Subjects: Psychology >> Educational Psychology submitted time 2024-05-02
Abstract： Teacher is in a profession with high workload as they have to meet the diverse learning needs of their students. As a results, teacher is more likely to experience huge pressure and stress, compared to those in other occupations. A large number of studies have shown that teacher mental health, including positive and negative mental health, is greatly influenced by students’ behaviors in classroom (e.g., problem behaviors). However, the dynamic mechanism underlying the relationship between student behaviors in classroom and teacher occupational mental health is still unclear. Previous studies have suggested that teacher perception of student behaviors in classroom and their internal working model mediating the influence of student behaviors on teacher mental health./t/nOne limitation of previous studies is that the measure of teacher mental health is not bonding with occupational characteristics. They commonly use more general measure on mental health to indicate teacher mental health. Teachers daily experience student-bonding events (Pi et al., 2022). Consequently, the conclusion in previous studies might not be generalized to teacher occupation. In addition, most previous studies examined teacher mental health based on static rather than dynamic methods./t/nAnother limitation of previous studies is that previous studies examined teacher mental health either from positive or negative perspectives. Some researcher claim that mental health covers two perspectives: positive (e.g., engagement, personal accomplishment, vigor) and negative (e.g., burnout, emotional exhaustion, depersonalization, effort-reward imbalance) mental health. In other words, a teacher shows high level of engagement, accompanied by high level of burnout, and vice versa./t/nTo bridge research gaps, the present study adopted dual factor model of mental health and aimed to examine short-term dynamic changes of teacher occupational mental health by experience-sampling methods. We randomly recruited 134 middle school teachers to report their burnout, engagement, emotional experience, and student behaviors in classroom lasting ten consecutive working days. The results of latent profile analysis (LPA) showed that 19.8% teachers experienced low level of occupational mental health (i.e., high characteristics in emotional exhaustion and depersonalization, and low characteristics in personal accomplishment, vigor, dedication, and absorption), 55.9% experienced medium level, and 24.3% experienced high level (i.e., low characteristics in emotional exhaustion and depersonalization, and high characteristics in vigor, dedication, and absorption). Compared to teachers with medium level of occupational mental health, low level teachers exhibited more negative internal working model and less positive internal working model. Furthermore, teachers with negative internal working model perceived more student negative behaviors in classroom, resulting decreasing their positive emotions and increasing negative emotions. Interestingly, cross-day lagged analysis showed that more negative emotions teachers with low and medium level of occupational mental health experienced, more negative internal working model they adopted the next day. On the contrary, more positive emotions teachers with high level of occupational mental health experienced, less negative internal working model they adopted the next day./t/nThe main findings of the present study have some important implications for improving teacher occupational mental health.
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Awaiting Review
Subjects: Psychology >> Developmental Psychology Subjects: Psychology >> Educational Psychology submitted time 2024-04-23
Abstract： As a crucial component of cognitive function, mathematical ability plays an essential role in an individual’s future development. Previous studies have highlighted significant differences in this ability between children from high and low family socioeconomic backgrounds. Executive functioning are the most reliable factor in explaining this disparity. However, fundamental questions remain about the mediating role of executive functioning in this relationship: (1) The role of specific subcomponents of executive functioning in their relationship. (2) The differences in the impact of socioeconomic status on various mathematical abilities through these executive functioning subcomponents. (3) The variations in the role of executive functioning in the relationship between socioeconomic status and both current and future mathematical abilities. Accordingly, our study explored the impact of socioeconomic status on the second and third graders’ mathematical operations, logical reasoning, and spatial imagination abilities, as well as the mediation role of interference inhibition, response inhibition, and working memory. A total of 185 second-grade students were followed for 20 months in two assessments. At the beginning of second grade, children were assessed on their working memory through forward and backward digit span tasks; their interference inhibition was assessed with the Stroop task; and their response inhibition was assessed via the Go/No-go task. Children’s socioeconomic status was assessed using their parents’ educational levels, occupational status, and Family Affluence Scale. The Chinese Rating Scale of Pupil’s Mathematics Abilities, which included subtests for addition, subtraction, number sequence, length estimation, and cube counting, was utilized to assess the children’s mathematical calculation, logical thinking, and spatial imagination abilities. We explored the main effects of socioeconomic status on children’s current and future mathematical abilities using structural equation modeling and simultaneously developed multiple mediation models to investigate how executive functioning components mediate these relationships. The results indicated that the three types of mathematical abilities in second graders showed significant improvement over the 20-month period; socioeconomic status in the second grade directly predicted mathematical abilities at the same grade level; and socioeconomic status could indirectly predict mathematical calculation abilities in the second grade and logical thinking abilities in the third grade through the mediating role of working memory. It is concluded that the present study extends previous research that has explored the mediation role of executive functioning between socioeconomic status and mathematical ability, demonstrating that working memory is a crucial cognitive factor that contributes to the explanation of this mechanism. It provides a scientific basis for educational and research professionals to develop interventions aimed at enhancing the mathematical abilities of children from lower socioeconomic backgrounds.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Educational Psychology submitted time 2024-04-09
