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15 pages, 1567 KiB

Open AccessArticle

Students Who Orient towards Studying vs. Learning: Teachers’ Perceptions

by Rocío Quijano-López and Miguel Pérez-Ferra

Educ. Sci. 2021, 11(11), 732; https://doi.org/10.3390/educsci11110732 - 13 Nov 2021

Viewed by 1647

Many present-day students orient towards outcomes instead of learning. This is leading to failure that affects students, families, the educational system itself, and occupational and financial systems in Spain. Indeed, current data points to an 18.2% university drop-out rate during the first year. [...] Read more.

Many present-day students orient towards outcomes instead of learning. This is leading to failure that affects students, families, the educational system itself, and occupational and financial systems in Spain. Indeed, current data points to an 18.2% university drop-out rate during the first year. The present study seeks to identify teachers’ perceptions of the deficiencies pertaining to study orientations, their involvement in training processes, and student knowledge about the actual state of affairs regarding this topic. The target population for this incidental study was 1769 university lecturers, with a final participating sample of 317. A cross-sectional study was conducted, which was descriptive and inferential in nature. Linear regression was employed to explain variance. Outcomes showed a high degree of homogeneity in teachers’ responses. Outcomes indicate that orientations towards academic learning and study are deemed necessary. Furthermore, such orientations do not prevail due to a lack of teacher engagement, possibly due to a lack of teacher training directed towards managing and balancing class time with monitoring practices. A degree of insufficiency was observed with regards to teacher training for study management, in addition to greater teacher engagement amongst hired teaching staff with indefinite contracts working at public or private institutions, relative to official permanent teaching staff. Full article

(This article belongs to the Special Issue Psychology and Education)

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15 pages, 325 KiB

Open AccessArticle

Cooperative Approaches and Academic Motivation towards Enhancing Pre-Service Teachers’ Achievement

by Dolors Cañabate, Maria Eugènia Gras, Teresa Serra and Jordi Colomer

Educ. Sci. 2021, 11(11), 705; https://doi.org/10.3390/educsci11110705 - 03 Nov 2021

Cited by 6 | Viewed by 2401

Abstract

This paper describes a quantitative study that explores both the degree of preservice teachers’ (PSTs) motivation and achievement, and the dimensions of need-supportive teaching, when PSTs were involved in designing and implementing contextualized physical cooperative challenges (CPCCs) in primary schools. The analysis was [...] Read more.

This paper describes a quantitative study that explores both the degree of preservice teachers’ (PSTs) motivation and achievement, and the dimensions of need-supportive teaching, when PSTs were involved in designing and implementing contextualized physical cooperative challenges (CPCCs) in primary schools. The analysis was based on the PSTs’ perceptions of the dimensions of need-supportive teaching (namely autonomy support, structure, and involvement), and the dimensions of motivation. Need-supportive teaching was evaluated through a version of the Teacher as a Social Context Questionnaire (TASC-Q), and motivation through a SMOTIV motivation questionnaire. Results showed that the dimensions of the teaching process were all positively correlated, thus, implying the importance of a teacher’s role in supporting autonomy, providing structure, and being involved. While motivation during the in-class definition of the CPCCs was correlated with the teachers’ involvement, the out-of-class implementation of the CPCCs was found to correlate with the three dimensions of teaching, thus, implying that the PST students’ perceptions of developing instructional approaches in schools is mediated by the role their university teachers play in defining and structuring all aspects of the teaching process. Students’ achievement, on the other hand, was a process that relied on the synergies between the teachers’ involvement and the PST student motivation during the stage when the CPCCs in the classroom environment were defined. This interlink responds to the constructivist position adopted to implement a cooperative approach in the university that, in turn, responds to assessing a student-centered cooperative-based learning approach. Full article

(This article belongs to the Special Issue Psychology and Education)

11 pages, 301 KiB

Open AccessArticle

Analysis of the Pre-Service Teachers’ Academic Stress Based on Their Self-Concept and Personality

by Inmaculada García-Martínez, Óscar Gavín-Chocano, Samuel P. León and José Luis Ubago-Jiménez

Educ. Sci. 2021, 11(11), 659; https://doi.org/10.3390/educsci11110659 - 20 Oct 2021

Cited by 3 | Viewed by 3025

Abstract

Self-concept is a key factor in any teaching–learning process in pre-service teachers. However, it could be negatively affected by academic stress, which is constituted by stressors, stress symptoms, and coping strategies. The aim of the study was to determine the relationship between academic [...] Read more.

