【SSCI】教育学期刊《The Journal of Educational Research 》最新论文推送（2024年10月）
《The Journal of Educational Research 》共22篇，祝大家阅读愉快。
《Reported and observed engagement in handwriting and keyboarding activities in elementary school: Are students as engaged as they say they are?》
《报告和观察小学学生参与手写和键盘活动的情况: 学生是否像他们所说的那样参与？》
作者：Joane Deneault · Natalie Lavoie
英文摘要：Little is known about students’ engagement in school writing tasks and the methods that should be used by the researchers to assess this engagement. This exploratory study examines the relationship between the engagement reported by elementary school students (N = 136) in a handwriting and keyboarding activity (Likert scale questionnaire) and their actual behaviors in such situations. An observational checklist was created to capture engagement behaviors in these writing contexts. Correlational analyses showed that, overall, self-reported engagement scores were positively correlated with the frequency of the behaviors observed in both contexts. The discussion focuses on the relevance of observational checklists and questionnaires for capturing students’ engagement in writing tasks, and opens to the conceptual links between engagement and motivation.
中文摘要：关于学生参与学校写作任务的情况以及研究人员应该使用什么方法来评估这种参与情况，我们知之甚少。本研究旨在探讨小学生(N = 136)在手写和键盘活动(李克特量表问卷)中的参与程度与他们在这种情境下的实际行为之间的关系。创建了一个观察检查表来捕捉这些写作环境中的参与行为。相关分析表明，总体而言，自我报告的敬业度分数与在两种情境下观察到的行为频率呈正相关。讨论的重点是观察清单和问卷的相关性捕捉学生的投入写作任务，并打开之间的投入和动机的概念联系。
https://doi.org/10.1080/00220671.2024.2362164
《Analyzing teacher audio: The contribution of classroom mathematics instruction to early numeracy》
《教师声音分析: 课堂数学教学对早期计算能力的贡献》
作者：Alexa Ellis · Pamela Davis‐Kean
英文摘要：The relation between mathematical achievement in early childhood and future academic success is well established. However, our knowledge about the effect of instruction on mathematical performance is often reliant upon self-report or videotaped instruction measures and standardized achievement assessments. The current study uses teacher audio recordings to examine the role of classroom mathematics instruction in the growth of adaptive early mathematical skills. Kindergarten children (N = 98, M(age) = 5.55 years, 53% male) were followed across the school year. Findings suggested children with the lowest levels of adaptive mathematics skills grew the most across the school year, suggesting that basic skills continue to be the focus in early elementary years. Further, no aspects of mathematics instruction predicted growth in children’s addition or counting skills. These results highlight the need for more robust and ecologically valid measurement in assessing classroom mathematics instruction in future research.
中文摘要：儿童早期数学成绩与未来学业成功之间的关系已经确立。然而，我们关于教学对数学成绩的影响的知识往往依赖于自我报告或录像教学措施和标准化的成绩评估。目前的研究使用教师录音来检查课堂数学教学在适应性早期数学技能的发展中的作用。幼儿园儿童(N = 98，M (年龄) = 5.55岁，53% 男性)在整个学年随访。研究结果表明，适应性数学技能水平最低的孩子在整个学年中成长最快，这表明基本技能在小学早期仍然是重点。此外，数学教学的任何方面都不能预测儿童的加法或计数技能的增长。这些结果表明，在未来的研究中，在评估课堂数学教学时，需要更加稳健和生态有效的测量方法。
https://doi.org/10.1080/00220671.2024.2393607
《Effects of socioscientific issues-based teaching on attitudes: Students’ resources as moderator》
《社会科学问题教学对学生态度的影响: 学生资源的调节作用》
作者：Lida T. Klaver · Laurence J. F. Guérin · P.H.M. Sins · Juliëtte H. Walma van der Molen
英文摘要：Engagement with socioscientific issues (SSI) is seen as an important citizenship goal of SSI-based science education. In this experimental study, Dutch students (age 8 to 13) participated in lesson series in which they learned about and discussed SSI, such as issues related to the textile industry and wastewater. Attitudes toward SSI indicating engagement were measured among relatively large experimental (n = 236) and control (n = 192) groups prior to and after the intervention. Multilevel analyses showed a positive effect of SSI-based teaching on collective efficacy and no effects on the other seven attitude components. Furthermore, we investigated whether the effects depended on students’ SSI-related resources. Students’ profiles for use of sources of knowledge (USK) moderated the effect of condition on self-efficacy and—depending on analysis type—on personal relevance, positive feelings, and collective efficacy. The positive impact occurred mainly for students with low USK. We discuss implications thereof for SSI education.
