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Engaging in social innovation education: Reciprocal relations between student wellbeing and programme wellbeing outcomes 参与社会创新教育:学生福祉与课程福祉成果之间的相互关系
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-19 DOI: 10.1111/ejed.12745
Andrea Maynard, Jennifer E. Symonds
Social innovation education (SIE) is a student‐led collaborative process of creating unique solutions to challenges within the community. Through an analysis of pre‐ and post‐surveys completed by 94 post‐primary school students in Ireland, the current study looked at how prior wellbeing (measured using the EPOCH model) influenced change in wellbeing through engagement with the SIE programme. While the models produced indicated that all five dimensions of the EPOCH model (engagement, perseverance, optimism, connectedness, and happiness) were impacted by the programme, the results also indicated that students with higher prior wellbeing were more likely to have higher levels of engagement, and as a result gained greater wellbeing‐related outcomes. These findings highlight the benefit that a programme like SIE, which is not designed as a wellbeing intervention, can have on wellbeing, and the importance of considering additional encouragement and support based on the individual needs of each student.
社会创新教育(SIE)是一个由学生主导的合作过程,旨在为社区内的挑战创造独特的解决方案。本研究通过对爱尔兰 94 名小学后学生完成的前后调查进行分析,探讨了先前的幸福感(使用 EPOCH 模型进行测量)如何影响参与社会创新教育计划后幸福感的变化。所建立的模型表明,EPOCH 模型的所有五个维度(参与、毅力、乐观、联系和幸福)都受到了该计划的影响,但结果还表明,先前幸福感较高的学生更有可能具有较高的参与度,并因此获得更多与幸福相关的成果。这些研究结果凸显了像 "健康教育 "这样并非作为幸福干预措施而设计的计划对幸福的益处,以及根据每个学生的个人需求考虑额外鼓励和支持的重要性。
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引用次数: 0
Explaining Temporal Trends in School‐Related Stress: A Decomposition Analysis of Repeated Swedish Survey Data 解释与学校有关的压力的时间趋势:对瑞典重复调查数据的分解分析
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-18 DOI: 10.1111/ejed.12779
Björn Högberg
Concerns related to school are consistently ranked as among the greatest stressors in the lives of adolescents. Research from varying contexts report rising rates of school‐related stress among students, but we currently lack knowledge on what drives these trends. The aim of this study is to investigate the predictors of temporal trends in school‐related stress in Swedish students between 2003 and 2020. To this end, repeated surveys of 9807 Swedish students aged 16 years are analysed using Blinder‐Oaxaca decomposition techniques. The results show that the rise in school‐related stress was primarily due to growing schoolwork difficulties and social exclusion among students, indicating possibly adverse consequences of a large‐scale educational reform as well as of the COVID‐19 pandemic. In addition, rising academic aspirations contributed to the increase, in line with arguments concerning the increasing weight attached to educational success among adolescents in the ‘schooled society’.
与学校有关的问题一直被列为青少年生活中最大的压力之一。不同背景下的研究报告显示,学生中与学校相关的压力率在不断上升,但我们目前还不知道是什么原因导致了这种趋势。本研究旨在调查 2003 年至 2020 年间瑞典学生与学校相关压力的时间趋势的预测因素。为此,我们使用布林德-瓦哈卡分解技术对 9807 名 16 岁瑞典学生的重复调查进行了分析。结果表明,学校相关压力的增加主要是由于学生的课业困难和社会排斥日益严重,这表明大规模教育改革和 COVID-19 大流行可能会带来不利影响。此外,与 "学校社会 "中青少年对教育成功的重视程度不断提高的论点相一致,学业期望的提高也是导致压力增加的原因之一。
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引用次数: 0
Disclosing the Correlation Between Using ChatGPT and Well‐Being in EFL Learners: Considering the Mediating Role of Emotion Regulation 揭示英语语言学习者使用 ChatGPT 与幸福感之间的相关性:考虑情绪调节的中介作用
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-17 DOI: 10.1111/ejed.12752
Afsheen Rezai, Ali Soyoof, Barry Lee Reynolds
Artificial Intelligence (AI)‐driven chatbots, such as ChatGPT, have significantly impacted education, especially for English as a Foreign Language (EFL) learners. However, there is paucity of empirical evidence concerning the role of chatbots in psycho‐emotional constructs like well‐being and emotion regulation. It is important to address this issue because it can further our understanding of the ways through which using ChatGPT affects psycho‐emotional constructs in EFL learners. This study aimed to unpack the intersection between using ChatGPT and well‐being, with a focus on the mediating role of emotion regulation in the EFL context of Iran. Using convenience sampling, 492 EFL learners (205 males and 287 females) were invited to complete validated scales measuring ChatGPT use, well‐being, and emotion regulation. The outcomes of structural equation modelling revealed a strong mediation effect of emotion regulation in the relationship between using ChatGPT and well‐being. Additionally, significant positive correlations were found between using ChatGPT and both well‐being and emotion regulation. Besides, a significant positive relationship was established between emotion regulation and well‐being among the EFL learners. The results imply that the integration of ChatGPT into the Iranian EFL learning environment can be beneficial, considering its positive correlations with both well‐being and emotion regulation among the Iranian EFL learners.
