Collaborative reflection helps teachers make meaning of their professional selves. For this reason, the infusion of appreciative inquiry into collaborative reflection can strengthen the formation of teacher identity. This case study aimed to investigate how appreciative collaborative reflection catalyzed the configuration of EFL teachers' professional identities during a three-month offline teacher professional education program in Indonesia. Three EFL teachers attending the professional education program and belonging to the same group during the reflection activities took part in the current study. During the activities, the three participants showed an interpersonal bond within the group. Data in the form of narratives were obtained through a semi-structured focus group discussion with the participants. A thematic analysis was conducted to discover the data's emerging themes regarding the affordance of the reflection in accelerating teachers’ professional identity formation. The findings revealed that appreciative collaborative reflection catalyzed teachers' professional identity configuration through recollections of professional experiences, equal engagement and interconnectedness, and positivity. The data-led, personal, collaborative, and appreciative reflection fostered the cultivation of positive personal selves. It is necessary that identity-related reflections be incorporated into teacher professional development programs to help teachers cultivate and purify their professional calling.
{"title":"Appreciative Collaborative Reflection to Catalyze Indonesian EFL Teachers’ Identity Configuration in a Teacher Professional Education Program","authors":"Priyatno Ardi, T. Widyaningsih, Utami Widiati","doi":"10.26907/esd.18.2.02","DOIUrl":"https://doi.org/10.26907/esd.18.2.02","url":null,"abstract":"Collaborative reflection helps teachers make meaning of their professional selves. For this reason, the infusion of appreciative inquiry into collaborative reflection can strengthen the formation of teacher identity. This case study aimed to investigate how appreciative collaborative reflection catalyzed the configuration of EFL teachers' professional identities during a three-month offline teacher professional education program in Indonesia. Three EFL teachers attending the professional education program and belonging to the same group during the reflection activities took part in the current study. During the activities, the three participants showed an interpersonal bond within the group. Data in the form of narratives were obtained through a semi-structured focus group discussion with the participants. A thematic analysis was conducted to discover the data's emerging themes regarding the affordance of the reflection in accelerating teachers’ professional identity formation. The findings revealed that appreciative collaborative reflection catalyzed teachers' professional identity configuration through recollections of professional experiences, equal engagement and interconnectedness, and positivity. The data-led, personal, collaborative, and appreciative reflection fostered the cultivation of positive personal selves. It is necessary that identity-related reflections be incorporated into teacher professional development programs to help teachers cultivate and purify their professional calling.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125267357","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}
The relevance of the research is due to the increasing popularity of online learning and the lack of scientifically based criteria for analysing and designing new programs. The article provides an overview of international research and teaching practices on the following topics: the impact of Internet use on the mental development and academic results of children aged 5-12 years; the relationship between the use of various digital learning tools and the formation of various components of cognitive and communication development; the influence of the digital component of learning on students ' academic achievements; teaching children the basics of programming in order to form their computational thinking. In this study, the numbers of paperes related to the digital transformation of preschool and primary education were identified. The number of such articles for Scopus was 1709, and for Web of Science 984. Term maps were visualized in the period 2000–2020. The three clusters for Web of Science relate to the Internet, gaming learning applications, and computational thinking. After that, we analysed 60 sources that most fully represent these three clusters. The paper draws the following conclusions: to date, most studies are based on comparing the significance of the psychological and pedagogical effect of traditional training and education with the active use of digital technologies. There are few studies comparing different types of digital environments and online educational technologies; conflicting data on the impact of digital media and online technology on educational outcomes suggests that development of psycho-pedagogical typology of mechanisms for online learning that would take into account the peculiarities of interaction between child, teacher and digital environments, is urgently relevant; today, we have a fairly large array of data on the positive impact of digital gaming environments on the formation of creative abilities.
