Pub Date : 2023-05-02DOI: 10.1080/02103702.2023.2191427
Lucía Sánchez-Soto, Andrés Sánchez-Suricalday
ABSTRACT Taking into account the complementary treatments used today, this study examines the impact of cognitive mindfulness therapy in persons with Attention Deficit Hyperactivity Disorder (ADHD). A systematic review was carried out following the PRISMA method, including a total of 34 experimental articles from scholarly journals indexed in Web of Science and Scopus whose year of publication is limited to the last five years (2017–2021). The variables studied the most in the scholarly publications are divided into two categories: cognitive (attention, concentration and emotional regulation) and behavioural (hyperactivity, impulsiveness and inhibitory control). A standard table reflects what variables are used in each publication examined. A strong positive impact was found for both types of variables after the application of this therapy, which produced positive effects in the samples. Mindfulness is a positive complementary treatment in people with ADHD.
考虑到目前使用的补充疗法，本研究探讨了认知正念疗法对注意缺陷多动障碍(ADHD)患者的影响。采用PRISMA方法对Web of Science和Scopus收录的出版年份限于近5年(2017-2021)的34篇实验论文进行系统评价。学术出版物中研究最多的变量分为两类:认知(注意力、注意力集中和情绪调节)和行为(多动、冲动和抑制控制)。标准表反映了所检查的每个出版物中使用的变量。应用该疗法后，两种类型的变量都产生了强烈的积极影响，这在样本中产生了积极的影响。正念对多动症患者来说是一种积极的补充治疗。
{"title":"The impact of mindfulness therapy in individuals with Attention Deficit Hyperactivity Disorder (ADHD): a systematic review (El impacto de la terapia mindfulness en personas con Trastorno por Déficit de Atención/Hiperactividad (TDAH): una revisión sistemática)","authors":"Lucía Sánchez-Soto, Andrés Sánchez-Suricalday","doi":"10.1080/02103702.2023.2191427","DOIUrl":"https://doi.org/10.1080/02103702.2023.2191427","url":null,"abstract":"ABSTRACT Taking into account the complementary treatments used today, this study examines the impact of cognitive mindfulness therapy in persons with Attention Deficit Hyperactivity Disorder (ADHD). A systematic review was carried out following the PRISMA method, including a total of 34 experimental articles from scholarly journals indexed in Web of Science and Scopus whose year of publication is limited to the last five years (2017–2021). The variables studied the most in the scholarly publications are divided into two categories: cognitive (attention, concentration and emotional regulation) and behavioural (hyperactivity, impulsiveness and inhibitory control). A standard table reflects what variables are used in each publication examined. A strong positive impact was found for both types of variables after the application of this therapy, which produced positive effects in the samples. Mindfulness is a positive complementary treatment in people with ADHD.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73871041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-26DOI: 10.1080/02103702.2023.2194792
M. Bray
ABSTRACT In the academic literature, private supplementary tutoring is widely called shadow education because much of its content mimics that of schooling. The author of this paper wrote the first global study of the phenomenon, which was published in 1999 and set the agenda for much subsequent research. The present paper considers research emphases over the decades, noting strengths and gaps. Much initial and ongoing research has focused on economic and social implications of shadow education. Global, regional and national mapping has particularly highlighted cultural contexts and implications for social inequalities. However, inadequate attention has focused on pedagogical and psychological issues. Fitting the theme of the special issue of the journal in which the paper is included, the commentary gives particular attention to teaching, learning and development. It presents multiple levels of analysis to stress the value of, and relationships between, macro, meso and micro perspectives. The paper also highlights the value of quantitative, qualitative and mixed approaches for more complete understanding of dynamics in particular settings and suggests some specific themes for future research.
