Over the last two decades, several studies have overlooked at-school belonging and engagement, two dimensions that are associated with several positive outcomes. However, the relative influence that contexts and interventions may have on these components has received much less attention. In this study, school belonging and engagement were examined as a function of the implementation and application of classroom rules. The study took place in two Moroccan schools, and participants were 238 students from 9th grade (101 boys, 137 girls; Mage = 15.1) living in the cities of Casablanca and Témara. They all completed a questionnaire that allowed to measure their belonging and engagement in conjunction with the manner in which rules are implemented and applied. Correlational and structural equation modeling methods were used to analyze the aforementioned relationships. Results showed that implementation of classroom rules had a positive effect on school belonging, which, in turn, had a positive effect on school engagement. These results indicated the need to conduct further empirical research to measure the contribution of classroom management practices on school belonging.
{"title":"Empirical Validation of a Model for Predicting Students' Sense of Belonging and School Engagement as a Function of Classroom Management Practices","authors":"Jérôme St-Amand, Jonathan Smith, A. Rasmy","doi":"10.17583/ijep.7508","DOIUrl":"https://doi.org/10.17583/ijep.7508","url":null,"abstract":"Over the last two decades, several studies have overlooked at-school belonging and engagement, two dimensions that are associated with several positive outcomes. However, the relative influence that contexts and interventions may have on these components has received much less attention. In this study, school belonging and engagement were examined as a function of the implementation and application of classroom rules. The study took place in two Moroccan schools, and participants were 238 students from 9th grade (101 boys, 137 girls; Mage = 15.1) living in the cities of Casablanca and Témara. They all completed a questionnaire that allowed to measure their belonging and engagement in conjunction with the manner in which rules are implemented and applied. Correlational and structural equation modeling methods were used to analyze the aforementioned relationships. Results showed that implementation of classroom rules had a positive effect on school belonging, which, in turn, had a positive effect on school engagement. These results indicated the need to conduct further empirical research to measure the contribution of classroom management practices on school belonging.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43551991","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}
Maite Santiago-Garabieta, Rocío García-Carrión, L. Villardón-Gallego
Over the last decades, many efforts have been made to establish the Basque minority language as a normalized language in the Basque Country. Research has shown that language use, language proficiency and attitudes towards language are closely associated. Likewise, the benefit of interactive learning environments for improving language proficiency is well known. However, the effect of such environments on attitudes towards second languages (L2) has been less studied. This article presents a qualitative study that explores the extent to which the implementation of a particular dialogue-based classroom strategy, named Dialogic Literary Gatherings (DLGs), may transform secondary students’ attitudes towards Basque (L2). The DLGs were carried out with 46 secondary education students in the Basque Country. After implementing DLGs, teachers’ interviews and students’ focus groups were conducted and analysed inductively. Results show that participants reported changes in students’ attitudes towards Basque and they related these changes to the dialogical space they experienced during the DLGs, since this created affordances for them to engage in meaningful discussions when speaking in Basque. Implications of the study are discussed.
{"title":"Strengthening Ties to L2: Improving Secondary Students’ Attitudes through Dialogic Literary Gatherings.","authors":"Maite Santiago-Garabieta, Rocío García-Carrión, L. Villardón-Gallego","doi":"10.17583/ijep.10050","DOIUrl":"https://doi.org/10.17583/ijep.10050","url":null,"abstract":"Over the last decades, many efforts have been made to establish the Basque minority language as a normalized language in the Basque Country. Research has shown that language use, language proficiency and attitudes towards language are closely associated. Likewise, the benefit of interactive learning environments for improving language proficiency is well known. However, the effect of such environments on attitudes towards second languages (L2) has been less studied. This article presents a qualitative study that explores the extent to which the implementation of a particular dialogue-based classroom strategy, named Dialogic Literary Gatherings (DLGs), may transform secondary students’ attitudes towards Basque (L2). The DLGs were carried out with 46 secondary education students in the Basque Country. After implementing DLGs, teachers’ interviews and students’ focus groups were conducted and analysed inductively. Results show that participants reported changes in students’ attitudes towards Basque and they related these changes to the dialogical space they experienced during the DLGs, since this created affordances for them to engage in meaningful discussions when speaking in Basque. Implications of the study are discussed.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41767535","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 first year of boarding senior high school marks a period of great change for students. The extent to which students are able to adjust to successfully navigate this change (adaptability) likely has an impact on their psychological wellbeing. It has also been theorized that students’ personality traits and perceived social support may impact upon their adaptability and, directly and/or indirectly through adaptability, influence their psychological wellbeing. However, the literature examining independent and mediating effects of adaptability on psychological wellbeing is sparse particularly among students from non-Western cultures. In the present study, 102 grade-one high school students in China, were surveyed for their personality, perceived social support, adaptability, and psychological wellbeing (life satisfaction, mental well-being, and psychological distress). Findings showed that adaptability (along with neuroticism, extraversion, and social support) made a significant independent contribution to students’ psychological wellbeing. Further, adaptability was found to fully mediate the relationships between personality (conscientiousness and neuroticism) and psychological wellbeing, and to partially mediate the relationships between extraversion and psychological wellbeing, and social support and psychological wellbeing. These findings have important theoretical and practical implications for researchers and educators who are seeking to support students’ adjustment to boarding senior high school.