这项研究的相关性是由于在线学习的日益普及，以及缺乏基于科学的分析和设计新课程的标准。文章概述了国际上关于以下主题的研究和教学实践:互联网使用对5-12岁儿童智力发展和学业成绩的影响;各种数字学习工具的使用与认知和沟通发展的各种组成部分的形成之间的关系;数字化学习对学生学业成绩的影响教孩子编程的基础知识，以形成他们的计算思维。本研究对学前和小学教育数字化转型相关的论文数量进行了识别。Scopus收录了1709篇这样的文章，而Web of Science收录了984篇。2000-2020年期间的术语图被可视化。Web of Science的三个集群涉及互联网、游戏学习应用和计算思维。之后，我们分析了60个最充分代表这三个集群的来源。本文得出以下结论:迄今为止，大多数研究都是基于比较传统培训和教育与积极使用数字技术的心理和教学效果的意义。比较不同类型的数字环境和在线教育技术的研究很少;关于数字媒体和在线技术对教育成果影响的相互矛盾的数据表明，考虑到儿童、教师和数字环境之间相互作用的特点，在线学习机制的心理教学类型学的发展是迫切相关的;如今，我们有大量数据表明数字游戏环境对创造力形成的积极影响。
{"title":"The Connection of the Digital Learning Component with the Development of Preschool and School-age Children: A Review of Research and International Educational Practices","authors":"A. Belolutskaya, S. Vachkova, E. Patarakin","doi":"10.26907/esd.18.2.04","DOIUrl":"https://doi.org/10.26907/esd.18.2.04","url":null,"abstract":"The relevance of the research is due to the increasing popularity of online learning and the lack of scientifically based criteria for analysing and designing new programs. The article provides an overview of international research and teaching practices on the following topics: the impact of Internet use on the mental development and academic results of children aged 5-12 years; the relationship between the use of various digital learning tools and the formation of various components of cognitive and communication development; the influence of the digital component of learning on students ' academic achievements; teaching children the basics of programming in order to form their computational thinking. In this study, the numbers of paperes related to the digital transformation of preschool and primary education were identified. The number of such articles for Scopus was 1709, and for Web of Science 984. Term maps were visualized in the period 2000–2020. The three clusters for Web of Science relate to the Internet, gaming learning applications, and computational thinking. After that, we analysed 60 sources that most fully represent these three clusters. The paper draws the following conclusions: to date, most studies are based on comparing the significance of the psychological and pedagogical effect of traditional training and education with the active use of digital technologies. There are few studies comparing different types of digital environments and online educational technologies; conflicting data on the impact of digital media and online technology on educational outcomes suggests that development of psycho-pedagogical typology of mechanisms for online learning that would take into account the peculiarities of interaction between child, teacher and digital environments, is urgently relevant; today, we have a fairly large array of data on the positive impact of digital gaming environments on the formation of creative abilities.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121352794","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}
Women are underrepresented in STEM. Researchers note that gender stereotypes are the main explanation for gender disparities in STEM. Methods for measuring stereotypes do not take into account the contexts of education and careers in STEM. This study is an attempt to develop a tool for measuring stereotypes, using mix methods approach. At the first stage (qualitative research), the factor structure of the instrument was determined (method interview, sample of 18 women); at the second stage (quantitative research), a questionnaire on stereotypes in STEM was developed and tested (sample of 145 women). The developed questionnaire demonstrates satisfactory psychometric characteristics, correct functioning of statements and confirms the expected two-factor structure. The questionnaire consists of 10 statements and includes two factors: (1) studying STEM and career in STEM are more suitable for men than women; (2) work in STEM is not compatible with the female role model of taking care of the family. The selected factor model correlates with theoretical ideas about stereotypes: stereotypes about girls' abilities in technical disciplines and stereotypes about female role model. The developed questionnaire "STEM stereotypes" will make it possible to fix them, evaluate their relationship with other psychological constructs (for example, motivation) and academic achievements, correct the educational and career trajectory, thereby possibly contributing to the consolidation women in STEM.
