Liisa Ilomäki, Minna Lakkala, Veera Kallunki, Darren Mundy, Marc Romero, Teresa Romeu, Gouseti Anastasia
Abstract The rapid and ongoing technological developments and the changes in societal practices require us to update our understanding and skills relating to digital technology use continuously. Various frameworks have been created in recent years to explore the different aspects of digital literacies or digital competencies and a range of newer concepts and dimensions have emerged in the literature aiming to capture the complexity of digital engagement. The main aim of this systematic literature review (SLR) was to map out which elements or issues of critical digital literacies (CDL) relevant for school education currently feature in the academic literature and international policy documents. The secondary aim was to use the findings of the SLR to inform the creation of a research‐based framework for school education. The review process followed a systematic protocol for answering specific research questions. Research articles were sought in two electronic databases—EBSCO (Academic Search Complete) and Web of Science—and policy documents were sought on the Internet using Google search. A total of 139 research articles and policy‐related documents were used for the analysis. The main dimensions based on the analysis were the following (in the order of most hits): E‐safety, Participation and presence, Digital literacy, Media literacy, Digital citizenship, Technology literacy, Information literacy, Data literacy, Digital game literacy, Online learning, Digital creativity and innovation, and Digital well‐being. The emphasis in the research articles was on negative issues, although publications also outlined several positive issues about digitality. The emphases of the research articles and policy‐related documents differed somewhat. The findings of this SLR have implications for researchers, policy makers and educators interested in the changing nature of critical digital literacies and the dimensions and subdimensions relevant for school education. Context and implications Rationale for the study: This systematic literature review (SLR) identifies the key elements and issues of critical digital literacies (CDL) relevant to school education, as documented in academic literature and international policy documents. In addition, it utilises the findings of the SLR to develop a research‐based framework for CLD in school education. Why the new findings matter: Our findings contribute to capturing the different aspects of CDL in the context of compulsory education and offer original insights with regard to supporting the development of teachers and students' critical digital literacies in the future. Implications for researchers, practitioners and policy makers: This SLR has implications for research as it has highlighted the need to continuously update theoretical models and frameworks relating to CDL. Although certain accepted core dimensions can provide a stable foundation for representing emerging phenomena, it is essential to maintain flexibility to
快速和持续的技术发展和社会实践的变化要求我们不断更新我们对数字技术使用的理解和技能。近年来，人们创建了各种框架来探索数字素养或数字能力的不同方面，并在文献中出现了一系列新的概念和维度，旨在捕捉数字参与的复杂性。本系统文献综述(SLR)的主要目的是绘制出当前学术文献和国际政策文件中与学校教育相关的关键数字素养(CDL)的哪些要素或问题。第二个目的是利用SLR的研究结果，为学校教育基于研究的框架的创建提供信息。审查过程遵循回答特定研究问题的系统方案。研究论文在ebsco(学术检索完整)和Web of science两个电子数据库中搜索，政策文件在互联网上使用Google搜索进行搜索。共有139篇研究论文和政策相关文件被用于分析。基于分析的主要维度如下(按点击次数最多的顺序):电子安全、参与和存在、数字素养、媒体素养、数字公民、技术素养、信息素养、数据素养、数字游戏素养、在线学习、数字创造力和创新以及数字福祉。研究文章的重点是负面问题，尽管出版物也概述了数字化的几个积极问题。研究文章和政策相关文件的侧重点有所不同。SLR的研究结果对研究关键数字素养的变化性质以及与学校教育相关的维度和子维度的研究人员、政策制定者和教育工作者具有启示意义。背景和含义研究的基本原理:本系统性文献综述(SLR)确定了学术文献和国际政策文件中记载的与学校教育相关的关键因素和关键数字素养(CDL)问题。此外，它利用SLR的研究结果为学校教育中的CLD开发了一个基于研究的框架。新发现的重要性:我们的发现有助于捕捉义务教育背景下CDL的不同方面，并为未来支持教师和学生批判性数字素养的发展提供了原创性见解。对研究人员、从业人员和政策制定者的启示:这一单反对研究具有启示意义，因为它强调了不断更新与CDL相关的理论模型和框架的必要性。尽管某些公认的核心维度可以为表示新兴现象提供稳定的基础，但保持灵活性以应对技术进步是至关重要的。对政策制定的影响是认识到需要持续的专业发展和对教师和学生的教学支持。教育从业者的价值在于，它阐明了CDL的新兴概念，并使教育机构能够加强与CDL相关的实践和倡议。
{"title":"Critical digital literacies at school level: A systematic review","authors":"Liisa Ilomäki, Minna Lakkala, Veera Kallunki, Darren Mundy, Marc Romero, Teresa Romeu, Gouseti Anastasia","doi":"10.1002/rev3.3425","DOIUrl":"https://doi.org/10.1002/rev3.3425","url":null,"abstract":"Abstract The rapid and ongoing technological developments and the changes in societal practices require us to update our understanding and skills relating to digital technology use continuously. Various frameworks have been created in recent years to explore the different aspects of digital literacies or digital competencies and a range of newer concepts and dimensions have emerged in the literature aiming to capture the complexity of digital engagement. The main aim of this systematic literature review (SLR) was to map out which elements or issues of critical digital literacies (CDL) relevant for school education currently feature in the academic literature and international policy documents. The secondary aim was to use the findings of the SLR to inform the creation of a research‐based framework for school education. The review process followed a systematic protocol for answering specific research questions. Research articles were sought in two electronic databases—EBSCO (Academic Search Complete) and Web of Science—and policy documents were sought on the Internet using Google search. A total of 139 research articles and policy‐related documents were used for the analysis. The main dimensions based on the analysis were the following (in the order of most hits): E‐safety, Participation and presence, Digital literacy, Media literacy, Digital citizenship, Technology literacy, Information literacy, Data literacy, Digital game literacy, Online learning, Digital creativity and innovation, and Digital well‐being. The emphasis in the research articles was on negative issues, although publications also outlined several positive issues about digitality. The emphases of the research articles and policy‐related documents differed somewhat. The findings of this SLR have implications for researchers, policy makers and educators interested in the changing nature of critical digital literacies and the dimensions and subdimensions relevant for school education. Context and implications Rationale for the study: This systematic literature review (SLR) identifies the key elements and issues of critical digital literacies (CDL) relevant to school education, as documented in academic literature and international policy documents. In addition, it utilises the findings of the SLR to develop a research‐based framework for CLD in school education. Why the new findings matter: Our findings contribute to capturing the different aspects of CDL in the context of compulsory education and offer original insights with regard to supporting the development of teachers and students' critical digital literacies in the future. Implications for researchers, practitioners and policy makers: This SLR has implications for research as it has highlighted the need to continuously update theoretical models and frameworks relating to CDL. Although certain accepted core dimensions can provide a stable foundation for representing emerging phenomena, it is essential to maintain flexibility to ","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"2016 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136375317","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}
