ethanporcaro/eric-fulltext-meta huggingface dataset:
How Motivated Are Teachers to Promote Self-Regulated Learning? A Latent Profile Analysis in the Context of Expectancy-Value Theory
Author: Hirt, Carmen Nadja
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Motivation,Learning Strategies,Profiles,Expectation,Values,Teaching Experience,Educational Theories,Secondary School Teachers,Self Efficacy

Motivation is a core element of teachers' professional competences and, therefore, of great importance to teaching and learning. Motivation might explain why teachers do or do not promote self-regulated learning (SRL). Drawing on expectancy-value theory (EVT), this study used a person-centred approach to investigate to what extent multiple motivational aspects (self-efficacy; intrinsic interest, extrinsic utility, and attainment value; opportunity and effort costs) shape teachers' motivational profiles. It examined the extent to which those profiles differ regarding experience in promoting SRL, the implicit theory of SRL, and the promotion of SRL. The study sample consisted of N = 280 in-service teachers (51.8% women; M[subscript age] = 44.34, SD = 10.82). Three profiles were identified: The high costs profile (profile 1, 30.8% of teachers), the moderate profile (profile 2, 24.4% of teachers), and the high success expectations and task values profile (profile 3, 44.8% of teachers). Further analyses revealed significant differences between these profiles concerning experience in promoting SRL, implicit theory of SRL, and the promotion of SRL, with Profile 1 showing the lowest values and Profile 3 the highest for each factor. The study found that high expectations are associated with high values, and costs are low when expectations and values are high and vice versa. This is in line with the assumptions of EVT and is applicable to all three profiles. These results indicate a clear need to support teachers in promoting SRL, especially those with high perceived costs, to ensure costs do not override the other considerations in EVT. Overall, this study is 'frontline' because it highlights the relevance of motivation as an aspect of teachers' professional competences in promoting SRL. Furthermore, this study emphasizes the importance of combining EVT and SRL to provide a more nuanced picture of teachers' motivation to promote SRL. It offers new insights that could influence the conceptualization of professional development programs for SRL
University Teachers&apos; Focus on Students: Examining the Relationships between Visual Attention, Conceptions of Teaching and Pedagogical Training
Author: Murtonen, Mari
Date: 2022-00-00
Type: Journal Articles
Subjects: College Faculty,Visual Perception,Attention,Teacher Attitudes,Teaching Methods,Teacher Education,Eye Movements,Protocol Analysis,Observation

Teachers' focus on their students' learning is considered central in high-quality, studentcentred university teaching. This frontline eye-movement research asks whether teachers' focus can be observed at the intersection of the visual and conceptual levels. It introduces a novel way to study teachers' visual attention combined with verbal interpretations, including numerical ratings of the success of teaching when they observe teaching situations. Teachers' visual attention and interpretations were further studied in connection to their prior pedagogical training and teaching experience in years. Two short videos depicting teaching during a lecture, including different types of trigger events, were presented to teachers (N = 49) who were asked to think aloud while watching. The first video's trigger was students becoming bored during a content-focused teaching situation, and the second video's trigger was the teacher replying in an engaging way to students' questions in a learning-focused teaching situation. The results showed that pedagogically trained teachers paid more visual attention to the students than did their non-trained colleagues, especially in content-focused teaching situations. Teaching experience did not have any effect on visual attention or interpretation in this study. The teachers who paid more visual attention to the students in the content-focused teaching situation noticed in their interpretations that the students were not active, expressed higher learning-facilitating teaching conceptions and gave lower numerical ratings for the teaching situation. In conclusion, pedagogical training seems to promote university teachers' ability to pay visual attention to students in teaching situations and interpret these situations from the students' perspective, i.e. focus on student learning.
Academic Resilience and Its Relation to Academic Achievement for Moroccan University Students during the COVID-19 Pandemic
Author: Amzil, Amine
Date: 2023-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Academic Achievement,Foreign Countries,COVID-19,Pandemics,Graduate Students,Undergraduate Students,Gender Differences

The present study investigates the relationship between academic resilience and academic achievement for Moroccan university students during the COVID-19 pandemic. Additionally, it explores potential interactions of gender and level of studies with academic resilience in the same sample. Academic resilience was measured via the ARS-30 in a sample of 138 graduate and undergraduate students, while academic achievement was measured using the participants' GPA in the year of the pandemic. The results indicate that, for the whole sample, students demonstrate resilient behavior. However, high achievers showed more academic resilience than low achievers. There was no significant relationship between gender, level of studies, and academic resilience for the sample studied.
Students&apos; Opinions on COVID-19 and University Life
Author: Külekçi Akyavuz, Ebru
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Attitudes,COVID-19,Pandemics,Electronic Learning,Technology Uses in Education,College Students,Distance Education,Public Colleges,Foreign Countries,Quality of Life,Student Experience,Family Environment

