Metacognitive processes are crucial components of self-regulatory ability. The study examined the developmental relationship between metacognitive monitoring and reading comprehension using longitudinal data from the National Educational Panel Study (NEPS) in Germany. We used a cross-lagged panel analysis – in the framework of Structural Equation Modeling–to examine the reciprocal relationship between metacognitive monitoring (assessed as a retrospective judgement of one’s performance) and reading comprehension at three time points: grades 5, 7, and 9. For the overall group of participants, we consistently found longitudinal reciprocal effects between metacognitive monitoring and reading comprehension from grade 5 to 7 and grade 7 to 9. This implies monitoring accuracy leads to higher reading comprehension over time and vice versa. Although the accuracy of students’ judgement was positively and reciprocally related to reading comprehension, a multi-group cross-lagged panel analyses showed that excessive underestimation appeared to have a more hindering effect than excessive overestimation on later reading comprehension. However, moderate underestimation might be less detrimental than excessive overestimation. In addition to shedding light on the scientific debate on the complex developmental interplay between reading comprehension and metacognitive monitoring, theoretical and practical implications of the results are provided.
{"title":"Developmental Relationship Between Metacognitive Monitoring and Reading Comprehension","authors":"A. K. Edossa, Kathrin Lockl, S. Weinert","doi":"10.5539/jedp.v13n1p1","DOIUrl":"https://doi.org/10.5539/jedp.v13n1p1","url":null,"abstract":"Metacognitive processes are crucial components of self-regulatory ability. The study examined the developmental relationship between metacognitive monitoring and reading comprehension using longitudinal data from the National Educational Panel Study (NEPS) in Germany. We used a cross-lagged panel analysis – in the framework of Structural Equation Modeling–to examine the reciprocal relationship between metacognitive monitoring (assessed as a retrospective judgement of one’s performance) and reading comprehension at three time points: grades 5, 7, and 9. For the overall group of participants, we consistently found longitudinal reciprocal effects between metacognitive monitoring and reading comprehension from grade 5 to 7 and grade 7 to 9. This implies monitoring accuracy leads to higher reading comprehension over time and vice versa. Although the accuracy of students’ judgement was positively and reciprocally related to reading comprehension, a multi-group cross-lagged panel analyses showed that excessive underestimation appeared to have a more hindering effect than excessive overestimation on later reading comprehension. However, moderate underestimation might be less detrimental than excessive overestimation. In addition to shedding light on the scientific debate on the complex developmental interplay between reading comprehension and metacognitive monitoring, theoretical and practical implications of the results are provided.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43768503","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}
E. Thomas, Vaishali V. Raval, A. James, Anjali Jain, T. S. George
The COVID-19 pandemic has led to significant disruptions in daily lives, contributing to mental health problems around the world, with young adults being a particularly vulnerable population for mental health problems (Varma et al., 2021). In the current study, we explored perspectives on how the pandemic had affected their lives, and examined frequency of mental health problems among college students in India during the middle phase of the pandemic. Participants (N = 455, 65% women, Mage = 20.62 years) responded to open-ended questions and completed self-report measures of anxiety, depressive symptoms, emotion dysregulation, and dysfunctional coping, and skills use. Thematic analysis of open-ended responses yielded nine themes across three domains: Major concerns, impact on academics and learning, and impact on relationships. Mental health symptomatology was identified as the most common concern, and approximately 50% of the sample scored above the clinical cut off on the self-report measure for either anxiety or depression, indicating a moderately high level of distress. Difficulties in effectively regulating one’s negative emotions and dysfunctional coping uniquely predicted higher anxiety and depression, whereas adaptive coping predicted lower depression. The findings demonstrate that college students in India are struggling with mental health during the pandemic. Facilitating emotion regulation and coping may be potential targets for intervention.