Abstract For young people, financial literacy is important because they face financial decisions that can have significant consequences throughout their lives, such as investing in a college education or a business, shopping, buying books or computer games. Therefore, this study examined the relationship between the financial literacy levels of young people and their perceived ICT competence, reading and mathematical literacy, which are measurable and observable phenomena. The research data were obtained from the 2018 PISA (Program for International Student Assessment) database, officially published by the OECD. The participants of this study were 15‐year‐old students from 15 different countries that participated in the PISA programme in 2018. Mathematical and reading literacy were found to be an important variable affecting the financial literacy performance of young people. However, ICT competencies did not significantly affect the financial literacy performance of young people. Additionally, this study tested the mediating effects of reading literacy, mathematical literacy and perceived ICT competence variables on financial literacy.
{"title":"Breaking the cycle: The mediating effects of reading, mathematical and <scp>ICT</scp> literacy skills on financial success in youth","authors":"Tülin Otbiçer Acar","doi":"10.1002/rev3.3421","DOIUrl":"https://doi.org/10.1002/rev3.3421","url":null,"abstract":"Abstract For young people, financial literacy is important because they face financial decisions that can have significant consequences throughout their lives, such as investing in a college education or a business, shopping, buying books or computer games. Therefore, this study examined the relationship between the financial literacy levels of young people and their perceived ICT competence, reading and mathematical literacy, which are measurable and observable phenomena. The research data were obtained from the 2018 PISA (Program for International Student Assessment) database, officially published by the OECD. The participants of this study were 15‐year‐old students from 15 different countries that participated in the PISA programme in 2018. Mathematical and reading literacy were found to be an important variable affecting the financial literacy performance of young people. However, ICT competencies did not significantly affect the financial literacy performance of young people. Additionally, this study tested the mediating effects of reading literacy, mathematical literacy and perceived ICT competence variables on financial literacy.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136314650","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}
Ala'a Zuhair Mansour, Aidi Ahmi, Abbas Saad Hamada Alkhuzaie, Mohammad Abedalrahman Alhmood, Oluwatoyin Muse Johnson Popoola, Marwan Altarawneh
Abstract This study presents an extensive bibliometric review of research publications on tax evasion using the Scopus database. Data analysis was conducted using Microsoft Excel, Open Refine, Harzing's Publish or Perish, and VOSviewer. Since 1998, there has been a continuous growth in the number of research papers published on tax evasion. The United States emerged as the most productive country in terms of published tax evasion studies. Specifically, Florida International University ranked first as the most active institution in publishing important articles related to tax evasion research. The Journal of Public Economics stands out as the most renowned journal in this field. However, it should be noted that this research relies on the Scopus database, which may have certain limitations that can influence the results. Moreover, this study acknowledges the crucial role of education in comprehending and combating tax evasion. It highlights the significance of educational institutions, such as Florida International University, in generating valuable research on tax evasion. By promoting education and raising awareness about the intricate nature of tax evasion, scholars and practitioners can make well‐informed decisions and formulate effective strategies to mitigate its adverse effects. To the best of the researcher's knowledge, this study represents the first extensive bibliometric analysis that offers a comprehensive overview of tax evasion research while recognising education's vital role in tackling this issue. Context and implications Rationale for this study A bibliometric study on tax evasion provides valuable insights into the existing literature, research trends and knowledge gaps, which can inform educational interventions and the development of effective strategies to promote tax compliance. It helps identify best practices and evidence‐based approaches to enhance tax education and assess the impact of education on tax compliance. Why do the new findings matter? The findings of a tax evasion bibliometric study are crucial for education as they inform and enhance educational initiatives. They provide insights into the existing research landscape, allowing educators to tailor their approaches and incorporate best practices. Ultimately, integrating the findings of a tax evasion bibliometric study into education enhances the effectiveness of educational efforts in reducing tax evasion. Implications for researchers and practitioners Tax evasion bibliometric study has significant implications for researchers and practitioners in education. Researchers can benefit from identifying research gaps, exploring collaborative opportunities, and gaining methodological insights to advance knowledge in the field. For practitioners, the findings support evidence‐based decision‐making, enable the tailoring of educational interventions, and foster collaboration with researchers. The study promotes a stronger connection between research and practice, enhanci
