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How vocabulary knowledge and grammar knowledge influence L2 reading comprehension: a finer-grained perspective 词汇知识和语法知识如何影响 L2 阅读理解:细粒度视角
IF 3 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-01-25 DOI: 10.1007/s10212-024-00793-x
Huilin Chen, Huan Mei

Based on theories on vocabulary knowledge, grammar knowledge, and reading comprehension subcomponents, ten attributes/subskills were defined for 50 items from relevant subtests of TEM4 (Band Four of Test for English Majors in China). Cognitive diagnosis was conducted on the TEM4 data of the randomly sampled 2285 examinees (roughly at the B2 level) through the saturated generalized deterministic inputs, noisy “and” gate (G-DINA) model. The person parameters obtained from cognitive diagnosis served as the basis for simple multiple regression and path analyses for detecting relationship patterns. The study discovered that the relationship pattern at both construct and attribute/subskill levels can be better described as a mediation pattern in which vocabulary knowledge and its attributes are more suitable to serve as the starting point for reading comprehension. The study also discussed the patterns of the impact of vocabulary and grammar attributes on reading subskills as well as the internal subskill relationships within the construct of reading comprehension.

基于词汇知识、语法知识和阅读理解子项的理论,对中国英语专业四级考试(TEM4)相关子测试的50个项目定义了10个属性/子技能。通过饱和广义确定性输入、噪声 "和 "门(G-DINA)模型,对随机抽取的 2285 名考生(大致处于 B2 水平)的 TEM4 数据进行了认知诊断。从认知诊断中获得的个人参数成为简单多元回归和路径分析的基础,用于检测关系模式。研究发现,建构和属性/子技能层面的关系模式更适合描述为一种中介模式,即词汇知识及其属性更适合作为阅读理解的起点。研究还讨论了词汇和语法属性对阅读子技能的影响模式,以及阅读理解建构中的内部子技能关系。
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引用次数: 0
Mediation of study habits and techniques between music training and academic achievement in children 音乐培训与儿童学习成绩之间的学习习惯和技巧的中介作用
IF 3 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-01-15 DOI: 10.1007/s10212-023-00792-4
Katya Martin-Requejo, Alejandro González-Andrade, Aitor Álvarez-Bardón, Sandra Santiago-Ramajo

Although music training has been related to better school performance, the processes that may mediate this improvement are unknown. Given that study habits and techniques are one of the variables most closely related to academic achievement, the present study analyzed the differences in study habits and techniques between children with and without musical training, checking whether the age at which training began is a significant variable and whether study habits and techniques act as a mediator between musical training and academic achievement. A total of 132 children aged 9–12 years from the Autonomous Community of the Basque Country were studied using the Questionnaire of Habits and Study Techniques and school grades. Significant differences were found in the attitude toward study, exams and exercisespersonal and environmental conditions for study; and general study habits and techniques in favor of children with musical training. In addition, children who started training before the age of seven showed better results in study habits and techniques. In turn, study habits and techniques significantly mediated the relationship between music training and academic achievement. Therefore, music training, especially before the age of seven, seems to have a beneficial effect on academic achievement, which could be explained, at least in part, by study habits and techniques.

虽然音乐训练与提高学习成绩有关,但可能促成这种提高的过程尚不清楚。鉴于学习习惯和技巧是与学习成绩最密切相关的变量之一,本研究分析了接受过和未接受过音乐培训的儿童在学习习惯和技巧方面的差异,检验了开始接受培训的年龄是否是一个重要变量,以及学习习惯和技巧是否是音乐培训与学习成绩之间的中介。巴斯克自治区共有 132 名 9-12 岁的儿童接受了调查,调查使用了学习习惯和技巧问卷以及学校成绩。结果发现,接受过音乐培训的儿童在学习态度、考试和练习、学习的个人和环境条件、一般学习习惯和技巧等方面存在显著差异。此外,7 岁前开始接受训练的儿童在学习习惯和技巧方面的成绩更好。反过来,学习习惯和技巧对音乐训练与学习成绩之间的关系也有明显的中介作用。因此,音乐训练,尤其是七岁前的音乐训练,似乎对学业成绩有好处,这至少可以部分地通过学习习惯和技巧来解释。
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引用次数: 0
Multimodal repetitions in children’s co-construction of arguments 儿童共同建构论点过程中的多模态重复
IF 3 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-01-13 DOI: 10.1007/s10212-023-00789-z

