Mind Brain and Education最新文献_第5页

Parasympathetic Nervous System Activity During Measures of Volitional Self‐regulation Predicts School Readiness 意志自我调节测量中的副交感神经系统活动预测入学准备

IF 1.8 4区教育学

Mind Brain and Education Pub Date : 2023-07-31 DOI: 10.1111/mbe.12376

Steven J. Holochwost, Jennifer L. Coffman, N. Wagner, Lindsay A. Gomes, Cathi B. Propper

引用次数: 0

Teachers' Mind, Brain, and Education Literacy: A Survey of Scientists' Views 教师的心智与教育素养：科学家观点调查

IF 1.8 4区教育学

Mind Brain and Education Pub Date : 2023-07-23 DOI: 10.1111/mbe.12377

Tracey Tokuhama‐Espinosa, A. Nouri

引用次数: 0

The Domain‐Specificity of Domain‐Generality: Attention, Executive Function, and Academic Skills 领域共性的领域特异性:注意力、执行功能和学术技能

IF 1.8 4区教育学

Mind Brain and Education Pub Date : 2023-07-13 DOI: 10.1111/mbe.12373

E. Wilkey

引用次数: 0

The Role of Executive Function in Reading Development and Reading Intervention 执行功能在阅读发展中的作用及阅读干预

IF 1.8 4区教育学

Mind Brain and Education Pub Date : 2023-07-11 DOI: 10.1111/mbe.12375

Peng Peng

引用次数: 1

The Effects of Concreteness on Mathematical Manipulative Choice 具体性对数学操作选择的影响

IF 1.8 4区教育学

Mind Brain and Education Pub Date : 2023-07-09 DOI: 10.1111/mbe.12374

Megan Foulkes, Francesco Sella, T. Wege, C. Gilmore

引用次数: 0

Understanding happiness and academic procrastination among undergraduate students in Kashmir: A quantitative as well as qualitative study 克什米尔地区大学生的幸福感与学业拖延:一项定量与定性研究

IF 1.8 4区教育学

Mind Brain and Education Pub Date : 2023-06-27 DOI: 10.58583/pedapub.em2302

Insha Rasool, Mohammed Yousuf Ganai, Mohammad Amin Dar

{"title":"Understanding happiness and academic procrastination among undergraduate students in Kashmir: A quantitative as well as qualitative study","authors":"Insha Rasool, Mohammed Yousuf Ganai, Mohammad Amin Dar","doi":"10.58583/pedapub.em2302","DOIUrl":"https://doi.org/10.58583/pedapub.em2302","url":null,"abstract":"This paper reports two studies that examine the difference between happiness and academic procrastination among undergraduate students. The first study investigates gender and geographic location differences in happiness and academic procrastination levels, finding that males and urban students report higher levels of both. The second study, conducted in Kashmir, explores undergraduate students’ subjective experiences and perspectives on happiness and academic procrastination. The second study’s objective was to gain an understanding of how undergraduate students in Kashmir subjectively experience happiness and academic procrastination. Employing a qualitative research design and using thematic analysis, the study revealed that happiness is a personal experience that can be achieved in various ways, including through social relationships, activities, and gratitude. The study offers insights into the perceptions of undergraduate students in Kashmir regarding happiness and academic procrastination, which can aid in the creation of strategies to enhance student well-being and academic performance. Overall, the two studies underscore the importance of considering individual differences in levels of happiness and academic procrastination, as well as subjective experiences, when formulating interventions to endorse student well-being and academic success. By comprehending how students define and pursue happiness and recognizing the factors that contribute to academic procrastination, educators and policymakers can develop effective strategies to promote student well-being and academic achievement.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"79 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77379588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effect of just-in-time teaching strategy on academic performances of students in physics 准时化教学策略对学生物理学业成绩的影响

