Pub Date : 2021-01-01DOI: 10.1177/1834490921991428
Sukkyung You, E. Kim, S. Lim, Myley Dang
Using data from the Programme for International Student Assessment (PISA), this study implements two statistical analyses to investigate the effects of student and teacher characteristics on students’ mathematical achievement. First, the authors conduct an exploratory factor analysis to explore the factor structure for the various student and teacher variables of interest in this study. Second, they perform hierarchical linear modeling to analyze students’ and teachers’ multilevel structure in a school. The results suggest that student characteristics such as mathematics interest, instrument motivation, mathematics self-efficacy, mathematics anxiety, mathematics self-concept, and out-of-school study time predicted 39.9% of mathematical achievement variance. The results also suggest that mathematics self-efficacy had the largest effect on mathematical achievement. Teacher characteristics such as teacher-directed instruction, cognitive activation, teacher support, classroom management, and student–teacher relations predicted 34.9% of mathematical achievement variance. This study’s results have implications for educators in fostering a positive learning environment to increase students’ mathematics interest and self-efficacy, and focus on specific teacher characteristics to increase students’ mathematical achievement.
{"title":"Student and Teacher Characteristics on Student Math Achievement","authors":"Sukkyung You, E. Kim, S. Lim, Myley Dang","doi":"10.1177/1834490921991428","DOIUrl":"https://doi.org/10.1177/1834490921991428","url":null,"abstract":"Using data from the Programme for International Student Assessment (PISA), this study implements two statistical analyses to investigate the effects of student and teacher characteristics on students’ mathematical achievement. First, the authors conduct an exploratory factor analysis to explore the factor structure for the various student and teacher variables of interest in this study. Second, they perform hierarchical linear modeling to analyze students’ and teachers’ multilevel structure in a school. The results suggest that student characteristics such as mathematics interest, instrument motivation, mathematics self-efficacy, mathematics anxiety, mathematics self-concept, and out-of-school study time predicted 39.9% of mathematical achievement variance. The results also suggest that mathematics self-efficacy had the largest effect on mathematical achievement. Teacher characteristics such as teacher-directed instruction, cognitive activation, teacher support, classroom management, and student–teacher relations predicted 34.9% of mathematical achievement variance. This study’s results have implications for educators in fostering a positive learning environment to increase students’ mathematics interest and self-efficacy, and focus on specific teacher characteristics to increase students’ mathematical achievement.","PeriodicalId":45049,"journal":{"name":"Journal of Pacific Rim Psychology","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1834490921991428","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45213292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1177/18344909211052658
Ran Xu, Yao Lin, Baoshan Zhang
Sleep quality and perceived social support (PSS) are acknowledged to play indispensable roles in enhancing the adaptation of later life and improving the health condition and well-being of older adults. Both have received widespread attention from researchers. Some researchers have begun focusing on physical factors or health-related behaviors, such as sleep, that have significant effects on PSS. Good sleep quality has been widely established to be significantly associated with a high level of PSS. However, research on the temporal effects of sleep quality on PSS is limited, and the potential health mechanisms of the relationship between sleep quality and PSS in older adults are mixed. This study aims to investigate the temporal relationship between sleep quality and PSS, including the mediating role of depressed mood in the relationship between sleep quality and PSS in older adults. A total of 281 older adults completed the self-reported questionnaires assessing sleep quality, PSS, and depressed mood at three time-points: at intake, a 6-month follow-up, and a 12-month follow-up. Cross-lagged panel analysis using structural equation modeling indicated that sleep quality at Times 1 and 2 positively predicated PSS at Times 2 and 3, respectively. In addition, the longitudinal mediation analysis showed that depressed mood mediated the effect of sleep quality on PSS. The study found that sleep quality influences PSS through depressed mood in older adults, which enriched the theoretical basis of the field. Findings also offer some practical implications. Particularly for community practitioners, the current findings suggest that improving sleep quality can be a strategy for improving psychological health and social functioning (e.g., PSS) in older adults.