摘要本研究使用Scopus数据库对逃税研究出版物进行了广泛的文献计量学回顾。使用Microsoft Excel、Open Refine、Harzing’s Publish or Perish和VOSviewer进行数据分析。自1998年以来，有关逃税的研究论文数量持续增长。就已发表的逃税研究而言，美国成为最具生产力的国家。其中，佛罗里达国际大学(Florida International University)在发表与逃税研究相关的重要文章方面排名第一。《公共经济学杂志》是这一领域最著名的期刊。但需要注意的是，本研究依赖于Scopus数据库，可能存在一定的局限性，会影响研究结果。此外，本研究承认教育在理解和打击逃税方面的关键作用。它突出了教育机构的重要性，如佛罗里达国际大学，在产生有价值的逃税研究。通过促进教育和提高对逃税复杂本质的认识，学者和从业者可以做出明智的决定，并制定有效的策略来减轻其不利影响。据研究人员所知，这项研究代表了第一次广泛的文献计量分析，提供了逃税研究的全面概述，同时认识到教育在解决这一问题方面的重要作用。背景与意义本研究的基本原理对逃税的文献计量学研究提供了对现有文献、研究趋势和知识缺口的有价值的见解，可以为教育干预和制定有效的策略提供信息，以促进税收合规。它有助于确定最佳做法和基于证据的方法，以加强税务教育和评估教育对税务合规的影响。为什么这些新发现很重要?逃税文献计量学研究的结果对教育至关重要，因为它们为教育活动提供了信息并加强了教育活动。它们提供了对现有研究格局的见解，使教育工作者能够调整他们的方法并纳入最佳实践。最后，将逃税文献计量学研究的结果整合到教育中，可以提高教育工作在减少逃税方面的有效性。逃税文献计量学研究对教育领域的研究者和实践者具有重要意义。研究人员可以从确定研究差距、探索合作机会和获得方法见解中受益，从而推进该领域的知识。对于从业者来说，研究结果支持基于证据的决策，使教育干预措施能够量身定制，并促进与研究人员的合作。这项研究促进了研究与实践之间更紧密的联系，提高了解决逃税问题的教育工作的有效性。最终，逃税文献计量学研究的影响有助于发展基于证据的策略和教育部门的干预措施。
{"title":"State of art in tax evasion research: A bibliometric review","authors":"Ala'a Zuhair Mansour, Aidi Ahmi, Abbas Saad Hamada Alkhuzaie, Mohammad Abedalrahman Alhmood, Oluwatoyin Muse Johnson Popoola, Marwan Altarawneh","doi":"10.1002/rev3.3422","DOIUrl":"https://doi.org/10.1002/rev3.3422","url":null,"abstract":"Abstract This study presents an extensive bibliometric review of research publications on tax evasion using the Scopus database. Data analysis was conducted using Microsoft Excel, Open Refine, Harzing's Publish or Perish, and VOSviewer. Since 1998, there has been a continuous growth in the number of research papers published on tax evasion. The United States emerged as the most productive country in terms of published tax evasion studies. Specifically, Florida International University ranked first as the most active institution in publishing important articles related to tax evasion research. The Journal of Public Economics stands out as the most renowned journal in this field. However, it should be noted that this research relies on the Scopus database, which may have certain limitations that can influence the results. Moreover, this study acknowledges the crucial role of education in comprehending and combating tax evasion. It highlights the significance of educational institutions, such as Florida International University, in generating valuable research on tax evasion. By promoting education and raising awareness about the intricate nature of tax evasion, scholars and practitioners can make well‐informed decisions and formulate effective strategies to mitigate its adverse effects. To the best of the researcher's knowledge, this study represents the first extensive bibliometric analysis that offers a comprehensive overview of tax evasion research while recognising education's vital role in tackling this issue. Context and implications Rationale for this study A bibliometric study on tax evasion provides valuable insights into the existing literature, research trends and knowledge gaps, which can inform educational interventions and the development of effective strategies to promote tax compliance. It helps identify best practices and evidence‐based approaches to enhance tax education and assess the impact of education on tax compliance. Why do the new findings matter? The findings of a tax evasion bibliometric study are crucial for education as they inform and enhance educational initiatives. They provide insights into the existing research landscape, allowing educators to tailor their approaches and incorporate best practices. Ultimately, integrating the findings of a tax evasion bibliometric study into education enhances the effectiveness of educational efforts in reducing tax evasion. Implications for researchers and practitioners Tax evasion bibliometric study has significant implications for researchers and practitioners in education. Researchers can benefit from identifying research gaps, exploring collaborative opportunities, and gaining methodological insights to advance knowledge in the field. For practitioners, the findings support evidence‐based decision‐making, enable the tailoring of educational interventions, and foster collaboration with researchers. The study promotes a stronger connection between research and practice, enhanci","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135206214","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}
Although emotions are vitally important for achievement and performance in learning a new language, prior research has mainly focused on negative emotions and the cognitive aspects of second language acquisition and foreign language learning. However, the number of studies on the relationship between positive psychology and language learning has increased since 2014. Nevertheless, research is still inconclusive. This study, using a systematic scoping review, aims to analyse and synthesise the studies on the relationship between positive psychology and of second language acquisition and foreign language learning to present implications for practice and future research. It concludes that the use of positive psychology elements effectively enhances foreign language enjoyment, decreases foreign language anxiety, and develops basic language skills. In light of the conclusions reached, implications for practice and further research are presented. Rationale for the study Emotions are vital for performance and achievement in the second language acquisition and foreign language learning processes. However, research on these processes has mainly focused on negative emotions and the cognitive aspects until 2014. Although the number of studies has significantly increased after 2014, the results are inconclusive in gaining insight and shaping practice and future research. Why do the new findings matter? The findings in the study are significant for positioning the elements of positive psychology in second language acquisition and foreign language learning and may lead to the emergence of a novel language learning approach. Implications for researchers, teachers, and policy makers Researchers should focus on the relationships between positive psychology and language learning in different cultures and educational and instructional contexts. Language teachers need to attach importance to the mediating role of positive psychology in their classes. To achieve this, they should collaborate with school counsellors. Last, curriculum developers and policy makers should integrate and implement positive psychology elements into the pre‐service and in‐service teaching programmes.
