Implications For Education Research Articles

Identifying Emotional Patterns in Young Musicians and Their Impact on Music Performance

This study explores the emotional patterns experienced by young musicians before performing and examines how their emotional beliefs influence these pre-performance emotions. A total of 320 students aged 10 to 18 years participated, recalling their most recent concert memory through a guided imagery induction. A selection of 10 emotional patterns was used to assess their feelings, and they selected Happy, Sad, Courageous, Angry, Elated, Inquisitive, Bored, Calm, Tired, and Afraid. They also responded to questions about their opinions regarding musical performance nervousness (MPN), including MPN utility, MPN regulation, and audience attitude. The cluster analysis revealed distinct emotional profiles categorized into Llow MPN, Moderate MPN, and high MPN. Findings showed that beliefs regarding the negative impact of MPN, perceived inefficacy in managing anxiety, and pressure from an unsupportive audience were associated with high and moderate MPN profiles. The study discusses the practical implications for music education based on these insights.

Poor housing conditions in adolescence and housing hardship in adulthood: A longitudinal mediation analysis

Despite a growing body of literature on housing and its immediate effects on various life outcomes, little is known whether poor housing conditions in adolescence are related to housing outcomes in adulthood. This study examined the association between poor housing conditions in adolescence and housing hardship in adulthood, as well as the potential mechanisms underlying this association. We utilized data from the National Longitudinal Study of Adolescent to Adult Health to investigate whether poor housing conditions in adulthood are longitudinally associated with housing hardship in adulthood. Moreover, we conducted formal mediation analyses, considering financial, educational, health, and behavioral factors to elucidate the mechanisms involved. Poor housing conditions in adolescence were positively associated with housing hardship in adulthood. Although the association appeared more pronounced for women than for men, this gender difference was not statistically significant. Educational attainment was the most significant mediator for both men and women. Financial, health, and behavioral factors played minimal or no mediating roles. The findings of this study suggest that improving housing conditions during adolescence and addressing the educational implications of poor housing conditions emerge as potential strategies for interventions aimed at promoting housing stability in later life.

Exploring students’ perceptions and affordances of Google docs-supported collaborative writing

ABSTRACT Purpose Despite substantial research on students’ perceptions of collaborative writing, only a few studies have provided a deep understanding of their perceptions and attitudes toward computer-supported collaborative writing (CSCW). Previous studies have examined learners’ perceptions and attitudes using questionnaires or interviews at a specific time, typically near the end of the study. Design This mixed method study employed both qualitative and quantitative data and investigated 21 advanced English as foreign language (EFL) learners’ perceptions of collaborative writing, and how these changed after using Google Docs (GD). It also elicited students’ perceived affordances and constraints in using GD for either facilitating or hindering CW. The study used pre – and post-questionnaires, semi-structured interviews, and students’ online GD practice. Findings The results revealed that using GD improved perceptions of CW and increased awareness of its benefits. Interestingly, the perceived challenges of CW changed significantly, indicating that GD may have addressed some of these challenges. Further, the analysis revealed that students perceived GD’s pedagogical and technological affordances, but not its social affordances. While they appreciated how GD’s sharing, editing, visualization, and feasibility features facilitated CW, they did not find it beneficial for social interaction. Several pedagogical implications will be discussed.

Internal structure validity of the Self Description Questionnaire II and latent academic self-concept profiles of 9th grade students

The study was designed in two parts. First, we assessed the internal structure validity, measurement invariance across gender, and reliability of scores on the Slovenian version of the Self Description Questionnaire II (SDQ-II) in a sample of 9th grade students from Slovenian primary schools (N = 370). The modified nested Marsh/Shavelson model fit the data best, while measurement invariance across gender was not supported. In the second part, we used latent profile analysis to investigate different profiles of students' academic self-concept. We identified five distinct and interpretable profiles that differed by profile level (high, medium, and low academic self-concept) and profile shape (high academic self-concept in one domain vs. low academic self-concept in another). Subsequent covariate analysis revealed meaningful differences between latent profiles by gender and in overall and three subject-specific school grades (math, Slovenian, geography). The psychometric properties of the SDQ-II and individual differences in academic self-concept are discussed. Educational relevance and implications statementThis study has important educational implications for researchers, teachers and school counsellors. The Slovenian version of the SDQ-II questionnaire was validated, providing a reliable tool for understanding the adolescents' academic self-concept (ASC). The identification of ASC profiles supports personalized teaching strategies and emphasizes the link between ASC and academic achievement, highlighting the importance of fostering students' self-concept. It also expands the understanding of ASC profiles in students by uncovering qualitative, i.e. different patterns of profiles for domain-specific self-concepts, and quantitative differences, i.e. different profile levels from low to high self-concepts.