{"title":"Relationship among sleep quality, depressed mood, and perceived social support in older adults: A longitudinal study","authors":"Ran Xu, Yao Lin, Baoshan Zhang","doi":"10.1177/18344909211052658","DOIUrl":"https://doi.org/10.1177/18344909211052658","url":null,"abstract":"Sleep quality and perceived social support (PSS) are acknowledged to play indispensable roles in enhancing the adaptation of later life and improving the health condition and well-being of older adults. Both have received widespread attention from researchers. Some researchers have begun focusing on physical factors or health-related behaviors, such as sleep, that have significant effects on PSS. Good sleep quality has been widely established to be significantly associated with a high level of PSS. However, research on the temporal effects of sleep quality on PSS is limited, and the potential health mechanisms of the relationship between sleep quality and PSS in older adults are mixed. This study aims to investigate the temporal relationship between sleep quality and PSS, including the mediating role of depressed mood in the relationship between sleep quality and PSS in older adults. A total of 281 older adults completed the self-reported questionnaires assessing sleep quality, PSS, and depressed mood at three time-points: at intake, a 6-month follow-up, and a 12-month follow-up. Cross-lagged panel analysis using structural equation modeling indicated that sleep quality at Times 1 and 2 positively predicated PSS at Times 2 and 3, respectively. In addition, the longitudinal mediation analysis showed that depressed mood mediated the effect of sleep quality on PSS. The study found that sleep quality influences PSS through depressed mood in older adults, which enriched the theoretical basis of the field. Findings also offer some practical implications. Particularly for community practitioners, the current findings suggest that improving sleep quality can be a strategy for improving psychological health and social functioning (e.g., PSS) in older adults.","PeriodicalId":45049,"journal":{"name":"Journal of Pacific Rim Psychology","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47612670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1177/18344909211052587
B. Siem, B. Kretzmeyer,, Stefan Stürmer
We examined the role of people’s self-evaluation in predicting their attitudes toward supporters of COVID-19-related conspiracy theories by replicating and extending the findings of a study by Cichocka et al. (2016, Study 3) in two preregistered studies (total N = 1179). Study 1, a direct replication, confirmed that narcissism and self-esteem—two different sources of people’s self-evaluation—differentially predicted their beliefs in a series of well-known conspiracy theories (not related to COVID-19), and served as mutual suppressor variables. Specifically, narcissism was positively related and self-esteem was negatively related to conspiracy beliefs, especially when the respective other predictor was controlled for. Study 2 extended Cichocka’s and our Study 1’s findings by testing the differential role of self-esteem and narcissism in predicting a COVID-19-specific criterion. Specifically, we focused on people’s rejection of supporters of COVID-19 conspiracy theories, a criterion we deem particularly important in curtailing the spread of these theories. Results were generally in line with previous findings, but effects were substantially weaker. As suggested by exploratory analyses, this might be due to the fact that the overall rejection of supporters measure comprises not only items capturing rejection of supporters but also items capturing low beliefs in conspiracy theories. These two distinct components differentially related to self-esteem and narcissism: the differential role of self-esteem and narcissism could only be replicated for the “low belief” subcomponent (thus replicating findings from the original study and from Study 1) but not for the “rejection of supporters” subcomponent. The present work thus contributes to recent research suggesting that low belief in conspiracy theories and the rejection of their supporters might be qualitatively different responses with unique antecedents.
{"title":"The role of self-evaluation in predicting attitudes toward supporters of COVID-19-related conspiracy theories: A direct and a conceptual replication of Cichocka et al. (2016)","authors":"B. Siem, B. Kretzmeyer,, Stefan Stürmer","doi":"10.1177/18344909211052587","DOIUrl":"https://doi.org/10.1177/18344909211052587","url":null,"abstract":"We examined the role of people’s self-evaluation in predicting their attitudes toward supporters of COVID-19-related conspiracy theories by replicating and extending the findings of a study by Cichocka et al. (2016, Study 3) in two preregistered studies (total N = 1179). Study 1, a direct replication, confirmed that narcissism and self-esteem—two different sources of people’s self-evaluation—differentially predicted their beliefs in a series of well-known conspiracy theories (not related to COVID-19), and served as mutual suppressor variables. Specifically, narcissism was positively related and self-esteem was negatively related to conspiracy beliefs, especially when the respective other predictor was controlled for. Study 2 extended Cichocka’s and our Study 1’s findings by testing the differential role of self-esteem and narcissism in predicting a COVID-19-specific criterion. Specifically, we focused on people’s rejection of supporters of COVID-19 conspiracy theories, a criterion we deem particularly important in curtailing the spread of these theories. Results were generally in line with previous findings, but effects were substantially