Pub Date : 2023-01-12DOI: 10.1080/20590776.2022.2161879
Felicity Galbraith, Paul Ginns
ABSTRACT Objective Explicit instructions to students to use the index finger to trace out specified elements of mathematics worked examples have been shown to improve mathematics learning outcomes; however, there is limited research on whether the magnitude of tracing actions impacts these outcomes. Method Using an experimental design, 34 adults were randomly allocated to an experimental (tracing out larger ellipses) or control (tracing out smaller ellipses) condition. We hypothesised explicit instructions to make larger tracing actions on the surface of worked examples on a mental mathematics skill would support learning more than making smaller tracing actions. Video analysis established the two conditions differed in distance traced in the expected direction. Results Contrary to hypotheses, making larger tracing actions did not result in better post-lesson problem-solving. Instead, an aptitude–treatment interaction was established between multiplication expertise and experimental condition, with less expert students in particular solving more similar post-test problems after making smaller tracing actions. This interaction may reflect a split-attention effect generated by experimental materials. Conclusions Findings suggest there needs to be close consideration of how instructions to trace lesson elements are designed, so that visual processing following the index finger supports rather than hinders learning. Directions for future research are discussed. KEY POINTS What is already known about this topic: Worked examples are an effective learning format for novices to learn to solve problems. Making tracing actions on the surface of worked examples helps novices learn. Theory and research suggest larger actions may enhance learning. What this topic adds: Smaller tracing actions were more effective than larger tracing actions, particularly for less expert learners. This study establishes the importance of learner expertise in testing alternative tracing-based instructional designs. Instructional designers need to balance the design of traceable lesson elements with potential effects on visual processing.
{"title":"Does the size of tracing actions affect learning outcomes?","authors":"Felicity Galbraith, Paul Ginns","doi":"10.1080/20590776.2022.2161879","DOIUrl":"https://doi.org/10.1080/20590776.2022.2161879","url":null,"abstract":"ABSTRACT Objective Explicit instructions to students to use the index finger to trace out specified elements of mathematics worked examples have been shown to improve mathematics learning outcomes; however, there is limited research on whether the magnitude of tracing actions impacts these outcomes. Method Using an experimental design, 34 adults were randomly allocated to an experimental (tracing out larger ellipses) or control (tracing out smaller ellipses) condition. We hypothesised explicit instructions to make larger tracing actions on the surface of worked examples on a mental mathematics skill would support learning more than making smaller tracing actions. Video analysis established the two conditions differed in distance traced in the expected direction. Results Contrary to hypotheses, making larger tracing actions did not result in better post-lesson problem-solving. Instead, an aptitude–treatment interaction was established between multiplication expertise and experimental condition, with less expert students in particular solving more similar post-test problems after making smaller tracing actions. This interaction may reflect a split-attention effect generated by experimental materials. Conclusions Findings suggest there needs to be close consideration of how instructions to trace lesson elements are designed, so that visual processing following the index finger supports rather than hinders learning. Directions for future research are discussed. KEY POINTS What is already known about this topic: Worked examples are an effective learning format for novices to learn to solve problems. Making tracing actions on the surface of worked examples helps novices learn. Theory and research suggest larger actions may enhance learning. What this topic adds: Smaller tracing actions were more effective than larger tracing actions, particularly for less expert learners. This study establishes the importance of learner expertise in testing alternative tracing-based instructional designs. Instructional designers need to balance the design of traceable lesson elements with potential effects on visual processing.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"27 1","pages":"232 - 243"},"PeriodicalIF":1.5,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85601198","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}
Pub Date : 2023-01-02DOI: 10.1080/20590776.2022.2079406
Gabriella Foreman-Brown, E. Fitzpatrick, Kaye Twyford
ABSTRACT Objective Through the crisis of Covid-19 university teachers have been pushed into the realm of emergency remote teaching (ERT), familiar ways of living, working and being, brought unprecedented additional uncertainty and vulnerability to an already highly complex context. The purpose of this narrative review was to look at how these transformations affected teacher identity and the ways relationality shifted during this time. The intention was to bring relationality, care, collaboration, and excellent teaching possibilities, into the centre of our thinking. Whilst recognising the pandemic as a traumatic experience for many, it is a hopeful paper. Method An examination and thematic analysis of literature published from March 2020–November 2020 on ERT. Results The crisis and corresponding shift to teaching online demanded faculty to overcome their bias against online delivery, reimagine teaching, resulting in increased innovation and unexpected positive experiences which continue to rise. Conclusion Teachers already engaging with student-centred approaches, relational pedagogies, reflective practice, community networks, and/or digital technologies managed the transition to online teaching and learning more effectively. Future teacher training requires effective online education, how to design and deliver, how to collaborate, and how to make relational connections with others, and access to resources. KEY POINTS What is already known about this topic: Teacher identity is complex and always changing where fluctuating valence forces a re-evaluation of one’s identity. Teachers experience tension between their “core” ideal teacher identity such as the care and commitment to students and their occasional identity as adapters to external factors. Covid-19 has resulted in a rapid change emergency remote teaching with additional uncertainty and vulnerability. What this topic adds: Skills that enabled teachers to adapt to the rapid shift to remote teaching more effectively were student-centred approaches, relational pedagogies, reflective practice, community networks and/or digital technologies. Teacher identity was reimagined through emergency remote teaching as they worked remotely. Suggestions for further teacher development and support to enhance teacher effectiveness when responding to change and working remotely include strategies to strengthen and maintain digital competence to ensure teachers identity and their core values are recognised.