Abstract

The study examines the interactive functions of gesture repetitions as a specific form of interpersonal synchronization in argumentative decision-making processes of peers (1–6 graders). Based on a collection of 13 instances, gesture repetitions are investigated in the process of collaboratively co-constructing arguments. Drawing on multimodal interaction analysis, a description is provided of how gestures are aligned and laminated with other multimodal resources, such as body posture and gaze, into multimodal repetitions during the co-construction of both arguments and counterarguments. The study illustrates the way in which multimodal repetitions serve to mark coherence between the participants’ turns and contribute to the argument. As the multimodal resources are highly synchronized with each other, multimodal repetitions also make the collaboration of specific participants publicly visible to all interactants, thereby attaching more importance to the sharedness—and persuasiveness—of the constructed argument. The analysis therefore focuses on both depictive and pragmatic gestures that are conceived as parts of multimodal gestalts (Mondada, 2014), and describes different trajectories of co-constructions that entail interactively successful as well as unsuccessful examples.

摘要 本研究探讨了手势重复作为同龄人(1-6 年级学生)论证决策过程中一种特殊的人际同步形式的互动功能。通过收集的 13 个实例,研究了手势重复在合作共建论点过程中的作用。通过多模态互动分析,研究描述了在共同建构论点和反论点的过程中,手势如何与其他多模态资源(如身体姿势和凝视)相协调和叠加,形成多模态重复。这项研究说明了多模态重复是如何在参与者的轮流发言中起到连贯作用并促进论证的。由于多模态资源彼此高度同步,多模态重复也使特定参与者的合作对所有互动者公开可见,从而更加重视建构论证的共享性和说服力。因此,分析的重点是被视为多模态态势(Mondada, 2014)一部分的描绘性手势和实用性手势,并描述了共同建构的不同轨迹,其中包括互动成功和不成功的例子。
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引用次数: 0
School adjustment in adolescence explained by social support, resilience and positive affect 社会支持、复原力和积极情绪对青少年学校适应的解释
IF 3 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-01-11 DOI: 10.1007/s10212-023-00785-3
Lorea Azpiazu, Iratxe Antonio-Aguirre, Iker Izar-de-la-Funte, Oihane Fernández-Lasarte

In order to develop future academic-professional skills and later social and financial independence, an adequate adolescent school adjustment is essential. Therefore, it is necessary to identify the variables that contribute to its improvement in a stage characterised by its decrease. The aim of the present study is to analyse and compare two theoretical models to determine the prediction of teacher and peer support, resilience and positive affect to school adjustment, measured through emotional engagement, school integration problems and perceived academic performance. The design was cross-sectional and participants were 1397 adolescents in high school (M = 13.88, SD = 1.27). The results reveal that teacher and peer support, resilience and positive affect indirectly predict perceived academic performance through school integration problems and emotional engagement. The negative effect of emotional engagement and support from peers on school integration problems is particularly worth highlighting, along with the prediction of resilience on positive affect and that of support from teachers on emotional engagement. The theoretical and practical implications of these results are discussed.

为了培养未来的学术和专业技能以及日后的社会和经济独立,青少年适当的学校适应是至关重要的。因此,有必要确定在青少年适应能力下降的阶段,哪些变量有助于改善青少年的适应能力。本研究的目的是分析和比较两个理论模型,以确定教师和同伴支持、复原力和积极情绪对学校适应性的预测作用。研究采用横断面设计,参与者为 1397 名高中青少年(M=13.88,SD=1.27)。研究结果表明,教师和同伴支持、抗逆力和积极情绪可通过学校融合问题和情感投入间接预测学业成绩。尤其值得强调的是,情感投入和同伴支持对学校融合问题的负面影响,以及复原力对积极情感的预测和教师支持对情感投入的预测。本文讨论了这些结果的理论和实践意义。
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引用次数: 0
Using rhetorical devices to improve integration in writing based on multiple texts 使用修辞手法,提高基于多种文本的写作的整合能力
IF 3 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-01-10 DOI: 10.1007/s10212-023-00778-2
Eunseo Lee, Alexandra List, Gala Sofia Campos Oaxaca, Hye Yeon Lee, Hongcui Du