Self-concept is a key factor in any teaching–learning process in pre-service teachers. However, it could be negatively affected by academic stress, which is constituted by stressors, stress symptoms, and coping strategies. The aim of the study was to determine the relationship between academic stress and self-concept in this population. This was a descriptive, correlational, and cross-sectional study. The sample consisted of 1020 university students in education degrees. In relation to sex, it was found that 75.78% were women and 24.21% were men. The following instruments were used: Self-concept Form 5 (AF-5), the Big Five Inventory-44 (BFI-44), and the SISCO Inventory of Academic Stress. The results indicated that academic stress increases and self-concept decreases as studies progress; likewise, most of the students perceived high levels of stress. It was concluded that academic stress is inversely related to self-concept in pre-service teachers, a fact that should be taken into account in their initial training. Social-emotional factors and neuroticism have a decisive influence on the future teachers’ academic stress. Full article

(This article belongs to the Special Issue Psychology and Education)

30 pages, 3633 KiB

Open AccessArticle

Psychometric Properties of the Questionnaire “Demands and Potentials of ICT and Apps for Assisting People with Autism” (DPTIC-AUT-Q)

by Antonio Rodríguez Fuentes, María Jesús Caurcel Cara, Carmen del Pilar Gallardo-Montes and Emilio Crisol Moya

Educ. Sci. 2021, 11(10), 586; https://doi.org/10.3390/educsci11100586 - 27 Sep 2021

Cited by 7 | Viewed by 3125

Abstract

Background: In education, Information and Communication Technology (ICT) has gone from being a convenient option to a permanent necessity. For students and people with functional diversity, it is of seminal importance. It is therefore worth learning how professionals perceive digital tools and apps [...] Read more.

Background: In education, Information and Communication Technology (ICT) has gone from being a convenient option to a permanent necessity. For students and people with functional diversity, it is of seminal importance. It is therefore worth learning how professionals perceive digital tools and apps for people and students with functional diversity and autism: its requirements and potential. As no instrument to measure this exists, we have designed a questionnaire on the requirements and potentials of ICT and apps for assisting people with autism (DP-TIC-AUT). Methods: Our questionnaire has been subjected to content validity using a panel of experts, and construct validity, using Exploratory Factor Analysis and Confirmatory Factor Analysis, and Cronbach’s alpha and Composite Reliability. Results: Optimal results were obtained in the above values, thus confirming the validity of DP-TIC-AUT for use in the contexts of its validation. Conclusions: DP-TIC-AUT is a valid instrument. This opens up a range of possibilities for research, firstly descriptive, then of other kinds, and for the adaptation of the instrument to other contexts. This is the first step in improving the creation and use of ICT for people with autism. Full article

(This article belongs to the Special Issue Psychology and Education)

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13 pages, 302 KiB

Open AccessArticle

The Professional Dimension in Spanish Prison Socio-Educational Action

by Victor Manuel Martín-Solbes, Fanny T. Añaños, Elvira Molina-Fernández and Rubén J. Burgos-Jiménez

Educ. Sci. 2021, 11(10), 585; https://doi.org/10.3390/educsci11100585 - 27 Sep 2021

Cited by 2 | Viewed by 1771

Abstract

(1) Background: The article addresses the reality of prison professionals in ordinary and open prison conditions, which includes the perceptions of women prisoners, due to their low institutional presence that limits their reintegration, from a socio-educational perspective. The aim is to analyse psycho-emotional, [...] Read more.

