This study investigates school-age children’s arithmetic operations performance while solving larger-size problems which produces interferences in memory. Complex problems can trigger competing responses in working memory, which are irrelevant to a task goal and increase the likelihood of interference from previously learned problems (De Visscher et al., 2018). Interference control in working memory is required to be able to manage and suppress irrelevant information while performing cognitive tasks such as arithmetic problem-solving (Unsworth, 2010). The present study explores potential cognitive processes while performing arithmetic tasks and emphasizes the important role of interference control for better performance in such tasks. This study applied a mixed-effect model experimental design. Forty-four primary school children were involved in the study. The results showed that children’s performance in terms of correct responses was similar for both small-size and large-size problems. However, their response speed was significantly lower in larger-size problems, which created more interference in working memory.
{"title":"The Effect of Problem Size on Children’s Arithmetic Performance: Interference Control in Working Memory","authors":"Selma Boz","doi":"10.12973/ejper.7.2.83","DOIUrl":"https://doi.org/10.12973/ejper.7.2.83","url":null,"abstract":"This study investigates school-age children’s arithmetic operations performance while solving larger-size problems which produces interferences in memory. Complex problems can trigger competing responses in working memory, which are irrelevant to a task goal and increase the likelihood of interference from previously learned problems (De Visscher et al., 2018). Interference control in working memory is required to be able to manage and suppress irrelevant information while performing cognitive tasks such as arithmetic problem-solving (Unsworth, 2010). The present study explores potential cognitive processes while performing arithmetic tasks and emphasizes the important role of interference control for better performance in such tasks. This study applied a mixed-effect model experimental design. Forty-four primary school children were involved in the study. The results showed that children’s performance in terms of correct responses was similar for both small-size and large-size problems. However, their response speed was significantly lower in larger-size problems, which created more interference in working memory.","PeriodicalId":504967,"journal":{"name":"European Journal of Psychology and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141337020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Using R to conduct univariate meta-analyses is becoming common for publication. However, R can also conduct multivariate meta-analysis (MMA). However, newcomers to both R and MMA may find using R to conduct MMA daunting. Given that, R may not be easy for those unfamiliar with coding. Likewise, MMA is a topic of advanced statistics. Thus, it may be very challenging for most newcomers to conduct MMA using R. If this holds, this can be viewed as a practice gap. In other words, the practice gap is that researchers are not capable of using R to conduct MMA in practice. This is problematic. This paper alleviates this practice gap by illustrating how to use R (the metaSEM package) to conduct MMA on educational psychology data. Here, the metaSEM package is used to obtain the required MMA text outputs. However, the metaSEM package is not capable of producing the other required graphical outputs. As a result, the metafor package is also used as a complimentary to generate the required graphical outputs. Ultimately, we hope that our audience will be able to apply what they learn from this method paper to conduct MMA using R in their teaching, research, and publication.
使用 R 进行单变量荟萃分析已成为发表文章的常用方法。不过，R 也可以进行多变量荟萃分析（MMA）。然而，对于 R 和 MMA 的新手来说，使用 R 进行 MMA 可能会令人生畏。因此，对于不熟悉编码的人来说，使用 R 可能并不容易。同样，MMA 也是一个高级统计学课题。因此，对于大多数新手来说，使用 R 进行 MMA 可能非常具有挑战性。换句话说，实践差距就是研究人员在实践中无法使用 R 进行 MMA。这是一个问题。本文通过说明如何使用 R（metaSEM 软件包）对教育心理学数据进行 MMA，来缓解这一实践差距。本文使用 metaSEM 软件包来获取所需的 MMA 文本输出。但是，metaSEM 软件包无法生成其他所需的图形输出。因此，我们还使用 metafor 软件包来生成所需的图形输出。最终，我们希望读者能够在教学、研究和出版过程中应用从这篇方法论文中学到的知识，使用 R 进行 MMA 分析。
{"title":"Using R for Multivariate Meta-analysis on Educational Psychology Data: A Method Study","authors":"Gamon Savatsomboon, Prasert Ruannakarn, Phamornpun Yurayat, Ong-art Chanprasitchai, Jibon Kumar Sharma Leihaothabam","doi":"10.12973/ejper.7.2.55","DOIUrl":"https://doi.org/10.12973/ejper.7.2.55","url":null,"abstract":"Using R to conduct univariate meta-analyses is becoming common for publication. However, R can also conduct multivariate meta-analysis (MMA). However, newcomers to both R and MMA may find using R to conduct MMA daunting. Given that, R may not be easy for those unfamiliar with coding. Likewise, MMA is a topic of advanced statistics. Thus, it may be very challenging for most newcomers to conduct MMA using R. If this holds, this can be viewed as a practice gap. In other words, the practice gap is that researchers are not capable of using R to conduct MMA in practice. This is problematic. This paper alleviates this practice gap by illustrating how to use R (the metaSEM package) to conduct MMA on educational psychology data. Here, the metaSEM package is used to obtain the required MMA text outputs. However, the metaSEM package is not capable of producing the other required graphical outputs. As a result, the metafor package is also used as a complimentary to generate the required graphical outputs. Ultimately, we hope that our audience will be able to apply what they learn from this method paper to conduct MMA using R in their teaching, research, and publication.","PeriodicalId":504967,"journal":{"name":"European Journal of Psychology and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141336960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The current study investigates the academic adaptation levels of international students and their motivations for pursuing higher education in Turkey. The study also aimed to compare the adaptation of international students in higher education in terms of various variables such as gender, age, duration in Turkey, education level, and university. A mixed-methods design was employed, incorporating both quantitative and qualitative methodologies. The study involved 222 international students from four universities in Konya who completed an online questionnaire. Data collection used the "international students’ adaptation to higher education" scale. The quantitative data in this study were subjected to statistical analyses, using non-parametric tests such as the Mann– Whitney U test and the Kruskal– Wallis H test, while the qualitative data were analyzed using the content analysis technique. Because of the analysis, it was noted that international students demonstrated heightened levels of adaptation in the realms of academic processes, academic principles, and socio-cultural dimensions of university life. However, a moderate level of adaptation was identified in the domain of academic experiences, shedding light on some challenges encountered by students in this aspect. Additionally, the results showed no significant differences in academic adaptation levels among international students based on study variables. Concerning the motivations of international students to pursue higher education in Turkey, prominent factors encompass the quality and diversity of higher education opportunities, historical and cultural heritage, ease of living, affordability, and religious and ethnic ties. This underscores the importance of universities and policymakers in Turkey to recognize challenges and promote the strengths of the country as an international study destination.
