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Self‐perceptions in difficult times. A study highlighting how creative self‐efficacy of teachers is influenced by perceived stress, hope and critical thinking disposition 困难时期的自我认知。一项关于教师的创造性自我效能感如何受压力感知、希望和批判性思维倾向影响的研究
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-06-28 DOI: 10.1111/ejed.12700
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.
教育工作者是社会不可或缺的资产,因为他们通过提供优质教育(可持续发展目标 4)为学生提供支持。他们为学生创造了安全的工作环境,使他们能够为自己的智力资本做出贡献,但当教育工作者发现自己面临重大挑战时,就会产生一个重要的考虑因素。本研究探讨了在 COVID-19 大流行期间,批判性思维倾向、希望和压力与参与者对自己通过创造性手段应对大流行相关挑战的能力的信念之间的关系。173 名教育工作者的回答显示,批判性思维倾向与教育工作者对创造性自我效能的自我认知呈正相关。本研究还发现,创造性自我效能感受到感知到的压力的负面影响。研究结果还表明,马耳他教育工作者在创造性自我效能感方面存在人口和职业差异,年轻教育工作者和在高等教育机构(尤其是高等院校)工作的教育工作者的创造性自我效能感水平较高。然而,教育机构中的角色对创造性自我效能感水平的影响也不尽相同。这项研究的结果凸显了旨在加强对教育工作者支持的举措的相关性。
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引用次数: 0
Improving writing teacher feedback literacy: The role of an L2 writing teacher education course 提高写作教师的反馈素养:中级写作教师教育课程的作用
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-06-25 DOI: 10.1111/ejed.12705
Shulin Yu
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引用次数: 0
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? 在 Covid-19 大流行期间,健康科学专业学生认为最具挑战性的课程所面临的挑战:这些挑战是什么?
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-06-22 DOI: 10.1111/ejed.12698
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.
由于 COVID-19 的管理策略,最显著的是限制亲自接触,全世界的大学都突然转向远程教学或远程学习。尽管如此,这一过程对教师和学生的要求都很高。本研究调查了被不同社会人口背景、生活环境、教育背景和学习成绩的健康科学专业学生(743 人)认为在 COVID-19 大流行期间最具挑战性的一门课程所面临的挑战。我们设计了一份调查问卷,并采用正向-反向翻译法将其翻译成法文。采用分类主成分分析法(CATPCA)和 Cronbach's alpha 分别检验了问卷的因子结构和信度。采用调整标准化残差和独立比例 Z 检验进行了带有事后检验的 Chi-square 检验,以研究群体差异。参与者为比利时列日大学医学、药学、生物医学、物理治疗、公共卫生、运动科学(体育教育)和牙科专业的本科生和硕士生。结果显示,报告最多的三个挑战是学习内容困难、课程强度大、感到压力和担忧。此外,由于 Covid-19 措施而导致的在线学习实施、失败感(没有学到应该学的东西)以及缺乏教师的互动和支持也被认为是遇到的突出挑战。此外,更多的本科生、全日制学生和女生、处于学习轨迹早期阶段的学生以及成绩较差和中等偏上的学生表示在学习内容难度、课程强度、压力和在线学习方面遇到了挑战。因此,研究结果强调了在学生学习轨迹的早期阶段,教师主导和导师支持的作用,以及如果要将在线学习制度化,就必须充分关注他们的福祉。
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引用次数: 0
Enhancing education quality: Exploring teachers' attitudes and intentions towards intelligent MR devices 提高教育质量:探索教师对智能磁共振设备的态度和意向
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2024-06-11 DOI: 10.1111/ejed.12692
Yuyu Chen, Yuntao Zou
This research paper focuses on the adoption of multi‐perspective theory to study teachers' attitudes and intentions towards using intelligent mixed reality (MR) devices for classroom behaviour analysis. The research model integrates TRI (Technology Readiness Index), IDT (Innovation Diffusion Theory), ECM (Expectation Confirmation Theory) and TAM (Technology Acceptance Model) model. The variable of insecurity is considered to address the concerns regarding information security in the use of artificial intelligence in education. The study identifies that innovation and relative advantage significantly and positively influence teachers' attitudes towards using intelligent MR devices. PeoU (perceived ease of use), however, does not have a significant impact on attitudes, suggesting that teachers prioritize the benefits of enhancing teaching quality over the complexity of the devices. PU (perceived usefulness) emerges as a key variable for teachers' adoption of intelligent MR devices, prompting the need for attention from designers and manufacturers. Regression analysis reveals that gender does not influence the use of new technology, while teachers with more teaching experience and those working in remote areas express greater receptiveness towards utilizing new technology. The paper recognizes the potential of intelligent teaching devices to address educational challenges and promote equity in remote areas by providing auxiliary tools for teachers to improve teaching efficiency and quality. Teacher training and technical support are emphasized as crucial factors for effective use of artificial intelligence teaching devices.