{"title":"Stereotypes as a Possible Predictor of Women's Underrepresentation in STEM: STEM Stereotypes Questionnaire Development","authors":"N. Lebedeva","doi":"10.26907/esd.18.2.09","DOIUrl":"https://doi.org/10.26907/esd.18.2.09","url":null,"abstract":"Women are underrepresented in STEM. Researchers note that gender stereotypes are the main explanation for gender disparities in STEM. Methods for measuring stereotypes do not take into account the contexts of education and careers in STEM. This study is an attempt to develop a tool for measuring stereotypes, using mix methods approach. At the first stage (qualitative research), the factor structure of the instrument was determined (method interview, sample of 18 women); at the second stage (quantitative research), a questionnaire on stereotypes in STEM was developed and tested (sample of 145 women). The developed questionnaire demonstrates satisfactory psychometric characteristics, correct functioning of statements and confirms the expected two-factor structure. The questionnaire consists of 10 statements and includes two factors: (1) studying STEM and career in STEM are more suitable for men than women; (2) work in STEM is not compatible with the female role model of taking care of the family. The selected factor model correlates with theoretical ideas about stereotypes: stereotypes about girls' abilities in technical disciplines and stereotypes about female role model. The developed questionnaire \"STEM stereotypes\" will make it possible to fix them, evaluate their relationship with other psychological constructs (for example, motivation) and academic achievements, correct the educational and career trajectory, thereby possibly contributing to the consolidation women in STEM.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134040094","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}
This article focuses on a detailed review of philosophical literary stories which represent specific area of the Philosophy for children programme primarily aimed at independent thinking development in education process. The benefits of the programme are characterised within the theoretical basis on the level of critical, creative and caring thinking. The philosophical literary story is a part of fiction. It covers philosophical categories, but it is characterised with simplicity in its theme, as well as content and language part. The role of this type of text lies mainly in motivation toward consequent philosophical discussion in a group called community of inquiry. Through the literary text interpretation method, we demonstrate presence and interconnection among critical thinking categories. At the same time, we discuss the subject type of texts as a specific model for critical thinking level development.
{"title":"The Philosophical Literary Story as a Model of Critical Thinking","authors":"Simona Borisová, Gábor Pintes","doi":"10.26907/esd.18.1.05","DOIUrl":"https://doi.org/10.26907/esd.18.1.05","url":null,"abstract":"This article focuses on a detailed review of philosophical literary stories which represent specific area of the Philosophy for children programme primarily aimed at independent thinking development in education process. The benefits of the programme are characterised within the theoretical basis on the level of critical, creative and caring thinking. The philosophical literary story is a part of fiction. It covers philosophical categories, but it is characterised with simplicity in its theme, as well as content and language part. The role of this type of text lies mainly in motivation toward consequent philosophical discussion in a group called community of inquiry. Through the literary text interpretation method, we demonstrate presence and interconnection among critical thinking categories. At the same time, we discuss the subject type of texts as a specific model for critical thinking level development.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125470706","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}
One of the most frequent comments that the editors of Education and Self Development make at the stage of preliminary assessment includes the Discussion. This section is either not discursive or written superficially. In this editorial I want to delve deeper into this issue. To begin with the structure of a scholarly paper, we recommend using the IMRaD format. This is an acronym made up of the first letters of the following chapters: introduction, methods, results and discussion. There are variations within this format depending on the scope of a journal. For instance, the introduction can contain the analysis of prior studies, discussion can be integrated into the results chapter or the discursive aspect of a paper can be combined with conclusion. Though this practice is acceptable, we do not recommend authors to use integration. The rationale behind this recommendation is that it is difficult to achieve a balance in case of incorporation. When authors combine the results with the discussion, the focus is often shifted towards the findings, and the discussion usually gets lost in a huge flow of information or is not even presented. Therefore, separate sections eliminate such shortcomings.
