Pub Date : 2019-10-30DOI: 10.12738/estp.2019.4.004
Vanessa Ibáñez, Sergio Pérez, Josep Silva, Salvador Tamarit
This study aims at quantifying the relationship between the marks of students and their seating position in the classroom. The study is cross-sectional, quantitative, observational, and correlational. It analyzed data collected throughout two academic years about the students’ marks (in different terms, courses, and degrees) and about their daily seating position (so, every change was recorded) for both theory and practice lessons. The quantitative data collected in the study was statistically analyzed. The main result is that the seating position is significantly correlated with the marks in the studied context (engineering schools with classrooms with 5-66 students). Other side results show a positive influence on marks of working alone with respect to sharing the computer with a classmate; indicate where do students who give up the course usually sit, and when in the academic term do, they give up. This article provides empirical data with regards to the relation between classroom seating and academic performance in engineering schools. The results obtained quantify this relation, but they cannot determine whether it is causal, consequential, or both. This study complements other studies that correlated motivation with seating preferences.
{"title":"Statistical Analysis of Students’ Behavioral and Attendance Habits in Engineering Education","authors":"Vanessa Ibáñez, Sergio Pérez, Josep Silva, Salvador Tamarit","doi":"10.12738/estp.2019.4.004","DOIUrl":"https://doi.org/10.12738/estp.2019.4.004","url":null,"abstract":"This study aims at quantifying the relationship between the marks of students and their seating position in the classroom. The study is cross-sectional, quantitative, observational, and correlational. It analyzed data collected throughout two academic years about the students’ marks (in different terms, courses, and degrees) and about their daily seating position (so, every change was recorded) for both theory and practice lessons. The quantitative data collected in the study was statistically analyzed. The main result is that the seating position is significantly correlated with the marks in the studied context (engineering schools with classrooms with 5-66 students). Other side results show a positive influence on marks of working alone with respect to sharing the computer with a classmate; indicate where do students who give up the course usually sit, and when in the academic term do, they give up. This article provides empirical data with regards to the relation between classroom seating and academic performance in engineering schools. The results obtained quantify this relation, but they cannot determine whether it is causal, consequential, or both. This study complements other studies that correlated motivation with seating preferences.","PeriodicalId":53643,"journal":{"name":"Educational Sciences: Theory and Practice","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85965417","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}
Pub Date : 2019-10-30DOI: 10.12738/estp.2019.4.002
J. Koh
Despite being widely adopted in higher education to support student-centred learning, the pedagogical design of flipped classrooms has been criticised as lacking in theoretical framing. This study proposes that the pedagogical dimensions of personalisation, higher-order thinking, self-direction, and collaboration can be used as theoretical lenses to deconstruct how flipped classroom practices support student-centred learning. Through a systematic review of 56 cases from 51 studies of flipped learning implementation published in peer-reviewed articles, this study found that flipped classrooms personalise learning through resource and teacher access, develops higher-order thinking through problemsolving, and engages students in collaborative learning through both peer groups and design groups. Trends of positive student learning outcomes are more consistent among cases that support collaborative learning and student selfdirection of learning performance review by repeated application and remediation. Nevertheless, majority of the cases reflect students having limited personalisation of learning choice and structured collaborative processes are seldom used apart from the few cases implementing team-based learning. The theoretical applications of the four pedagogical dimensions as well as the implications for the future research and practice of flipped classrooms are discussed.