中文摘要：参与社会科学问题(SSI)被视为基于 SSI 的科学教育的重要公民目标。在这项实验研究中，荷兰学生(8至13岁)参加了课程系列，他们学习和讨论 SSI，如与纺织工业和废水有关的问题。在干预前后，测量了相对较大的实验组(n = 236)和对照组(n = 192)对 SSI 参与的态度。多层次分析表明，SSI 教学对集体效能感有积极影响，而对其他七个态度成分无影响。此外，我们还调查了影响因素是否取决于学生的 SSI 相关资源。学生对知识来源的使用情况(USK)调节了条件对自我效能感的影响，并且(取决于分析类型)调节了个人相关性、积极情感和集体效能感。积极的影响主要发生在低 USK 的学生身上。我们讨论其对 SSI 教育的启示。
https://doi.org/10.1080/00220671.2024.2362159
《A cultural, technological, and contextual pedagogy to enhance retention of biology concepts》
《一种文化、技术和语境教学法，以加强对生物学概念的记忆》
作者：Franklin Onowugbeda · Peter Akinsola Okebukola · Adeleke M. Ige · Saladoye N. Lameed · Deborah Agbanimu · Hakeem Akintoye
英文摘要：This study examined the impact of a pedagogy that is culturally influenced and laced with technological and contextual elements known as the culturo-techno-contextual approach (CTCA) on promoting knowledge retention of biology concepts. The research design was mixed methods, and the sample consisted of 88 senior secondary school II students selected from two Lagos State educational district V schools in Nigeria. Quantitative data was collected using the Variation and Evolution Achievement Test with a reliability value of 0.79, while qualitative data was collected using the Students’ Perception of CTCA Interview Guide. All students in the two sample schools used for the experimental and control groups took a pretest before treatment, a posttest at the end of the treatment phase, and a retention test four weeks later. The ANCOVA output demonstrated a statistically significant difference in knowledge retention [F (1,85) = 134.50; p < .05]. This suggests that experimental students retained more.
中文摘要：本研究考察了文化影响下的教学法，以及被称为文化-技术-语境方法(CTCA)的技术和语境因素对促进生物学概念知识保留的影响。研究设计采用混合方法，样本包括从尼日利亚拉各斯州第五教育区的两所学校中选出的88名高中二年级学生。定量数据采用变异与进化成就测验，信度值为0.79，定性数据采用学生对 CTCA 访谈指南的感知。实验组和对照组的两个样本学校的所有学生在治疗前进行了预测试，治疗结束时进行了预测试，四周后进行了保留测试。ANCOVA 的输出显示了知识保留的统计学显著性差异[ F (1,85) = 134.50; p < .05]。这表明实验学生保留了更多。
https://doi.org/10.1080/00220671.2024.2324714
《The effect of the mathematics bag early education program》
《数学袋早期教育方案的实施效果》
作者：Abdülbaki Ergel · Yasemin Aydoğan
英文摘要：In this study, the effect of the Mathematics Bag Early Education Program (MAÇEP) on the mathematics skills (number/counting, geometry, measurement) of 57–69-month-old preschool children was investigated. A quasi-experimental design with a pretest, posttest, follow-up test, and control group were used in the study. The study group consisted of 22 children attending preschool education and their parents. In the study, MACEP was applied to the experimental group in the form of 50 activities for 12 wk outside the preschool education program. Data were collected using the Early Mathematics Test (EMAT) and Parent Focus Group Interview Form. Mann Whitney U Test, Wilcoxon Signed Rank Test, Friedman Test and content analysis were used to analyze the data. At the end of the study, it was determined that MACEP effectively improved the mathematics skills (number/counting, geometry, measurement) of 57–69-month-old children in the experimental group and the retention continued after the experimental period.
中文摘要：本研究以57-69个月学龄前儿童为研究对象，探讨数学袋早期教育对儿童数学技能(数/计数、几何、测量)的影响。本研究采用准实验设计，设前测、后测、随访和对照组。研究组由22名学龄前儿童及其家长组成。本研究采用 MACEP 方法，对实验组进行了为期12周的学前教育之外的50项活动。数据采用早期数学测验(EMAT)和家长焦点小组访谈表格收集。采用 Mann Whitney U 检验、 Wilcoxon 符号秩检验、 Friedman 检验和内容分析等方法对数据进行分析。研究结果表明，MACEP 有效地提高了实验组57-69个月儿童的数学能力(数/计数、几何、测量) ，并在实验结束后继续保持。
https://doi.org/10.1080/00220671.2024.2324718
《Examining students’ tripartite efficacy beliefs in physical education through a teaching personal and social responsibility intervention》
《通过教学个人和社会责任干预探讨体育教学中学生的三重效能信念》
作者：Min Pan · Wei-Ting Hsu
英文摘要：Purpose: This study investigated the effects of a Teaching Personal and Social Responsibility (TPSR)-based physical education (PE) program on students’ responsibility and tripartite efficacy beliefs (i.e., self-efficacy, other-efficacy, and relation-inferred self-efficacy (RISE)). Methods: A quasiexperimental design with pretest and posttest quantitative methods was applied. The participants were 114 students assigned to the control or experimental group. Results: The results indicated that compared with both control group students and their own baseline values, the experimental group reported significant improvements in responsibility, self-efficacy, other-efficacy, and RISE. Conclusions: Implementing the TPSR model in PE can not only positively affect students’ responsibility but also boost students’ efficacy beliefs through the model’s five formats (e.g. awareness talk) and application strategies (e.g. empowerment). PE educators are encouraged to strictly comply with implementing details of the TPSR model to effectively improve efficacy beliefs.
