ethanporcaro/eric-fulltext-meta huggingface dataset:
Psychological Correlates of School Bullying Victimization: Academic Self-Concept, Learning Motivation and Test Anxiety
Author: Caputo, Andrea
Date: 2014-02-00
Type: Journal Articles
Subjects: Bullying,Victims,Self Concept,Learning Motivation,Test Anxiety,Correlation,Questionnaires,Middle School Students,Grade 6,Foreign Countries,Statistical Analysis,Regression (Statistics),Mathematics,Reading

The paper aims at detecting the association between students' bullying victimization at school and some psychological dimensions, referred to academic self-concept (for both Mathematics and Reading), learning motivation (intrinsic motivation, extrinsic motivation, commitment to study) and test anxiety. A questionnaire including these measures was completed by 3372 students (51.1% boys and 48.9% girls, mostly aged from 11 to 14 years) at grade 6 (n = 1082), 7 (n = 1113) and 8 (n = 1177), coming from 54 middle schools of Southern Italy. T-tests are used for establishing differences in psychological dimensions between groups of students that experienced bullying and those who did not. In order to check the robustness of our findings and evaluate whether bullying victimization could be actually considered a determinant of these psychological measures, linear regression is used to predict each variable, also controlling for gender and grade level. Results confirm most of the research findings on the correlates of bullying victimization: being victim of peer bullying strongly reduces academic self-concept (both in Mathematics and Reading) and commitment to study, whilst tends to increase both extrinsic motivation and test anxiety rates, independently from gender and grade level. No impact, indeed, is revealed on both Math and Reading intrinsic motivation.
Student Perceptions of Cognitive Efficiency: Implications for Instruction
Author: Hoffman, Bobby
Date: 2013-06-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Phenomenology,Content Analysis,Efficiency,Cognitive Processes,Student Surveys,Qualitative Research,Education Majors

This study used a phenomenological approach with content analysis to create a model of how students perceive cognitive efficiency (CE), which is generally described as increases in the rate, amount, or conceptual clarity of knowledge, versus cognitive costs needed to attain knowledge. Graduate education students completed a five-item open-ended survey to measure perceptions of CE and what factors they believed enhanced or inhibited CE. Analysis of results revealed that student perceptions of CE predominantly focused on malleable aspects of self-regulated and reflective cognition, aligning with many descriptions of expert teaching. Students described a diminished emphasis on knowledge acquisition and information processing, in contrast to views typically associated with CE in instructional and psychological research (Hoffman &amp; Schraw, 2010; van Gog &amp; Paas, 2008). Practical teaching and learning implications, including suggestions for instructional practice and future research are presented.
Examining the Effects of Text Genre and Structure on Fourth-and Fifth-Grade Students' High-Level Comprehension as Evidenced in Small-Group Discussions
Author: Li, Mengyi
Date: 2014-10-00
Type: Journal Articles
Subjects: Literary Genres,Text Structure,Grade 4,Grade 5,Reading Comprehension,Group Discussion,Discourse Analysis,Elementary School Students,Elementary School Teachers,Questioning Techniques,Multivariate Analysis,Statistical Analysis

Although there is a rich literature on the role of text genre and structure on students' literal comprehension, more research is needed regarding the role of these text features on students' high-level comprehension as evidenced in their small-group discussions. As such, the present study examined the effects of text genre (i.e., narrative and informational) and structure (i.e., story, comparison, causation, problem/solution, and sequence) on fourth- and fifth-grade students' small-group discussions, and the text-based discussions were coded for high-level comprehension discourse indicators (i.e., authentic questions, elaborated explanations, and exploratory talk). The results indicated that students evidenced more indices of high-level comprehension when discussing narrative texts than when discussing informational texts. Meanwhile, teachers tended to initiate more questions in discussions on informational texts. The deeper structure of the texts was also shown to influence the discussions. Specifically, students generated significantly more authentic questions during discussions on texts with comparison structures than for any of the other four text structures, while causation structure texts triggered more authentic questions from teachers. Overall, this study contributes to the understanding of the effects of text factors on students' high-level comprehension.
Layered Identities and Being Gabby: A Five-Year Longitudinal Case Study
Author: Compton-Lilly, Catherine
Date: 2014-02-00
Type: Journal Articles
Subjects: Longitudinal Studies,Identification (Psychology),Females,Hispanic Americans,Sex,Race,Immigrants,Elementary School Students,Case Studies,Semi Structured Interviews,Observation

