International journal of educational research open最新文献_第2页

AI chatbots: A disguised enemy for academic integrity? 人工智能聊天机器人：学术诚信的变相敌人？

Q1 Social Sciences

International journal of educational research open

Pub Date : 2024-10-30 DOI: 10.1016/j.ijedro.2024.100396

Ahnaf Chowdhury Niloy , Reaz Hafiz , Bhuiyan Md．Tasnim Hossain , Farhana Gulmeher , Naznin Sultana , Khondokar Fardin Islam , Fabiha Bushra , Samiya Islam , Syed Irfanul Hoque , Md．Azizur Rahman , Sayma Kabir

The widespread popularity of ChatGPT and other AI chatbots has sparked debate within the scientific community, particularly regarding their impact on academic integrity among students. While several studies have examined AI's role in education, a significant gap remains concerning how AI chatbot usage affects students’ perceptions of academic integrity. This study aims to address this gap through rigorous quantitative techniques to explore the dynamics of student interactions with AI chatbots and assess whether this engagement diminishes academic integrity in higher education. Using a non-experimental design, the research investigates the causal relationship between AI chatbot usage and academic integrity, focusing on eight latent variables identified in the literature. A stratified sampling technique was employed to collect a representative sample of 594 participants via a 5-point Likert scale survey from four Southern Asian countries. The dataset underwent extensive statistical analysis using Structural Equation Modeling (SEM) techniques. The findings establish significant links between motivations for using AI chatbots and a decline in academic integrity. The study identifies a behavioral link between academic integrity and pedagogical limitations, highlighting traditional classroom-based pedagogy as the most impactful factor influencing students’ motivation to engage with AI chatbots. This research not only quantitatively addresses ethical concerns related to AI in academia but also offers insights into user behavior by assigning distinct weights to post-usage behavioral factors, differentiating it from earlier studies that treated these factors equally.

ChatGPT 和其他人工智能聊天机器人的广泛流行引发了科学界的争论，尤其是它们对学生学术诚信的影响。虽然已有多项研究探讨了人工智能在教育中的作用，但在人工智能聊天机器人的使用如何影响学生对学术诚信的看法方面仍存在巨大差距。本研究旨在通过严格的定量技术探索学生与人工智能聊天机器人互动的动态，并评估这种互动是否会削弱高等教育中的学术诚信，从而弥补这一空白。本研究采用非实验设计，调查人工智能聊天机器人的使用与学术诚信之间的因果关系，重点关注文献中确定的八个潜在变量。研究采用了分层抽样技术，通过 5 点李克特量表调查从四个南亚国家收集了 594 个代表性样本。数据集采用结构方程模型（SEM）技术进行了广泛的统计分析。研究结果表明，使用人工智能聊天机器人的动机与学术诚信下降之间存在重要联系。研究确定了学术诚信与教学限制之间的行为联系，强调传统的课堂教学法是影响学生使用人工智能聊天机器人动机的最有影响力的因素。这项研究不仅从数量上解决了与学术界人工智能相关的伦理问题，还通过为使用后的行为因素分配不同的权重，提供了对用户行为的见解，有别于早期对这些因素同等对待的研究。

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引用次数: 0

The role of students’ perceived teacher support in student motivation: A longitudinal study of student motivation profiles 学生感知到的教师支持在学生学习动机中的作用：学生学习动机概况纵向研究

Q1 Social Sciences

International journal of educational research open

Pub Date : 2024-10-28 DOI: 10.1016/j.ijedro.2024.100395

Tanja Held , Julia Mori

Crucial to understanding student motivation are different student characteristics such as academic self-concept or utility value, with previous research showing different patterns of these characteristics⸺motivation profiles⸺that can change over time. This study aimed to identify student motivation profiles and investigate changes between profiles using random intercept latent transition analysis during Grade 7 to 9. We included sub-dimensions of students’ perceived teacher support (perceived autonomy support, learning support, instructional design, teacher error management) to examine how they might be associated with changes between motivation profiles. Results revealed three motivation profiles with high stability over time. Moreover, students’ perceived teacher support predicted changes between motivation profiles. These findings may help address the specific needs of students and emphasize the role of teachers for students’ motivation development.