weaker. As suggested by exploratory analyses, this might be due to the fact that the overall rejection of supporters measure comprises not only items capturing rejection of supporters but also items capturing low beliefs in conspiracy theories. These two distinct components differentially related to self-esteem and narcissism: the differential role of self-esteem and narcissism could only be replicated for the “low belief” subcomponent (thus replicating findings from the original study and from Study 1) but not for the “rejection of supporters” subcomponent. The present work thus contributes to recent research suggesting that low belief in conspiracy theories and the rejection of their supporters might be qualitatively different responses with unique antecedents.","PeriodicalId":45049,"journal":{"name":"Journal of Pacific Rim Psychology","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46157876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1177/1834490920974761
A. Valikhani, Rafat Sattarian, M. Rahmanian, A. Moustafa, A. McKinlay
Prior research has reported a psychological impairment in patients seeking cosmetic surgery. However, the role of other variables such as contingencies of self-worth and self-knowledge has been ignored. Hence, the aim of this study was to examine new psychological structures, contingencies of self-worth, and self-knowledge among patients seeking cosmetic surgery. Eighty patients (47 female and 33 male; mean age = 28.98, SD = 8.32; 40 seeking cosmetic surgery and 40 seeking surgical treatment) were randomly recruited from the Shahid Motahhari clinic in Shiraz, Iran. The patients completed the Contingencies of Self-Worth Scale, Integrative Self-Knowledge Scale, Subjective Vitality Scale, and Depression Anxiety Stress Scale-21. The results showed that, compared to the surgical treatment group, self-worth in patients seeking cosmetic surgery was found to depend on their appearance and the approval of others. Further, the self-knowledge in patients seeking cosmetic surgery was lower than that of patients seeking surgical treatment. In addition, there were no significant differences between the two groups in vitality, depression, anxiety, and stress. It can be concluded that patients seeking cosmetic surgery have lower self-knowledge and their self-esteem depends on their appearance and the approval of others.
{"title":"Self-Worth and Self-Knowledge in Iranian Patients Seeking Cosmetic Surgery: A Comparative Study","authors":"A. Valikhani, Rafat Sattarian, M. Rahmanian, A. Moustafa, A. McKinlay","doi":"10.1177/1834490920974761","DOIUrl":"https://doi.org/10.1177/1834490920974761","url":null,"abstract":"Prior research has reported a psychological impairment in patients seeking cosmetic surgery. However, the role of other variables such as contingencies of self-worth and self-knowledge has been ignored. Hence, the aim of this study was to examine new psychological structures, contingencies of self-worth, and self-knowledge among patients seeking cosmetic surgery. Eighty patients (47 female and 33 male; mean age = 28.98, SD = 8.32; 40 seeking cosmetic surgery and 40 seeking surgical treatment) were randomly recruited from the Shahid Motahhari clinic in Shiraz, Iran. The patients completed the Contingencies of Self-Worth Scale, Integrative Self-Knowledge Scale, Subjective Vitality Scale, and Depression Anxiety Stress Scale-21. The results showed that, compared to the surgical treatment group, self-worth in patients seeking cosmetic surgery was found to depend on their appearance and the approval of others. Further, the self-knowledge in patients seeking cosmetic surgery was lower than that of patients seeking surgical treatment. In addition, there were no significant differences between the two groups in vitality, depression, anxiety, and stress. It can be concluded that patients seeking cosmetic surgery have lower self-knowledge and their self-esteem depends on their appearance and the approval of others.","PeriodicalId":45049,"journal":{"name":"Journal of Pacific Rim Psychology","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1834490920974761","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46178671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1177/18344909211010240
Yan Li, Shan Xu, Jia Liu
Recent advances in artificial intelligence have brought attention to computational thinking (CT) in school education worldwide. However, little is known about the development of the literacy of CT in children, mainly because of the lack of proper psychometric assessments. We developed the first psychometrically validated assessment on the literacy of CT of children in Chinese elementary schools, coined as the Computational Thinking Assessment for Chinese Elementary Students (CTA-CES). Items were constructed to reflect key aspects of CT such as abstraction, algorithm thinking, decomposition, evaluation, and pattern recognition. To examine the test reliability and validity, we recruited two samples of 280 third- to sixth-grade students in total. Cronbach’s alpha provided evidence for the reliability of the test scores, item response theory analyses demonstrated psychometric appropriateness, whereas construct validity was verified by convergent validity, and criterion-related validity was confirmed by correlations between the CTA-CES and measures related to CT, namely reasoning, spatial ability, and verbal ability. In addition, an fMRI study further demonstrated similar neural activation patterns when students conducted the CTA-CES and programming tasks. Taken together, the CTA-CES is the first reliable and valid instrument for measuring the literacy of CT for Chinese children, and may be applicable to children worldwide.