{"title":"Reimagining teacher identity in the post-Covid-19 university: becoming digitally savvy, reflective in practice, collaborative, and relational","authors":"Gabriella Foreman-Brown, E. Fitzpatrick, Kaye Twyford","doi":"10.1080/20590776.2022.2079406","DOIUrl":"https://doi.org/10.1080/20590776.2022.2079406","url":null,"abstract":"ABSTRACT Objective Through the crisis of Covid-19 university teachers have been pushed into the realm of emergency remote teaching (ERT), familiar ways of living, working and being, brought unprecedented additional uncertainty and vulnerability to an already highly complex context. The purpose of this narrative review was to look at how these transformations affected teacher identity and the ways relationality shifted during this time. The intention was to bring relationality, care, collaboration, and excellent teaching possibilities, into the centre of our thinking. Whilst recognising the pandemic as a traumatic experience for many, it is a hopeful paper. Method An examination and thematic analysis of literature published from March 2020–November 2020 on ERT. Results The crisis and corresponding shift to teaching online demanded faculty to overcome their bias against online delivery, reimagine teaching, resulting in increased innovation and unexpected positive experiences which continue to rise. Conclusion Teachers already engaging with student-centred approaches, relational pedagogies, reflective practice, community networks, and/or digital technologies managed the transition to online teaching and learning more effectively. Future teacher training requires effective online education, how to design and deliver, how to collaborate, and how to make relational connections with others, and access to resources. KEY POINTS What is already known about this topic: Teacher identity is complex and always changing where fluctuating valence forces a re-evaluation of one’s identity. Teachers experience tension between their “core” ideal teacher identity such as the care and commitment to students and their occasional identity as adapters to external factors. Covid-19 has resulted in a rapid change emergency remote teaching with additional uncertainty and vulnerability. What this topic adds: Skills that enabled teachers to adapt to the rapid shift to remote teaching more effectively were student-centred approaches, relational pedagogies, reflective practice, community networks and/or digital technologies. Teacher identity was reimagined through emergency remote teaching as they worked remotely. Suggestions for further teacher development and support to enhance teacher effectiveness when responding to change and working remotely include strategies to strengthen and maintain digital competence to ensure teachers identity and their core values are recognised.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"34 1","pages":"18 - 26"},"PeriodicalIF":1.5,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75843058","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}
Pub Date : 2022-12-08DOI: 10.1080/20590776.2023.2148827
Ronnel B. King, Hongbiao Yin, Kelly-Ann Allen
The COVID-19 pandemic has presented as one of the largest educational disruptions in recent times. It has wrought significant challenges to not only teaching and learning but also well-being. Students have experienced significant learning loss during the pandemic (Engzell et al., 2021; Skar et al., 2021; Storey & Zhang, 2021) and a decline in well-being among some student, teacher, and parent populations (Golberstein et al., 2020; Rajkumar, 2020). School closures have been enforced in almost every country creating immense change to the learning and teaching experiences of more than 1.7 billion students and their families spread over 188 countries (Schleicher, 2020). The impact of COVID-19 has been felt across all school and educational settings, including higher education, necessitating students, teachers, and educational practitioners to re-imagine education. In this special issue, we invited contributors to discuss the challenges and possibilities that students, teachers, and parents faced during the COVID-19 pandemic, identify the opportunities for adapting to the long-term challenges of the pandemic, and propose recommendations for educational systems grappling with the consequences of the pandemic for a world where COVID is endemic. This SI is global in scope and focuses on the nexus of teaching, learning, and wellbeing. It not only covers work done in Western developed countries such as the US and the UK but also highlights research in other parts of the world including Bangladesh, Chinese Mainland, Hong Kong SAR, India, the Philippines, Singapore, Turkey, and Vietnam. The articles are organized into two broad parts: teaching and learning (Part 1) and well-being (Part 2). The first four papers focus on issues of teaching and learning (Easterbrook et al., 2022; Foreman-Brown et al., 2022; Roy et al., 2022; Spiteri et al., 2022). They highlight the challenges faced by students and teachers during the shift to online teaching and learning and proffer some solutions to address these challenges. The second section concentrates on wellbeing related to students, teachers, and parents. The papers in this section provide potential solutions to maintain or increase well-being during uncertain times such as COVID-19 (Akdeniz & Gültekin Ahçı, 2022; Galanza et al., 2022; Harrison et al., 2022; Pham & Phan, 2022; Saw et al., 2022; Shenoi et al., 2022; Tan et al., 2022; Tiwari et al., 2022; Wang et al., 2022).