{"title":"Positive psychology and language learning: A systematic scoping review","authors":"Selami Aydın, Işıl Tekin","doi":"10.1002/rev3.3420","DOIUrl":"https://doi.org/10.1002/rev3.3420","url":null,"abstract":"Although emotions are vitally important for achievement and performance in learning a new language, prior research has mainly focused on negative emotions and the cognitive aspects of second language acquisition and foreign language learning. However, the number of studies on the relationship between positive psychology and language learning has increased since 2014. Nevertheless, research is still inconclusive. This study, using a systematic scoping review, aims to analyse and synthesise the studies on the relationship between positive psychology and of second language acquisition and foreign language learning to present implications for practice and future research. It concludes that the use of positive psychology elements effectively enhances foreign language enjoyment, decreases foreign language anxiety, and develops basic language skills. In light of the conclusions reached, implications for practice and further research are presented.\u0000\u0000Rationale for the study\u0000Emotions are vital for performance and achievement in the second language acquisition and foreign language learning processes. However, research on these processes has mainly focused on negative emotions and the cognitive aspects until 2014. Although the number of studies has significantly increased after 2014, the results are inconclusive in gaining insight and shaping practice and future research.\u0000Why do the new findings matter?\u0000The findings in the study are significant for positioning the elements of positive psychology in second language acquisition and foreign language learning and may lead to the emergence of a novel language learning approach.\u0000Implications for researchers, teachers, and policy makers\u0000Researchers should focus on the relationships between positive psychology and language learning in different cultures and educational and instructional contexts. Language teachers need to attach importance to the mediating role of positive psychology in their classes. To achieve this, they should collaborate with school counsellors. Last, curriculum developers and policy makers should integrate and implement positive psychology elements into the pre‐service and in‐service teaching programmes.\u0000","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"57 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72960778","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}
Interest is a variable that assists students in acquiring knowledge and instructors in creating an encouraging classroom environment. Situational interest, on the other hand, is a type of interest that will assist students' interest to develop by organising environmental conditions. The research on situational interest has been ongoing for more than two decades, and the bibliometric information of this research has grown. The current research aims to examine trends and advances to assist researchers in understanding the perspective of situational interest research. The bibliometric analysis was conducted with Biblioshiny and VOSviewer. The current study analysed WoS data about the meta‐information of 573 published articles on situational interest. The results obtained from the WoS database reveal a growing interest in applying situational interest. Bradford's law results show that 195 articles published in 15 journals were in Zone 1. The result of Lotka's law explained that theoretical and observed research data fit. Education‐related keywords such as achievement, motivation, text, recall, comprehension, and other education‐related variables such as self‐efficacy and design, gender, college students, biology, and context have been placed under the basic theme that is most relevant and developing. It can be said that other results of the current study guide authors about situational interest research. The studies on situational interest have increased over the last two decades, but there are few reviews of situational interest publications. This study has examined trends and advances in the studies to assist researchers in understanding the perspective of situational interest research with bibliometric analysis.The findings have highlighted trends and advances in the scientific output of situational interest with bibliometric analysis.In addition to revealing the trends and advances in situational interest research, the findings can help to focus more on some emerging research themes that can guide future situational interest researchers. According to findings, the recent research of situational interest focuses on cognitive load, motivation, achievement, and emerging technology such as augmented reality technology. The Four‐Phase Model of Interest Development is the most popular document among situational interest research to understand situational interest. The results show that researchers had an international collaboration from different countries and different institutions.
