European Journal of Social & Behavioural Sciences最新文献

{"title":"Social Physique Anxiety and Its Relation with Body Dysmorphic Disorder","authors":"M. Mohammadi, E. Assadollahi, Maede Niazifar","doi":"10.15405/EJSBS.157","DOIUrl":"https://doi.org/10.15405/EJSBS.157","url":null,"abstract":"1. IntroductionHaving a realistic and appropriate mental image is necessary for a healthy and satisfactory lifestyle and adaptation to the environment. If the person has a good feeling about her/his body, s/he would have a greater chance of achieving a positive body image. Sometimes, stress and anxiety, self-criticism perspectives or a low level of self-esteem in relation to a person's body can cause some people to change their appearance and body, and try beauty and treatment and cosmetic surgery (1). Social physique anxiety is a type of anxiety, which is very important due to interaction between the body and the community. According to Hart et al. (1989), social physique anxiety is the result in response to others' assessment of their physiques. A person with this type of anxiety avoids any situation in which s/he will be physically evaluated, and has the feelings of distress and concerns regarding negative evaluation of others (2, 3, 4 and 5). People who have high levels of social physique anxiety will experience more stress during fitness tests and in fitness settings, and are less inclined to participate in physical activities. Eating disorders and low self-esteem are greatly associated with this type of anxiety (6, 7). Women are more likely than men to show higher levels of social physique anxiety and its effects (6, 10). Recently, this process has increased in men as well (11, 12, and 13). People with social physique anxiety manage their stress and anxiety in different ways (14). Researchers found that some women use stress-coping strategies, such as behavioural avoidance, short-term strategies of appearance, management, social support, cognitive avoidance and acceptance, for the management of their social physique anxiety. Many of these strategies have short-term impacts, while in the long-term they may lead to worsened and chronic anxiety (15, 16).Body dysmorphic disorder is a mental preoccupation with a slight defect in appearance or, in case of presence of minor physical anomaly, the patient's anxiety is extreme and excruciating (17). The patients often attempt to perform ceremonial behaviours such as excessive cleaning, checking themselves in the mirror, excessive use of make-up or camouflaging of their appearance with clothing or jewellery. This disorder causes social, educational and occupational performance degradation (18). In the fifth edition of the Diagnostic Statistical Mental Disorders (DSM-V), doing repetitive behaviours such as checking in the mirror, over-checking the skin and comparing appearance with others, the muscle deformity has been added as a diagnostic criterion to the other criteria outlined in the DSM-IV-TR. In this edition, the insight level of patients with BDD has been considered (19). The organs of main concern in this disorder include the skin, hair and nose; however, the disorder is not limited to these organs only and involves concerns, such as the appearance as well as other physical traits, including ab","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121977474","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}

{"title":"Mediating Effect of Anxiety to Perform Social Skill on the Relationship between Inter-Parental Conflict and Adolescents' Self-Efficacy","authors":"P. Parsa, Nakisa Parsa, M. Ahmadpanah, A. Ghaleiha","doi":"10.15405/EJSBS.168","DOIUrl":"https://doi.org/10.15405/EJSBS.168","url":null,"abstract":"1. IntroductionSelf-efficacy beliefs illuminate how people think, behave and feel (Bandura, 1994). In addition, it has impact on various health outcomes (Bandura, 1997). During adolescence self-awareness of ability is helpful to make a plan and pursue till achieve the goals (Pajares & Schunk, 2002; Choi, 2003). On the other hands, adolescents with low self-efficacy have weak ambitions and low commitment to the goals they choose to follow (Langendorfer et al., 2006), hesitate about their abilities, and focus on obstacles, personal incompetence and negative results (Bandura, 1986 ). According to Scott & Dearing (2012) one's hesitate of capability to contact with others, related to negative social relationships and that may cause depression and anxiety to perform social skills. During late adolescence, individuals are preparing for the life choices and responsibilities they will assume during their adult lives. Family is viewed as an initial source of self-efficacy and known as a primary source for their children and adolescent's well-being (Sorkhabi, 2005).2. Problem StatementInter-parental conflict is related to parents' withdrawal and negative response of their children needs and reduced parental physical and psychological availability (Cummings & Davies, 1994). Parental conflict has possibilities to infer with child and adolescence development such as conflict between parents may provide a constant pressure that damages modify and erode children's self-efficacy (Bandura, 1997; Cui et al., 2005; Cummings & Davies, 1994; Fosco & Grych 2008; Grych et al., 1992). In social modeling, usually adolescent imitate their parents' behavior to make a pattern of conflictive behavior (Bandura, 1997; Pryor & Pattison, 2007). This pattern affects on late adolescents quality of their social relationships and psychological well-being (Van Doorn et al., 2007). Academic adjustment is related to psychological and social wellbeing among students. Studies have shown low self-efficacy contribute to low academic performance. Therefore, this is important.3. Research QuestionsWhat factors associate with self-efficacy among late adolescents?4. Purpose of the StudyThis study aims to determine the relationships between inter-parental conflict, anxiety to perform social skill and self-efficacy among late adolescent students in Hamadan University of Medical Sciences, Iran.5. Research MethodsA total of 374, freshman collage students were selected randomly from Hamadan University of Medicine and Health Science in Iran. The backward-forward translation method was used to cultural of study instrument. First, the instruments translated from English into Persian language. Second, two separate local professional translator back- translated instruments from Persian to English. The similarity of meaning and concepts of these two versions of translation were approved by two university's lecturer advisor in Hamadan University of Medicine and Health Science in Iran. The present study have","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128586310","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}