{"title":"Adaptability, Personality, and Social Support: Examining Links with Psychological Wellbeing Among Chinese High School Students","authors":"A. Holliman, Fei-Chun Cheng, D. Waldeck","doi":"10.17583/ijep.8880","DOIUrl":"https://doi.org/10.17583/ijep.8880","url":null,"abstract":"The first year of boarding senior high school marks a period of great change for students. The extent to which students are able to adjust to successfully navigate this change (adaptability) likely has an impact on their psychological wellbeing. It has also been theorized that students’ personality traits and perceived social support may impact upon their adaptability and, directly and/or indirectly through adaptability, influence their psychological wellbeing. However, the literature examining independent and mediating effects of adaptability on psychological wellbeing is sparse particularly among students from non-Western cultures. In the present study, 102 grade-one high school students in China, were surveyed for their personality, perceived social support, adaptability, and psychological wellbeing (life satisfaction, mental well-being, and psychological distress). Findings showed that adaptability (along with neuroticism, extraversion, and social support) made a significant independent contribution to students’ psychological wellbeing. Further, adaptability was found to fully mediate the relationships between personality (conscientiousness and neuroticism) and psychological wellbeing, and to partially mediate the relationships between extraversion and psychological wellbeing, and social support and psychological wellbeing. These findings have important theoretical and practical implications for researchers and educators who are seeking to support students’ adjustment to boarding senior high school.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47674700","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}
Universities and higher education institutions (HEIs) aim to provide the maximum support for the community. Hence, to obtain the optimum results, the educational policies must be in alignment with the societies’ needs and prerequisites. The present research investigated the undergraduates’ expectations of studying at university and the fulfillment of those expectations prior and after being accepted into the university. 600 first-year undergraduates were selected based on cluster sampling from 2783 first-year undergraduates at Allameh Tabataba’i University, Iran. The data were gathered through deep interviews and cross-sectional survey. We emphasize that the centralized educational system in Iran works as a speed bump to obtain the goals and ambitions as portrayed in the HEIs’ mottos. The findings remind the educational policy-makers that success does not happen in a vacuum; rather, it is a collaborative joint practice among all members of the HE sector. The novelty of the research is its applicability to those centralized systems of policy-making worldwide specifically with engagement of students which adds to the literature and can urge the authorities of the HE sector to modify their earlier policies in the short run; and work toward decentralized system of educational leadership as the main panacea in the long run.