{"title":"Development and Validation of Computational Thinking Assessment of Chinese Elementary School Students","authors":"Yan Li, Shan Xu, Jia Liu","doi":"10.1177/18344909211010240","DOIUrl":"https://doi.org/10.1177/18344909211010240","url":null,"abstract":"Recent advances in artificial intelligence have brought attention to computational thinking (CT) in school education worldwide. However, little is known about the development of the literacy of CT in children, mainly because of the lack of proper psychometric assessments. We developed the first psychometrically validated assessment on the literacy of CT of children in Chinese elementary schools, coined as the Computational Thinking Assessment for Chinese Elementary Students (CTA-CES). Items were constructed to reflect key aspects of CT such as abstraction, algorithm thinking, decomposition, evaluation, and pattern recognition. To examine the test reliability and validity, we recruited two samples of 280 third- to sixth-grade students in total. Cronbach’s alpha provided evidence for the reliability of the test scores, item response theory analyses demonstrated psychometric appropriateness, whereas construct validity was verified by convergent validity, and criterion-related validity was confirmed by correlations between the CTA-CES and measures related to CT, namely reasoning, spatial ability, and verbal ability. In addition, an fMRI study further demonstrated similar neural activation patterns when students conducted the CTA-CES and programming tasks. Taken together, the CTA-CES is the first reliable and valid instrument for measuring the literacy of CT for Chinese children, and may be applicable to children worldwide.","PeriodicalId":45049,"journal":{"name":"Journal of Pacific Rim Psychology","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44265849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1177/1834490921993511
Tian Xie, Shuang Chen, Dong Wang, James H. Liu
This study focuses on the collective remembering of an ancient system of meaning, examining content and changes in the construction of Confucianism in Chinese textbooks. The data consists of 84 editions of Chinese language teaching textbooks published by the People’s Education Press from 1949 to 2019. Content analysis shows that Confucianism is and was barely represented in this corpus. Thematic analysis shows that: (i) Only Confucius and Mencius were recognized as Confucian masters. (ii) Representations of Confucianism in the textbooks come from The Analects, Mencius, The Book of Rites, and The Book of Poetry, all of which are more than 2000 years old. (iii) Except for the 1970s, Confucianism was represented in a positive or at least neutral way. (iv) Confucianism is represented in a distant, abstract, decontextualized, and apolitical way, disconnected from students’ daily life. This gives insight into how a core representation stripped of its peripheral elements can lose meaning, and lose its normative influence on behavior. Contributions to collective memory, and implications for how to edit Chinese language textbooks to be more engaging are discussed.
{"title":"Collective remembering of Confucianism in Chinese language textbooks","authors":"Tian Xie, Shuang Chen, Dong Wang, James H. Liu","doi":"10.1177/1834490921993511","DOIUrl":"https://doi.org/10.1177/1834490921993511","url":null,"abstract":"This study focuses on the collective remembering of an ancient system of meaning, examining content and changes in the construction of Confucianism in Chinese textbooks. The data consists of 84 editions of Chinese language teaching textbooks published by the People’s Education Press from 1949 to 2019. Content analysis shows that Confucianism is and was barely represented in this corpus. Thematic analysis shows that: (i) Only Confucius and Mencius were recognized as Confucian masters. (ii) Representations of Confucianism in the textbooks come from The Analects, Mencius, The Book of Rites, and The Book of Poetry, all of which are more than 2000 years old. (iii) Except for the 1970s, Confucianism was represented in a positive or at least neutral way. (iv) Confucianism is represented in a distant, abstract, decontextualized, and apolitical way, disconnected from students’ daily life. This gives insight into how a core representation stripped of its peripheral elements can lose meaning, and lose its normative influence on behavior. Contributions to collective memory, and implications for how to edit Chinese language textbooks to be more engaging are discussed.","PeriodicalId":45049,"journal":{"name":"Journal of Pacific Rim Psychology","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1834490921993511","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49014305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1177/18344909211000452
Jing Yu, Xue-Rui Peng, Ming Yan
People employ automatic inferential processing when confronting pragmatically implied claims in advertising. However, whether comprehension and memorization of pragmatic implications differ between young and older adults is unclear. In the present study, we used eye-tracking technology to investigate online cognitive processes during reading of misleading advertisements. We found an interaction between age and advertising content, manifested as our older participants generated higher misleading rates in health-related than in health-irrelevant products, whereas this content-bias did not appear in their younger counterparts. Eye movement data further showed that the older adults spent more time processing critical claims for the health-related products than for the health-irrelevant products. Moreover, the correlations between fixation duration on pragmatic implications and misleading rates showed opposite trends in the two groups. The eye-tracking evidence novelly suggests that young and older adults may adopt different information processing strategies to comprehend pragmatic implications in advertising: More reading possibly enhances young adults’ gist memory whereas it facilitates older adults’ verbatim memory instead.