{"title":"Four Pedagogical Dimensions for Understanding Flipped Classroom Practices in Higher Education: A Systematic Review","authors":"J. Koh","doi":"10.12738/estp.2019.4.002","DOIUrl":"https://doi.org/10.12738/estp.2019.4.002","url":null,"abstract":"Despite being widely adopted in higher education to support student-centred learning, the pedagogical design of flipped classrooms has been criticised as lacking in theoretical framing. This study proposes that the pedagogical dimensions of personalisation, higher-order thinking, self-direction, and collaboration can be used as theoretical lenses to deconstruct how flipped classroom practices support student-centred learning. Through a systematic review of 56 cases from 51 studies of flipped learning implementation published in peer-reviewed articles, this study found that flipped classrooms personalise learning through resource and teacher access, develops higher-order thinking through problemsolving, and engages students in collaborative learning through both peer groups and design groups. Trends of positive student learning outcomes are more consistent among cases that support collaborative learning and student selfdirection of learning performance review by repeated application and remediation. Nevertheless, majority of the cases reflect students having limited personalisation of learning choice and structured collaborative processes are seldom used apart from the few cases implementing team-based learning. The theoretical applications of the four pedagogical dimensions as well as the implications for the future research and practice of flipped classrooms are discussed.","PeriodicalId":53643,"journal":{"name":"Educational Sciences: Theory and Practice","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80941602","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}
Pub Date : 2019-10-30DOI: 10.12738/estp.2019.4.006
Francis X. Smith, C. Was
Knowledge monitoring is an important metacognitive process, which can help students improve study habits and thereby increase academic performance. Which is more useful in predicting test performance: knowing what you know, or knowing what you do not know? Two distinct constructs of knowledge monitoring calibration, sensitivity and specificity, were used along with the more traditional Goodman-Kruskal gamma correlation to predict performance on tests in an undergraduate educational psychology course. The gamma correlation provides a measure of how good one is at judging both items one knows and items one does not. Measures of sensitivity and specificity distinguish between the two. Students in an undergraduate educational psychology course completed a 50-word knowledge monitoring assessment to measure sensitivity, specificity, and gamma. These measures were then correlated with test and final exam scores in the course. It was found that sensitivity, a measure of correctly identifying known items, was the most useful in predicting overall test scores as well as final exam scores. Specificity, on the other hand, had no significant impact on exam performance. Results suggest that sensitivity and specificity may be more meaningful measures of knowledge monitoring calibration when it comes to predicting academic achievement, as well as being better adapted for missing values in any one cell of the data. Further research is recommended to determine in what other situations the measures of sensitivity and specificity may be useful. Findings presented in this study can also be used to help guide attempts to improve student metacognition and strategies.
{"title":"Knowledge Monitoring Calibration: Individual Differences in Sensitivity and Specificity as Predictors of Academic Achievement","authors":"Francis X. Smith, C. Was","doi":"10.12738/estp.2019.4.006","DOIUrl":"https://doi.org/10.12738/estp.2019.4.006","url":null,"abstract":"Knowledge monitoring is an important metacognitive process, which can help students improve study habits and thereby increase academic performance. Which is more useful in predicting test performance: knowing what you know, or knowing what you do not know? Two distinct constructs of knowledge monitoring calibration, sensitivity and specificity, were used along with the more traditional Goodman-Kruskal gamma correlation to predict performance on tests in an undergraduate educational psychology course. The gamma correlation provides a measure of how good one is at judging both items one knows and items one does not. Measures of sensitivity and specificity distinguish between the two. Students in an undergraduate educational psychology course completed a 50-word knowledge monitoring assessment to measure sensitivity, specificity, and gamma. These measures were then correlated with test and final exam scores in the course. It was found that sensitivity, a measure of correctly identifying known items, was the most useful in predicting overall test scores as well as final exam scores. Specificity, on the other hand, had no significant impact on exam performance. Results suggest that sensitivity and specificity may be more meaningful measures of knowledge monitoring calibration when it comes to predicting academic achievement, as well as being better adapted for missing values in any one cell of the data. Further research is recommended to determine in what other situations the measures of sensitivity and specificity may be useful. Findings presented in this study can also be used to help guide attempts to improve student metacognition and strategies.","PeriodicalId":53643,"journal":{"name":"Educational Sciences: Theory and Practice","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78668315","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}
Pub Date : 2019-10-30DOI: 10.12738/estp.2019.4.005
K. Kulikowski, Anna Potoczek, Emil Antipow, Szymon Król
There is a great deal of research showing that PhD students suffer from dissatisfaction. Whereas most studies in this field strived to identify factors negatively related to PhD students’ well-being, still little is known about factors positively related to the well-being of young academics. We based our analysis on the Job Demands-Resource Theory (JD-R), to identify study resources positively related to PhD student satisfaction. Building on the results of the survey conducted among 360 PhD students of the Jagiellonian University (Poland) we singled out seven main resources most strongly related to PhD student satisfaction. Our findings might provide initial evidence about what type of resources are worth developing to maximize PhD student well-being. These results could be of particular importance and interest for candidates who look for PhD positions and PhD students already working in different academic environments, as well as for broader academic community and higher education policymakers.