{"title":"Mental Health Problems among College Students in India during the COVID-19 Pandemic in the Context of Disruptions in Academics and Interpersonal Relationships","authors":"E. Thomas, Vaishali V. Raval, A. James, Anjali Jain, T. S. George","doi":"10.5539/jedp.v12n2p134","DOIUrl":"https://doi.org/10.5539/jedp.v12n2p134","url":null,"abstract":"The COVID-19 pandemic has led to significant disruptions in daily lives, contributing to mental health problems around the world, with young adults being a particularly vulnerable population for mental health problems (Varma et al., 2021). In the current study, we explored perspectives on how the pandemic had affected their lives, and examined frequency of mental health problems among college students in India during the middle phase of the pandemic. Participants (N = 455, 65% women, Mage = 20.62 years) responded to open-ended questions and completed self-report measures of anxiety, depressive symptoms, emotion dysregulation, and dysfunctional coping, and skills use. Thematic analysis of open-ended responses yielded nine themes across three domains: Major concerns, impact on academics and learning, and impact on relationships. Mental health symptomatology was identified as the most common concern, and approximately 50% of the sample scored above the clinical cut off on the self-report measure for either anxiety or depression, indicating a moderately high level of distress. Difficulties in effectively regulating one’s negative emotions and dysfunctional coping uniquely predicted higher anxiety and depression, whereas adaptive coping predicted lower depression. The findings demonstrate that college students in India are struggling with mental health during the pandemic. Facilitating emotion regulation and coping may be potential targets for intervention.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43502808","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}
In this cross-sectional study, we examined the association between eight socio-emotional constructs (empathy, global self-concept, happiness, prosocial behavior, optimism, anxiety, depression, and academic motivation) and academic achievement in a diverse sample of 583 high school students in order to see which ones are most useful in predicting academic achievement. We also examined the associations separately for African American and European American students, as these groups had substantial numbers of students. Results indicated that optimism, anxiety, and motivation were statistically and significant predictors of achievement, with motivation contributing the most variance. Both groups had similar results, but African Americans had five meaningful predictors of achievement while European Americans had three. The findings suggest that these constructs may be useful in helping to improve academic performance in students.
{"title":"The Association of Social Emotional Constructs and Academic Motivation with Academic Achievement in Adolescents","authors":"Salil Goyal, F. Worrell","doi":"10.5539/jedp.v12n2p118","DOIUrl":"https://doi.org/10.5539/jedp.v12n2p118","url":null,"abstract":"In this cross-sectional study, we examined the association between eight socio-emotional constructs (empathy, global self-concept, happiness, prosocial behavior, optimism, anxiety, depression, and academic motivation) and academic achievement in a diverse sample of 583 high school students in order to see which ones are most useful in predicting academic achievement. We also examined the associations separately for African American and European American students, as these groups had substantial numbers of students. Results indicated that optimism, anxiety, and motivation were statistically and significant predictors of achievement, with motivation contributing the most variance. Both groups had similar results, but African Americans had five meaningful predictors of achievement while European Americans had three. The findings suggest that these constructs may be useful in helping to improve academic performance in students.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42834621","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}
Wuming He, Jiaxiao Zou, Mengying Wang, Xuewen Ye, Xiuqing Dai, Qiuju Cai
Building on foreign literature about the attitude toward qualitative methods for psychology and combining with our local experience of teaching qualitative methods to psychology students, we revised and validated the original scale of Attitude towards Qualitative Research in Psychology (AQRP), generating Attitude Scale for Qualitative Research in Psychology (ASQRP). The scale was also applied to evaluate the effect of our course on qualitative methods for psychology. Three studies were conducted to explore, revise and validate the scale. In study 1, we translated and revised the original scale with eighteen items from the previous study. In a sample of 311 students enrolled in psychology courses, we surveyed and conducted a confirmatory factor analysis on four dimensions of the original scale. Among them, there was zero correlation between perceived lack of validity and qualitative orientation, while the two dimensions of the original scale were negatively correlated. The results of the fitness index were slightly away from expectations. In study 2, we added six locally adapted items to the scale and surveyed again to gain a sample of 249 psychology students. Exploratory analysis established a three-dimension structure of the Attitude Scale for Qualitative Research in Psychology (ASQPR) containing “perceived lack of validity,” “capturing the lived experience,” and “time- and resource- intensive,” with twenty-two items remaining and the dimension of “qualitative orientation” in the original scale reduced. Correlations between the ASQPR and Knowledge about Qualitative Research Scale and Psychology as a Science Scale showed acceptable validity. In study 3, the ASQPR was applied to assess students’ learning outcomes who took part in the psychological qualitative methods courses for a semester. We used a pretest-posttest design to track the attitude changes in three samples of students (179 in total). After the course, students increased their knowledge about qualitative research and realized the advantages of qualitative approach (i.e., capturing the lived experience) and quantitative approach. They also generally think of qualitative research as time and resource-demanding. However, the ingrained perception of qualitative research as lacking validity remained unchanged. In sum, the current study developed a tool suitable for Chinese students to assess their attitudes towards qualitative research, which can assist in curriculum reform and construction involving teaching qualitative methods.