人工智能(AI)驱动的聊天机器人(如 ChatGPT)对教育,尤其是英语作为外语(EFL)学习者的教育产生了重大影响。然而,关于聊天机器人在心理情感建构(如幸福感和情绪调节)中的作用,却缺乏实证证据。解决这个问题非常重要,因为它可以进一步加深我们对使用聊天工具影响 EFL 学习者心理情感建构的方式的理解。本研究旨在揭示使用 ChatGPT 与幸福感之间的交叉点,重点关注情绪调节在伊朗 EFL 环境中的中介作用。本研究采用便利抽样法,邀请 492 名 EFL 学习者(205 名男性和 287 名女性)完成测量 ChatGPT 使用、幸福感和情绪调节的有效量表。结构方程模型的结果显示,在使用 ChatGPT 与幸福感之间的关系中,情绪调节具有很强的中介效应。此外,在使用 ChatGPT 与幸福感和情绪调节之间也发现了明显的正相关。此外,情绪调节与 EFL 学习者的幸福感之间也建立了明显的正相关关系。考虑到 ChatGPT 与伊朗 EFL 学习者的幸福感和情绪调节之间的正相关关系,研究结果表明将 ChatGPT 融入伊朗 EFL 学习环境是有益的。
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引用次数: 0
Virtual Reality Technology in Nursing Education: A Qualitative Study 护理教育中的虚拟现实技术:定性研究
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-17 DOI: 10.1111/ejed.12780
Gülçin Avşar, Şeymanur Çelik, Sevgi Doğan, Bahar Çiftçi
Virtual reality (VR) technology plays a significant role in nursing education by enhancing the quality of training by applying knowledge, decision‐making, intervention completion and feedback. This study aims to examine nursing students' experiences and perceptions regarding the ventrogluteal injection training provided through VR technology. Conducted between May and June 2022, this qualitative descriptive phenomenology study took place at a state university in Turkey, involving 70 students who participated in Ventrogluteal Drug Administration training using VR glasses. The sample included 12 students selected via the Criterion Sampling Method. Data collection tools comprised the ‘Descriptive Information Form’ and a ‘Semi‐Structured Questionnaire’. Qualitative data were analysed using the Content Analysis Method, while quantitative data were assessed through descriptive statistical methods (frequency, percentage, mean). The study identified 13 codes, four sub‐themes and two main themes from the students' evaluations. The first main theme, ‘Weaknesses of Virtual Simulation’, included two sub‐themes: ‘Due to its Nature’ and ‘Due to its Technique’, resulting in five codes. The second main theme, ‘Strengths of Virtual Simulation’, was divided into two sub‐themes: ‘Permanence, Integrity, and Applicability’ and ‘Emotions towards Virtual Simulation’, with eight codes identified. The findings indicate that students view VR technology positively in their education. However, they also highlighted specific issues related to the simulation's technique and inherent nature.
