Social Psychology of Education最新文献_第10页

Correction to: “Differences in need-supportive teaching toward students from different socioeconomic backgrounds and the role of teachers’ attitudes” 更正:“针对不同社会经济背景学生的需求支持教学差异及教师态度的作用”

2区心理学

Social Psychology of Education Pub Date : 2023-10-04 DOI: 10.1007/s11218-023-09847-2

Jonne Bloem, Barbara Flunger, Kim Stroet, Lisette Hornstra

引用次数: 0

Teachers’ assessment of self-regulated learning: Linking professional competences, assessment practices, and judgment accuracy 教师自主学习的评估:连结专业能力、评估实践与判断准确性

2区心理学

Social Psychology of Education Pub Date : 2023-09-19 DOI: 10.1007/s11218-023-09845-4

Yves Karlen, Kerstin Bäuerlein, Sabrina Brunner

{"title":"Teachers’ assessment of self-regulated learning: Linking professional competences, assessment practices, and judgment accuracy","authors":"Yves Karlen, Kerstin Bäuerlein, Sabrina Brunner","doi":"10.1007/s11218-023-09845-4","DOIUrl":"https://doi.org/10.1007/s11218-023-09845-4","url":null,"abstract":"Abstract Self-regulated learning (SRL) is crucial for successful lifelong learning and an important educational goal. For students to develop SRL skills, they need appropriate SRL support from teachers in the classroom. Teachers, who are aware of their students’ strengths and weaknesses in SRL, can promote SRL more adaptively. This requires teachers to assess students’ SRL skills accurately. However, there is little research on teachers’ diagnostic competences in SRL. To address this research gap, the present exploratory study investigates teachers’ content knowledge about SRL, assessment activities, and accuracy in judging their students’ SRL. Furthermore, the study examines whether teachers’ characteristics and competences in SRL are associated with the accuracy of their judgments. The study included 41 lower secondary school teachers and their 173 students. The students completed metacognitive knowledge tests on several SRL skills while the teachers made predictions about the students’ metacognitive knowledge of those SRL skills. The results indicate that not all teachers were familiar with the assessment of SRL. Moreover, teachers exhibited greater familiarity with offline assessments of SRL than online assessments and a noteworthy proportion of teachers employed assessment activities that were not diagnostic of SRL. Low correlations between students’ actual test scores and teachers’ judgments generally revealed low accuracy for teachers in assessing their students’ metacognitive knowledge of various SRL skills. Teachers’ characteristics and competences in SRL were mainly uncorrelated with their judgment accuracy. Overall, these results highlight the need for further attention and support for teachers in developing their diagnostic competences in SRL.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135061315","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

Social competencies, classroom relationships, and academic engagement: A latent change score modeling approach among lower secondary school students 社会胜任力、课堂关系与学业投入:初中生潜在变化评分模型方法

2区心理学

Social Psychology of Education Pub Date : 2023-09-19 DOI: 10.1007/s11218-023-09841-8

Eli Vibeke Eriksen, Lene Vestad, Edvin Bru, Simona C. S. Caravita

{"title":"Social competencies, classroom relationships, and academic engagement: A latent change score modeling approach among lower secondary school students","authors":"Eli Vibeke Eriksen, Lene Vestad, Edvin Bru, Simona C. S. Caravita","doi":"10.1007/s11218-023-09841-8","DOIUrl":"https://doi.org/10.1007/s11218-023-09841-8","url":null,"abstract":"Abstract This longitudinal study applied latent change score (LCS) modeling to examine individual changes in students’ ( N = 1205) academic engagement (behavioral and emotional), social competencies (relationship skills and social awareness), and classroom relationships (emotional support from teachers and collaborative peer relations). Average changes during the first year of lower secondary school were investigated, and an LCS model specifying that individual changes in social competencies are related to individual changes in academic engagement partially via individual changes in classroom relationships was tested. The results indicated an average decline for all variables, particularly emotional engagement. Changes in social competencies were associated with changes in classroom relationships and indirectly with changes in academic engagement via changes in emotional support from teachers. A direct association was found between changes in social awareness and behavioral engagement. The findings reflect that the promotion of social competencies in lower secondary school may foster positive classroom relationships and academic engagement, mainly via perceived social awareness for behavioral engagement or via emotional support from teachers for both dimensions of academic engagement.","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135014749","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 associations of procrastination with preservice teachers’ stress and experiences during the COVID-19 pandemic: A three-wave longitudinal investigation COVID-19大流行期间，拖延与职前教师压力和经历的关系:一项三波纵向调查

2区心理学

Social Psychology of Education Pub Date : 2023-09-14 DOI: 10.1007/s11218-023-09844-5

Iris Yili Wang, Randolph C. H. Chan, Hui Wang

引用次数: 0

Self-regulation matters: Examining the relationship between classroom learning environments and student motivation through structural equation modeling 自我调节的重要性:透过结构方程模型检视课堂学习环境与学生动机的关系

2区心理学

Social Psychology of Education Pub Date : 2023-09-14 DOI: 10.1007/s11218-023-09827-6

Juan Cai, Koen Lombaerts

引用次数: 0

Correction to Teacher exhaustion: The effects of disruptive student behaviors, victimization by workplace bullying, and social support from colleagues 对教师疲劳的纠正:破坏性学生行为、职场欺凌受害者和同事社会支持的影响

2区心理学

Social Psychology of Education Pub Date : 2023-09-13 DOI: 10.1007/s11218-023-09842-7

Lenka Kollerová, Petr Květon, Kateřina Zábrodská, Pavlína Janošová

引用次数: 1

Correction to: Taking their perspective: Students’ reasons and aims of achievement striving in their own words 纠正:站在他们的角度:学生们用自己的话来表达自己追求成就的原因和目标

2区心理学

Social Psychology of Education Pub Date : 2023-09-13 DOI: 10.1007/s11218-023-09825-8

Aikaterini Michou, Athanasios Mouratidis, Aikaterini Vassiou, Vasileios Stavropoulos, Vasiliki Tzika, Dimitrios Kokolakis

引用次数: 0

Academic buoyancy among female secondary school students: An examination of predictors and outcomes up to age 22 女中学生的学业浮力:对22岁以前的预测因素和结果的检验

2区心理学

Social Psychology of Education Pub Date : 2023-09-11 DOI: 10.1007/s11218-023-09843-6

Rebecca J. Collie, Kate Caldecott-Davis, Andrew J. Martin

引用次数: 0

Learning how to learn: Student voices on the function and utility of a student-engaged design intervention in a rural middle school 学习如何学习:学生对农村中学学生参与设计干预的功能和效用的意见

2区心理学

Social Psychology of Education Pub Date : 2023-09-05 DOI: 10.1007/s11218-023-09816-9

Beth Hosek, Anastasia Kitsantas, Shannon King, Roy Echeverria, Sahar Wahidi

引用次数: 0

How do undergraduate students’ perceptions of professor cultural competence and growth mindset relate to motivation to engage in intercultural interactions? 本科生对教授文化能力和成长型心态的看法与参与跨文化互动的动机有何关系?

IF 2.9 2区心理学

Social Psychology of Education Pub Date : 2023-09-04 DOI: 10.1007/s11218-023-09840-9

Yiqiu Yan, Katherine Muenks, Ryan A. Mata, Yiwen Yang

引用次数: 0