{"title":"Revision and Application of Attitude Scale for Qualitative Research in Psychology among Chinese Undergraduates","authors":"Wuming He, Jiaxiao Zou, Mengying Wang, Xuewen Ye, Xiuqing Dai, Qiuju Cai","doi":"10.5539/jedp.v12n2p108","DOIUrl":"https://doi.org/10.5539/jedp.v12n2p108","url":null,"abstract":"Building on foreign literature about the attitude toward qualitative methods for psychology and combining with our local experience of teaching qualitative methods to psychology students, we revised and validated the original scale of Attitude towards Qualitative Research in Psychology (AQRP), generating Attitude Scale for Qualitative Research in Psychology (ASQRP). The scale was also applied to evaluate the effect of our course on qualitative methods for psychology. Three studies were conducted to explore, revise and validate the scale. In study 1, we translated and revised the original scale with eighteen items from the previous study. In a sample of 311 students enrolled in psychology courses, we surveyed and conducted a confirmatory factor analysis on four dimensions of the original scale. Among them, there was zero correlation between perceived lack of validity and qualitative orientation, while the two dimensions of the original scale were negatively correlated. The results of the fitness index were slightly away from expectations. In study 2, we added six locally adapted items to the scale and surveyed again to gain a sample of 249 psychology students. Exploratory analysis established a three-dimension structure of the Attitude Scale for Qualitative Research in Psychology (ASQPR) containing “perceived lack of validity,” “capturing the lived experience,” and “time- and resource- intensive,” with twenty-two items remaining and the dimension of “qualitative orientation” in the original scale reduced. Correlations between the ASQPR and Knowledge about Qualitative Research Scale and Psychology as a Science Scale showed acceptable validity. In study 3, the ASQPR was applied to assess students’ learning outcomes who took part in the psychological qualitative methods courses for a semester. We used a pretest-posttest design to track the attitude changes in three samples of students (179 in total). After the course, students increased their knowledge about qualitative research and realized the advantages of qualitative approach (i.e., capturing the lived experience) and quantitative approach. They also generally think of qualitative research as time and resource-demanding. However, the ingrained perception of qualitative research as lacking validity remained unchanged. In sum, the current study developed a tool suitable for Chinese students to assess their attitudes towards qualitative research, which can assist in curriculum reform and construction involving teaching qualitative methods.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47786521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The current study aimed to determine the relationship between screen time, sleep duration, parent-child interaction and psychosocial adjustment among preschool children in Selangor, Malaysia. The study also intended to assess whether difference exists in psychosocial adjustment between male and female, examine whether sleep duration and parent-child interaction mediate the relationship between screen time and psychosocial adjustment as well as explore on unique predictors of psychosocial adjustment. Multistage cluster sampling method was employed to select the sample in the study. The sample consisted of 392 parents (either mother or father) of preschool children aged between four to six years old in Selangor, Malaysia. Screen Time Questionnaire (STQ) was applied to measure screen time while the Children’s Sleep Habits Questionnaire (CSHQ) was used to assess sleep duration. Besides, the Parent-Child Interaction Checklist and the Strengths and Difficulties Questionnaire (SDQ) were utilized to evaluate parent-child interaction and psychosocial adjustment respectively. Findings demonstrated that there was a significant difference in psychosocial adjustment in terms of hyperactivity, peer problems, prosocial behaviour, and total difficulties between boys and girls. Besides, screen time significantly correlated with parent-child interaction. Results also revealed that child’s gender, father’s years of education, child calming screen time, and parent-child interaction significantly predicted psychosocial adjustment. However, mediation analysis was unable to be conducted to test the mediating role of sleep duration and parent-child interaction on the relationship between screen time and psychosocial adjustment, as screen time did not correlate significantly with psychosocial adjustment in overall.