本研究论文侧重于采用多视角理论研究教师对使用智能混合现实(MR)设备进行课堂行为分析的态度和意向。研究模型综合了 TRI(技术准备指数)、IDT(创新扩散理论)、ECM(期望确认理论)和 TAM(技术接受模型)模型。不安全变量被认为是为了解决教育领域使用人工智能时对信息安全的担忧。研究发现,创新和相对优势对教师使用智能磁共振设备的态度有显著的积极影响。然而,PeoU(感知易用性)对态度的影响并不显著,这表明教师优先考虑的是提高教学质量的好处,而不是设备的复杂性。PU(感知有用性)成为教师采用智能磁共振设备的关键变量,需要引起设计者和制造商的重视。回归分析表明,性别并不影响新技术的使用,而教学经验丰富的教师和在偏远地区工作的教师更乐于使用新技术。本文认为,智能教学设备可以为教师提供辅助工具,提高教学效率和质量,从而应对偏远地区的教育挑战,促进教育公平。论文强调,教师培训和技术支持是有效使用人工智能教学设备的关键因素。
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引用次数: 0
The how and how much of technology use in the classroom: A motivational approach to teachers' technology use 课堂上如何使用技术以及使用多少:教师使用技术的激励方法
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2024-06-11 DOI: 10.1111/ejed.12674
Loukia David, Netta Weinstein
Technology in the classroom can facilitate learning, but little is known about how the motivational climate set by teachers shapes its impacts on students. Informed by self‐determination theory, the current study explored technology use in English language classrooms to understand how autonomy‐supportive and structured teaching styles influenced positive outcomes of classroom technology use. Teachers (N = 101) reported on technology use and motivational styles, and students (N = 550) aged 9–16 years reported on basic psychological needs satisfaction (autonomy, relatedness and competence) and academic well‐being (interest and effort). Findings of nested models showed no direct benefits for the amount of technology use; more autonomous teaching style and low structure linked to students' need satisfaction and interest. Beyond these main effects, when teachers were more autonomous, using technology enhanced student need satisfaction and interest; the combination of both was most beneficial for these student outcomes. Counter to expectations, when teachers had low structure technology use enhanced their impact on students. Findings suggest that to optimize student well‐being and interest in learning, teachers benefit from combining autonomy‐supportive education styles and technology use.
课堂上的技术可以促进学习,但对于教师营造的激励氛围如何影响技术对学生的影响却知之甚少。在自我决定理论的指导下,本研究探讨了英语课堂中的技术使用情况,以了解自主支持型教学风格和结构化教学风格如何影响课堂技术使用的积极成果。教师(人数 = 101)报告了技术使用情况和激励风格,9-16 岁的学生(人数 = 550)报告了基本心理需求满足情况(自主性、相关性和能力)和学业幸福感(兴趣和努力程度)。嵌套模型的研究结果表明,技术使用量没有直接的好处;更自主的教学风格和低结构与学生的需求满足和兴趣有关。除了这些主要影响外,当教师更加自主时,使用技术会提高学生的需求满意度和兴趣;两者的结合对学生的这些结果最为有利。与预期相反,当教师的结构较低时,技术的使用会增强他们对学生的影响。研究结果表明,为了优化学生的幸福感和学习兴趣,教师可以将自主支持型教育风格与技术使用相结合。
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引用次数: 0
Gender perspective on intercultural competence: Communication and student self‐perceptions in higher education 跨文化能力的性别视角:高等教育中的交流与学生自我认知
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2024-06-11 DOI: 10.1111/ejed.12699
E. Gutiérrez-Santiuste, Maximiliano Ritacco-Real
This study is focused on the analysis of online intercultural competence from a gender perspective. It uses online communications and student self‐perceptions to explore similarities and differences. Videoconferencing was used as a tool for communication in higher education. A quantitative and qualitative methodologies were applied, including quantifying content analysis. The sample consisted of pairs of university students. The results show very similar scores between men and women in communication and self‐perception in affective aspects. Statistical differences were found in the behavioural communication and in cognitive self‐perception. Communications of negative nature are scarce in both groups. This study helps to understand the similarities and differences in students' communication and self‐perception in an intercultural online context.