Abstract： Academic procrastination is a common phenomenon in the learning process across various student groups, which has been proven to affect individual’s academic achievement as well as mental health. Notably, academic procrastination has been further categorized into two types—passive procrastination and active procrastination. The former refers to forced delays to avoid unpleasant tasks and is considered “negative” procrastination, while the latter refers to the intentional postponing of tasks in order to achieve better results and is considered “positive” procrastination, both of which have significant psychological and behavioral impacts on individuals. Therefore, the present research aimed to test an internal cognitive-level antecedent—social mobility beliefs—of academic procrastination (i.e., passive procrastination and active procrastination). In particular, based on the cognitive-behavioral model, this research investigated whether social mobility beliefs could influence academic procrastination and, more specifically, whether they would reduce passive procrastination whereas promoting active procrastination. In addition, this research examined whether future time focus could act as a mediator in this relationship./t/nTo test the hypotheses, four studies were conducted in a mixed-method approach and using multi-source samples. In particular, using a sample of high school students, Study 1 was to provide initial correlational evidence for the association between social mobility beliefs and passive procrastination, as well as the mediating role of future time focus. Study 2 was still a survey study, aiming to extend Study 1 by using a college student sample and including a measure of active procrastination. Study 3 aimed to take one step further to provide causal evidence for the effect of social mobility beliefs on future time focus, active procrastination and passive procrastination. Following the experimental-chain-mediation approach, Study 4 aimed to further demonstrate the causal relationship between future time focus and active procrastination as well as passive procrastination by manipulating future time focus./t/nThe main findings of the present research are as follows. First, social mobility beliefs negatively predict and decrease passive procrastination. On the other hand, social mobility beliefs positively predict and increase active procrastination. Furthermore, the focus of future time plays a mediating role in the social mobility beliefs−passive procrastination association and social mobility beliefs−active procrastination association. These findings are observed among both high school students and college students./t/nThe present research contributes to the existing literature in the following ways, while also providing some practical implications. First, it innovatively investigates both passive procrastination and active procrastination and compare them, which has been relatively understudied. Second, it extends the consequences of social mobility beliefs in the academic realm, revealing that strong social mobility beliefs can weaken the tendency of passive procrastination but encourage active procrastination. Third, it discovers an internal cognitive factor that might account for academic procrastination, suggesting that social mobility beliefs can motivate students to avoid passive procrastination and engage in active procrastination. Moreover, it identifies the mediating role of future time focus underlying the effect of social mobility beliefs on passive procrastination and active procrastination. Practically, this research provides targeted recommendations for reducing passive procrastination among students and improving their academic motivations in the future.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Cognitive Psychology Subjects: Psychology >> Educational Psychology submitted time 2024-04-04
Abstract： Teachers often experience inattentional blindness towards off-seat behavior during classroom management, which poses the question: is there a specific attentional advantage area for teachers in detecting such behavior? One study used cartoon images to prove that teachers’ detection does indeed have a location effect. However, it needs to take into account the elements of the real-world scenarios, including three-dimensional features, background and action. The present study aims to explore the impact of seating location factors (row, center versus periphery and each location) on teachers’ detection of off-seat behavior within real classroom scenarios through two experiments. This study carried out an inattentional blindness test with classroom management tasks. The final sample consisted of 230 teachers from special schools. Participants needed to face a computer screen where student seats were arranged in a three-row by three-column pattern. They were tasked to identify who raised their hands and pointed out their locations. The unexpected occurrence involved the disappearance of one student positioned in different seats throughout the task. All participants were randomly divided to nine experimental locations. The study employed a static IB task akin to self-study (Experiment 1) and a dynamic IB task modeled after interactive teaching as material (Experiment 2), both based on real classroom contexts. The results revealed that teachers do indeed have a certain attentional advantage area when it comes to detecting off-seat behavior: 1. Row effect was observed stably in both scenarios with off-seat behavior of students in the front rows being more readily detected. 2. The central inhibitory effect was noted only in static situation, not dynamic ones. In static condition, students with off-seat behavior were more likely to be detected when seated peripherally rather than centrally. 3. There was a significant correlation in detection rates among the same teachers across the two experiments, with teachers’ performance in the second experiment not being influenced by expectations set by the first. These findings indicated: 1. The inattentional blindness of individual teachers to students’ off-seat behavior is relatively stable. 2. Front row seating is more detectable for the teachers to notice the “missing student.” 3. In the static situation teacher should avoid arranging students prone to off-seat behavior in central area. The study extends the research paradigm of the IB test in educational settings. Moreover, it provides scientific basis for teachers to strategically arrange seating plans, especially for students with special needs.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Educational Psychology submitted time 2024-03-25
Abstract： Achievement goal orientation is an important factor influencing students’ academic performance. Numerous studies have explored the apparent connection between achievement goal orientation and academic performance. However, controversy remains regarding the magnitude of the correlation, as well as the mediating and moderating mechanisms between achievement goal orientation and academic performance. Therefore, the present study conducted a meta-analysis to obtain reliable estimates of effect sizes, the mediating effect of self-efficacy and student engagement, as well as a range of moderating effects. A total of 67 empirical research and 206 effect sizes were included through literature retrieval. The results indicated that: (1) Mastery-approach and performance-approach goals were significantly and positively correlated with academic achievement, while mastery-avoidance and performance-avoidance goals were significantly and negatively correlated with academic achievement; each indicator was robustly and weakly dependent on academic achievement. (2) The relationship between achievement goal orientation and academic achievement was influenced by age stage and measurement tools, but not by gender ratio or achievement type. (3) Self-efficacy and student engagement played significant mediating roles in the relationship between achievement goal orientation and academic performance; however, the mediating effect of student engagement was only significant for students in the middle school group and not the university school group.