要了解学生的学习动机，关键在于学生的不同特征，如学业自我概念或效用价值，以往的研究表明，这些特征的不同模式⸺学习动机特征⸺会随着时间的推移而变化。本研究旨在确定学生的学习动机特征，并利用随机截距潜移默化分析法研究七至九年级学生学习动机特征之间的变化。我们纳入了学生感知到的教师支持（感知到的自主支持、学习支持、教学设计、教师错误管理）的子维度，以研究它们如何可能与动机特征之间的变化相关联。结果显示，有三种学习动机在不同时期具有高度稳定性。此外，学生感知到的教师支持还能预测不同学习动机之间的变化。这些发现有助于满足学生的特殊需要，并强调了教师在学生学习动机培养中的作用。

引用次数: 0

Relationship between stressors with emotional exhaustion and coping strategies: The mediating role of academic stress symptoms in Peruvian adolescents 压力与情绪衰竭和应对策略之间的关系：秘鲁青少年学习压力症状的中介作用

Q1 Social Sciences

International journal of educational research open

Pub Date : 2024-10-25 DOI: 10.1016/j.ijedro.2024.100394

Cristian Ramos-Vera , Miguel Basauri-Delgado , Yaquelin E. Calizaya-Milla , Jacksaint Saintila

The research was conducted with the aim of evaluating the direct and indirect effects of academic stress symptoms related to academic stressors, emotional exhaustion, and coping strategies in an academic context. The study had a cross-sectional predictive design, composed of 387 adolescents aged 13 to 17 years (M = 15.6, SD = 1.53, 56.8 % female) from different educational institutions in Lima, Peru. The results showed significant effects with a direct trend for each of the variables. In addition, academic stress symptoms had a stronger indirect effect on the relationship of academic stressors with emotional exhaustion (β = 0.392, p < .001), in contrast to the effect of academic stressors with coping strategies (β = 0.083, p < .05). It was also found by multigroup analysis that the proposed model was invariant as a function of sex. Therefore, it is concluded that adolescents who are exposed to greater academic stressors will perceive greater symptoms of academic stress, which in turn intensifies the occurrence of emotional exhaustion and the coping strategies. These results were equivalent in both men and women.

该研究旨在评估学业压力症状对学业压力、情绪衰竭和应对策略的直接和间接影响。研究采用横断面预测设计，由来自秘鲁利马不同教育机构的 387 名 13 至 17 岁青少年（中=15.6，标差=1.53，56.8%为女性）组成。结果显示，每个变量都有明显的直接影响。此外，学业压力症状对学业压力因素与情绪衰竭之间的关系有更强的间接影响（β = 0.392，p < .001），而学业压力因素与应对策略之间的影响则相反（β = 0.083，p < .05）。通过多组分析还发现，所提出的模型在性别方面是不变的。因此，可以得出这样的结论：面临较大学业压力的青少年会感受到更大的学业压力症状，这反过来又会加剧情绪衰竭的发生和应对策略。这些结果在男性和女性中都是相同的。

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引用次数: 0

Exploring the nature and scope of teacher research in higher education: A systematic scoping review 探索高等教育中教师研究的性质和范围：系统性范围界定审查

Q1 Social Sciences

International journal of educational research open

Pub Date : 2024-10-22 DOI: 10.1016/j.ijedro.2024.100393

Yating Lyu, Allen Thurston

Despite the considerable engagement of university teachers in educational research, there have been no systematic, evidence-based investigations into teacher research in higher education. Therefore, a systematic scoping review on peer-reviewed teacher research articles published in academic journals from 2010 to 2019 was conducted to explore the nature and scope of teacher research in higher education. The review searched studies from eight electronic databases, including British Education Index, Education Abstracts, Eric (subscription version), ProQuest Education Journals, Scopus, Taylor and Francis Online Journals, Web of Science and ScienceDirect. The initial search generated 627 studies published in 2010–2019. After initial screening and full-text screening, 275 articles met the final inclusion criteria of the review, based on which a quantitative descriptive analysis was produced. A key finding from the review is that a significant volume of teacher research has been published by university teachers from various disciplines. However, very little of it was underpinned by solid theoretical frameworks which was a deficiency in the available literature. There is a clear need for university teachers who develop careers as academics specialising in teaching and educational research to understand the criteria of sound theory and design that facilitate publication in top-tier journals.

尽管大学教师在教育研究中的参与度很高，但对高等教育中的教师研究还没有系统的、以证据为基础的调查。因此，我们对 2010 年至 2019 年学术期刊上发表的经同行评审的教师研究文章进行了系统的范围界定审查，以探索高等教育中教师研究的性质和范围。综述从八个电子数据库中检索了相关研究，包括 British Education Index、Education Abstracts、Eric（订阅版）、ProQuest Education Journals、Scopus、Taylor and Francis Online Journals、Web of Science 和 ScienceDirect。初步搜索结果为 2010-2019 年间发表的 627 项研究。经过初步筛选和全文筛选，275 篇文章符合综述的最终纳入标准，并在此基础上进行了定量描述性分析。综述的一个重要发现是，各学科的大学教师发表了大量的教师研究文章。然而，其中很少有坚实的理论框架作为支撑，这是现有文献的不足之处。显然，作为专门从事教学和教育研究的学者，大学教师有必要了解有助于在顶级期刊上发表论文的合理理论和设计标准。