(1) Background: The article addresses the reality of prison professionals in ordinary and open prison conditions, which includes the perceptions of women prisoners, due to their low institutional presence that limits their reintegration, from a socio-educational perspective. The aim is to analyse psycho-emotional, educational, and work-related dimensions of professionals and the perception of female prisoners. (2) Methods: The study was carried out with a mixed design from two research projects. The sample consisted of 102 professionals and 75 women from 13 autonomous communities. The instruments were semi-structured questionnaires and interviews with the female prisoners. For the analysis, content analysis, basic statistics, contingency tables, and independence tests were carried out. (3) Results: The results indicate a lower presence of educational professionals and a higher presence of women. Most of them believe more in the reintegration of women, but see ordinary imprisonment and drug consumption as a limitation for it. The professionals state the lack of resources, bureaucratisation, and management, lack of training, and retraining as the main problems and needs. For their part, women demand individualised interventions adapted to their circumstances. (4) Conclusions: In short, it shows a professional reality that can be improved but with strengths such as motivation, experience, and social skills. The socio-educational dimension is valued for the dignification of women prisoners, their transition to life in freedom, and their reintegration. Full article

(This article belongs to the Special Issue Psychology and Education)

11 pages, 658 KiB

Open AccessArticle

School Refusal Behavior Profiles, Optimism/Pessimism, and Personality Traits in Spanish Children

by Miriam Martín, Carolina Gonzálvez, María Vicent, Ricardo Sanmartín, Aitana Fernández-Sogorb and José M. García-Fernández

Educ. Sci. 2021, 11(9), 524; https://doi.org/10.3390/educsci11090524 - 08 Sep 2021

Cited by 5 | Viewed by 2326

Abstract

The relationship between school refusal behavior (SRB) profiles and personality traits has received little attention from investigators. Identifying the profiles of students with school attendance problems may improve the understanding of the characteristics defining these students. The aim of this study was to [...] Read more.

The relationship between school refusal behavior (SRB) profiles and personality traits has received little attention from investigators. Identifying the profiles of students with school attendance problems may improve the understanding of the characteristics defining these students. The aim of this study was to identify different SRB profiles and analyze the relationship between these profiles, and optimism/pessimism and personality traits. The School Refusal Assessment Scale-Revised, the Youth Life Orientation Test, and the Big Five Questionnaire were administrated to 739 Spanish students aged 8–11 (M_age = 9.92; SD = 1.12). Pearson’s correlation coefficients revealed a significant association between personality dimensions and SRB. Three distinct profiles were identified: (1) SRB by negative reinforcement (high scores on avoiding school-related stimuli provoking negative affectivity), (2) SRB by positive reinforcement (high scores on pursuing positive tangible reinforcement outside of school), and (3) Low SRB. The SRB profile by positive reinforcement scored higher on Extraversion, Agreeableness, Conscientiousness, Openness, and Optimism, whereas the SRB profile by negative reinforcement scored higher on Neuroticism and Pessimism. More statically significant differences were found between the negative and positive reinforcement profiles. The role of negative personality traits and pessimism as risk factors for students who are truant or refuse to attend school are discussed. Full article

(This article belongs to the Special Issue Psychology and Education)

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18 pages, 302 KiB

Open AccessArticle

On the Supportive Role of the Warnke Method in Improving the Phonological Competence of a Bilingual Girl

by Ewa Brzdęk and Janusz Brzdęk

Educ. Sci. 2021, 11(9), 498; https://doi.org/10.3390/educsci11090498 - 03 Sep 2021

Cited by 1 | Viewed by 1559

Abstract

It is known that bilingualism may cause some specific problems with the articulation of sounds and errors in reading and writing when acquiring linguistic skills. The paper presents the results and conclusions related to the use of the Warnke method in improving the [...] Read more.