{"title":"A bibliometric analysis of situational interest research","authors":"C. Meşe","doi":"10.1002/rev3.3419","DOIUrl":"https://doi.org/10.1002/rev3.3419","url":null,"abstract":"Interest is a variable that assists students in acquiring knowledge and instructors in creating an encouraging classroom environment. Situational interest, on the other hand, is a type of interest that will assist students' interest to develop by organising environmental conditions. The research on situational interest has been ongoing for more than two decades, and the bibliometric information of this research has grown. The current research aims to examine trends and advances to assist researchers in understanding the perspective of situational interest research. The bibliometric analysis was conducted with Biblioshiny and VOSviewer. The current study analysed WoS data about the meta‐information of 573 published articles on situational interest. The results obtained from the WoS database reveal a growing interest in applying situational interest. Bradford's law results show that 195 articles published in 15 journals were in Zone 1. The result of Lotka's law explained that theoretical and observed research data fit. Education‐related keywords such as achievement, motivation, text, recall, comprehension, and other education‐related variables such as self‐efficacy and design, gender, college students, biology, and context have been placed under the basic theme that is most relevant and developing. It can be said that other results of the current study guide authors about situational interest research.\u0000The studies on situational interest have increased over the last two decades, but there are few reviews of situational interest publications. This study has examined trends and advances in the studies to assist researchers in understanding the perspective of situational interest research with bibliometric analysis.The findings have highlighted trends and advances in the scientific output of situational interest with bibliometric analysis.In addition to revealing the trends and advances in situational interest research, the findings can help to focus more on some emerging research themes that can guide future situational interest researchers. According to findings, the recent research of situational interest focuses on cognitive load, motivation, achievement, and emerging technology such as augmented reality technology. The Four‐Phase Model of Interest Development is the most popular document among situational interest research to understand situational interest. The results show that researchers had an international collaboration from different countries and different institutions.\u0000","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"164 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78559244","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}
Despite growing concern about mental health problems in university students and increasing recognition that first‐generation university students (FGS) may face additional challenges, there has been no previous attempt to map the existing research on FGS mental health. The aim of this scoping review was to elicit current understanding of mental health problems in FGS from the literature. Following database searches and screening, 40 peer‐reviewed articles were included in the scoping review. Findings from these studies were synthesised for: types of mental health problems in FGS; prevalence of mental health problems in FGS compared to continuing‐generation students (CGS); factors associated with mental health problems in FGS; effects of mental health problems on FGS; help‐seeking for mental health problems in FGS; and interventions. Significant gaps were highlighted and recommendations made for future research, particularly outside the United States. True commitment to widening participation demands much more research on mental health problems in FGS to ensure that they thrive not just arrive. Context and implications The aim of this scoping review was to map the existing international research on mental health problems in first‐generation university students (FGS).The scoping review synthesises findings from 40 empirical studies published in peer‐reviewed journals, giving valuable insights into mental health problems in FGS and highlighting significant gaps in our understanding.The findings of the scoping review are a call to action for future research in this field. More studies are needed, particularly outside the United States, using a variety of research designs to gain a more comprehensive understanding of mental health problems in FGS. This research should be prioritised so that universities are provided with evidence‐based recommendations to mitigate and/or address mental health problems in FGS, thereby helping to ensure that they thrive in higher education.
{"title":"Mental health problems in first‐generation university students: A scoping review","authors":"Donna Smith, Ros McLellan","doi":"10.1002/rev3.3418","DOIUrl":"https://doi.org/10.1002/rev3.3418","url":null,"abstract":"Despite growing concern about mental health problems in university students and increasing recognition that first‐generation university students (FGS) may face additional challenges, there has been no previous attempt to map the existing research on FGS mental health. The aim of this scoping review was to elicit current understanding of mental health problems in FGS from the literature. Following database searches and screening, 40 peer‐reviewed articles were included in the scoping review. Findings from these studies were synthesised for: types of mental health problems in FGS; prevalence of mental health problems in FGS compared to continuing‐generation students (CGS); factors associated with mental health problems in FGS; effects of mental health problems on FGS; help‐seeking for mental health problems in FGS; and interventions. Significant gaps were highlighted and recommendations made for future research, particularly outside the United States. True commitment to widening participation demands much more research on mental health problems in FGS to ensure that they thrive not just arrive.\u0000\u0000Context and implications\u0000The aim of this scoping review was to map the existing international research on mental health problems in first‐generation university students (FGS).The scoping review synthesises findings from 40 empirical studies published in peer‐reviewed journals, giving valuable insights into mental health problems in FGS and highlighting significant gaps in our understanding.The findings of the scoping review are a call to action for future research in this field. More studies are needed, particularly outside the United States, using a variety of research designs to gain a more comprehensive understanding of mental health problems in FGS. This research should be prioritised so that universities are provided with evidence‐based recommendations to mitigate and/or address mental health problems in FGS, thereby helping to ensure that they thrive in higher education.\u0000","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"1 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79814028","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}
Teuna Cornelia Jenny Ostermeier, W. Koops, R. Peccei
Although it is widely recognised that well‐being of teachers is important, not much is known about the effects of job characteristics in subjective well‐being. This paper is a report of a study that investigates the effects of job characteristics on subjective well‐being. Nationally representative employee data is used to investigate the effects of job characteristics and teachers' subjective well‐being among teachers in Britain (N = 954). The findings suggest that there is a prima facie case for schools to use the job demands‐resources model to maintain and raise levels of job satisfaction and negative affect among their teachers. Multiple regressions were performed to calculate the relative weight of job characteristics related to subjective well‐being. Results show, among other things, that job security, autonomy and employee voice increase, and work–life conflict decreases, the subjective well‐being of teachers. In addition, it is found that family policies, a supportive supervisor and employee voice can mitigate the detrimental effects of work–life conflict, workload and work hours on negative affect. Policy implications follow, which include, inter alia, that training and development programmes with an emphasis on communications skills and providing teachers more opportunities to participate in decisions could be used to achieve greater participation, better supportive supervision and more job security. In addition, workload can be reduced by giving teachers more non‐contact time and creating smaller classes. It is widely recognised that lack of well‐being can potentially affect both workers and the organisation in negative ways. Within the teaching occupation well‐being is a serious and growing concern. Therefore, it is of paramount importance to generate insights into what job characteristics affect teacher well‐being.This study demonstrated that the JD‐R model can be used successfully to investigate job characteristics. Furthermore, this study highlights the relationship of subjective well‐being of teachers with job characteristics. In addition, it is found that various job resources can mitigate the detrimental effects of several demands on negative affect.The present study suggests that increases in subjective well‐being can be made by increasing resources and decreasing demands and that special attention needs to be drawn to: supportive management, employee voice, autonomy, job security, workload and work–life conflict. Policy implications include that training and development programmes with an emphasis on communication skills and providing teachers more opportunities to participate in decisions could be used to achieve greater participation, better supportive supervision and more job security. In addition, workload can be reduced by giving teachers more non‐contact time and creating smaller classes.