{"title":"Effects of age on memory for pragmatic implications in advertising","authors":"Jing Yu, Xue-Rui Peng, Ming Yan","doi":"10.1177/18344909211000452","DOIUrl":"https://doi.org/10.1177/18344909211000452","url":null,"abstract":"People employ automatic inferential processing when confronting pragmatically implied claims in advertising. However, whether comprehension and memorization of pragmatic implications differ between young and older adults is unclear. In the present study, we used eye-tracking technology to investigate online cognitive processes during reading of misleading advertisements. We found an interaction between age and advertising content, manifested as our older participants generated higher misleading rates in health-related than in health-irrelevant products, whereas this content-bias did not appear in their younger counterparts. Eye movement data further showed that the older adults spent more time processing critical claims for the health-related products than for the health-irrelevant products. Moreover, the correlations between fixation duration on pragmatic implications and misleading rates showed opposite trends in the two groups. The eye-tracking evidence novelly suggests that young and older adults may adopt different information processing strategies to comprehend pragmatic implications in advertising: More reading possibly enhances young adults’ gist memory whereas it facilitates older adults’ verbatim memory instead.","PeriodicalId":45049,"journal":{"name":"Journal of Pacific Rim Psychology","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/18344909211000452","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41755848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1177/1834490921991430
P. Timonen, H. Ruokamo
In recent years, webinar platforms have been broadly utilized in online learning where students meet one another synchronously online. This research’s underlying value is its recognition of the utmost importance of the awareness that online learning is a social process, as is all learning. This study aims to find out what kinds of synchronous collaborative online coaching pedagogy models have been used in previous research and proceeds to construct a preliminary pedagogical model for a coaching pedagogy for synchronous collaborative online learning (CPSCOL). The methods comprise a systematic literature review and qualitative-data and theory-driven content analysis. Through the systematic literature review, peer-reviewed articles spanning 2014–2018 are carefully examined. The results identify the following pedagogical framework, theory, and model combinations for synchronous collaborative online learning: the Community of Inquiry framework, including social, cognitive, and teaching presence; social presence in conjunction with the media synchronicity theory or the broaden-and-build theory, or the 4E Learning Cycle (engagement, exploration, explanation, and extension); no specific pedagogy; problem-based learning with Community of Inquiry framework or FISh (focus, investigate, and share); collaborative learning and collaborative learning connected to social presence; Carpe Diem with the Five-Step Model; and coaching pedagogy. The preliminary results indicate a scarcity of research on synchronous coaching pedagogy in online education. Consequently, the CPSCOL model for collaborative online learning, including cognitive, social, and teaching presence, is introduced to formulate a new perspective regarding webinar pedagogy. The process of learners, skills, and competences should factor in the pedagogical methods designed by a coach (teacher), and the results show that webinar pedagogy enables and enhances active collaborative learning and knowledge construction in groups. In addition, 18 CPSCOL principles of practice have been developed to support the practical implementation of the CPSCOL model.