{"title":"How to Survive in Academia: Demands, Resources and Study Satisfaction Among Polish PhD Students","authors":"K. Kulikowski, Anna Potoczek, Emil Antipow, Szymon Król","doi":"10.12738/estp.2019.4.005","DOIUrl":"https://doi.org/10.12738/estp.2019.4.005","url":null,"abstract":"There is a great deal of research showing that PhD students suffer from dissatisfaction. Whereas most studies in this field strived to identify factors negatively related to PhD students’ well-being, still little is known about factors positively related to the well-being of young academics. We based our analysis on the Job Demands-Resource Theory (JD-R), to identify study resources positively related to PhD student satisfaction. Building on the results of the survey conducted among 360 PhD students of the Jagiellonian University (Poland) we singled out seven main resources most strongly related to PhD student satisfaction. Our findings might provide initial evidence about what type of resources are worth developing to maximize PhD student well-being. These results could be of particular importance and interest for candidates who look for PhD positions and PhD students already working in different academic environments, as well as for broader academic community and higher education policymakers.","PeriodicalId":53643,"journal":{"name":"Educational Sciences: Theory and Practice","volume":"60 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72564534","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}
Pub Date : 2019-10-30DOI: 10.12738/estp.2019.4.001
Anna Sorrentino, D. Farrington
In recent years, bullying and cyberbullying against teachers by students have been recognized as problems affecting educators teaching in different grades. Few studies to date have addressed explanatory risk factors related to the perpetrators (students) rather than the victims (teachers) in a longitudinal design, in order to establish the possible causes of this antisocial behavior to better develop prevention and intervention programs to reduce teacher victimization. The main aim of the present study is to analyze the effect on teacher victimization of individual and interpersonal risk factors, including empathy, moral disengagement, peer and parent support, awareness of online risks, and school climate. A total o251 Italian students (aged 11-19) participated in a longitudinal study. The results showed that, for girls, high moral disengagement, low awareness of online risks and poor school climate were risk factors for later teacher victimization. For boys, high moral disengagement and low awareness of online risks were also risk factors, in addiction to low parental support and high peer support. The findings are discussed along with possible applications for prevention and intervention.
{"title":"Individual, Family, Peer, and School Risk Factors for Teacher Victimization","authors":"Anna Sorrentino, D. Farrington","doi":"10.12738/estp.2019.4.001","DOIUrl":"https://doi.org/10.12738/estp.2019.4.001","url":null,"abstract":"In recent years, bullying and cyberbullying against teachers by students have been recognized as problems affecting educators teaching in different grades. Few studies to date have addressed explanatory risk factors related to the perpetrators (students) rather than the victims (teachers) in a longitudinal design, in order to establish the possible causes of this antisocial behavior to better develop prevention and intervention programs to reduce teacher victimization. The main aim of the present study is to analyze the effect on teacher victimization of individual and interpersonal risk factors, including empathy, moral disengagement, peer and parent support, awareness of online risks, and school climate. A total o251 Italian students (aged 11-19) participated in a longitudinal study. The results showed that, for girls, high moral disengagement, low awareness of online risks and poor school climate were risk factors for later teacher victimization. For boys, high moral disengagement and low awareness of online risks were also risk factors, in addiction to low parental support and high peer support. The findings are discussed along with possible applications for prevention and intervention.","PeriodicalId":53643,"journal":{"name":"Educational Sciences: Theory and Practice","volume":"43 142 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90609001","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}
Pub Date : 2019-10-30DOI: 10.12738/estp.2019.4.003
Lin Wu, M. Valcke, H. Keer
Student’s individual, family, and teacher factors play a significant role in children’s reading development. However, the mechanisms by which these critical factors jointly contribute to children’s reading comprehension achievement are poorly understood. The present research aimed at developing a multilevel comprehensive model which shows critical correlates, involving these factors, of reading comprehension of Chinese secondary school students. A random sample of 1,322 students, nested in 27 classes, was taken from five secondary schools. The student-level variables included student’s gender, autonomous reading motivation, controlled reading motivation, metacognitive awareness of reading strategies (MARS), and household income. Class-level variables included teacher’s qualification and experience. The results indicated student’s MARS and autonomous reading motivation were the two most powerful correlates of reading comprehension among the significant variables. Furthermore, teacher’s qualification and experience moderated the strength of the relationship between MARS and reading comprehension. Implications for future research, policy making, and improvement of reading instruction are discussed.
