Field Of Educational Psychology Research Articles

UNRAVELING THE USE OF COGNITIVE AND METACOGNITIVE LEARNING STRATEGIES AMONG MOROCCAN EFL FIRST-SEMESTER UNIVERSITY LEARNERS

This study, drawing on the theory of metacognition as a lively research area in the field of educational psychology, is intended to explore the cognitive and metacognitive learning strategies (CMLSs) tapped by the English department first-semester university students in their learning practices. It is an attempt to evaluate the extent to which EFL learners resort to these ‘high-level’ heuristics for executing a diversity of learning-related tasks. To achieve this stated objective, this exploratory study targeted 63 Moroccan English department students. The data were gathered through the use of a ‘self-report questionnaire’ that addressed the learners’ recourse to (meta) cognitive learning strategies (CMLSs) along the continuum of their academic studies at the first-semester level. The outcomes reached manifestly exhibit that heavy reliance on cognitive strategies (CSs) and reduced dependency on metacognitive strategies (MSs) prototypically characterized the learners’ adopted processing modes in tackling differing learning tasks relatable to studying English as a foreign language (EFL). Hence, some actionable recommendations as well as a few limitations encountered in conducting this study are explicitly put forward.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0757/a.php" alt="Hit counter" /></p>

Participatory Research (PR) Working With Adolescent Research Assistants in a Specialist School

The SEND Code of Practice (DfE & DoH, 2015) and a growing body of literature highlight the need to “unmute” the voices of children and young people (Alderson, 2008; Christensen & James, 2008; Kellett, 2010). For clarity, the terms “child” and “children” will be used throughout this introduction to represent all individuals under the age of 18. Within educational psychology practice, emphasis is placed on gathering the views of children and representing these views fairly. This brief report describes participatory research involving a small group of adolescent research assistants in the design, analysis, and dissemination phases of a larger research project. These research assistants attended a school for students with social, emotional, and mental health needs, and many had (or were in the process of being assessed for) an Education Health and Care Plan (EHCP). Their feedback and recommendations for future researchers with regards to recruitment and participatory practices are of value to those within the educational psychology field and beyond.

A Piloting Study of Developing Social-Emotional Competence for Vietnamese High School Students

The lives and learning experiences of high school students are increasingly intertwined with online activities. With the global trend of Education 4.0, equipping students with digital skills is essential, including the capacity for online social-emotional skills. Someone with social-emotional skills knows how to turn social media into a useful tool, providing opportunities for personal development. This study focuses on developing social-emotional competence for high school students in the context of the Education 4.0 trend. The project has developed a learning program consisting of 6 common social-emotional skill themes for both virtual and real environments and implemented a test on 34 students. Using experimental evaluation methods, classroom observation, and quantitative methods were employed to assess the effectiveness of the program. The results indicate a significant improvement in students' social-emotional competence, with an average score post-experiment of 3.7397. Our experimental model also achieved 63.6% of CASEL criteria for organizing social-emotional competence. Therefore, the study has strengthened the findings and achievements in the development of social-emotional competence training in the fields of educational psychology in Vietnam.

Students’ Academic Engagement in Secondary Schools: Parental Involvement and Academic Resilience as Predictor Variables

Academic engagement is essential if students must fulfil their academic goals and key to their success. The research employed a correlational research design to assess the extent to which parental involvement and academic resilience can predict the academic engagement of secondary school students in Anambra State. The study was guided by three research questions and tested three null hypotheses at a significance level of 0.05. 19708 senior secondary class two (SS2) students made up the study's population, from which 960 samples were selected using a multi-stage simple random approach. The study employed three instruments, namely the Parental Involvement Questionnaire (PIQ), Academic Resilience Questionnaire (ARQ), and Academic Engagement Questionnaire (AEQ), which were validated by three experts in the field of Educational Psychology. To evaluate the instruments' reliability, the Cronbach Alpha technique was employed, yielding alpha coefficients of 0.72, 0.71, and 0.70 for PIQ, ARQ, and AEQ, respectively. Simple regression analysis was used to test the null hypothesis and simple correlation analysis was used to answer research questions. The results showed that academic engagement is positively correlated with parental involvement and academic resilience. It also demonstrated that parental involvement and academic resilience worked together to enhance secondary school students' academic engagement in Anambra State. The study's conclusions led to the recommendation that parents get active in their children's education to both strengthen their resilience and raise their academic engagement.