{"title":"What's it like being you? Growing old(er) with Autism Spectrum Conditions – a scoping study","authors":"Frauke Elichaoff","doi":"10.15405/EJSBS.166","DOIUrl":"https://doi.org/10.15405/EJSBS.166","url":null,"abstract":"The aim of this scoping study was to understand which issues are of salience for the experiences of adults with Autism Spectrum Conditions (ASCs) as they grow older, in order to determine themes for a follow up study using in-depth interviews. Four adults (two female, two male) on the high functioning end of the autism spectrum were interviewed with a purposely broad semi-structured interview schedule. The transcripts were analysed using Thematic Analysis to identify emerging themes. The themes identified are depression, effects of diagnosis, experiences with mental health professionals and therapists, the inverted relationship between \u0000educational level and career, the participant as autism expert, and communication/social interaction. The findings echo some existing research and present an insight into the lived experiences of older adults with autism. The themes identified in the scoping study will form the basis for further qualitative studies.","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133546200","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}

{"title":"Vietnamese English language teachers: insights into their language proficiency development","authors":"N. V. Trao, Mai Ngo","doi":"10.15405/EJSBS.164","DOIUrl":"https://doi.org/10.15405/EJSBS.164","url":null,"abstract":"1. IntroductionEnglish rose to the status of the most popular foreign language in Vietnam as early as 1990s. However, it was not until 2003 that English was officially included as an optional subject to be taught in primary education. In 2008, English was officially institutionalized in the primary education system with the projection that by 2018, 100% of students should be taught English (Vietnamese Government, 2008). In 2008, the nation-wide project 2020 was approved as the government's and MOET's latest attempt to promote English learning (Vietnamese Government, 2008). The planned outcome was to have students graduating from primary (6-10 years old), lower secondary (11-15 years old) and upper secondary (15-18 years old) schools reaching levels A1, A2, and B1 respectively of the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR). For undergraduate education, the target was set at level B1, B2, and C1 for graduates from, respectively, institutions not specializing in foreign languages, college (2 year) and university (4 year) programs with a specialization in foreign languages.2. Problem StatementThe rising need for English language learning reveals severe problems, including teachers' low language proficiency and inappropriate training. Limited studies at primary school level by scholars such as Nguyen (2011) and Le and Do (2012) revealed that teachers were not sufficiently prepared to teach English at the elementary level due to their weaknesses in pedagogical skills, vocabulary knowledge and pronunciation. These weaknesses were attributed to low-quality pre-service training, the lack of an environment for language use and practice, and isolation from the professional community. They called for intensive retraining of current in-service primary teachers regarding both language competence and language teaching methodology. Teachers need to be equipped with background knowledge of theories and methods of teaching English to young learners while priority should be put on the improvement of teachers' pronunciation and fluency. Attempts should also be made to establish communities of practice (Wenger, 1998) to promote teachers' self-engagement in the continuous development of knowledge and skills.Discussing the teaching of English in Vietnam in general, Le (2007) specified the lack of well-trained teachers as one of the three inherent problems accounting for the low quality of foreign language education in Vietnam. Indeed, questions have been raised concerning the ability of in-service teachers and the quality of pre-service teacher training programs. The media reported the shocking results of a nation-wide teachers' language proficiency assessment test in which, even in big cities like Hanoi and Ho Chi Minh, only a fifth of those tested qualified for the CEFR's B2 level of language proficiency. In one particular province, Ben Tre, only one teacher out of 700 tested passed this threshold level. Officials f","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129425582","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}

