ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning, Course Satisfaction, and Community in the Time of COVID-19: Student Perceptions of the Switch to Emergency Remote Teaching
Author: Iluzada, Christina
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Electronic Learning,Distance Education,Emergency Programs,Student Reaction,Student Satisfaction,Learning,In Person Learning,Peer Teaching,Sense of Community,Educational Quality

This multiple descriptive case study explores how university students responded to their Business Communications course's transitioning to an emergency remote course during the spring semester of 2020. Thirty-nine students completed an end-of-semester questionnaire that recorded their impressions of learning and course satisfaction. Nine of those students also participated in semi-structured interviews about these topics. The data revealed that most students enjoyed and felt they learned more from their in-person course, they missed learning from their peers, and they missed the community that was created during the in-person class sessions that were suspended due to university-sanctioned COVID-19 protocols. This article discusses the need for instructors to integrate continuous interactive community into online courses and the need for universities to provide training for online instructors in this essential component in course preparation and execution.
Learning, Student Well-Being, and the Classroom: Reimagining a Class through Focus on Community
Author: Pasquale, Michael
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Student Motivation,Well Being,Learning Processes,Anxiety,Psychological Patterns,Sense of Community,Classroom Environment,Relevance (Education),Educational Innovation,Group Membership,Interpersonal Relationship

Observations of low student motivation, siloed learning, student loneliness and anxiety, along with a disconnect between classroom learning and life application inspired the authors to explore possible causes. They studied the correlates of classroom-community-life connection and implemented their learning in the revision of a language and culture course. Their work has resulted in a shift in teaching, one that moves away from a purely academic outcome to one that prioritizes community. Approaching teaching and learning through this community lens, the authors are discovering new excitement in their learners, higher levels of student engagement, and increased student motivation to learn and connect learning to their larger life context.
Student Perspectives on Using Virtual Reality to Create Informal Connection and Engagement
Author: Dailey-Hebert, Amber
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Computer Simulation,Learner Engagement,Distance Education,Electronic Learning,Student Satisfaction,Student Motivation,Graduate Students

Following the global pandemic, educators relied heavily on live videoconferencing options and online meeting spaces to host class in lieu of traditional, in-person classroom learning. Yet, exhaustion and Zoom fatigue fueled a lack of engagement in such online spaces, while simultaneously the need for more informal connection to support learners' emotional well-being emerged. This study aims to better understand how online learners perceive the use of virtual reality (VR) as an alternative platform to informally connect and engage with one another, and to ascertain the impact on their satisfaction and motivation for such engagement. Specifically, the investigation sought to examine participant perceptions of social presence felt, the ability to connect and exchange informally, and the impact on motivation, digital literacy, and satisfaction overall.
The Impact of Incorporating Indigenous and Other Nontraditional Ways of Mathematical Knowing into a University-Level Geometry Course
Author: Bahls, Patrick
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,College Mathematics,Geometry,Indigenous Knowledge,Student Attitudes,College Students,Cultural Awareness,Cultural Influences,American Indian Culture,American Indians

During the Fall 2021 semester, the author taught a university-level geometry course into which they incorporated texts and discussions on mathematics and mathematical epistemology from outside of the &quot;Western&quot; tradition typically centered in college math curricula. Analysis of student survey responses and students' reflections on their work offer some evidence that even minimal engagement with these nontraditional perspectives, facilitated intentionally, led to increases in students' appreciation of other epistemic traditions. Though the smallness of the sample size prohibits drawing broader conclusions, the significance of some findings suggests a critical need for further study of these pedagogical practices.
Examining the Differential Role of General and Specific Processing Speed in Predicting Mathematical Achievement in Junior High School
Author: Cheng, Dazhi
Date: 2022-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Reading Fluency,Arithmetic,Mathematics Skills,Predictor Variables,Mathematics Achievement,Junior High School Students,Foreign Countries,Short Term Memory,Reaction Time,Eye Movements

Processing speed is divided into general (including perceptual speed and decision speed) and specific processing speed (including reading fluency and arithmetic fluency). Despite several study findings reporting the association between processing speed and children's mathematical achievement, it is still unclear whether general or specific processing speed differentially predicts mathematical achievement. The current study aimed to examine the role of general and specific processing speed in predicting mathematical achievements of junior high school students. Cognitive testing was performed in 212 junior school students at the beginning of the 7th grade year, along with assessment of general and specific processing speed. Relevant academic achievement scores were also recorded at the end of the 7th and 9th grade years. Hierarchical regression analyses showed that specific processing speed made a significant unique contribution in mathematical achievement by the end of the 7th grade and could significantly predict mathematical achievements in the high school entrance examinations by end of the 9th grade after controlling for age, gender, and general cognitive abilities. However, general processing speed could not predict mathematical achievements. Moreover, specific processing speed could significantly predict all academic achievements for both the 7th and 9th grade. These results demonstrated that specific processing speed, rather than general processing speed, was able to predict mathematical achievement and made a generalised contribution to all academic achievements in junior school. These findings suggest that specific processing speed could be a reflection of academic fluency and is therefore critical for long-term academic development.
Do Attentional Lapses Account for the Worst Performance Rule?
Author: Löffler, Christoph
Date: 2022-00-00
Type: Journal Articles
Subjects: Attention Control,Reaction Time,Intelligence,Task Analysis,Correlation,Predictor Variables,Effect Size,Foreign Countries,Intelligence Tests,Performance Factors,Performance,Short Term Memory