{"title":"Designing a Preliminary Model of Coaching Pedagogy for Synchronous Collaborative Online Learning","authors":"P. Timonen, H. Ruokamo","doi":"10.1177/1834490921991430","DOIUrl":"https://doi.org/10.1177/1834490921991430","url":null,"abstract":"In recent years, webinar platforms have been broadly utilized in online learning where students meet one another synchronously online. This research’s underlying value is its recognition of the utmost importance of the awareness that online learning is a social process, as is all learning. This study aims to find out what kinds of synchronous collaborative online coaching pedagogy models have been used in previous research and proceeds to construct a preliminary pedagogical model for a coaching pedagogy for synchronous collaborative online learning (CPSCOL). The methods comprise a systematic literature review and qualitative-data and theory-driven content analysis. Through the systematic literature review, peer-reviewed articles spanning 2014–2018 are carefully examined. The results identify the following pedagogical framework, theory, and model combinations for synchronous collaborative online learning: the Community of Inquiry framework, including social, cognitive, and teaching presence; social presence in conjunction with the media synchronicity theory or the broaden-and-build theory, or the 4E Learning Cycle (engagement, exploration, explanation, and extension); no specific pedagogy; problem-based learning with Community of Inquiry framework or FISh (focus, investigate, and share); collaborative learning and collaborative learning connected to social presence; Carpe Diem with the Five-Step Model; and coaching pedagogy. The preliminary results indicate a scarcity of research on synchronous coaching pedagogy in online education. Consequently, the CPSCOL model for collaborative online learning, including cognitive, social, and teaching presence, is introduced to formulate a new perspective regarding webinar pedagogy. The process of learners, skills, and competences should factor in the pedagogical methods designed by a coach (teacher), and the results show that webinar pedagogy enables and enhances active collaborative learning and knowledge construction in groups. In addition, 18 CPSCOL principles of practice have been developed to support the practical implementation of the CPSCOL model.","PeriodicalId":45049,"journal":{"name":"Journal of Pacific Rim Psychology","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47920543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1177/18344909211025705
Qiong Li, Chenquan Deng, Bin Zuo, Xiaobin Zhang
This study explored whether vertical position affects social categorization of the rich and the poor. Experiment 1 used high- and low-income occupations as stimuli, and found participants categorized high-income occupations faster when they were presented in the top vertical position compared to the bottom vertical position. In Experiment 2, participants responded using either the “up” or “down” key to categorize high- and low-income occupations, and responded faster to high-income occupations with the “up” key and low-income occupations with the “down” key. In Experiment 3, names identified as belonging to either rich or poor individuals were presented at the top or bottom of a screen, and the results were the same as in Experiments 1 and 2. These findings suggest that social categorization based on wealth involved perceptual simulations of vertical position, and that vertical position affects the social categorization of the rich and the poor.
{"title":"Vertical position can affect categorization of the rich and the poor in Chinese culture","authors":"Qiong Li, Chenquan Deng, Bin Zuo, Xiaobin Zhang","doi":"10.1177/18344909211025705","DOIUrl":"https://doi.org/10.1177/18344909211025705","url":null,"abstract":"This study explored whether vertical position affects social categorization of the rich and the poor. Experiment 1 used high- and low-income occupations as stimuli, and found participants categorized high-income occupations faster when they were presented in the top vertical position compared to the bottom vertical position. In Experiment 2, participants responded using either the “up” or “down” key to categorize high- and low-income occupations, and responded faster to high-income occupations with the “up” key and low-income occupations with the “down” key. In Experiment 3, names identified as belonging to either rich or poor individuals were presented at the top or bottom of a screen, and the results were the same as in Experiments 1 and 2. These findings suggest that social categorization based on wealth involved perceptual simulations of vertical position, and that vertical position affects the social categorization of the rich and the poor.","PeriodicalId":45049,"journal":{"name":"Journal of Pacific Rim Psychology","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/18344909211025705","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45787954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1177/1834490921991429
Zhihao Wang, Ting Wang, K. Goerlich, R. J. Pitliya, B. Bermond, A. Aleman, Pengfei Xu, Yuejia Luo
The Toronto Alexithymia Scale-20 (TAS-20) has been widely used to assess alexithymia. The Bermond–Vorst Alexithymia Questionnaire (BVAQ) assesses two additional features of alexithymia—the affective factors of emotionalizing and fantasizing, which are not included in the TAS-20. However, there is currently no Chinese version of the BVAQ. Here, the authors collected data from 439 college students (293 females, aged 17–27, mean ± SD = 20.25 ± 1.88) to evaluate the psychometric properties for a Chinese BVAQ translation. Exploratory structural equation modeling and confirmatory factor analysis provided satisfactory validity and acceptable reliability for a six-factor first-order solution of a 35-item Chinese BVAQ. This adaptation retained the five original BVAQ factors (identifying, analyzing, verbalizing, emotionalizing, and fantasizing) and further specified the factor of identifying (successful identifying and unsuccessful identifying feelings). The authors also found a two-factor second-order model of cognitive and affective components for alexithymia in the Chinese population. Higher correlations with the TAS-20 were observed for identifying, analyzing, and verbalizing feelings (0.34 ∼ 0.61) relative to fantasizing and emotionalizing (0.02 ∼ −0.05). These results support the construct validity of the adaptation. This work provides a reliable and valid Chinese adaptation of the BVAQ.
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