This study developed a brief training, the Integrative Writing Training (IWT), to introduce students to two types of rhetorical devices (i.e., direct and indirect integration) that can be used to communicate cross-textual connections through writing. The training did not significantly increase the volume of integration included in students’ written responses, composed based on multiple texts, relative to a control group; although improvements were found when students were compared to others receiving a writing-organization focused training. Directions for future research and, particularly, the need to attend to students’ use of rhetorical devices to communicate integration when writing based on multiple texts are discussed.

本研究开发了一种名为 "整合写作训练"(IWT)的简短训练,向学生介绍两种修辞手法(即直接整合和间接整合),可用于通过写作交流跨文本联系。与对照组相比,该培训并没有明显增加学生根据多篇文章撰写的书面回答中的整合量;不过,当学生与其他接受以写作组织为重点的培训的学生进行比较时,发现学生的整合量有所提高。本文讨论了未来的研究方向,特别是在基于多文本写作时,需要关注学生使用修辞手法来表达整合的必要性。
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引用次数: 0
Students’ socioeconomic status and teacher beliefs about learning as predictors of students’ mathematical competence 预测学生数学能力的学生社会经济地位和教师的学习信念
IF 3 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-01-08 DOI: 10.1007/s10212-023-00791-5
Eeva S. H. Haataja, Markku Niemivirta, Marja E. Holm, Pia Ilomanni, Anu Laine

The learning context, consisting of the school children’s families, teachers, and peers, has effect on their mathematics learning. The concern of students’ socioeconomic status (SES) affecting negatively their learning outcomes is increasing worldwide. This study investigates whether Finnish elementary school students’ SES affects their mathematical competence and success expectancy on individual and class levels. Additionally, the role of teachers’ beliefs on mathematics learning and class composition on the mathematics competence and success expectancy on the class level is explored. To analyze the nested data from student questionnaires and mathematics tests, and their teachers’ questionnaires, we used multilevel structural equation modelling with two levels (1, individual; 2, class). The results indicate that on the individual level, the gender and SES affect students’ mathematical competence and success expectancy in mathematics. On the class level, the teacher’s evaluations of academic class composition predicted students’ mathematical competence, and the teachers’ constructivist beliefs of mathematics learning and class composition regarding students’ special needs predicted students’ success expectancy. We conclude that students with disadvantaged SES need support on success expectancy to flourish in mathematics. On the class level, this support can be conveyed through teachers’ constructivist pedagogical beliefs.

由学童的家庭、教师和同伴组成的学习环境会对他们的数学学习产生影响。学生的社会经济地位(SES)会对他们的学习成绩产生负面影响,这一问题在世界范围内日益受到关注。本研究调查了芬兰小学生的社会经济地位是否会在个人和班级层面上影响他们的数学能力和成功预期。此外,本研究还探讨了教师的数学学习信念和班级组成对班级数学能力和成功预期的影响。为了分析来自学生问卷和数学测试以及教师问卷的嵌套数据,我们使用了多层次结构方程模型,其中包含两个层次(1,个人;2,班级)。结果表明,在个人层面,性别和社会经济地位影响学生的数学能力和数学成功预期。在班级层面上,教师对学术班级构成的评价预测了学生的数学能力,而教师对数学学习的建构主义信念和班级构成中学生的特殊需要预测了学生的成功预期。我们的结论是,社会经济地位低下的学生需要在成功预期方面得到支持,才能在数学学习中取得成功。在班级层面,这种支持可以通过教师的建构主义教学信念传递。
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引用次数: 0
Study delay during emergency remote teaching among students at Dutch universities: the role of students’ education satisfaction and academic wellbeing 荷兰大学学生在紧急远程教学期间的学习延迟:学生的教育满意度和学习幸福感的作用
IF 3 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-01-06 DOI: 10.1007/s10212-023-00779-1
Manja Vollmann, Renée A. Scheepers, Femke Hilverda