{"title":"The Structure Again! Common Mistakes in Writing the Discussion","authors":"Dinara Bisimbaeva","doi":"10.26907/esd.18.1.01","DOIUrl":"https://doi.org/10.26907/esd.18.1.01","url":null,"abstract":"One of the most frequent comments that the editors of Education and Self Development make at the stage of preliminary assessment includes the Discussion. This section is either not discursive or written superficially. In this editorial I want to delve deeper into this issue. To begin with the structure of a scholarly paper, we recommend using the IMRaD format. This is an acronym made up of the first letters of the following chapters: introduction, methods, results and discussion. There are variations within this format depending on the scope of a journal. For instance, the introduction can contain the analysis of prior studies, discussion can be integrated into the results chapter or the discursive aspect of a paper can be combined with conclusion. Though this practice is acceptable, we do not recommend authors to use integration. The rationale behind this recommendation is that it is difficult to achieve a balance in case of incorporation. When authors combine the results with the discussion, the focus is often shifted towards the findings, and the discussion usually gets lost in a huge flow of information or is not even presented. Therefore, separate sections eliminate such shortcomings.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126669069","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}
The article presents a scientific description of the collective speech portrait of primary school students in the process of teaching mathematics in rural educational institutions located in the places of the indigenous people of the North, Siberia and the Far East of the Russian Federation. The material for the scientific description of the speech portrait in the context of bilingualism was the results of studies conducted in 4 regions of Russia: the Republic of Sakha (Yakutia), the Republic of Buryatia, the Yamalo-Nenets Autonomous Okrug, the Khanty-Mansiysk Autonomous Okrug – Yugra. In total, the study covered 165 respondents (students, teachers and parents). During the study, the scientific literature and statistical data on the studied regions were analyzed. There were such research methods as observation, conversation, interviews, questionnaires, transcription of audio recordings, quantitative and qualitative analysis of oral and written works. The theoretical and methodological basis of the study was the work of scientists devoted to the problems of linguistic personality, speech portrait, the formation and development of mathematical speech. When creating a speech portrait, sociocultural, sociolinguistic, psychological-pedagogical, ethnolinguistic factors influencing the development of oral and written mathematical speech were taken into account. Audio recordings of oral speech and written test papers of students were also analyzed. The collective speech portrait was described on the basis of an integrated approach involving socio-psycholinguistic characteristics, descriptions of the levels of development of oral and written mathematical speech, as well as features of speech culture in formal and informal communication. The results of the study can provide methodological assistance in organizing educational activities for the development of mathematical speech.
{"title":"Speech Portrait of Children of the Indigenous People of the North in the Process of Teaching Mathematics","authors":"N. Spiridonova","doi":"10.26907/esd.18.1.14","DOIUrl":"https://doi.org/10.26907/esd.18.1.14","url":null,"abstract":"The article presents a scientific description of the collective speech portrait of primary school students in the process of teaching mathematics in rural educational institutions located in the places of the indigenous people of the North, Siberia and the Far East of the Russian Federation. The material for the scientific description of the speech portrait in the context of bilingualism was the results of studies conducted in 4 regions of Russia: the Republic of Sakha (Yakutia), the Republic of Buryatia, the Yamalo-Nenets Autonomous Okrug, the Khanty-Mansiysk Autonomous Okrug – Yugra. In total, the study covered 165 respondents (students, teachers and parents). During the study, the scientific literature and statistical data on the studied regions were analyzed. There were such research methods as observation, conversation, interviews, questionnaires, transcription of audio recordings, quantitative and qualitative analysis of oral and written works. The theoretical and methodological basis of the study was the work of scientists devoted to the problems of linguistic personality, speech portrait, the formation and development of mathematical speech. When creating a speech portrait, sociocultural, sociolinguistic, psychological-pedagogical, ethnolinguistic factors influencing the development of oral and written mathematical speech were taken into account. Audio recordings of oral speech and written test papers of students were also analyzed. The collective speech portrait was described on the basis of an integrated approach involving socio-psycholinguistic characteristics, descriptions of the levels of development of oral and written mathematical speech, as well as features of speech culture in formal and informal communication. The results of the study can provide methodological assistance in organizing educational activities for the development of mathematical speech.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132355934","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}
Content and Language Integrated Learning (CLIL) approach has become one of the bilingual education pillars worldwide. Its application often relies on quality instruction; therefore, careful preparation of future CLIL educators will guarantee adequate CLIL implementation. Despite the extensive research on the method used since the 1990s, little is known about the competence-based training process of content and language teachers. Through a multi-dimensional perspective of the current research, including qualitative and quantitative methods, the study authors attempt to demonstrate that CLIL competences can be adequately developed. In our project, we taught a postgraduate course on Delivering the curriculum through English to 26 educators and analysed the development of their professional skills. Pilot study results show that competence development is highly correlated with linguistic awareness, in-depth theoretical and applied knowledge of the CLIL approach and mutual support within teaching community. Regardless of the fundamental idea of formative exploration, our study presents some findings deserving of thought by teacher trainers and policymakers currently applying CLIL methodology.