It is known that bilingualism may cause some specific problems with the articulation of sounds and errors in reading and writing when acquiring linguistic skills. The paper presents the results and conclusions related to the use of the Warnke method in improving the phonological competence of a bilingual girl aged seven, which learned two languages simultaneously (Polish and Italian) in her family environment. The case study method was used. The main objective was to assess the effectiveness of the first stage of the Warnke method in improving reading and writing skills in a bilingual child. The Warnke method focuses primarily on the diagnosis and training of the phonological competence and was based on the following assumptions: (a) the automation of hearing, vision, and motor functions can be improved at the level of brain activity; (b) the development and automation of phonological analysis and synthesis are based on the cooperation of the brain hemispheres. The preliminary and final results of the diagnosis obtained for basic brain functions (visual, motor, and auditory) and the level of literacy skills were analyzed and compared. The reading and writing abilities, before and after training with the Warnke method, were assessed using the symptomatic tests. The obtained results showed that during and after training with the method, there was noticeable progress in eight basic functions (visual, motor and auditory). Improvement was also seen in the following areas: knowledge of letters; pairing phonemes with letters; technique, speed, and fluency of reading and writing. The quality of reading and writing was verified and confirmed by symptomatic tests. The conducted study suggests that the observed learning disabilities were caused by deficits in the central processing functions, which resulted in a lower level of phonological skills. Full article

(This article belongs to the Special Issue Psychology and Education)

11 pages, 760 KiB

Open AccessArticle

Digital Resources and Digital Competence: A Cross-Sectional Survey of University Students of the Childhood Education Degree of the University of Jaén

by María del Carmen Martínez-Serrano, María Teresa Ocaña-Moral and Eufrasio Pérez-Navío

Educ. Sci. 2021, 11(8), 452; https://doi.org/10.3390/educsci11080452 - 23 Aug 2021

Cited by 3 | Viewed by 2383

Abstract

This work is part of a broader investigation whose main objective is to determine the domain and preferences of the students of the Childhood Education Degree of the University of Jaén regarding digital competence. The research was focused on the “use of digital [...] Read more.

This work is part of a broader investigation whose main objective is to determine the domain and preferences of the students of the Childhood Education Degree of the University of Jaén regarding digital competence. The research was focused on the “use of digital resources” dimension and was developed under a quantitative and descriptive methodology, of basic type and non-experimental cross-sectional design. We worked with a sample of 135 students from the four courses of the Childhood Education Degree of the University of Jaén, who answered a developed questionnaire voluntarily and anonymously. Data collection was carried out using a virtual questionnaire on the Google Form platform. In addition, the measurement instrument was considered valid and reliable, having obtained a Cronbach’s alpha coefficient (α) of 0.925 and a Kaiser–Meyer–Olkin sampling adequacy index (KMO) of 7.741. The results show that there are no significant differences based on the independent variables studied among most of the analyzed items. The use of ICT is beneficial for students’ participation in research. Full article

(This article belongs to the Special Issue Psychology and Education)

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16 pages, 432 KiB

Open AccessArticle

Roles of the School Psychologist–Current versus Preferred Roles in the Greek Schools: A Case Study from the Island of Crete

by Maria Panteri, Juan Calmaestra and Verónica Marín-Díaz

Educ. Sci. 2021, 11(8), 439; https://doi.org/10.3390/educsci11080439 - 18 Aug 2021

Cited by 2 | Viewed by 3816

Abstract

In the international literature it is frequently reported that school psychologists would like to reduce their involvement in evaluation and assessment activities in favor of an increase in other services and roles. The present study examines the perceptions of teachers and school psychologists [...] Read more.