IF 1.8 4区教育学

Mind Brain and Education Pub Date : 2023-06-27 DOI: 10.58583/pedapub.em2305

Moses Oluoke Omopekunola, A. W. Fagbenro, A. Ojo, Olusoji Adeayo Akinbo

{"title":"Effect of just-in-time teaching strategy on academic performances of students in physics","authors":"Moses Oluoke Omopekunola, A. W. Fagbenro, A. Ojo, Olusoji Adeayo Akinbo","doi":"10.58583/pedapub.em2305","DOIUrl":"https://doi.org/10.58583/pedapub.em2305","url":null,"abstract":"The study examined how \"Just-in-Time-Teaching\" (JiTT) affected physics students' academic performance in Ondo State, Nigeria. Two hypotheses were examined while the study was driven by two research questions. The study used pretest - posttest control group research design. 100 pupils were adopted for this study. Two secondary schools from the local government region were chosen at random, with one serving as the experimental group and the other as the control group. The study's target population was SS I students taking Physics in the identified schools. JiTT was used employed to for the experimental group while the control group was given the same information in a normal classroom situation. The Just-in-Time Physics Achievement Test (JiTTPAT), which comprises 20 multiple-choice questions was developed by the researchers on the topic of measurement of physical quantities, was used to gather data with reliability index of 0.76. Mean, standard deviation, and ANCOVA were used to analyze the data with the aid of SPSS. The study came to several conclusion, including the following: JiTT improves student achievement grades in Physics, and gender had no significant effect on students' performance in physics. According to the results, it was suggested, among other things, that JiTT be implemented in secondary schools to enhance and improve students' achievement grades in Physics.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"9 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73076556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Education Mind, Volume 2, Issue 1 《教育思想》第2卷第1期

IF 1.8 4区教育学

Mind Brain and Education Pub Date : 2023-06-27 DOI: 10.58583/pedapub.em23i1

Emrah Akman

引用次数: 0

The effect of mind games activities on problem-solving and computational thinking skills of grade 5 students 心理游戏活动对五年级学生解决问题和计算思维能力的影响

IF 1.8 4区教育学

Mind Brain and Education Pub Date : 2023-06-27 DOI: 10.58583/pedapub.em2301

Abdullah Güneri, Özgen Korkmaz

{"title":"The effect of mind games activities on problem-solving and computational thinking skills of grade 5 students","authors":"Abdullah Güneri, Özgen Korkmaz","doi":"10.58583/pedapub.em2301","DOIUrl":"https://doi.org/10.58583/pedapub.em2301","url":null,"abstract":"This research aims to examine the effect of Mind Games activities on problem-solving skills and computational thinking skills of 5th grade students. Sequential explanatory design, one of the mixed research methods, was used in the research. The research was carried out in a quasi-experimental design pretest-posttest without a control group with 17 5th grade students in a secondary school in Adıyaman. The research was carried out with an experimental period of 6 weeks. Before the experimental study, the problem-solving skills and computational thinking skills scales were applied to the students as a pre-test. Kapsul game activity was performed in the first week of the experimental study. ABC Baglama activity was held during the week. Sudoku activity was held in the 3rd week. In the 4th week, Three Stone game activities were held. Kendoku game activity was held in the 5th week. In the 6th week, Kakuro game activity was held. Statistical values in the study were calculated using the SPSS program. To collect quantitative data, a pre-test of problem-solving skills and computational thinking skills was applied to the students before the experimental process. After the experimental process, problem-solving skills and computational thinking skills scales were applied as a posttest. The applied pre-test and post-test results were analyzed with the paired sample t-test. Additionally, to collect qualitative data to strengthen the research, an interview form was applied to obtain the opinions of the students about the experimental process. In line with the findings obtained because of the experimental study, it can be said that the mind game activities have a positive effect on the students' computational thinking and problem-solving skills, and the lesson turns into more fun.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"16 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72823685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Music Education and Neurophysiological Regulation in Early Childhood: Should Teachers Guide or Get Out of the Way? 幼儿音乐教育与神经生理调节:教师是引导还是回避?

IF 1.8 4区教育学

Mind Brain and Education Pub Date : 2023-06-27 DOI: 10.1111/mbe.12370

E. Brown, Steven J. Holochwost, Dennie Palmer Wolf, A. Allen, Mallory Garnett, Blanca Velázquez‐Martin, Suzanne Varnell, Jessa L. Malatesta

引用次数: 0