The worst performance rule (WPR) describes the phenomenon that individuals' slowest responses in a task are often more predictive of their intelligence than their fastest or average responses. To explain this phenomenon, it was previously suggested that occasional lapses of attention during task completion might be associated with particularly slow reaction times. Because less intelligent individuals should experience lapses of attention more frequently, reaction time distribution should be more heavily skewed for them than for more intelligent people. Consequently, the correlation between intelligence and reaction times should increase from the lowest to the highest quantile of the response time distribution. This attentional lapses account has some intuitive appeal, but has not yet been tested empirically. Using a hierarchical modeling approach, we investigated whether the WPR pattern would disappear when including different behavioral, self-report, and neural measurements of attentional lapses as predictors. In a sample of N = 85, we found that attentional lapses accounted for the WPR, but effect sizes of single covariates were mostly small to very small. We replicated these results in a reanalysis of a much larger previously published data set. Our findings render empirical support to the attentional lapses account of the WPR.
How Is Cultural Intelligence Related to Human Behavior?
Author: Alifuddin, Moh.
Date: 2022-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Foreign Countries,Correlation,Interpersonal Communication,Psychological Patterns,Teacher Behavior,Junior High School Teachers,Cooperation,Work Environment,Self Efficacy

Cultural intelligence is an individual's ability to recognize, understand, and adapt to cross-cultural contexts in order to change his or her self-capacity. Hence, this study explores the relationship between cultural intelligence and interpersonal communication, psychological capital (PsyCap), and organizational citizenship behavior (OCB) among teachers in Indonesia and investigates the possibility of finding relevant new models. A Likert questionnaire was used to collect research data. The research participants included 450 Indonesian junior high school teachers selected by accidental sampling. Structural equation modeling (SEM) was used for data analysis, supported by descriptive statistics and correlational matrices. The results indicate that cultural intelligence is significantly related to teachers' interpersonal communication, PsyCap, and OCB. Additionally, this study also produces a new model regarding the relationship between cultural intelligence and a teacher's OCB, mediated by interpersonal communication and PsyCap. Therefore, researchers and practitioners can discuss and adopt a new empirical model to increase cultural intelligence.
Less-Intelligent and Unaware? Accuracy and Dunning-Kruger Effects for Self-Estimates of Different Aspects of Intelligence
Author: Hofer, Gabriela
Date: 2022-00-00
Type: Journal Articles
Subjects: Intelligence,Self Concept,Accuracy,Self Evaluation (Individuals),Foreign Countries,Regression (Statistics)

People's perceptions of their intelligence correlate only moderately with objective intelligence measures. On average, people overestimate themselves. According to the popular Dunning-Kruger effect, this is particularly true for low performers: across many domains, those in the lowest quartile overestimate their abilities the most. However, recent work using improved statistical approaches found little support for a Dunning-Kruger effect in general intelligence. We investigated accuracy and Dunning-Kruger effects for self-estimates of general, verbal, numerical, and spatial intelligence--domains that differed in how well they can be judged in the past. A total of 281 participants completed self-estimates and intelligence measures online. Self-estimates showed mostly moderate correlational accuracy that was slightly higher for numerical intelligence and lower for verbal intelligence. Across domains, participants rated their intelligence as above average. However, as their intelligence was indeed high, this was not an overestimation. While standard analyses indicated Dunning-Kruger effects in general, verbal, and spatial intelligence, improved statistical methods only yielded some support for one in verbal intelligence: people with lower verbal intelligence tended to have less self-knowledge about it. The generalizability of these findings is limited to young, highly educated populations. Nevertheless, our results contribute to a growing literature questioning the generality of the Dunning-Kruger effect.
Linguistic Influences on Cognitive Test Performance: Examinee Characteristics Are More Important than Test Characteristics
Author: Cormier, Damien C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Tests,English (Second Language),Second Language Learning,Culture Fair Tests,Intelligence Tests,Best Practices,Test Construction,Language Skills,Scoring,Testing,Test Interpretation,School Psychologists,Student Characteristics,Cognitive Ability,Cognitive Tests,Oral Language,Comparative Analysis,Psychometrics,English Language Learners