中文摘要：目的: 探讨体育教学中的个人与社会责任(TPSR)对学生责任感和三方效能信念(即自我效能感、他人效能感和关系推断的自我效能感)的影响。方法: 采用前测和后测相结合的准实验设计。参与者是被分配到对照组或实验组的114名学生。结果: 结果表明，与对照组学生和他们自己的基线值相比，实验组在责任心、自我效能感、他人效能感和 RISE 方面均有显著改善。结论: 在体育教学中实施 TPSR 模式不仅可以正向影响学生的责任感，而且可以通过模式的五种形式(如意识对话)和应用策略(如授权)提高学生的效能感。鼓励体育教育工作者严格遵守 TPSR 模式的实施细节，以有效改善效能信念。
https://doi.org/10.1080/00220671.2024.2329585
《Developing student 21st-century skills through STEM engineering design learning cycle (STEM-EDELCY) model》
《通过 STEM 工程设计学习周期(STEM-EDELCY)模式培养学生21世纪的技能》
作者：Herianto · Jaslin Ikhsan · Lusila Andriani Purwastuti
英文摘要：Twenty-first-century skills are increasingly recognized as critical skills that today’s students must develop to adapt to increasingly rapid world changes. This research aims to test the effectiveness of the STEM-EDELCY learning model to improve students’ 21st-century skills. This research involved 285 junior high school students (aged 12–13) from three state schools located in the city of Yogyakarta, Indonesia. This experimental research uses a three-factor pretest and posttest design. The instruments used were essay test questions and observation sheets. Data analysis was performed using ANCOVA and a paired sample t-test. The results of this research show a statistically significant influence between the use of learning models on students’ 21st-century skills posttest scores. Post-hoc testing revealed that students in the STEM-EDELCY group had a higher level of 21st-century skills than students in the 5E-learning cycle group and the guided inquiry group. The STEM-EDELCY model is effective for developing 21st-century skills.
中文摘要：21世纪的技能越来越多地被认为是关键技能，今天的学生必须发展这些技能，以适应日益迅速的世界变化。本研究旨在测试 STEM-EDELCY 学习模式对提高学生21世纪技能的有效性。这项研究调查了来自日惹三所公立学校的285名初级中学学生(年龄在12-13岁之间)。本实验采用三因素前后测设计。所使用的工具是论文试题和观察表。数据分析采用 ANCOVA 和配对样本 t 检验。研究结果显示，学习模式的使用对学生21世纪技能考试后成绩的影响具有统计学意义。事后测试显示 STEM-EDELCY 小组的学生比5E 学习周期小组和指导性探究小组的学生具有更高水平的21世纪技能。STEM-EDELCY 模式对于发展21世纪的技能是有效的。
https://doi.org/10.1080/00220671.2024.2346659
《The nature and impact of literacy interest in preschool children: Comparing teacher, parent, and child report measures》
《学龄前儿童识字兴趣的性质及其影响: 教师、家长和儿童报告方式的比较》
作者：Ashley Silcox · Seunghee Son
英文摘要：This study examined the nature of young children’s literacy interest, the predictability of literacy interest for early literacy skills, and gender differences in literacy interest using a sample of Head Start children (N = 263). Literacy interest was compared across parent-, teacher-, and child-reported measures of literacy activity participation and enjoyment. Results showed parents rated their children’s literacy interest higher than teachers and preschoolers. Multilevel regression analyses found that teacher and parent reports, especially teacher-reported literacy participation and parent-reported literacy enjoyment, significantly predicted early literacy skills in the fall and spring of a school year. Further analysis demonstrated gender differences in literacy interest and gender by literacy interest interaction effects. Girls scored higher in literacy interest than boys, and teacher-reported literacy participation predicted children’s fall literacy skills more for boys. However, spring literacy skills were predicted more strongly for girls by teacher-reported literacy participation, parent-reported literacy enjoyment, and child-reported literacy enjoyment.
中文摘要：本研究以“学前儿童”(N = 263)为样本，考察了幼儿识字兴趣的性质、早期识字技能的识字兴趣的可预测性以及识字兴趣的性别差异。比较了家长、教师和儿童报告的扫盲活动参与度和享受度的扫盲兴趣。结果显示，家长对孩子的识字兴趣评价高于教师和学龄前儿童。多级回归分析发现，教师和家长的报告，特别是教师报告的识字参与情况和家长报告的识字享受情况，显著预测了学年秋季和春季的早期识字技能。进一步的分析表明，通过扫盲兴趣互动效应，两性在扫盲兴趣方面存在性别差异。女孩的识字兴趣得分高于男孩，教师报告的识字参与预测儿童的秋季识字技能更多的男孩。然而，通过教师报告的识字参与情况、家长报告的识字享受情况和儿童报告的识字享受情况，对女孩春季识字技能的预测更强烈。
https://doi.org/10.1080/00220671.2024.2355108
《Comparative study of cooperative-learning and lecture-based-learning in teaching classification of living things among Senior High School students in Tamale》
《塔马利高中生物分类教学中合作学习与讲授学习的比较研究》
作者：Daniel Suuk · Di Wilmot · Peter T. Birteeb
英文摘要：This study was conducted to compare the efficacy of Lecture-Based-Learning (LBL) and Cooperative-Learning (CL) in teaching ‘classification of living things’ to Senior High School (SHS) students in Tamale, Northern Region, Ghana. The study was conducted in two SHSs using two science classes offering Biology during the 2020–2021 academic year. A pretest-post-test nonequivalent quasi-experimental design with two experimental groups was used. A total of 75 students from two intact classes participated in the study. One of the classes (School A) comprising 39 students was taught using LBL while the other class (School B) comprising 36 students was taught using CL. The study used a teacher-made test to collect the data. The data was analyzed using reliability analysis and a t-test in SPSS. Results revealed that CL recorded a mean score of 30.33 and was more effective (p < .001) than LBL which recorded 23.26. In conclusion, CL methods should be encouraged to enhance students’ performance and retention.