COVID-19大流行已成为近年来最大的教育中断之一。它不仅给教学带来了巨大的挑战，也给人们的福祉带来了巨大的挑战。学生在大流行期间经历了重大的学习损失(Engzell等人，2021年;Skar等人，2021;Storey & Zhang, 2021)以及一些学生、教师和家长群体的幸福感下降(Golberstein等人，2020;拉库马,2020)。几乎每个国家都实施了学校关闭，这给遍布188个国家的17亿多名学生及其家庭的学习和教学经历带来了巨大变化(Schleicher, 2020)。包括高等教育在内的所有学校和教育机构都感受到了2019冠状病毒病的影响，学生、教师和教育从业者必须重新构想教育。在本期特刊中，我们邀请撰稿人讨论学生、教师和家长在COVID-19大流行期间面临的挑战和可能性，确定适应大流行长期挑战的机会，并为努力应对大流行对COVID流行世界的影响的教育系统提出建议。这个SI是全球性的，关注的是教学、学习和幸福的关系。它不仅涵盖了在美国和英国等西方发达国家所做的研究，还重点介绍了在世界其他地区的研究，包括孟加拉国、中国大陆、香港特别行政区、印度、菲律宾、新加坡、土耳其和越南。文章分为两大部分:教与学(第一部分)和幸福(第2部分)。前四篇论文关注的是教与学的问题(Easterbrook等人，2022;Foreman-Brown et al.， 2022;Roy et al.， 2022;Spiteri et al.， 2022)。他们强调了学生和教师在转向在线教学和学习过程中面临的挑战，并提供了一些解决这些挑战的解决方案。第二部分关注与学生、教师和家长相关的福祉。本节中的论文提供了在不确定时期(如COVID-19)维持或增加福祉的潜在解决方案(Akdeniz & g ltekin ah, 2022;Galanza et al.， 2022;Harrison et al.， 2022;Pham & Phan, 2022;Saw et al.， 2022;Shenoi等，2022;Tan et al.， 2022;Tiwari et al.， 2022;Wang et al.， 2022)。
{"title":"Re-imagining teaching, learning, and well-being amidst the COVID-pandemic: challenges, opportunities, and recommendations","authors":"Ronnel B. King, Hongbiao Yin, Kelly-Ann Allen","doi":"10.1080/20590776.2023.2148827","DOIUrl":"https://doi.org/10.1080/20590776.2023.2148827","url":null,"abstract":"The COVID-19 pandemic has presented as one of the largest educational disruptions in recent times. It has wrought significant challenges to not only teaching and learning but also well-being. Students have experienced significant learning loss during the pandemic (Engzell et al., 2021; Skar et al., 2021; Storey & Zhang, 2021) and a decline in well-being among some student, teacher, and parent populations (Golberstein et al., 2020; Rajkumar, 2020). School closures have been enforced in almost every country creating immense change to the learning and teaching experiences of more than 1.7 billion students and their families spread over 188 countries (Schleicher, 2020). The impact of COVID-19 has been felt across all school and educational settings, including higher education, necessitating students, teachers, and educational practitioners to re-imagine education. In this special issue, we invited contributors to discuss the challenges and possibilities that students, teachers, and parents faced during the COVID-19 pandemic, identify the opportunities for adapting to the long-term challenges of the pandemic, and propose recommendations for educational systems grappling with the consequences of the pandemic for a world where COVID is endemic. This SI is global in scope and focuses on the nexus of teaching, learning, and wellbeing. It not only covers work done in Western developed countries such as the US and the UK but also highlights research in other parts of the world including Bangladesh, Chinese Mainland, Hong Kong SAR, India, the Philippines, Singapore, Turkey, and Vietnam. The articles are organized into two broad parts: teaching and learning (Part 1) and well-being (Part 2). The first four papers focus on issues of teaching and learning (Easterbrook et al., 2022; Foreman-Brown et al., 2022; Roy et al., 2022; Spiteri et al., 2022). They highlight the challenges faced by students and teachers during the shift to online teaching and learning and proffer some solutions to address these challenges. The second section concentrates on wellbeing related to students, teachers, and parents. The papers in this section provide potential solutions to maintain or increase well-being during uncertain times such as COVID-19 (Akdeniz & Gültekin Ahçı, 2022; Galanza et al., 2022; Harrison et al., 2022; Pham & Phan, 2022; Saw et al., 2022; Shenoi et al., 2022; Tan et al., 2022; Tiwari et al., 2022; Wang et al., 2022).","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"10 1","pages":"1 - 4"},"PeriodicalIF":1.5,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82465786","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}
Pub Date : 2022-10-05DOI: 10.1080/20590776.2022.2121160
Mike Yough, D. Tan, Heather N. Fedesco, H. Cho
ABSTRACT Objective Being skilled in the development and use of assessments is crucial if teachers are to know whether their students are meeting learning objectives. Unfortunately, many preservice teachers hold beliefs at odds with views that are adaptive for the promotion of learning. The purpose of this mixed-methods study was to explore the relationships between epistemic beliefs and preservice teachers’ understanding of foundational concepts of assessment. Method Participants were 282 undergraduate students enrolled in an educational psychology course. Multiple regression was used to examine these relationships followed by a deductive analysis of field journal entries. Results Results revealed a relationship between epistemic beliefs and understanding of assessment. Those with beliefs in knowledge as more fluid and evolving made more connections between the course and their field experience and demonstrated greater understanding of foundational concepts. Conclusions Our findings suggest that teacher education programs should be structured in ways to promote these beliefs. Such beliefs may result in more effective teaching and assessment practices more congruent with the promotion of meaningful learning amongst the next generation of students. KEY POINTS What is already known about this topic: (1) Epistemic beliefs play a role in what is learned. (2) Epistemic beliefs are associated with metacognitive strategy use, reasoning skills, critical thinking skills, creativity, and motivation. (3) Assessment practices can shape students’ beliefs about the nature of knowledge. What this study adds: (1) A mixed-methods examination of epistemic beliefs in teacher education. (2) Quantitative results reveal epistemic beliefs significantly contribute to the variance in preservice teachers learning of foundation concepts of assessment. (3) Qualitative results reveal students with more epistemic beliefs are more likely to make connections between coursework and field experiences.