Consideration of the influence of English language skills during testing is an understandable requirement for fair and valid cognitive test interpretation. Several professional standards and expert recommendations exist to guide psychologists as they attempt to engage in best practices when assessing English learners (ELs). Nonetheless, relatively few evidence-based recommendations for practice have been specified for psychologists. To address this issue, we used a mixed-effects modeling approach to examine the influences of test characteristics (i.e., test directions) and examinee characteristics (i.e., expressive and receptive language abilities) on cognitive test performance. Our results suggest that language abilities appear to have a significant influence on cognitive test performance, whereas test characteristics do not influence performance, after accounting for language abilities. Implications for practice include the assessment of expressive and receptive language abilities of EL students prior to administering, scoring, and interpreting cognitive test scores.
Parental Stress and Children&apos;s Self-Regulation Problems in Families with Children with Autism Spectrum Disorder (ASD)
Author: Efstratopoulou, Maria
Date: 2022-00-00
Type: Journal Articles
Subjects: Autism Spectrum Disorders,Stress Variables,Parent Attitudes,Child Rearing,Correlation,Self Control,Severity (of Disability),Symptoms (Individual Disorders),Coping,Behavior Problems,Child Behavior,Foreign Countries,Children,Preadolescents

Background: Increased parental stress is strongly related to the severity of autism spectrum disorder (ASD) symptomatology. Parents' coping strategies and social support issues add to the complexity of this relationship. Aim: The present study investigated the relationship between self-regulation skills and parenting stress in parents of nonverbal children with ASD. Methods and procedure: The Parenting Stress Index--Short Form (PSI-SF) was administered to 75 families, and self-regulation scores on a Motor Behavior Checklist for children (MBC) were recorded by students' class teachers (level of functioning-behavioral problems). In addition, interviews were conducted with a focus group of six parents (four mothers and two fathers) to explore the underline factors of parental stress in-depth. Results: Correlation analyses revealed that parenting stress was positively correlated with elevated scores on MBC children's self-regulation subscale. On the other hand, parenting stress was negatively correlated with the level of social functional support reported. Qualitative data were analyzed using transcripts, revealing additional stressors for families and parents, and resulting in recommendations to overcome these factors. Conclusions and implications: Aiming at developing strategies to improve self-regulation skills in nonverbal children with ASD may be particularly important in reducing parental stress for families having nonverbal children with autism and other developmental disabilities. Parents' stressors and suggestions during interviews are also discussed.
On the Relation between the Development of Working Memory Updating and Working Memory Capacity in Preschoolers
Author: Panesi, Sabrina
Date: 2022-00-00
Type: Journal Articles
Subjects: Short Term Memory,Preschool Children,Age Differences,Cognitive Processes,Cognitive Development,Executive Function,Foreign Countries

This study aims at investigating the relationship between working memory updating and working memory capacity in preschool children. A sample of 176 preschoolers (36-74 months) was administered a working memory updating task (Magic House) along with three working memory capacity tests that specifically measure their core attentional component (M capacity, as defined in the theory of constructive operators): Backward Word Span, Mr. Cucumber, and Direction Following Task. Correlational analyses and cross-classification prediction analyses were performed. Updating and capacity were significantly correlated, although the correlations were not high when age was partialled out. Capacity increased with age, and mediated the relation between age and updating. More importantly, cross-classification prediction analysis revealed that high updating scores with low M capacity, and low updating scores with relatively high M capacity, are possible events; the only combination ruled out was a low updating score with precocious development of M capacity. These facts demonstrate that updating skills in preschoolers depends on M capacity but does not coincide with it. Therefore, in cognitive developmental theories, the constructs of working memory updating and capacity should be distinguished, and on practical grounds, different tests should be used to measure them.
A Psychometric Analysis of Raven&apos;s Colored Progressive Matrices: Evaluating Guessing and Carelessness Using the 4PL Item Response Theory Model
Author: Antoniou, Faye
Date: 2022-00-00
Type: Journal Articles
Subjects: Psychometrics,Intelligence Tests,Item Response Theory,Children,Guessing (Tests),Foreign Countries