The purpose of the study was to determine how the university students who continue their education online after the universities shifted to distance education during the COVID-19 pandemic evaluate this process. The study was designed as a case study, one of the qualitative research methods. The study group was selected using the maximum variation sampling method among the university students studying at a public university in the 2020-2021 academic year in Turkey. Semi-structured interview form was used as data collection tool. It was found that the university students were struggling with academic, social, psychological, economic, and health problems during the pandemic period. In addition, in the study, the effect of being at the family home on the university education was also examined. While some participants considered it as an opportunity to stay at the family home for the reasons such as the support of the family and being more comfortable, some others considered it as negative due to the reasons such as the absence of a study environment, behaviors of the family members, family problems, and family pressure.
The Impact of Emergency Online Learning on D/Deaf College Students&apos; Experience of Social Isolation, Self-Efficacy, and Well-Being
Author: Bowman, M. Elizabeth
Date: 2023-00-00
Type: Journal Articles
Subjects: Distance Education,Electronic Learning,Technology Uses in Education,Deafness,College Students,Social Isolation,Self Efficacy,Well Being,COVID-19,Pandemics

During the 2020 COVID-19 pandemic, many universities in the United States converted face-to-face classroom teaching to remote, online based learning formats. Gallaudet University was among these universities and faced particular challenges due to the need for visually accessible classrooms for d/Deaf students. Because college students are primarily made up of early and emerging adults, and d/Deaf college students have been shown to have better academic success when social connection is fostered, the current study sought to determine how d/Deaf students at Gallaudet University were emotionally impacted by the change to online learning during the COVID-19 pandemic in 2020. The research question for this study was: How did the COVID-19 pandemic and subsequent emergency switch to online course participation influence college students' experience of well-being, self-efficacy, and loneliness? Results indicated that overall, d/Deaf students at Gallaudet university had positive emotional adjustment during this transition, despite challenges. Discussion describes within-group differences by age and how the University supported students and the campus community to encourage this positive outcome.
Assessment of Gaming Addiction and Perceived Psychological Distress among Filipino Young Adults during COVID-19 Pandemic
Author: Kapoor, Sakshi Kumari
Date: 2023-00-00
Type: Journal Articles
Subjects: Games,Addictive Behavior,Psychological Patterns,Foreign Countries,Young Adults,COVID-19,Pandemics,Computer Games,Depression (Psychology),Anxiety

Online game addiction and psychological distress are two continuously developing problems in the Philippines, with Filipinos aged 18 to 24 being the second largest age group to overuse interactive online-related games. This sequential explanatory mixed method study aimed to assess the young adults' gaming addiction and perceived psychological distress during the COVID-19 pandemic and identify the other factors contributing to the respondents' frequent engagement in online interactive games, which served as a basis for a preventive intervention program. The researcher administered the survey questionnaires of the Gaming Addiction Scale and Depression Anxiety Stress Scale-21 to 399 young adults aged 18-24 and a semi-structured interview guide to 20 addicted and non-addicted gamers. Key results showed that a small percentage of the respondents experienced polythetic and serious monothetic addiction to interactive online games. In contrast, half of the respondents manifested mild to moderate symptoms of depression and anxiety during the COVID-19 pandemic. Major findings also found no significant gender differences in the level of online game addiction and psychological distress during the COVID-19 pandemic, and a moderate level of relationship substantiated the association. Further results revealed that the negative compensatory factors were associated with addicted gamers' frequent engagement with online games, whereas non-addicted gamers were associated with positive, beneficial factors. This phenomenon has hardly ever been the focus of in-depth research, and the results of this study can be used to further refine the conceptualization of &quot;internet gaming disorder&quot; as a mental disorder and develop a more comprehensive treatment method.
Use of Gamification in Primary and Secondary Education: A Systematic Literature Review
Author: Vrcelj, Ana
Date: 2023-00-00
Type: Journal Articles
Subjects: Gamification,Elementary Education,Secondary Education,Literature Reviews,Learning Motivation,Learner Engagement,Academic Achievement,Teaching Methods,Research Tools