Subjects: Psychology >> Educational Psychology submitted time 2024-03-25
Abstract： Previous meta-analytic studies have mostly examined the effects of family parenting styles on single variables in the structure of positive adolescent development, and no study has examined the effects of family parenting styles on the holistic conceptualization of positive adolescent development. Based on the positive adolescent development perspective, the present study included a series of meta-analyses (206 papers, 1822 independent effect sizes, and a total number of subjects up to 109,968) with a sample of Chinese adolescents, including three variables: academic achievement, self-esteem, and resilience. The results showed that different types of family parenting styles had a significant correlation with the three core indices of positive adolescent development, positive family parenting styles were moderately and positively correlated with positive adolescent development, and negative family parenting styles were weakly and negatively correlated with positive adolescent development, and the moderating effects of female sex ratio and education stage were significant. The above results have important reference significance for comprehensively and profoundly understanding the development resource value of family parenting style under the Chinese cultural background, and further promoting the positive development of adolescents.
Subjects: Psychology >> Educational Psychology submitted time 2024-02-24
Abstract： Feedback is a crucial driving factor for attitude and behavior change, as well as the acquisition of knowledge and skills. Previous research has shown that providing and receiving feedback with elaborated content in teacher-student interactions can deepen the comprehension of conceptual knowledge and promote knowledge transfer to new contexts. However, the impact of altering the presentation of feedback during interaction on long-term learning and its underlying neurocognitive processes remains unclear.
To address this question, the current study employed a naturalistic teacher-student dyadic question-answer feedback task. It conducted both a behavioral experiment and a fNIRS hyperscanning experiment to investigate the facilitative role of chunked feedback in long-term knowledge transfer, its cognitive processes, and the underlying neural basis during interpersonal interactions. In Experiment 1, students learned psychology concepts and received chunked (i.e., a set of two related concepts) or separate (i.e., one concept) feedback (i.e., correct answer and example) from the teacher. The prior knowledge levels were manipulated through a learning introduction phase. The between-subject design included feedback presentation (chunking vs. separate) × prior knowledge (high vs. low). Learning performance was measured after the task regarding knowledge recognition and transfer, with a second test conducted after 7 days to explore the long-term effect. Experiment 2 adopted fNIRS hyerscanning to simultaneously record teachers’ and students’ brain activity during interactions. Additionally, a pseudo-chunk (i.e., a set of two less-related concepts) feedback group was included to clarify potential confounding between feedback timing and format.
The results of Experiment 1 showed that in teacher-student interaction, presenting feedback in a chunked manner, compared to separate feedback, was more beneficial for the long-term transfer performance of students with lower prior knowledge. With the introduction of the pseudo-chunk feedback group as a control, Experiment 2 replicated this finding and revealed no significant difference in long-term transfer performance between the pseudo-chunk and separate feedback groups. This indicates that merely changing the timing of feedback does not lead to long-term transfer gains for students with lower prior knowledge. Furthermore, it was found that chunked error correction partially mediated the relationship between feedback presentation format and long-term transfer performance. In Experiment 2, students receiving chunked feedback reported greater cognitive effort compared to those receiving non-chunked feedback, but no relationship was found between cognitive effort and learning. These results provide support for the possibility that the long-term transfer effect of chunked feedback for low-prior-knowledge students may be due to more organized error correction rather than cognitive effort. Additionally, Experiment 2 revealed that during the process of providing and receiving chunked feedback, greater brain-to-brain synchrony was observed in the frontal and parietal areas between teachers and students, with frontal brain-to-brain synchrony predicting long-term transfer performance and chunked error correction, suggesting it as the interpersonal neural basis of chunked feedback promoting effective error correction and facilitating long-term deep learning such as transfer.
