British Journal of Educational Psychology最新文献_第2页

A machine-learning model of academic resilience in the times of the COVID-19 pandemic: Evidence drawn from 79 countries/economies in the PISA 2022 mathematics study COVID-19 大流行时期的学术适应力机器学习模型：PISA 2022 数学研究中 79 个国家/经济体的证据。

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-09-22 DOI: 10.1111/bjep.12715

Kwok-cheung Cheung, Pou-seong Sit, Jia-qi Zheng, Chi-chio Lam, Soi-kei Mak, Man-kai Ieong

Background

Given that students from socio-economically disadvantaged family backgrounds are more likely to suffer from low academic performance, there is an interest in identifying features of academic resilience, which may mitigate the relationship between disadvantaged socio-economic status and academic performance.

Aims

This study sought to combine machine learning and explainable artificial intelligence (XAI) technique to identify key features of academic resilience in mathematics learning during COVID-19.

Materials and Methods

Based on PISA 2022 data in 79 countries/economies, the random forest model coupled with Shapley additive explanations (SHAP) value technique not only uncovered the key features of academic resilience but also examined the contributions of each key feature.

Results

Findings indicated that 35 features were identified in the classification of academically resilient and non-academically resilient students, which largely validated the previous academic resilient framework. Notably, gender differences were shown in the distribution of some key features. Research findings also indicated that resilient students tended to have a stable emotional state, high levels of self-efficacy, low levels of truancy and positive future aspirations.

Discussion

This study has established a research paradigm essentially methodological in nature to bridge the gap between psychological theories and big data in the field of educational psychology.

Conclusion

To sum up, our study shed light on the issues of education equity and quality from a global perspective in the times of the COVID-19 pandemic.

背景：目的：本研究试图结合机器学习和可解释人工智能（XAI）技术，识别COVID-19期间数学学习中的学业韧性的关键特征：基于PISA 2022中79个国家/经济体的数据，随机森林模型与夏普利加法解释（SHAP）值技术相结合，不仅发现了学业适应力的关键特征，还研究了每个关键特征的贡献：研究结果表明，在学业适应力强的学生和非学业适应力强的学生的分类中发现了 35 个特征，这在很大程度上验证了之前的学业适应力框架。值得注意的是，一些关键特征的分布存在性别差异。研究结果还表明，抗挫力强的学生往往具有稳定的情绪状态、较高的自我效能感、较低的逃学率和积极的未来抱负：本研究建立了一种方法论性质的研究范式，在教育心理学领域架起了心理学理论与大数据之间的桥梁：总之，我们的研究从全球视角揭示了 COVID-19 大流行时期的教育公平与质量问题。

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引用次数: 0

Attitudes towards statistics and statistical performance: A mediation model of statistics anxiety and academic procrastination 统计态度与统计成绩：统计焦虑与学术拖延的中介模型

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-09-12 DOI: 10.1111/bjep.12714

Lindsy E. Lethbridge, Alex D. Marshall, Michael Jauch

Background

Students often harbour negative attitudes towards research methods and statistics courses, and such attitudes may be associated with harmful cognitive and behavioural responses. Research on these effects has been restricted to the investigation of direct links between attitudes towards statistics, statistics anxiety, academic procrastination, and course performance.

Aims

This study sought to examine the interconnected impact of attitudes towards statistics, statistics anxiety, and procrastination, on course performance in a cohesive model. It was predicted that attitudes towards statistics would indirectly affect statistical performance via statistics anxiety and procrastination in a sequential manner.

Sample

The sample comprised 171 undergraduate psychology students from Australian universities.

Methods

An online questionnaire collected information on participant demographics, attitudes towards statistics, statistics anxiety, procrastinatory behaviours, and performance in participants most recently completed statistics course. Data were collected cross-sectionally. All responses were anonymous.

Results

A sequential mediation analysis revealed a significant indirect effect of statistics anxiety and procrastination, controlling for age and gender. The results showed that more negative attitudes towards statistics are associated with greater statistics anxiety, which is in turn associated with greater procrastination, and finally with lower statistical performance.