{"title":"The Values of Estonian Preschool Childcare Institutions' Principals, Teachers, and Parents","authors":"Pärje Ülavere, M. Veisson","doi":"10.15405/EJSBS.160","DOIUrl":"https://doi.org/10.15405/EJSBS.160","url":null,"abstract":"The aim of the current study was to find out, what the values of Estonian preschool childcare institutions’ principals, teachers, and parents. The Estonian language version of the Portrait Value Questionnaire, developed by S. H. Schwartz, was used as a research method. Altogether 978 respondents from all over Estonia participated in the study, including 163 preschool childcare institutions’ principals, 425 teachers and 390 parents. The values of preschool principals, teachers, and parents were rather similar. In all groups, the highest evaluations were assigned to values related to benevolence (both caring and dependability) and the lowest to power (both dominance and resources). The results indicated that principals, compared to teachers, valued higher dominance and tolerance, while teachers gave higher evaluations to personal security and conforming to rules. Compared to principals and teachers, parents gave significantly higher evaluations to resources. Also, parents valued dominance higher than teachers and hedonism more than principals. © 2015 Published by Future Academy www.FutureAcademy.org.uk","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115513554","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}

{"title":"Transformations in teachers’ discourse about their students during a school-led pedagogic intervention","authors":"A. Rainio, R. Hofmann","doi":"10.15405/EJSBS.163","DOIUrl":"https://doi.org/10.15405/EJSBS.163","url":null,"abstract":"1. Introduction\"Now I have to tell you this one thing that we decided to share with you. We're all here from this school and we all know our students: So, there was this extraordinary event. After we had told to the students that we will continue our project-day on Friday, there was this girl, Anni, who is not interested in school-going normally, well, she came on to me after our information session and asked me very quietly: \" how is it, am I also coming? My classes normally begin at nine, but I'll also come at eight on Friday, won't I?\" Well you all know what this means. I mean Anni would never do anything like this normally. So we were very surprised indeed.\" (Session 7, turn of talk 290)This excerpt is from teachers' discussion in the end of a pedagogic intervention in a Finnish urban lower secondary school. It shows a teacher's surprise over the behaviour of her students during the project. This talk can seen as part of a lived ideology (Billig & al, 1988) that the teacher shares with the other teachers in this school. The example also shows a change in this ideology towards what we in this paper call envisioned ideology, a possibility for seeing students and their problems in a new light.In this paper we focus on the central topic of student engagement through examining an intensive school-led research intervention project in one school. The intervention followed the principles of Developmental Work Research (Engestrom, 2005). The aim of the intervention was together with the teachers to develop pedagogical practices and classroom culture towards engaging and problem-oriented knowledge work where students work together in groups and with a shared goal (Rainio, 2003). Here we focus on a specific aspect which we argue is central in improving student engagement in school: the ways in which teachers, in reflecting on their practice, conceptualise their students, their capabilities and engagement (ibid.; Hennessy, Hasler & Hofmann, under review). Literature on school change argues that enabling teachers a central place in the developing and letting their voices be heard are keys towards a more thorough change (Clark & Florio-Ruane, 2001; Pyhalto, Pietarinen & Soini, 2013). Moreover, we argue that conceptualisations of students and their engagement and learning in teachers' talk are part of the institutional practices in a school. Transforming these ways of talking about students is about reforming those institutional practices (Daniels, 2006; Virkkunen & al., 2012).2. Problem Statement: Teacher conceptions of student engagement\"Engagement\" is commonly used to refer to things such as commitment and being strongly dedicated , attracted or absorbed (Fredricks, Blumenfeld & Paris, 2004; Ketonen & Lonka, 2012). In discussions about enhancing student engagement in policy, practitioner literature and educational research, various discourses can be discerned (see Hofmann, 2008a). In this study we will discuss three which are also reflected in our data. ","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130457586","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}