{"title":"Understanding private supplementary tutoring: metaphors, diversities and agendas for shadow education research (Comprendiendo las clases particulares complementarias: metáforas, variedades y agendas para la investigación sobre educación en la sombra)","authors":"M. Bray","doi":"10.1080/02103702.2023.2194792","DOIUrl":"https://doi.org/10.1080/02103702.2023.2194792","url":null,"abstract":"ABSTRACT In the academic literature, private supplementary tutoring is widely called shadow education because much of its content mimics that of schooling. The author of this paper wrote the first global study of the phenomenon, which was published in 1999 and set the agenda for much subsequent research. The present paper considers research emphases over the decades, noting strengths and gaps. Much initial and ongoing research has focused on economic and social implications of shadow education. Global, regional and national mapping has particularly highlighted cultural contexts and implications for social inequalities. However, inadequate attention has focused on pedagogical and psychological issues. Fitting the theme of the special issue of the journal in which the paper is included, the commentary gives particular attention to teaching, learning and development. It presents multiple levels of analysis to stress the value of, and relationships between, macro, meso and micro perspectives. The paper also highlights the value of quantitative, qualitative and mixed approaches for more complete understanding of dynamics in particular settings and suggests some specific themes for future research.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82669247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/02103702.2023.2172896
Ricardo Nemirovsky, David Menendez-Alvarez-Hevia
ABSTRACT This article reviews contributions to teaching reading and writing of Myriam Nemirovsky, whose conceptualization foreshadowed an emancipatory pedagogy. To do so, we have reviewed her work and interviewed three of her colleagues: Elena Laiz Sasiain, Liliana Tolchinsky Brenman and Francesco Tonucci. In the first part we recount key moments in Nemirovsky’s life and set forth ideas that helped her to develop her approaches to teaching reading and writing. The text explores the development of her pedagogical thinking based on her teaching and research experiences. Later, we present parallels between Myriam Nemirovsky’s work and ideas of Jaques Rancière and Joseph Jacotot to highlight core elements in an emancipatory pedagogy and illustrate their presence in Myriam Nemirovsky’s practices and thinking. To conclude, we reflect on how Nemirovsky’s teachings helped to mobilize innovative ideas among educators. Her legacy includes a conception in which learning how to read and write is a contextualized process already underway, always unfinished, in constant transformation and largely unpredictable. It is a vision which no longer prioritizes the measurable, neutral and standardizable.
{"title":"Literacy and emancipation: on the work and thought of Myriam Nemirovsky (Alfabetizar y emancipar: sobre el trabajo y el pensamiento de Myriam Nemirovsky)","authors":"Ricardo Nemirovsky, David Menendez-Alvarez-Hevia","doi":"10.1080/02103702.2023.2172896","DOIUrl":"https://doi.org/10.1080/02103702.2023.2172896","url":null,"abstract":"ABSTRACT This article reviews contributions to teaching reading and writing of Myriam Nemirovsky, whose conceptualization foreshadowed an emancipatory pedagogy. To do so, we have reviewed her work and interviewed three of her colleagues: Elena Laiz Sasiain, Liliana Tolchinsky Brenman and Francesco Tonucci. In the first part we recount key moments in Nemirovsky’s life and set forth ideas that helped her to develop her approaches to teaching reading and writing. The text explores the development of her pedagogical thinking based on her teaching and research experiences. Later, we present parallels between Myriam Nemirovsky’s work and ideas of Jaques Rancière and Joseph Jacotot to highlight core elements in an emancipatory pedagogy and illustrate their presence in Myriam Nemirovsky’s practices and thinking. To conclude, we reflect on how Nemirovsky’s teachings helped to mobilize innovative ideas among educators. Her legacy includes a conception in which learning how to read and write is a contextualized process already underway, always unfinished, in constant transformation and largely unpredictable. It is a vision which no longer prioritizes the measurable, neutral and standardizable.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76007267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/02103702.2023.2173384
Alberto Cabedo-Mas, Lidón Moliner-Miravet, Emilia Campayo-Muñoz, Roberto Macián-González, Cristina Arriaga-Sanz
ABSTRACT The potential of music-making to foster an individual’s social development has been widely explored. The objective of this review is twofold: (1) to examine the characteristics of group music-making initiatives aimed at promoting social skills; and (2) to analyse the impact that group music-making initiatives have on people’s social development. Twenty studies were reviewed. The aspects analysed included education level, participants’ roles, participants’ academic or social backgrounds, family involvement and various organizational features such as number of participants, duration of the programme, number of sessions per week and session length. Regarding the research methods used, the review explored the studies’ research design, the variables analysed and the impact of the results. The results were generally positive: 79% of the qualitative studies revealed notable improvements in social skills. The average effect size for the quantitative studies ranged from large to very large. Despite these promising results, the effects of group music-making initiatives are variable. It is necessary to ensure proper implementation of the initiatives or adequate conditions to foster people’s social development.