Compton-Lilly examines the identity construction of one student, Gabby, over a five year period to explore layers of gender and race that affect identity construction. In particular, she asks how does being female and Latino contribute to the ways Gabby and her family make sense of Gabby. Compton-Lilly draws on a rich data set (e.g., observations, interviews, artwork, photographs, writing) to explore the various ways Gabby enacts her identities in the contexts of home and school. Through this analysis, the roots of intersectionality become visible. In short, we begin to understand how identities are enacted within contested spaces where the figured worlds people bring--entailing the ways of being, acting, and interacting that are available to self and others--align and clash both presenting and restricting possibilities.
The Role of Neurosciences in Education… and vice versa
Author: Gruart, Agnès
Date: 2014-02-00
Type: Journal Articles
Subjects: Neurosciences,Cognitive Processes,Brain Hemisphere Functions,Infants,Memory,Education,Brain,Cognitive Development

One of the key questions in education is how the learning process in the classroom takes place and how different environmental and individual circumstances (attention, motivation, nutrition, stimulus presentation, etc.) can enhance the child's capabilities to learn and to remember. These and other cognitive skills are shaped as a consequence of the infant brain activity. Therefore, the provision of any information (included that obtained using animal models) relating to how the brain builds up learning and memory should be of high adaptive value. It is considered that an effort is needed to establish both a common language between education and neuroscience and a clear framework for exchanging questions and data.
Middle School Students' Conceptual Understanding of Equations: Evidence from Writing Story Problems
Author: Alibali, Martha W.
Date: 2014-10-00
Type: Journal Articles
Subjects: Middle School Students,Algebra,Equations (Mathematics),Word Problems (Mathematics),Grade 7,Grade 6,Error Patterns,Mathematical Concepts,Concept Formation,Problem Solving

This study investigated middle school students' conceptual understanding of algebraic equations. 257 sixth- and seventh-grade students solved algebraic equations and generated story problems to correspond with given equations. Aspects of the equations' structures, including number of operations and position of the unknown, influenced students' performance on both tasks. On the story-writing task, students' performance on two-operator equations was poorer than would be expected on the basis of their performance on one-operator equations. Students made a wide variety of errors on the story-writing task, including (1) generating story contexts that reflect operations different from the operations in the given equations, (2) failing to provide a story context for some element of the given equations, (3) failing to include mathematical content from the given equations in their stories, and (4) including mathematical content in their stories that was not present in the given equations. The nature of students' story-writing errors suggests two main gaps in students' conceptual understanding. First, students lacked a robust understanding of the connection between the operation of multiplication and its symbolic representation. Second, students demonstrated difficulty combining multiple mathematical operations into coherent stories. The findings highlight the importance of fostering connections between symbols and their referents.
The Mediating Roles of Generative Cognition and Organizational Culture between Personality Traits and Student Imagination
Author: Liu, Yi-Lin
Date: 2014-02-00
Type: Journal Articles
Subjects: Schemata (Cognition),Imagination,Undergraduate Students,Predictor Variables,Biology,Science Education,Personality Traits,Organizational Culture,Neurosis,Extraversion Introversion,Majors (Students),Mathematics Education,Student Attitudes,Factor Analysis,Factor Structure,Structural Equation Models,Foreign Countries,Personality Measures,Maximum Likelihood Statistics

Using science majors as an example, we analyzed how generative cognition, organizational culture, and personality traits affect student imagination, and examined the mediating effects of generative cognition and organizational culture. A total of 473 undergraduates enrolled in physical, chemical, mathematical, and biological science programs participated in this empirical study. The traits of openness, agreeableness, conscientiousness, extraversion, and neuroticism had various effects on student imagination. Openness proved to be the most influential factor on initiating, conceiving, and transforming imagination. Extraversion was the second best predictor of initiating imagination, and conscientiousness was the second best predictor of conceiving and transforming imagination.
Modeling Metacognition: Making Thinking Visible in a Content Course for Teachers
Author: Conrady, Kansas
Date: 2015-06-00
Type: Journal Articles
Subjects: Metacognition,Course Content,Mathematics Instruction,Mathematical Concepts,Preservice Teachers,Geometry,Elementary School Mathematics,Elementary School Teachers,Teacher Education,Mathematics Education,Observation,Interviews,Surveys,Content Analysis

Helping students develop their ability to use the mathematical practices relies on their awareness of and ability to share their thinking to be used as part of classroom instruction. This type of instruction tends to be different from most teachers mathematics learning experiences thus requiring teachers to rethink what it means to teach mathematics without a model for reference. This pre-service geometry content course was designed specifically for future elementary teachers with the intent of modeling effective non-traditional methods of instruction. Unfortunately, analysis of classroom observations suggested that even in this carefully designed inquiry-based course, there is a lack of cognitive and metacognitive thoughts being made visible for use as part of instruction. Content courses, such as this one, are the final opportunities to help students learn mathematics content in an environment supported by positive research findings, thus teacher education is missing an opportunity to provide a potentially powerful learning experience for future teachers.
Students' Recognition of Function Transformations' Themes Associated with the Algebraic Representation
Author: Daher, Wajeeh M.
Date: 2015-06-00
Type: Journal Articles
Subjects: Mathematical Concepts,Algebra,Educational Technology,Technology Uses in Education,Concept Formation,Graphs,Grade 9,Problem Solving,Foreign Countries

