title: Violent and prosocial music: Evidence for the impact of lyrics and musical tone on aggressive thoughts, feelings, and behaviors

authors: Warburton, WA

subjects: aggression

abstract: Although there is a large research base on the psychological impacts of violent and prosocial visual media, there is little research addressing the impacts of violent and prosocial music, and which facets of the music have the greatest impact. Four experiments tested the impact of lyrics and/or musical tone on aggressive and prosocial behavior, and on underlying psychological processes, using purpose-built songs to avoid the effect of music-related confounds. In study one, where mildly aggressive, overtly aggressive and violent lyrics were compared to neutral lyrics, any level of lyrical aggression caused an increase in behavioral aggression, which plateaued for all three aggression conditions. Violent lyrics were better recalled than other lyrics one week later. In studies two-three no significant effects of lyrics, or of aggressive versus nonaggressive musical tone, were found on aggressive or prosocial behavior. In terms of internal states, violent lyrics increased hostility/hostile cognitions in all studies, and negatively impacted affective state in three studies. Prosocial lyrics decreased hostility/hostile cognitions in three studies, but always in tandem with another factor. Aggressive musical tone increased physiological arousal in two studies and increased negative affect in one. In study four those who listened to violent lyrics drove more aggressively on a simulated drive that included triggers for aggression. Overall, violent lyrics consistently elicited hostility/hostile cognitions and negative affect, but these did not always translate to aggressive behavior. Violent music seems more likely to elicit behavioral aggression when there are aggression triggers and a clear way to aggress. Implications are discussed.

text: Violent and prosocial music: Evidence for the impact of lyrics and musical tone on aggressive thoughts, feelings, and behaviors Although there is a large research base on the psychological impacts of violent and prosocial visual media, there is little research addressing the impacts of violent and prosocial music, and which facets of the music have the greatest impact. Four experiments tested the impact of lyrics and/or musical tone on aggressive and prosocial behavior, and on underlying psychological processes, using purpose-built songs to avoid the effect of music-related confounds. In study one, where mildly aggressive, overtly aggressive and violent lyrics were compared to neutral lyrics, any level of lyrical aggression caused an increase in behavioral aggression, which plateaued for all three aggression conditions. Violent lyrics were better recalled than other lyrics one week later. In studies two-three no significant effects of lyrics, or of aggressive versus nonaggressive musical tone, were found on aggressive or prosocial behavior. In terms of internal states, violent lyrics increased hostility/hostile cognitions in all studies, and negatively impacted affective state in three studies. Prosocial lyrics decreased hostility/hostile cognitions in three studies, but always in tandem with another factor. Aggressive musical tone increased physiological arousal in two studies and increased negative affect in one. In study four those who listened to violent lyrics drove more aggressively on a simulated drive that included triggers for aggression. Overall, violent lyrics consistently elicited hostility/hostile cognitions and negative affect, but these did not always translate to aggressive behavior. Violent music seems more likely to elicit behavioral aggression when there are aggression triggers and a clear way to aggress. Implications are discussed.