{"title":"Impact of group music-making on social development: a scoping review (El impacto de la práctica musical grupal en el desarrollo social: una revisión exploratoria)","authors":"Alberto Cabedo-Mas, Lidón Moliner-Miravet, Emilia Campayo-Muñoz, Roberto Macián-González, Cristina Arriaga-Sanz","doi":"10.1080/02103702.2023.2173384","DOIUrl":"https://doi.org/10.1080/02103702.2023.2173384","url":null,"abstract":"ABSTRACT The potential of music-making to foster an individual’s social development has been widely explored. The objective of this review is twofold: (1) to examine the characteristics of group music-making initiatives aimed at promoting social skills; and (2) to analyse the impact that group music-making initiatives have on people’s social development. Twenty studies were reviewed. The aspects analysed included education level, participants’ roles, participants’ academic or social backgrounds, family involvement and various organizational features such as number of participants, duration of the programme, number of sessions per week and session length. Regarding the research methods used, the review explored the studies’ research design, the variables analysed and the impact of the results. The results were generally positive: 79% of the qualitative studies revealed notable improvements in social skills. The average effect size for the quantitative studies ranged from large to very large. Despite these promising results, the effects of group music-making initiatives are variable. It is necessary to ensure proper implementation of the initiatives or adequate conditions to foster people’s social development.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80303595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-16DOI: 10.1080/02103702.2023.2170111
M. Alarcón-Espinoza, P. Samper, M. T. Anguera
ABSTRACT Focusing on school tasks and regulating emotions are often challenges for students to achieve. The objective of this research is to describe and analyse the behaviours associated with emotional regulation that affect the way students participate in the classroom and contribute to the subject matter. From the mixed methods perspective, an observational study was carried out based on an N/F/M (Nomothetic/Follow-up/Multidimensional) design. The members of nine primary education classes were systematically observed. The data record, obtained from an instrument designed ad hoc, is qualitative, and is organized to be coded and analysed quantitatively. Once the classes were analysed, the presence of multiple cases was detected. The results show how the associated behaviours contribute, change, insist on and distract from the topic of conversation, influencing the way in which focused attention is maintained. The discussion highlights the existence of a ‘virtuous circle’ that favours focusing on the topic through the coexistence of the behaviours of contributing to the topic with an informative language and encouraging the participation of others.
{"title":"Focusing on the task and emotional self-regulation: daily challenges in the classroom (La focalización en el tema y autorregulación emocional: desafíos cotidianos en el aula escolar)","authors":"M. Alarcón-Espinoza, P. Samper, M. T. Anguera","doi":"10.1080/02103702.2023.2170111","DOIUrl":"https://doi.org/10.1080/02103702.2023.2170111","url":null,"abstract":"ABSTRACT Focusing on school tasks and regulating emotions are often challenges for students to achieve. The objective of this research is to describe and analyse the behaviours associated with emotional regulation that affect the way students participate in the classroom and contribute to the subject matter. From the mixed methods perspective, an observational study was carried out based on an N/F/M (Nomothetic/Follow-up/Multidimensional) design. The members of nine primary education classes were systematically observed. The data record, obtained from an instrument designed ad hoc, is qualitative, and is organized to be coded and analysed quantitatively. Once the classes were analysed, the presence of multiple cases was detected. The results show how the associated behaviours contribute, change, insist on and distract from the topic of conversation, influencing the way in which focused attention is maintained. The discussion highlights the existence of a ‘virtuous circle’ that favours focusing on the topic through the coexistence of the behaviours of contributing to the topic with an informative language and encouraging the participation of others.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90440212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-07DOI: 10.1080/02103702.2023.2170109
Haoxi Deng
ABSTRACT Flipped classroom (FC) is a popular teaching pattern at the present stage. Based on a review of related literature, this paper rethinks the innovation, effectiveness and perceptions of FC from nine aspects, including the theoretical basis, teaching principles, teaching practice, genesis of effectiveness, effectiveness per se, objectivity and rigorousness of effect evaluation, roles played by technology, influence of different disciplines and cost performance. It is argued that (i) the innovation of FC needs to be further clarified, (ii) the effectiveness of it needs to be further validated and (iii) the perceptions of it remain to be deepened. FC therefore deserves a rational reconsideration.