In the international literature it is frequently reported that school psychologists would like to reduce their involvement in evaluation and assessment activities in favor of an increase in other services and roles. The present study examines the perceptions of teachers and school psychologists regarding the roles of school psychologists on the island of Crete, Greece. For this purpose, an online questionnaire about the current and preferred roles of the school psychologist was distributed. Two hundred and seventy-nine (279) teachers and fifty-seven (57) school psychologists participated in this research study. The analysis and comparison of the participants’ responses revealed significant differences in their beliefs about the current and preferred roles of the psychologist. Emphasis was placed by psychologists on systematic interventions such as consultation and by teachers on counseling for their personal problems. Overall, respondents in this study recognized the usefulness of the school psychologist in the educational sector. A unified framework of reference for the range of the schools’ psychological services would enhance common understanding and facilitate the professional role of school psychologists and effective student referral to the related professional services. Full article

(This article belongs to the Special Issue Psychology and Education)

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18 pages, 508 KiB

Open AccessArticle

Socio-Educational Factors to Promote Educational Inclusion in Higher Education. A Question of Student Achievement

by Mª del Mar García-Vita, Marta Medina-García, Giselle Paola Polo Amashta and Lina Higueras-Rodríguez

Educ. Sci. 2021, 11(3), 123; https://doi.org/10.3390/educsci11030123 - 13 Mar 2021

Cited by 5 | Viewed by 2995

Abstract

Psychosocial factors have a direct impact on the academic achievement of university students, especially when they belong to diverse human groups. This article shows the results of a project developed in a Colombian university with the aim of finding out the identity traits, [...] Read more.

Psychosocial factors have a direct impact on the academic achievement of university students, especially when they belong to diverse human groups. This article shows the results of a project developed in a Colombian university with the aim of finding out the identity traits, situations of discrimination, and risk factors faced by students belonging to diverse groups. The research is qualitative, exploratory, and descriptive, approached from a social and educational perspective. Semi-structured interviews were conducted with 15 students. The high level of identification with the group is visible in stufuigureents with affective-sexual diversity, gender identity and ethnic-cultural diversity, considered to be the most discriminated-against populations. Risks in the labor, educational, social, and family spheres are the most frequent. Full article

(This article belongs to the Special Issue Psychology and Education)

14 pages, 893 KiB

Open AccessArticle

Development of Cognitive Abilities through the Abacus in Primary Education Students: A Randomized Controlled Clinical Trial

by Samuel P. León, María del Carmen Carcelén Fraile and Inmaculada García-Martínez

Educ. Sci. 2021, 11(2), 83; https://doi.org/10.3390/educsci11020083 - 21 Feb 2021

Cited by 8 | Viewed by 5189

Abstract

(1) Background: An abacus is an instrument used to perform different arithmetic operations. The objective was to analyze the benefits of mathematical calculations made with an abacus to improve the concentration, attention, memory, perceptive attitudes, and creativity cognitive abilities of primary school students. [...] Read more.

(1) Background: An abacus is an instrument used to perform different arithmetic operations. The objective was to analyze the benefits of mathematical calculations made with an abacus to improve the concentration, attention, memory, perceptive attitudes, and creativity cognitive abilities of primary school students. (2) Methods: A total of 65 children, aged 7–11 years (8.49 ± 1.65) participated in this randomized controlled clinical trial. The children were randomly distributed into a control group (n = 34) and experimental group (n = 31). The questionnaires used were the D2 test to measure attention and concentration, the Difference Perception Test (FACE-R) test for the perception of differences, the test of immediate auditory memory (AIM), and the test to evaluate creative intelligence (CREA). (3) Results: No significant differences were found between both groups before the intervention. Significant improvements were observed in the cognitive parameters of concentration, memory, perceptive attitudes, and creativity after the intervention, using the abacus, with respect to the control group. (4) Conclusions: It is demonstrated that a calculation program based on the use of the abacus for 8 weeks has beneficial effects on the cognitive capacities of concentration, immediate auditory memory, perceptive attitudes, and creativity. In addition, the benefits of using the abacus to improve cognitive attitudes are reported. Full article

(This article belongs to the Special Issue Psychology and Education)