{"title":"Effects of job demands and resources on the subjective well‐being of teachers","authors":"Teuna Cornelia Jenny Ostermeier, W. Koops, R. Peccei","doi":"10.1002/rev3.3416","DOIUrl":"https://doi.org/10.1002/rev3.3416","url":null,"abstract":"Although it is widely recognised that well‐being of teachers is important, not much is known about the effects of job characteristics in subjective well‐being. This paper is a report of a study that investigates the effects of job characteristics on subjective well‐being. Nationally representative employee data is used to investigate the effects of job characteristics and teachers' subjective well‐being among teachers in Britain (N = 954). The findings suggest that there is a prima facie case for schools to use the job demands‐resources model to maintain and raise levels of job satisfaction and negative affect among their teachers. Multiple regressions were performed to calculate the relative weight of job characteristics related to subjective well‐being. Results show, among other things, that job security, autonomy and employee voice increase, and work–life conflict decreases, the subjective well‐being of teachers. In addition, it is found that family policies, a supportive supervisor and employee voice can mitigate the detrimental effects of work–life conflict, workload and work hours on negative affect. Policy implications follow, which include, inter alia, that training and development programmes with an emphasis on communications skills and providing teachers more opportunities to participate in decisions could be used to achieve greater participation, better supportive supervision and more job security. In addition, workload can be reduced by giving teachers more non‐contact time and creating smaller classes.\u0000It is widely recognised that lack of well‐being can potentially affect both workers and the organisation in negative ways. Within the teaching occupation well‐being is a serious and growing concern. Therefore, it is of paramount importance to generate insights into what job characteristics affect teacher well‐being.This study demonstrated that the JD‐R model can be used successfully to investigate job characteristics. Furthermore, this study highlights the relationship of subjective well‐being of teachers with job characteristics. In addition, it is found that various job resources can mitigate the detrimental effects of several demands on negative affect.The present study suggests that increases in subjective well‐being can be made by increasing resources and decreasing demands and that special attention needs to be drawn to: supportive management, employee voice, autonomy, job security, workload and work–life conflict. Policy implications include that training and development programmes with an emphasis on communication skills and providing teachers more opportunities to participate in decisions could be used to achieve greater participation, better supportive supervision and more job security. In addition, workload can be reduced by giving teachers more non‐contact time and creating smaller classes.\u0000","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"1 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90232864","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}
Johannes Schulz, C. Hamilton, E. Wonnacott, V. Murphy
This systematic review reports on research investigating the impact of multi‐word unit (MWU) input on young learners' second language (L2) attainment in instructed settings. Recent findings suggest that L2 learners can generalise from MWU input, abstract patterns and employ such schemata productively via slot‐filling, indicating that MWUs are key catalysts of learners' L2 development. Simultaneously, primary school L2 instruction is on the rise worldwide and the importance of MWUs is acknowledged in curricula, teacher education and teaching materials. Therefore, the incentive of this review is to systematically report the state of the art of research regarding the impact of MWU instruction in early L2 teaching contexts. The review covers English, German and French research into typically developing monolingual children aged 5–12 learning an L2 in instructed teaching settings. Only two of the total results (n = 2233) met the inclusion criteria. Following quality assessment using the Mixed Methods Appraisal Tool and based on a narrative synthesis of available results, we cannot report trustworthy evidence of the effectiveness of teaching MWUs to young L2 learners. We highlight the lack of research evidence and conclude that existing research lacks robust evidence that MWU input already established in teaching contexts has a measurable effect on specific aspects of students' L2 attainment, such as productive skills. Although we promote MWU's potentially facilitating role in L2 development, we call for more classroom‐based intervention research on MWUs in primary school contexts to enable much‐needed evidence‐based recommendations for L2 teaching to support L2 learning outcomes in primary schools. Research has shown that multi‐word units (MWUs) are key catalysts for L1 and L2 learning. MWUs are crucial to current primary school L2 teaching and their importance is acknowledged in curricula. This review systematically examines the scientific evidence for the effectiveness of MWU instruction on L2 attainment.Our review cannot report trustworthy evidence of the effectiveness of teaching MWUs to young L2 learners. This lack of evidence is striking since early L2 instruction is on the rise worldwide and MWUs are already integral parts of L2 curricula, teacher education and teaching materials.Given our findings, we call for more research in instructed settings to better understand the impact of MWU input on specific aspects of students' L2 attainment, such as productive skills. Based on such work, researchers could provide policy makers and practitioners with evidence‐based recommendations that help integrate MWU input into L2 curricula and teaching in such a way that is most beneficial for young students' L2 attainment.
