European Journal of Psychology of Education

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Taiwanese students’ science learning self-efficacy and teacher and student science hardiness: a multilevel model approach
European Journal of Psychology of Education - Tập 31 - Trang 537-555 - 2016
Ya-Ling Wang, Chin-Chung Tsai
This study aimed to investigate the factors accounting for science learning self-efficacy (the specific beliefs that people have in their ability to complete tasks in science learning) from both the teacher and the student levels. We thus propose a multilevel model to delineate its relationships with teacher and student science hardiness (i.e., the courage that is needed to turn stressful changes from burdens into advantageous growth in science education settings). The current research was conducted through collecting survey responses from both teachers (i.e., using the self-report teacher science hardiness questionnaire) and students (i.e., using the self-report student science hardiness and the self-report science learning self-efficacy questionnaires). A total of 45 Taiwanese science teachers were solicited from junior high schools. Also, we recruited students who were taught by these 45 teachers. In total, 1145 junior high school students whose ages ranged from 12 to 16, with a mean of 13.68 (SD = 0.90), were invited to take part in the study. Of these students, 268 were in the seventh grade, 430 were in the eighth grade, and 447 were in the ninth grade. The results of hierarchical linear modeling (HLM) confirmed our hypothesis that teacher science hardiness fostered student science hardiness, which in turn contributed to the students’ science learning self-efficacy. The findings revealed that both teacher and student science hardiness play important roles in explaining the structure of science learning self-efficacy. To enhance science learning self-efficacy, educators should develop programs for teachers and students to increase their science hardiness.
Breaking the cycle: a phenomenological approach to broadening access to post-secondary education
European Journal of Psychology of Education - Tập 31 - Trang 255-274 - 2015
Carmel Cefai, Paul Downes, Valeria Cavioni
Over the past decades, there has been a substantial increase in post-secondary education participation in most Organisation for Economic Co-operation and Development (OECD) and European Union countries. This increase, however, does not necessarily reflect a parallel equitable growth in post-secondary education, and early school leaving is still an issue of concern in particular regions and countries across the world. This paper presents a study on increasing participation in post-secondary education in Malta, the country with the one of the highest proportions of early school leaving in the European Union. The study was carried out in a region with one of the highest rates of early school leaving in the country, making use of a phenomenological approach as well as a resilient systems perspective to early school leaving. On the basis of students’ narratives, the study identifies a number of risk and protective factors in early school leaving and makes various suggestions on how to build more resilient systems to facilitate access to post-secondary education, particularly for students coming from low socio-economic, excluded backgrounds.
Children’s development of a theory of mind
European Journal of Psychology of Education - Tập 15 - Trang 93-111 - 2000
Maria Rosaria Cadinu, Jeff Kiesner
A critical review of the literature on the theory of mind is presented. Consistent with the “early onset” view, it is suggested that important precursors of a theory of mind are found much earlier than the age of 4. Research on emotional development and intentional communication is reviewed to suggest that some rudimentary understanding of other people’s minds occurs before the age of 2. Later, 3-year-olds’ engagement in pretense and deception demonstrates a more sophisticated understanding of other people’s mental states. Limitations of the false belief task for determining the acquisition of a theory of mind will be discussed with reference to findings in the adult literature.
Cross-domain effects of achievement goals: social costs and benefits
European Journal of Psychology of Education - - 2018
Andrea Eugenia Barrera, Beate Schuster
Learning about ‘learning identities’ in the school arithmetic practice: The experience of two young minority Gypsy girls in the Greek context of education
European Journal of Psychology of Education - Tập 20 - Trang 61-74 - 2005
Anna Chronaki
The present study explores the experience of two young Gypsy girls in solving school arithmetic tasks in interaction with an adult who supports their participation. Along with learning the use of arithmetic tools, a basic element concerning the experience of the two girls as they try to gain entry into the school practice is learning about developing relevant ‘learning identities’. Analysis of the girls’ interaction with an adult identifies that the type of ‘learning identities’ required involve at least two dimensions: (a) learning to value the use of formal arithmetic tools, and (b) learning about relevant ways of behaving in the school mathematics practice.
Role of anomalous data and epistemological beliefs in middle school students’ theory change about two controversial topics
European Journal of Psychology of Education - Tập 15 - Trang 329-346 - 2000
Lucia Mason
The question of theory change is crucial in knowledge construction, particularly in the process of conceptual change. This study was designed to investigate two factors that, in addition to initial theory preference, may play a crucial role in the process of theory change, that is, students’ interpretation of anomalous data on two controversial topics (the dinosaur extinction and the construction of the Giza pyramids in Egypt) and their epistemological beliefs about the nature of knowledge. Canonical correlation analyses suggested for both topics an association, stronger for the dinosaur extinction topic, between (a) acceptance of anomalous data (rated both as valid and inconsistent with the held theory), initial theory preference, epistemological belief in Certain Knowledge and (b) theory change. Data obtained from structure coefficients in canonical correlation analyses indicate that acceptance of anomalous data significantly contributed the most to theory change whereas the epistemological belief contributed the least. Finally, educational implications are drawn.
Orthographe Grammaticale et Justification Orthographique d’Enfants de 8 et 11 Ans
European Journal of Psychology of Education - Tập 3 - Trang 51-52 - 1988
Annie Piolat, Michèle Caleca
Correction to: Primary school students’ perceived social support in relation to study engagement
European Journal of Psychology of Education - Tập 37 - Trang 989-992 - 2022
Pihla Rautanen, Tiina Soini, Janne Pietarinen, Kirsi Pyhältö
Which skills predict computational estimation? A longitudinal study in 5- to 7-year-olds
European Journal of Psychology of Education - Tập 37 Số 1 - Trang 19-38 - 2022
Elke Sekeris, Lieven Verschaffel, Koen Luwel
Le fonctionnement de l’enfant en classe: Discussion
European Journal of Psychology of Education - Tập 3 Số S1 - Trang 107-107 - 1988
Jacques Fijalkow
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