Conclusions

It was concluded that students who view their statistics courses as a threatening experience may fail to see value in their statistical education, which is associated with heightened statistics anxiety, increased avoidance of course-related activities, and in turn poorer course performance. Practical implications of the findings are also discussed.

背景学生通常对研究方法和统计课程持消极态度，而这种态度可能与有害的认知和行为反应有关。有关这些影响的研究仅限于调查对统计的态度、统计焦虑、学术拖延和课程成绩之间的直接联系。研究预测，对统计学的态度会通过统计焦虑和拖延行为间接影响统计成绩。方法在线问卷调查收集了参与者的人口统计数据、对统计学的态度、统计焦虑、拖延行为以及最近完成的统计学课程的成绩等信息。数据是横向收集的。结果顺序中介分析表明，在控制年龄和性别的情况下，统计焦虑和拖延有显著的间接影响。结果表明，对统计持更消极态度的人与更严重的统计焦虑有关，而统计焦虑又与更严重的拖延有关，最后与更低的统计成绩有关。结论认为，将统计课程视为一种威胁的学生可能看不到统计教育的价值，这与统计焦虑加重、对课程相关活动的回避增加有关，进而与更低的课程成绩有关。本文还讨论了研究结果的实际意义。

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引用次数: 0

Only a matter of time? Using logfile data to evaluate temporal motivation theory in university students' examination preparation 只是时间问题吗？利用日志数据评估大学生备考中的时间动机理论。

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-09-03 DOI: 10.1111/bjep.12712

Marc Philipp Janson, Theresa Wenker, Lisa Bäulke

Background

While previous research has emphasized the importance of personal beliefs (expectancy-value theories) for achievement-motivated behaviour, it lacks the integration of temporal factors that are also discussed as important drivers of achievement-motivated behaviour. Temporal Motivation Theory (TMT) combines both approaches in a formalized manner.

Aims

Although TMT is supported by empirical studies with self-reported academic procrastination, it has not been tested on actual achievement-motivated behaviour.

Materials & Methods

We evaluated the predictive power of the TMT on N = 2351 learning days of 127 psychology students' self-regulated examination preparation for statistics over the course of one semester using logfile data of an e-learning system.

Results

The proposed TMT score, incorporating expectancy and value beliefs, sensivitiy to delay, and actual time till examination predicted students' achievement-motivated behaviour significantly.

Discussion

Further analyses revealed that not the trait compositions of the TMT, but the temporal proximity of the statistics examination was the main driver of this association.

Conclusion

The results have important implications for understanding the factors that shape students' motivation to learn and subsequent academic success in actual learning situations. Thus, research should continue to take situational aspects, especially the temporal proximity of goals more into account.

背景：以往的研究强调个人信念（期望值理论）对成就动机行为的重要性，但缺乏对时间因素的整合，而时间因素也被认为是成就动机行为的重要驱动因素。时间动机理论（TMT）以一种正式的方式将这两种方法结合在了一起。目的：尽管时间动机理论得到了有关自我报告的学术拖延的实证研究的支持，但它尚未在实际的成就动机行为中得到检验：我们使用一个电子学习系统的日志文件数据，评估了TMT对127名心理学学生在一个学期内自我调节的统计学备考的N = 2351个学习日的预测能力：结果：所提出的TMT得分，包括期望和价值信念、对延迟的敏感度和到考试的实际时间，都能显著预测学生的成就动机行为：讨论：进一步的分析表明，导致这种关联的主要因素不是 TMT 的特质构成，而是统计考试的时间临近程度：这些结果对于理解在实际学习情境中形成学生学习动机和随后学业成功的因素具有重要意义。因此，研究应继续考虑情境因素，尤其是目标的时间接近性。

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引用次数: 0

Resilience in multicultural classrooms: School relationships can protect the school adjustment of immigrant, refugee and non-immigrant children 多元文化课堂的复原力：学校关系可以保护移民、难民和非移民儿童适应学校生活。

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-08-21 DOI: 10.1111/bjep.12713

Francesca Ialuna, Sauro Civitillo, Nele McElvany, Birgit Leyendecker, Philipp Jugert

Background

According to the risk and resilience perspective, protective factors can attenuate the effect of risks and challenges on children's adjustment. For immigrant and refugee children, supportive relationships in the new context can be particularly beneficial. We expected that supportive school relationships play a protective role for the school adjustment of first-generation immigrant and refugee and non-immigrant children, by moderating the effect of one acculturative challenge (i.e., school language proficiency).

