European Journal of Psychology of Education最新文献

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.

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 exercises; personal 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.

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.

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.

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.

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.

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.

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.

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.

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.