Constructivist Beliefs Research Articles

A mixed-methods approach to analysing interdependencies and predictors of pre-service teachers’ beliefs about multilingualism

ABSTRACT This paper presents findings from a pre–post study on pre-service teachers’ beliefs about multilingualism and language use. A full cohort of pre-service middle school teachers in Germany (n = 259) was surveyed before and after completing a compulsory module on multilingualism using a validated instrument that captures participants’ beliefs about (a) multilingual language use in the home, (b) multilingual language use in the classroom, and (c) teacher responsibility for language support in teaching and learning. While mean average scores of the respondents’ beliefs are not as high as in comparable studies, the results show a significant increase between the pre- and post-test. Multivariate statistics are employed to explore different dimensions of beliefs improvement as well as predictors of positive beliefs. With a critical view about the Likert-scale type items, the quantitative dataset was expanded by structured interviews with five participants. The results of qualitative content analyses of these interviews make it possible to show different facets of the survey’s constructs of beliefs as well as individual backgrounds making them explainable, and thus help to gain a more nuanced picture of the respondents’ beliefs.

The influence of fatalistic beliefs and risk perceptions on road safety attitudes in Latin America; A two-country study

Road safety is a major challenge in the Latin American region; however, there is a significant lack of research undertaken there. To contribute to addressing this gap, this paper reports on an exploration of the antecedents of traffic safety attitudes in two Latin American contexts: Brazil and Ecuador. Building on related work undertaken in other countries, the research explored the relationships between fatalistic beliefs, traffic risk perceptions, and road safety attitudes, while accounting for age, gender, and exposure to the road environment. Data from 2432 individuals, analysed using Structural Equation Modelling, revealed differences in the extent to which different fatalistic belief constructs (including divine control, luck, helplessness, internality, and general fatalism) were related to road safety attitudes. Moreover, fatalistic beliefs were found to influence road safety attitudes both directly and indirectly through their influence on risk perceptions. Those that reported more fatalistic beliefs also reported more dangerous attitudes to road safety and a lower perception of on-road risk. Mirroring findings from work undertaken in other countries, we found males compared to females and younger compared to older respondents to report more dangerous attitudes to road safety, with inconclusive results for risk perceptions. We also found very similar patterns of results in the data from the two countries included in the research. Results are discussed with regards to informing the design of road safety interventions aimed at influencing individual road user attitudes and, ultimately, human behaviour and system performance.

Dietary self-care and associated factors among diabetic patients in Jimma University Medical Centre, South West Ethiopia; A path analysis.

BackgroundDiabetes Mellitus (DM), a chronic metabolic disorder that caused about 4.2 million deaths and at least 760 billion dollars’ expenditure in 2019, has been targeted for action by leaders of WHO member countries. In Ethiopia deaths, due to DM reached 34,262 in 2013. Studies show effective lifestyle interventions; particularly medical nutrition therapy reduces HbA1c by 0.5 to 2%. However, practicing recommended diet is reported to be difficult. Not only Knowledge and practice but also perception studies are therefore necessary to design future health programs.ObjectiveTo assess diabetic self-care, dietary practice and associated factors among diabetes patients.MethodInstitution-basedbased cross-sectional study design was employed from february15-May15, 2020 in Jimma university medical Centre (JUMC). Systematic sampling of every other patient (K = 2.7) was employed to interview 371 participants. A previously validated tool was used to collect data through a face-to-face interview. A path analysis was used to fit the structural model and tests the hypothesized Health Belief Model (HBM) relationships.ResultResponse rate was 95.4% (354). Around 52% of the participants were male and 76.8% follow diabetic education at least some times. 42.4% and 48% of respondents have good dietary and general self-care practices respectively. With unstandardized coefficient (standard error) self-efficacy0.10 (0.01) being the strongest cues to action0.10 (0.02), perceived threat0.02 (0.01), and perceived barrier-0.08(0.01) constructs of HBM have a significant effect on dietary practice. Knowledge, social support and diabetes distress exert a significant indirect effect on dietary practice through health belief constructs with unstandardized path coefficient (standard error) of 0.22(0.03), 0.02(0.01), and -0.03(0.004) respectively.ConclusionIn this study, the proportion of good practice is found to be lower for both dietary as well as general self-care. HBM can best fit to explain variability in dietary self-care practice; therefore, future interventions should be designed to address the vast perception and psychosocial factors influencing dietary self-care practices.