中文摘要：本研究旨在比较讲授式学习(lbL)和合作式学习(CL)在塔马利高中生物分类教学中的效果。这项研究是在2020-2021学年期间在两个自助学校进行的，使用了两门提供生物学的科学课程。采用前测-后测非等效拟实验设计，分两个实验组进行实验。共有来自两个完整班级的75名学生参加了这项研究。其中一班(学校 A)由39名学生组成，采用语言基础教学法授课，而另一班(学校 B)由36名学生组成，则采用语言基础教学法授课。这项研究使用了教师制定的测试来收集数据。数据采用可靠性分析和 SPSS 中的 t 检验进行分析。结果显示 CL 的平均得分为30.33，比 LBL 的平均得分23.26更有效(p < .001)。总之，应该鼓励学习策略来提高学生的学习成绩和记忆力。
https://doi.org/10.1080/00220671.2024.2308160
《Understanding the concept of energy through definitions, drawings, and metaphors》
《通过定义、图画和隐喻来理解能量的概念》
作者：Zeynep Başkan Takaoğlu
英文摘要：Energy is a concept frequently encountered both in daily life and in various disciplines. Despite such a wide range of scope, conceptualizing it might be challenging at times. This study aims to investigate high school students’ views on the concept of energy through a set of various paper-and-pencil tests. For this purpose, 654 high school students from the ninth, 10th, and 11th grades were asked to explain the concept of energy using definitions, drawings, and metaphors. According to the results, the students had similar misconceptions about their definitions, drawings, and metaphors. However, situations from everyday life were depicted, particularly in drawings and metaphors. Misconceptions decreased considerably in the upper classes, and answers were presented that were close to scientific knowledge, suggesting that, over time, students’ thinking skills improve, the knowledge gained at school contributes to explaining the situations in daily life scientifically, and scientific facts are conceptualized.
中文摘要：能量是一个在日常生活和各种学科中经常遇到的概念。尽管范围如此广泛，但有时将其概念化可能具有挑战性。本研究旨在透过一系列纸笔测验，探讨高中生对能量概念的看法。为此，654名来自九年级、十年级和十一年级的高中生被要求用定义、图画和隐喻来解释能量的概念。结果表明，学生对自己的定义、图画和隐喻有相似的误解。然而，日常生活中的情景却被描绘出来，尤其是在图画和隐喻中。上层阶级的错误观念大大减少，并且提供了接近科学知识的答案，这表明，随着时间的推移，学生的抽象思维技能得到提高，在学校获得的知识有助于科学地解释日常生活中的情况，科学事实被概念化。
https://doi.org/10.1080/00220671.2024.2308150
《Evaluating a Hypothetical Learning Trajectory for nets of rectangular prisms: A teaching experiment》
《评价矩形棱镜网的假想学习轨迹: 一个教学实验》
作者：Faik Camcı · Deniz Eroglu · Dilek Tanışlı
英文摘要：The ability to recognize and construct nets is a fundamental aspect of spatial reasoning skills; however, there is a lack of understanding regarding effective instructional sequences for fostering this ability. The aim of this study is to test a Hypothetical Learning Trajectory for enhancing sixth-grade students’ understanding of rectangular prism nets. Conducted over four weeks, this teaching experiment involved 12 sixth-grade students from a public school in Turkey, selected based on varying mathematics achievement levels. Data were collected through clinical interviews, video recordings, and student worksheets. Ongoing and retrospective analyses were employed to describe students’ understanding during the implementation of HLT. The findings detail the results of the teaching experiment and the HLT verified following the experiment. This study contributes to the existing research on students’ understanding of rectangular prism nets and provides valuable insights for mathematics educators aiming to design effective instructional sequences that promote spatial reasoning skills.