{"title":"Analysis of Students’ Desired and Fulfilled Expectations from the Future of Academic Studies: Educational Effectiveness for Prosperous Life","authors":"Saeed Ghiasi Nodooshan","doi":"10.17583/ijep.5073","DOIUrl":"https://doi.org/10.17583/ijep.5073","url":null,"abstract":"Universities and higher education institutions (HEIs) aim to provide the maximum support for the community. Hence, to obtain the optimum results, the educational policies must be in alignment with the societies’ needs and prerequisites. The present research investigated the undergraduates’ expectations of studying at university and the fulfillment of those expectations prior and after being accepted into the university. 600 first-year undergraduates were selected based on cluster sampling from 2783 first-year undergraduates at Allameh Tabataba’i University, Iran. The data were gathered through deep interviews and cross-sectional survey. We emphasize that the centralized educational system in Iran works as a speed bump to obtain the goals and ambitions as portrayed in the HEIs’ mottos. The findings remind the educational policy-makers that success does not happen in a vacuum; rather, it is a collaborative joint practice among all members of the HE sector. The novelty of the research is its applicability to those centralized systems of policy-making worldwide specifically with engagement of students which adds to the literature and can urge the authorities of the HE sector to modify their earlier policies in the short run; and work toward decentralized system of educational leadership as the main panacea in the long run.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42900165","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 research aims to examine the relationships between sensation seeking and positive and negative experience, emotional autonomy, and coping strategies in adolescents. The study group consisted of 371 adolescents who attended middle and high schools; the ages ranged from 11 to 17. 55.7 % of participants were female (N=137), and 44.3% were male (N=109). Data were collected via Adolescent Coping Scale (KIDCOPE), Emotional Autonomy Scale, Adolescent Positive and Negative Experiences Scale, and Short Sensation Seeking Scale. The relationships between the study variables were analyzed via correlational analysis and regression analysis. The correlation analysis revealed a statistically significant negative correlation among sensation seeking, emotional autonomy, active coping, and positive experience. On the other hand, a statistically significant positive correlation among sensation seeking, avoidant coping, negative coping, and negative experience. The regression analysis results showed that emotional autonomy, avoidant coping, negative coping, and negative experience predict sensation seeking, yet active coping and positive experience variables did not predict.
{"title":"Examining the Relationship between Sensation Seeking, Positive and Negative Experiences, Emotional Autonomy and Coping Strategies in Adolescents","authors":"Eyüp Çelik, Merve Çalik","doi":"10.17583/ijep.6376","DOIUrl":"https://doi.org/10.17583/ijep.6376","url":null,"abstract":"The research aims to examine the relationships between sensation seeking and positive and negative experience, emotional autonomy, and coping strategies in adolescents. The study group consisted of 371 adolescents who attended middle and high schools; the ages ranged from 11 to 17. 55.7 % of participants were female (N=137), and 44.3% were male (N=109). Data were collected via Adolescent Coping Scale (KIDCOPE), Emotional Autonomy Scale, Adolescent Positive and Negative Experiences Scale, and Short Sensation Seeking Scale. The relationships between the study variables were analyzed via correlational analysis and regression analysis. The correlation analysis revealed a statistically significant negative correlation among sensation seeking, emotional autonomy, active coping, and positive experience. On the other hand, a statistically significant positive correlation among sensation seeking, avoidant coping, negative coping, and negative experience. The regression analysis results showed that emotional autonomy, avoidant coping, negative coping, and negative experience predict sensation seeking, yet active coping and positive experience variables did not predict.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45470539","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}
M. Durón-Ramos, Miguel Perez, Edgardo René Chacón-Andrade
Positive personal characteristics such as happiness or wellbeing can motivate students to elevate their school performance in higher education. Orientation to happiness is a construct that combines three sources of happiness: pleasure, meaning, and engagement, all of which have been identified as a predictor of university student’s engagement. However, most research in this area has been conducted during ideal situations or face-to-face education, and no cross-country research has been published examining the relationship between these two concepts during the COVID-19 era, where online education was predominant. This study aimed to investigate the relation between orientation to happiness and student engagement after twelve months of distance education in a sample of 1723 students from six American countries, including the USA, Mexico, El Salvador, Colombia, Peru, and the Dominican Republic. Results indicate that university student´s' engagement is influenced by the orientation to happiness. Further implications of these results are discussed.