{"title":"What Kind Of Leadership Fosters Pedagogically Innovative School Culture","authors":"L. Vaara, K. Lonka","doi":"10.15405/EJSBS.145","DOIUrl":"https://doi.org/10.15405/EJSBS.145","url":null,"abstract":"The implementation of new engaging learning environments also calls for an innovative organizational culture. Still, there is not much knowledge about the leadership practices that foster such culture. The aim of this study was to investigate, what kinds of leadership practices can be detected behind innovative school culture and how such practices are related to the ways of teaching and learning. As a result, a wide variety of new leadership practices in innovative school context were revealed. Particularly practices of shared leadership were present, but also elements of strategic leadership could be identified. Interestingly, the interactive leadership practices seemed to foster new kinds of collaborative knowledge practices in different levels of school activity, for example, varying forms of team work and co-operation. The results indicated that an innovative school culture consists of communal and collaborative practices which are guided by practices of shared leadership. It is important that we take in account the surrounding organization culture when designing future schools. We should also be aware of the possible contradiction between the existing organizational culture and intended new pedagogical settings by arranging a comprehensive and collaborative design process. © 2014 Published by Future Academy www.FutureAcademy.org.uk","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124307051","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}

{"title":"Transfer of the learning: Teacher professional development","authors":"Lex McDonald","doi":"10.15405/EJSBS.140","DOIUrl":"https://doi.org/10.15405/EJSBS.140","url":null,"abstract":"1. IntroductionTeaching that promotes effective student learning and success is not an accident. The quality of the teaching relates to student outcomes and professional development/learning (PDL) is the most effective means of ensuring teaching quality. However, PDL has minimal value unless there is modification of teacher behaviour. Consequently, there is an ongoing demand for teachers to improve their practice but then research indicates that transfer of training (ToT) is often inadequate or does not occur. One important reason for this lack of transfer is that the processes for the implementation into the classroom are not well known and/or overlooked by PDL planners, despite there being a vast literature and research base concerning ToT strategies. Accordingly, PDL planners need to move beyond teacher learning and incorporate strategies that promote and monitor implementation of the learning and it is recommended that a Transfer of Training Audit (TOTA) can be employed to promote this implementation.2. Problem StatementToT planning is an essential consideration if participant behaviour is to change following a workshop, training or PDL programme. However, teacher PDL plans often overlook the need for a strategic transfer plan to ensure this impact on-the-job.3. Research QuestionHow can professional development planners more effectively promote ToT to the teachers' classrooms?4. Purpose of the StudyThe purpose of the study was to identify approaches and techniques that promote transfer of training and to create an audit (checklist) of potentially useful ideas for PDL planners to use to enhance transfer.5. Research MethodsThe literature used to source this paper has arisen from a range of resources. Information about the nature of PDL and transfer was sought from databases (e.g., ProQuest) and texts, but also included unpublished material (e.g., thesis and websites) and personal experiences. Key words/phrases used in this search strategy included transfer of training, transfer of learning, effective professional development, effective professional learning and audit. It was an evidence-based literature collation (with emphasis upon teacher PDL) identifying strategic approaches and specific techniques for promoting on-the-job impact. The criteria for selection of approaches/techniques was material that had been peer reviewed (and/or confirmed by ToT experts and colleagues) and reported as valuable via quantitative and qualitative reports for transfer. The next step was to identify those specific ToT evidence-based techniques able to be operationalised and these were then placed in a pool for the development of the Transfer of Training Audit (TOTA). Following this, whenever possible a number of similar and splinter items identified for the audit were combined into one technique then arranged into before, during and after X roles PDL categories, although recognising that these were not exclusive categories6. FindingsThe purpose of this study was ","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116754938","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}