{"title":"Learning of assessment in teacher education: the role of epistemic beliefs","authors":"Mike Yough, D. Tan, Heather N. Fedesco, H. Cho","doi":"10.1080/20590776.2022.2121160","DOIUrl":"https://doi.org/10.1080/20590776.2022.2121160","url":null,"abstract":"ABSTRACT Objective Being skilled in the development and use of assessments is crucial if teachers are to know whether their students are meeting learning objectives. Unfortunately, many preservice teachers hold beliefs at odds with views that are adaptive for the promotion of learning. The purpose of this mixed-methods study was to explore the relationships between epistemic beliefs and preservice teachers’ understanding of foundational concepts of assessment. Method Participants were 282 undergraduate students enrolled in an educational psychology course. Multiple regression was used to examine these relationships followed by a deductive analysis of field journal entries. Results Results revealed a relationship between epistemic beliefs and understanding of assessment. Those with beliefs in knowledge as more fluid and evolving made more connections between the course and their field experience and demonstrated greater understanding of foundational concepts. Conclusions Our findings suggest that teacher education programs should be structured in ways to promote these beliefs. Such beliefs may result in more effective teaching and assessment practices more congruent with the promotion of meaningful learning amongst the next generation of students. KEY POINTS What is already known about this topic: (1) Epistemic beliefs play a role in what is learned. (2) Epistemic beliefs are associated with metacognitive strategy use, reasoning skills, critical thinking skills, creativity, and motivation. (3) Assessment practices can shape students’ beliefs about the nature of knowledge. What this study adds: (1) A mixed-methods examination of epistemic beliefs in teacher education. (2) Quantitative results reveal epistemic beliefs significantly contribute to the variance in preservice teachers learning of foundation concepts of assessment. (3) Qualitative results reveal students with more epistemic beliefs are more likely to make connections between coursework and field experiences.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"33 1","pages":"151 - 160"},"PeriodicalIF":1.5,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84485717","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}
Pub Date : 2022-08-31DOI: 10.1080/20590776.2022.2114341
B. Balakrishnan, Vijaya Prakash Krishnan Muthaiah, Cherie Peters‐Brinkerhoff, Mohan Ganesan
ABSTRACT Background The mental health of Doctor of Physical Therapy (DPT), Master of Occupational Therapy (MOT), and Doctorate of Occupation Therapy (OTD) students was impacted by the COVID- 19 pandemic. The investigators explored the impact of the pandemic on the students’ mental health. Methods The study included 90 students from the DPT, MOT, and OTD programs. The data was collected using a survey including demographics and the Depression Anxiety Stress Scales-21. Results The prevalence of stress, anxiety, and depression increased two-fold in all three disciplines of students. Out of the 90 students, 60% reported stress, 52.2% anxiety, and 53.3% depression. No significant difference was observed between genders, marital status, and the different disciplines. Conclusion This study shows that graduate DPT, MOT, and OTD students experienced a significant degree of mental health disorder during the pandemic. Adequate measures need to be adopted to support the well-being of the students and for a successful academic career. KEY POINTS What is already known about this topic: The COVID-19 pandemic resulted in a change in graduate education such as methods of teaching, practical learning strategies, and evaluation techniques. Changes in education methods resulted in a higher prevalence of mental health issues including stress, anxiety, and depression in students and the general population. DASS-21 is a reliable and valid scale to measure stress, anxiety, and depression. What this topic adds: (1) This study explored mental health issues in physical therapy and occupational therapy profession graduate students in the United States. (2) It recognized a two-fold increase in stress, anxiety, and depression in graduate students during the COVID-19 pandemic. (3) This study documented no difference in perceived stress, anxiety, and depression between the Flex program and residential program as well as DPT, MOT, and OTD students.