Social Representations Theory in Creativity Research

Abstract. Due to the difficulties of understanding all the aspects of creativity, the study of this complex phenomenon has been placed at the crossroads of various disciplines. Among these, social psychology has been interested in this exploration. Incidentally, various approaches in creativity research highlighted the importance of social factors in the production, judgment, and acceptance of creative ideas. Contributions adopting such a social perspective naturally convoked different social psychological theories, among which is the Social Representations Theory. This theory focuses on the collective construction of shared knowledge and beliefs (social representations) within social groups. Interesting perspectives about the contribution of social representations to the study of creativity have been described in previous works. Nevertheless, these works remain rare despite the many possibilities offered by the theoretical and methodological framework of social representations. Consequently, the present contribution recalls briefly the main objectives that these previous works have pursued in order to highlight several unexplored lines of research that could promote theoretical, methodological, and applied advancement. These lines could enrich research related to the evaluation of creativity, the study of creativity as deviance, the stimulation of group creativity, and promote interdisciplinary work. This contribution aims to draw the attention of researchers to these under-exploited perspectives and stimulate the creation of many others to understand better the complex phenomenon of creativity.

Variations in Well-Being as a Function of Paranormal Belief and Psychopathological Symptoms: A Latent Profile Analysis.

This study examined variations in well-being as a function of the interaction between paranormal belief and psychopathology-related constructs. A United Kingdom-based, general sample of 4,402 respondents completed self-report measures assessing paranormal belief, psychopathology (schizotypy, depression, manic experience, and depressive experience), and well-being (perceived stress, somatic complaints, and life satisfaction). Latent profile analysis identified four distinct sub-groups: Profile 1, high Paranormal Belief and Psychopathology (n = 688); Profile 2, high Paranormal Belief and Unusual Experiences; moderate Psychopathology (n = 800); Profile 3, moderate Paranormal Belief and Psychopathology (n = 846); and Profile 4, low Paranormal Belief and Psychopathology (n = 2070). Multivariate analysis of variance (MANOVA) found that sub-groups with higher psychopathology scores (Profiles 1 and 3) reported lower well-being. Higher Paranormal Belief, however, was not necessarily associated with lower psychological adjustment and reduced well-being (Profile 2). These outcomes indicated that belief in the paranormal is not necessarily non-adaptive, and that further research is required to identify the conditions under which belief in the paranormal is maladaptive.

Design and Cross-Cultural Invariance of the COVID-19 Vaccine Conspiracy Beliefs Scale (COVID-VCBS) in 13 Latin American Countries.

AimsOver the past 2 years, the vaccine conspiracy beliefs construct has been used in a number of different studies. These publications have assessed the determinants and outcomes of vaccine conspiracy beliefs using, in some cases, pooled data from different countries, and compared the results across these contexts. However, studies often do not consider measurement invariance as a necessary requirement for comparative analyses. Therefore, the aim of this study was to develop and evaluate the cross-cultural MI of the COVID-19 Vaccine Conspiracy Beliefs Scale (COVID-VCBS) in 12 Latin American countries.MethodsConfirmatory factor analysis, item response theory analysis and alignment method were applied to test measurement invariance in a large number of groups.ResultsThe COVID-VCBS showed robust psychometric properties and measurement invariance for both factor loadings and crosstabs. Also, a higher level of acceptance of conspiracy beliefs about vaccines is necessary to respond to higher response categories. Similarly, greater acceptance of conspiracy beliefs about COVID-19 vaccines was related to a lower intention to be vaccinated.ConclusionThe results allow for improved understanding of conspiracy beliefs about COVID-19 vaccines in the countries assessed; furthermore, they provide researchers and practitioners with an invariant measure that they can use in cross-cultural studies in Latin America. However, further studies are needed to test invariance in other countries, with the goal of developing a truly international measure of conspiracy beliefs about COVID-19 vaccines.