{"title":"The impact of multi‐word units in early foreign language learning and teaching contexts: A systematic review","authors":"Johannes Schulz, C. Hamilton, E. Wonnacott, V. Murphy","doi":"10.1002/rev3.3413","DOIUrl":"https://doi.org/10.1002/rev3.3413","url":null,"abstract":"This systematic review reports on research investigating the impact of multi‐word unit (MWU) input on young learners' second language (L2) attainment in instructed settings. Recent findings suggest that L2 learners can generalise from MWU input, abstract patterns and employ such schemata productively via slot‐filling, indicating that MWUs are key catalysts of learners' L2 development. Simultaneously, primary school L2 instruction is on the rise worldwide and the importance of MWUs is acknowledged in curricula, teacher education and teaching materials. Therefore, the incentive of this review is to systematically report the state of the art of research regarding the impact of MWU instruction in early L2 teaching contexts. The review covers English, German and French research into typically developing monolingual children aged 5–12 learning an L2 in instructed teaching settings. Only two of the total results (n = 2233) met the inclusion criteria. Following quality assessment using the Mixed Methods Appraisal Tool and based on a narrative synthesis of available results, we cannot report trustworthy evidence of the effectiveness of teaching MWUs to young L2 learners. We highlight the lack of research evidence and conclude that existing research lacks robust evidence that MWU input already established in teaching contexts has a measurable effect on specific aspects of students' L2 attainment, such as productive skills. Although we promote MWU's potentially facilitating role in L2 development, we call for more classroom‐based intervention research on MWUs in primary school contexts to enable much‐needed evidence‐based recommendations for L2 teaching to support L2 learning outcomes in primary schools.\u0000Research has shown that multi‐word units (MWUs) are key catalysts for L1 and L2 learning. MWUs are crucial to current primary school L2 teaching and their importance is acknowledged in curricula. This review systematically examines the scientific evidence for the effectiveness of MWU instruction on L2 attainment.Our review cannot report trustworthy evidence of the effectiveness of teaching MWUs to young L2 learners. This lack of evidence is striking since early L2 instruction is on the rise worldwide and MWUs are already integral parts of L2 curricula, teacher education and teaching materials.Given our findings, we call for more research in instructed settings to better understand the impact of MWU input on specific aspects of students' L2 attainment, such as productive skills. Based on such work, researchers could provide policy makers and practitioners with evidence‐based recommendations that help integrate MWU input into L2 curricula and teaching in such a way that is most beneficial for young students' L2 attainment.\u0000","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"240 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73767160","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}
Entrepreneurship is a powerful tool that reduces unemployment, boosts economic growth, and promotes innovation and social change. With a focus on the promotion of entrepreneurial intention possessed by higher education institutions offering entrepreneurship education, this study assesses the indirect impact of higher education institutions in developing entrepreneurial intention through passion as a mediator. It also investigates the moderating role of individual differences and innovativeness between the entrepreneurship education in higher education institution and the entrepreneurship educational outcome, namely entrepreneurial intention. Also, the moderated mediation relationship between entrepreneurship education in a higher education institution and entrepreneurial intention is assessed. To conduct the cross‐sectional study, data was collected from 636 students perusing an entrepreneurship course at colleges affiliated with Bharathiar University in Coimbatore, Tamil Nadu (India). A questionnaire with 37 items is used to collect the data as ratings from respondents. The moderated mediation model is designed and tested using the bootstrapping method in the Hayes PROCESS macro model. According to the findings, the association between entrepreneurship education in higher education institutions and passion is negatively moderated by individual differences and innovativeness. Further, the study revealed that the combined effect of the higher education institution, individual differences, and innovativeness on entrepreneurial intention is mediated by passion. This empirical research aimed to assess the impact of higher education institutions and the effect of passion, individual differences, and innovativeness in developing the entrepreneurial intention to support the educational experience of higher education institutions offering entrepreneurship education.The findings of the study indicate that higher education institutions promote entrepreneurial intention through quality content, instructors, and an entrepreneurial environment that considers individual differences. However, controlled environments can negatively impact innovative students' entrepreneurial intentions, as learning passion indirectly influences entrepreneurial intentions.The educational institutions must provide a distinct entrepreneurial environment for students pursuing entrepreneurship programmes. Collaborative learning should be adopted to create huge differences in the skills, attitudes, and confidence levels of the students and to assess individual competence and team effort. Low or average‐skilled students can be motivated and encouraged to participate in entrepreneurial events inside and outside the institution, whereas highly competent students can be provided with real‐world business opportunities to launch new ventures, which may inspire and drive their peers.