本研究调查了土耳其留学生的学术适应水平及其接受高等教育的动机。本研究还旨在从性别、年龄、在土耳其的时间长短、教育水平和大学等各种变量的角度，比较留学生对高等教育的适应情况。研究采用了混合方法设计，包括定量和定性方法。研究涉及来自科尼亚四所大学的 222 名留学生，他们填写了一份在线问卷。数据收集采用了 "留学生对高等教育的适应性 "量表。本研究对定量数据进行了统计分析，使用了 Mann- Whitney U 检验和 Kruskal- Wallis H 检验等非参数检验，而定性数据则使用了内容分析技术。分析结果表明，留学生在学术过程、学术原则和大学生活的社会文化方面表现出较高的适应水平。然而，在学术经历方面，留学生的适应程度适中，这说明学生在这方面遇到了一些挑战。此外，研究结果表明，根据学习变量的不同，留学生的学术适应水平没有显著差异。关于留学生在土耳其接受高等教育的动机，主要因素包括高等教育机会的质量和多样性、历史和文化遗产、生活便利性、经济承受能力以及宗教和种族联系。这突出表明，土耳其的大学和政策制定者必须认识到土耳其作为国际学习目的地所面临的挑战，并宣传土耳其的优势。
{"title":"Understanding International Students’ Academic Adaptation and Motivation to Pursue Higher Education in Turkey","authors":"Abdallah A. Alnajjar, F. Alacapinar","doi":"10.12973/ejper.7.2.65","DOIUrl":"https://doi.org/10.12973/ejper.7.2.65","url":null,"abstract":"The current study investigates the academic adaptation levels of international students and their motivations for pursuing higher education in Turkey. The study also aimed to compare the adaptation of international students in higher education in terms of various variables such as gender, age, duration in Turkey, education level, and university. A mixed-methods design was employed, incorporating both quantitative and qualitative methodologies. The study involved 222 international students from four universities in Konya who completed an online questionnaire. Data collection used the \"international students’ adaptation to higher education\" scale. The quantitative data in this study were subjected to statistical analyses, using non-parametric tests such as the Mann– Whitney U test and the Kruskal– Wallis H test, while the qualitative data were analyzed using the content analysis technique. Because of the analysis, it was noted that international students demonstrated heightened levels of adaptation in the realms of academic processes, academic principles, and socio-cultural dimensions of university life. However, a moderate level of adaptation was identified in the domain of academic experiences, shedding light on some challenges encountered by students in this aspect. Additionally, the results showed no significant differences in academic adaptation levels among international students based on study variables. Concerning the motivations of international students to pursue higher education in Turkey, prominent factors encompass the quality and diversity of higher education opportunities, historical and cultural heritage, ease of living, affordability, and religious and ethnic ties. This underscores the importance of universities and policymakers in Turkey to recognize challenges and promote the strengths of the country as an international study destination.","PeriodicalId":504967,"journal":{"name":"European Journal of Psychology and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141336543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Challenges of Upward Track Mobility into German Upper Secondary Education for Students' Academic Self-Concept","authors":"Markus Kohlmeier","doi":"10.12973/ejper.7.1.11","DOIUrl":"https://doi.org/10.12973/ejper.7.1.11","url":null,"abstract":"","PeriodicalId":504967,"journal":{"name":"European Journal of Psychology and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140237262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
F. Setiawati, Tria Widyastuti, Kartika Nur Fathiyah, Tiara Shafa Nabila
Data obtained through questionnaires sometimes respond to the items presented by social norms, so sometimes they do not suit themselves. High social desirability (SD) in non-cognitive measurements will cause item bias. Several ways are used to reduce item bias, including freeing respondents from not writing their names or being anonymous, explaining to the participants to respond to each statement honestly, as they are or according to themselves, and responding to the questionnaire online or offline. This research aims to prove that several methods can minimize the possibility of item bias SD and academic dishonesty (AD). The research was carried out with an experimental study using a factorial design. There were 309 respondents who were willing to be involved in this research. Data analysis was carried out using multivariate ANOVA. The research results show differences for all variables, Self-Deceptive Enhancement (SDE), Impression Management (IM), and AD in the anonymous group. There are differences in AD in the groups that provide a complete explanation and do not explain, and there is an interaction between the average AD based on the anonymous and explanation group.
