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Effects of school-wide positive behavioral interventions and supports on students’ perceptions of teachers’ practices 全校积极行为干预和支持对学生对教师做法看法的影响
IF 3 2区 心理学 Q1 Social Sciences Pub Date : 2024-06-11 DOI: 10.1007/s10212-024-00848-z
V. Kubiszewski, Alexia Carrizales
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引用次数: 0
Identifying higher education students’ profiles of academic engagement and burnout and analysing their predictors and outcomes 确定高等教育学生的学术参与和职业倦怠特征,并分析其预测因素和结果
IF 3 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-06-08 DOI: 10.1007/s10212-024-00857-y
Francisco Cano, C. Pichardo, A. Justicia-Arráez, M. Romero-López, A. Berbén
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引用次数: 0
The impact of perceived social support on e-learning engagement among college students: serial mediation of growth mindset and subjective well-being 感知到的社会支持对大学生网络学习参与度的影响:成长心态和主观幸福感的序列中介作用
IF 3 2区 心理学 Q1 Social Sciences Pub Date : 2024-05-31 DOI: 10.1007/s10212-024-00853-2
Xuebin Wang, Yanjun Wang

Online learning has grown in popularity over the last few years. Understanding what factors and how they contribute to students’ e-learning engagement is crucial for the success of online education. Based on the ecological system theory, this study aims to examine the association between perceived social support and e-learning engagement among Chinese college students and explore whether growth mindset and subjective well-being mediated this association. A survey was conducted among 605 college students in China. The results showed that perceived social support is positively and significantly associated with e-learning engagement and that growth mindset and subjective well-being play independent and joint mediating roles in the link between the two constructs. Our findings highlight the importance of the interaction between perceived social support, growth mindset, and subjective well-being in e-learning engagement among college students. This study contributes to the theoretical and practical understanding of the e-learning ecosystem in college students.

在线学习在过去几年中越来越受欢迎。了解哪些因素以及这些因素如何影响学生的网络学习参与度对于网络教育的成功至关重要。基于生态系统理论,本研究旨在考察中国大学生感知到的社会支持与网络学习参与度之间的关联,并探讨成长心态和主观幸福感是否对这种关联起中介作用。本研究对 605 名中国大学生进行了调查。结果显示,感知到的社会支持与网络学习参与度呈显著正相关,而成长心态和主观幸福感在这两个建构之间起着独立和共同的中介作用。我们的研究结果凸显了感知社会支持、成长心态和主观幸福感之间的相互作用在大学生网络学习参与中的重要性。本研究有助于大学生对网络学习生态系统的理论和实践理解。
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引用次数: 0
Synthesising models of primary school mathematicians by putting influencing factors of mathematics performance to the test 通过测试数学成绩的影响因素,综合小学数学家的模型
IF 3 2区 心理学 Q1 Social Sciences Pub Date : 2024-05-29 DOI: 10.1007/s10212-024-00836-3
Jakob Kelz, Georg Krammer

The gender-sensitive analysis of influencing factors on mathematical performance of primary school pupils can yield valuable insights into facilitating this vital phase of pupils’ educational trajectory. We view gender-sensitive mathematical performance in primary school based on works of Niklas (Psychologie in Erziehung und Unterricht, 62, 106, 2015) and Luttenberger et al. (Psychology Research and Behavior Management, 11, 311–322, 2018). All elements of their models can be assigned to structural traits of origin, home learning environment, interacting variables, and mathematics performance. These are presented and described in terms of gender. In our four-year long longitudinal study (n = 239) with four measurement points in primary school, the interplay and predictive power of these elements were analysed with structural equation model. Among the structural traits of origin, socio-economic status and migration background are relevant concerning precursor skills. The home learning environment is not relevant for precursor skills or later mathematics performance. The precursor skills and self-concept appear to be significant for mathematics performance whereas enjoyment of the subject does not matter. Gender affected only two measuring points of mathematics performance, so that the results support the gender similarity hypothesis according to Hyde (The American psychologist, 60, 581–592, 2005.) According to our study, school entry is not shaped by gender differences in social background, affective characteristics, or precursor skills. The results emphasize gender equality at the start of school, so that it is of interest for future studies to determine when and on the basis of which criteria performance differences develop in mathematics.