{"title":"Rethinking the innovation, effectiveness and perceptions of flipped classroom (Repensar la innovación, la eficacia y las percepciones del aula invertida)","authors":"Haoxi Deng","doi":"10.1080/02103702.2023.2170109","DOIUrl":"https://doi.org/10.1080/02103702.2023.2170109","url":null,"abstract":"ABSTRACT Flipped classroom (FC) is a popular teaching pattern at the present stage. Based on a review of related literature, this paper rethinks the innovation, effectiveness and perceptions of FC from nine aspects, including the theoretical basis, teaching principles, teaching practice, genesis of effectiveness, effectiveness per se, objectivity and rigorousness of effect evaluation, roles played by technology, influence of different disciplines and cost performance. It is argued that (i) the innovation of FC needs to be further clarified, (ii) the effectiveness of it needs to be further validated and (iii) the perceptions of it remain to be deepened. FC therefore deserves a rational reconsideration.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86984101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-28DOI: 10.1080/02103702.2022.2159618
Zhenlin Wang, Lamei Wang, Xiaozi Gao, Liqi Zhu
ABSTRACT This study examined the cognitive predictors and constraints of children’s strategic offers in the Ultimatum Game. The Ultimatum Game is a one-shot negotiation on the division of a given sum of rewards between two people, where the receiver has the right to punish the proposer by rejecting unfair offers, which results in nil reward for either party. Ninety-four Hong Kong children ranged between three and six years of age (48 girls, M = 4.94, SD = 0.90) participated in an Ultimatum Game, and tasks measuring theory of mind, cognitive flexibility, inhibitory control and verbal ability. Children’s theory of mind, measured with false belief understanding tasks, was positively associated with their Ultimatum Game offers. Regression analysis further demonstrated that cognitive flexibility moderated the association between false belief understanding and children’s offers in the Ultimatum Game. Being able to take the opponent’s perspective prompted children to offer more in the Ultimatum Game, but only when their cognitive flexibility was low.
{"title":"Cognitive flexibility moderates the association between theory of mind and children’s offer in the Ultimatum Game (La flexibilidad cognitiva modera la relación entre la teoría de la mente y las ofertas de los niños en el Juego del Ultimátum)","authors":"Zhenlin Wang, Lamei Wang, Xiaozi Gao, Liqi Zhu","doi":"10.1080/02103702.2022.2159618","DOIUrl":"https://doi.org/10.1080/02103702.2022.2159618","url":null,"abstract":"ABSTRACT This study examined the cognitive predictors and constraints of children’s strategic offers in the Ultimatum Game. The Ultimatum Game is a one-shot negotiation on the division of a given sum of rewards between two people, where the receiver has the right to punish the proposer by rejecting unfair offers, which results in nil reward for either party. Ninety-four Hong Kong children ranged between three and six years of age (48 girls, M = 4.94, SD = 0.90) participated in an Ultimatum Game, and tasks measuring theory of mind, cognitive flexibility, inhibitory control and verbal ability. Children’s theory of mind, measured with false belief understanding tasks, was positively associated with their Ultimatum Game offers. Regression analysis further demonstrated that cognitive flexibility moderated the association between false belief understanding and children’s offers in the Ultimatum Game. Being able to take the opponent’s perspective prompted children to offer more in the Ultimatum Game, but only when their cognitive flexibility was low.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77163872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-13DOI: 10.1080/02103702.2022.2159614
Daniela Aldoney, Fernanda Prieto
ABSTRACT Maternal and paternal involvement are an important predictor of child development. In the current study, we describe the cognitive and affective involvement of parents with their three-year-old children in a sample of 115 Chilean parents of medium/low socioeconomic status. Additionally, we analysed differences in the level of involvement of mothers and fathers and examined the relationship between depressive symptoms, parental stress, number of children, level of parental education, gender of the child and parental involvement. We performed a descriptive, correlational and regression analysis. The results revealed that mothers and fathers report higher levels of affective than cognitive involvement. When comparing mothers and fathers, mothers reported higher levels of cognitive and affective involvement. Paternal stress and depressive symptoms were negatively associated with cognitive and affective involvement with their children. In mothers, more children and stress were associated with lower levels of cognitive involvement with their children.