The Role of Teachers' Constructivist Beliefs in Classroom Observations: A Social Cognitive Theory Perspective.

Previous studies have focused on individuals learning from observing a model to be able to produce the modeled behavior. However, there is a lack of studies emphasizing the perspective of being observed to understand the role of perceived value and stress when teachers act as a teaching model. To address this gap, the present study explored the correlates between teachers’ teaching beliefs, perceived value, psychosocial stress, and continuous intention to be the observed teaching model in classroom observations. Data of 349 respondents were usefully collected, and confirmatory factor analysis with structural equation modeling was performed. Results showed that teachers’ constructivist belief in teaching was positively related to perceived value of being observed and getting feedback, but was negatively related to psychosocial stress. Perceived value was positively related to continuous intention to be observed in future classroom observations, but perceived psychosocial stress was not significantly related to continuous intention. The results of this study can be applied to encourage those who are resistant to presenting their teaching experience in classroom observations.

"I lost my faith and stopped taking the medicines" - need for an intervention model based on health belief constructs for improving adherence to tuberculosis treatment.

ABSTRACTBackground:India is reporting the highest number of tuberculosis (TB) cases worldwide. The health belief model has proved beneficial to understand health-related behaviors among patients with TB. We explored the reasons and solutions for non-adherence to the treatment of TB using the constructs of the health belief model.Methods:We conducted in-depth interviews among patients who were reported ‘lost to follow up’ (LFU) and among the service providers under the national TB program in the Patan district based on the constructs of the health belief model – perceived susceptibility, perceived severity, perceived benefits, and perceived barriers. All the interviews were audio-recorded and transcripts were analyzed using thematic analysis.Results:The analysis resulted in nine major reasons for LFU which were explained under the health belief model constructs. Perceived susceptibility was reflected by lack of support from health workers, losing faith in government, and dependence on alcohol. Negative counseling by quacks explained perceived severity, while improvement in symptoms corroborated with the perceived benefits. Side effects to anti-TB drugs, high pill burden, stigma, and financial constraints were the perceived barriers reported by the patients.Conclusions:The health belief model explains treatment non-adherence behavior among patients with tuberculosis in India. To eliminate TB, program managers in India need to design a comprehensive intervention model to counsel the patients on the benefits of completing treatment, generate awareness to dispel the myths surrounding the disease, and instill confidence through regular visits by health workers. Primary care physicians should try incorporating counselling of patients with TB in their routine care to reduce LFU.

Teachers’ Attitudes about Teaching and Learning Mathematics

The aim of the research is to determine the attitudes of teachers about different concepts of learning and teaching mathematics in the lower grades of primary school. In accordance with the goal, three research tasks were set in which we wanted to determine the attitudes of teachers towards the traditional and constructive concept of teaching and learning mathematics and possible differences in these attitudes in regard to the degree of education and work experience. The research sample consisted of 161 primary school teachers in Serbia. A scale of attitudes was used as an instrument, which contained 16 items (9 items referred to traditionalist beliefs, and 7 to constructivist beliefs). The results of the research indicate that teachers understand and act in accordance with the requirements of the constructivist concept of modern teaching, but at the same time they determine certain elements of traditional teaching as acceptable and desirable. When it comes to these attitudes, we found that there is no statistically significant difference in regard to the education and work experience of teachers globally, but there is significant difference when it comes to individual items. In some further research, the application of a qualitative methodology should examine how teachers understand and determine the items about which they have expressed their views.