This study provides practical insights for improving the effectiveness and efficiency of feedback in real classroom settings. Moreover, it suggests that interpersonal frontal brain synchronization may play a crucial role in organized information representation, effective knowledge correction, and long-term transfer during real instructional interactions, thereby contributing to a better understanding of the cognitive and neural basis of instruction and learning activities.
Subjects: Psychology >> Educational Psychology submitted time 2024-01-11
Abstract： Recent studies from international journals indicated the feasibility of early programming education and its effects on children’s cognitive skills and early academic skills. However, there is a paucity that these studies did not examine how early programming education promoted children’s executive functioning (an essential skill for early academic skills and school readiness). Therefore, the present study aimed to examine the effect of early programming activities on children’s executive functioning. Participants were 32 5-year-old and 6-year-old children (16 boys and 16 girls) attending in the third year of kindergarten in Shanghai, and were randomly divided into two groups, i.e., the experimental group and the control group. Children in both groups received a pretest and posttest of executive functioning. Children in the experimental group attended early programming activities that were performed with Bee-Bot (programming tool) lasted for eight weeks, and they were also evaluated on learning outcomes at the end of all activities. Results showed that children in experimental group had a grasp of the programming ideas and could complete most of the activities. Children in experimental group also performed better on an executive functioning task and were rated higher on working memory scale than these in control group, controlling for the pretest.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Educational Psychology submitted time 2023-10-30
Abstract： There has been growing interest in the relation among students’ perceived teacher support, mathematics learning engagement, and mathematics anxiety in the last decade. Longitudinal models are needed to provide new insights into the role of engagement in mathematics learning. Based on the control-value theory and developmental dynamic bio-psycho-social model of mathematics anxiety, the present study followed 1796 students from Grades 3 to 6 to investigate the longitudinal associations among perceived teacher support and two conceptually distinct dimensions of mathematics anxiety (i.e., mathematics evaluation anxiety and learning mathematics anxiety). We further explored the potential mediator effects of mathematics learning engagement between perceived teacher support and mathematics anxiety. We found bidirectional longitudinal associations between teacher support and learning mathematics anxiety from Grade 3 to grade 6, as well as unidirectional longitudinal associations between teacher support and mathematics evaluation anxiety (from mathematics evaluation anxiety to teacher support). Furthermore, mathematics learning engagement mediated the relation between perceived teacher support and mathematics anxiety (including learning mathematics anxiety and mathematics evaluation anxiety). These findings highlight the importance of understanding the dynamic interplay among perceived teacher support, mathematics learning engagement, and mathematics anxiety from a developmental perspective.
Subjects: Psychology >> Educational Psychology submitted time 2023-09-27
Abstract： Reading is important for children’s future academic success. Clarifying the mechanisms underlying reading ability has been a heated issue in reading research for decades. Most previous studies have focused solely on reading comprehension but scarcely paid attention to the mechanisms underlying reading fluency throughout elementary school. Reading fluency at the text level has been acknowledged as one of the indicators of children’s overall reading competence. Therefore, the present study aimed to clarify the shareability and specificity of the mechanisms underlying Chinese children’s reading comprehension and reading fluency across different developmental stages.
We recruited a total of 416 Chinese children in grades 2, 4 and 6 (lower, middle and upper stages) of elementary school and were then followed up for half a year. In the fall semester (Time 1), a series of tasks, including general cognitive ability; working memory; phonological, orthographic and morphological awareness; rapid automatized naming (RAN); word recognition accuracy; word recognition fluency and vocabulary knowledge, were administered. In the second or spring semester (Time 2), reading comprehension and reading fluency were administered. Three mediation models were fitted to the data with T1 morphological awareness and RAN as predictors, T1 word recognition accuracy, word recognition fluency, and vocabulary knowledge as mediators and T2 reading comprehension and reading fluency as outcomes. The remaining variables were controlled in all the three models.
Results indicated that morphological awareness and RAN significantly predicted reading comprehension and reading fluency at T2 via word recognition accuracy among children in the lower stage after controlling for the effects of T1 general cognitive ability, T1 working memory and T1 phonological and orthographic awareness. The mediating effect of T1 word recognition fluency in the contribution of T1 RAN to T2 reading fluency was also significant. However, in the middle and upper stages, the indirect effects of T1 morphological awareness and T1 RAN on T2 reading comprehension were not significant; for T2 reading fluency, the mediating role of T1 word recognition accuracy in the effect of T1 morphological awareness was significant in both stages, but the mediated role of T1 word recognition fluency was only significant in the middle stage. Moreover, T1 RAN contributed to it via T1 word recognition accuracy and fluency.
