This study explores how homeroom teachers construct meaningfulness in their work and in their professional identity, and how this meaningfulness serves them as they interpret and react to public criticism of their profession. Our study relies on interviews with 95 teachers working in Israeli elementary‐, middle‐ and high schools, and draws on the theoretical lens of discursive identity work. We argue that meaningfulness is at the heart of homeroom teachers' identity. Accordingly, when faced with public criticism that questions the meaningfulness of their work, teachers experience threats to their professional identity. Notably, such identity threats are of a gendered nature, as teachers make sense of public criticism by conceptualising it through the gendered stereotype of ‘babysitting’. Furthermore, female teachers are much more likely than male teachers to face criticism from family members and friends. We identify remedial identity work strategies that teachers employ in the face of such identity threats.
{"title":"‘We are not babysitters’: Meaningfulness and meaninglessness in homeroom teachers' identity work","authors":"Adi Sapir, Ravit Mizrahi‐Shtelman","doi":"10.1111/ejed.12714","DOIUrl":"https://doi.org/10.1111/ejed.12714","url":null,"abstract":"This study explores how homeroom teachers construct meaningfulness in their work and in their professional identity, and how this meaningfulness serves them as they interpret and react to public criticism of their profession. Our study relies on interviews with 95 teachers working in Israeli elementary‐, middle‐ and high schools, and draws on the theoretical lens of discursive identity work. We argue that meaningfulness is at the heart of homeroom teachers' identity. Accordingly, when faced with public criticism that questions the meaningfulness of their work, teachers experience threats to their professional identity. Notably, such identity threats are of a gendered nature, as teachers make sense of public criticism by conceptualising it through the gendered stereotype of ‘babysitting’. Furthermore, female teachers are much more likely than male teachers to face criticism from family members and friends. We identify remedial identity work strategies that teachers employ in the face of such identity threats.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"6 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141549838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study sought to identify the barriers to effective teaching from the perspective of teachers in Qatar's government schools. This study used survey questionnaire data from the Qatar Education Study 2018, a nationally representative sample of 424 school teachers, to determine what they consider the top barriers facing them as they work to provide effective instruction. The current study seeks to understand how the five different systems of the ecological systems theory influence effective teaching in the context of Qatar. Based on Stata 16 data analyses, percentages and mean ratings were used to identify salient barriers to effective teaching. Results indicated that student‐related barriers, such as motivation and differing student abilities, and school‐related barriers, including teachers' workload, influence effective instruction. A discussion of pertinent results is offered, and relevant recommendations for policy‐making intervention and calls for future study and research are provided.
本研究试图从卡塔尔公立学校教师的角度出发，找出有效教学所面临的障碍。本研究使用了 "2018 年卡塔尔教育研究"（Qatar Education Study 2018）的调查问卷数据，这是一项具有全国代表性的抽样调查，共调查了 424 名学校教师，以确定他们认为在努力提供有效教学时所面临的首要障碍是什么。本研究试图了解生态系统论的五个不同系统如何影响卡塔尔背景下的有效教学。基于 Stata 16 数据分析，使用百分比和平均评分来确定有效教学的突出障碍。结果表明，与学生相关的障碍，如学习动机和学生的不同能力，以及与学校相关的障碍，包括教师的工作量，都会影响有效教学。本文对相关结果进行了讨论，并提出了相关的决策干预建议，以及对未来学习和研究的呼吁。
{"title":"Teachers' perceptions of the barriers to effective teaching in Qatar's government schools","authors":"Reem Khalid Abu‐Shawish","doi":"10.1111/ejed.12711","DOIUrl":"https://doi.org/10.1111/ejed.12711","url":null,"abstract":"This study sought to identify the barriers to effective teaching from the perspective of teachers in Qatar's government schools. This study used survey questionnaire data from the Qatar Education Study 2018, a nationally representative sample of 424 school teachers, to determine what they consider the top barriers facing them as they work to provide effective instruction. The current study seeks to understand how the five different systems of the ecological systems theory influence effective teaching in the context of Qatar. Based on Stata 16 data analyses, percentages and mean ratings were used to identify salient barriers to effective teaching. Results indicated that student‐related barriers, such as motivation and differing student abilities, and school‐related barriers, including teachers' workload, influence effective instruction. A discussion of pertinent results is offered, and relevant recommendations for policy‐making intervention and calls for future study and research are provided.