{"title":"Relationship between Screen Time, Sleep Duration, Parent-Child Interaction and Psychosocial Adjustment among Preschool Children in Selangor, Malaysia","authors":"Ning Foo, Nellie Ismail, Z. Arshat","doi":"10.5539/jedp.v12n2p94","DOIUrl":"https://doi.org/10.5539/jedp.v12n2p94","url":null,"abstract":"The current study aimed to determine the relationship between screen time, sleep duration, parent-child interaction and psychosocial adjustment among preschool children in Selangor, Malaysia. The study also intended to assess whether difference exists in psychosocial adjustment between male and female, examine whether sleep duration and parent-child interaction mediate the relationship between screen time and psychosocial adjustment as well as explore on unique predictors of psychosocial adjustment. Multistage cluster sampling method was employed to select the sample in the study. The sample consisted of 392 parents (either mother or father) of preschool children aged between four to six years old in Selangor, Malaysia. Screen Time Questionnaire (STQ) was applied to measure screen time while the Children’s Sleep Habits Questionnaire (CSHQ) was used to assess sleep duration. Besides, the Parent-Child Interaction Checklist and the Strengths and Difficulties Questionnaire (SDQ) were utilized to evaluate parent-child interaction and psychosocial adjustment respectively. Findings demonstrated that there was a significant difference in psychosocial adjustment in terms of hyperactivity, peer problems, prosocial behaviour, and total difficulties between boys and girls. Besides, screen time significantly correlated with parent-child interaction. Results also revealed that child’s gender, father’s years of education, child calming screen time, and parent-child interaction significantly predicted psychosocial adjustment. However, mediation analysis was unable to be conducted to test the mediating role of sleep duration and parent-child interaction on the relationship between screen time and psychosocial adjustment, as screen time did not correlate significantly with psychosocial adjustment in overall.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43735647","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}
Brain development is a complicated process, and environmental stimuli during this developmental stage may modify the brain's functional growth and determine the integrity of the brain throughout life (Gomes da Silva & Arida, 2015). Although the relation between physical education and cognitive development is not very clear, some studies have shown that exercise and aerobics can improve the function of the brain, increase the size of critical brain structures and improve cognition in children and older adults. (Erickson et al., 2009, 2011; Chaddock et al., 2014). Such studies provide compelling evidence for the powerful effects of exercise on the brain. The researcher visited thirteen (13) public and private preschools in Qatar and conducted a structured interview with twenty (20) randomly selected Physical Education teachers to investigate the relationship between physical activities and cognitive skills of preschool children. The study showed that the physical education classes are favored among children their positive respond to it encourages healthy children means not only physically but also mentally which ease understanding of the academic lessons.
大脑发育是一个复杂的过程，在这个发育阶段的环境刺激可能会改变大脑的功能生长，并决定大脑一生的完整性（Gomes da Silva&Arida，2015）。尽管体育教育与认知发展之间的关系还不太清楚，但一些研究表明，锻炼和有氧运动可以改善儿童和老年人的大脑功能，增加关键大脑结构的大小，并改善他们的认知能力。（Erickson等人，2009年、2011年；Chaddock等人，2014年）。这些研究为运动对大脑的强大影响提供了令人信服的证据。研究人员访问了卡塔尔的十三（13）所公立和私立幼儿园，并对随机选择的二十（20）名体育教师进行了结构化访谈，以调查学龄前儿童的体育活动与认知技能之间的关系。研究表明，体育课在儿童中很受欢迎，他们对体育课的积极反应鼓励了健康的儿童，这不仅意味着身体上的健康，也意味着心理上的健康。
{"title":"The Relationship between Physical Education and Cognitive Development of Preschool Children","authors":"Tamader Al-Thani","doi":"10.5539/jedp.v12n2p83","DOIUrl":"https://doi.org/10.5539/jedp.v12n2p83","url":null,"abstract":"Brain development is a complicated process, and environmental stimuli during this developmental stage may modify the brain's functional growth and determine the integrity of the brain throughout life (Gomes da Silva & Arida, 2015). \u0000 \u0000Although the relation between physical education and cognitive development is not very clear, some studies have shown that exercise and aerobics can improve the function of the brain, increase the size of critical brain structures and improve cognition in children and older adults. (Erickson et al., 2009, 2011; Chaddock et al., 2014). Such studies provide compelling evidence for the powerful effects of exercise on the brain. \u0000 \u0000The researcher visited thirteen (13) public and private preschools in Qatar and conducted a structured interview with twenty (20) randomly selected Physical Education teachers to investigate the relationship between physical activities and cognitive skills of preschool children. The study showed that the physical education classes are favored among children their positive respond to it encourages healthy children means not only physically but also mentally which ease understanding of the academic lessons.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44060212","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}
Due to the onset of the Covid-19 pandemic, students have increasingly begun to learn virtually, often watching online lectures. Some students might believe that turning up the volume on those lectures can enhance their learning efficiency, and this assumption is supported by a 2009 study (Rhodes & Castel, 2009) where students were shown to have higher judgments of learning (JOLs) for louder words compared to quiet words. I designed a within-participants experiment under two conditions to study the real effect of louder audio on learning by making the participants watch videos at different volumes, answer several questions regarding their JOLs, and complete one quiz for each video. The final data suggest that louder audio had significant influence neither on students’ JOLs nor on their assessment performance. Although the online participants’ assessment performance presented a similar result as that in the Rhodes and Castel study, the finding of no influence of volume on JOLs contradicts Rhodes and Castel.