{"title":"Post-graduate Training in the Competence Development of CLIL Teachers","authors":"O. Polyakova, Shona O’Callaghan","doi":"10.26907/esd.18.1.04","DOIUrl":"https://doi.org/10.26907/esd.18.1.04","url":null,"abstract":"Content and Language Integrated Learning (CLIL) approach has become one of the bilingual education pillars worldwide. Its application often relies on quality instruction; therefore, careful preparation of future CLIL educators will guarantee adequate CLIL implementation. Despite the extensive research on the method used since the 1990s, little is known about the competence-based training process of content and language teachers. Through a multi-dimensional perspective of the current research, including qualitative and quantitative methods, the study authors attempt to demonstrate that CLIL competences can be adequately developed. In our project, we taught a postgraduate course on Delivering the curriculum through English to 26 educators and analysed the development of their professional skills. Pilot study results show that competence development is highly correlated with linguistic awareness, in-depth theoretical and applied knowledge of the CLIL approach and mutual support within teaching community. Regardless of the fundamental idea of formative exploration, our study presents some findings deserving of thought by teacher trainers and policymakers currently applying CLIL methodology.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132155104","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}
Tatyana V. Grebenyuk, S. Nesyna, Nadezhda Ermakova, Olga Kaygorodova
The relevance of the study is explained by the digital transformation of society and the digitalization of education, its opportunities and risks. The key idea of the research is to reveal the phenomenon of students’ digital competence in the context of personality pedagogy. Namely, through the skills and competencies in the areas of individuality that arise when students apply digital technologies in their training. Data collection was carried out using self-assessment. Students assessed skills and competencies in the areas of individuality. The factor analysis showed that the digital competence of students is associated with the subject-practical sphere, existential sphere and the sphere of self-regulation.
{"title":"Research the Future Teachers’ Digital Competence in the Context of Personality Pedagogy","authors":"Tatyana V. Grebenyuk, S. Nesyna, Nadezhda Ermakova, Olga Kaygorodova","doi":"10.26907/esd.18.1.13","DOIUrl":"https://doi.org/10.26907/esd.18.1.13","url":null,"abstract":"The relevance of the study is explained by the digital transformation of society and the digitalization of education, its opportunities and risks. The key idea of the research is to reveal the phenomenon of students’ digital competence in the context of personality pedagogy. Namely, through the skills and competencies in the areas of individuality that arise when students apply digital technologies in their training. Data collection was carried out using self-assessment. Students assessed skills and competencies in the areas of individuality. The factor analysis showed that the digital competence of students is associated with the subject-practical sphere, existential sphere and the sphere of self-regulation.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132350641","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}
The effectiveness of activity depends on the ability to achieve the set goals, to realize personal potential, and to maintain a high level of motivation. The research relevance is determined by the differential psychological features of self-regulated learning, in particular the gender characteristics of this process. The paper aims to identify the gender characteristics of self-regulated learning among the students of mathematical specialties. We have put forward a hypothesis that male and female students differ in the degree of self-regulating behavior. Seventy-nine students majoring in mathematics (38 male and 41 female students) took part in the research. The different questionnaires were used to obtain the data. The findings revealed that the female students with a high level of self-regulation demonstrate the abilities specific to self-regulation, i.e. flexibility, programming, evaluation of results, planning and modeling. The young men with a high level of self-regulation demonstrate such abilities as evaluation of results, modeling, and planning. The participants differed significantly on the scale of self-esteem motivation. The girls scored higher than boys. The students of both genders had average scores for the indicators of individual components of self-attitude, as well as the “behavior” indicator. The reliability of differences in the diagnosed indicators was not detected. It is shown that the core components of self-regulated learning for girls include: planning, modeling, a general level of self-regulation, and self-confidence. For boys, planning, modeling, flexibility, a general level of self-regulation, self-confidence, self-worth, self-attachment and behavior. The obtained results will help to differentiate the training of male and female students majoring in mathematics, taking into account the components of self-regulated learning.