Gamification in education refers to the application of game design elements and game principles in teaching with the goal of increasing students' motivation and engagement, which contributes to more successful achievement of learning outcomes. Gamification can be used in education at different levels, from primary and secondary schools to universities and adult education. An analysis of the literature on the use of gamification in education has shown that it is more common in university education and less common in primary and secondary schools. Nonetheless, experience shows that games and numerous digital tools are successfully used in schools for the purpose of gamification, although this is generally not supported by the relevant research published in the papers. The research presented in this paper represents a systematic review of the literature on relevant research on the use of gamification in primary and secondary schools to explore the field and make recommendations for future research. The conclusion is that research on gamification should continue to suggest appropriate pedagogical and technological frameworks which would facilitate the use of gamification in schools by teachers. [Note: The year (2022) shown on the PDF is incorrect. The correct citation for this article is v9 n1 2023.]
The Effectiveness of Student-Centered Teaching Applications Used in Determining Motivation toward Science Learning: A Meta-Analysis Study
Author: Baysal, Yunus Emre
Date: 2023-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Student Centered Learning,Student Motivation,Science Education,Meta Analysis,Effect Size,Teaching Methods,Elementary School Students

The aim of this study was to determine the effect of student-centered teaching applications on students' motivation toward science learning with a meta-analysis study. For this purpose, national and international databases were scanned and master's theses, doctoral dissertations, and articles prepared between 2010 and 2020 were investigated. Accordingly, 271 studies conducted in Turkey were accessed, 59 studies were determined to meet the inclusion criteria, and the effect size of 61 was calculated. Using the Comprehensive Meta-Analysis v2.0 (CMA) Statistical Package program, the effect sizes and combined effect sizes of the studies were calculated. As a result of the analysis, the general effect size of different teaching applications on students' motivation toward science learning was determined as 0.620 (95% Cl, SE=0.088). This value was &quot;medium level&quot; according to the effect size classification of Cohen et al. (2007). As a result of the heterogeneity test, it was concluded that there was a high level of heterogeneity in the study (Q=408.198; [character omitted][superscript 2]=79.082; I[superscript 2]=85.301). A moderator analysis was conducted to explain this heterogeneity between the effect sizes of the students' motivations toward science learning. For this purpose, categorical moderators (publication type, learning area, study location, grade level, scale type, and duration of applications) were determined to cause a statistically significant difference in effect sizes. According to the results of meta-regression analysis conducted for the moderators of publication year and sample size investigated as continuous variables in the study, publication year (z= -2.664, p&lt;0.05) was found to cause a statistically significant difference in the effect size. Some recommendations were made in line with the study results.
An Evolving Disabled Professor Training Highly Qualified Teachers Committed to Disability Rights and Social Justice
Author: Ressa, Theodoto
Date: 2023-00-00
Type: Journal Articles
Subjects: Disabilities,Teachers,Civil Rights,Social Justice,Teacher Education,Barriers,Special Education,Ethnography,Personal Narratives

I use the disability studies framework and autoethnography method in this qualitative research to examine my lived experiences in education and their impact on the disability community. The qualitative research method focuses on obtaining data through open-ended and conversational communication. This method is about what people think and why they think so. Disability Studies is an interdisciplinary body of intellectual work that positions disability positively and complexly, interrogating rhetoric that disability is a deficit that experts should remedy. Autoethnography is a research method and methodology which uses the researcher's personal experience as data to describe, analyze and understand cultural experience. I focus on my disability community membership, professional development, and ways I integrate social justice in teacher education to correct education systems into ones that value disabled people. Using the self-study technique, I review my education journey and identities and how they have shaped me into a teacher educator who believes education leverages us to question happenings and provide solutions. I, therefore, reflect on the entwinement of my scholarship and community outreach and how they are geared towards creating and advancing a local and global pluralistic society that values disabled people. My values of collaboration, innovation, integrity, excellence, access, diversity, equity, equality, and inclusion are best practices that dismantle educational barriers and empower educators and disabled people.
Development of Schoolpreneur Model for Malaysian Secondary School: A Confirmatory Factor Analysis Approach
Author: Saifuddin, Saiful Adzlan
Date: 2023-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Foreign Countries,Secondary School Students,Factor Analysis,Business Education,Personality,Cultural Influences,Mentors,Predictor Variables,Family Characteristics