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"145 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141573001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article delves into doctoral supervision through the lens of inclusive transitions at the university. It aims to describe the complexity of the bond that forms between the supervisee and the supervisor, far from the bureaucratic practice of the academic environment. Based on self‐studies, the study reveals that the dialogue between the supervisee and the supervisor is unique and not reducible to control processes. This guidance, marked by various dilemmas, requires an ethic of openness to diversity, transforming academic practices. Inclusive supervision questions excessively academic (entitled) postures, fighting against discrimination and avoiding narcissistic pitfalls. The article further explores the vulnerability of the doctoral student, the dignity in focus, and new forms of discrimination and stigmatisation at the university. It provides a close look at unique journeys, shedding light on the human experience in the face of doctoral challenges, subtle forms of racism and the recurring theme of racism versus dignity. Drawing on Erving Goffman's work on stigma, this article also explores how these experiences of discrimination and racism can lead to stigmatisation, affecting the doctoral students' sense of self and their interactions within the academic environment. This perspective underscores the importance of fostering diversity and dignity in doctoral supervision, promoting inclusive university practices that respect and acknowledge each doctoral student's journey. It also emphasises the importance of understanding, and respect in the supervisory relationship, and the role these elements play in fostering a supportive academic environment.
{"title":"Promoting inclusive university practices: Fostering diversity and dignity in doctoral supervision","authors":"Magdalena Kohout‐Diaz","doi":"10.1111/ejed.12710","DOIUrl":"https://doi.org/10.1111/ejed.12710","url":null,"abstract":"This article delves into doctoral supervision through the lens of inclusive transitions at the university. It aims to describe the complexity of the bond that forms between the supervisee and the supervisor, far from the bureaucratic practice of the academic environment. Based on self‐studies, the study reveals that the dialogue between the supervisee and the supervisor is unique and not reducible to control processes. This guidance, marked by various dilemmas, requires an ethic of openness to diversity, transforming academic practices. Inclusive supervision questions excessively academic (entitled) postures, fighting against discrimination and avoiding narcissistic pitfalls. The article further explores the vulnerability of the doctoral student, the dignity in focus, and new forms of discrimination and stigmatisation at the university. It provides a close look at unique journeys, shedding light on the human experience in the face of doctoral challenges, subtle forms of racism and the recurring theme of racism versus dignity. Drawing on Erving Goffman's work on stigma, this article also explores how these experiences of discrimination and racism can lead to stigmatisation, affecting the doctoral students' sense of self and their interactions within the academic environment. This perspective underscores the importance of fostering diversity and dignity in doctoral supervision, promoting inclusive university practices that respect and acknowledge each doctoral student's journey. It also emphasises the importance of understanding, and respect in the supervisory relationship, and the role these elements play in fostering a supportive academic environment.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"88 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141578016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Green engineering is an important direction for engineering education, especially in the field of chemical engineering, where green chemical is a necessary guarantee for achieving sustainable development in the industry. How to practice the principles of green engineering in curriculum education is a problem that needs to be faced in engineering education, due to the currently educated persons are the future practitioners. The aim of this study is to integrate green techniques into an undergraduate‐level chemical design course, demonstrating how green engineering principles can be embedded in the curriculum to practice green engineering education, and thus disseminate the sustainability concept, resulting in a framework for achieving sustainable development. According to the training programme and design procedure, each student receives a product process design project and is guided by a teacher through the data review and discussion and then integrates green technologies in all aspects of the design, and the design result is evaluated. The good results of the students' design show that the undergraduate‐level chemical design course can well integrate green engineering principles and green technologies in the design, enhance the green standard of process design, broaden the students' design vision and mobilize their engineering creativity. It is a good form of green engineering education that the integration of engineering green technologies into an undergraduate‐level chemical design course, as demonstrated by the design results, which achieve effective practice of the sustainability concept and develop green education.
