Pub Date : 2021-12-16DOI: 10.1080/20590776.2021.2011202
A. Sadusky, Nerelie C. Freeman, E. Berger, A. Reupert
ABSTRACT Objective This study explored how psychologists in Australia assess and diagnose adults with dyslexia. Psychologists’ understandings about dyslexia were recorded alongside the tools used for diagnosing adults with dyslexia (and how these differ from practices with young people). Training experiences and influential factors on diagnostic decision-making in assessing adults for dyslexia were identified. Method An online survey, based on the study aims, was distributed to various professional associations. Participants were 32 registered psychologists in Australia who had assessed adults for dyslexia. Survey responses were analysed using descriptive statistics and non-parametric analyses. Results Most participants reported: (1) that dyslexia is attributable to deficits in phonological processing and rapid automatized naming, (2) assessing adults for dyslexia involves the administration of Wechsler cognitive and achievement tests, (3) familiarity with test tools, diagnostic criteria, and clinical judgement informed adult-focused dyslexia assessment practices, (4) adults and children are assessed for dyslexia in similar ways, and (5) there is little post-registration training specific to assessing adults for dyslexia. Conclusions Psychologists extrapolated child-focused dyslexia assessment practices to adults. This may result in a missed dyslexia diagnosis and/or expending unnecessary resources on assessment. There is a need for increased training in developmentally-sensitive methods for assessing adults for dyslexia.
{"title":"Psychologists’ diagnostic assessments of adults with dyslexia: an Australian-based survey study","authors":"A. Sadusky, Nerelie C. Freeman, E. Berger, A. Reupert","doi":"10.1080/20590776.2021.2011202","DOIUrl":"https://doi.org/10.1080/20590776.2021.2011202","url":null,"abstract":"ABSTRACT Objective This study explored how psychologists in Australia assess and diagnose adults with dyslexia. Psychologists’ understandings about dyslexia were recorded alongside the tools used for diagnosing adults with dyslexia (and how these differ from practices with young people). Training experiences and influential factors on diagnostic decision-making in assessing adults for dyslexia were identified. Method An online survey, based on the study aims, was distributed to various professional associations. Participants were 32 registered psychologists in Australia who had assessed adults for dyslexia. Survey responses were analysed using descriptive statistics and non-parametric analyses. Results Most participants reported: (1) that dyslexia is attributable to deficits in phonological processing and rapid automatized naming, (2) assessing adults for dyslexia involves the administration of Wechsler cognitive and achievement tests, (3) familiarity with test tools, diagnostic criteria, and clinical judgement informed adult-focused dyslexia assessment practices, (4) adults and children are assessed for dyslexia in similar ways, and (5) there is little post-registration training specific to assessing adults for dyslexia. Conclusions Psychologists extrapolated child-focused dyslexia assessment practices to adults. This may result in a missed dyslexia diagnosis and/or expending unnecessary resources on assessment. There is a need for increased training in developmentally-sensitive methods for assessing adults for dyslexia.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"23 1","pages":"151 - 160"},"PeriodicalIF":1.5,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88143263","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 : 2021-12-16DOI: 10.1080/20590776.2021.2013713
David Long, Joseph A. Henderson, Kevin W. Meuwissen
ABSTRACT Objective Research in social psychology and the learning sciences indicates that political ideologies shape how learners and teachers engage climate change science. Because conservative worldviews prioritize the maintenance of existing social hierarchies—specifically race, class, and gender—conservative learners often engage in motivated reasoning by minimizing cognitive dissonance when learning climate change. Social and psychological research on climate change denial affirms that these hierarchies influence how individuals engage, generating a socially situated identity-protective effect vis-à-vis status quo maintenance. What kinds of educational projects might be capable of mitigating resistance to climate change science among political conservatives? Method This paper uses cases from rural New York and rural Kentucky to illuminate pedagogical interactions around climate change science in conservative communities as bases for considering alternative educational projects. Results We argue that teaching about climate change in conservative contexts demands specificity to particular cultural-psychological conditions, including historical legacies related to patterns of natural resource extraction. These broader shifts in rural political and cultural economy shape ethical-cultural conceptions of teacher and learner identities at geographic scale. Conclusion In light of these findings, we discuss pedagogical pathways for overcoming such challenges—some actionable today, others requiring more development—relative to broader conversations in the climate change education literature.