{"title":"Orientations to Happiness and University Students’ Engagement during the COVID-19 Era: Evidence from Six American Countries","authors":"M. Durón-Ramos, Miguel Perez, Edgardo René Chacón-Andrade","doi":"10.17583/ijep.9198","DOIUrl":"https://doi.org/10.17583/ijep.9198","url":null,"abstract":"Positive personal characteristics such as happiness or wellbeing can motivate students to elevate their school performance in higher education. Orientation to happiness is a construct that combines three sources of happiness: pleasure, meaning, and engagement, all of which have been identified as a predictor of university student’s engagement. However, most research in this area has been conducted during ideal situations or face-to-face education, and no cross-country research has been published examining the relationship between these two concepts during the COVID-19 era, where online education was predominant. This study aimed to investigate the relation between orientation to happiness and student engagement after twelve months of distance education in a sample of 1723 students from six American countries, including the USA, Mexico, El Salvador, Colombia, Peru, and the Dominican Republic. Results indicate that university student´s' engagement is influenced by the orientation to happiness. Further implications of these results are discussed.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45246181","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}
J. Elen, Yousra Piro, Britt Wevers, Louise Maddens, A. Raes
With its long tradition, research on misconceptions helps to understand how concepts are learned and how learning in the disciplines can be supported. Up to now, research on misconceptions has focused on natural sciences, while research on misconceptions in behavioral sciences is scarce, not to say absent. In this study an attempt was made to reveal upper secondary school students’ misconceptions on doing research in behavioral sciences. The starting point for the study were research proposals of upper secondary school students. As part of a larger study, students were asked to write a research proposal in maximum two pages. A two-steps approach was adopted in the analysis of these research proposals. First, using a codebook containing both deductive and inductive codes, two-pagers were analyzed in order to identify ‘errors’. In a second step, an interpretative analysis aimed at inferring potential misconceptions underlying these errors. The study can be considered as a starting point for research on misconceptions in behavioral sciences which is currently missing in the field.
{"title":"Misconceptions of Upper-Secondary School Students on Doing Behavioral Sciences Research","authors":"J. Elen, Yousra Piro, Britt Wevers, Louise Maddens, A. Raes","doi":"10.17583/ijep.9296","DOIUrl":"https://doi.org/10.17583/ijep.9296","url":null,"abstract":"With its long tradition, research on misconceptions helps to understand how concepts are learned and how learning in the disciplines can be supported. Up to now, research on misconceptions has focused on natural sciences, while research on misconceptions in behavioral sciences is scarce, not to say absent. In this study an attempt was made to reveal upper secondary school students’ misconceptions on doing research in behavioral sciences. The starting point for the study were research proposals of upper secondary school students. As part of a larger study, students were asked to write a research proposal in maximum two pages. A two-steps approach was adopted in the analysis of these research proposals. First, using a codebook containing both deductive and inductive codes, two-pagers were analyzed in order to identify ‘errors’. In a second step, an interpretative analysis aimed at inferring potential misconceptions underlying these errors. The study can be considered as a starting point for research on misconceptions in behavioral sciences which is currently missing in the field.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42603226","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 study investigates peer aggression and sexual harassment among young adolescents in Finland and Turkey. Sex differences and the interaction effect between country of residence and sex are also examined. A questionnaire was completed by 1,747 adolescents (1, 268 from Finland, 479 from Turkey, Mage = 14.1). Six different forms of aggression (physical, verbal, indirect, cyber, verbal sexual harassment, physical sexual harassment) were examined. More adolescents from Turkey, and more boys, were found to be involved in aggression as both victims and perpetrators compared to adolescents from Finland and girls. The interaction effect was significant between country of residence and sex with being a boy from Turkey was related to having the highest involvement in cyber aggression, verbal sexual harassment, and physical sexual harassment, as both victim and perpetrator. Regarding victimization from indirect aggression, girls from Finland scored higher than Turkish girls, while boys from Turkey scored higher than Finnish boys.