{"title":"Quality of Special Education: Parent Perspective","authors":"Dina Bethere, Linda Pavītola","doi":"10.15405/EJSBS.142","DOIUrl":"https://doi.org/10.15405/EJSBS.142","url":null,"abstract":"Abstract1. IntroductionThe issue of quality education has been often activated in nowadays social life processes. Since the end of the 20th century, when the national education systems of several European countries, the USA and Australia started to apply the tests like PISA, TIMSS, IGLU, experts in education, politicians, employers as well as wider society have taken part in discussions of their results in relation with the quality issues of educational achievements.In the context of this dispute special education has been considered as a segregated sphere, where the education theory and practice for children with special educational needs (abbreviated as SEN) has made its way from the psycho-medical paradigm, based on the assumption that deficits are located within individuals (Mitchell, 2010) towards development. It is difficult to change the patterns of thinking, therefore the process of enrichment or change of paradigms that place more emphasis on the environment is very slow.The reason for segregation in this sphere could be exactly the specific character of target audience with special educational needs. In these cases the developmental process of a child is characterized by individual features caused by the particular character of general development process and evoked by limited psychophysical resources that become apparent in insufficient social abilities for independent life. Consequently the educational needs of children with SEN are considered to arise primarily from the problems attributable to disabilities that result in delayed acquisition of knowledge and skills (Mitchell, 2010; Speck, 2005). Naturally, in these cases it is ineffective to apply the method of generally adopted tests for clarifying the effectiveness of education process.However, nowadays the process of education for children with SEN is associated with some challenges. One of them refers to educational provisions for children with severe disorders. In these cases the specific developmental potential has to be taken in consideration and a pedagogical activity has to be oriented towards harmonious personality development and inclusion into social environment of every single child. Often it is a long-lasting process and there is no possibility of using objective methods to evaluate its effectiveness. Other essential challenge is connected with inclusive education provisions that means promoting optimal development of every child by using the basis of individual resources in mainstream school environments (Theunissen & Schirbot, 2006). Consequently such conditions cause a necessity of applying individualized evaluation system for education quality indicators.In the education system of Latvia both tendencies mentioned above proceed almost simultaneously. Since the end of the past century children with severe and multifunctional developmental disorders have been provided with possibilities of acquiring special education programmes in accordance with the requirements of th","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128226175","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}

{"title":"The Experience of Laboratory Learning – How Do Chemistry Students Perceive Their Learning Environment?","authors":"N. Sandström, Elina E. Ketonen, K. Lonka","doi":"10.15405/EJSBS.144","DOIUrl":"https://doi.org/10.15405/EJSBS.144","url":null,"abstract":"1. IntroductionLearning environments and learning organisations have in the recent years been faced with radical changes as new generations of students enter the old institutions. Both the physical facilities and the practices that the organizations entertain may be challenged (Faulkner & McLaughlin, 2012; Harrison & Hutton, 2014). Many of the newcomers belong to the socalled digital natives (Prensky, 2012) who use various digital applications and mobile devices as integrated parts in their everyday lives in different knowledge seeking and knowledge sharing activities. However, not much is known about the relationship between students' beliefs about knowledge - their epistemologies - and their perceptions of different learning environments.Learning always takes place in a context: it is not only a process of acquiring more knowledge, but rather, increasingly active participation in a culture (Lave & Wenger, 1991; Lonka, 2012). In higher education, as well, the ways students learn are embedded in the different dimension of the learning environment. This context is not only situational, but it relies on culturally and historically developed structures (Vygotsky, 1978). The cognitive development of human beings depends of on a certain kind of cultural environment for its realization (Tomasello, 1999).Bruner (1996) pointed out the power of culture in shaping human mind. Also the environments where learning takes place shape our intellectual efforts. Our activities are mediated by varying tools and artifacts (Hakkarainen, 2009). The physically distributed cognition and intelligence is supported and emergent along with technological innovations (Hakkarainen et al., 2013). Today, also technologies and social media mediate our forms of collaboration and learning even though we may not at all times be aware of it. Even when we are not using such aids ourselves, they inevitably change the ways of communication in the society. For example, many societal movements and revolutions have spread and been reinforced by Twitter, and innovations - areally and intellectually - are spread and mediated by these technological prostheses that we use in the ordering of things and in communication (see also Hakkarainen et ah, 2004).Learning environments consist of the practices of teaching, learning, and assessment (Biggs, 1996) as well as the physical learning environment. Biggs (1996) used the concept constructive alignment to describe an ideal educational enterprise in which students adopt approaches to learning allowing for a profound understanding of the learning material, and in which all aspects of the teaching, including the assessment systems, are aligned to, and support these approaches.Relationships between teaching and learning are not always simple. Rather, they are mediated by students' goals and strategies as well as situational factors. Lindblom-Ylanne & Lonka (1999) investigated this dynamic interplay between learners and the learning environment in a tra","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"259 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122745856","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}