{"title":"What is climate change education in Trump Country?","authors":"David Long, Joseph A. Henderson, Kevin W. Meuwissen","doi":"10.1080/20590776.2021.2013713","DOIUrl":"https://doi.org/10.1080/20590776.2021.2013713","url":null,"abstract":"ABSTRACT Objective Research in social psychology and the learning sciences indicates that political ideologies shape how learners and teachers engage climate change science. Because conservative worldviews prioritize the maintenance of existing social hierarchies—specifically race, class, and gender—conservative learners often engage in motivated reasoning by minimizing cognitive dissonance when learning climate change. Social and psychological research on climate change denial affirms that these hierarchies influence how individuals engage, generating a socially situated identity-protective effect vis-à-vis status quo maintenance. What kinds of educational projects might be capable of mitigating resistance to climate change science among political conservatives? Method This paper uses cases from rural New York and rural Kentucky to illuminate pedagogical interactions around climate change science in conservative communities as bases for considering alternative educational projects. Results We argue that teaching about climate change in conservative contexts demands specificity to particular cultural-psychological conditions, including historical legacies related to patterns of natural resource extraction. These broader shifts in rural political and cultural economy shape ethical-cultural conceptions of teacher and learner identities at geographic scale. Conclusion In light of these findings, we discuss pedagogical pathways for overcoming such challenges—some actionable today, others requiring more development—relative to broader conversations in the climate change education literature.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"33 1","pages":"132 - 145"},"PeriodicalIF":1.5,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84407081","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 : 2021-12-12DOI: 10.1080/20590776.2021.2011203
Benjamin C. Heddy, D. Lombardi, R. Danielson
ABSTRACT Objective Moral convictions have been shown to impact learning about science topics including evolution and COVID-19. However, how moral convictions influence learning about climate change – another science topic perceived as controversial – has not been studied in depth. The goal of our research was to investigate the predictive relationship between moral convictions, engagement, plausibility, emotions, and knowledge when learning about climate change. Method Undergraduate pre-service teacher students (N = 348) rated their moral convictions about climate change and read a refutation text on the topic. Results The majority of students indicated that acting to mitigate climate change was a moral imperative (n = 268) compared with those without a position (n = 80). Results indicate that whether an individual perceives acting on climate change as morally imperative is a powerful precursor to their learning experience. Moreover, those who developed a stronger moral conviction indicated deeper learning, engagement, and stronger negative emotions. Finally, stronger moral convictions, emotions, knowledge, and engagement all predicted seeing the scientific model of climate change as more plausible. Conclusion Taken together, our results have implications for how moral convictions may influence how educators should engage students and the general public about the topic of climate change.