中文摘要：识别和构建网络的能力是空间推理技能的一个基本方面，然而，对于培养这种能力的有效的教学顺序缺乏了解。本研究的目的在于测试一个假设的学习轨迹，以提高六年级学生对矩形棱镜网的理解。这项教学实验为期四周，共有来自土耳其一所公立学校的12名六年级学生参加，他们是根据不同的数学成绩水平挑选出来的。数据通过临床访谈、录像和学生工作表收集。采用持续性和回顾性分析方法，描述学生在实施 HLT 过程中的理解情况。研究结果详细说明了教学实验的结果，并通过实验对 HLT 进行了验证。本研究有助于现有的学生对矩形棱镜网理解的研究，为数学教育工作者设计有效的教学序列，提高空间推理能力提供了有价值的启示。
https://doi.org/10.1080/00220671.2024.2303505
《Assessment of phonological awareness: Effects of emotional words on preschoolers’ skills》
《语音意识评估: 情绪词对学龄前儿童语音技能的影响》
作者：Johanne Belmon · Magali Noyer-Martin · Sandra Jhean-Larose
英文摘要：Phonological awareness is recognized as a precursor to reading success. Choosing material to assess children’s phonological awareness is a major challenge. The literature highlights factors that can influence children’s phonological skills, such as the frequency of words, their lexical status, and their linguistic parameters. To date, no study has looked at the potential effect of the emotional parameters of words on phonological skills. The emotional polarity of words (valence: pleasant, unpleasant) has effects on cognitive skills related to phonological awareness, i.e., executive functions, and working memory. The aim of this research is to measure the influence of emotional (positive, negative) and non-emotional (neutral, nonwords) words on the phonological awareness of children aged 4–6 years. Our results show a differential effect of emotional valence words on phonological skills. More specifically, the emotional valence of words facilitates the performance of epiphonological tasks, whereas negative valence disrupts the performance of metaphonological tasks. These results are discussed in relation to current models of interaction between emotion and cognition.
中文摘要：语音意识被认为是阅读成功的先决条件。选择材料来评估儿童的语音意识是一个重大的挑战。文献突出了影响儿童语音技能的因素，如词频、词汇状况和语言参数。到目前为止，还没有研究单词的情感参数对语音技能的潜在影响。词的情感极性(效价: 愉快，不愉快)对与语音意识有关的认知技能有影响，即执行功能和工作记忆。本研究旨在探讨情绪词(积极的、消极的)和非情绪词(中性的、非词的)对4-6岁儿童语音意识的影响。我们的研究结果显示了情感配价词对语音技能的不同影响。更具体地说，词汇的情感配价促进了语音任务的执行，而负配价干扰了语音任务的执行。这些结果将结合当前情绪与认知相互作用的模型进行讨论。
https://doi.org/10.1080/00220671.2024.2341652
《Effect of the development of precursor skills for literacy in Spanish on learning to read in English》
《西班牙语读写前期技能的发展对学习英语阅读的影响》
作者：Raúl Gutiérrez Fresneda · Teresa Pozo-Rico · María José García Tárraga · Elena Jiménez Pérez
英文摘要：The purpose of this study was to analyze the effects of Spanish literacy precursor skills on reading learning to read in the mother tongue and their degree of transfer to English. A quasi-experimental design was used, which allowed for a repeated measures comparison between two groups of students, who underwent a follow-up assessment one year after the end of the intervention. A total of 386 schoolchildren, aged 6–7 years at the time of the intervention, who were beginning to learn to read, participated in the study. The results show that the implementation of teaching models that favor the development of precursor reading skills in a first language, such as Spanish, contribute to the literacy process in a second language such as English, and that the benefits acquired are maintained over time.
中文摘要：本研究旨在分析西班牙语读写能力前驱技能对以母语阅读的阅读学习的影响及其向英语的迁移程度。采用准实验设计，对干预结束一年后接受随访评估的两组学生进行重复测量比较。共有386名学龄儿童参加了这项研究，他们在干预时年龄在6-7岁，刚刚开始学习阅读。结果表明，实施有利于发展第一语言(如西班牙语)前驱阅读技能的教学模式有助于第二语言(如英语)的识字过程，而且随着时间的推移，所获得的好处得以保持。
https://doi.org/10.1080/00220671.2024.2387644
《Teaching science through art studio methods: Impact on third-grade academic achievements》
《艺术工作室教学法对小学三年级学生学习成绩的影响》
作者：Zohreh Ghasemzadeh Namaghi
英文摘要：This article explores the integration of the art studio framework developed by Harvard University’s Project Zero into science education and investigates its influence on the academic achievements of third-grade students. This study involved a cohort of 140 third-grade students from a primary school in Iran, 70 of whom were students assigned to an experimental group and taught a specific chapter from a science textbook using the art studio method. A control group of 70 students received traditional teaching methods. During the instructional period, both groups performed identical tests, and the impact of the intervention on academic grades was assessed. Statistical analysis of the experimental and control group scores revealed a significant improvement in academic achievement among students exposed to art-inspired science teaching. The study suggested that adopting the structure and features of an art class in science education positively affects student performance.