Aims

We investigated the moderating roles of teacher–child and peer relationship quality on the association between German language proficiency and school adjustment (i.e., school achievement and belongingness) among first-generation immigrant and refugee and non-immigrant children.

Sample

We recruited n = 278 fourth grade children (M_age = 10.47, SD_age = .55, 53.24% female; 37% first-generation immigrant and refugee children).

Methods

Questionnaires assessed children's reported teacher–child and peer relationship quality and school belongingness. One vocabulary test measured children's German proficiency. School achievement was assessed by their grade point average (GPA) and by a reading comprehension test. To investigate our hypotheses, we performed path analyses.

Results

Teacher–child relationship mitigated the effect of German proficiency on children's reading comprehension among all children and on GPA among immigrant and refugee children only. Peer relationship buffered the negative effect of German proficiency on school belongingness.

Conclusions

Teacher–child and peer relationship quality can be beneficial for the school adjustment of both first-generation immigrant and refugee children and non-immigrant children.

背景：根据风险和复原力的观点，保护性因素可以减轻风险和挑战对儿童适应能力的影响。对于移民和难民儿童来说，新环境中的支持性关系尤其有益。目的：我们研究了师生关系和同伴关系质量对第一代移民儿童、难民儿童和非移民儿童的德语水平与学校适应性（即学校成绩和归属感）之间关系的调节作用：我们招募了 n = 278 名四年级儿童（Mage = 10.47，SDage = .55，53.24% 为女性；37% 为第一代移民和难民儿童）：方法：问卷调查评估了儿童报告的师生关系和同伴关系质量以及学校归属感。一项词汇测试测量了儿童的德语水平。学校成绩通过平均学分绩点（GPA）和阅读理解测试进行评估。为了研究我们的假设，我们进行了路径分析：结果：在所有儿童中，教师与儿童的关系减轻了德语水平对儿童阅读理解能力的影响；在移民和难民儿童中，教师与儿童的关系减轻了德语水平对平均学分绩点的影响。同伴关系缓冲了德语水平对学校归属感的负面影响：师生关系和同伴关系的质量对第一代移民和难民儿童以及非移民儿童的学校适应都有好处。

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引用次数: 0

The effects of working memory training on working memory, self-regulation, and analogical reasoning of preschool children 工作记忆训练对学龄前儿童工作记忆、自我调节和类比推理的影响。

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-08-06 DOI: 10.1111/bjep.12709

David Tzuriel, Tammy Weiss, Gaby Kashy-Rosenbaum

<div> <section> <h3> Background and Aims</h3> <p>This study examined the effects of working memory training (WMT) on WM and fluid intelligence. A novel four-pronged model of mediated learning, cognitive functions, task characteristics and metacognition is presented as a conceptual basis for the Modifiability of a Working Memory Program (MWMP). Our basic assumption is that increasing WM depends on a synchronized combination of the four components.</p> </section> <section> <h3> Sample</h3> <p>A group of typically developed preschool children (<i>n</i> = 62) participated in the experimental group, receiving the MWMP. They were compared with a control group (<i>n</i> = 56) of preschool children who engaged in a substitute program. This comparison allowed us to discern the specific effects of the MWMP.</p> </section> <section> <h3> Methods</h3> <p>All participants received tests of WM, self-regulation and analogical reasoning before and after the intervention. The MWMP was administered to children in the experimental group for 10 weekly sessions, each lasting 40 minutes, in small groups of two children. The children in the control group engaged in didactic activities that were part of a school curriculum routine for kindergartners for the same length of time.</p> </section> <section> <h3> Results</h3> <p>We used ANCOVA analysis to compare the Treatment x Time with age and socioeconomic status as covariates. The findings revealed a higher improvement in some WM and self-regulation tests among children in the experimental group compared to those in the control group. However, no significant transfer effects were observed in analogical thinking.</p> </section> <section> <h3> Conclusion</h3> <p>The findings confirm the effectiveness of a non-computerized WMT among kindergartners and support our four-pronged theoretical model. We also discuss earlier findings on far-transfer effects and educational implications. We suggest that future WM studies adopt the following: (1) the development of training methods that are theoretically anchored; (2) training procedures should not rely heavily on computerized exercises but can be adapted to group characteristics, educational settings and cost-effectiveness aspects; (3) varying the task characteristics and training strategies to stimulate task-intrinsic motivation; (4) identifying training strategies to produce cognitive improvements underlying WM; (5) intervention should target individuals in early development as muc