The topic of function transformations is a difficult mathematical topic for school and college students. This article examines how students conceive function transformations after working with GeoGebra, when this conceiving relates to the algebraic representation. The research participants were 19 ninth grade high achieving students who learned, with the help of GeoGebra translations, reflection and stretch. During their learning, the participants worked with transformations on the absolute function, the cubic function, and the quartic function. After they finished the transformation unit, the participants solved mathematics problems by means of function transformations. The research findings show that the participants were generally able to solve successfully mathematical problems, by means of transformations on new and non-basic functions. Furthermore, the participants encountered difficulties in working with translations. Future researches could examine the impact of activities that include such functions and that are GeoGebra based on students' conceptions and behavior when performing translations is involved.
Character Strengths and Psychological Wellbeing among Students of Teacher Education
Author: Gustems, Josep
Date: 2014-10-00
Type: Journal Articles
Subjects: Personality Traits,Well Being,Symptoms (Individual Disorders),Preservice Teachers,Questionnaires,Likert Scales,Foreign Countries,Correlation,Regression (Statistics),Scores,Undergraduate Students,Statistical Analysis

The relation between character strengths and psychological well-being can have an important effect on students' academic performance. We examined relationships between character strengths and psychological well-being as assessed by the Values in Action Inventory of Strengths and Brief Symptom Inventory. A sample of 98 teacher education students participated. The participants showed high scores in character strength scales. The five character strengths with the highest scores were kindness, fairness, teamwork, love, and honesty. The participants scored higher in character strengths that focused on other people than in the strengths that focused on the self, and higher on the so-called &quot;strengths of the heart&quot; than on &quot;strengths of the head&quot;. In our study, the character strengths most closely associated with well-being were love, humour, fairness, honesty, curiosity, and self-regulation. In conclusion, the character strengths are positively related to university students' psychological well-being.
Justice and Human Development
Author: Prilleltensky, Isaac
Date: 2014-10-00
Type: Journal Articles
Subjects: Justice,Wellness,Individual Development,Well Being

Psychologists have studied certain elements of wellness, and various aspects of fairness, but they have seldom studied the interaction between the two. As a result, it is not surprising that there is a paucity of educational, community, clinical and social interventions to promote wellness and fairness in concert. In this paper I present a framework of justice consisting of substantive and contextual types. Distributive and procedural justice constitute the two main types of justice. Interpersonal, organizational, cultural and communal justice are contextual types which embed within them the two substantive aspects of justice. I explore how these various kinds of justice impact human development across six facets of well-being: interpersonal, communal, occupational, physical, psychological and economic. I claim that for children and adults to achieve optimal human development, these facets of well-being must be supported by various types of justice.
Examining the Impact of a Video Case-Based Mathematics Methods Course on Secondary Pre-Service Teachers' Skills at Analysing Students' Strategies
Author: Martinez, Mara Vanina
Date: 2015-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Video Technology,Methods Courses,Mathematics Instruction,Mathematics Education,Secondary School Mathematics,Secondary School Students,Mathematics Teachers,Mathematical Logic,Thinking Skills,Teaching Methods,Teacher Education,Inservice Teacher Education,Pretests Posttests,Comparative Analysis,Mathematics

This paper focuses on results from a study conducted with two cohorts of pre-service teachers (PSTs) in a video case-based mathematics methods course at a large Midwestern university in the US. The motivation for this study was to look beyond whether or not PSTs pay attention to mathematical thinking of students, as shown by previous studies when engaging with video, and, in turn, characterize at a more specific level areas in which PSTs' responses change. Our findings show that regarding PSTs anticipation of strategies, both cohorts showed a significant increase in the overall number of strategies PSTs were able to anticipate, and a significant increase in the mathematical depth of the anticipated strategies. However, there was no change in terms of PSTs identification and description of high school students' strategies as displayed in video given that both cohorts of PSTs performed equally proficient at both pre- and post-tests.
Mathematizing Perceptions: Preservice Teachers' Use of Mathematics to Investigate Their Relationship with the Community
Author: Simic-Muller, Ksenija
Date: 2015-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Teacher Attitudes,Mathematics,Assignments,Stereotypes,Student Diversity,Social Justice,Elementary Secondary Education,Misconceptions,Consciousness Raising,Mathematics Instruction,Social Bias,Neighborhoods