对影响小学生数学成绩的因素进行性别敏感性分析,可以为促进小学生教育轨迹中这一重要阶段的发展提供有价值的见解。我们根据尼克拉斯(Psychologie in Erziehung und Unterricht, 62, 106, 2015)和卢滕伯格等人(Psychology Research and Behavior Management, 11, 311-322, 2018)的著作来看待小学生数学成绩的性别敏感性。他们模型中的所有元素都可以归属于原生结构特征、家庭学习环境、交互变量和数学成绩。这些都是以性别来呈现和描述的。在我们的四年纵向研究(n = 239)中,有四个小学测量点,我们用结构方程模型分析了这些要素的相互作用和预测能力。在原籍结构特征中,社会经济地位和移民背景与先行技能有关。家庭学习环境与前体技能或日后的数学成绩无关。前体技能和自我概念似乎对数学成绩有重要影响,而对数学学科的喜爱则无关紧要。性别只影响数学成绩的两个测量点,因此研究结果支持海德(The American Psychologist, 60, 581-592, 2005)提出的性别相似性假设。研究结果强调了入学时的性别平等,因此,今后的研究有必要确定数学成绩差异是何时以及根据哪些标准形成的。
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引用次数: 0
Personal values and social behavior in early childhood: Understanding the contribution of social information processing and attitudes 幼儿期的个人价值观和社会行为:了解社会信息处理和态度的作用
IF 3 2区 心理学 Q1 Social Sciences Pub Date : 2024-05-25 DOI: 10.1007/s10212-024-00841-6
Einat Elizarov, Yair Ziv, Maya Benish-Weisman

Values, defined by Schwartz (1994) as basic motivational cognitive structures, guide life goals, transcend contexts, and affect individuals’ courses of action differently depending on their preferred values. With young children, an important question that emerges is what factors underlie the linkages between their preferred motivations (i.e., preferred values) and their behavior tendencies in key social contexts. This study proposed one potential socio-cognitive mechanism that may explain how children’s values are linked to their prosocial and antisocial behaviors in kindergarten via their values-oriented social information processing patterns (SIP) and their attitudes toward their kindergarten. The sample included 121 children (59 girls; Mage = 67.45 months). Children’s values, values-oriented SIP patterns, and attitudes toward kindergarten class were examined in one-on-one interviews. Teachers reported on the children’s social behaviors. Results showed children’s preferences for self-transcendence values were linked to their more prosocial behaviors and less antisocial behaviors in class via their self-transcendence values-oriented SIP patterns and their positive attitudes toward kindergarten. The findings offer important insights into the socio-cognitive elements that drive values-behavior relationships, as well as the links between various facets of young children’s social cognition and their social behavior in kindergarten.