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引用次数: 0

Evaluation of the gender-neutral academic climate on campus for women faculty in STEM fields 对科技、数学和工程学领域女教师在校园中性别的学术氛围进行评估

Q1 Social Sciences

International journal of educational research open

Pub Date : 2024-10-18 DOI: 10.1016/j.ijedro.2024.100390

Kaoru Tamada , Eriko Jotaki , Naoko Tsukamoto , Shoko Sagara , Junko N. Kondo , Masao Mori , Miwako Waga , Sandra Brown

The status of gender equity at universities is often evaluated via statistical data such as the proportions of women faculty members and students. However, given that women are still a minority in decision-making positions while gender parity has been achieved in most countries for students, simply increasing the proportion of women alone is not enough to ensure a truly gender-neutral (gender bias-free) academic climate on campuses, i.e., continuous efforts are required to create an environment that promotes the active participation of women. In particular, when the environment for cutting-edge advanced research in STEM fields is considered, despite the necessity for a gender perspective in science and technology innovation, the establishment of a gender-neutral academic climate has yet to be achieved. To solve this problem, a new indicator that accurately and quantitatively reflects the status of the gender-neutral academic climate on campuses is urgently needed.

On the basis of this idea, this paper proposes a new method for quantitatively assessing the gender-neutral academic climate at each school/division/department of a university by analyzing scholarly output by gender. We created a bubble chart called the Academic Gender Equity Index (Academic_GEI), which consists of scholarly output and the proportion and absolute number of women faculty members, and used it as an indicator of human resource initiatives for gender equality within disciplines. We conducted a survey using this methodology in several countries (Japan/USA/EU). The Academic_GEI, along with other existing indicators, can be used to foster a gender-neutral academic climate for the next generation.

大学的性别平等状况通常通过统计数据来评估，如女教师和女学生的比例。然而，鉴于女性在决策岗位上仍占少数，而大多数国家的学生已实现性别均等，仅仅提高女性比例还不足以确保校园中真正的性别中立（无性别偏见）的学术氛围，即需要不断努力创造一个促进女性积极参与的环境。特别是在考虑 STEM 领域的前沿高级研究环境时，尽管在科技创新中必须有性别视角，但性别中立的学术氛围尚未建立。为了解决这一问题，迫切需要一种新的指标来准确、定量地反映校园性别中立学术氛围的状况。在此基础上，本文提出了一种新的方法，即通过分析按性别划分的学术产出来定量评估大学各学院/系/部的性别中立学术氛围。我们制作了一个名为 "学术性别平等指数"（Academic_GEI）的气泡图，由学术成果和女教师的比例和绝对人数组成，并将其作为学科内性别平等人力资源措施的指标。我们采用这种方法在多个国家（日本/美国/欧盟）进行了调查。学术性别平等指数以及其他现有指标可用于为下一代营造不分性别的学术氛围。

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引用次数: 0

Conscientiousness vs. Cultural capital: Which matters more for academic achievement in the Hong Kong educational landscape? 自觉与文化资本：在香港的教育环境中，哪个对学业成绩更重要？

Q1 Social Sciences

International journal of educational research open

Pub Date : 2024-10-13 DOI: 10.1016/j.ijedro.2024.100391

Jeremy Ko , Chun Kai Leung , Boris L.F. Pun , Justin Wu , Wallace Leung , Ryan H.W. Leung , Harry F. Lee , Wai Kit Ming

This study examines the relative impact of conscientiousness and cultural capital on academic achievement among university students in Hong Kong, within the broader East Asian educational landscape. Focusing on objectified, embodied, and institutionalized forms of cultural capital, we use fixed-effect hierarchical regression analysis to assess their influence on students’ GPA, while controlling for academic effort, attitude, and socio-economic background. The findings reveal that objectified and embodied cultural capital have limited effects on academic success, indicating that traditional cultural assets such as classical literature or highbrow cultural practices play a minor role in this context. Conversely, institutionalized cultural capital, including recognized qualifications, shows a modest positive association with GPA, though its significance diminishes when other factors are considered. Most notably, the study underscores the dominant role of conscientiousness—reflected in students’ academic effort and attitude—as a stronger predictor of academic achievement. These results challenge conventional views on the primacy of cultural capital in education and advocate for policies that prioritize the cultivation of personal attributes like conscientiousness alongside cultural knowledge to enhance academic outcomes in East Asia.