虚拟现实(VR)技术通过应用知识、决策、干预完成和反馈来提高培训质量,在护理教育中发挥着重要作用。本研究旨在考察护理专业学生对通过 VR 技术提供的腹腔注射培训的体验和看法。这项描述性现象学定性研究于 2022 年 5 月至 6 月间在土耳其的一所国立大学进行,共有 70 名学生参加了使用 VR 眼镜进行的黄体注射给药培训。样本包括通过标准抽样法选出的 12 名学生。数据收集工具包括 "描述性信息表 "和 "半结构化问卷"。定性数据采用内容分析法进行分析,定量数据则通过描述性统计方法(频率、百分比、平均值)进行评估。研究从学生的评价中确定了 13 个代码、4 个子主题和 2 个主题。第一个主主题 "虚拟仿真的弱点 "包括两个次主题:"由于其性质 "和 "由于其技术",共产生五个代码。第二个主主题 "虚拟仿真的优势 "分为两个次主题:"持久性、完整性和适用性 "和 "对虚拟仿真的情感",共确定了八个代码。研究结果表明,学生对虚拟仿真技术在教育中的应用持积极态度。不过,他们也强调了与模拟技术和固有性质有关的具体问题。
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引用次数: 0
Workload and Need for Recovery in the Academy: The Moderating Role of Student Demands and Meaningful Work Perceptions 学院中的工作量和恢复需求:学生要求和有意义工作认知的调节作用
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-17 DOI: 10.1111/ejed.12777
Giulia Sciotto, Francesco Pace, Cristina Moavero
Research has often focused on which teaching‐related stressors might undermine teachers' effectiveness, with spillover effects on students' performance. This connection makes studies on teacher well‐being crucial, as well as the search for variables that can act as a buffer for unavoidable job stressors. The present study investigates whether the relationship between academic workload and the need for recovery varies based on student demands and meaningful work perceptions. Hence, a moderated moderation model was tested on 236 Italian university teachers. The results show that the effect of academic workload on the need for recovery is higher in conditions of high student demands. Meaningful work plays a protective role, mitigating the effect of academic workload in both high and low student demands conditions. These findings suggest the promotion of protective elements that can trigger a virtuous process such that teachers' well‐being improves effectiveness, which, in turn, improves students' learning experience.
研究通常侧重于哪些与教学相关的压力可能会削弱教师的工作效率,并对学生的表现产生溢出效应。这种联系使得对教师幸福感的研究变得至关重要,同时也使得寻找能够对不可避免的工作压力起到缓冲作用的变量变得尤为重要。本研究探讨了学术工作量与恢复需求之间的关系是否因学生需求和有意义的工作认知而异。因此,对 236 名意大利大学教师进行了调节模型测试。结果表明,在学生要求较高的情况下,学术工作量对恢复需求的影响更大。有意义的工作起到了保护作用,在学生要求高和要求低的情况下都能减轻学业工作量的影响。这些研究结果表明,促进保护性因素可以引发一个良性过程,使教师的幸福感提高工作效率,进而改善学生的学习体验。
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引用次数: 0
A Bibliometric Analysis and Visualisation of Digital Teaching and Learning Publications From Southeast Asia Countries 东南亚国家数字化教学出版物的文献计量分析与可视化
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-17 DOI: 10.1111/ejed.12781
Nam Danh Nguyen, Hien Thu Thi Le, Bich Thi Truong, Dungz Van Ha, Nga Viet Thi Nguyen, Trung Tran
This study provides a bibliometric analysis of 702 documents related to digital teaching and learning conducted by scholars from Southeast Asia (SEA) countries. The number of publications was limited before 2018, but rocketed during the 2019–2023 period. Based on scientific production of six most productive SEA countries, it is possible to classify them into three groups, with Indonesia and Malaysia in the first, Singapore and Thailand in the second, and Philippines and Vietnam in the third group. International collaborations among SEA scholars working in this research direction were limited, with only 19% of the publications resulting from collaborations with the most productive partner countries. Singaporean scholars were found to have a significant impact on the community, with their articles accounting for nearly 49% of the total citations. SEA scholars tended to focus on a few research topics such as applications of e‐learning, online learning, and blended learning, digital education and digital transformation during the COVID‐19 pandemic, and systematic review of different types of digital education applied in health professions education.
本研究对东南亚(SEA)国家学者发表的702篇与数字化教学相关的文献进行了文献计量分析。2018 年之前,发表的文献数量有限,但在 2019-2023 年期间激增。根据东南亚国家联盟(SEA)六个高产国家的科研成果,可以将它们分为三组,第一组是印度尼西亚和马来西亚,第二组是新加坡和泰国,第三组是菲律宾和越南。从事该研究方向工作的东南亚国家联盟学者之间的国际合作有限,只有 19% 的出版物是与最有成果的伙伴国家合作发表的。研究发现,新加坡学者对社会产生了重大影响,他们的文章占总引用次数的近 49%。新加坡学者倾向于关注一些研究课题,如电子学习、在线学习和混合式学习的应用,COVID-19 大流行期间的数字教育和数字转型,以及对卫生专业教育中应用的不同类型数字教育的系统回顾。
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引用次数: 0
Health‐Promoting Learning Environments in Higher Education: A Scoping Review of Structural Interventions to Protect Student Mental Health 高等教育中促进健康的学习环境:保护学生心理健康的结构性干预措施范围审查
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-17 DOI: 10.1111/ejed.12772
Tina M. Olsson, Malin Broberg, Sylva Frisk, Arne F. Wackenhut, David Kjellin, Sofia Gullstrand, Stephanie Rost, Therése Skoog
A rapidly growing body of research spanning several scientific disciplines and countries converges to show that mental health problems among students are an increasing challenge for higher education institutions. Mental health problems among students threaten academic performance, degree completion and student well‐being. Structural efforts aimed at building health‐promoting, learning environments for all students are lacking in the literature. This study aims to identify and describe what is currently known about structural approaches to promote mental health or prevent mental health problems among students in higher educational settings. We conducted a scoping review of studies published in peer‐reviewed journals between 2001 and 2021, which studied structural interventions to promote mental health or prevent mental health problems among students in higher educational settings. The search identified 8372 articles, and 27 were included in the final sample. Four broad categories of approach were identified: (1) inclusion and diversity approaches, (2) adaptations to the physical environment, (3) teaching health‐related skills and behaviours and (4) adaptations to pedagogical practices and teaching approaches. The general finding from the studies reporting student perceptions was that students were favourable to the interventions to which they were exposed. Studies investigating pre‐ to post‐test changes in well‐being had mixed findings. Institutions aiming to support student mental health at the structural level should rigorously study and describe these approaches and their outcomes to advance our combined understanding of how we might design and deliver structural interventions to support students' mental health.