本研究侧重于从性别角度分析在线跨文化能力。它利用在线交流和学生的自我认知来探讨异同。视频会议被用作高等教育中的交流工具。研究采用了定量和定性方法,包括量化内容分析。样本由一对对大学生组成。结果显示,男女生在交流和情感方面的自我认知得分非常接近。在行为交流和认知方面的自我认知中发现了统计差异。在这两个群体中,负面交流都很少。这项研究有助于了解跨文化网络背景下学生在交流和自我认知方面的异同。
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引用次数: 0
Predicting international student satisfaction in Chinese universities: A comparison between undergraduate and graduate students 预测中国大学留学生的满意度:本科生与研究生的比较
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2024-06-11 DOI: 10.1111/ejed.12697
Kai Zhao, Jiani Ma
With the rapid growth in the number of international students coming to China, improving the quality and effectiveness of international student education has become a new policy priority. This study investigates the quality issue from the perspective of student satisfaction, with a focus on how satisfaction varies by academic level. We analysed data from a national survey involving 1,322 international students studying at Chinese colleges and universities using ordered logit regression models. The results indicate that most international students are satisfied with the host institutions. Both individual and environmental factors are significantly associated with the level of student satisfaction and these associations are different among undergraduate and graduate students. These findings underscore the importance of tailoring support to meet the distinct needs of students at different academic stages and suggest that universities can enhance student satisfaction by fostering a supportive interpersonal environment.
随着来华留学生人数的快速增长,提高留学生教育的质量和效果已成为一项新的政策重点。本研究从学生满意度的角度来探讨质量问题,重点关注不同学术水平的学生满意度有何不同。我们使用有序对数回归模型分析了一项涉及 1322 名在中国高校学习的留学生的全国性调查数据。结果表明,大多数留学生对所在院校感到满意。个人因素和环境因素都与学生的满意度有明显关联,而且这些关联在本科生和研究生中有所不同。这些发现强调了为满足不同学习阶段学生的不同需求而量身定制支持服务的重要性,并表明大学可以通过营造支持性的人际环境来提高学生的满意度。
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引用次数: 0
The framing of educational digitalization: A scoping review of empirical studies 教育数字化的框架:实证研究范围综述
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2024-06-04 DOI: 10.1111/ejed.12695
Øyunn Syrstad Høydal, Joakim Finne, Ira Malmberg‐Heimonen
The aim of this scoping review is to systematically investigate the framing of European empirical research on digitalization for teaching and learning in the classroom within primary and secondary school (K‐12/K‐13). We believe it is crucial to gain insight in the framing of the knowledge production taking place in the fast‐evolving field of educational digitalization. The framing will influence the research results and conclusions published as well as potentially impact on how policy and practices of educational digitalization evolve. Our findings reveal that the studies of educational digitalization are spread relatively thin over a wide variety of academic journals and fields, where journals within the edtech field dominate in numbers. The dominant technological framing could indicate research driven by technological perspectives rather than pedagogical interests. The research is unevenly geographically distributed. There is a lack of European comparative studies as well as studies framing digitalization as something else than a tool for making learning more effective.