This study investigated whether the amount of emergency remote teaching (ERT) was negatively associated with students’ academic performance in terms of study delay and explored whether this association was mediated by study-related experiences, i.e. students’ education satisfaction and subsequently academic wellbeing (academic burnout and academic engagement). The study was conducted during the academic year 2020/2021 and 680 students from all conventional Dutch universities participated. The amount of ERT and study-related experiences were measured at three time points throughout the academic year and the respective scores were averaged for data analysis. Study delay was assessed at the end of the academic year (last time point). The hypothesised model was tested using path analysis. A higher amount of ERT was associated with a higher risk of study delay and this association was mediated by study-related experiences in two ways. First, a higher amount of ERT was related to lower education satisfaction, which in turn increased the risk of study delay. Second, a higher amount of ERT was related to lower education satisfaction, which in turn was associated with lower academic wellbeing, i.e. more academic burnout and less academic engagement, which in turn increased the risk of study delay. The findings suggest that education satisfaction and academic wellbeing are mechanisms underlying the detrimental effect of ERT on study performance, with education satisfaction playing a central role. To avoid students incurring study delay, universities are advised to implement ERT and online education in general in such a way that students’ education satisfaction gets preserved.

本研究调查了紧急远程教学(ERT)的数量是否与学生在学习延迟方面的学业成绩呈负相关,并探讨了这种关联是否受学习相关体验(即学生的教育满意度以及随后的学业幸福感(学业倦怠和学业投入))的调节。研究在 2020/2021 学年进行,来自荷兰所有传统大学的 680 名学生参与了研究。在整个学年的三个时间点测量了 ERT 的数量和与学习相关的经历,并在数据分析中对各自的得分进行了平均。学习延迟在学年结束时(最后一个时间点)进行评估。假设模型通过路径分析进行了检验。较高的 ERT 量与较高的学习延迟风险相关,而这种关联通过两种方式被学习相关经历所调节。首先,较高的 ERT 量与较低的教育满意度有关,而教育满意度又会增加学习延迟的风险。其次,较高的 ERT 与较低的教育满意度有关,而教育满意度又与较低的学业幸福感有关,即较高的学业倦怠感和较低的学业参与度,这反过来又增加了学习延迟的风险。研究结果表明,教育满意度和学习幸福感是 ERT 对学习成绩产生不利影响的内在机制,其中教育满意度起着核心作用。为避免学生出现学习拖延,建议大学在实施 ERT 和在线教育时,要注意保持学生的教育满意度。
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引用次数: 0
Academic, emotional, and social experiences of gifted and non-gifted high school students during the COVID-19 pandemic 资优和非资优高中生在 COVID-19 大流行期间的学业、情感和社会经历
IF 3 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-01-05 DOI: 10.1007/s10212-023-00782-6
Neža Podlogar, Anja Podlesek, Mojca Juriševič

The focus of this mixed-methods study was to compare the experiences of gifted (n = 705) and non-gifted high school students (n = 341) during emergency remote education associated with the COVID-19 pandemic. The results show that both groups assessed emergency remote learning as less adequate, and judged that their general mood, well-being, and learning were worse than before the pandemic. They reported feeling more distress. MANOVA analysis revealed statistically significant differences between the two groups, but these differences were not practically important. Significant gender differences emerged, particularly in the experience of negative emotions, which were more pronounced in girls. The interaction between giftedness and gender was not statistically significant. Several positive and negative aspects of emergency remote education were identified. The findings indicate that gifted and non-gifted students experienced emergency remote education and the pandemic similarly, which suggests that professionals could plan the same post-pandemic intervention strategies to mitigate the COVID-19 pandemic effects for both groups.