{"title":"Stress, anxiety, and depression in professional graduate students during COVID 19 pandemic","authors":"B. Balakrishnan, Vijaya Prakash Krishnan Muthaiah, Cherie Peters‐Brinkerhoff, Mohan Ganesan","doi":"10.1080/20590776.2022.2114341","DOIUrl":"https://doi.org/10.1080/20590776.2022.2114341","url":null,"abstract":"ABSTRACT Background The mental health of Doctor of Physical Therapy (DPT), Master of Occupational Therapy (MOT), and Doctorate of Occupation Therapy (OTD) students was impacted by the COVID- 19 pandemic. The investigators explored the impact of the pandemic on the students’ mental health. Methods The study included 90 students from the DPT, MOT, and OTD programs. The data was collected using a survey including demographics and the Depression Anxiety Stress Scales-21. Results The prevalence of stress, anxiety, and depression increased two-fold in all three disciplines of students. Out of the 90 students, 60% reported stress, 52.2% anxiety, and 53.3% depression. No significant difference was observed between genders, marital status, and the different disciplines. Conclusion This study shows that graduate DPT, MOT, and OTD students experienced a significant degree of mental health disorder during the pandemic. Adequate measures need to be adopted to support the well-being of the students and for a successful academic career. KEY POINTS What is already known about this topic: The COVID-19 pandemic resulted in a change in graduate education such as methods of teaching, practical learning strategies, and evaluation techniques. Changes in education methods resulted in a higher prevalence of mental health issues including stress, anxiety, and depression in students and the general population. DASS-21 is a reliable and valid scale to measure stress, anxiety, and depression. What this topic adds: (1) This study explored mental health issues in physical therapy and occupational therapy profession graduate students in the United States. (2) It recognized a two-fold increase in stress, anxiety, and depression in graduate students during the COVID-19 pandemic. (3) This study documented no difference in perceived stress, anxiety, and depression between the Flex program and residential program as well as DPT, MOT, and OTD students.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"81 1","pages":"201 - 213"},"PeriodicalIF":1.5,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78248581","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}
Pub Date : 2022-08-21DOI: 10.1080/20590776.2022.2111209
Zoha Salam, A. Gajaria, O. Wahoush, E. Nouvet
ABSTRACT Objective To explore the experiences of how Syrian refugee youth resettled in Canada negotiate and facilitate a sense of belonging within their school environment. Method Semi-structured interviews in English were conducted with nine Syrian refugee youths aged 16 to 18. The content of the interviews was analysed through Interpretive Phenomenological Analysis. Results Participants identified a variety of factors which helped them or became hurdles for within this process. Three themes of language proficiency, shared experiences, and school environment were described. Overall, it was apparent that schools with robust policies, such as having trained teachers and language support programmes, were important in facilitating belonging. Peers who were from the same sociocultural background or were migrants themselves often were highlighted as important individuals as they acted as cultural brokers. Conclusion Syrian refugee youth within this study actively found ways to facilitate belonging within their school environments, even if there was a lack of structural support in the forms of inadequate language programmes or poor school policies. This study’s findings also iterate that Syrian refugee youth are active agents in their environments, as they engage in various opportunities to socialize, integrate, and thrive in their new environments. KEY POINTS What is already known about this topic: Refugee youth face a plethora of challenges when integrating into a new school. The education system is a very important agent of socialization. School climate has implications for influencing outcomes of mental health and wellbeing. What this topic adds: Attention to how structural supports are crucial in supporting refugee youth integrate to their schools. Emphasis on how refugee youth are active agents in the process of facilitating belonging within a school environment. Highlighting how the education system is a frontier for facilitating positive resettlement outcomes and sociocultural integration
{"title":"“What was your home country like?”- Syrian refugee youths’ experiences of school belonging","authors":"Zoha Salam, A. Gajaria, O. Wahoush, E. Nouvet","doi":"10.1080/20590776.2022.2111209","DOIUrl":"https://doi.org/10.1080/20590776.2022.2111209","url":null,"abstract":"ABSTRACT Objective To explore the experiences of how Syrian refugee youth resettled in Canada negotiate and facilitate a sense of belonging within their school environment. Method Semi-structured interviews in English were conducted with nine Syrian refugee youths aged 16 to 18. The content of the interviews was analysed through Interpretive Phenomenological Analysis. Results Participants identified a variety of factors which helped them or became hurdles for within this process. Three themes of language proficiency, shared experiences, and school environment were described. Overall, it was apparent that schools with robust policies, such as having trained teachers and language support programmes, were important in facilitating belonging. Peers who were from the same sociocultural background or were migrants themselves often were highlighted as important individuals as they acted as cultural brokers. Conclusion Syrian refugee youth within this study actively found ways to facilitate belonging within their school environments, even if there was a lack of structural support in the forms of inadequate language programmes or poor school policies. This study’s findings also iterate that Syrian refugee youth are active agents in their environments, as they engage in various opportunities to socialize, integrate, and thrive in their new environments. KEY POINTS What is already known about this topic: Refugee youth face a plethora of challenges when integrating into a new school. The education system is a very important agent of socialization. School climate has implications for influencing outcomes of mental health and wellbeing. What this topic adds: Attention to how structural supports are crucial in supporting refugee youth integrate to their schools. Emphasis on how refugee youth are active agents in the process of facilitating belonging within a school environment. Highlighting how the education system is a frontier for facilitating positive resettlement outcomes and sociocultural integration","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"6 1","pages":"181 - 189"},"PeriodicalIF":1.5,"publicationDate":"2022-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86851172","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}