施瓦茨(Schwartz,1994 年)将价值观定义为基本的动机认知结构,它指导生活目标,超越情境,并根据个人偏好的价值观对其行动产生不同的影响。对于幼儿来说,一个重要的问题是,他们的首选动机(即首选价值观)与他们在关键社会情境中的行为倾向之间的联系是由哪些因素造成的。本研究提出了一种潜在的社会认知机制,可以解释儿童的价值观是如何通过他们以价值观为导向的社会信息处理模式(SIP)和他们对幼儿园的态度,与他们在幼儿园的亲社会行为和反社会行为联系起来的。样本包括 121 名儿童(59 名女孩;年龄 = 67.45 个月)。通过一对一访谈考察了儿童的价值观、价值观导向的社会信息处理模式以及对幼儿园班级的态度。教师汇报了儿童的社交行为。结果表明,儿童对自我超越价值观的偏好与他们在班级中更多的亲社会行为和更少的反社会行为有关,这与他们以自我超越价值观为导向的 SIP 模式和对幼儿园的积极态度有关。研究结果为我们提供了重要的见解,有助于我们了解驱动价值观与行为关系的社会认知因素,以及幼儿社会认知的各个方面与他们在幼儿园的社会行为之间的联系。
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引用次数: 0
The learner identity of adolescents with trajectories of resilience: the role of risk, academic experience, and gender 具有适应能力的青少年的学习者身份:风险、学习经历和性别的作用
IF 3 2区 心理学 Q1 Social Sciences Pub Date : 2024-05-22 DOI: 10.1007/s10212-024-00839-0
J. A. Matías-García, M. Cubero, Andrés Santamaría, M. Bascón
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引用次数: 0
A multifactorial model of intrinsic / environmental motivators, personal traits and their combined influences on math performance in elementary school 内在/环境动机、个人特质及其对小学数学成绩综合影响的多因素模型
IF 3 2区 心理学 Q1 Social Sciences Pub Date : 2024-05-21 DOI: 10.1007/s10212-024-00846-1
Antonios Christodoulou, Konstantinos Tsagkaridis, A. Malegiannaki
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引用次数: 0
Demonstrating consensus in argumentative settings: Co-constructions in children’s peer discussions 在争论环境中展示共识:儿童同伴讨论中的共同建构
IF 3 2区 心理学 Q1 Social Sciences Pub Date : 2024-05-17 DOI: 10.1007/s10212-024-00840-7
Judith Kreuz, Martin Luginbühl
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引用次数: 0
A collective action approach to improving attitudes and self-efficacy towards gender equality among male STEM academics 以集体行动的方式改善男性科学、技术、工程和数学学者对性别平等的态度和自我效能感
IF 3 2区 心理学 Q1 Social Sciences Pub Date : 2024-05-11 DOI: 10.1007/s10212-024-00844-3
Zachary W. Petzel, Lynn Farrell, Teresa McCormack, Rhiannon N. Turner, Karen Rafferty, Ioana M. Latu

Despite the implementation of equality interventions within higher education, progress towards gender parity in science, technology, engineering, and mathematics (STEM) remains slow. Male educators often exhibit poorer engagement with diversity initiatives, potentially contributing to persisting gender disparities in STEM given men’s longstanding dominance in these programs. Two experiments investigate how equality interventions should be designed to maximize support from male educators. Experiment 1 (N = 72; Mage = 39.72, SDage = 12.33) used virtual reality to manipulate 2 factors among male academics: (1) exposure to gender inequality and (2) virtually taking the perspective of a female scientist. Using self-report and behavioral measures, viewing an empirical presentation outlining the prevalence of gender issues in STEM yielded the greatest support for equality initiatives following successful perspective-taking. Experiment 2 (N = 120; Mage = 32.48, SDage = 10.36) varied two additional factors among male academics: (1) evidence-based methods to reduce gender biases in STEM (i.e., promoting self-efficacy) and (2) blaming male academics for gender inequalities. Promoting self-efficacy and blaming men for disparities led to greater confidence in male academics’ ability to address gender inequalities in their field. Notably, higher self-efficacy accounted for greater support for equality initiatives and internal motives to engage with diversity programs. Findings provide an empirical framework and high-tech training tools for promoting engagement with diversity initiatives among male educators, informing development of interventions within higher education to improve student and faculty experiences in STEM.