这项混合方法研究的重点是比较资优高中生(n = 705)和非资优高中生(n = 341)在与 COVID-19 大流行相关的紧急远程教育中的经历。结果显示,两组学生都认为紧急远程教育不够充分,并认为他们的总体情绪、幸福感和学习情况都不如大流行之前。他们表示感到更多的痛苦。MANOVA 分析显示,两组之间存在显著的统计学差异,但这些差异并不具有实际意义。性别差异非常明显,尤其是在负面情绪体验方面,女孩更为明显。资优与性别之间的交互作用在统计上并不显著。研究发现了应急远程教育的几个积极和消极方面。研究结果表明,资优生和非资优生对紧急远程教育和大流行的体验相似,这表明专业人员可以为两个群体规划相同的大流行后干预策略,以减轻 COVID-19 大流行的影响。
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引用次数: 0
Correlated change in habitual and situational reading motivation 习惯性阅读动机和情境性阅读动机的相关变化
IF 3 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-01-04 DOI: 10.1007/s10212-023-00777-3
Jan Retelsdorf, Nadine Cruz Neri, Jens Möller, Olaf Köller, Gabriel Nagy

We aim to examine similarities and differences in the developmental patterns of habitual (HRM) and situational reading motivation (SRM). We investigated the correlated change of SRM and two aspects of HRM: habitual reading enjoyment and habitual reading for interest. The sample comprised N = 1508 students with four waves of data collections spaced approximately every 18 months. Applying multivariate curve-of-factors models, first we found a decline in all three aspects of reading motivation from T1 to T3, and a stable trajectory from T3 to T4. Second, all three aspects of reading motivation correlated strongly regarding time-specific aspects, as well as level and trend factors. Third, the two HRM aspects showed higher correlations than did any aspect of HRM with SRM. Implications of the correlated declines of HRM and SRM, and for future research on reading motivation in general, are discussed.

我们旨在研究习惯性阅读动机(HRM)和情境性阅读动机(SRM)发展模式的异同。我们研究了SRM与HRM两个方面的相关变化:习惯性阅读乐趣和习惯性阅读兴趣。样本包括 N = 1508 名学生,大约每 18 个月收集四波数据。应用多元因素曲线模型,首先,我们发现从 T1 到 T3,阅读动机的三个方面都出现了下降,而从 T3 到 T4 呈稳定轨迹。其次,阅读动机的三个方面都与特定时间、水平和趋势因素密切相关。第三,人力资源管理的两个方面与 SRM 的相关性高于人力资源管理的任何方面。本文讨论了人力资源管理机制和精神压力管理机制相关性下降的影响,以及对未来阅读动机总体研究的影响。
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引用次数: 0
Introducing a classroom-based intervention to regulate problem behaviours using metacognitive strategies 引入基于课堂的干预措施,利用元认知策略调节问题行为
IF 3 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-01-03 DOI: 10.1007/s10212-023-00788-0
Reena Cheruvalath, Ajay Ramchandra Gaude

Classroom intervention focusing on peer interaction persuades children to develop positive behaviour. Peer interaction plays a significant role in managing problem behaviour among adolescent children. It facilitates identifying weaknesses in children’s justification for their problem behaviour. Thus, the study aimed to propose a classroom intervention based on meta-cognitive strategies to subdue problem behaviours among secondary school children. The activities were prepared to inoculate the three components of metacognitive skills—awareness, control and regulation. The study conducted on 36 secondary school children shows a positive change in the behaviour among students who have done the intervention. A quasi-experimental design is used for the study. Both quantitative and qualitative analyses of the data were done. A repeated measures ANOVA (RMA) indicated a significant effect on the outcome, p < .05. Post-intervention interview results showed students’ interest in regulating their problem behaviours. The implication is that the proposed learner-centred class intervention can be part of the secondary school curriculum.

以同伴互动为重点的课堂干预能说服儿童养成积极的行为习惯。同伴互动在管理青少年儿童的问题行为方面发挥着重要作用。它有助于发现孩子们为自己的问题行为辩解的弱点。因此,本研究旨在提出一种基于元认知策略的课堂干预措施,以抑制中学生的问题行为。准备的活动旨在培养元认知技能的三个组成部分--认知、控制和调节。对 36 名中学生进行的研究表明,采取干预措施的学生的行为发生了积极变化。研究采用了准实验设计。对数据进行了定量和定性分析。重复测量方差分析(RMA)表明,干预对结果有显著影响(p < .05)。干预后的访谈结果显示,学生有兴趣调节自己的问题行为。这意味着建议的以学生为中心的课堂干预可以成为中学课程的一部分。
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引用次数: 0
期刊
European Journal of Psychology of Education
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