{"title":"Integration of green techniques into undergraduate‐level chemical design courses for practising the concept of sustainable development and developing green education","authors":"Chuan‐Jun Yue, Zhen‐Wei Zhang","doi":"10.1111/ejed.12709","DOIUrl":"https://doi.org/10.1111/ejed.12709","url":null,"abstract":"Green engineering is an important direction for engineering education, especially in the field of chemical engineering, where green chemical is a necessary guarantee for achieving sustainable development in the industry. How to practice the principles of green engineering in curriculum education is a problem that needs to be faced in engineering education, due to the currently educated persons are the future practitioners. The aim of this study is to integrate green techniques into an undergraduate‐level chemical design course, demonstrating how green engineering principles can be embedded in the curriculum to practice green engineering education, and thus disseminate the sustainability concept, resulting in a framework for achieving sustainable development. According to the training programme and design procedure, each student receives a product process design project and is guided by a teacher through the data review and discussion and then integrates green technologies in all aspects of the design, and the design result is evaluated. The good results of the students' design show that the undergraduate‐level chemical design course can well integrate green engineering principles and green technologies in the design, enhance the green standard of process design, broaden the students' design vision and mobilize their engineering creativity. It is a good form of green engineering education that the integration of engineering green technologies into an undergraduate‐level chemical design course, as demonstrated by the design results, which achieve effective practice of the sustainability concept and develop green education.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"35 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141573190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Amid global constraints imposed by COVID‐19, the education sector witnessed sudden transformations, including school closures and the adoption of distance learning, leading to heightened anxiety among Filipino teachers and impacting their overall well‐being. This study explores the mediating roles of burnout and work–life balance in the associations between COVID‐19 anxiety and life satisfaction among teachers. Data were collected from 532 teachers (73.3% women; meanage = 27.93 ± 1.27 years) engaged in remote work through an online survey using self‐reported questionnaires. Results indicated a significant and adverse influence of COVID‐19 anxiety on life satisfaction. Also, COVID‐19 anxiety showed an effect on both burnout and work–life balance. A significant association between work–life balance and life satisfaction was found, with work–life balance playing a significant mediating role in the relationship between COVID‐19 anxiety and life satisfaction. These results suggest that the anxiety induced by COVID‐19 disrupts the equilibrium between work–life balance and increases burnout, leading to reduced life satisfaction. To mitigate these negative effects on life satisfaction, policymakers and school authorities should devise effective strategies aimed at alleviating teachers' anxiety related to COVID‐19. This approach aims to ultimately diminish burnout, fostering an improvement in work–life balance and life satisfaction for educators.