横跨多个科学学科和国家的研究成果迅速增多,这些成果共同表明,学生的心理健康问题对高等教育机构来说是一个日益严峻的挑战。学生的心理健康问题威胁着学习成绩、学位的完成和学生的幸福。文献中缺乏旨在为所有学生营造促进健康的学习环境的结构性努力。本研究旨在确定和描述目前在高等教育环境中促进学生心理健康或预防学生心理健康问题的结构性方法。我们对 2001 年至 2021 年间发表在同行评审期刊上的研究进行了范围界定,这些研究研究了在高等教育环境中促进学生心理健康或预防学生心理健康问题的结构性干预措施。通过检索,共发现了 8372 篇文章,其中 27 篇被纳入最终样本。确定了四大类方法:(1) 包容性和多样性方法,(2) 对物理环境的调整,(3) 教授与健康相关的技能和行为,(4) 对教学实践和教学方法的调整。从报告学生看法的研究中得出的普遍结论是,学生对他们所接触的干预措施持赞成态度。对测试前和测试后的幸福感变化进行调查的研究结果不一。旨在从结构层面支持学生心理健康的机构应严格研究和描述这些方法及其结果,以促进我们对如何设计和实施结构性干预措施以支持学生心理健康的综合理解。
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引用次数: 0
Are Younger Students More Likely to Drop Out? Spanish Evidence on the Moderator Role of Gender and Social Origin 年龄较小的学生更容易辍学吗?西班牙关于性别和社会出身的调节作用的证据
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-09 DOI: 10.1111/ejed.12753
Miguel Requena, Manuel T. Valdés
Early school leaving (ESL) is considered one of the most serious problems in the functioning of European education systems. In particular, Spain has traditionally exhibited one of the largest ESL rates in Europe. This study aimed to shed light on the role of the month of birth as a factor conditioning the probability of ESL. Using high‐quality census data and a regression discontinuity design, we documented that Spanish males from lower social strata born before the school‐entry cut‐off are substantially more likely to be observed as early school leavers than their counterparts born after that date. We do not find such effect among females or males from other social strata. Overall, educational policy should target more seriously the inequalities associated with the month of birth as they do not vanish before affecting relevant decisions such as leaving education early, at least for males from lower social strata.