Compound factors of students’ cognitive information processing

The article presents the results of an empirical study of the intellectual and creative abilities and cognitive-activity style of students through factor analysis. First of all, we made a review of scientific works relating to intellectual and creative abilities, cognitive style, cognitive-activity style, and general learning styles. During the study, the following psychodiagnostic methods were remotely conducted to determine the intellectual and creative abilities and cognitive-activity style of 80 students of Almaty universities aged 18–22 years: “Structure of Intelligence” by R. Amthauer, “Diagnostics of Personal Creativity” by E.E. Tunic, Torrance Creativity Test and L. Rebecca’s “Identification of Cognitive Activity Style”. Factor analysis (Varimax rotation) in the SPSS program was used to determine the dimensions at the intersection of these variables. As a result, a total of 29 scales were collected into the following 8 component scales and received the following names: “cognitive-activity style”, “systemic thinking”, “intuitive ingenuity”, “persistence”, “verbal intelligence and combinatorial thinking”, “innovation”, “concentration of attention”, “systematic imagination”. These scale components were described according to their structure. The results of the study can be used by researchers in the field of educational psychology, school teachers, and university professors to determine the characteristics of students receiving and processing cognitive information.

Social Goal Orientation, Academic Engagement and Creativity as Predictors of Secondary School Students’ Academic Achievement in Mathematics in Anambra State, Nigeria

Social goal orientation, academic engagement and creativity are strong indicators and facilitators for effective learning. The association among these variables to jointly predict academic achievement has been vague and nebulous in the field of educational psychology. The study aimed to explore the students’ social goal orientation, academic engagement, and creativity as predictors of academic achievement in mathematics in Anambra State. Four research questions and three null hypotheses were formulated for the study. The study adopted a predictive correlational design. The population comprised of 21,204 SS II students from which a sample of 1560 was drawn using probability sampling procedure. Standardized research instruments such as; Social Goal Orientation Questionnaire (SGOQ), Students’ Academic Engagement Questionnaire (SAEQ) and Epstein Creativity Competencies Inventory (ECCI) developed by Epstein were used for data collection. Students’ mathematics achievement scores from the state wide promotion examination were used to represent mathematics achievement. Cronbach’s alpha was used to determine the reliability of the items in the instruments. A reliability indices were found to be .88, .82, and .92 for SGOQ, SAEQ and ECCI respectively. These scores made the instruments fit for the study. The standard multiple regression was used to analyze the collected data. The standard multiple regression was used to analyze the collected data. The research question 1 was answered using multiple regression. The research question 2 was answered using unstandardized β. The research question 3 was answered using adjusted R2. The research question 4 was answered using standardized β. The null hypothesis 1 was tested using F-test for regression model. The null hypothesis 2 was tested using t-test for adjusted R2. The null hypothesis 3 was tested using t-test for β at .05 level of significance. Findings showed that students social orientation, academic engagement and creativity scores yielded an adjusted R square of .007. This implies that predictors accounted for about 0.7% of the variance scores in academic achievement. Also, the analysis of variance indicated that the regression equation was significant in predicting academic achievement in mathematics. This implies that at least one of the independent variables significantly predicted academic achievement in mathematics. Based on these findings, it was recommended that students should consider social goal orientation, academic engagement and creativity as adaptive motivational variables that have jointly predict academic achievement. 

PSYCHOLOGICAL MECHANISMS OF COGNITIVE SUBJECTIVITY DEVELOPMENT

Relevance. The problem of the development of a personality subsystem associated with cognitive subjectivity, as well as the formation of a future officer as a subject of social and cognitive action, as a meaningful ability for self-determination and organization of the educational process, is a topical topic of psychological and pedagogical research, as well as the legitimization of a new methodology of knowledge, in areas of the learning and teaching personality. To date, there are psychological studies devoted to the study of subjectivity, cognitive activity. There is a need to explore the psychological mechanisms of the cognitive subjectivity of the individual.
 Materials and methods. The purpose of the study is to identify and characterize the psychological mechanisms of cognitive subjectivity. The study was conducted using a systematic approach, as a result of which mental phenomena that affect cognitive subjectivity were consistently studied. The interrelation and functions of psychological mechanisms for the development of cognitive subjectivity are investigated.
 Results. The main results of the work are the identified terminological, meaningful, functional and structural characteristics of the psychological mechanisms of the development of cognitive subjectivity. The results of the study can be used in conducting research in the field of educational psychology and the educational process in military institutions.