{"title":"Mediating roles of burnout and work–life balance in the relationships between COVID‐19 anxiety and life satisfaction among Filipino teachers working remotely","authors":"Orhan Koçak, Kübra Yavuz, Murat Yıldırım","doi":"10.1111/ejed.12708","DOIUrl":"https://doi.org/10.1111/ejed.12708","url":null,"abstract":"Amid global constraints imposed by COVID‐19, the education sector witnessed sudden transformations, including school closures and the adoption of distance learning, leading to heightened anxiety among Filipino teachers and impacting their overall well‐being. This study explores the mediating roles of burnout and work–life balance in the associations between COVID‐19 anxiety and life satisfaction among teachers. Data were collected from 532 teachers (73.3% women; mean<jats:sub>age</jats:sub> = 27.93 ± 1.27 years) engaged in remote work through an online survey using self‐reported questionnaires. Results indicated a significant and adverse influence of COVID‐19 anxiety on life satisfaction. Also, COVID‐19 anxiety showed an effect on both burnout and work–life balance. A significant association between work–life balance and life satisfaction was found, with work–life balance playing a significant mediating role in the relationship between COVID‐19 anxiety and life satisfaction. These results suggest that the anxiety induced by COVID‐19 disrupts the equilibrium between work–life balance and increases burnout, leading to reduced life satisfaction. To mitigate these negative effects on life satisfaction, policymakers and school authorities should devise effective strategies aimed at alleviating teachers' anxiety related to COVID‐19. This approach aims to ultimately diminish burnout, fostering an improvement in work–life balance and life satisfaction for educators.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"2017 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141577706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Successful vocabulary acquisition hinges on the harmonious interplay of various factors. Despite some studies that have been conducted to examine the direct effect of self‐regulation on vocabulary learning, few of them tapped into the relationship among self‐regulation, motivational beliefs, vocabulary learning strategies and vocabulary proficiency. This study extended previous research by examining whether motivation, self‐efficacy and learning strategies mediate the relationship between self‐regulation and vocabulary proficiency and investigating whether the relationship varied by gender. Data were extracted from 399 senior secondary school students. Results from structural equation modelling revealed that motivation and self‐efficacy mediated the relationship between self‐regulated learning capacity and vocabulary learning strategies. Vocabulary learning strategies further mediated the relationships between self‐efficacy, motivation and vocabulary proficiency. Meanwhile, the relationship between self‐regulation, motivational beliefs, vocabulary learning strategies and vocabulary proficiency held equivalent across genders. Theoretical and practical implications are discussed.
{"title":"Mediating roles of motivational beliefs and vocabulary learning strategies for the relationship between self‐regulation and vocabulary proficiency","authors":"Jiajing Li, Chuang Wang","doi":"10.1111/ejed.12706","DOIUrl":"https://doi.org/10.1111/ejed.12706","url":null,"abstract":"Successful vocabulary acquisition hinges on the harmonious interplay of various factors. Despite some studies that have been conducted to examine the direct effect of self‐regulation on vocabulary learning, few of them tapped into the relationship among self‐regulation, motivational beliefs, vocabulary learning strategies and vocabulary proficiency. This study extended previous research by examining whether motivation, self‐efficacy and learning strategies mediate the relationship between self‐regulation and vocabulary proficiency and investigating whether the relationship varied by gender. Data were extracted from 399 senior secondary school students. Results from structural equation modelling revealed that motivation and self‐efficacy mediated the relationship between self‐regulated learning capacity and vocabulary learning strategies. Vocabulary learning strategies further mediated the relationships between self‐efficacy, motivation and vocabulary proficiency. Meanwhile, the relationship between self‐regulation, motivational beliefs, vocabulary learning strategies and vocabulary proficiency held equivalent across genders. Theoretical and practical implications are discussed.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"13 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141506718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Margaret Mangion, Gilmour Camilleri, Melchior Vella
Educators are indispensable assets to society as they support students through the provision of good quality education (SDG4). While they establish working environments where students feel safe and able to contribute to their intellectual capital, an essential consideration arises when educators find themselves facing significant challenges. This study examines how critical thinking disposition, hope and stress perceived during the COVID‐19 pandemic relate to participants' belief in their ability to address pandemic‐related challenges through creative means. Responses from 173 educators revealed that critical thinking disposition is positively associated with educators' self‐perception of creative self‐efficacy. This study also finds that creative self‐efficacy is negatively affected by perceived stress. The findings also indicate demographic and professional differences in creative self‐efficacy among educators in Malta, with younger educators and those working in higher educational levels, particularly at tertiary institutions, exhibiting higher levels of this construct. However, the role within the institution influenced creative self‐efficacy levels differently. The findings from this study underline the relevance of initiatives aimed at bolstering support for educators.