背景和目的：本研究探讨了工作记忆训练（WMT）对WM和流体智力的影响。研究提出了一个新颖的中介学习、认知功能、任务特征和元认知四管齐下的模型，作为工作记忆程序可修改性（MWMP）的概念基础。我们的基本假设是，工作记忆能力的提高取决于四个组成部分的同步组合：一组发育典型的学龄前儿童（n = 62）参加了实验组，接受了 MWMP。他们与参加替代项目的对照组（n = 56）学龄前儿童进行了比较。通过比较，我们可以发现 MWMP 的具体效果：所有参与者在干预前后都接受了WM、自我调节和类比推理测试。实验组儿童每周接受 10 次 MWMP 训练，每次 40 分钟，每两名儿童一组。对照组的儿童则在相同的时间内参加学校为幼儿园儿童安排的常规教学活动：我们使用方差分析比较了治疗 x 时间与年龄和社会经济地位的关系。结果表明，与对照组相比，实验组儿童在某些智力测验和自我调节测试中取得了更大的进步。然而，在类比思维方面没有观察到明显的迁移效应：结论：研究结果证实了非计算机化 WMT 在幼儿园儿童中的有效性，并支持我们的四管齐下理论模型。我们还讨论了之前关于远迁移效应的研究结果和教育意义。我们建议未来的 WM 研究采取以下措施：(1)开发以理论为基础的训练方法；(2)训练程序不应严重依赖计算机化练习，而应根据群体特点、教育环境和成本效益等方面进行调整；(3)改变任务特点和训练策略以激发任务内在动机；(4)确定训练策略以改善WM的认知基础；(5)干预措施应尽可能针对早期发展的个体；(6)开发有助于激发动机的训练程序；以及(7)提供WM训练远迁移效应的实证证据。经验证据应将 WM 能力的提高与学业和其他生活领域的成就联系起来。

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引用次数: 0

Expected and unexpected long-term effects of values affirmation in school 学校价值观肯定的预期和意外长期效果。

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-07-29 DOI: 10.1111/bjep.12711

Ian R. Hadden, Peter R. Harris, Matthew J. Easterbrook

Background

An earlier study in a school in England found that a series of brief values affirmation writing exercises, performed over the course of a school year by students aged 11–14, increased the mathematics attainment of students of low socioeconomic status (SES).

Aims

This pre-registered follow-up of the original study aims to investigate the long-term effects of values affirmation on low-SES students' attainment.

Sample

The sample consisted of all students in the analytical sample of the original study who remained at the school and for whom the necessary data were available, N = 409 (95 low-SES).

Methods

The students' results in high-stakes national standardized assessments at age 16, taken two to four years after the affirmation, were analysed.

Results

The evidence did not support the pre-registered hypotheses that values affirmation would raise the attainment of low-SES students in mathematics and English. However, exploratory analyses suggested that for low-SES students in two of the three-year groups, the intervention increased Attainment 8, a broad policy-relevant measure of academic attainment, and increased the attainment of boys in English (in particular English Literature) but reduced the corresponding attainment of girls.

Conclusions

The results suggest that the benefits of values affirmation can differ by student cohort and by school subject and that they might be time-limited in some circumstances. This suggests a set of hypotheses that future research could test in order to advance understanding of when values affirmation is, and is not, successful for school students over a sustained period.