Pub Date : 2022-08-18DOI: 10.1080/20590776.2022.2111210
Banu Yildiz
ABSTRACT Objectives Self-concealment is an important issue that hinders progress in the psychological help process. Considering its negative consequences in the field of mental health, it is important to address its relationship with risk factors and protective factors. Therefore, the present study examined whether self-differentiation was related to self-concealment and whether this relationship was mediated by self-compassion and intolerance of uncertainty. Method The participants in this study consisted of 300 university students, 183 females and 117 males, whose ages ranged between 18 and 42. All measurement tools used in the research were applied anonymously. Results Meditation analysis results showed that in the hypothetical model, serial multiple mediation of self-compassion and intolerance of uncertainty is statistically significant and explains 37% of the variance in self-concealment. In addition, the single mediation effect of self-compassion was found to be higher than the multiple-serial mediation effect of self-compassion and intolerance of uncertainty together. The findings were discussed in the light of the literature. Conclusions This study may be a resource to the mental health professionals at the stage of planning protective and preventive intervention studies. KEY POINTS What is already known about this topic: Self-concealment is an important problem that prevents developing healthy interpersonal relationships or finding solutions to mental problems. Educational and developmental psychologists try to understand the risk factors and protective factors of self-concealment. It is hoped that understanding the risks and protective factors of self-concealment will result in more positive mental health indicators by providing self-awareness for those suffering from this issue and guiding intervention work for mental health professionals. What this topic adds: In this study, self-differentiation from Bowen family therapy and self-compassion from the Buddhist tradition are considered as protective factors of self-concealment as concepts that include positive attitudes towards help seeking. This research is original in that it is the first study that takes these three variables together and examines the mediation of self-compassion in the relationship between self-differentiation and self-concealment. Intolerance of uncertainty, which goes with the cycle of self-critical thinking may be as a risk factor for self-concealment, this is the first study to examine its mediating role in the relationship between self-differentiation and self-concealment.
{"title":"Self-differentiation and self-concealment: serial mediation by self-compassion and intolerance of uncertainty","authors":"Banu Yildiz","doi":"10.1080/20590776.2022.2111210","DOIUrl":"https://doi.org/10.1080/20590776.2022.2111210","url":null,"abstract":"ABSTRACT Objectives Self-concealment is an important issue that hinders progress in the psychological help process. Considering its negative consequences in the field of mental health, it is important to address its relationship with risk factors and protective factors. Therefore, the present study examined whether self-differentiation was related to self-concealment and whether this relationship was mediated by self-compassion and intolerance of uncertainty. Method The participants in this study consisted of 300 university students, 183 females and 117 males, whose ages ranged between 18 and 42. All measurement tools used in the research were applied anonymously. Results Meditation analysis results showed that in the hypothetical model, serial multiple mediation of self-compassion and intolerance of uncertainty is statistically significant and explains 37% of the variance in self-concealment. In addition, the single mediation effect of self-compassion was found to be higher than the multiple-serial mediation effect of self-compassion and intolerance of uncertainty together. The findings were discussed in the light of the literature. Conclusions This study may be a resource to the mental health professionals at the stage of planning protective and preventive intervention studies. KEY POINTS What is already known about this topic: Self-concealment is an important problem that prevents developing healthy interpersonal relationships or finding solutions to mental problems. Educational and developmental psychologists try to understand the risk factors and protective factors of self-concealment. It is hoped that understanding the risks and protective factors of self-concealment will result in more positive mental health indicators by providing self-awareness for those suffering from this issue and guiding intervention work for mental health professionals. What this topic adds: In this study, self-differentiation from Bowen family therapy and self-compassion from the Buddhist tradition are considered as protective factors of self-concealment as concepts that include positive attitudes towards help seeking. This research is original in that it is the first study that takes these three variables together and examines the mediation of self-compassion in the relationship between self-differentiation and self-concealment. Intolerance of uncertainty, which goes with the cycle of self-critical thinking may be as a risk factor for self-concealment, this is the first study to examine its mediating role in the relationship between self-differentiation and self-concealment.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"28 1","pages":"190 - 200"},"PeriodicalIF":1.5,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75352000","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}