Improving Prospective Teachers’ Beliefs About a Double Discontinuity Between School Mathematics and University Mathematics

Prospective teachers often perceive a “double discontinuity” between school mathematics and university mathematics. The first discontinuity can be described as the belief that there is no coherence between school mathematics and university mathematics, which forms part of the notoriously problematic transition from school to university. The second discontinuity can be described as a belief about the lack of relevance of university mathematics for the later professional practice of prospective teachers. Beliefs about coherence and relevance have been known to impact prospective mathematics teachers’ interests and academic success. In this paper, we discuss an intervention involving 72 prospective secondary school mathematics teachers, aimed at influencing their beliefs about coherence and relevance. For this, we refer to the construct of beliefs as the main part of our theoretical framework, as well as the sub-constructs of beliefs regarding coherence and relevance. We then describe an intervention implemented within the first two years of mathematics courses, involving so-called “teacher-oriented” tasks that aim to trigger reflection on the benefit of university mathematics for teaching mathematics in school. The effect of the intervention was measured with a pretest-posttest experimental design using a questionnaire concerning teachers’ beliefs about coherence and relevance. Our results show that the prospective teachers’ beliefs about coherence and relevance generally decrease during the semester. However, statistically significant differences between the treatment group and a control group were found, especially regarding their beliefs about relevance.

Neoliberalism and the Ideological Construction of Equity Beliefs

Researchers across disciplines, including psychology, have sought to understand how people evaluate the fairness of resource distributions. Equity, defined as proportionality of rewards to merit, has dominated the conceptualization of distributive justice in psychology; some scholars have cast it as the primary basis on which distributive decisions are made. The present article acts as a corrective to this disproportionate emphasis on equity. Drawing on findings from different subfields, we argue that people possess a range of beliefs about how valued resources should be allocated—beliefs that vary systematically across developmental stages, relationship types, and societies. By reinvigorating notions of distributive justice put forth by the field’s pioneers, we further argue that prescriptive beliefs concerning resource allocation are ideological formations embedded in socioeconomic and historical contexts. Fairness beliefs at the micro level are thus shaped by those beliefs’ macro-level instantiations. In a novel investigation of this process, we consider neoliberalism, the globally dominant socioeconomic model of the past 40 years. Using data from more than 160 countries, we uncover evidence that neoliberal economic structures shape equity-based distributive beliefs at the individual level. We conclude by advocating an integrative approach to the study of distributive justice that bridges micro- and macro-level analyses.

Socio-environmental considerations and organic food consumption: An empirical investigation of the attitude of Indian consumers

This study aims to examine the role of socio-environmental factors in forming a favorable attitude of consumers towards the consumption of organic foods. We developed the research instrument by pooling items from literature, followed by a pilot test. We collected the final data and statistically analyzed the same to validate the proposed model. Notably, we analyzed the proposed inter-relationships between the factors using SEM. The results suggest that the constructs of ethical beliefs, health consciousness, and concern for local farmers do have a significant and positive influence. Largely, the findings offer valuable insights to both marketers and producers in devising marketing strategies related to the promotion of organic food products in the Indian market.

Influence of Pedagogical Beliefs and Perceived Trust on Teachers’ Acceptance of Educational Artificial Intelligence Tools

Advancements in artificial intelligence (AI) have stimulated the development of educational AI tools (EAIT). EAITs intelligently assist teachers in formulating better pedagogical decisions or actions for their students. However, teachers are hardly integrating EAITs, and little is known about their perceptions of EAITs. This study seeks to identify human factors that encourage or restrict teachers’ acceptance of EAITs. We propose a revised technology acceptance model incorporating teachers’ pedagogical beliefs and perceived trust in EAITs. Survey data were collected from 215 teachers in South Korea and analyzed using structural equation modeling. The results indicate that teachers with constructivist beliefs are more likely to integrate EAITs than teachers with transmissive orientations. Furthermore, perceived usefulness, perceived ease of use, and perceived trust in EAITs are determinants to be considered when explaining teachers’ acceptance of EAITs. Among them, the most influential determinant of predicting their acceptance was found to be how easily the EAIT is constructed. Significant implications for researchers and stakeholders regarding the development and integration of EAITs are discussed.

How misinformation taints our belief system: A focus on belief updating and relational reasoning

AbstractThis commentary complements Stanley et al.'s (2022) target article by concentrating on the process of false belief construction and its associated cognitive mechanisms. It also concurs with the target article that a deeper understanding of the cognitive mechanisms by which consumers revise their truth judgments in view of new evidence is needed. Specifically, this essay develops two main dimensions: the first about what we know from the actual construction of truth judgments; the second about what we know from the cognitive mechanisms by which truth judgments are constructed. Particularly on this second dimension, I develop the idea that relational reasoning is key to understanding how individuals integrate new information within their internal belief systems. These two dimensions are both process‐minded, yet one is about how beliefs evolve over time, whereas the other is about the cognitive mechanisms that underlie belief construction. Overall, an understanding of these two elements is crucial to finding behavioral interventions that may curb the spread of misinformation.

