interest in Science Learning 建构主义学习方法并不一定能促进立竿见影的学习效果或提高对科学学习的兴趣

The Asia-Pacific Education Researcher Pub Date : 2024-07-15 DOI: 10.1007/s40299-024-00893-8

Elaine Kit Ling Yeung, Miao Zhong, Jing Huang, Man Ho Chan, Carrey Tik-Sze Siu, Him Cheung

引用次数: 0

How Teachers’ Emotional Display and Emotional Labor Influence the Relationship Between Students’ Intrinsic Learning Motivation and Mind Wandering in Class 教师的情感展示和情感劳动如何影响学生的内在学习动机与课堂思维游离之间的关系

The Asia-Pacific Education Researcher Pub Date : 2024-07-13 DOI: 10.1007/s40299-024-00892-9

Xiao-Yu Liu, Caiting Yu, Endong Zhu, Meng Yin

引用次数: 0

An Investigation into Chinese English Teachers’ Organizational Commitment: Do Emotion Regulation and Workplace Buoyancy Matter? 中国英语教师的组织承诺调查：情绪调节和工作场所浮力重要吗？

The Asia-Pacific Education Researcher Pub Date : 2024-07-11 DOI: 10.1007/s40299-024-00888-5

Yongbi Zhi, Ali Derakhshan

引用次数: 0

Navigating Uncharted Waters: Teachers’ Perceptions of and Reactions to AI-Induced Challenges to Assessment 驾驭未知水域：教师对人工智能引发的评估挑战的看法和反应

The Asia-Pacific Education Researcher Pub Date : 2024-07-11 DOI: 10.1007/s40299-024-00890-x

Xiaohua Liu

引用次数: 0

Metacognitive Instruction for Improving the Effectiveness of Collaborative Writing for EFL Learners’ Writing Development 元认知教学提高合作写作的有效性，促进英语学习者的写作发展

The Asia-Pacific Education Researcher Pub Date : 2024-07-05 DOI: 10.1007/s40299-024-00886-7

Kaixuan Wang, L. Zhang, Maria Cooper

引用次数: 0

Changes in Learning Outcomes of Students Participating in Problem-Based Learning for the First Time: A Case Study of a Financial Management Course 首次参与问题式学习的学生学习成果的变化：财务管理课程案例研究

The Asia-Pacific Education Researcher Pub Date : 2024-07-04 DOI: 10.1007/s40299-024-00873-y

Yung-Chuan Lee

{"title":"Changes in Learning Outcomes of Students Participating in Problem-Based Learning for the First Time: A Case Study of a Financial Management Course","authors":"Yung-Chuan Lee","doi":"10.1007/s40299-024-00873-y","DOIUrl":"https://doi.org/10.1007/s40299-024-00873-y","url":null,"abstract":"The aim of this study was to explore how first-time problem-based learning (PBL) participants can improve their learning outcomes. Empirical results showed that students with higher academic performance and attendance rates significantly enhanced their critical thinking and problem-solving skills through PBL compared to traditional lecture-based methods. However, PBL was less effective for students with lower academic performance or attendance rates compared to traditional lectures, highlighting the impact of student characteristics on PBL outcomes. Tutors should focus on students with lower academic or attendance rates, encouraging their active participation to improve overall learning outcomes. Results of path model analysis revealed that tutor performance significantly influences both the learning process and the development of critical thinking and problem-solving skills. Self-directed learning greatly influences critical thinking, while the functionality of tutorial groups significantly affects problem-solving skills. These findings emphasized the importance of tutor performance in enhancing the learning outcomes of students new to PBL. Therefore, educational institutions should invest in PBL teaching seminars to boost tutor performance and ultimately improve student learning outcomes.","PeriodicalId":501239,"journal":{"name":"The Asia-Pacific Education Researcher","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141549378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Investigating the Effectiveness of Problem Based Learning on Academic Achievement in EFL Classroom: A Meta-Analysis 调查基于问题的学习对 EFL 课堂学习成绩的影响：元分析

The Asia-Pacific Education Researcher Pub Date : 2024-07-04 DOI: 10.1007/s40299-024-00889-4

Ali Orhan

{"title":"Investigating the Effectiveness of Problem Based Learning on Academic Achievement in EFL Classroom: A Meta-Analysis","authors":"Ali Orhan","doi":"10.1007/s40299-024-00889-4","DOIUrl":"https://doi.org/10.1007/s40299-024-00889-4","url":null,"abstract":"Problem based learning (PBL) has great potential to enhance learning outcomes and this potential has been investigated and proved in different disciplines by many meta-analysis studies. However, there are not any meta-analysis studies aiming to investigate the effectiveness of problem based learning in English as a Foreign Language (EFL) classrooms which is an important gap that needs to be filled. Therefore, this meta-analysis study aimed to investigate the overall effect size of PBL on achievement in EFL classrooms and to examine the possible moderator variables that might be effective on this overall effect size. Along with this aim, the studies investigating the effect of PBL on academic achievement in EFL classrooms are included and analyses were carried out with 41 data (extracted from 36 unique studies). Investigation of publication bias using various methods showed that there is no publication bias. This study showed that the effect size of PBL is 1.067 indicating a large effect which means that PBL is highly effective to enhance the language achievement of students in EFL classrooms. Moderator analyses showed that language skill is a real moderator on the effect size of PBL on EFL success while the study group, treatment duration, location of study, learning environment, and document type are not real moderators.","PeriodicalId":501239,"journal":{"name":"The Asia-Pacific Education Researcher","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141549377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0