Behavioral Norms and School Climate Questionnaire

Socio-psychological characteristics of the school environment are a significant factor in the formation of students’ values, behavioral patterns, ways of relationships constructing, as well as expectations from the future. The paper describes the process of developing and validating the Behavioral Norms and School Climate Questionnaire, which allows to assess the subjectively perceived quality of the school environment from the perspective of students’ psychological safety and well-being. The questionnaire differs from the other resembling tools primarily by its creating procedure: the expertise of practicing psychologists working with teenagers in Russian schools was the basis for its development. The questionnaire includes 22 items that make up three scales: “Deviant Behavior”, “School Well-being” and “Subjective Unsafety”. The sample included 4,776 respondents. The survey involved schoolchildren aged 9 to 18 from more than 35 regions of Russia. Confirmatory factor analysis and convergent validity analysis have shown that the questionnaire has a three-factor structure and is characterized by reliability and validity, allowing it to be used for research in the field of educational psychology. It can be used in screening studies to assess the school climate and the subjective well-being of schoolchildren. Also, this tool can be used in the designing of preventive programs and interventions aimed at reducing anxiety and aggressive behavior and improving the quality of relationships within the school community, and to assess the effectiveness of the impact. The questionnaire is characterized by conciseness and ease of use. It expands the possibilities of studying the contribution of the school climate to the effectiveness of the educational process and the students’ social adjustment in the educational environment.

Scaffolding Strategy and Gender Influence in Learning Social Psychology Concepts

The concept of scaffolding has consistently been a widely explored subject in the field of educational psychology. Though a great number of research had been done in science education, there was little known about social science. To address this gap, the current study examined the interplay between gender and scaffolding on students learning of social psychology concepts. One hypothesis was that women would do better in understanding the target concept of the mere exposure effect than men did. Another hypothesis was that participants who were exposed to the scaffolding scenario designed to provide prior knowledge would be more resilient to learning the concept. In a sample of 47 young learners recruited online, aged from under 18 to 26, an anonymous online survey was used to test participants comprehension, and the results were interpreted using ANOVA analysis. Unfortunately, the results showed no significant effects of gender and scaffolding on participants understanding of the given concept. Further discussion about the possible influential factors and suggestions for future research were mentioned at the end.

The impact of Self-Efficacy on Foreign Language Performance among High School Students

In recent decades, the notions of self-efficacy and fear of failure have attracted considerable research attention in the field of educational psychology. However, research on the influence of these two variables on foreign language performance is limited, and empirical data about the potential mediating function of fear of failure in the mechanism of self-efficacy impacting academic performance is lacking. This study is conducted with Chinese high school students as the target population to investigate these two variables. A questionnaire is designed and analyzed to explore whether fear of failure mediates the relationship between self-efficacy and foreign language (FL) performance. This study finds that self-efficacy has no discernible effect on fear of failure, indicating that the indirect effect between these variables is also not significant. However, high school pupils’ performance in a foreign language is affected by their level of self-efficacy and their fear of failure, and the variables are independent of each other. Researchers believe that these two variables can be considered a set of psychological indicators of students’ perceptions of the academic curriculum, which can influence students’ foreign language performance. Furthermore, the results reveal that grade, language studied by students, beliefs about effort, and other factors also influence students’ foreign language performance.

Sigmund Tobias (1932-2023).

Memorializes Sigmund Tobias (1932-2023). A brilliant scholar and an insatiably curious researcher, as well as a kind and disciplined mentor, Sigmund Tobias contributed to American psychology and educational research by dint of his intellect, work ethic, and social values. Although his doctorate was in clinical psychology, Sig became an internationally recognized leader in the field of educational psychology. Sig published over 150 scholarly articles and was elected president of the American Psychological Association's Division for Educational Psychology in 1987. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Correlation Between Cognitive Levels of Teachers’ Questions and Response Enthusiasm of Students

Teachers’ questions and students’ responses are important interactive links in the educational process. In recent years, with the deepening of research on educational psychology, more and more studies have begun to pay attention to the influence of cognitive levels of teachers’ questions on students’ responses. However, although some studies have shown that the way teachers ask questions has a significant impact on the learning outcomes of students, there is no clear answer to the precise relationship between cognitive levels of teachers’ questions and response enthusiasm of students. In addition, existing research methods often rely too much on descriptive statistics and lack a deep understanding and exploration of correlation. This study aimed to explore the correlation between cognitive levels of teachers’ questions and response enthusiasm of students. A new method was first introduced to measure the response enthusiasm of students. Taking English teaching as an example, an evaluation model was constructed through factor analysis, and the evaluation results were analyzed through Kaiser-Meyer-Olkin (KMO) test and Bartlett’s Test of Sphericity. Then grey relational analysis was used to measure the correlation between cognitive levels of teachers’ questions and response enthusiasm of students. The results revealed that cognitive levels had a significant impact on the response enthusiasm. The findings of this study not only provide teachers with an effective strategy to enhance the learning participation of students, but also bring new theoretical knowledge and practical experience to the field of educational psychology.