A multigroup random-intercept cross-lagged panel model for Finnish secondary school students in frame of situated expectancy-value theory

The aim of this study is to examine both within-person and between-person associations of academic self-concept and task values in literacy and mathematics to identify the most promising motivational construct to prevent motivational decline during school transitions. The sample included 3636 students (average age at the start: 15.73 years, SD: 0.32 years) followed up three times from lower secondary school (T1) to the third year (T3) of upper secondary education, either in vocational or academic tracks. Multi-group random intercept cross-lagged panel models detected several spillover (cross-lagged) effects between self-concept and task values in mathematics but not in literacy. There were also marginal but significant differences between students from different educational tracks in both subjects. Overall, utility value and academic self-concept in mathematics were found to be the most promising motivational constructs in changing motivational beliefs, thus presenting important starting points in motivational interventions. Educational relevance and implications statementThis study highlights that spillover effects are more pronounced in maths than in literacy, emphasising the need for tailored interventions in mathematics education. Moreover, the potential disruption in students' motivational beliefs during school transitions suggests the importance of ensuring continuity in support to help mitigate the impact of these transitions. While our results indicate limited carryover effects, it is possible that school transitions are experienced as breaks in motivational development. The role of utility value in exhibiting spillover effects over school transitions in both maths and literacy suggests the significance of emphasising the practical relevance of academic subjects to sustain students' motivation. Additionally, recognising the superior role of academic self-concept in maths in spillover effects on task values underscores the importance of nurturing students' confidence and beliefs in their own mathematical abilities.

Differences between Chinese and Western English-speaking teachers in providing disagreement in EFL teaching in China

ABSTRACT Disagreement is face-threatening but necessary for teachers to correct errors and prompt learning. However, little research has examined how teachers employ disagreement as feedback, especially from a multimodal perspective. This study investigated the differences in linguistic markers (LMs) and accompanying nonverbal behaviours (NVBs) associated with disagreements between Western English-speaking teachers (L1 teachers) and Chinese English teachers (L2 teachers). The classes of four L1 teachers and four L2 teachers were video-recorded and analysed. Follow-up interviews were analysed to examine the possible factors pertaining to the differences between the two groups. The results showed that both groups preferred to employ questions and counterclaims but differed in terms of the forms or contents they used. L1 teachers tended to use downtoners and humour as mitigators, while L2 teachers were inclined to employ token agreements and partial agreements. Smiling and gazing were the primary accompanying NVBs employed by the L1 teachers, whereas gazing and postures dominated the L2 teachers’ data. Possible factors for such differences were identified, such as perceived students’ needs and views on the functions of disagreements. The pedagogical implications for L1 and L2 teachers are also discussed.

B - 22 Self-Reported Traumatic Brain Injury and its Biopsychosocial Risk Factors in Siblings of Individuals with Neurodevelopmental Conditions

Abstract Objective Siblings of individuals with neurodevelopmental conditions (NDCs) are situated within a complex system of transdiagnostic risk and resilience factors for poor psychosocial, cognitive and behavioral outcomes. Many such factors experienced by NDC siblings overlap with risk for traumatic brain injury (TBI) and correlate with poorer recovery trajectories. Method With data from an online self-report survey, the present study used Bayesian analyses to characterize and compare TBI and biopsychosocial risk factors amongst 632 siblings (207 NDC, 425 controls; mean age 20.54 years, range 10–30, 78.48% female), and examine correlations between clinical, biological, and social determinant of health variables. Results NDC siblings had a higher self-reported lifetime history of TBI compared to controls (14.98% versus 6.35%), with most NDC siblings reporting more than one TBI, and at an earlier mean age. TBI history was associated with psychiatric diagnoses and subclinical NDC features, including hyperactivity and impulsivity, inattention, conduct problems, and autistic traits. Family and structural factors related to TBI included poorer parent–child relationship, NDC diagnoses of autism or fetal alcohol spectrum disorder, minority ethnicity and lower income. Conclusions Findings have important clinical and policy implications for health literacy, TBI education and screening, development of prevention and intervention strategies, and implementation of family support to target social and structural determinants of health impacting NDC sibling wellbeing.