Preservice teachers often hold deficit views about the students they will teach and their communities. These limiting beliefs can result in lower expectations of and poor outcomes for the students, and need to be addressed in all areas of teacher education, including mathematics courses. The assignment described in this manuscript provides an example of the work that can take place in mathematics content courses for preservice K-8 teachers. As part of the assignment, preservice teachers used mathematics to investigate negative perceptions that their campus community has of the surrounding neighborhood. Through working on the assignment many preservice teachers began to question their stereotypes about the community. Because of the preservice teacher interest in the topic, and because some problematic beliefs were displayed in the reflections, there is a need for similar assignments in this and other courses, in order to help preservice teachers see the strengths of diverse communities, instead of just their shortcomings.
Polynomial Functions Resulting from the Multiplication of Curves in the Framework of the Research and Study Paths
Author: Llanos, Viviana Carolina
Date: 2015-02-00
Type: Journal Articles
Subjects: Mathematics Instruction,Algebra,Mathematical Formulas,Multiplication,Secondary School Mathematics,Secondary School Students,Foreign Countries,Mathematics Education,Mathematics Teachers,Mathematics Activities,Longitudinal Studies,Qualitative Research,Mathematics,Graphs,Visual Aids,Geometric Concepts,Ethnography,Participant Observation,Observation

This paper presents the results of a research, which proposes the introduction of the teaching by Research and Study Paths (RSPs) into Argentinean secondary schools within the frame of the Anthropologic Theory of Didactics (ATD). The paths begin with the study of &quot;Q[subscript 0]: How to operate with any curves knowing only its graphic representation and the unit of the axes?,&quot; which was implemented for two consecutive years by 14-17 year-old students. The results of part of the paths that allows the study of the polynomial functions in the frame of RPS are hereby described. These results justify the introduction of a new pedagogy into schools as proposed by Yves Chevallard in order to study Mathematics in conventional courses of Secondary Education schools in Argentina. The scopes relative to the attitudes of the students, which are necessary to face a questions-based education, are outlined in this work.
The Contributions of Psychological Maturity and Personality in the Prediction of Adolescent Academic Achievement
Author: Camps, Elisa
Date: 2013-10-00
Type: Journal Articles
Subjects: Emotional Development,Academic Achievement,Maturity (Individuals),Aggression,Personality Traits,Intelligence,Conceptual Tempo,Predictor Variables,High School Students,Foreign Countries,Intelligence Tests,Likert Scales,Grades (Scholastic),Correlation,Multiple Regression Analysis,Emotional Adjustment,Statistical Analysis

Numerous studies show that intelligence and impulsiveness are important predictors of academic achievement in adolescence. However, it is not clear what contribution is made by the big five personality traits, because some studies suggest that Conscientiousness, Extraversion and Openness to experience are predictors while others show precisely the opposite. Direct aggression, through its relationship with impulsiveness, is another factor that has been linked to academic achievement. However, no previous studies have been made on the relationship that indirect aggression and psychological maturity have with academic achievement. For this reason, the purpose of this study is to determine the relative importance of psychological maturity, indirect aggression and the big five personality traits in predicting academic achievement in adolescents. As was expected, results show that intelligence and impulsivity are important predictors of academic performance. As far as psychological maturity is concerned, only the Work orientation component is related to academic performance. However, indirect aggression is not related to academic performance. The results pertaining to the big five personality traits suggest that Conscientiousness and Openness to experience are important for predicting academic achievement.
Reductions in Negative Automatic Thoughts in Students Attending Mindfulness Tutorials Predicts Increased Life Satisfaction
Author: Ritvo, Paul
Date: 2013-10-00
Type: Journal Articles
Subjects: Metacognition,Multiple Regression Analysis,Correlation,Mental Health,Mental Disorders,Stress Variables,Innovation,Incidence,Student Adjustment,Costs,Undergraduate Students,Life Satisfaction,Scientific Research,Health Promotion,Well Being,Intervention

University education confronts students with stressful developmental challenges that can lead to mental health problems. Innovative programs must address an increasing prevalence of these problems but are impeded by the high costs involved. In this study, thirty-nine undergraduate students attended weekly one hour mindfulness meditation tutorials during a single (14 week) semester. Tutorials involved 40 minutes of guided meditation, followed by open-ended discussions on mindfulness and related scientific research. Multiple regression analysis tested associations between self-reported changes in mindfulness, in negative automatic thoughts and in satisfaction with life. Reductions in automatic thoughts accounted for a significant proportion of variance in life satisfaction and decreases in automatic thoughts were associated with an increased life satisfaction. This finding suggests guided meditation tutorials merit consideration in promoting student mental health on university campuses.