The Relationship Between School-Based Research and Preschool Teachers' Teaching Ability: The Mediating Role of Constructivist Beliefs in Teaching.

To understand the relationship between kindergarten school-based research (SBR) and preschool teachers’ teaching ability and identify the mechanism by which SBR affects teachers’ teaching ability, a survey of randomly sampled preschool teachers in Sichuan Province (N = 625, Mage = 26.61) was conducted online using three scales assessing community learning, teaching ability and teaching philosophy. The survey results showed that the level of SBR reached the upper-middle level. The level of SBR positively predicted the teaching beliefs and teaching ability of preschool teachers. SBR influenced teaching ability through direct and indirect effects, with indirect effects accounting for 23.5% of the total effect; however, only constructivist teaching beliefs played a mediating role in the relationship between SBR and teaching ability via an indirect effect. SBR focused on improvement in teaching ability should not only examine the connection between SBR and practical problems to promote improvement in teachers’ teaching ability but also should examine the role of teachers’ beliefs and influence teachers’ teaching abilities by changing teachers’ teaching beliefs.

Pain experiences of Hindi-speaking Indian migrants in Sydney: a qualitative study

Cultural beliefs and values are increasingly understood to influence the experience of pain, health-seeking, and pain management behaviours. Research exploring cultural beliefs about pain is particularly needed for Indian migrants, who have a high prevalence of pain and are among the largest migrant communities in Australia and internationally. The objective of this study was to explore pain-related beliefs and coping strategies of Hindi-speaking Indian migrants with chronic back pain living in Sydney. Indian migrants (n = 26) completed a demographic survey, standardised pain questionnaires (RMDQ, PSEQ and BBQ) and participated in one of five focus group discussions. This cohort had low levels of disability: Mean (SD) [RMDQ 5.04 (3.2)], high self-efficacy [PSEQ 44.6 (8.8)], and relatively positive beliefs about back pain [BBQ 28.6 (4.4)]. Three categories of interconnected beliefs emerged from the focus groups: causative, treatment/coping-related, and prognostic beliefs underpinned by a core cultural belief in ‘the philosophy of Karma’. Within this core philosophy, three cultural values were central to the experience of pain and the construction of pain-related beliefs: collectivism and contribution, gendered roles, and mind-body wellness. The incorporation of holistic approaches to back pain management with an emphasis on mindfulness, exercise, and physical activity aligned with family-oriented goals could be considered for management of chronic back pain among Indian migrant communities. Contribution of the Paper•Culture seemed to influence beliefs relating to chronic back pain among Indian migrants, with a core belief in the philosophy of Karma.•Within this core philosophy, three cultural values were central to the experience of pain and the construction of pain-related beliefs: collectivism and contribution, gendered roles, and mind-body wellness.•Indian migrants living with chronic back pain could benefit from planning and delivery of an intervention involving family and community, and Yoga as an adjunct therapy along with exercise and physical activity.

Assessment of Belief Constructs to Support an Intervention in Municipal Solid Waste Separation at the Source in Low–Middle-Income Countries: Observations from the Greater Accra Region of Ghana

This article uses a modified model of the theory of planned behaviour to assess salient beliefs of household heads towards the separation of municipal solid waste at its source in the Greater Accra Region of Ghana. Structural equation modelling was used to analyse the responses of 598 household heads to a questionnaire in a cross-sectional design. Whilst the default model produced an acceptable fit to the data and explained 37% of the variance in households’ intention to separate waste at its source, the modified model with moral norms as an additional construct fitted the data excellently, explaining 52% of the variance in intention. Moral norms and perceived behavioural control were the predominant latent constructs to influence intentions. Control beliefs related to the availability of waste receptacles, provision of regular waste collection services, and access to knowledge of the separation process had the greatest tendency to facilitate households’ intentions. Pro-environmental interventions designed in a participatory manner to promote moral correctness, responsibility, respect for the environment, and positive affect may empower households to separate waste at its source. This research contributes to the development of a municipal solid waste strategy in the region, and may further support research in waste diversion and the circular economy in other jurisdictions.