{"title":"The moral side of the climate crisis: the effect of moral conviction on learning about climate change","authors":"Benjamin C. Heddy, D. Lombardi, R. Danielson","doi":"10.1080/20590776.2021.2011203","DOIUrl":"https://doi.org/10.1080/20590776.2021.2011203","url":null,"abstract":"ABSTRACT Objective Moral convictions have been shown to impact learning about science topics including evolution and COVID-19. However, how moral convictions influence learning about climate change – another science topic perceived as controversial – has not been studied in depth. The goal of our research was to investigate the predictive relationship between moral convictions, engagement, plausibility, emotions, and knowledge when learning about climate change. Method Undergraduate pre-service teacher students (N = 348) rated their moral convictions about climate change and read a refutation text on the topic. Results The majority of students indicated that acting to mitigate climate change was a moral imperative (n = 268) compared with those without a position (n = 80). Results indicate that whether an individual perceives acting on climate change as morally imperative is a powerful precursor to their learning experience. Moreover, those who developed a stronger moral conviction indicated deeper learning, engagement, and stronger negative emotions. Finally, stronger moral convictions, emotions, knowledge, and engagement all predicted seeing the scientific model of climate change as more plausible. Conclusion Taken together, our results have implications for how moral convictions may influence how educators should engage students and the general public about the topic of climate change.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"3 1","pages":"58 - 69"},"PeriodicalIF":1.5,"publicationDate":"2021-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85102416","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 : 2021-11-29DOI: 10.1080/20590776.2021.2001295
G. Ceyhan, Deniz Sarıbaş
ABSTRACT Objectives Climate change is a vital environmental issue that every citizen in the world needs to be concerned about. Individually and collectively, regionally and globally, citizens should make informed decisions to overcome the climate crisis. However, in recent years, people are exposed to climate-related misinformation, disinformation, and scientific information through various social channels. Method This research aimed to investigate how climate communication has been positioned within peer-reviewed empirical research articles. A systematic review of 88 empirical research articles indexed in Scopus and Web of Science databases between 2010 and 2020 has been performed. Results The findings revealed that while the emphasis has been on climate communication for adaptation in the majority of the articles, framing, risk perception, and mitigation have also been highly addressed. Nearly half of the reviewed articles were based on multi-way communication including engagement in discussions, participation in pro-environmental behavior (n=43), while the rest adopted one-way communication to address climate issues (n=45). Conclusion Communicating climate science with the public has emerged as a significant goal among climate scientists, but there is no consensus on how to do it effectively. This research can provide evidence-based indicators for where more emphasis should be placed on future climate communication research.
气候变化是世界上每个公民都需要关注的重大环境问题。无论是个人还是集体，无论是地区还是全球，公民都应该做出明智的决定，以克服气候危机。然而，近年来，人们通过各种社会渠道接触到与气候有关的错误信息、虚假信息和科学信息。方法本研究旨在调查气候传播在同行评议的实证研究文章中是如何定位的。本文对2010年至2020年间被Scopus和Web of Science数据库收录的88篇实证研究论文进行了系统综述。结果:研究结果表明，虽然大多数文章强调气候信息沟通促进适应，但框架、风险感知和减缓也得到了高度重视。近一半的被审查文章基于多方沟通，包括参与讨论，参与亲环境行为(n=43)，而其余的采用单向沟通来解决气候问题(n=45)。向公众传播气候科学已成为气候科学家的一个重要目标，但如何有效地做到这一点尚无共识。该研究可为未来气候传播研究的重点提供循证指标。
{"title":"Research trends on climate communication in the post-truth era","authors":"G. Ceyhan, Deniz Sarıbaş","doi":"10.1080/20590776.2021.2001295","DOIUrl":"https://doi.org/10.1080/20590776.2021.2001295","url":null,"abstract":"ABSTRACT Objectives Climate change is a vital environmental issue that every citizen in the world needs to be concerned about. Individually and collectively, regionally and globally, citizens should make informed decisions to overcome the climate crisis. However, in recent years, people are exposed to climate-related misinformation, disinformation, and scientific information through various social channels. Method This research aimed to investigate how climate communication has been positioned within peer-reviewed empirical research articles. A systematic review of 88 empirical research articles indexed in Scopus and Web of Science databases between 2010 and 2020 has been performed. Results The findings revealed that while the emphasis has been on climate communication for adaptation in the majority of the articles, framing, risk perception, and mitigation have also been highly addressed. Nearly half of the reviewed articles were based on multi-way communication including engagement in discussions, participation in pro-environmental behavior (n=43), while the rest adopted one-way communication to address climate issues (n=45). Conclusion Communicating climate science with the public has emerged as a significant goal among climate scientists, but there is no consensus on how to do it effectively. This research can provide evidence-based indicators for where more emphasis should be placed on future climate communication research.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"186 1","pages":"5 - 16"},"PeriodicalIF":1.5,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72802772","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 : 2021-11-28DOI: 10.1080/20590776.2021.2001296
M. Harrison, Chloe Ka Yi Tam, S. Yeung
ABSTRACT Objective This study investigated how school counsellors in international schools in Hong Kong supported the wellbeing of students and families during the period of school closure caused by the COVID-19 pandemic from the perspective of parents. Method Sixteen parents with children in eleven different international schools in Hong Kong were interviewed and the data were analysed thematically. Results Strong pre-existing relationships, role clarity, and open communication between counsellors and parents were associated with the effective adaptation of counselling services to the changing needs of parents during the school closure period, but these characteristics were often weak or absent. Conclusions Parents’ perceptions of counselling during the school closure period provide important feedback that schools can use to build more integrated and responsive support services. Counsellors can support students’ wellbeing more effectively during crises by communicating their roles clearly, building strong relationships with parents, and helping students to maintain a diverse experience in their schooling.