year: 2024

title: Digital competencies of high school mathematics teachers in Pakistan

authors: Jafri, Mairaj

abstract: The dynamic demands of the contemporary educational landscape, which includes a variety of digital tools and resources, require teachers to develop digital competencies. This need is particularly pertinent for mathematics teachers in developing countries like Pakistan, where there is a requirement to bridge the digital divide and equip teachers with the knowledge and skills to integrate digital resources into their teaching practices. Prior research has acknowledged the importance of integrating digital resources in education; however, there is limited research on the challenges and opportunities that high school mathematics teachers encounter when using digital resources in resource-constrained environments like Pakistan.
This study aimed to investigate the digital competencies of high school mathematics teachers in Pakistan, focusing on their knowledge, beliefs, practices, and experiences in integrating digital resources into mathematics teaching and learning. To achieve this aim, the study adapted the “Digital Competencies for Teaching Mathematics with Technology” (DCTMT) framework. Employing a mixed-methods explanatory sequential design, the study was divided into two phases for data collection. In Phase 1, quantitative data were collected through an online survey, which received a total of 306 responses. I analysed the survey data using descriptive (Mean, Mode, Median, and Standard Deviation) and inferential (intra- and inter-construct Spearman’s rho (⍴) correlation tests) statistics. To further understand and explain important quantitative results, semi-structured interviews were conducted in Phase 2 with six (Phase 1) teachers. I analysed the qualitative data using pre-identified themes and sub-themes based on the constructs of the DCTMT framework.
The results of both phases indicated that teachers held firm beliefs about various aspects of mathematics education. Teachers expressed strong beliefs about pedagogical practices and held positive beliefs about the importance of digital resources for teaching and learning mathematics. Correlations were observed between beliefs, teachers' reported ability to create videos, knowledge of dynamic graphing software (DGS) and equation editors, and participation in professional training. The findings revealed that most teachers possessed some level of digital competency. Teachers predominantly relied on videos and graphics, indicating potential bias and a gap in their professional development and training. They lacked access to (particularly at school) and possessed a weak knowledge of mathematics-specific digital resources like Dynamic Graphing Software (DGS). Other factors, such as lack of resources, inadequate formal training, and limited professional development opportunities, hindered their ability to integrate digital resources into their teaching and learning of mathematics. However, the results indicated that teachers could overcome some of these challenges through resilience and self-learning initiatives.
The study findings suggest that equipping teachers with appropriate resources and targeted professional development could enhance their digital competencies. This would consequently promote equitable and diverse use of digital resources in mathematics education. Within the confines of resource-constrained environments, these findings support for nurturing teachers' resilience and cultivating a self-learning attitude among them. Teachers who equip themselves with digital skills receive training and have the confidence to integrate digital resources to develop digital competencies, irrespective of resource constraints.
This thesis contributes to the understanding of high school mathematics teachers' digital competencies in Pakistan and indicates the opportunities and obstacles they encounter while using digital resources. This research inquiry provides empirical evidence for the modified DCTMT framework and reveals significant interconnections between the five constructs of the framework. The study reveals critical insights into the intricate relationship between beliefs, access to resources, and competencies in utilizing digital tools for mathematics education. This thesis establishes a compelling link between training, self-learning, teachers' resilience, and their digital competencies, highlighting the dynamic interplay that shapes mathematics teachers' digital competencies. This thesis offers implications for teachers’ professional development, curriculum design, and policy formulation. It emphasizes the importance of supporting teachers with the resources and knowledge to integrate digital resources and enhance mathematics education in resource-constrained contexts.