{"title":"Factors Associated with Reading Comprehension of Secondary School Students","authors":"Lin Wu, M. Valcke, H. Keer","doi":"10.12738/estp.2019.4.003","DOIUrl":"https://doi.org/10.12738/estp.2019.4.003","url":null,"abstract":"Student’s individual, family, and teacher factors play a significant role in children’s reading development. However, the mechanisms by which these critical factors jointly contribute to children’s reading comprehension achievement are poorly understood. The present research aimed at developing a multilevel comprehensive model which shows critical correlates, involving these factors, of reading comprehension of Chinese secondary school students. A random sample of 1,322 students, nested in 27 classes, was taken from five secondary schools. The student-level variables included student’s gender, autonomous reading motivation, controlled reading motivation, metacognitive awareness of reading strategies (MARS), and household income. Class-level variables included teacher’s qualification and experience. The results indicated student’s MARS and autonomous reading motivation were the two most powerful correlates of reading comprehension among the significant variables. Furthermore, teacher’s qualification and experience moderated the strength of the relationship between MARS and reading comprehension. Implications for future research, policy making, and improvement of reading instruction are discussed.","PeriodicalId":53643,"journal":{"name":"Educational Sciences: Theory and Practice","volume":"646 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77530588","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}
Pub Date : 2019-07-01DOI: 10.12738/estp.2019.3.002
Sunha Kim, Mary B. Mcvee, M. Faith
In response to the increasing importance of a college education, this study investigates the college access trajectories of targeted racial and linguistic minority students and recommends ways to promote their college access. High school completers drawn from the U.S. National Center for Education Statistics were tracked for eight years, and a series of discrete-time survival analyses was conducted. The results revealed significantly lower college access rates for racial and linguistic minority students than for comparable White English-speaking students. Information and Communication Technology (ICT) access and ICT use for educational purposes were identified as potential ways to support college access for racial and linguistic minority students.
{"title":"Can Information and Communication Technology Improve College Access for All in the United States of America?","authors":"Sunha Kim, Mary B. Mcvee, M. Faith","doi":"10.12738/estp.2019.3.002","DOIUrl":"https://doi.org/10.12738/estp.2019.3.002","url":null,"abstract":"In response to the increasing importance of a college education, this study investigates the college access trajectories of targeted racial and linguistic minority students and recommends ways to promote their college access. High school completers drawn from the U.S. National Center for Education Statistics were tracked for eight years, and a series of discrete-time survival analyses was conducted. The results revealed significantly lower college access rates for racial and linguistic minority students than for comparable White English-speaking students. Information and Communication Technology (ICT) access and ICT use for educational purposes were identified as potential ways to support college access for racial and linguistic minority students.","PeriodicalId":53643,"journal":{"name":"Educational Sciences: Theory and Practice","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83680370","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}
Pub Date : 2019-07-01DOI: 10.12738/estp.2019.3.005
Michael Yao-Ping Peng, Chunchun Chen
The multiple characteristics of students motivate universities to provide a learning environment that integrates teaching and learning in one and to strengthen students’ learning motivation through student-oriented learning mode, so as to enhance students’ input in study. In this study, the concept of depth learning is adopted to measure students’ input in study and to explore the effectiveness of specialized learning modes and students’ learning outcomes. Therefore, this study aimed to analyse a sample of 2,340 students from 16 Taiwanese higher education institutions by structural equation modelling. The results showed that specialized learning modes (explorative and exploitative learning) could increase deep approach to learning. Explorative and exploitative learning have positive effects on learning outcomes (cognitive gains and non-cognitive gains). Deep approach to learning has significant mediating effect between learning modes and learning outcomes.