{"title":"Counselling support for the mental health of children in Hong Kong’s international schools during the COVID-19 pandemic: parents’ perspectives","authors":"M. Harrison, Chloe Ka Yi Tam, S. Yeung","doi":"10.1080/20590776.2021.2001296","DOIUrl":"https://doi.org/10.1080/20590776.2021.2001296","url":null,"abstract":"ABSTRACT Objective This study investigated how school counsellors in international schools in Hong Kong supported the wellbeing of students and families during the period of school closure caused by the COVID-19 pandemic from the perspective of parents. Method Sixteen parents with children in eleven different international schools in Hong Kong were interviewed and the data were analysed thematically. Results Strong pre-existing relationships, role clarity, and open communication between counsellors and parents were associated with the effective adaptation of counselling services to the changing needs of parents during the school closure period, but these characteristics were often weak or absent. Conclusions Parents’ perceptions of counselling during the school closure period provide important feedback that schools can use to build more integrated and responsive support services. Counsellors can support students’ wellbeing more effectively during crises by communicating their roles clearly, building strong relationships with parents, and helping students to maintain a diverse experience in their schooling.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"11 1","pages":"86 - 97"},"PeriodicalIF":1.5,"publicationDate":"2021-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82882201","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 : 2021-11-21DOI: 10.1080/20590776.2021.1997065
J. Bailey, Sonia Jamani, T. Klavon, J. Jaffe, S. Mohan
ABSTRACT Objective Socially-relevant and controversial topics, such as the climate crisis, are subject to differences in the explanations that scientists and the public find plausible. Scaffolds can help students be evaluative of the validity of explanations based on evidence when addressing such topics and support knowledge gains. Method This study compared two scaffolds in which students weighed connections between lines of evidence and explanations for the topics of climate change and extreme weather events. Results A Wilcoxon-signed rank test showed that students’ plausibility judgements shifted towards scientifically accepted explanations and that students increased their knowledge about climate crisis topics after completing both activities. A structural equation model suggested that students’ shifts in plausibility judgements drive their knowledge gains for the extreme weather activity, but the climate change activity demonstrated a possible ceiling effect in its usefulness for learning. Conclusions When students choose their lines of evidence and explanatory models, their plausibility reappraisals result in greater levels of post-instructional knowledge. Although effect sizes were modest, the results of this study demonstrate that students’ explicit reappraisal of plausibility judgements can support deeper learning of climate crisis issues.