text: Digital competencies of high school mathematics teachers in Pakistan The dynamic demands of the contemporary educational landscape, which includes a variety of digital tools and resources, require teachers to develop digital competencies. This need is particularly pertinent for mathematics teachers in developing countries like Pakistan, where there is a requirement to bridge the digital divide and equip teachers with the knowledge and skills to integrate digital resources into their teaching practices. Prior research has acknowledged the importance of integrating digital resources in education; however, there is limited research on the challenges and opportunities that high school mathematics teachers encounter when using digital resources in resource-constrained environments like Pakistan.
This study aimed to investigate the digital competencies of high school mathematics teachers in Pakistan, focusing on their knowledge, beliefs, practices, and experiences in integrating digital resources into mathematics teaching and learning. To achieve this aim, the study adapted the “Digital Competencies for Teaching Mathematics with Technology” (DCTMT) framework. Employing a mixed-methods explanatory sequential design, the study was divided into two phases for data collection. In Phase 1, quantitative data were collected through an online survey, which received a total of 306 responses. I analysed the survey data using descriptive (Mean, Mode, Median, and Standard Deviation) and inferential (intra- and inter-construct Spearman’s rho (⍴) correlation tests) statistics. To further understand and explain important quantitative results, semi-structured interviews were conducted in Phase 2 with six (Phase 1) teachers. I analysed the qualitative data using pre-identified themes and sub-themes based on the constructs of the DCTMT framework.
The results of both phases indicated that teachers held firm beliefs about various aspects of mathematics education. Teachers expressed strong beliefs about pedagogical practices and held positive beliefs about the importance of digital resources for teaching and learning mathematics. Correlations were observed between beliefs, teachers' reported ability to create videos, knowledge of dynamic graphing software (DGS) and equation editors, and participation in professional training. The findings revealed that most teachers possessed some level of digital competency. Teachers predominantly relied on videos and graphics, indicating potential bias and a gap in their professional development and training. They lacked access to (particularly at school) and possessed a weak knowledge of mathematics-specific digital resources like Dynamic Graphing Software (DGS). Other factors, such as lack of resources, inadequate formal training, and limited professional development opportunities, hindered their ability to integrate digital resources into their teaching and learning of mathematics. However, the results indicated that teachers could overcome some of these challenges through resilience and self-learning initiatives.
The study findings suggest that equipping teachers with appropriate resources and targeted professional development could enhance their digital competencies. This would consequently promote equitable and diverse use of digital resources in mathematics education. Within the confines of resource-constrained environments, these findings support for nurturing teachers' resilience and cultivating a self-learning attitude among them. Teachers who equip themselves with digital skills receive training and have the confidence to integrate digital resources to develop digital competencies, irrespective of resource constraints.
This thesis contributes to the understanding of high school mathematics teachers' digital competencies in Pakistan and indicates the opportunities and obstacles they encounter while using digital resources. This research inquiry provides empirical evidence for the modified DCTMT framework and reveals significant interconnections between the five constructs of the framework. The study reveals critical insights into the intricate relationship between beliefs, access to resources, and competencies in utilizing digital tools for mathematics education. This thesis establishes a compelling link between training, self-learning, teachers' resilience, and their digital competencies, highlighting the dynamic interplay that shapes mathematics teachers' digital competencies. This thesis offers implications for teachers’ professional development, curriculum design, and policy formulation. It emphasizes the importance of supporting teachers with the resources and knowledge to integrate digital resources and enhance mathematics education in resource-constrained contexts.

year: 2024-07-15

title: The Te Kotahitanga Observation Tool: Development, use, reliability and validity.

authors: Berryman, Mere

subjects: chool reform

abstract: Te Kotahitanga is a New Zealand school reform project aimed at improving the pedagogical contexts in mainstream classrooms in which the indigenous Māori students have traditionally been marginalised. It does this by assisting teachers to implement an Effective Teaching Profile. Part of this process uses an observation tool to monitor the degree to which participating teachers are incorporating the interactions and relationships described in the Effective Teaching Profile into their day-to-day teaching. Given the central importance of these tasks, the Te Kotahitanga team undertook to test the observation tool for measurement reliability and validity. In order to undertake this study, the team conducted synchronous observations amongst trainers (the Professional Development Coordinator and Regional Coordinators) to ascertain their level of consistency when using the tool. The team then conducted synchronous observations between trainers and 38 in-school facilitators in the 12 schools involved in Phase 3 of the project. In total 41 teachers were observed and over 200 Māori students were involved in these observations. This study suggests that the tool can produce consistent and reliable results when observers have been effectively trained.

text: The Te Kotahitanga Observation Tool: Development, use, reliability and validity. Te Kotahitanga is a New Zealand school reform project aimed at improving the pedagogical contexts in mainstream classrooms in which the indigenous Māori students have traditionally been marginalised. It does this by assisting teachers to implement an Effective Teaching Profile. Part of this process uses an observation tool to monitor the degree to which participating teachers are incorporating the interactions and relationships described in the Effective Teaching Profile into their day-to-day teaching. Given the central importance of these tasks, the Te Kotahitanga team undertook to test the observation tool for measurement reliability and validity. In order to undertake this study, the team conducted synchronous observations amongst trainers (the Professional Development Coordinator and Regional Coordinators) to ascertain their level of consistency when using the tool. The team then conducted synchronous observations between trainers and 38 in-school facilitators in the 12 schools involved in Phase 3 of the project. In total 41 teachers were observed and over 200 Māori students were involved in these observations. This study suggests that the tool can produce consistent and reliable results when observers have been effectively trained.

year: 2011