Pub Date : 2022-08-15DOI: 10.1080/20590776.2022.2109959
M. Morales-Castillo
ABSTRACT Objective School activities are demanding for adolescents and activate strategies to manage them, promoting specific behaviours and outcomes in the academic environment. Drawing from the motivational theory of coping, coping included multiple adaptive strategies that are relevant to understand educational outcomes. This study is focused to examine the relation between adaptive coping, school adjustment and academic achievement in the adolescent. Method Participants were 1376 adolescents (mean age = 12.89; SD = 1.00; 51.38% girls) from Colombia, South America. They were surveyed using questionnaires and school grades were collected, in a cross-sectional design. The mediational model was tested using latent-variable structural equation modelling. Results Coping was significantly related to school adjustment, school adjustment was related to academic achievement, and the indirect effect of coping on academic achievement through school adjustment was significant. The direct effect of coping on academic achievement was not significant. Coping-adjustment-achievement path model is verified, without obtaining support for adjustment as an independent variable. Conclusions The findings suggest that students’ academic coping plays a role in better academic achievement by enhancing positive school adjustment. KEY POINTS What is already known about this topic: Coping strategies can affect outcomes in adolescence. School adjustment of early adolescents is relevant to academic life. Academic achievement is affected by psychosocial factors in Latino adolescents. What this topic adds: Adaptive ways of coping may not be directly related to academic achievement. School adjustment is related to academic achievement of Latino early adolescents. The relation between coping and academic achievement is mediated by school adjustment.
{"title":"Coping, school adjustment and academic achievement in early adolescence","authors":"M. Morales-Castillo","doi":"10.1080/20590776.2022.2109959","DOIUrl":"https://doi.org/10.1080/20590776.2022.2109959","url":null,"abstract":"ABSTRACT Objective School activities are demanding for adolescents and activate strategies to manage them, promoting specific behaviours and outcomes in the academic environment. Drawing from the motivational theory of coping, coping included multiple adaptive strategies that are relevant to understand educational outcomes. This study is focused to examine the relation between adaptive coping, school adjustment and academic achievement in the adolescent. Method Participants were 1376 adolescents (mean age = 12.89; SD = 1.00; 51.38% girls) from Colombia, South America. They were surveyed using questionnaires and school grades were collected, in a cross-sectional design. The mediational model was tested using latent-variable structural equation modelling. Results Coping was significantly related to school adjustment, school adjustment was related to academic achievement, and the indirect effect of coping on academic achievement through school adjustment was significant. The direct effect of coping on academic achievement was not significant. Coping-adjustment-achievement path model is verified, without obtaining support for adjustment as an independent variable. Conclusions The findings suggest that students’ academic coping plays a role in better academic achievement by enhancing positive school adjustment. KEY POINTS What is already known about this topic: Coping strategies can affect outcomes in adolescence. School adjustment of early adolescents is relevant to academic life. Academic achievement is affected by psychosocial factors in Latino adolescents. What this topic adds: Adaptive ways of coping may not be directly related to academic achievement. School adjustment is related to academic achievement of Latino early adolescents. The relation between coping and academic achievement is mediated by school adjustment.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"96 1","pages":"171 - 180"},"PeriodicalIF":1.5,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77509859","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}
Pub Date : 2022-08-11DOI: 10.1080/20590776.2022.2108696
I. Kiling, B. N. Bunga, Marleny Panis, Yeni Damayanti, Diana Aipipidely, M. Lerik, A. Liem
ABSTRACT Objectives The coronavirus disease pandemic and social distancing measures have threatened young people living in an underdeveloped region of Indonesia. Very little is currently known about how youth experience social distancing during the pandemic. This study aimed to explore the lived experience of this group within a large-scale social distancing context. Design Data were collected using a photovoice and participatory video approach with 15 young people in West Timor, Indonesia. Results The results of the study explain motives for maintaining social distancing protocol, self-improvement activities during the quarantine, and changes that occurred in social dynamics. Conclusion Implications of the results are discussed with consideration of risk factors hindering the youth’s well-being. KEY POINTS What is already known about this topic: (1) Unemployment threatens young people during the pandemic. (2) Young people experience poor mental health due to social isolation. (3) Distance learning execution is not adequate for youth in developing areas. What this topic adds: (1) Photovoice helps young people’s voices in developing areas to be heard. (2) Policymakers in under-developed areas need to facilitate youth with various online skill-improving activities that are accessible, since not every youth has access to good internet reception. (3) Providing family-based intervention to social distancing issues faced by youth in developing areas might provide better results.