{"title":"Climate crisis learning through scaffolded instructional tools","authors":"J. Bailey, Sonia Jamani, T. Klavon, J. Jaffe, S. Mohan","doi":"10.1080/20590776.2021.1997065","DOIUrl":"https://doi.org/10.1080/20590776.2021.1997065","url":null,"abstract":"ABSTRACT Objective Socially-relevant and controversial topics, such as the climate crisis, are subject to differences in the explanations that scientists and the public find plausible. Scaffolds can help students be evaluative of the validity of explanations based on evidence when addressing such topics and support knowledge gains. Method This study compared two scaffolds in which students weighed connections between lines of evidence and explanations for the topics of climate change and extreme weather events. Results A Wilcoxon-signed rank test showed that students’ plausibility judgements shifted towards scientifically accepted explanations and that students increased their knowledge about climate crisis topics after completing both activities. A structural equation model suggested that students’ shifts in plausibility judgements drive their knowledge gains for the extreme weather activity, but the climate change activity demonstrated a possible ceiling effect in its usefulness for learning. Conclusions When students choose their lines of evidence and explanatory models, their plausibility reappraisals result in greater levels of post-instructional knowledge. Although effect sizes were modest, the results of this study demonstrate that students’ explicit reappraisal of plausibility judgements can support deeper learning of climate crisis issues.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"94 1","pages":"85 - 99"},"PeriodicalIF":1.5,"publicationDate":"2021-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89363402","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 : 2021-11-17DOI: 10.1080/20590776.2021.2000321
L. T. Pham, A. Phan
ABSTRACT Objective Teaching is often described as one of the most emotional-laden professions, and teachers experience a wide range of emotions while teaching. In times of the COVID-19 pandemic, the crisis of conversion to online teaching has triggered new emotional experiences of teachers that not many studies have taken into account. Method Studying emotion from a post-structuralist lens, this study examines the emotional orientations of Vietnamese higher education language teachers and their emotional responses in online teaching environments. Results The findings show that the pedagogically and technologically distinctive features of online teaching aroused unique challenges and emotions of teachers, both positive and negative. Also, the teachers reported a number of strategies to cope with the new situation. Conclusion The study highlights the critical need for acknowledgement and support of institutions for the transition to online teaching in the “new normal situation”.
{"title":"“Let’s accept it”: Vietnamese university language teachers’ emotion in online synchronous teaching in response to COVID-19","authors":"L. T. Pham, A. Phan","doi":"10.1080/20590776.2021.2000321","DOIUrl":"https://doi.org/10.1080/20590776.2021.2000321","url":null,"abstract":"ABSTRACT Objective Teaching is often described as one of the most emotional-laden professions, and teachers experience a wide range of emotions while teaching. In times of the COVID-19 pandemic, the crisis of conversion to online teaching has triggered new emotional experiences of teachers that not many studies have taken into account. Method Studying emotion from a post-structuralist lens, this study examines the emotional orientations of Vietnamese higher education language teachers and their emotional responses in online teaching environments. Results The findings show that the pedagogically and technologically distinctive features of online teaching aroused unique challenges and emotions of teachers, both positive and negative. Also, the teachers reported a number of strategies to cope with the new situation. Conclusion The study highlights the critical need for acknowledgement and support of institutions for the transition to online teaching in the “new normal situation”.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"8 1","pages":"115 - 124"},"PeriodicalIF":1.5,"publicationDate":"2021-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84756626","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 : 2021-11-08DOI: 10.1080/20590776.2021.1997066
Goutam Roy, Rasel Babu, Md. Abul Kalam, Nowreen Yasmin, Tata Zafar, S. Nath
ABSTRACT Objective Online education is a relatively new phenomenon in Bangladesh. Gathering data online during the early days of the COVID-19 pandemic, this study examines the response, readiness and challenges of online education in the Bangladeshi context. Method Data were collected by applying qualitative approaches such as focus group discussions and in-depth interviews with purposively selected students and teachers involved in online education at two public and three private universities. Results The findings reveal an immediate response from some universities and late or no action from others in continuing education during the pandemic. Since teachers, students or the university administration were unprepared for such a situation, there was a shortage of or creation of initiatives, although a certain degree of success was noticed. Major challenges include the lack of appropriate technology, knowledge of technology use, teachers’ inadequate skills in operating the system and motivating students, poor Internet facilities and high Internet costs, and absence of a calm environment at students’ homes. Conclusion Steps such as workshops for teacher development, improvement of technology and facilities, subsidies in Internet use, revisits to higher education and emergency education laws, and assistance from other professionals and institutions are proposed for consideration. KEY POINTS What is already known about this topic: A number of higher educational institutions (HEIs) worldwide have introduced online education, and have been continuing teaching–learning activities online from the onset of the COVID-19 pandemic. HEI teachers in developed countries have prior training and experience in conducting online education; however, several pedagogical, technical and management-related challenges have been identified. HEIs in Bangladesh do not have a specific policy regarding continuing education in an emergency. This is the first time that online education has been launched. What this study adds: This study explores how HEIs, particularly teachers, respond to continuing teaching–learning activities. It illustrates teachers’ pedagogical, technical and management-related readiness necessary for online education. This study also identifies several challenges in continuing online teaching–learning activities in Bangladesh HEIs.