Students’ reading self-concepts at an institution of higher learning in South Africa

Background: South Africa’s reading problems are evident in tertiary education, particularly among students studying in a foreign language. Therefore, many reading researchers in South Africa have argued that poor reading skills among tertiary students are a direct result of poor reading skills at school. Some research has found that psychological factors such as test anxiety, self-concept, and attitude have a negative and significant impact on student academic performance.Objectives: Therefore, the current study focuses on self-concept as it specifically explores university students’ self-perceptions as readers.Method: The study followed a qualitative research approach, and a case study design was deemed relevant for the study. A targeted sample of 65 respondents was selected to answer the open-ended questionnaire. Thematic analysis was used to analyse the collected data.Results: The findings showed that university students defined themselves as readers in different ways and their reading self-concepts were based on their reading behaviour. The students specifically described themselves as readers who enjoy reading, analytic readers, or reluctant readers with poor and slow reading abilities displaying inconsistent reading habits; they admitted that they only read for academic purposes including tests and exams.Conclusion: Students’ reading self-concept has implications for reading instruction, student support, choice of reading material, reading motivation, and syllabus design.Contribution: The findings of the study provide data that could create English lecturers’ awareness of their students’ reading self-concepts so that they could change their students’ reading culture.

Using Overture to enhance students’ aural musical skills and motivation in learning

Aural musical skills are a compulsory course for music students, but studies show that students are weak in this area due to unattractive and ineffective teaching methods. This study investigated the effects of Overture on enhancing the aural musical skills of students in China. In addition the study also investigated whether the utilization of Overture can enhance students' motivation to learn aural musical skills. This quasi-experimental study only used quantitative data. The researchers chose 70 first-year Chinese music students as an intact group sample, from Hunan City University in China, The experimental group was taught using the Overture method, while the control group was taught using the conventional method. The intervention was for eight weeks. The researchers used pre-test, post-test, and questionnaires on learning motivation as instruments to collect the data. The data was analyzed using the SPSS program for Windows, version 25 (ANCOVA test). The results indicated that the experimental group performed significantly better and outperformed the control group in their overall scores in aural musical skills, melodic intervals, rhythmic patterns, monophonic music, and two-voice music, The experimental group also showed significantly higher motivation than the control group. In terms of pedagogical implications, this study suggests that music lecturers need to consider using Overture as an alternative method to improve aural musical skills among students and they have to be trained on how to utilize Overture for teaching music.

Relations between dimensions of self-perceptions and academic achievement in Chinese children: A cross-lagged panel analysis.

The goal of the present study was to examine the associations between different dimensions of self-perceptions and academic achievement in Chinese children. Participants were 604 children in Grades 4-7 attending primary and middle schools in mainland China (342 boys, 262 girls; Mage = 11.25 years). Measures of children's self-perceptions and academic achievement were collected via self-reports and school records at two time points over one academic year. Results from cross-lagged panel analysis indicated that after controlling for the effects of gender, grade, and stabilities, Time 1 perceived scholastic competence positively predicted Time 2 academic achievement (β = .08, p < .05), and Time 1 academic achievement predicted Time 2 perceived scholastic competence (β = .10, p < .05). Time 1 perceived athletic competence negatively predicted Time 2 academic achievement (β = -.08, p < .01). The findings provide evidence that self-perceptions have different facets and are differently associated with academic achievement and emphasize the reciprocal predictive relations between perceived scholastic competence and academic achievement and the negative impact of perceived athletic competence self-perception on academic achievement. The implications of these results are discussed in the context of self-development and academic performance within Chinese culture, as well as their educational implications for school practices. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Language exposure and Chinese character handwriting among Hong Kong non-Chinese speaking students: The mediating role of academic self-concept