These findings attest to both the shareability and specificity in the mechanisms underlying reading comprehension and reading fluency across different developmental stages. These findings suggest that reading fluency should be incorporated as a legitimate index of children’s reading ability. They further imply that the developmental stages require consideration when exploring the mechanisms underlying the effects of morphological awareness and RAN on reading abilities (comprehension and fluency). This study provides empirical evidence for understanding the science of reading development among Chinese children and has important implications for future reading research and educational intervention.
Subjects: Psychology >> Educational Psychology submitted time 2023-07-04
Abstract： This study examined executive functions as a mediator of the association between socioeconomic status and children’s academic achievement, using the method of Meta-Analytic Structural Equation Modeling (MASEM). Based on 34 empirical articles (45, 916 students in total) up to August 2022, we found that executive functions partially mediate the relationship between socioeconomic status and academic achievement, and the indirect effect was significant (b=.094). Partial mediation was also found in the longitudinal subsample. The result of moderator analyses showed that the relationship between executive functions and academic achievement tended to diminish with age, and that the relationship between SES and EF tended to be weaker in boys than in girls.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Educational Psychology submitted time 2023-03-01
Abstract： Oral language serves as the foundation for reading development. A growing body of studies has pointed to the close connection between children’s oral vocabulary knowledge and their reading abilities. To advance reading research and literacy education, it is vital to clarify the developmental trajectory of oral vocabulary knowledge in relation to reading abilities over children’s reading development. However, most existing research on this topic focused on either the starting point or the product of children’s oral vocabulary knowledge, instead of the developmental trajectory over an extended period of time. To fill in this gap, the present study sought to reveal the developmental trajectory of oral vocabulary knowledge and its association with reading abilities among Chinese children across elementary grades. This work recruited 149 Mandarin-Chinese-speaking, typically developing children from Mainland China, and they were followed up for six years from Grades 1 to 6. All participants were tested on a battery of reading-related tests for eight times (Time 1 to Time 8), and 117 children completed all tests from T1 to T8, thus in the final pool. Five testing time points had a 6-month interval (Time 1 to Time 5 were from the Fall semester of Grade 1 to the Fall semester of Grade3), and the subsequent three time points had a one-year interval (T6 to T8 were in the Fall semester from Grades 4 to 6). Children were assessed on their non-verbal IQ, phonological awareness (PA), morphological awareness (MA), orthographical awareness (OA), and rapid automatized naming (RAN) at Time 1, oral vocabulary knowledge from Time 1 to Time 8, and reading accuracy, reading fluency and reading comprehension at Time 8. Latent growth modeling was conducted to examine: (1) the developmental trajectory of children’s oral vocabulary knowledge over time and (2) the predictive effects of the initial level (Time 1) and growth rates (Times 1-8) of oral vocabulary knowledge on reading accuracy, reading fluency, and reading comprehension at Time 8 while controlling for IQ, PA, MA, OA, and RAN measured at Time 1. Children’s oral vocabulary knowledge appeared to improve significantly, consistently over grades, and children’s initial levels of oral vocabulary knowledge did not seem to be linked to their growth rates over the years. The results of the conditional latent growth modeling showed that oral vocabulary knowledge made a significant, direct contribution to reading abilities, reading accuracy (initial status: B = 0.35, p < 0.001; growth rates: B = 0.40, p < 0.001), reading fluency (initial status: B = 0.23, p = 0.037; growth rates: B = 0.27, p = 0.003), and reading comprehension (initial status: B = 0.39, p < 0.001; growth rates: B = 0.48, p < 0.001). Overall, initial status and growth rates of oral vocabulary knowledge were stronger predictors of reading accuracy and reading comprehension than that of reading fluency, and the growth rate was a stronger predictor of reading abilities than the initial status. Our findings elucidate the developmental changes in children’s oral vocabulary knowledge, as well as clarify their unique, significant predictive power of reading abilities (reading accuracy, reading fluency, and reading comprehension) in Chinese children from Grades 1 to 6. The findings shed light on the necessity of providing vocabulary learning opportunities for primary school children over their reading development.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Educational Psychology submitted time 2023-01-03
Abstract：
Elementary school students are at a critical stage of learning to read, and their language abilityand cognitive development require a large amount of reading materials that are appropriately difficult andconducive to comprehension. Current leveled reading mainly relies on shallow and quantitative text indicators, such as characters, words, and sentence level lexical properties, which is less suitable for thecharacteristics of Chinese ideographs and children's cognitive development needs. This study first usedmeta-analysis to glean eight qualitative cognitive indicators, including genre, theme, character, storyline, language feature, text structure, background knowledge, and life experience. Then we used the SOLOtaxonomy to develop a standardized grading description for each indicator that satisfied the developmental stages of children’s cognitive ability. Finally, we constructed the Qualitative Grading Standard for ChineseChildren’s Books and its operation manual. The follow-up empirical study showed that the qualitativeindicators had high discriminability, raters’ consistency reliability and predictive validity, and thus couldbeused to evaluate children’s books in an objective, reliable and valid way. In short, our Standard will helpschool teachers, book editors, and parents determine the appropriate grade level for children's books anduse Chinese leveled reading to promote children's language and cognitive development so that theycanachieve independent reading as early as possible.