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Review

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15 pages, 644 KiB

Open AccessReview

The Effects of COVID-19 in the Learning Process of Primary School Students: A Systematic Review

by José Jesús Sánchez Amate, Antonio Luque de la Rosa, Rafaela Gutiérrez Cáceres and Alejandro Vargas Serrano

Educ. Sci. 2021, 11(10), 654; https://doi.org/10.3390/educsci11100654 - 19 Oct 2021

Cited by 8 | Viewed by 3590

Abstract

(1) Background: A variety of social and economic changes are happening worldwide due to the pandemic caused by COVID-19, which has produced new problems and challenges for the population as a whole. These events demand new investigations and key studies for their management. [...] Read more.

(1) Background: A variety of social and economic changes are happening worldwide due to the pandemic caused by COVID-19, which has produced new problems and challenges for the population as a whole. These events demand new investigations and key studies for their management. This review addresses the repercussions of COVID-19 at the educational level in the primary education stage, delving into the effects produced in teaching and different aspects related to it, such as the situation and challenges of teachers, family involvement, and the perceptions and repercussions of the learning and socio-educational development of students (especially in the case of students with Autism Spectrum Disorder). (2) Methods: The methodological design is a systematic review study, following the PRISMA guidelines, from a search carried out during the month of July 2021 in the Scopus, Dialnet, and WoS databases on the object of study. (3) Results: The selected studies were analyzed through a qualitative content analysis based on a population of 103 articles, with a final sample of 13, using the inclusion criteria: empirical studies or research in English or Spanish; free access through the Internet; categories restricted to “education/educational research” related to the proposed objectives; specific documents of the primary education stage and/or students with Autism Spectrum Disorder. (4) Conclusions: The research reveals the presence of an existing digital gap in certain sectors of the student population aggravated by the pandemic, as well as the scarcity of general teacher training in this type of situation, leading to different personal and professional problems that hinder teaching and emphasize the vulnerability of the right to education, which leads to further promoting the already existing social inequalities. Full article

(This article belongs to the Special Issue Psychology and Education)

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23 pages, 2262 KiB

Open AccessReview

Motivational, Emotional, and Social Factors Explain Academic Achievement in Children Aged 6–12 Years: A Meta-Analysis

by Alberto Quílez-Robres, Nieves Moyano and Alejandra Cortés-Pascual

Educ. Sci. 2021, 11(9), 513; https://doi.org/10.3390/educsci11090513 - 07 Sep 2021

Cited by 14 | Viewed by 6484

Abstract

Recent studies highlight the effect of cognitive factors on academic achievement, ignoring motivational, emotional, and social factors. This provides the background for the present study, a meta-analysis on the relationship between academic achievement and motivational factors (motivation, self-concept, and self-esteem), emotional factors (emotional [...] Read more.

Recent studies highlight the effect of cognitive factors on academic achievement, ignoring motivational, emotional, and social factors. This provides the background for the present study, a meta-analysis on the relationship between academic achievement and motivational factors (motivation, self-concept, and self-esteem), emotional factors (emotional intelligence, emotional competence, and emotional well-being), and social factors (social intelligence, social competence, and social skills) in children aged 6–12 years (37 samples, n = 15,777). The methodology based on the PRISMA protocols was applied: phases of inclusion and exclusion of articles, analysis of effect size, heterogeneity, publication bias, and, finally, meta-regressions and moderation analysis. The results showed a moderate positive effect size (0.321) for motivational and social factors (0.210) and a small positive effect size (0.172) for emotional factors. The moderating effects of age (65% on social factors) and geographical area (52% on motivational factors, 17% on emotional factors, and 76% on social factors) were studied. These results highlight the importance of motivational and social factors regarding academic achievement. In addition, along with the moderating effect of age, that of geographical area emerges strongly given the diversity of contexts studied. Our results highlight the importance that these factors have on academic performance and, therefore, the need to design school plans that address the correct development of these variables. Full article

(This article belongs to the Special Issue Psychology and Education)

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