本研究探讨了在更广泛的东亚教育背景下，自觉性和文化资本对香港大学生学业成绩的相对影响。在控制学业努力程度、学习态度和社会经济背景的前提下，我们采用固定效应分层回归分析法，重点研究了文化资本的客观化、具体化和制度化形式，以评估它们对学生 GPA 的影响。研究结果表明，客观化文化资本和具体化文化资本对学业成功的影响有限，这表明古典文学或高雅文化习俗等传统文化资产在这方面的作用不大。相反，制度化的文化资本，包括公认的资格，与 GPA 有适度的正相关，但如果考虑到其他因素，其重要性就会减弱。最值得注意的是，这项研究强调了自觉性的主导作用--它反映在学生的学习努力和态度上--对学业成绩的预测作用更强。这些结果对传统的文化资本在教育中的首要地位的观点提出了挑战，并主张制定政策，优先培养学生的自觉性等个人特质以及文化知识，以提高东亚地区的学业成绩。

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引用次数: 0

Enhancing mathematics learning with 3D augmented reality escape room 利用 3D 增强现实逃生室加强数学学习

Q1 Social Sciences

International journal of educational research open

Pub Date : 2024-10-11 DOI: 10.1016/j.ijedro.2024.100389

Mireya Zapata , Carlos Ramos-Galarza , Kevin Valencia-Aragón , Lidia Guachi

Learning mathematics is a challenge for many students, especially because of the traditionalist method with which its contents are taught. To a large extent, mathematics classes generate little motivation in students, so in this research, a novel technological method based on augmented reality is applied to improve the mathematics learning process, particularly the techniques of solving systems of linear equations. The research design used was a two-phase mixed sequential confirmatory type. The research worked with a sample of 65 students (

M_{a g e} = 17.72

,

S D = 0.65

; 58.5% female and 41.5% male). In the first phase, a quasi-experimental study was designed with an experimental group

(M = 32)

and a control group

(M = 33)

. The experimental group received a mathematics teaching and learning intervention based on augmented reality vs. the control group, which received a traditional educational process. The experimental group showed improvements in acquired knowledge and motivation compared to the control group students. In the qualitative phase, two focus groups were conducted with students from their respective groups. In the experimental group, the following categories were identified: interesting, fun, innovative, and entertaining. The control group identified the following categories: little attention, low interest in learning, tired knowledge, and lack of motivation. The results are discussed in relation to the need to generate educational processes that benefit mathematics learning.

对于许多学生来说，学习数学是一项挑战，尤其是因为数学内容的教学方法过于传统。因此，本研究采用了一种基于增强现实技术的新型技术方法来改善数学学习过程，尤其是线性方程组的解题技巧。采用的研究设计是两阶段混合序列确认型。研究对象为 65 名学生（年龄=17.72，标准差=0.65；女生占 58.5%，男生占 41.5%）。在第一阶段，设计了一项准实验研究，分为实验组（男=32）和对照组（男=33）。实验组接受基于增强现实技术的数学教学干预，对照组则接受传统的教育过程。与对照组学生相比，实验组学生在所学知识和学习动机方面都有所提高。在定性研究阶段，我们分别与实验组和对照组的学生进行了两次焦点小组讨论。在实验组中，确定了以下类别：有趣、好玩、创新和娱乐。对照组学生则认为有以下几种情况：注意力不集中、学习兴趣不高、知识疲倦和缺乏动力。讨论的结果与产生有益于数学学习的教育过程的必要性有关。

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引用次数: 0

How generalizable is the relationship between feedback and reading literacy across different competence levels, multilingual learners, and countries? A meta-analytic approach 反馈与阅读素养之间的关系在不同能力水平、多语种学习者和国家之间的通用性如何？元分析方法

Q1 Social Sciences

International journal of educational research open

Pub Date : 2024-09-30 DOI: 10.1016/j.ijedro.2024.100382

Simon Munk , Lisa Ziernwald , Jörg-Henrik Heine , Doris Holzberger

Contrary to theoretical assumptions, only weak relationships have emerged between feedback and reading literacy in non-experimental settings. Our study contributes to a better understanding of those weak relationships by shedding light on generalizability across specific student groups (different competence levels, multilingual learners) and contexts (countries). Using a meta-analytic approach, we analyzed the PISA 2018 dataset with data from 505,906 students from 75 countries. Our results indicate a weak overall relationship between feedback and reading literacy, an uneven distribution of feedback across competence levels, and heterogeneity across countries. In contrast, multilingual learners do not profit differently from feedback compared to their monolingual peers. Future research should focus on the mechanisms behind these differences.