尽管在高等教育中实施了平等干预措施,但在科学、技术、工程和数学(STEM)领域实现性别均等的进展仍然缓慢。男性教育工作者对多元化倡议的参与度往往较低,这可能会导致 STEM 领域长期存在性别差异,因为男性在这些项目中长期占据主导地位。两项实验研究了应如何设计平等干预措施,以最大限度地获得男性教育工作者的支持。实验 1(N = 72;Mage = 39.72,SDage = 12.33)使用虚拟现实技术来操纵男性学者的两个因素:(1)接触性别不平等;(2)虚拟地从女性科学家的角度看问题。通过自我报告和行为测量,观看概述 STEM 中普遍存在的性别问题的实证演示,在成功进行视角转换后,对平等倡议的支持度最高。实验 2(N = 120;Mage = 32.48,SDage = 10.36)在男性学者中增加了两个因素:(1)减少 STEM 中性别偏见的循证方法(即提高自我效能)和(2)将性别不平等归咎于男性学者。提高自我效能感和将性别差异归咎于男性,使人们更加相信男性学者有能力解决其所在领域的性别不平等问题。值得注意的是,自我效能感越高,对平等计划的支持度就越高,参与多元化计划的内部动机就越强。研究结果为促进男性教育工作者参与多元化计划提供了一个经验框架和高科技培训工具,为在高等教育中制定干预措施以改善学生和教师在科学、技术、工程和数学领域的体验提供了信息。
{"title":"A collective action approach to improving attitudes and self-efficacy towards gender equality among male STEM academics","authors":"Zachary W. Petzel, Lynn Farrell, Teresa McCormack, Rhiannon N. Turner, Karen Rafferty, Ioana M. Latu","doi":"10.1007/s10212-024-00844-3","DOIUrl":"https://doi.org/10.1007/s10212-024-00844-3","url":null,"abstract":"<p>Despite the implementation of equality interventions within higher education, progress towards gender parity in science, technology, engineering, and mathematics (STEM) remains slow. Male educators often exhibit poorer engagement with diversity initiatives, potentially contributing to persisting gender disparities in STEM given men’s longstanding dominance in these programs. Two experiments investigate how equality interventions should be designed to maximize support from male educators. Experiment 1 (<i>N</i> = 72;<i> M</i><sub><i>age</i></sub> = 39.72, <i>SD</i><sub><i>age</i></sub> = 12.33) used virtual reality to manipulate 2 factors among male academics: (1) exposure to gender inequality and (2) virtually taking the perspective of a female scientist. Using self-report and behavioral measures, viewing an empirical presentation outlining the prevalence of gender issues in STEM yielded the greatest support for equality initiatives following successful perspective-taking. Experiment 2 (<i>N</i> = 120;<i> M</i><sub>age</sub> = 32.48, <i>SD</i><sub>age</sub> = 10.36) varied two additional factors among male academics: (1) evidence-based methods to reduce gender biases in STEM (i.e., promoting self-efficacy) and (2) blaming male academics for gender inequalities. Promoting self-efficacy and blaming men for disparities led to greater confidence in male academics’ ability to address gender inequalities in their field. Notably, higher self-efficacy accounted for greater support for equality initiatives and internal motives to engage with diversity programs. Findings provide an empirical framework and high-tech training tools for promoting engagement with diversity initiatives among male educators, informing development of interventions within higher education to improve student and faculty experiences in STEM.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140925417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Self-regulated use of retrieval practice: associations with individual differences in non-cognitive and cognitive factors 自我调节检索练习的使用:与非认知和认知因素个体差异的关联
IF 3 2区 心理学 Q1 Social Sciences Pub Date : 2024-05-11 DOI: 10.1007/s10212-024-00845-2
Frida Bertilsson, Tova Stenlund, Anna Sundström, Bert Jonsson