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Subjects: Psychology >> Educational Psychology submitted time 2022-12-05
Abstract：
Learning by non-interactive teaching refers to learners play the role of teachers and teach what they have learned to others. The retrieval practice hypothesis, the generative learning hypothesis, and the social presence hypothesis explained the positive effects of learning by non-interactive teaching from the perspectives of memory consolidation, generative cognitive processing, and social presence, respectively. Summarizing the relevant studies, it was found that different implementations of learning by non-interactive teaching promoted learning differently, with learning by non-interactive teaching in oral form with a tutor figure (e.g. video) was more effective in improving learners' immediate comprehension, immediate transfer, delayed comprehension, and delayed transfer performance compared to simple learning activities such as restudy and retrieval practice, which was probably a better implementation. Learning by non-interactive teaching in oral form (e.g. audio only) or written form (e.g. text) without a tutor figure had a smaller positive effect on learning outcomes. The cognitive theory of multimedia learning may provide a supplementary explanation for differences in the effectiveness of different implementations of learning by non-interactive teaching. Learners who learned by non-interactive teaching also experienced higher motivation and enjoyment and were willing to invest more mental effort. Future research is needed to test and integrate theories, identify boundary conditions, and enhance the effectiveness of learning by non-interactive teaching.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Educational Psychology Subjects: Psychology >> Developmental Psychology submitted time 2022-12-01
Abstract：
Background. Academic cheating has been a challenging problem for educators for centuries. It is well established that students often cheat not only on exams but also on homework. Despites recent changes in educational policy and practice, homework remains one of the most important academic tasks for elementary school students in China. However, most of the existing studies on academic cheating for the last century have focused almost exclusively on college and secondary school students, with few on the crucial elementary school period when academic integrity begins to form and develop. Further, most research has focused on cheating on exams with little on homework cheating. The present research aimed to bridge this significant gap in the literature. We used the advanced artificial intelligence methods to investigate the development of homework cheating in elementary school children and the key contributing factors so as to provide scientific basis for the development of early intervention methods to promote academic integrity and reduce cheating.
Method. We surveyed elementary school students from Grades 2 to 6 and obtained a valid sample of 2,098. The questionnaire included students’ self–reported cheating on homework (the dependent variable). The predictor variables included children’s ratings of (1) their perceptions of the severity of consequences for being caught cheating, (2) the extent to which they found cheating to be acceptable, and the extent to which they thought their peers considered cheating to be acceptable, (3) their perceptions of the effectiveness of various strategies adults use to reduce cheating, (4) how frequently they observed their peers engaging in cheating, and (5) several demographic variables. We used ensemble machine learning (an emerging artificial intelligence methodology) to capture the complex relations between cheating on homework and various predictor variables and used the Shapley importance values to identify the most important factors contributing children’s decisions to cheat on homework.
Results. Overall, 33% of elementary school students reported having cheated on homework, and the rate of such self–reported cheating behavior increased with grade. The best models with the ensemble machine learning accurately predicted the students’ homework cheating with a mean Area Under the Curve (AUC) value of 80.46%. The Shapley importance values showed that all predictors significantly contributed to the high performance of our computational models. However, their importance values varied significantly. Children’s cheating was most strongly predicted by their own beliefs about the acceptability of cheatings, how commonly and frequently they had observed their peers engaging in academic cheating, and their achievement level. Other predictors such as children’s beliefs about the severity of the possible consequences of cheating (e.g., being punished by one’s teacher), their beliefs about the effectiveness of cheating deterrence strategies (e.g., working harder) and demographic characteristics, though significantly, were not important predictors of elementary school children’s homework cheating.