Pengaruh Efikasi Diri terhadap Self-Regulated Learning

Changes in the learning process and environment can make it difficult for students to adapt to new ways of learning. Students who are able to self-regulated learning can plan, supervise, and evaluate various aspects related to the learning process. One of the factors that influence self-regulated learning is self-efficacy. Self-efficacy is a belief in their ability to perform certain tasks. This study aims to determine the effect of self-efficacy on self-regulated learning. This study used a quantitative method using a measuring instrument in the form of a self-regulated learning scale and a self-efficacy scale. Test the hypothesis in this study using a simple regression analysis. The results of the analysis show a significance value of 0.000 <0.05, so it can be concluded that there is a significant influence between self-efficacy on self-regulated learning. The value of the coefficient of determination is 0.392, so it can be concluded that self-efficacy has an effect of 39.2% on self-regulated learning, where 60.8% is influenced by other variables that the researchers did not examine. Implication of this research in the field of educational psychology in providing a deeper understanding of the effect of self-efficacy on self-regulated learning in changing learning situations

Self-regulated Learning and Second Language Writing: Fostering Strategic Language Learners (Book Review)

Over the past 40 years, experts in the field of educational psychology have conducted extensive research on self-regulated learning (SRL) as a learning theory. The theory of SRL refers to a learner’s ability to understand and control their learning environment through goal setting, self-monitoring, self-instruction, and self-reinforcement in order to succeed in their studies (Schraw et al., 2006). Teachers who understand the application of self-regulated learning strategies may help their students gain important insight for transferring knowledge, skills, and abilities from one field to another. Furthermore, it helps the students prepare for lifelong learning and become autonomous learners. In her recent book Self-regulated Learning and Second Language Writing: Fostering Strategic Language Learners, Lin Sophie Teng explains the principles of using SRL theory in language learning, specifically through the application of SRL to students in a second language (L2) writing class. The book offers valuable knowledge for teachers to understand how to foster integrated strategies of SRL and language learning strategies in all of their students to succeed in language learning. [First paragraph]

Liberal Educational Implications of Deweyan Objections to the Concept of Reflex Arc

The term ‘reflex arc’ is used in psycho-physiological theory such that the sensory-motor mechanism has a shape of an arc from the sensory nervous system to the motor nervous system via the brain and spinal cord. As experimental psychology has emerged and developed, such a reflex arc mechanism has come to be seen as an extremely basic explanation model of explaining the sensory-motor process. Thorndike had positively theorized the reflex arc model by applying it to the field of educational psychology, while Dewey objected thereto. The reflex arc theory of Thorndike was largely accepted by educators during the middle and later periods of twentieth century, but Dewey’s objections thereto did not exert any touchable practical effect. Here, pro and con positions to the reflex arc model will be presented, particularly in the field of education, by citing Thorndike and Dewey, respectively. Deep consideration will be given to what implications such reflex arc-related pro and con positions have as to education as such, while the way and the results of building the education as science on the model of reflex arc being tested and evaluated. The genuine science of education turns out to conform in purpose to that of liberal education as such, so that in-situ educators of liberal education serve important roles in realizing such a science, and act as a specialist-practitioner. This study argues that the improper implications of the reflex arc model to education could be dissolved or removed by understanding and encouraging holistic transactions between the teacher-learners as well as between the peers.

Measuring students’ coping with the Brief COPE: An investigation testing different factor structures across two contexts of university education

Appropriate instruments are required for professionals in the field of educational psychology to measure students’ strategies to cope with stress. As the results of previous studies are inconsistent, the purpose of the present manuscript was to examine the factor structure of the situational version of the Brief COPE as an economic and flexible coping measure to be used in the domain of university education and health psychology. In a sample of 508 university students, three factor structures were compared across two contexts of university education. Results show that a hierarchical two-level factor structure fits the data best, with relatively stable coping dimensions at superordinate levels and a variety of specific strategies and acts at subordinate levels. The findings support the applicability of the situational version of the Brief COPE in research and non-clinical practice.
 Received: 11 November 2021Accepted: 16 January 2023

Psycho-Personological Correlates of Academic Help-Seeking Among In-School Adolescents