{"title":"A photovoice study on youth’s experience of social distancing during the COVID-19 pandemic","authors":"I. Kiling, B. N. Bunga, Marleny Panis, Yeni Damayanti, Diana Aipipidely, M. Lerik, A. Liem","doi":"10.1080/20590776.2022.2108696","DOIUrl":"https://doi.org/10.1080/20590776.2022.2108696","url":null,"abstract":"ABSTRACT Objectives The coronavirus disease pandemic and social distancing measures have threatened young people living in an underdeveloped region of Indonesia. Very little is currently known about how youth experience social distancing during the pandemic. This study aimed to explore the lived experience of this group within a large-scale social distancing context. Design Data were collected using a photovoice and participatory video approach with 15 young people in West Timor, Indonesia. Results The results of the study explain motives for maintaining social distancing protocol, self-improvement activities during the quarantine, and changes that occurred in social dynamics. Conclusion Implications of the results are discussed with consideration of risk factors hindering the youth’s well-being. KEY POINTS What is already known about this topic: (1) Unemployment threatens young people during the pandemic. (2) Young people experience poor mental health due to social isolation. (3) Distance learning execution is not adequate for youth in developing areas. What this topic adds: (1) Photovoice helps young people’s voices in developing areas to be heard. (2) Policymakers in under-developed areas need to facilitate youth with various online skill-improving activities that are accessible, since not every youth has access to good internet reception. (3) Providing family-based intervention to social distancing issues faced by youth in developing areas might provide better results.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"8 1","pages":"161 - 170"},"PeriodicalIF":1.5,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75183367","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}
Pub Date : 2022-08-11DOI: 10.1080/20590776.2022.2108697
G. Saw, Chi-Ning Chang, Shengjie Lin
ABSTRACT Objectives The main purpose of this study was to examine (1) gender differences in remote teaching readiness and mental health problems among university faculty, and (2) to what extent remote teaching readiness is associated with mental health problems among university faculty, during the COVID-19 pandemic. Method Survey participants of the study comprised 779 university faculty (58.2% men, 39.4% women, and 2.4% other gender identities or did not report) from 122 higher education institutions in the United States. Results Chi-square tests and independent t-test findings showed that female faculty reported significantly greater remote teaching challenges – in terms of both technology and course design – and higher levels of anxiety and depression during the COVID-19 pandemic. Structural equation modelling results indicated that remote teaching readiness was associated with mental health problems among faculty during the COVID-19 pandemic. Conclusions The findings suggest that gender differences in remote teaching readiness can partially explain the gender disparities in mental health problems among faculty, with female faculty being disadvantaged. KEY POINTS What is already known about this topic: (1) Pre-pandemic evidence indicate that that female faculty tended to have lower confidence and less experience using technology in their teaching. (2) Female faculty reported significantly greater anxiety and depressive symptoms during the COVID-19 pandemic. (3) Increased teaching load, reduction in research productivity, and instability in work-life balance may explain the mental health issues experienced by university faculty. What this paper adds: (1) Female faculty reported significantly greater remote teaching challenges – in terms of both technology and course design – during the COVID-19 pandemic. (2) Remote teaching readiness (or challenges) was associated with mental health problems of university faculty. (3) Remote teaching readiness can partially explain the gender differences in mental health problems among faculty during the COVID-19 pandemic.
{"title":"Gender disparities in remote teaching readiness and mental health problems among university faculty during the COVID-19 pandemic","authors":"G. Saw, Chi-Ning Chang, Shengjie Lin","doi":"10.1080/20590776.2022.2108697","DOIUrl":"https://doi.org/10.1080/20590776.2022.2108697","url":null,"abstract":"ABSTRACT Objectives The main purpose of this study was to examine (1) gender differences in remote teaching readiness and mental health problems among university faculty, and (2) to what extent remote teaching readiness is associated with mental health problems among university faculty, during the COVID-19 pandemic. Method Survey participants of the study comprised 779 university faculty (58.2% men, 39.4% women, and 2.4% other gender identities or did not report) from 122 higher education institutions in the United States. Results Chi-square tests and independent t-test findings showed that female faculty reported significantly greater remote teaching challenges – in terms of both technology and course design – and higher levels of anxiety and depression during the COVID-19 pandemic. Structural equation modelling results indicated that remote teaching readiness was associated with mental health problems among faculty during the COVID-19 pandemic. Conclusions The findings suggest that gender differences in remote teaching readiness can partially explain the gender disparities in mental health problems among faculty, with female faculty being disadvantaged. KEY POINTS What is already known about this topic: (1) Pre-pandemic evidence indicate that that female faculty tended to have lower confidence and less experience using technology in their teaching. (2) Female faculty reported significantly greater anxiety and depressive symptoms during the COVID-19 pandemic. (3) Increased teaching load, reduction in research productivity, and instability in work-life balance may explain the mental health issues experienced by university faculty. What this paper adds: (1) Female faculty reported significantly greater remote teaching challenges – in terms of both technology and course design – during the COVID-19 pandemic. (2) Remote teaching readiness (or challenges) was associated with mental health problems of university faculty. (3) Remote teaching readiness can partially explain the gender differences in mental health problems among faculty during the COVID-19 pandemic.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"33 1","pages":"131 - 140"},"PeriodicalIF":1.5,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82630321","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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