{"title":"Response, readiness and challenges of online teaching amid COVID-19 pandemic: the case of higher education in Bangladesh","authors":"Goutam Roy, Rasel Babu, Md. Abul Kalam, Nowreen Yasmin, Tata Zafar, S. Nath","doi":"10.1080/20590776.2021.1997066","DOIUrl":"https://doi.org/10.1080/20590776.2021.1997066","url":null,"abstract":"ABSTRACT Objective Online education is a relatively new phenomenon in Bangladesh. Gathering data online during the early days of the COVID-19 pandemic, this study examines the response, readiness and challenges of online education in the Bangladeshi context. Method Data were collected by applying qualitative approaches such as focus group discussions and in-depth interviews with purposively selected students and teachers involved in online education at two public and three private universities. Results The findings reveal an immediate response from some universities and late or no action from others in continuing education during the pandemic. Since teachers, students or the university administration were unprepared for such a situation, there was a shortage of or creation of initiatives, although a certain degree of success was noticed. Major challenges include the lack of appropriate technology, knowledge of technology use, teachers’ inadequate skills in operating the system and motivating students, poor Internet facilities and high Internet costs, and absence of a calm environment at students’ homes. Conclusion Steps such as workshops for teacher development, improvement of technology and facilities, subsidies in Internet use, revisits to higher education and emergency education laws, and assistance from other professionals and institutions are proposed for consideration. KEY POINTS What is already known about this topic: A number of higher educational institutions (HEIs) worldwide have introduced online education, and have been continuing teaching–learning activities online from the onset of the COVID-19 pandemic. HEI teachers in developed countries have prior training and experience in conducting online education; however, several pedagogical, technical and management-related challenges have been identified. HEIs in Bangladesh do not have a specific policy regarding continuing education in an emergency. This is the first time that online education has been launched. What this study adds: This study explores how HEIs, particularly teachers, respond to continuing teaching–learning activities. It illustrates teachers’ pedagogical, technical and management-related readiness necessary for online education. This study also identifies several challenges in continuing online teaching–learning activities in Bangladesh HEIs.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"2 1","pages":"40 - 50"},"PeriodicalIF":1.5,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85140001","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 : 2021-11-07DOI: 10.1080/20590776.2021.1999168
Meniah Ann Martha C. Galanza, J. J. B. Aruta, Nino Jose Mateo, Ron R. Resurreccion, Allan B. I. Bernardo
ABSTRACT Objective The study examined the role of fear of COVID-19 and of financial difficulties in the family on the positive (flourishing and satisfaction with life) and negative (depression, anxiety, and stress) dimensions of mental health among a Filipino university student sample during the COVID-19 crisis. Method Using a cross-sectional online survey, data were collected among university undergraduate students (N = 681) from September to October of 2020. The online questionnaire included demographic information, the Fear of COVID-19 scale and measures of positive (SWLS and Flourishing Scale) and negative mental health (DASS-21 Filipino). Results Results of structural equation modelling revealed that fear of COVID-19 infection predicted all three indicators of negative mental health (depression, anxiety, and stress) but not the positive mental health indicators (satisfaction with life and flourishing). Financial difficulties, in contrast, predicted all indicators of positive mental health and negative mental health, except stress. Conclusions While fear of COVID-19 is associated with students’ negative mental health, their financial concerns have a wider ranging association with positive and negative mental health. Mental health services must address the psychological consequences of the COVID-19 pandemic on university students, such as the more basic financial difficulties of some students and their families.