{"title":"Empirical study on the role of passion, individual differences, and innovativeness between entrepreneurship education in higher education institutions and entrepreneurial intention: A moderated mediating model","authors":"S. Porkodi, R. Saranya","doi":"10.1002/rev3.3412","DOIUrl":"https://doi.org/10.1002/rev3.3412","url":null,"abstract":"Entrepreneurship is a powerful tool that reduces unemployment, boosts economic growth, and promotes innovation and social change. With a focus on the promotion of entrepreneurial intention possessed by higher education institutions offering entrepreneurship education, this study assesses the indirect impact of higher education institutions in developing entrepreneurial intention through passion as a mediator. It also investigates the moderating role of individual differences and innovativeness between the entrepreneurship education in higher education institution and the entrepreneurship educational outcome, namely entrepreneurial intention. Also, the moderated mediation relationship between entrepreneurship education in a higher education institution and entrepreneurial intention is assessed. To conduct the cross‐sectional study, data was collected from 636 students perusing an entrepreneurship course at colleges affiliated with Bharathiar University in Coimbatore, Tamil Nadu (India). A questionnaire with 37 items is used to collect the data as ratings from respondents. The moderated mediation model is designed and tested using the bootstrapping method in the Hayes PROCESS macro model. According to the findings, the association between entrepreneurship education in higher education institutions and passion is negatively moderated by individual differences and innovativeness. Further, the study revealed that the combined effect of the higher education institution, individual differences, and innovativeness on entrepreneurial intention is mediated by passion.\u0000This empirical research aimed to assess the impact of higher education institutions and the effect of passion, individual differences, and innovativeness in developing the entrepreneurial intention to support the educational experience of higher education institutions offering entrepreneurship education.The findings of the study indicate that higher education institutions promote entrepreneurial intention through quality content, instructors, and an entrepreneurial environment that considers individual differences. However, controlled environments can negatively impact innovative students' entrepreneurial intentions, as learning passion indirectly influences entrepreneurial intentions.The educational institutions must provide a distinct entrepreneurial environment for students pursuing entrepreneurship programmes. Collaborative learning should be adopted to create huge differences in the skills, attitudes, and confidence levels of the students and to assess individual competence and team effort. Low or average‐skilled students can be motivated and encouraged to participate in entrepreneurial events inside and outside the institution, whereas highly competent students can be provided with real‐world business opportunities to launch new ventures, which may inspire and drive their peers.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"78 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80837244","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}
In teacher education, there is a growing need for teachers to become data literate by collecting a variety of data on student learning to assess student progress and inform instruction. Research on pedagogical documentation in education, in particular early childhood education, has been undertaken to make students' learning visible by documenting multiple forms of student data. Although the notion of pedagogical documentation could be broadened in teacher data literacies practice, little is known about teacher data literacies practice in implementing pedagogical documentation. To fill this research gap, we performed a scoping review of the studies to investigate the landscape of teacher data literacies practice with pedagogical documentation published from 2000 to 2020. Our scoping review employed Arksey and O'Malley's methodological framework and identified 62 studies in our review. Our analysis provided an overview of the existing studies on teacher data literacies practice with pedagogical documentation. The implications of its findings were discussed. Despite the increased demand for teachers to make data‐driven and evidence‐based decisions in teaching, to our knowledge this is the first review of teacher data literacies in implementing pedagogical documentation.Our scoping review identifies knowledge gaps in teachers' pedagogical documentation in diverse K‐12 settings, particularly in developing countries.It also calls for more classroom‐based research on teacher data literacies practice in implementing pedagogical documentation and the need to further understand the relationship between teacher data literacies and pedagogical documentation. These implications are relevant for both educational researchers and teachers.
{"title":"‘Teacher data literacies practice’ meets ‘pedagogical documentation’: A scoping review","authors":"Mi Song Kim, Fengcaho Yu","doi":"10.1002/rev3.3414","DOIUrl":"https://doi.org/10.1002/rev3.3414","url":null,"abstract":"In teacher education, there is a growing need for teachers to become data literate by collecting a variety of data on student learning to assess student progress and inform instruction. Research on pedagogical documentation in education, in particular early childhood education, has been undertaken to make students' learning visible by documenting multiple forms of student data. Although the notion of pedagogical documentation could be broadened in teacher data literacies practice, little is known about teacher data literacies practice in implementing pedagogical documentation. To fill this research gap, we performed a scoping review of the studies to investigate the landscape of teacher data literacies practice with pedagogical documentation published from 2000 to 2020. Our scoping review employed Arksey and O'Malley's methodological framework and identified 62 studies in our review. Our analysis provided an overview of the existing studies on teacher data literacies practice with pedagogical documentation. The implications of its findings were discussed.\u0000Despite the increased demand for teachers to make data‐driven and evidence‐based decisions in teaching, to our knowledge this is the first review of teacher data literacies in implementing pedagogical documentation.Our scoping review identifies knowledge gaps in teachers' pedagogical documentation in diverse K‐12 settings, particularly in developing countries.It also calls for more classroom‐based research on teacher data literacies practice in implementing pedagogical documentation and the need to further understand the relationship between teacher data literacies and pedagogical documentation. These implications are relevant for both educational researchers and teachers.\u0000","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"12 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81515417","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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