背景：早先在英国一所学校进行的一项研究发现，11-14 岁的学生在一学年中进行的一系列简短的价值观肯定写作练习提高了社会经济地位较低的学生的数学成绩：样本包括原始研究分析样本中所有仍在校就读且有必要数据的学生，N = 409（95 名低社会经济地位学生）：方法：分析了学生在 16 岁时参加的高风险全国标准化评估的结果，这些评估是在确认后两到四年进行的：结果：证据不支持预先登记的假设，即价值观肯定会提高低社会经济地位学生的数学和英语成绩。然而，探索性分析表明，对于三年小组中两个小组的低社会经济地位学生，干预措施提高了 "学业成绩 8"（与政策相关的衡量学业成绩的广泛标准），并提高了男生的英语成绩（尤其是英语文学），但降低了女生的相应成绩：结果表明，价值观肯定的益处会因学生群体和学校科目的不同而不同，而且在某些情况下可能具有时间限制。这就提出了一系列假设，供今后的研究进行检验，以便进一步了解什么时候价值观肯定对在校学生来说是成功的，什么时候是不成功的。

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引用次数: 0

Friend influence and susceptibility to influence on emotions towards math: The role of adolescent temperament 朋友对数学情绪的影响和易受影响性：青少年气质的作用

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-07-29 DOI: 10.1111/bjep.12710

Noona Kiuru, Dawn DeLay, Katja Tervahartiala, Juho Polet, Riikka Hirvonen

Background and Aims

Peer relationships during adolescence play an important role in shaping academic outcomes. The present study examined friend influences on emotions towards math, as well as the role of temperament in these influences.

Sample

The sample consisted of 350 Finnish students (mean age 13.29 years; 64% girls) who were involved in stable friendship dyads from fall to spring of Grade 7.

Methods

In this two-wave study, information on adolescents' temperament (i.e., negative emotionality, extraversion, effortful control) and on seven emotions towards math (i.e., enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom) was collected during grade 7. The data were analysed using longitudinal actor-partner interdependence models.

Results

The results showed that friends resembled each other in all the investigated math-related emotions. Furthermore, over and above these initial similarities, friends mutually influenced each other's math-related enjoyment and anger towards math. Students characterized by higher negative emotionality also influenced their friends with lower levels of negative emotionality towards an increase in math-related anger and a lack of effortful control made adolescents more susceptible to friend influence over math-related shame and anxiety.

Conclusion

Our findings demonstrate that friends influence each other over time in math-related enjoyment and frustration. Furthermore, high negative emotionality may make adolescents more influential over their friends' math-related anger and a lack of effortful control may make adolescents more susceptible to friend influence over math-related shame and anxiety. Thus, the current findings have implications for how peer relations may impact individual outcomes in mathematics, for better or worse.

背景和目的：青少年时期的同伴关系对学习成绩的形成起着重要作用。本研究探讨了朋友对数学情绪的影响，以及气质在这些影响中的作用：样本包括 350 名芬兰学生（平均年龄 13.29 岁；64% 为女生），他们在七年级秋季至春季期间保持稳定的友谊关系：在这项分两个阶段进行的研究中，收集了七年级学生的气质（即消极情绪、外向性、努力控制）和对数学的七种情绪（即愉快、希望、自豪、愤怒、焦虑、羞愧、绝望和无聊）。数据采用纵向行为者-伙伴相互依赖模型进行分析：结果表明，在所有被调查的与数学有关的情绪中，朋友之间都很相似。此外，除了这些最初的相似性之外，朋友之间还相互影响着对方与数学相关的快乐和对数学的愤怒。消极情绪水平较高的学生也会影响其消极情绪水平较低的朋友，使其增加与数学有关的愤怒情绪，而缺乏努力控制能力的青少年更容易受到朋友的影响，产生与数学有关的羞耻感和焦虑感：我们的研究结果表明，在与数学有关的乐趣和挫折方面，朋友之间会随着时间的推移而相互影响。此外，高负面情绪可能会使青少年更容易受到朋友与数学有关的愤怒的影响，而缺乏努力控制可能会使青少年更容易受到朋友与数学有关的羞愧和焦虑的影响。因此，目前的研究结果对同伴关系如何影响个人数学学习成绩的好坏具有一定的启示意义。