An alternative to STEBI-A: validation of the T-STEM science scale

BackgroundThe Science Teaching Efficacy Belief Instrument A (STEBI-A; Riggs & Enochs, 1990 in Science Education, 74(6), 625-637) has been the dominant measurement tool of in-service science teacher self-efficacy and outcome expectancy for nearly 30 years. However, concerns about certain aspects of the STEBI-A have arisen, including the wording, validity, reliability, and dimensionality. In the present study, we revised the STEBI-A by addressing many concerns research has identified, and developed a new instrument called the T-STEM Science Scale. The T-STEM Science Scale was reviewed by expert panels and piloted first before it was administered to 727 elementary and secondary science teachers. The combination of classical test theory (CTT) and item response theory (IRT) approaches were used to validate the instrument. Multidimensional Rasch analysis and confirmatory factor analysis were run.ResultsBased on the results, the negatively worded items were found to be problematic and thus removed from the instrument. We also found that the three-dimensional model fit our data the best, in line with our theoretical conceptualization. Based on the literature review and analysis, although the personal science teaching efficacy beliefs (PTSEB) construct remained intact, the original outcome expectancy construct was renamed science teacher responsibility for learning outcomes beliefs (STRLOB) and was divided into two dimensions, above- and below-average student interest or performance. The T-STEM Science Scale had satisfactory reliability values as well.ConclusionsThrough the development and validation of the T-STEM Science Scale, we have addressed some critical concerns emergent from prior research concerning the STEBI-A. Psychometrically, the refinement of the wording, item removal, and the separation into three constructs have resulted in better reliability values compared to STEBI-A. While two distinct theoretical foundations are now used to explain the constructs of the new T-STEM instrument, prior literature and our empirical results note the important interrelationship of these constructs. The preservation of these constructs preserves a bridge, though imperfect, to the large body of legacy research using the STEBI-A.

How might values in mathematics learning affect the development of beliefs: An exploratory study with Chinese elementary students

258 Grade 3 students in a suburban primary school located in Chengdu, China responded to an open-ended questionnaire item regarding their beliefs about mathematics. The traditional beliefs attracted the most number of students, followed by integral, feeling good, and constructivist beliefs. Since the questionnaire also identified the students’ values in relation to positive mathematical wellbeing, it was additionally found that students who valued engagement highly were more likely to hold constructivist beliefs and less likely to hold traditional beliefs, compared to peers who did not value engagement as highly. Also, students who valued perseverance highly were more likely to hold integral beliefs.

Path analysis of the effect of irrational beliefs on the structures of the planned behavior model in the field of physical activity

The aim of the present study was to path analysis of the hypothesized model of the irrational beliefs on the constructs of the planned behavior model, in particular the physical activity intention, and also the prediction of the physical activity intention based on the constructs of irrational beliefs. 320 male and female students of Semnan Province were randomly selected and completed Planned Behavior and Irrational Beliefs (Ahwaz) questionnaires. A path analysis model was used to analyse the relationships between variables and calculate the direct and indirect structural effects. Also, multiple regression analysis was used to predict theoretical constructs of planned behavior using irrational beliefs dimensions. The results indicated that the hypothesized model is not in accordance with the data of this study and direct effect of irrational beliefs on subjective norms is not meaningful. By eliminating the effect of irrational beliefs on subjective norms and adding the effect of subjective norms on perceived behavioral control, a new model was obtained that was fitted with the data. Also, the results show that two variables of Demand for approval and problem avoidance were significant predictors of physical activity intention. The results of this study showed that irrational beliefs, both directly and indirectly (through attitudes and perceived behavioral control), have an effect on the physical activity intention. Therefore, it is important to reduce the irrational beliefs in order to develop the intentions of physical activity and the physical activity itself.