In the field of educational psychology, seeking academic help is a proven success strategy. This study examined the influence of emotional stability, self-esteem, and gender on academic help-seeking among in-school adolescents in Osun state. The descriptive correlational research design was used. The multi-stage sampling method was used by the researchers. Four hundred (400) in-school adolescents were used for the study. The data for this study were gathered using three reliable and standardized instruments: The Academic Help-seeking Behavior Rating Scale (α = .77), the Emotional Stability Scale (α = .88), and Self-esteem Scale (α = .72). The results demonstrated a substantial correlation between academic help-seeking among in-school adolescents and emotional stability (r = .146; p<.05), self-esteem (r = .207; p<.05), and gender    (r = .025; p>.05) which was not significant. All the independent variables jointly contributed to academic help-seeking among in-school adolescents. Self-esteem made the most significant contribution (β = .249; t = 5.049; p<0.05) to academic help-seeking followed by emotional stability (β = .198; t= 4.016; p<0.05) and Gender (β = .032; t = 6676; p>0.05). It was recommended that educational psychologists should assist in raising awareness and providing counseling to students who have poor or low academic help-seeking behavior.

Disadvantage, educational social mobility and barriers to student engagement: An exploration of the Psychosocial and Academic Trust Alienation theory across educational practice

This article explores the original concept of the Psychosocial and Academic Trust Alienation theory across the education sector, specifically focusing on barriers to student engagement for disadvantaged students and educational social mobility. It begins with an examination of the terms `disadvantage and educational social mobility' followed by a discussion of the context of the educational experiences of disadvantaged students aged 0-19 years old in the UK. An exploration and definition of the PATA theory and the subsequent links to barriers to student engagement in educational practice is then presented. Subsequently, age-appropriate case vignettes demonstrating how the PATA theory can be identified or experienced in practice are presented. Thereafter, practical teaching and learning strategies based on the concepts of the PATA theory for educators, leadership teams and Governments can be found. These strategies aim to stimulate educational pedagogy when supporting the most disadvantaged students in education. Therefore, the contribution of this article to the field of educational psychology is firstly, the acknowledgement of the presence of the PATA theory across educational age ranges, secondly it provides insights into the educational psychological barriers to engagement for the disadvantaged student demographic, and thirdly it proposes practical strategies for supporting disadvantaged student progression thus contributing to educational social mobility.

Attending to Motivation During Vocabulary Interventions for Students With or at Risk for Learning Disabilities

Evidence indicates that well-planned vocabulary interventions can be highly effective in helping students with language-based learning disabilities to develop the necessary vocabulary skills for literacy success. Although many researchers recognize the general importance of attending to psychological factors such as student motivation in developing successful interventions, the role that these factors play in vocabulary interventions designed specifically for students with learning disabilities has not yet been sufficiently considered. In this review, we synthesized the extant literature regarding when and how motivational components are addressed in vocabulary interventions for P–12 students with or at risk for learning disabilities. We found that successful vocabulary intervention programs for this student population most frequently address motivation through the constructs of goal setting and interest. Furthermore, operationalizing terms such as “motivation” (and related constructs) using theories established in the field of educational psychology may allow researchers to develop interventions that have positive, long-lasting impact by encouraging students with learning disabilities to persist at challenging tasks and by enabling them to more clearly see linkages between vocabulary learning and their personal and career goals.

Factors affecting Malaysian ESL teachers' behavioral intentions for technology use in the post-COVID-19 era.

This study aimed to investigate English as a Second Language (ESL) teachers' technology acceptance levels and to identify the factors affecting their behavioral intentions (BI) with respect to technology use in the post-COVID-19 era. A cross-sectional survey of 361 Malaysian ESL teachers was conducted. Participants were recruited via convenience sampling, and they answered an online survey questionnaire that was designed with reference to past studies. The collected data were analyzed via descriptive statistics, Pearson's correlation, and multiple regression analyses. The findings revealed that Malaysian ESL teachers generally had a high level of technology acceptance in the post-COVID-19 era. Their BIs had a significant relationship with three factors: performance expectancy (PE), effort expectancy (EE), and social influence (SI), of which EE was identified as the most significant factor influencing their BI with respect to technology use in the post-COVID-19 era. Conversely, the presence of facilitating conditions did not have a substantial connection with ESL teachers' behavioral intentions for technology use after the pandemic, despite the fact that there was weak positive relationship with each other. This study provides insights for the field of educational psychology by identifying the current trends in ESL teachers' behavioral intentions in adopting technology in the post-COVID-19-era ESL classrooms. The findings of this study may also support investigations into technology acceptance in ESL teaching, illustrating a growing need to provide adequate educational and technological tools, resources, and facilities to facilitate the delivery of lessons by ESL teachers. Future studies should conduct longitudinal research and investigate more variables from different technology acceptance models.