{"title":"Changing the Volume of Online Lectures: Does Audio Level Affect Learning Quality?","authors":"Zhuyu Jiang","doi":"10.5539/jedp.v12n2p77","DOIUrl":"https://doi.org/10.5539/jedp.v12n2p77","url":null,"abstract":"Due to the onset of the Covid-19 pandemic, students have increasingly begun to learn virtually, often watching online lectures. Some students might believe that turning up the volume on those lectures can enhance their learning efficiency, and this assumption is supported by a 2009 study (Rhodes & Castel, 2009) where students were shown to have higher judgments of learning (JOLs) for louder words compared to quiet words. I designed a within-participants experiment under two conditions to study the real effect of louder audio on learning by making the participants watch videos at different volumes, answer several questions regarding their JOLs, and complete one quiz for each video. The final data suggest that louder audio had significant influence neither on students’ JOLs nor on their assessment performance. Although the online participants’ assessment performance presented a similar result as that in the Rhodes and Castel study, the finding of no influence of volume on JOLs contradicts Rhodes and Castel.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42086013","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}
Maria Do Rosário Dias, S. M. Ahmad, J. G. Evangelista, Maria do Rosário Carvalho, Helcília Dias dos Santos, M. Pires
INTRODUCTION: The intrapsychic process of resorting to the symbolic is innate and prepares the child for the organization of his internal world. Throughout the child's developmental trajectory, its playful projective expression, allows us to assess the psychographically internalized stages of development. The present study aims to evaluate the mental representation of the concept of symbolism, size, and perspective of designed percepts along the developmental trajectory (age range from 4 to 12 years). METHODS: Patients were invited to produce two drawings depicting a Healthy Tooth and an Unhealthy Tooth. The qualitative content grid for the analysis of the drawings was originally designed to study the pictorial representations found in the sample. However, in this article, we only intend to present the results obtained regarding Symbolism, Size and Perspective categories that are part of the content analysis grid. RESULTS: Regarding the Symbolism Category, most respondents between 4 and 6 years of age, pictorially represented an Unrealistic Tooth, and from 10 years onwards there is a marked decrease in this pictorial (Un)Realism. Regarding the Size of Teeth Category, from 8 years old onwards the drawings seem to increase in terms of their dimension. When it comes to Perspective Category, the percept drawn in a 2D perspective clearly prevails, regardless of age. CONCLUSION: Results obtained in this study show that the mental representation of (Un)Healthy teeth are early internalized during childhood and the stages of psychographic development seem to be reliable indicators of the development of the mental representation of the child´s symbolism.