与理论假设相反，在非实验环境中，反馈与阅读素养之间只存在微弱的关系。我们的研究通过揭示特定学生群体（不同能力水平、多语言学习者）和环境（国家）之间的普遍性，有助于更好地理解这些微弱关系。我们使用元分析方法分析了 PISA 2018 数据集，该数据集包含来自 75 个国家的 505906 名学生的数据。我们的结果表明，反馈与阅读素养之间的总体关系较弱，反馈在不同能力水平之间的分布不均，而且在不同国家之间存在异质性。相比之下，多语种学习者与单语种学习者从反馈中获得的收益并无不同。未来的研究应关注这些差异背后的机制。

引用次数: 0

Development and validation of a multiple-choice test for sustainability competence in primary school using the GreenComp framework 利用 GreenComp 框架开发和验证小学可持续发展能力多项选择测试

Q1 Social Sciences

International journal of educational research open

Pub Date : 2024-09-25 DOI: 10.1016/j.ijedro.2024.100388

Radu Bogdan Toma, Jairo Ortiz-Revilla, Ileana M. Greca

There is no standardized definition or measurement tool for sustainability competence, which hinders comparative research. This study addresses this gap by developing a new test based on the European reference framework GreenComp. The proposed instrument, consisting of eleven multiple-choice items, was validated through expert review and exploratory and confirmatory factor analysis, showing strong construct validity and high internal consistency reliability. Applied to students aged 8 to 12, it revealed a prevalence of basic and anthropocentric perspectives on sustainability. This promising tool can assess sustainability competence in primary education and has the potential for use across European countries.

可持续发展能力没有标准化的定义或测量工具，这阻碍了比较研究。本研究以欧洲参考框架 GreenComp 为基础，开发了一种新的测试工具，填补了这一空白。该工具由 11 个多项选择题组成，通过专家评审、探索性和确认性因素分析进行了验证，显示出较强的结构效度和较高的内部一致性可靠性。该工具适用于 8 至 12 岁的学生，结果显示，他们普遍对可持续发展持基本观点和以人类为中心的观点。这一有前途的工具可以评估小学教育中的可持续性能力，并有可能在欧洲各国使用。

引用次数: 0

Voices from Afar: Cross-national study of parental perspectives towards implementation of a smart learning environment in schools in the United Arab Emirates 来自远方的声音：关于阿拉伯联合酋长国学校实施智能学习环境的家长观点的跨国研究

Q1 Social Sciences

International journal of educational research open

Pub Date : 2024-09-16 DOI: 10.1016/j.ijedro.2024.100387

Maria Efstratopoulou , Maxwell Peprah Opoku , Christina Davison , Abdulrafi Jaffarul , Aalya Mesmar

A smart learning environment (SLE), which is the infusion of advanced technology and appropriate pedagogy, has been embraced by many countries as a useful step towards educational transformation. Consequently, in the United Arab Emirates (UAE), the SMART School Transformation Framework was designed and implemented to enhance students’ learning. However, studies on parental perception regarding the successful implementation of SLEs do not exist in the UAE and similar non-Western contexts. This cross-national study attempted to assess parents’ attitudes towards implementing smart learning in schools in the UAE. Parental attitude towards the smart learning scale was used for data collection from 2287 participants throughout the seven Emirates in the UAE. Exploratory factor analysis was used to explore the underlying factor structure of the study instrument. Subsequently, hierarchical regression, t-test and analysis of variances were calculated to develop an in-depth understanding of parental attitudes towards SLEs. Though participants were ambivalent in relation to attitudes towards smart learning, there were differences between them in terms of place of residence, gender and age. The need for policy makers to expedite public education on smart learning among parents, as well as other study implications, are discussed.

智能学习环境（SLE）是先进技术与适当教学法的结合，已被许多国家视为实现教育转型的有益步骤。因此，阿拉伯联合酋长国（UAE）设计并实施了 SMART 学校转型框架，以提高学生的学习能力。然而，在阿联酋和类似的非西方国家，关于家长对成功实施 SLE 的看法的研究并不存在。这项跨国研究试图评估家长对阿联酋学校实施智能学习的态度。家长对智能学习的态度量表用于收集阿联酋七个酋长国 2287 名参与者的数据。探索性因子分析用于探索研究工具的基本因子结构。随后，计算了分层回归、t 检验和方差分析，以深入了解家长对智能学习的态度。虽然参与者对智能学习的态度是矛盾的，但他们在居住地、性别和年龄方面存在差异。本研究讨论了政策制定者加快对家长进行智能学习公共教育的必要性，以及其他研究意义。

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引用次数: 0