{"title":"Paternal and maternal predictors of affective and cognitive involvement of three-year-old Chilean children in Chile (Predictores del involucramiento afectivo y cognitivo de padres y madres con sus hijas/os de tres años en Chile)","authors":"Daniela Aldoney, Fernanda Prieto","doi":"10.1080/02103702.2022.2159614","DOIUrl":"https://doi.org/10.1080/02103702.2022.2159614","url":null,"abstract":"ABSTRACT Maternal and paternal involvement are an important predictor of child development. In the current study, we describe the cognitive and affective involvement of parents with their three-year-old children in a sample of 115 Chilean parents of medium/low socioeconomic status. Additionally, we analysed differences in the level of involvement of mothers and fathers and examined the relationship between depressive symptoms, parental stress, number of children, level of parental education, gender of the child and parental involvement. We performed a descriptive, correlational and regression analysis. The results revealed that mothers and fathers report higher levels of affective than cognitive involvement. When comparing mothers and fathers, mothers reported higher levels of cognitive and affective involvement. Paternal stress and depressive symptoms were negatively associated with cognitive and affective involvement with their children. In mothers, more children and stress were associated with lower levels of cognitive involvement with their children.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80399886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-06DOI: 10.1080/02103702.2022.2159616
Colin Lescarret, Julien Magnier, Valérie Le Floch, Jean-Christophe Sakdavong, Jean-Michel Boucheix, André Tricot, Franck Amadieu
ABSTRACT The purpose of this study was to better understand how middle school students consider the source of information when processing videos with conflicting information. To this end, we exposed a sample of seventh-graders to a series of videos in which two interviewees expressed divergent positions on a socioscientific issue (‘Will organic farming be able to feed the entire world population by 2050?’). After viewing the videos, students were asked to recall the sources they had seen and indicate how far they had perceived the sources to be credible and convincing. Results showed that students paid close attention to the information given about the sources during viewing and rated their credibility accordingly. However, only a minority of students rated the expert sources as the most convincing after viewing the videos, while students’ beliefs on the topic contributed to source evaluation. These results suggest that although middle school students may pay attention to the identity of sources when viewing a video, they are unlikely to use this information to assess the reliability of the message.
{"title":"Expert but not persuasive: middle school students’ consideration of source in the processing of conflicting videos (Expertas pero no persuasivas: la consideración de las fuentes por parte de los estudiantes de secundaria en el procesamiento de vídeos contradictorios)","authors":"Colin Lescarret, Julien Magnier, Valérie Le Floch, Jean-Christophe Sakdavong, Jean-Michel Boucheix, André Tricot, Franck Amadieu","doi":"10.1080/02103702.2022.2159616","DOIUrl":"https://doi.org/10.1080/02103702.2022.2159616","url":null,"abstract":"ABSTRACT The purpose of this study was to better understand how middle school students consider the source of information when processing videos with conflicting information. To this end, we exposed a sample of seventh-graders to a series of videos in which two interviewees expressed divergent positions on a socioscientific issue (‘Will organic farming be able to feed the entire world population by 2050?’). After viewing the videos, students were asked to recall the sources they had seen and indicate