{"title":"Self‐perceptions in difficult times. A study highlighting how creative self‐efficacy of teachers is influenced by perceived stress, hope and critical thinking disposition","authors":"Margaret Mangion, Gilmour Camilleri, Melchior Vella","doi":"10.1111/ejed.12700","DOIUrl":"https://doi.org/10.1111/ejed.12700","url":null,"abstract":"Educators are indispensable assets to society as they support students through the provision of good quality education (SDG4). While they establish working environments where students feel safe and able to contribute to their intellectual capital, an essential consideration arises when educators find themselves facing significant challenges. This study examines how critical thinking disposition, hope and stress perceived during the COVID‐19 pandemic relate to participants' belief in their ability to address pandemic‐related challenges through creative means. Responses from 173 educators revealed that critical thinking disposition is positively associated with educators' self‐perception of creative self‐efficacy. This study also finds that creative self‐efficacy is negatively affected by perceived stress. The findings also indicate demographic and professional differences in creative self‐efficacy among educators in Malta, with younger educators and those working in higher educational levels, particularly at tertiary institutions, exhibiting higher levels of this construct. However, the role within the institution influenced creative self‐efficacy levels differently. The findings from this study underline the relevance of initiatives aimed at bolstering support for educators.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"161 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141506719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Improving writing teacher feedback literacy: The role of an L2 writing teacher education course","authors":"Shulin Yu","doi":"10.1111/ejed.12705","DOIUrl":"https://doi.org/10.1111/ejed.12705","url":null,"abstract":"","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"16 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141506720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Anh Nguyet Diep, Geneviève Philippe, Ludivine Counasse, Philippe Hubert, Anne‐Françoise Donneau
The immediate shift to remote teaching or distance learning, due to COVID‐19 management strategies, most notably limited in‐person contact, was abruptly implemented in universities worldwide. This process was demanding for both the instructors and the students, notwithstanding. The present study examined the challenges in a course attributed as the most challenging during the Covid‐19 pandemic by health sciences students of different socio‐demographic backgrounds, life circumstances, educational background and academic achievement (N = 743). A questionnaire was designed and translated to French employing the forward‐backward translation method. The factor structure and reliability were examined by Categorical Principal Component Analysis (CATPCA) and Cronbach's alpha, respectively. Chi‐square tests with post‐hoc examinations using adjusted standardized residuals and z‐tests of independent proportions were performed to investigate the group differences. Participants were bachelor and master students of Medicine, Pharmacy, Biomedicine, Physiotherapy, Public Health, Motor Sciences (Physical Education) and Dentistry from the University of Liege, Belgium. Results revealed that the most three reported challenges were difficult learning content, course intensity, feeling of stress and worry. Additionally, online learning implementation due to Covid‐19 measures, feeling of failure (not having learnt what was supposed to be learnt) and lack of instructors’ interaction and support were mentioned as the prominent challenges encountered. Furthermore, more bachelor, full‐time and female students, students who were in early stages of the learning trajectory and low and averaged achievers reported experiencing challenges with difficult learning content, course intensity, stress and online learning. The findings, thus, emphasized the role of faculty‐led and instructors’ support in the early stages of students’ learning trajectory and adequate attention to their well‐being if online learning is to be institutionalized.