{"title":"The Effect of Instructor’s Learning Modes on Deep Approach to Student Learning and Learning Outcomes","authors":"Michael Yao-Ping Peng, Chunchun Chen","doi":"10.12738/estp.2019.3.005","DOIUrl":"https://doi.org/10.12738/estp.2019.3.005","url":null,"abstract":"The multiple characteristics of students motivate universities to provide a learning environment that integrates teaching and learning in one and to strengthen students’ learning motivation through student-oriented learning mode, so as to enhance students’ input in study. In this study, the concept of depth learning is adopted to measure students’ input in study and to explore the effectiveness of specialized learning modes and students’ learning outcomes. Therefore, this study aimed to analyse a sample of 2,340 students from 16 Taiwanese higher education institutions by structural equation modelling. The results showed that specialized learning modes (explorative and exploitative learning) could increase deep approach to learning. Explorative and exploitative learning have positive effects on learning outcomes (cognitive gains and non-cognitive gains). Deep approach to learning has significant mediating effect between learning modes and learning outcomes.","PeriodicalId":53643,"journal":{"name":"Educational Sciences: Theory and Practice","volume":"66 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75040953","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}
Pub Date : 2019-07-01DOI: 10.12738/estp.2019.3.004
Yunhee Bae, Sunyoung Han
The Student Experience in the Research University is an online survey instrument that serves to assess institutional functions of research universities in the U.S. and understand students’ behaviour, satisfaction, and achievement. The present study explored measurement models describing two primary domains (i.e., Academic Engagement and Self-Reported Learning Abilities), and examined the adequacy of the measurement models. Exploratory factor analysis was initially conducted to identify the number of structural components of each domain, which was followed by confirmatory factor analysis specifying a factorial structure and verifying how well the structural model fits into the collected data. Six and three factors were extracted from the academic engagement and the selfreported learning abilities domains. The structural model verified indicated that the relationships among the academic engagement and self-reported learning abilities domains and covariates such as grade point average, parental income, and education were consistent with the findings from relevant literature. The findings of the current study contribute to the understanding of student engagement in research universities in the U.S. Further, the implications for educational research and practice were discussed.
{"title":"Academic Engagement and Learning Outcomes of the Student Experience in the Research University: Construct Validation of the Instrument","authors":"Yunhee Bae, Sunyoung Han","doi":"10.12738/estp.2019.3.004","DOIUrl":"https://doi.org/10.12738/estp.2019.3.004","url":null,"abstract":"The Student Experience in the Research University is an online survey instrument that serves to assess institutional functions of research universities in the U.S. and understand students’ behaviour, satisfaction, and achievement. The present study explored measurement models describing two primary domains (i.e., Academic Engagement and Self-Reported Learning Abilities), and examined the adequacy of the measurement models. Exploratory factor analysis was initially conducted to identify the number of structural components of each domain, which was followed by confirmatory factor analysis specifying a factorial structure and verifying how well the structural model fits into the collected data. Six and three factors were extracted from the academic engagement and the selfreported learning abilities domains. The structural model verified indicated that the relationships among the academic engagement and self-reported learning abilities domains and covariates such as grade point average, parental income, and education were consistent with the findings from relevant literature. The findings of the current study contribute to the understanding of student engagement in research universities in the U.S. Further, the implications for educational research and practice were discussed.","PeriodicalId":53643,"journal":{"name":"Educational Sciences: Theory and Practice","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85497919","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}
Pub Date : 2019-07-01DOI: 10.12738/estp.2019.3.003
Amor Pérez-Rodríguez, Águeda Delgado-Ponce, Pilar Marín-Mateos, Luis M. Romero-Rodríguez
{"title":"Media Competence in Spanish Secondary School Students. Assessing Instrumental and Critical Thinking Skills in Digital Contexts","authors":"Amor Pérez-Rodríguez, Águeda Delgado-Ponce, Pilar Marín-Mateos, Luis M. Romero-Rodríguez","doi":"10.12738/estp.2019.3.003","DOIUrl":"https://doi.org/10.12738/estp.2019.3.003","url":null,"abstract":"","PeriodicalId":53643,"journal":{"name":"Educational Sciences: Theory and Practice","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87492167","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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