离校早(ESL)被认为是欧洲教育系统运作中最严重的问题之一。特别是,西班牙历来是欧洲辍学率最高的国家之一。本研究旨在揭示出生月份作为影响 ESL 概率因素的作用。通过使用高质量的人口普查数据和回归不连续设计,我们发现在入学截止日期之前出生的西班牙低社会阶层的男性比在该日期之后出生的男性更有可能被观察到提前离校。在其他社会阶层的女性或男性中,我们没有发现这种效应。总体而言,教育政策应更认真地关注与出生月份相关的不平等现象,因为这些不平等现象不会在影响相关决定(如提前离校)之前消失,至少对来自较低社会阶层的男性而言是如此。
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引用次数: 0
Can AI Empower L2 Education? Exploring Its Influence on the Behavioural, Cognitive and Emotional Engagement of EFL Teachers and Language Learners 人工智能能否增强 L2 教育?探索人工智能对 EFL 教师和语言学习者的行为、认知和情感参与的影响
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-09 DOI: 10.1111/ejed.12750
Changyin Zhou, Fanfan Hou
Artificial intelligence (AI) is transforming L2 education, yet its specific impacts on English as a foreign language (EFL) teachers and language learners' engagement remain understudied. To address this deficiency, this study, grounded in Fredricks, Blumenfeld, and Paris's (Review of Educational Research, 74, 109) three‐dimensional engagement model, explored the impacts of AI on the behavioural, cognitive and emotional engagement of EFL teachers and language learners through semi‐structured interviews with 24 EFL teachers and 38 college language learners, followed by a thematic analysis with MAXQDA to uncover the effectiveness of AI. The study found that behavioural engagement showcased the integration of AI tools, highlighting increased frequency of use and their practical applications in enhancing language acquisition tasks. Cognitive engagement was marked by the recognition of AI capacity to augment teaching strategies and learning processes, although it also surfaced concerns about the potential overreliance on technology. Emotional engagement reflected a complex interplay of attitudes, with most informants viewing AI positively but acknowledging concerns about job displacement, and its impacts on emotions of students and teachers as well as the relations between them. The study concluded that while AI held promise for L2 education, the integration must consider its limitations and ethical implications. The research provided valuable insights for educators, learners, technology developers and policymakers, encouraging innovative practices and informed decision‐making in L2 education.
人工智能(AI)正在改变 L2 教育,但其对英语作为外语(EFL)教师和语言学习者参与的具体影响仍未得到充分研究。为了弥补这一不足,本研究以 Fredricks、Blumenfeld 和 Paris(《教育研究评论》,74,109)的三维参与模型为基础,通过对 24 名 EFL 教师和 38 名大学语言学习者进行半结构式访谈,探讨了人工智能对 EFL 教师和语言学习者的行为、认知和情感参与的影响,随后使用 MAXQDA 进行了专题分析,以揭示人工智能的有效性。研究发现,行为参与展示了人工智能工具的整合,突出了使用频率的增加及其在增强语言习得任务中的实际应用。认知参与的特点是认识到人工智能能够增强教学策略和学习过程,但也浮现出对可能过度依赖技术的担忧。情感参与反映了各种态度之间的复杂相互作用,大多数信息提供者对人工智能持积极态度,但也承认他们担心工作被取代,以及人工智能对学生和教师的情感以及他们之间关系的影响。研究得出的结论是,虽然人工智能为 L2 教育带来了希望,但整合时必须考虑其局限性和伦理影响。这项研究为教育者、学习者、技术开发者和政策制定者提供了宝贵的见解,鼓励在语言教育领域进行创新实践和明智决策。
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引用次数: 0
Digital Active Learning Strategies in Blended Environments to Develop Students' Social and Emotional Learning Skills and Engagement in Higher Education 在混合环境中采用数字化主动学习策略,培养学生的社会和情感学习技能以及高等教育的参与度
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-09 DOI: 10.1111/ejed.12748
Amjaad Tariq Mujallid
The COVID‐19 pandemic has led to a shift towards online and blended learning; however, most students and faculty members still report more challenges in online courses regarding social interaction and engagement. This paper aimed to design an interactive blended course following Merrills' first principles of instruction model to develop students' social and emotional learning skills and engagement in higher education. A mixed‐method design, including questionnaires and interviews, was used with a sample population which consisted of 90 graduate students and divided into two groups, an experimental and a control group. The results showed that there were statistically significant differences between the experimental and control groups in‐terms of social–emotional learning skills and students' engagement due to the high perception of the experimental group. The findings also revealed that the most dominant social–emotional learning skills that appeared to be supported by applying these strategies from the students' point of view were self‐awareness and social awareness. The study also found that instructor presence, effective course design and appropriate use of technology significantly influenced students' engagement.
COVID-19 大流行导致了向在线学习和混合式学习的转变;然而,大多数学生和教师仍然表示,在线课程在社交互动和参与方面面临更多挑战。本文旨在按照梅里尔斯的第一教学原则模型设计一门互动混合课程,以培养学生的社交和情感学习技能以及在高等教育中的参与度。本文采用混合方法设计,包括问卷调查和访谈,样本人群包括 90 名研究生,分为两组,即实验组和对照组。结果表明,由于实验组的高感知度,实验组和对照组在社会情感学习技能和学生参与度方面存在统计学意义上的显著差异。研究结果还显示,从学生的角度来看,应用这些策略似乎支持的最主要的社会情感学习技能是自我意识和社会意识。研究还发现,教师的存在、有效的课程设计和技术的适当使用对学生的参与度有很大影响。
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引用次数: 0
期刊
European Journal of Education
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