{"title":"Drawing as a Process of Psychic Mediation Along the Child´s Developmental Trajectory","authors":"Maria Do Rosário Dias, S. M. Ahmad, J. G. Evangelista, Maria do Rosário Carvalho, Helcília Dias dos Santos, M. Pires","doi":"10.5539/jedp.v12n2p57","DOIUrl":"https://doi.org/10.5539/jedp.v12n2p57","url":null,"abstract":"INTRODUCTION: The intrapsychic process of resorting to the symbolic is innate and prepares the child for the organization of his internal world. Throughout the child's developmental trajectory, its playful projective expression, allows us to assess the psychographically internalized stages of development. The present study aims to evaluate the mental representation of the concept of symbolism, size, and perspective of designed percepts along the developmental trajectory (age range from 4 to 12 years). \u0000 \u0000METHODS: Patients were invited to produce two drawings depicting a Healthy Tooth and an Unhealthy Tooth. The qualitative content grid for the analysis of the drawings was originally designed to study the pictorial representations found in the sample. However, in this article, we only intend to present the results obtained regarding Symbolism, Size and Perspective categories that are part of the content analysis grid. \u0000 \u0000RESULTS: Regarding the Symbolism Category, most respondents between 4 and 6 years of age, pictorially represented an Unrealistic Tooth, and from 10 years onwards there is a marked decrease in this pictorial (Un)Realism. Regarding the Size of Teeth Category, from 8 years old onwards the drawings seem to increase in terms of their dimension. When it comes to Perspective Category, the percept drawn in a 2D perspective clearly prevails, regardless of age. \u0000 \u0000CONCLUSION: Results obtained in this study show that the mental representation of (Un)Healthy teeth are early internalized during childhood and the stages of psychographic development seem to be reliable indicators of the development of the mental representation of the child´s symbolism.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46812133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this quantitative research study was to explore the relationship and impact higher education has on moral reasoning in connection to recent events in United States. The sample size consisted of 137 participants from the United States who earned a Bachelor’s, master’s, or Doctoral degree and were over the age of 22. Participants were a diverse group including both genders and, different racial and socioeconomic statuses. The one-way ANOVA test suggested that statistically significant difference did not exist among the three different groups of participants, in relation to their moral reasoning on the recent events in the United States. The two-way MANOVA test suggested that statistically significant difference was found in one dependent variable.
{"title":"Moral Reasoning of College-Educated Individuals from The United States in Relation to the Recent Sociopolitical Issues and with the Focus on Kohlberg’s Theory of Moral Reasoning","authors":"Sehic Sandro, Radeljas Dina","doi":"10.5539/jedp.v12n2p64","DOIUrl":"https://doi.org/10.5539/jedp.v12n2p64","url":null,"abstract":"The aim of this quantitative research study was to explore the relationship and impact higher education has on moral reasoning in connection to recent events in United States. The sample size consisted of 137 participants from the United States who earned a Bachelor’s, master’s, or Doctoral degree and were over the age of 22. Participants were a diverse group including both genders and, different racial and socioeconomic statuses. The one-way ANOVA test suggested that statistically significant difference did not exist among the three different groups of participants, in relation to their moral reasoning on the recent events in the United States. The two-way MANOVA test suggested that statistically significant difference was found in one dependent variable.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44269262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The objective of this study was to discuss challenges encountered by lecturers and students in the management of a large classes while teaching and learning the speaking skill in English. The work was motivated by the fact that First Year students, even though they use English as medium of instruction, are not good at speaking English. The study enthralled on the use of appropriate methods, approaches and techniques to manage large classes. The purpose of the study was to examine the category and seriousness of the challenges faced by the subjects and suggest the use of appropriate methods, techniques and approaches in a large class of more than a hundred students. The case study was conducted at the Institute for Applied Pedagogy of the University of Burundi. Simple random sampling was adopted to select students, lecturers and administrators concerned as the study population. A written questionnaire, interview and participant observation were used during the study through the qualitative analysis.
{"title":"Large Class Management throughout Learning and Teaching of Speaking Skill: Case study of the University of Burundi","authors":"Sinai Bakanibona","doi":"10.5539/jedp.v12n2p43","DOIUrl":"https://doi.org/10.5539/jedp.v12n2p43","url":null,"abstract":"The objective of this study was to discuss challenges encountered by lecturers and students in the management of a large classes while teaching and learning the speaking skill in English. The work was motivated by the fact that First Year students, even though they use English as medium of instruction, are not good at speaking English. The study enthralled on the use of appropriate methods, approaches and techniques to manage large classes. The purpose of the study was to examine the category and seriousness of the challenges faced by the subjects and suggest the use of appropriate methods, techniques and approaches in a large class of more than a hundred students. The case study was conducted at the Institute for Applied Pedagogy of the University of Burundi. Simple random sampling was adopted to select students, lecturers and administrators concerned as the study population. A written questionnaire, interview and participant observation were used during the study through the qualitative analysis.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44792216","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：