通过问卷调查获得的数据有时会对社会规范提出的项目做出反应，因此有时它们并不适合自己。非认知测量中的高社会可取性（SD）会导致项目偏差。有几种方法可以减少项目偏差，包括让受访者不写姓名或匿名，向参与者解释要如实回答每项陈述，如实回答或根据自己的情况回答，以及在线或离线回答问卷。本研究旨在证明几种方法可以最大限度地减少项目偏差 SD 和学术不诚实（AD）的可能性。研究采用因子设计进行实验研究。共有 309 名受访者愿意参与本研究。数据分析采用多元方差分析。研究结果显示，在匿名组中，所有变量、自我欺骗增强（SDE）、印象管理（IM）和注意力缺失（AD）都存在差异。提供完整解释组和不提供解释组的 AD 存在差异，匿名组和解释组的平均 AD 存在交互作用。
{"title":"Minimizing Social Desirability in Questionnaires of Non-Cognitive Measurements","authors":"F. Setiawati, Tria Widyastuti, Kartika Nur Fathiyah, Tiara Shafa Nabila","doi":"10.12973/ejper.7.1.33","DOIUrl":"https://doi.org/10.12973/ejper.7.1.33","url":null,"abstract":"Data obtained through questionnaires sometimes respond to the items presented by social norms, so sometimes they do not suit themselves. High social desirability (SD) in non-cognitive measurements will cause item bias. Several ways are used to reduce item bias, including freeing respondents from not writing their names or being anonymous, explaining to the participants to respond to each statement honestly, as they are or according to themselves, and responding to the questionnaire online or offline. This research aims to prove that several methods can minimize the possibility of item bias SD and academic dishonesty (AD). The research was carried out with an experimental study using a factorial design. There were 309 respondents who were willing to be involved in this research. Data analysis was carried out using multivariate ANOVA. The research results show differences for all variables, Self-Deceptive Enhancement (SDE), Impression Management (IM), and AD in the anonymous group. There are differences in AD in the groups that provide a complete explanation and do not explain, and there is an interaction between the average AD based on the anonymous and explanation group.","PeriodicalId":504967,"journal":{"name":"European Journal of Psychology and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140238735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to explore how the peer support programme gave influences on technical high school pupils in Japan. The study invited a total 76 pupils (37 in an intervention group and 39 in a control group) to be involved into the peer support programme and assessments. The participants were annually assessed three times by adopting four scales, which examined their interpersonal relationship level, self-esteem, mental health, and school environmental adaptation states. The results showed that pupils in the intervention group (the peer supporters) tended to improve their own skills and abilities in terms of all the scales after joining the programme. Also, in terms of Adaptation Scale for School Environments on Six Spheres (ASSESS), which was a newly developed scale, there were no significant positive influences in both areas of “fulfillments in study” and “peer support activities against bullying”. As a conclusion, even in the technical high school where the majority of pupils were male, the peer support programme gave positive influences on the intervention group (the peer supporters) in terms of interpersonal relationship level, self-esteem, mental health, and school environmental adaptation states.
{"title":"The Impact of the Peer Support Programme on Interpersonal Relationship, Self-Esteem, General Health Questionnaire and Adaptation Scale for School Environments on Six Spheres among Japanese High School Pupils","authors":"Mitsuyo Kondo, Hideo Kato","doi":"10.12973/ejper.7.1.1","DOIUrl":"https://doi.org/10.12973/ejper.7.1.1","url":null,"abstract":"This study aimed to explore how the peer support programme gave influences on technical high school pupils in Japan. The study invited a total 76 pupils (37 in an intervention group and 39 in a control group) to be involved into the peer support programme and assessments. The participants were annually assessed three times by adopting four scales, which examined their interpersonal relationship level, self-esteem, mental health, and school environmental adaptation states. The results showed that pupils in the intervention group (the peer supporters) tended to improve their own skills and abilities in terms of all the scales after joining the programme. Also, in terms of Adaptation Scale for School Environments on Six Spheres (ASSESS), which was a newly developed scale, there were no significant positive influences in both areas of “fulfillments in study” and “peer support activities against bullying”. As a conclusion, even in the technical high school where the majority of pupils were male, the peer support programme gave positive influences on the intervention group (the peer supporters) in terms of interpersonal relationship level, self-esteem, mental health, and school environmental adaptation states.","PeriodicalId":504967,"journal":{"name":"European Journal of Psychology and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140238369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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