how far they had perceived the sources to be credible and convincing. Results showed that students paid close attention to the information given about the sources during viewing and rated their credibility accordingly. However, only a minority of students rated the expert sources as the most convincing after viewing the videos, while students’ beliefs on the topic contributed to source evaluation. These results suggest that although middle school students may pay attention to the identity of sources when viewing a video, they are unlikely to use this information to assess the reliability of the message.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85854151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/02103702.2022.2149126
Johanna Abendroth, Bob Adamson, Daniela Aldoney, David Álvarez-García, M. Aparici, P. Olavide, P. Delgado, P. Guzmán, Andrea Hernández-Martínez, Gabrielle Ivinson, Andrea Khalfaoui, M. N. Kobakhidze, Hong Kong, S. Kotsiantis, Antonia Larraín, Alberto Hurtado, Yixun Li, Gai Lindsay, Sisi Liu, Mariana Solari, Judit Váradi, Shuang Wang
Johanna Abendroth (Julius-Maximilians-Universitat Wurzburg) Bob Adamson (University of Nottingham Ningbo China, UNNC) Daniela Aldoney (Universidad del Desarrollo) David Álvarez-García (Universidad de Oviedo) Melina Aparici (Universitat Autònoma de Barcelona) Thierry Baccino (Universite Paris-8) Julia Barrón-Martínez (Universidad Nacional Autónoma de México) Sarit Barzilai (University of Haifa) Natalia Carro (CONICET: Consejo Nacional de Investigaciones Científicas y Técnicas) Mariela Casas (Universidad de Los Lagos) Mariano Castellaro (Instituto Rosario de Investigaciones en Ciencias de la Educación (CONICET)/Universidad Nacional de Rosario) Pauline Chan (The Education University of Hong Kong) Eun Cho (University of California Riverside) Cecilia Chun (The Chinese University of Hong Kong) Susana Conejero (Universidad del País Vasco) José Miguel Contreras (Universidad de Granada) Ariel Cuadro (Universidad Católica del Uruguay) Patricio Cumsille (Pontificia Universidad Católica de Chile) Paola D’Adamo (CONICET — Universidad Nacional del Comahue) Isabel del Arco (Universitat de Lleida) Cristina del Barrio (Universidad Autónoma de Madrid) Gonzalo del Moral (Universidad Pablo de Olavide) Pablo Delgado (Universitat de València) Diego A. Díaz-Faes (Universitat de Barcelona) Steve Entrich (Universität Potsdam) Sofia Francisco (Universidade de Lisboa) Francisco Hernando Gómez-Torres (Corporación Universitaria Minuto de Dios) Carolina Greco (CONICET Mendoza) Paulina Guzmán (Universidad del Desarrollo) Andrea Hernández-Martínez (Universidad de Castilla-La Mancha) Yan Lam Ho (The Education University of Hong Kong) Gabrielle Ivinson (Manchester Metropolitan University) Shahid Karim (The Education University of Hong Kong) JOURNAL FOR THE STUDY OF EDUCATION AND DEVELOPMENT / INFANCIA Y APRENDIZAJE 2023, VOL. 46, NO. 1, 225–226 https://doi.org/10.1080/02103702.2022.2149126
Johanna Abendroth (Julius-Maximilians-Universitat Wurzburg)鲍勃·亚当森(University of诺丁汉大学中国宁波保税区,Daniela Aldoney UNNC)(发展)大卫Álvarez-García”(Oviedo) Melina Aparici大学(大学ònoma巴塞罗那)Thierry Baccino (Universite Paris-8 Julia Barrón-Martínez(墨西哥国立自治大学)Sarit Barzilai Natalia车(海法大学)(国家:国家科学和技术研究理事会)Mariela房屋(湖泊)大学Mariano Castellaro (Rosario教育科学研究所()/罗萨里奥国立大学)Pauline Chan(香港高等教育大学)Eun Cho(加州大学河滨分校Cecilia Chun(中国)University of Hong Kong)苏珊娜Conejero(巴斯克地区大学)(jose Miguel Contreras Ariel表(格林纳达)大学(大学帕特里西奥·坎西尔(智利天主教大学)保拉·达达莫(CONICET -国立大学Comahue Isabel弧(大学Lleida) Cristina del Barrio(马德里自治大学)Gonzalo道德(Pablo de Olavide大学)帕布洛·德尔加多(大学瓦尔ència)迭戈a . Díaz-Faes(巴塞罗那)的Steve Entrich (Universität波茨坦)Sofia旧金山(联合王国)旧金山因此Gómez-Torres(上帝)希腊卡罗莱娜大学分钟公司(Mendoza)护理guzman(发展)安德里亚hernandez - martinez(卡斯蒂利亚-拉曼查大学)Yan Lam Ho(香港教育大学)Gabrielle Ivinson(曼彻斯特城市大学)Shahid Karim(香港教育大学)《教育与发展研究学报》2023，第46卷，第1期。他的父亲是一名律师，母亲是一名律师。
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