Retrieval practice is a learning strategy that has repeatedly been found to have positive effects on memory and learning. However, studies indicate that students rarely use retrieval practice on a voluntary basis. The objective of the present study was to examine students’ self-regulated use of retrieval practice, and to determine whether sex and individual differences in cognitive and non-cognitive aspects are related to optional use of practice testing. A classroom study was conducted with 146 upper-secondary school students taking courses in mathematics and Swedish. An ABAB design was used to compare students’ optional and non-optional use of retrieval practice (i.e., repeated online quizzing). Students performed cognitive tasks to assess working memory capacity and fluid intelligence and completed self-reports of non-cognitive factors related to school achievement, such as grit, need for cognition (NFC), conscientiousness and openness. Quiz use was then compared using paired- and independent-samples t-tests, and hierarchical linear regression analyses explored relations to individual differences. The results showed that students completed significantly fewer quizzes in the optional sections than in the non-optional sections, and that females completed significantly more optional quizzes than males in Swedish, but not in mathematics. Further, the results showed that conscientiousness predicted optional quiz use in mathematics, whereas sex, NFC, conscientiousness, and openness predicted quiz use in Swedish. To conclude, although the findings show a relatively low optional/self-regulated use of practice testing, in line with earlier research, they suggest that sex and non-cognitive factors, such as personality characteristics, can predict optional use of practice testing.

检索练习是一种学习策略,多次被发现对记忆和学习有积极影响。然而,研究表明,学生很少自愿使用检索练习。本研究旨在考察学生自我调节使用检索练习的情况,并确定认知和非认知方面的性别和个体差异是否与选择性使用练习测试有关。本研究对 146 名选修数学和瑞典语课程的高中学生进行了课堂研究。研究采用ABAB设计,比较学生对检索练习(即重复在线测验)的选择性使用和非选择性使用。学生们完成了评估工作记忆能力和流体智力的认知任务,并完成了与学业成绩相关的非认知因素的自我报告,如勇气、认知需求(NFC)、自觉性和开放性。然后,使用配对和独立样本 t 检验比较了测验的使用情况,并通过层次线性回归分析探讨了测验与个体差异之间的关系。结果显示,学生在选修科目中完成的测验次数明显少于非选修科目,而且在瑞典语科目中,女生完成的选修测验次数明显多于男生,但在数学科目中则不然。此外,研究结果表明,自觉性可以预测数学选修测验的使用情况,而性别、NFC、自觉性和开放性可以预测瑞典语测验的使用情况。总之,尽管研究结果表明练习测试的可选/自我调节使用率相对较低,但与之前的研究结果一致,这些研究结果表明性别和非认知因素(如人格特征)可以预测练习测试的可选使用率。
{"title":"Self-regulated use of retrieval practice: associations with individual differences in non-cognitive and cognitive factors","authors":"Frida Bertilsson, Tova Stenlund, Anna Sundström, Bert Jonsson","doi":"10.1007/s10212-024-00845-2","DOIUrl":"https://doi.org/10.1007/s10212-024-00845-2","url":null,"abstract":"<p>Retrieval practice is a learning strategy that has repeatedly been found to have positive effects on memory and learning. However, studies indicate that students rarely use retrieval practice on a voluntary basis. The objective of the present study was to examine students’ self-regulated use of retrieval practice, and to determine whether sex and individual differences in cognitive and non-cognitive aspects are related to optional use of practice testing. A classroom study was conducted with 146 upper-secondary school students taking courses in mathematics and Swedish. An ABAB design was used to compare students’ optional and non-optional use of retrieval practice (i.e., repeated online quizzing). Students performed cognitive tasks to assess working memory capacity and fluid intelligence and completed self-reports of non-cognitive factors related to school achievement, such as grit, need for cognition (NFC), conscientiousness and openness. Quiz use was then compared using paired- and independent-samples t-tests, and hierarchical linear regression analyses explored relations to individual differences. The results showed that students completed significantly fewer quizzes in the optional sections than in the non-optional sections, and that females completed significantly more optional quizzes than males in Swedish, but not in mathematics. Further, the results showed that conscientiousness predicted optional quiz use in mathematics, whereas sex, NFC, conscientiousness, and openness predicted quiz use in Swedish. To conclude, although the findings show a relatively low optional/self-regulated use of practice testing, in line with earlier research, they suggest that sex and non-cognitive factors, such as personality characteristics, can predict optional use of practice testing.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140925457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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European Journal of Psychology of Education
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