本综述旨在系统地调查欧洲关于中小学(K-12/K-13)课堂教学数字化的实证研究框架。我们认为,深入了解快速发展的教育数字化领域的知识生产框架至关重要。这种框架将影响研究成果和结论的发布,并可能影响教育数字化政策和实践的发展。我们的研究结果显示,对教育数字化的研究相对分散于各种学术期刊和领域,其中教育技术领域的期刊在数量上占主导地位。占主导地位的技术框架可能表明研究是由技术视角而非教学兴趣驱动的。研究的地理分布不均衡。缺乏欧洲比较研究以及将数字化作为提高学习效率的工具之外的其他工具的研究。
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引用次数: 0
Preschool teachers' assessments of behavioural problems, impact on daily life, and engagement in children with neurodevelopmental symptoms: A Swedish comparative, intervention study 学前教师对有神经发育症状儿童的行为问题、对日常生活的影响以及参与度的评估:瑞典干预性比较研究
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2024-06-04 DOI: 10.1111/ejed.12683
B. M. Gustafsson, M. Sund Levander
The interprofessional, interagency model PLUSS offers education for preschool teachers on how to detect and support preschool children with neurodevelopmental symptoms. A total of 119 preschool teachers used the Strengths and Difficulties Questionnaire (SDQ) to assess behavioural problems and the Children's Engagement Questionnaire (CEQ) to evaluate engagement and social interaction in 119 preschool children, before and after their PLUSS education. After education, the preschool teachers rated fewer behavioural problems (total SDQ p < .001) and increased engagement and social interactions (CEQ p < .001). In conclusion, the PLUSS preschool teachers' education and screening with the SDQ and the CEQ facilitate assessment of behavioural problems, engagement and social interaction in preschool children. Increased understanding of neurodevelopmental symptoms seems to influence how preschool teachers manage a child's behaviour, which indirectly changes the child's engagement and social interactions for the better. The preschool teachers expressed perceived needs, especially to learn how to deal with a child's emotions and behavioural regulation, and their interactions with other children.
跨专业、跨机构的 PLUSS 模式为学龄前教师提供了如何发现和支持有神经发育症状的学龄前儿童的教育。在接受 PLUSS 教育前后,共有 119 名学前教师使用 "优势与困难问卷"(SDQ)评估了 119 名学前儿童的行为问题,并使用 "儿童参与问卷"(CEQ)评估了他们的参与和社会互动情况。教育结束后,学龄前儿童的行为问题减少了(SDQ 总分 p < .001),参与度和社交互动增加了(CEQ 分值 p < .001)。总之,PLUSS 学前教师教育以及 SDQ 和 CEQ 筛查有助于评估学前儿童的行为问题、参与度和社交互动。对神经发育症状的进一步了解似乎会影响学前教师管理儿童行为的方式,从而间接地改善儿童的参与和社会交往。学前教师表达了他们的需求,特别是学习如何处理儿童的情绪和行为调节,以及他们与其他儿童的互动。
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引用次数: 0
Listen to the parents: Homeschooling and positive psychology 倾听父母的心声家庭教育与积极心理学
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2024-06-04 DOI: 10.1111/ejed.12694
Oz Guterman, Lindsey M. Rodriguez
The scope of homeschooling has increased significantly in recent years in several western countries. Studies of the subject have shed light on the perspective of parents who choose to homeschool–reasons for the choice, educational goals and actual results– from their point of view. The research literature also teaches us about the perspectives of kids and adolescents who were raised in homeschooling regarding the same questions. Understanding these points of view indicates certain aspects that those who are educated at home perceive as most central. Some of the subjects included in these aspects are also central to the research on positive psychology, a field that has developed over the same period. The present article presents the findings regarding these aspects in the study of homeschooling and suggests possible links between them and the development of research on positive psychology. The article indicates several similarities and examines the possible theoretical and methodological contributions of a broader perspective of the two fields, as well as the potential benefit to the study of homeschooling in identifying the reasons for homeschooling, examining the results of homeschooling, and understanding the practice of families that homeschool.
近年来,家庭教育的范围在一些西方国家显著扩大。对这一问题的研究揭示了选择家庭教育的家长的观点--选择的原因、教育目标和实际效果。研究文献还告诉我们在家庭教育中成长起来的儿童和青少年对同样问题的看法。对这些观点的了解表明,家庭教育者认为某些方面最为重要。这些方面所包含的一些主题也是积极心理学研究的核心,而积极心理学正是在同一时期发展起来的。本文介绍了家庭教育研究中有关这些方面的发现,并提出了它们与积极心理学研究发展之间可能存在的联系。文章指出了一些相似之处,并探讨了从更广阔的视角看待这两个领域可能带来的理论和方法上的贡献,以及家庭教育研究在确定家庭教育的原因、审视家庭教育的结果和了解家庭教育的实践方面可能带来的益处。
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引用次数: 0
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European Journal of Education
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