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引用次数: 0

Student–teacher relational entitlement and its association with students' and teachers' characteristics 师生关系权利及其与学生和教师特征的关系。

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-07-24 DOI: 10.1111/bjep.12708

Rami Tolmacz, Adar Ben-Eliyahu, Mario Mikulincer, Yaniv Efrati

Introduction

One's sense of entitlement—the subjective perception of what one deserves from another person—can contribute to social attitudes and behaviour in positive or negative ways, depending on the way in which one construes this subjective sense. Previous work has examined how adolescents' sense of entitlement towards their parents contributes positively or negatively to their well-being. In this study, we extend this line of research and focus on adolescents' sense of entitlement towards another important authority figure—teachers, while examining its associations with both students' and teachers' characteristics and implications for students' functioning at school.

Method

We adapted the Adolescents' Sense of Relational Entitlement towards Parents scale to tap students' relational entitlement towards their teachers. We then examined the factor structure of the adapted scale and its associations with students' and teachers' relevant psychological measures in three samples (N = 1588).

Results

Findings confirmed the three-factor structure of student–teacher entitlement. Studies 2–3 also revealed that students' sense of entitlement was associated with both students' variables (e.g., psychological well-being, self-esteem, perceptions of teachers' acceptance of them and students' school engagement) and teachers' emotional difficulties. Study 3's findings indicated that students' sense of entitlement was associated with their school engagement.

Conclusion

Students' sense of entitlement towards teachers seems to be associated with teachers' emotional makeup and attitudes towards students. In addition, this subjective sense is associated with students' school engagement. These findings suggest that there is theoretical value and practical implications for further unpacking both teachers' and students' factors associated with students' sense of entitlement and examining its association with academic functioning at school.

导言：一个人的权利感--对自己应从他人那里得到什么的主观认识--会以积极或消极的方式影响社会态度和行为，这取决于人们如何理解这种主观感觉。以往的研究已经探讨了青少年对父母的权利感如何对他们的福祉产生积极或消极的影响。在本研究中，我们扩展了这一研究思路，重点关注青少年对另一个重要权威人物--教师的权利感，同时考察其与学生和教师特征的关联，以及对学生在校功能的影响：我们改编了 "青少年对父母的权利感 "量表，以了解学生对教师的权利感。然后，我们在三个样本（N = 1588）中考察了改编量表的因子结构及其与学生和教师相关心理测量的关联：结果：研究结果证实了师生权利的三因素结构。研究 2-3 还显示，学生的权利感与学生的变量（如心理健康、自尊、对教师接纳他们的看法以及学生的学校参与度）和教师的情绪困难都有关联。研究 3 的结果表明，学生的权利感与他们的学校参与度有关：结论：学生对教师的权利感似乎与教师的情绪构成和对学生的态度有关。此外，这种主观意识还与学生的学校参与度有关。这些研究结果表明，进一步解读教师和学生与学生权利感相关的因素，并研究其与学校学业功能的关系，具有理论价值和现实意义。

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引用次数: 0

The impact of math anxiety and self-efficacy in middle school STEM choices: A 3-year longitudinal study 数学焦虑和自我效能对初中 STEM 选择的影响：为期三年的纵向研究。

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-07-08 DOI: 10.1111/bjep.12707

Alessandro Cuder, Sandra Pellizzoni, Miriana Di Marco, Claudia Blason, Eleonora Doz, David Giofrè, Maria Chiara Passolunghi

Introduction

In today's world, which is progressively oriented towards science and technology and facing a growing demand for skilled professionals, it becomes essential to identify the factors that encourage individuals to pursue careers in STEM fields (Science, Technology, Engineering and Mathematics). Previous research has shown that affective-motivational factors, math performance and gender influence STEM occupational and academic choices in adulthood. However, few studies examined how these factors may influence STEM choices as early as middle school. This study aims to assess how math anxiety, math self-efficacy, math performance and gender influence STEM school choices during middle school.