{"title":"Mental health of Filipino university students during the COVID-19 pandemic: the distinct associations of fear of COVID-19 and financial difficulties","authors":"Meniah Ann Martha C. Galanza, J. J. B. Aruta, Nino Jose Mateo, Ron R. Resurreccion, Allan B. I. Bernardo","doi":"10.1080/20590776.2021.1999168","DOIUrl":"https://doi.org/10.1080/20590776.2021.1999168","url":null,"abstract":"ABSTRACT Objective The study examined the role of fear of COVID-19 and of financial difficulties in the family on the positive (flourishing and satisfaction with life) and negative (depression, anxiety, and stress) dimensions of mental health among a Filipino university student sample during the COVID-19 crisis. Method Using a cross-sectional online survey, data were collected among university undergraduate students (N = 681) from September to October of 2020. The online questionnaire included demographic information, the Fear of COVID-19 scale and measures of positive (SWLS and Flourishing Scale) and negative mental health (DASS-21 Filipino). Results Results of structural equation modelling revealed that fear of COVID-19 infection predicted all three indicators of negative mental health (depression, anxiety, and stress) but not the positive mental health indicators (satisfaction with life and flourishing). Financial difficulties, in contrast, predicted all indicators of positive mental health and negative mental health, except stress. Conclusions While fear of COVID-19 is associated with students’ negative mental health, their financial concerns have a wider ranging association with positive and negative mental health. Mental health services must address the psychological consequences of the COVID-19 pandemic on university students, such as the more basic financial difficulties of some students and their families.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"107 11 1","pages":"125 - 130"},"PeriodicalIF":1.5,"publicationDate":"2021-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88124397","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 : 2021-07-03DOI: 10.1080/20590776.2021.1972764
Deya Chakraborty, A. Soyoof, Mehdi Moharami, Ade Dwi Utami, Shaoru Zeng, Ngo Cong-Lem, Danielle Hradsky, Jacky-Lou Maestre, E. M. Foomani, L. Pretorius
ABSTRACT Objective While academic writing is considered a core competency in academia, academic writing anxiety is ubiquitous in doctoral student cohorts. Doctoral writing groups provide a space for participants to learn from each other’s writing through the peer feedback process. In this conceptual review, we explore the dialogic nature of the peer feedback process in doctoral writing groups. Methods The findings in this study are based on thematic analyses of published peer-reviewed research using standard word processing, annotation, and referencing software. Results We focus on how the space of security and trust that is created in doctoral writing groups encourages participants to explore writing as a social practice. Through the relationships built in this type of interactive community, doctoral writing group participants discover and explore the discourses of scholarly communication. Furthermore, doctoral writing groups foster students’ ability to navigate the often-times implicit narratives of academia, thereby building student agency. Conclusion We argue, therefore, that feedback in doctoral writing groups should be viewed as a space of academic social practice. Implications This study underscores the importance of embedding opportunities for peer-based learning into doctoral programmes not only in the fields of educational and developmental psychology, but also in other disciplines more broadly.
{"title":"Feedback as a space for academic social practice in doctoral writing groups","authors":"Deya Chakraborty, A. Soyoof, Mehdi Moharami, Ade Dwi Utami, Shaoru Zeng, Ngo Cong-Lem, Danielle Hradsky, Jacky-Lou Maestre, E. M. Foomani, L. Pretorius","doi":"10.1080/20590776.2021.1972764","DOIUrl":"https://doi.org/10.1080/20590776.2021.1972764","url":null,"abstract":"ABSTRACT Objective While academic writing is considered a core competency in academia, academic writing anxiety is ubiquitous in doctoral student cohorts. Doctoral writing groups provide a space for participants to learn from each other’s writing through the peer feedback process. In this conceptual review, we explore the dialogic nature of the peer feedback process in doctoral writing groups. Methods The findings in this study are based on thematic analyses of published peer-reviewed research using standard word processing, annotation, and referencing software. Results We focus on how the space of security and trust that is created in doctoral writing groups encourages participants to explore writing as a social practice. Through the relationships built in this type of interactive community, doctoral writing group participants discover and explore the discourses of scholarly communication. Furthermore, doctoral writing groups foster students’ ability to navigate the often-times implicit narratives of academia, thereby building student agency. Conclusion We argue, therefore, that feedback in doctoral writing groups should be viewed as a space of academic social practice. Implications This study underscores the importance of embedding opportunities for peer-based learning into doctoral programmes not only in the fields of educational and developmental psychology, but also in other disciplines more broadly.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"16 1","pages":"238 - 248"},"PeriodicalIF":1.5,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78559465","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：