Pub Date : 2022-09-13DOI: 10.1080/03055698.2022.2122702
Ö. Acar
{"title":"Modelling of the relationships between students’ grade-level, epistemic beliefs, metacognition, and science achievement in low and high - achieving schools","authors":"Ö. Acar","doi":"10.1080/03055698.2022.2122702","DOIUrl":"https://doi.org/10.1080/03055698.2022.2122702","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46536389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-12DOI: 10.1080/03055698.2022.2117544
K. Könings, T. Seidel
{"title":"Student expectations when entering an innovative learning environment: identifying longitudinal patterns across student subgroups","authors":"K. Könings, T. Seidel","doi":"10.1080/03055698.2022.2117544","DOIUrl":"https://doi.org/10.1080/03055698.2022.2117544","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45835487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-09DOI: 10.1080/03055698.2022.2120763
Camilla Forsberg, Eva Hammar Chiriac, Robert Thornberg
{"title":"“I think we have a good time if there are no disputes”: pupils’ dynamic perspectives on being on breaktime","authors":"Camilla Forsberg, Eva Hammar Chiriac, Robert Thornberg","doi":"10.1080/03055698.2022.2120763","DOIUrl":"https://doi.org/10.1080/03055698.2022.2120763","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47198153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-08DOI: 10.1080/03055698.2022.2121603
Ayla Çetin-Dindar
{"title":"Examining in-service and pre-service science teachers’ learning environment perceptions and their sense of efficacy beliefs","authors":"Ayla Çetin-Dindar","doi":"10.1080/03055698.2022.2121603","DOIUrl":"https://doi.org/10.1080/03055698.2022.2121603","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41528954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-08DOI: 10.1080/03055698.2022.2121602
Noel Clycq, Ruud Lelieur, W. Nouwen, J. Vanhoof
{"title":"Individual and collective teacher support towards students in urban schools: identifying underlying school characteristics","authors":"Noel Clycq, Ruud Lelieur, W. Nouwen, J. Vanhoof","doi":"10.1080/03055698.2022.2121602","DOIUrl":"https://doi.org/10.1080/03055698.2022.2121602","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44028152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-08DOI: 10.1080/03055698.2022.2119370
Kim-Lim Tan, Uchenna Cyril Eze, Yi Sun
Emerging adults are a crucial group in our society, and research indicates that they rarely consider themselves adults because their cognitive, social, and emotional capacities are undergoing transitionary changes, affecting how they learn. Prior studies have not considered sufficiently the characteristics and needs of emerging adult learners in an online environment. This study aims to address this gap in the literature by examining the psychological needs and academic burnout of emerging adult online learners during the Covid-19 pandemic. Through self-determination theory (SDT) and Stimuli-Organism-Response (S-O-R) theory, the key arguments and constructs include the effects of structural and social bonds on emerging adult learners' psychological needs, the effect of psychological needs on academic burnout, and the moderating roles of mindfulness. A valid sample of 294 collected through the survey was the basis of the analysis. PLS-SEM was used to analyse and test the hypotheses. Findings indicate that structural and social bonds affect psychological needs at varying strengths, which is generally consistent with prior findings but with different groups of learners. The moderating roles of mindfulness, however, were mixed. The model robustness further highlights the predictive analysis, which complements the exploratory perspective. This study contributes to the literature by identifying the predictors that fulfill the basic psychological needs of emerging adult learners and examining the effect of this fulfilment on the burnout during the online learning. In addition, this study implies how online trainers and educational institutions can build an optimal environment to reduce the burnout and then improve the learning effectiveness for emerging adult learners. Limitations, and agenda for future research were further discussed to conclude the study.
{"title":"I did my part! How can I further minimize emerging adult learners’ burnout in an online learning environment?","authors":"Kim-Lim Tan, Uchenna Cyril Eze, Yi Sun","doi":"10.1080/03055698.2022.2119370","DOIUrl":"https://doi.org/10.1080/03055698.2022.2119370","url":null,"abstract":"Emerging adults are a crucial group in our society, and research indicates that they rarely consider themselves adults because their cognitive, social, and emotional capacities are undergoing transitionary changes, affecting how they learn. Prior studies have not considered sufficiently the characteristics and needs of emerging adult learners in an online environment. This study aims to address this gap in the literature by examining the psychological needs and academic burnout of emerging adult online learners during the Covid-19 pandemic. Through self-determination theory (SDT) and Stimuli-Organism-Response (S-O-R) theory, the key arguments and constructs include the effects of structural and social bonds on emerging adult learners' psychological needs, the effect of psychological needs on academic burnout, and the moderating roles of mindfulness. A valid sample of 294 collected through the survey was the basis of the analysis. PLS-SEM was used to analyse and test the hypotheses. Findings indicate that structural and social bonds affect psychological needs at varying strengths, which is generally consistent with prior findings but with different groups of learners. The moderating roles of mindfulness, however, were mixed. The model robustness further highlights the predictive analysis, which complements the exploratory perspective. This study contributes to the literature by identifying the predictors that fulfill the basic psychological needs of emerging adult learners and examining the effect of this fulfilment on the burnout during the online learning. In addition, this study implies how online trainers and educational institutions can build an optimal environment to reduce the burnout and then improve the learning effectiveness for emerging adult learners. Limitations, and agenda for future research were further discussed to conclude the study.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41716006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-05DOI: 10.1080/03055698.2022.2117541
W. Liu, R. Yuan, Wei Liao, H. Zhang
{"title":"“I felt the whole world was against me!”: a qualitative study of novice teachers’ anger expression and regulation","authors":"W. Liu, R. Yuan, Wei Liao, H. Zhang","doi":"10.1080/03055698.2022.2117541","DOIUrl":"https://doi.org/10.1080/03055698.2022.2117541","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41381629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-05DOI: 10.1080/03055698.2022.2117542
Annika Ohle-Peters, M. Shahat, Abdullah K. Ambusaidi
{"title":"Text-Picture-Material in science education: A comparison of Omani and German teachers’ attitudes, motivational orientations and self-regulatory skills","authors":"Annika Ohle-Peters, M. Shahat, Abdullah K. Ambusaidi","doi":"10.1080/03055698.2022.2117542","DOIUrl":"https://doi.org/10.1080/03055698.2022.2117542","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44342195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1080/03055698.2022.2117545
Matthew Green, Jade Calais
{"title":"“I feel like it’s not my place because I don’t know anything about it.”: Preservice teachers, praxis in classroom management","authors":"Matthew Green, Jade Calais","doi":"10.1080/03055698.2022.2117545","DOIUrl":"https://doi.org/10.1080/03055698.2022.2117545","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49557742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1080/03055698.2022.2117540
Luis Herskovic, J. Silva
{"title":"Links between performance in high school and the decision to major in STEM fields: evidence from Chile","authors":"Luis Herskovic, J. Silva","doi":"10.1080/03055698.2022.2117540","DOIUrl":"https://doi.org/10.1080/03055698.2022.2117540","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42284015","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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