Methods

We longitudinally assessed a group of 109 students (Year 6) over three school years, with measurements taken on three different occasions.

Results

Findings indicated that individuals who made an STEM school choice experienced lower math anxiety, higher self-efficacy and math performance and were predominantly male. Furthermore, the results indicated that both math anxiety in Year 7 and self-efficacy in Year 6 made the most substantial unique contributions to the STEM school choice.

Conclusion

Math anxiety and math self-efficacy seem to be both crucial in influencing middle school students' STEM choices, offering new perspectives for early interventions aimed at promoting more informed school choices.

导言：当今世界正逐步向科学和技术领域发展，对专业技术人才的需求日益增长，因此，确定鼓励个人从事 STEM（科学、技术、工程和数学）领域职业的因素至关重要。以往的研究表明，情感-动机因素、数学成绩和性别会影响成年后对 STEM 职业和学业的选择。然而，很少有研究探讨这些因素如何影响学生在初中阶段对 STEM 的选择。本研究旨在评估数学焦虑、数学自我效能感、数学成绩和性别如何影响初中阶段的 STEM 学校选择：方法：我们对 109 名学生（六年级）进行了纵向评估，历时三个学年，在三个不同的场合进行了测量：结果：研究结果表明，选择 STEM 学校的学生数学焦虑较低，自我效能感较高，数学成绩较好，且以男性为主。此外，结果表明，七年级的数学焦虑和六年级的自我效能感对 STEM 学校选择的独特贡献最大：结论：数学焦虑和数学自我效能感似乎都是影响初中生 STEM 选择的关键因素，这为早期干预提供了新的视角，旨在促进学生做出更明智的学校选择。

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引用次数: 0

Digital interventions to support morality: A scoping review 支持道德的数字化干预措施：范围审查。

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-06-27 DOI: 10.1111/bjep.12706

Chiara Scuotto, Stefano Triberti, Maria Luisa Iavarone, Pierpaolo Limone

Background

Morality and moral reasoning develop over the course of life, but such development may encounter obstacles. Psycho-educational interventions could be designed to improve moral reasoning and attitude towards prosociality. In the last decades, many interventions employed digital technologies ranging from multicomponent online platforms to serious games and virtual reality, making use of interactivity and immersive properties that could make moral stimuli more engaging.

Aims

This study aimed at reviewing the literature on digital interventions to support morality and moral reasoning, carried out with subjects of all age groups.

Methods and results

Two electronic databases were searched with a systematic approach, and retrieved publications were scanned by authors against inclusion criteria. Twenty-three articles were reviewed. In general, the literature describes encouraging results of digital interventions to support morality. Moreover, a huge variety of morality conceptualizations emerged across various contexts (e.g., professional, school and sports) as well as various outcome measurements (e.g., change in attitudes and change in behaviour).

Conclusions

Effectiveness of digital interventions may relate to immersive and interactive simulations in particular, in that they allow participants not only to learn about moral rules and principles but also to actively exercise their own morality to make decisions. Future research may build on the present scoping review to analyse specific types of interventions' effectiveness with a meta-analytical approach.

背景：道德和道德推理在人的一生中会不断发展，但这种发展可能会遇到障碍。可以设计心理教育干预措施来提高道德推理能力和亲社会态度。在过去的几十年里，许多干预措施都采用了数字技术，从多组件在线平台到严肃游戏和虚拟现实，利用互动性和身临其境的特性，使道德刺激更加吸引人：采用系统方法检索了两个电子数据库，作者根据纳入标准对检索到的出版物进行了扫描。共审查了 23 篇文章。总体而言，文献介绍了支持道德的数字干预措施所取得的令人鼓舞的成果。此外，在不同的环境（如职业、学校和体育）以及不同的结果测量（如态度和行为的改变）中，出现了大量不同的道德概念：结论：数字干预的有效性可能与身临其境的交互式模拟特别相关，因为它们不仅能让参与者学习道德规则和原则，还能让他们积极运用自己的道德观做出决定。未来的研究可以在本范围审查的基础上，采用元分析方法分析特定类型干预措施的有效性。

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引用次数: 0