中文摘要：本文探讨了美国哈佛大学“零计划”开发的艺术工作室框架与科学教育的整合，并考察了其对三年级学生学业成绩的影响。这项研究涉及来自伊朗一所小学的140名三年级学生，其中70名学生被分配到一个实验组，并使用艺术工作室的方法教授科学教科书中的一个具体章节。对照组70名学生接受传统的教学方法。在教学期间，两组进行了相同的测试，并对干预对学业成绩的影响进行了评估。对实验组和对照组成绩的统计分析显示，接受艺术启发式科学教学的学生在学业成绩方面有显著改善。研究结果显示，在科学教育中采用美术课的结构与特色，对学生的表现有正面的影响。
https://doi.org/10.1080/00220671.2024.2397407
《Learning models and achievements of the most gifted students》
《最优秀学生的学习模式和成绩》
作者：Lidija Ivanović · Nemanja Lukić · Boža Miljković
英文摘要：The emergency of switching to an online learning model due to the COVID pandemic impacted the educational process in of schools world wide. We conducted an anonymous survey at the elite high schools in Serbia whose students won 45 medals at international Olympiads in mathematics, physics, and computer sciences in the last 4-year period (2019–2022). The impact of switching from in-person to online learning on the achievement of the gifted students was analyzed. The results of the research revealed a downward trend in the final grades and achievements in international Olympiads, which persists even after returning to the face-to-face educational model. This trend is confirmed by calculation of the Pearson correlation coefficient (−0.62) between school years and achievements in international mathematical Olympiads, international physics Olympiads, and international Olympiads in informatics. Gifted students’ satisfaction with online learning during the COVID pandemic was also analyzed using content analysis of open-ended questions. The surveyed gifted students showed a high level of self-criticism and maturity by expressing their opinion about online learning. In the group of gifted students, there is a higher level of agreement about harmful consequences of online learning on the level of their education and work habits than in other research conducted on similar topics. Moreover, the level of agreement is in a positive correlation with students’ achievements and final grades.
中文摘要：由于冠状病毒疾病大流行，转向在线学习模式的紧急情况影响了世界各地学校的教育过程。我们在塞尔维亚的精英高中进行了一项匿名调查，这些高中的学生在过去4年(2019-2022年)的国际奥林匹克数学，物理和计算机科学比赛中获得了45枚奖牌。分析了从面对面学习转向网络学习对资优生学习成绩的影响。研究结果显示，国际奥林匹克成绩和最终成绩呈下降趋势，即使回归到面对面的教育模式，这种趋势仍然存在。这一趋势通过计算学年与国际数学奥林匹克、国际物理奥林匹克和国际信息学奥林匹克成绩之间的皮尔逊相关系数(-0.62)得到了证实。此外，我们亦利用开放式问题的内容分析，分析资优学生在冠状病毒疾病大流行期间对网上学习的满意程度。被调查的资优生在表达他们对网络学习的看法时表现出了高度的自我批评和成熟。在天才学生群体中，对于在线学习对他们的教育和工作习惯的有害后果的认同程度高于对类似主题进行的其他研究。同意程度与学生成绩、期末成绩呈正相关。
https://doi.org/10.1080/00220671.2024.2364690
《Intervention for early literacy success: Phonological awareness and rapid automatized naming》
《早期识字成功的干预: 语音意识和快速自动命名》
作者：Halime Miray Sümer Dodur · Yasemin YÜZBAŞIOĞLU · Özlem Altındağ Kumaş · Olcay Karaca
英文摘要：The study aimed to assess the effectiveness of a comprehensive intervention program (including PA and RAN interventions) on improving early literacy skills in preschoolers from low socioeconomic backgrounds while exploring participant perspectives. The experimental group showed significant improvements in PA, RAN-object, and RAN-color performance compared to the control group. These improvements were observed immediately after the intervention and were maintained even after a 16-week follow-up period. The experimental group’s scores in PA, RAN-object, and RAN-color increased significantly from pretest to posttest and were further improved at the follow-up. These findings suggest that the interventions effectively enhanced participants’ performance in these areas and that the experimental group consistently outperformed the control group. The intervention had a significant positive impact on early literacy performance, with the experimental group outperforming the control group. The findings highlight the effectiveness of the program and its favorable reception among families, teachers, and children.
中文摘要：该研究旨在评估综合干预计划(包括 PA 和 RAN 干预)在提高低社会经济背景学龄前儿童早期识字技能方面的有效性，同时探索参与者的观点。与对照组相比，实验组在 PA、 RAN 对象和 RAN 颜色性能方面有显著改善。在干预后立即观察到这些改善，即使在16周的随访期后也保持不变。实验组 PA、 RAN-object、 RAN-color 得分从前测到后测均有显著提高，随访期间进一步改善。这些发现表明，干预措施有效地提高了参与者在这些领域的表现，而且实验组的表现始终优于对照组。干预对早期识字表现有显著的积极影响，实验组的表现优于对照组。调查结果强调了该项目的有效性及其在家庭、教师和儿童中的良好反响。
https://doi.org/10.1080/00220671.2024.2374393
《Cooperation in primary school children: The role of cardiac vagal tone and cognitive control》
《小学儿童心迷走神经张力与认知控制的作用》
作者：Benedetta Zagni · NULL AUTHOR_ID · NULL AUTHOR_ID
英文摘要：Cooperation is crucial in classrooms for positive interactions among pupils, but the factors influencing children’s cooperative behaviors remain debated. This study explores the impact of cardiac vagal tone (CVT), a measure of physiological self-regulation, and cognitive control on cooperation among 109 primary school students. Heart rate variability was used to assess self-regulation, and cognitive control was evaluated through an AX-Continuous Performance Task. Cooperative behavior was measured with a child-friendly Stag Hunt game. Results showed that moderate CVT is related to increased cooperative actions, but no direct relationship between cognitive control types and cooperation was found. However, an interaction effect indicated that moderate CVT particularly boosts cooperation in children who employ proactive cognitive control. These findings emphasize the need to develop physiological self-regulation skills to enhance cooperative behavior in educational settings, supporting better social, and emotional well-being, and learning outcomes.