{"title":"Challenges in the most challenging course as perceived by the students of health sciences during the Covid‐19 pandemic: What are they and who were struggling the most?","authors":"Anh Nguyet Diep, Geneviève Philippe, Ludivine Counasse, Philippe Hubert, Anne‐Françoise Donneau","doi":"10.1111/ejed.12698","DOIUrl":"https://doi.org/10.1111/ejed.12698","url":null,"abstract":"The immediate shift to remote teaching or distance learning, due to COVID‐19 management strategies, most notably limited in‐person contact, was abruptly implemented in universities worldwide. This process was demanding for both the instructors and the students, notwithstanding. The present study examined the challenges in a course attributed as the most challenging during the Covid‐19 pandemic by health sciences students of different socio‐demographic backgrounds, life circumstances, educational background and academic achievement (<jats:italic>N</jats:italic> = 743). A questionnaire was designed and translated to French employing the forward‐backward translation method. The factor structure and reliability were examined by Categorical Principal Component Analysis (CATPCA) and Cronbach's alpha, respectively. Chi‐square tests with post‐hoc examinations using adjusted standardized residuals and <jats:italic>z</jats:italic>‐tests of independent proportions were performed to investigate the group differences. Participants were bachelor and master students of Medicine, Pharmacy, Biomedicine, Physiotherapy, Public Health, Motor Sciences (Physical Education) and Dentistry from the University of Liege, Belgium. Results revealed that the most three reported challenges were difficult learning content, course intensity, feeling of stress and worry. Additionally, online learning implementation due to Covid‐19 measures, feeling of failure (not having learnt what was supposed to be learnt) and lack of instructors’ interaction and support were mentioned as the prominent challenges encountered. Furthermore, more bachelor, full‐time and female students, students who were in early stages of the learning trajectory and low and averaged achievers reported experiencing challenges with difficult learning content, course intensity, stress and online learning. The findings, thus, emphasized the role of faculty‐led and instructors’ support in the early stages of students’ learning trajectory and adequate attention to their well‐being if online learning is to be institutionalized.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"24 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141506722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Susana Gaspar, Fábio Botelho Guedes, Ana Cerqueira, Tânia Gaspar, Maria do Céu Machado, Margarida Gaspar de Matos
Health literacy (HL) is an essential health determinant that could encourage the adoption of individual and community protective behaviours that contribute to public health. This study aims to analyse the associations between HL and medication HL (MHL) in 4015 adolescents from the Health Behaviour in School-aged Children (HBSC/WHO). Data were collected from the HBSC/WHO questionnaire. Descriptive statistics, bivariate analysis, and multinomial logistic regression were performed. 62.4% of participants have a moderate level of HL and 29.1% have a high level of HL. The youngest boys, and those who have a low level of MHL in the different dimensions presented (expiration date, recycling, side effects, illegal sale and safety), have a low level of HL. The oldest girls have a moderate level of HL. Also, girls with a high level of MHL, reported a high level of HL. MHL, namely, the expiration date, recycling, side effects and safety dimensions in adolescents is significantly related to and positively associated with HL. The results will enable us to highlight to family professionals and public policies the importance of HL and MHL promotion in adolescents.
{"title":"Health literacy and medication health literacy in adolescents: Highlights from HBSC/WHO","authors":"Susana Gaspar, Fábio Botelho Guedes, Ana Cerqueira, Tânia Gaspar, Maria do Céu Machado, Margarida Gaspar de Matos","doi":"10.1111/ejed.12686","DOIUrl":"10.1111/ejed.12686","url":null,"abstract":"<p>Health literacy (HL) is an essential health determinant that could encourage the adoption of individual and community protective behaviours that contribute to public health. This study aims to analyse the associations between HL and medication HL (MHL) in 4015 adolescents from the Health Behaviour in School-aged Children (HBSC/WHO). Data were collected from the HBSC/WHO questionnaire. Descriptive statistics, bivariate analysis, and multinomial logistic regression were performed. 62.4% of participants have a moderate level of HL and 29.1% have a high level of HL. The youngest boys, and those who have a low level of MHL in the different dimensions presented (expiration date, recycling, side effects, illegal sale and safety), have a low level of HL. The oldest girls have a moderate level of HL. Also, girls with a high level of MHL, reported a high level of HL. MHL, namely, the expiration date, recycling, side effects and safety dimensions in adolescents is significantly related to and positively associated with HL. The results will enable us to highlight to family professionals and public policies the importance of HL and MHL promotion in adolescents.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"59 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141187960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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