Conclusion. This study for the first time examined elementary school students' homework cheating behavior. We used machine learning integration algorithms to systematically investigate the key factors contributing to elementary school students' homework cheating. The results showed that homework cheating already exists in the elementary school period and increases with grade. Advanced machine learning algorithms revealed that elementary school students' homework cheating largely depends on their acceptance of cheating, their peers' homework cheating, and their own academic performance level. The present findings advance our theoretical understanding of the early development of academic integrity and dishonesty and forms the scientific basis for developing early intervention programs to reduce academic cheating. In addition, this study also shows that machine learning, as the core method of artificial intelligence, is an effective method that can be used to analyze developmental data analysis.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Developmental Psychology Subjects: Psychology >> Educational Psychology submitted time 2022-11-27
Abstract：
The teacher-student relationship is a key factor that contributes to educational activities and has hence long been considered an important topic in the field of educational practice and research. Previous studies have found that co-experience improves the development of interpersonal relationships. However, the question remains of whether positive co-experience has the same effect on the quality of teacher-student relationships. The current research aims to investigate the impact of positive co-experience on teacher-student relationships and the underlying mechanism. Building on previous studies, two main hypotheses are proposed: Firstly, that positive co-experience effectively promotes the development of teacher-student relationships (H1); secondly, that this effect is mediated by emotional bonding (H2). Three studies have been conducted to test these hypotheses (H1 & H2). In study 1, a total of 1,273 students were invited to complete a questionnaire exploring aspects of positive co-experience, positive emotional bonding, teacher-student relationships, and a self-assessment of academic performance. In study 2, all students in a middle school in Shanghai were enrolled as research subjects. Taking each class as a unit, we randomly divided students into three groups. A mixed experimental design of 2 (time: pre-test vs. post-test) × 3 (positive co-experience type: sharing and recall group vs. simple recall group vs. normal group) was adopted. In the pre-test, all subjects in three groups were asked to complete the questionnaires. The students and their teachers would then take part in a sports festival, which was designed to foster positive co-experience within teacher-student relationships. The researchers took photos during this process and made a photo album for the enrolled students and teachers. In the post-test, all three groups were required to complete the questionnaire: students in the “sharing and recall group” were required to complete the questionnaire after reviewing the album of their shared experience with their teachers. “the simple recall group” was asked to complete the questionnaire after reviewing the album with their teachers without sharing experience with their teachers; and the normal group, as a control, completed the questionnaire directly. In study 3, 152 middle school students were invited to participate. We divided them into four groups and conducted a mixed experimental design grid with dimensions of 4 (positive co-experience type: recall vs. imagination vs. example vs. control) × 2 (teacher category: specific teacher vs. group teacher). The four groups of subjects were then required to complete tasks assessing the psychological distance and positive emotional bonding between themselves, a specific teacher, and the group teacher, respectively. They were then graded for “the vignette task”. In conclusion, the results of these studies congruently indicate that positive co-experience has a stable facilitatory effect on teacher-student relationships, and further, that positive emotional bonding plays a mediating role in the relationship between positive co-experience and teacher-student relationships. Further, sharing can promote the level of positive emotional bonding between teachers and students, and the positive co-experience of imagination, recall, and example can improve the level of positive emotional bonding between teenage students and their teachers. We also found that the positive aspect of the teacher-student relationship can be transferred to the group relationship between teachers and student
Peer Review Status:Awaiting Review
Subjects: Psychology >> Educational Psychology Subjects: Psychology >> Developmental Psychology submitted time 2022-11-10
Abstract：
Academic achievement is an important indicator for measuring students' cognitive ability to learn and to identify the effectiveness of student learning, and it is significantly influenced by factors such as perceived social support and student engagement. Previous studies have examined the mechanisms of perceived social support and student engagement in academic achievement; however, the degree of correlation between perceived social support and its sub-indicators and academic achievement has not been clarified thus far, and the moderating and mediating effects on this relationship are not yet fully understood. Therefore, the present study employed meta-analysis to obtain reliable estimates of effect sizes, the mediating effect of student engagement, and a range of moderating effects. A total of 41 empirical research and 78 studies were included through literature retrieval. The results were as follows: (1) There was a significant positive correlation between perceived social support and its sub-indicators and academic achievement; however, because the effect values were small, a weak correlation was indicated. In addition, perceived social support and its sub-indicators were found to be positively related to student engagement. The effect of perceived social support and its sub-indicators on student engagement was higher than academic achievement. (2) Student grade moderated the relationship between perceived teacher support and academic achievement only. Academic achievement indicators moderated the link between perceived social support and its sub-indicators and academic achievement, while the moderating effects of economic level and cultural background on the relationship between perceived social support and its sub-indicators and academic achievement were not significant. (3) Student engagement partially mediated the effect of perceived social support and its sub-indicators on academic achievement. In addition, the partial mediating effect of student engagement was only significant for students in the junior high school group and not for the senior high school group.