{"title":"Peer Aggression and Sexual Harassment among Young Adolescents in a School Context: A Comparative Study between Finland and Turkey","authors":"Isik Zeliha Ulubas-Varpula, K. Björkqvist","doi":"10.17583/ijep.6853","DOIUrl":"https://doi.org/10.17583/ijep.6853","url":null,"abstract":"The study investigates peer aggression and sexual harassment among young adolescents in Finland and Turkey. Sex differences and the interaction effect between country of residence and sex are also examined. A questionnaire was completed by 1,747 adolescents (1, 268 from Finland, 479 from Turkey, Mage = 14.1). Six different forms of aggression (physical, verbal, indirect, cyber, verbal sexual harassment, physical sexual harassment) were examined. More adolescents from Turkey, and more boys, were found to be involved in aggression as both victims and perpetrators compared to adolescents from Finland and girls. The interaction effect was significant between country of residence and sex with being a boy from Turkey was related to having the highest involvement in cyber aggression, verbal sexual harassment, and physical sexual harassment, as both victim and perpetrator. Regarding victimization from indirect aggression, girls from Finland scored higher than Turkish girls, while boys from Turkey scored higher than Finnish boys.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46140645","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 psychological implications of stress have become an issue of concern for university students around the world over the past decade. It is thought that the perception of stress varies depending on students' personality traits and their beliefs about being able to manage their academic life. To investigate this further, a study was conducted with a sample of 200 university students. The main findings of this study were: (1) All of the Big Five Model of personality traits significantly contribute to developing positive academic self-efficacy, with some of these being moderated by gender. Self-efficacy is characterised by agreeableness, conscientiousness, extraversion, emotionally stability and openness to experience. (2) People with high academic self-efficacy are able to take advantage of eustress and manage distress better than people with low academic self-efficacy. (3) There are some personality traits that contribute to distress and eustress. Specifically, people who are introverted and have low emotional stability and low openness to experience tend to suffer from distress more than people who do not have these traits. In contrast, conscientious people tend to experience eustress more than people without these characteristics. All these traits were mediated by self-efficacy, and in some cases were moderated by gender.
{"title":"The Importance of Personality and Self-efficacy for Stress Management in Higher Education","authors":"Héctor Galindo-Domínguez, M. Bezanilla","doi":"10.17583/ijep.7870","DOIUrl":"https://doi.org/10.17583/ijep.7870","url":null,"abstract":"The psychological implications of stress have become an issue of concern for university students around the world over the past decade. It is thought that the perception of stress varies depending on students' personality traits and their beliefs about being able to manage their academic life. To investigate this further, a study was conducted with a sample of 200 university students. The main findings of this study were: (1) All of the Big Five Model of personality traits significantly contribute to developing positive academic self-efficacy, with some of these being moderated by gender. Self-efficacy is characterised by agreeableness, conscientiousness, extraversion, emotionally stability and openness to experience. (2) People with high academic self-efficacy are able to take advantage of eustress and manage distress better than people with low academic self-efficacy. (3) There are some personality traits that contribute to distress and eustress. Specifically, people who are introverted and have low emotional stability and low openness to experience tend to suffer from distress more than people who do not have these traits. In contrast, conscientious people tend to experience eustress more than people without these characteristics. All these traits were mediated by self-efficacy, and in some cases were moderated by gender.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47210535","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}
Several researchers have found that media exposure through books or electronic media contribute to preschoolers’ development. However, research with behavioral measures and during the first years of life have not been carried out in Latin American contexts. The aim of the following research was to evaluate the relations between media exposure through electronic media and books with joint attention skills and temperament (i.e., effortful control, surgency and negative affect) during the first year of life. A free play session was carried out, where the number of mother-infant interaction behaviors were assessed. Findings state that only the amount and the frequency of the use of books at home between caregivers and infants were positively associated with the behaviors of joint attention and surgency. Conclusion denotes that books would probably be associated with more infant interactions and higher SES, mediating in the promotion of cognitive development from the first months of life.
{"title":"Does Use of Books and Electronic Media Associate to Joint Attention Skills and Temperament during the First Year of Life?","authors":"L. G. Gago Galvagno","doi":"10.17583/ijep.7307","DOIUrl":"https://doi.org/10.17583/ijep.7307","url":null,"abstract":"Several researchers have found that media exposure through books or electronic media contribute to preschoolers’ development. However, research with behavioral measures and during the first years of life have not been carried out in Latin American contexts. The aim of the following research was to evaluate the relations between media exposure through electronic media and books with joint attention skills and temperament (i.e., effortful control, surgency and negative affect) during the first year of life. A free play session was carried out, where the number of mother-infant interaction behaviors were assessed. Findings state that only the amount and the frequency of the use of books at home between caregivers and infants were positively associated with the behaviors of joint attention and surgency. Conclusion denotes that books would probably be associated with more infant interactions and higher SES, mediating in the promotion of cognitive development from the first months of life.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45333613","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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