中文摘要：课堂上的合作对学生之间的积极互动至关重要，但影响学生合作行为的因素仍然存在争议。本研究以109名小学生为被试，探讨心脏迷走张力(CVT)、生理自我调节和认知控制对合作行为的影响。心率变异分析用于评估自我调节，认知控制则通过 AX 连续性表现任务进行评估。合作行为的测量与儿童友好的猎鹿游戏。结果表明，中度 CVT 与合作行为增加有关，但认知控制类型与合作行为无直接关系。然而，交互作用效应表明，适度的 CVT 尤其能促进采用主动认知控制的儿童的合作。这些发现强调需要发展生理上的自我调节技能，以加强教育环境中的合作行为，支持更好的社会和情感幸福感，以及学习成果。
https://doi.org/10.1080/00220671.2024.2366347
《“I’ll do it Later”: Multilevel antecedents of homework procrastination》
《“我以后再做”: 作业拖延的多层次前因》
作者：Fuyi Yang · Jianzhong Xu · José Carlos Núñez · Chuang Wang · Lin Peng
英文摘要：Informed by multiple theoretical perspectives pertaining to academic procrastination, this investigation examined multilevel models aimed to predict homework procrastination using the data from 1,072 middle schoolers in China. Our model incorporated student gender, homework motivation, homework approach, homework behavior, and time allocated to extracurriculars outside of school. At the individual and class levels, homework procrastination was associated positively with homework cost and negatively with homework expectancy. Furthermore, at the individual level, homework procrastination was associated positively with surface approach and time on videogames, but negatively with homework effort. Implications for practice and further investigation (e.g. homework expectancy and surface approach) are discussed in relation to our findings.
中文摘要：本研究以我国1072名中学生为研究对象，采用多种理论视角探讨了学业拖延的多水平预测模型。我们的模型综合了学生的性别、作业动机、作业方法、作业行为和课外时间分配。在个体和班级水平上，作业拖延与作业成本呈正相关，与作业期望呈负相关。此外，在个体水平上，作业拖延与表面接触和电子游戏时间呈正相关，与作业努力呈负相关。结合我们的研究结果，讨论了对实践和进一步研究(例如，家庭作业期望值和表面方法)的影响。
https://doi.org/10.1080/00220671.2024.2341675
《Insight into students’ understanding of relational terminology through integrated compare and combine word problems》
《通过综合比较和组合问题洞察学生对关系术语的理解》
作者：Marijana Zeljić · Milana Dabić-Boričić · Svetlana Ilić
英文摘要：Previous research examining comparison relations in word problems primarily focused on students’ achievements in word problems with one operation. In this paper, we extend previous research to examine the achievement of students of different ages on word problems that integrate compare and combine word problems, hereafter referred to as ‘compare-combine problems’. The convenience sample in this research consists of 96 second-grade, 103 fourth-grade, and 85 sixth-grade students from Belgrade, Serbia. The results indicate that 2nd, 4th and 6th graders have similar achievement on consistent language problems, but students in higher grades perform better on inconsistent language problems. We identified a type of problem that does not provide insight into students’ understanding – problem in which the order of quantities follows the order of steps in problem solving. We emphasize the importance of using integrated problems of different structures in teaching, as well as in-depth work on understanding relational terminology.
中文摘要：以往的研究主要是通过一次操作来考察学生在单词习题中的比较关系。本文在前人研究的基础上，探讨了不同年龄段学生在整合比较和组合问题(以下简称“比较-组合问题”)上的成绩。本研究以来自塞尔维亚贝尔格莱德的96名二年级学生、103名四年级学生和85名六年级学生为研究对象。结果表明，二年级、四年级和六年级学生在一致性语言问题上的表现相似，但高年级学生在一致性语言问题上的表现更好。我们发现了一类不能洞察学生理解能力的问题——在这类问题中，数量的顺序遵循问题解决的步骤顺序。我们强调在教学中使用不同结构的综合问题的重要性，以及深入理解关系术语的工作。
https://doi.org/10.1080/00220671.2024.2381477
《Effect of a whole-group intervention on children’s participation in interactive book reading》
《整体干预对儿童参与互动阅读的影响》
作者：Paméla McMahon‐Morin · Bouchra Nasri · Ingrid Verduyckt · Stefano Rezzonico · Marie-Pier Gingras
英文摘要：This study examined the effects of an SLP-delivered whole-class interactive book reading intervention and a professional development program on children’s self-initiated participation. Eleven kindergarten teachers and the children in their classes participated in this quasi-experimental study. They were filmed during book reading at pre- and post-intervention, and follow-up. Children’s types of spontaneous comments appeared to be more diverse after the intervention, and the types that increased or emerged were consistent with the language targets of the interactive book reading. Nonparametric statistical tests were conducted. Significant changes were found in the number of hands raised by children to make a spontaneous comment and in the number of spontaneous comments after the intervention and at follow-up. Results for child-initiated interaction sequences were mitigated. This study invites school-based SLPs to foster children’s self-initiated participation in their tier-1 intervention and to support teachers in using children’s spontaneous comments to further scaffold children’s learning.