Subjects: Psychology >> Social Psychology Subjects: Psychology >> Educational Psychology submitted time 2022-10-08
Abstract： Mindfulness has roots in Eastern Buddhism and is generally defined as focusing one’s complete attention to experiences occurring in the present moment in a nonjudgmental or accepting way. The objective of mindfulness intervention is to first understand current experiences then gradually develop self-awareness and wisdom. Moreover, following Buddhist ethics, mindfulness predicts wisdom, which is linked with emphasis on individualized moral foundations of care, empathy, benevolence, and so on. Social mindfulness, as a positive quality and state behavior of mindful attention to others, may potentially affect the influence of mindfulness on wisdom by providing an indirect way to promote the common good. Moreover, social mindfulness involves minding the needs and interests of others in a way that honors the idea that most people prefer choosing for themselves. Based on this statement, the skill of processing the perspectives of others may lay the foundation for social mindfulness. Therefore, based on the above propositions, the hypothesis that mindfulness positively affects wisdom, mediated by perspective taking and social mindfulness, is proposed in this study. Through three studies, the above hypothesis is examined. For study 1 (n = 417), a self-rated wisdom, mindfulness, and social mindfulness questionnaire is adopted to investigate the link between trait mindfulness, wisdom, and social mindfulness. For study 2 (n = 80), data on state mindfulness, social mindfulness, and wisdom are collected at three points using a switching replication experimental design, which further examines the influence of social mindfulness on the link between mindfulness and wisdom at the state level. For study 3 (n = 412), social mindfulness is manipulated using the scenario simulation method, and the role of perspective taking is considered, which demonstrates the influence of mindfulness on wisdom through perspective taking and social mindfulness. Results show multidimensional mindfulness, with awareness and acceptance, is positively correlated with increased social mindfulness and wisdom, thereby verifying the mediating role of social mindfulness. Mindfulness intervention can effectively initiate state mindfulness and simultaneously improve social mindfulness and wisdom within a short period. Manipulated social mindfulness can enhance the positive predicted effect of mindfulness on wisdom and verify the mediating role of social mindfulness. Evidence on the mediating effect of perspective taking and social mindfulness is provided in this study. Specifically, mindful individuals are likely to demonstrate benign attention in interpersonal interactions by perspective taking, thereby constructing a practical path to wisdom. The theoretical model aims to complement and enrich the burgeoning mindfulness, wisdom, and morality literature. In studies 1 and 2, the standard finding (trait and state levels) that mindfulness triggers wisdom is replicated, and the correlation between mindfulness, social mindfulness, and wisdom is explored. A new perspective for improving individual wisdom is also provided. In summary, mindfulness positively influences wisdom through perspective taking and social mindfulness, thereby suggesting an indirect path from mindfulness to wisdom.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Educational Psychology Subjects: Psychology >> Cognitive Psychology submitted time 2022-09-03
Abstract： One concept activates another concept (such as associating one concept with another), which belongs to the organizational form of knowledge representation. It reflects the human brain's management method of dealing with a large amount of knowledges. At the same time, the activation of concepts plays an important role in children's learning new knowledges. Previous studies have shown that the activation of concepts is not random, but has its internal laws. It is mainly divided into "taxonomic relationship" and "thematic relationship". A cognitive neuroscience study shows that taxonomic relationship is the main relationship of concept activation, and theme relationship is embedded in it. Therefore, interdisciplinary concept activation should not be easy. The main purpose of this experiment was to investigated the interdisciplinary concepts activation ability of different subjects through reaction time(RT). The total sample of the experiment was 22 fifth grade students. We first conducted a round of basic tests about circuit knowledges, and selected the three students with the highest and lowest scores(6 in total), and assigned them to the high and low groups respectively to enter the second round of tests. The second round of test was the RT test, with a total of 15 test questions. The test was conducted with E-Prime software, and all participants experienced different degrees of practices before the formal test. Independent sample t-test method is mainly used for data analysis. The results of the experiment showed that the accuracy of the high group in the RT test was significantly lower than that of the low group, while the RT was significantly higher than that of the low group (P < 0.05), that is, the interdisciplinary activation activation of concepts was negatively correlated with the participants' mastery of basic knowledge. This paper also collected the RT data of an adult science teacher. The analysis shows that the better the basic knowledge of the participants, the closer their conceptual interdisciplinary activation mode is to adults. The conclusion of this study does not seem to support the psychological basis of creativity as divergent thinking. Because if this research is correct, in order to cultivate people's thinking flexibility and interdisciplinary divergence ability, the students should not be allowed to master more knowledges, but it is obvious that:more less of knowledges,more low valuable innovation. Therefore, the conclusion of this study may more support the insight learning theory of innovation.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Developmental Psychology Subjects: Psychology >> Educational Psychology submitted time 2022-06-30
Abstract：
The nature of deficits of dyslexia has been under debate for a long time. A large number of studies have revealed that the dyslexics suffer from impaired audiovisual temporal integration. However, these studies only examined the overall performance of audiovisual temporal integration, and neglected to explore its dynamic process over time. Audiovisual temporal recalibration is an indicator describing the dynamic process of audiovisual temporal integration. Difficulty in recalibrating the differences between internal temporal representations and sensory inputs leads to impaired multisensory integration. Given that developmental dyslexics have deficits in recalibration-related abilities, the essence of the deficit in audiovisual temporal integration in developmental dyslexia may be impaired audiovisual temporal recalibration. Future studies could examine the specific performances of audiovisual temporal recalibration in developmental dyslexia, as well as its cognitive and neural mechanisms.
Peer Review Status:Awaiting Review
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