{"title":"Features of Self-regulated Learning of Male and Female Students","authors":"Natalya Kalatskaya, A. Prokhorov, M. Yusupov","doi":"10.26907/esd.18.1.10","DOIUrl":"https://doi.org/10.26907/esd.18.1.10","url":null,"abstract":"The effectiveness of activity depends on the ability to achieve the set goals, to realize personal potential, and to maintain a high level of motivation. The research relevance is determined by the differential psychological features of self-regulated learning, in particular the gender characteristics of this process. The paper aims to identify the gender characteristics of self-regulated learning among the students of mathematical specialties. We have put forward a hypothesis that male and female students differ in the degree of self-regulating behavior. Seventy-nine students majoring in mathematics (38 male and 41 female students) took part in the research. The different questionnaires were used to obtain the data. The findings revealed that the female students with a high level of self-regulation demonstrate the abilities specific to self-regulation, i.e. flexibility, programming, evaluation of results, planning and modeling. The young men with a high level of self-regulation demonstrate such abilities as evaluation of results, modeling, and planning. The participants differed significantly on the scale of self-esteem motivation. The girls scored higher than boys. The students of both genders had average scores for the indicators of individual components of self-attitude, as well as the “behavior” indicator. The reliability of differences in the diagnosed indicators was not detected. It is shown that the core components of self-regulated learning for girls include: planning, modeling, a general level of self-regulation, and self-confidence. For boys, planning, modeling, flexibility, a general level of self-regulation, self-confidence, self-worth, self-attachment and behavior. The obtained results will help to differentiate the training of male and female students majoring in mathematics, taking into account the components of self-regulated learning.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132505981","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}
The present study investigated the effect of synchronous and asynchronous computer-mediated peer feedback on IELTS candidates’ writing improvement and interactions. In so doing, 132 IELTS candidates from an English language center in six writing classes were chosen based on the convenience sampling procedure. They were split into three equal groups: two experimental groups that were instructed through synchronous peer feedback and asynchronous computer-mediated feedback and one control group. The data were collected using a sample English language proficiency test and synchronous and asynchronous media writing scoring rubric. One-way ANOVA and Chi-square test were applied for the statistical analysis of the data. It was revealed that L2 learners benefited more from the computer-mediated peer feedback than conventional paper and pencil peer feedback. Further, the participants in the asynchronous group noticeably exceeded the IELTS candidates in the synchronous group. The results also showed that the most frequent feedback in both experimental groups was directive feedback. However, there were some discrepancies in the frequency of various directive subcategories. Suggestion was the most frequent directive subcategory reported by the synchronous group and instruction feedback was the most repeated one in the asynchronous group. On the basis of the findings of the study, instructors were advised to employ asynchronous feedback whenever possible to maximize their learners’ writing accuracy.
{"title":"Investigating the Effect of Synchronous and Asynchronous Computer-Mediated Peer Feedback on IELTS Candidates’ Writing Development and Interactions","authors":"Javad Boyer Hassani, Azizeh Chalak, Hossein Heidari Tabrizi","doi":"10.26907/esd.18.1.03","DOIUrl":"https://doi.org/10.26907/esd.18.1.03","url":null,"abstract":"The present study investigated the effect of synchronous and asynchronous computer-mediated peer feedback on IELTS candidates’ writing improvement and interactions. In so doing, 132 IELTS candidates from an English language center in six writing classes were chosen based on the convenience sampling procedure. They were split into three equal groups: two experimental groups that were instructed through synchronous peer feedback and asynchronous computer-mediated feedback and one control group. The data were collected using a sample English language proficiency test and synchronous and asynchronous media writing scoring rubric. One-way ANOVA and Chi-square test were applied for the statistical analysis of the data. It was revealed that L2 learners benefited more from the computer-mediated peer feedback than conventional paper and pencil peer feedback. Further, the participants in the asynchronous group noticeably exceeded the IELTS candidates in the synchronous group. The results also showed that the most frequent feedback in both experimental groups was directive feedback. However, there were some discrepancies in the frequency of various directive subcategories. Suggestion was the most frequent directive subcategory reported by the synchronous group and instruction feedback was the most repeated one in the asynchronous group. On the basis of the findings of the study, instructors were advised to employ asynchronous feedback whenever possible to maximize their learners’ writing accuracy.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130159052","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}
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