中文摘要：本研究考察了 SLP 全班互动阅读干预和专业发展项目对儿童自主参与的影响。十一名幼稚园教师及其班级的儿童参与了这项准实验研究。他们在阅读书籍的过程中被拍摄下来，包括干预前、干预后以及后续行动。儿童自发性评论类型在干预后表现出更多样化，增加或出现的类型与互动阅读的语言目标一致。进行非参数统计检验。在儿童举手自发发表意见的次数以及干预后和后续行动中自发发表意见的次数方面发现了重大变化。儿童启动的交互序列的结果得到缓解。本研究邀请以学校为本位的学习辅导主任，鼓励儿童自发参与第一层次的干预措施，并支援教师利用儿童的自发评语，进一步支援儿童的学习。
https://doi.org/10.1080/00220671.2024.2399135
《Effect of reading attitudes on reading habits and writing tendencies: Structural equation modeling》
《阅读态度对阅读习惯和写作倾向的影响: 结构方程模型》
作者：Tuğba Pürsün
英文摘要：In this study, structural equation modeling was used to examine the effect of gifted students’ attitudes toward reading on their reading habits and writing tendencies. The study group for this research, in which the correlational survey model was used, was formed with the convenience sampling method. The study was conducted with 134 gifted students attending the Science and Art Center in the 5th, 6th and 7th grades. Attitude Toward Reading Scale, Secondary School Book Reading Habit Scale and Writing Disposition Scale were used to collect the research data. The data construed using the structural equation modeling were processed with SPSS 24.0 and AMOS 22.0 statistical package software. As a result of the research, it was determined that the hypothesis model was valid and attitude toward reading positively affected reading habits and writing disposition. It was concluded that attitude toward reading explained 75% of reading habit and 31% of writing disposition.
中文摘要：本研究采用结构方程模式探讨资优生阅读态度对其阅读习惯及写作倾向的影响。本研究采用方便抽样方法，组成研究小组，采用相关调查模型进行研究。这项研究对134名来自科学与艺术中心的五年级、六年级和七年级的天才学生进行了调查。采用阅读态度量表、中学图书阅读习惯量表和写作倾向量表收集研究数据。利用 SPSS 24.0和 AMOS 22.0统计软件对结构方程模型的数据进行处理。研究结果表明，该假设模型是有效的，阅读态度对阅读习惯和写作倾向有积极的影响。结果表明，阅读态度可以解释75% 的阅读习惯和31% 的写作倾向。
https://doi.org/10.1080/00220671.2024.2410490
《The effects of cooperative learning on self-reported peer relations, peer support, and classroom engagement among students with disabilities》
《合作学习对残疾学生自我报告的同伴关系、同伴支持和课堂参与的影响》
作者：Mark J. Van Ryzin · Christopher Murray · Cary J. Roseth
英文摘要：Students with disabilities are at an increased risk of experiencing poorer quality peer relationships than those without disabilities. Previous school-based efforts to promote positive peer interactions among students with and without disabilities have included individual skill development and broader initiatives such as inclusive school practices. In the current study, we investigate the effects of cooperative learning (CL) on peer relationships, peer academic supports, and classroom engagement of middle school students with and without disabilities over two years. Using 4 waves of data from a cluster randomized trial of middle schools, we hypothesized that CL would create positive gains in study outcomes among all students, but we anticipated that effects would be more pronounced among students with disabilities. Results confirmed these hypotheses and highlighted the potential role of CL in creating greater social integration among students with and without disabilities. The implications of these findings for practitioners and policymakers are discussed.
中文摘要：与非残疾学生相比，残疾学生经历质量较差的同伴关系的风险更大。以往在学校为促进残疾学生和非残疾学生之间积极的同伴互动所作的努力包括个人技能发展和包容性学校做法等更广泛的举措。在本研究中，我们调查了两年来合作学习对残疾和非残疾中学生的同伴关系、同伴学术支持和课堂参与的影响。使用来自中学整群随机试验的4波数据，我们假设 CL 将在所有学生中创造学习结果的积极收益，但是我们预计在残疾学生中效果将更为明显。研究结果证实了这些假设，并强调了 CL 在促进残疾学生和非残疾学生之间的社会融合方面的潜在作用。讨论了这些发现对从业人员和政策制定者的影响。
https://doi.org/10.1080/00220671.2024.2410494
【SSCI】教育学期刊《International Journal of Educational Research》最新论文推送