This study aims to develop a schoolpreneur model appropriate for Malaysia's secondary school environment. The current study surveyed students participating in the Program Tunas Commerce (PROTUNe) and the Young Entrepreneurs Association (PUM) in the states of Perak, Selangor, and Negeri Sembilan to accomplish these purposes. A survey-based technique was used to collect data, and 400 students participated. With a cross-sectional research design, this research uses a quantitative research methodology. This research employed exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and structural equation modeling (SEM) for statistical analysis. The study's findings show that six highlighted factors can be incorporated to develop a schoolpreneur model. These factors all significantly affect the schoolpreneur model. A significant correlation of the schoolpreneur model of more than 60% indicates the significance of talent skills, mentors, incubators, individual personality, role models, and family background in the development of the schoolpreneur model. As a result, secondary schools can conduct entrepreneurial activities better due to the development of the schoolpreneur model. [Note: The year (2022) shown on the PDF is incorrect. The correct citation for this article is v9 n1 2023.]
Evaluation of the 9th-Grade 2018 Physics Curriculum with Multilevel Rasch Analysis
Author: Erdamar, Fatih Selim
Date: 2023-00-00
Type: Journal Articles
Subjects: Grade 9,Physics,Science Curriculum,Science Instruction,Science Teachers,High School Teachers,Teacher Attitudes,Course Content,Curriculum Evaluation

This study aims to examine the 9th-grade 2018 physics curriculum according to various criteria. A cross-sectional survey model was used. The sample consists of 36 physics teachers working in various high schools in 12 regions of Turkey in the 2022-2023 academic year. The data of the study were collected via the &quot;9th-grade 2018 physics curriculum Evaluation Form&quot;. The data collected via the evaluation form were determined with the multilevel Rasch analysis program. The results of the research revealed that the criteria determined in the evaluation of the 9th-grade physics curriculum differed in terms of strictness and generosity. In addition, the quantitative data analysis revealed that the physics teachers mostly comply with the criteria set in the program while they disapprove of some criteria. The physics teachers reported some deficiencies in the objectives, content, and educational status of the elements included in the program. In this context, it is recommended that the achievements of the 9th-grade 2018 physics curriculum be reviewed in line with the evaluations of the stakeholders related to the subject.
Investigation of Publications on the Use of Technology in Music Education
Author: Kardes, Baris
Date: 2022-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Music Education,Educational Research,Content Analysis,Literature Reviews,Trend Analysis

The aim of the study is to determine the research tendencies of publications on music education and technology. Constructed as a mixed methods research, this study follows an exploratory sequential explanatory design. One of the types of data collection technique, document analysis technique was used in the study. The study group of this research consists of articles on music education and technology searched in international databases. The &quot;Publication Evaluation Form&quot; developed by the researcher was used to collect the data of the study. During the data collection phase of the research, databases such as TR Index, Google Scholar, Science Direct, Springer Link, ResearchGate and ProQuest were used. In the search, 213 publications meeting the criteria were reached. As the result of the study, it is determined that usually the studies that are; few-authored, constructed with data collected through survey and observation forms, made with the sample groups selected with regards to availability, made with relatively easier statistical techniques. It is among the findings of the research that the necessary information was not specified in most of the studies examined.
Investigation of the Effects of Computer-Aided Animations on Conceptual Understanding through Metaphors: An Example of Artificial Intelligence
Author: Aydin, Sevim
Date: 2022-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Figurative Language,Animation,Grade 5,Secondary School Students,Secondary School Teachers,Information Technology,Technology Education,Concept Formation,Program Effectiveness,Educational Technology,Technology Uses in Education,Foreign Countries

In this study, it was aimed to investigate the change in the conceptual understanding of &quot;artificial intelligence&quot;. For this purpose, the determination of the metaphors related to the concept of artificial intelligence in the stages before and after watching the artificial intelligence-themed computer-aided animation developed within the scope of the study, and the assessment of change between them constituted the research problem. During the 2021-2022 academic year 39 Information Technologies (IT) teachers and 103 fifth grade students studying in a secondary school in Nilüfer District of Bursa participated in this study. A phenomenological design pattern was adopted throughout the research. In the first stage of the study, many concepts were revealed as a result of the questionnaire applied to determine the concepts that were difficult to teach by IT teachers, and among them the concept of &quot;artificial intelligence&quot; was determined. In the second stage of the study, students were asked to complete the statement &quot;Artificial intelligence is like … because ...&quot; to determine the metaphorical perceptions on the concept of artificial intelligence. Based on the themes obtained from the metaphor results, computer-aided animation on the concept of artificial intelligence was developed by the researchers. After the animation demonstration to students, the metaphorical data collection process was repeated and it was attempted to determine the change in the students' understanding of the concept of artificial intelligence. As a result of the study, although the conceptual categories regarding artificial intelligence generally had similar characteristics, it was observed that the justifications in the post-animation conceptual perceptions were more meaningful.