The purpose of the present study was to evaluate the psychometric properties of Raven's colored progressive matrices by estimating the presence of pseudo-guessing and pseudo-carelessness. Participants were 1127 children from ages 5 to 11. Guessing and carelessness were assessed using the lower and upper asymptotes of the 3PL and 4PL item response theory (IRT) models, respectively. Optimal model fit was judged using difference loglikelihood tests and information criteria. Results indicated that guessing, but not carelessness, were evident in the AB and B forms of the CPM, with successful guessing being more prevalent in the AB form. It is concluded that nonverbal IQ estimation in CPM should include variable estimation methods so that aptitude scores are estimated with the highest possible accuracy.
The Role of Gender on Holistic Grief Effects Experienced by College Students
Author: Olaleye, Christiana
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Grief,Gender Differences,Death,Emotional Response,Psychological Patterns,Cognitive Processes,Symptoms (Individual Disorders),Physical Health,Behavior,Interpersonal Relationship,Religion

This study examined the grief effects college students experience when losing a loved one and whether grief effects vary based on gender. Grief effects were outlined by the Holistic Impact of Bereavement and included emotional, cognitive, physical, behavioral, interpersonal, and spiritual effects. The researchers hypothesized that college students would experience all six grief effects, primarily emotional and cognitive effects. The researchers also hypothesized that female students would experience statistically significantly greater grief effects than male students, specifically emotional and cognitive effects. Results indicated a statistically significant difference in the emotional, physical, cognitive, and behavioral grief effects experienced between female and male students with female students experiencing greater effects than male students. Implications for these findings are addressed. Future research recommendations are also provided.
Conceptualizing Student Affairs Graduate Preparation as Activity System(s)
Author: Hunter, Graham F.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Personnel Workers,Job Training,Models,Sociocultural Patterns,Graduate Students,Graduate Study,Student Personnel Services,Education Work Relationship

Graduate preparation programs serve as a primary site for training new student affairs practitioners. However, scholars perennially raise concerns about the effectiveness of such graduate training and the readiness of new student affairs practitioners. Alternative theoretical frameworks oriented toward student learning can offer new insight into training for the profession. Utilizing literature on student affairs graduate preparation and cultural-historical activity theory (CHAT), this article offers a conceptual model of student affairs graduate preparation as sociocultural activity systems. This model maps dimensions of the coursework and fieldwork environments that graduate students navigate during their training and highlights the sociocultural contradictions that emerge within and between each of these environments. Finally, the article provides a discussion of how the conceptual model can guide future research on graduate training and strengthen student learning and development within training programs.
Flexibility to Change the Solution: An Indicator of Problem Solving That Predicted 9th Grade Students&apos; Academic Achievement during Distance Learning, in Parallel to Reasoning Abilities and Parental Education
Author: Hacatrjana, Liena
Date: 2022-00-00
Type: Journal Articles
Subjects: Grade 9,COVID-19,Pandemics,School Closing,Distance Education,Problem Solving,Academic Achievement,Thinking Skills,Parent Background,Educational Attainment,Predictor Variables,Cognitive Ability,Independent Study,Self Management,Foreign Countries,Mathematics Achievement,Language Arts,Indo European Languages

The relation between academic achievement and various measurements of cognitive abilities, problem-solving skills and self-managed learning has been established in the research before the COVID-19 pandemic and distance learning. The aim of the current research was to analyze the extent to which these aspects predicted the educational achievement of 9th grade students (mean age 15.4 years) during distance learning, when students had to do relatively more tasks independently, organize their daily learning and deal with problems on their own. Relations between self-assessed problem-solving skills, self-management skills, tests of reasoning abilities and the results of diagnostic tests in Mathematics and Latvian were analyzed for n = 256 and n = 244 students, respectively. The results show that: (1) diagnostic test results in Mathematics are best predicted by the parental education level, fluid nonverbal reasoning and verbal reasoning; (2) the best predictors for the results in the diagnostic test in Latvian are parental education, flexibility to change the solution, fluid nonverbal reasoning and verbal reasoning; (3) self-management cannot significantly predict the results of either of the two tests, although it correlates to the results of the tests in both Mathematics and Latvian; (4) only one of the aspects of problem-solving, flexibility to change the solution, can significantly predict results in diagnostic tests. The results confirm the significance of cognitive abilities as an important predictor of academic achievement, as well as the role of parents' education level. The results also suggest that the flexibility to change the solution, an aspect of problem-solving, might play a role in students' success in academic tests.
From Recruitment to Completer Effectiveness: How Are We Defining Equity at Each Stage of the Teacher Preparation Process in the Context of Our PDS Partnership Networks?
Author: Savick, Stephanie
Date: 2021-00-00
Type: Journal Articles
Subjects: Equal Education,Teacher Education Programs,Professional Development Schools,Partnerships in Education,College School Cooperation,Student Recruitment,School Holding Power,Inclusion

In this article the authors consider how equity is defined in regards to various aspects of teacher education programs and Professional Development School partnerships. The authors provide questions to consider for those involved in teacher education as well as school-university partnerships.