This study aimed to investigate the relationship between language exposure and Chinese character handwriting (CCW) among 103 non-Chinese speaking (NCS) students in Hong Kong. Specifically, it examined the impact of academic self-concept, including students’ self-perceptions of their Chinese character competence and affect, on the complex learning process of CCW in a multilingual context like Hong Kong. NCS students were invited to complete a writing-to-dictation test, a questionnaire on CCW exposure outside of the classroom, and a self-description questionnaire of academic self-concept. Path analysis was employed to analyse the path models within the constructs. The results revealed that language exposure had both direct and indirect effects on CCW through academic self-concept. Notably, the effect of language exposure on CCW was strongly mediated by competence self-concept but not affect self-concept. This suggests that NCS students evaluate their competence in producing desired outcomes within exposure environments based on their own self-perceptions. Drawing on these empirical findings, the article discusses the educational implications for Chinese as a second language learning and teaching. It emphasizes the significance of tailored instructional methods that can enhance the competence and affective self-concepts of NCS students. By implementing such approaches, students will be better equipped to integrate into diverse multilingual societies.

The impact of self-efficacy and self-regulated learning strategies on students’ achievements in STEM disciplines

ABSTRACT This study examines the relationships between self-regulated learning (SRL) strategies, self-efficacy (SE), and performance in STEM disciplines, including mathematics, biology, and physics. Participants included 243 high-school students from 10th-12th grades. Data were collected through self-efficacy and SRL strategies questionnaires. We used structural equation modelling (SEM) to understand the correlations between students' SE, use of SRL strategies (i.e., organization [ORG], metacognition [MC], and critical-thinking [CT]), and STEM-achievements. The findings revealed that students' SE was directly and indirectly related to students' STEM-achievements. Students' MC and CT strategies were found to mediate the link between students' SE and STEM-achievements. SE, ORG, and CT factors accounted for 47% of the variance in STEM-achievements. In addition, SE and MC factors accounted for 44% of the variance in CT. There were no-significant direct relations between ORG and MC strategies to STEM-achievements. The study's findings have practical implications for teachers, curriculum developers, and educators.

Evidence-based educational interventions to reduce intergroup bias among young children in conflict zones

Biases towards conflict out-groups pose significant barriers for conflict resolution. These biases can perpetuate social divisions, hinder positive intergroup relations, and impede long-term peacebuilding efforts. Therefore, intervening early, before biases are fully formed, is necessary. This article reviews existing knowledge and presents a research synthesis of effective educational interventions aimed to improve intergroup attitudes of young children (preschool and elementary school age) living in conflict zones towards the conflict out-group. The literature review includes interventions that have been implemented to address intergroup bias among such children. This review identifies effective strategies in existing literature and highlights areas for further research and development. These interventions provide practical strategies to reduce intergroup bias among children and foster positive intergroup relations; as such, they hold significant implications for educators, practitioners, and policymakers working in conflict zones. However, more longitudinal studies are needed to assess the long-term effects of interventions and their impact on sustained attitude change. Moreover, interventions should be tailored to specific conflict contexts, considering cultural nuances and local dynamics. Overall, the present article may contribute to our understanding of how to effectively intervene and moderate intergroup biases and negative attitudes among children living in conflict contexts before biases become stronger and more fully formed in adulthood.

Exploring the interplay between enjoyment, anxiety, ideal self, and willingness to communicate in EMI higher education

AbstractLearning academic disciplinary knowledge through English as a medium of instruction (EMI) in higher education can be emotionally taxing. However, compared to the bulk of studies investigating the role of emotions in language learning, research that explores students’ emotional experiences in EMI contexts remains scarce. Drawing on a sample of 746 undergraduate students at an EMI university in China, the present study disentangles how two heavily researched emotions (i.e., enjoyment and anxiety) affect students’ learning motivation and willingness to communicate (WTC) inside and outside of EMI classrooms. Students’ motivation is conceptualized through the notion of ideal self to represent their aspired future self‐image as competent language users (ideal L2 self) and subject experts in the field (ideal disciplinary self). Results from structural equation modeling analyses highlighted enjoyment as a strong positive predictor for both ideal selves and WTC. In contrast, anxiety failed to predict neither ideal L2 self nor ideal disciplinary self but had a negative effect on WTC. The two types of ideal selves were found to differ in their respective impact on students’ WTC inside of EMI classrooms yet neither predicted WTC outside of classrooms. Pedagogical implications for EMI teaching and learning are provided.

Teachers’ Strategies for Improving ESL Learners’ Speaking Skills

The study examines the perception of Nepalese English teachers on the strategies employed to enhance ESL learners’ speaking skills. To gather insights and experiences, interviews were conducted with two secondary-level English teachers from schools in the Kathmandu valley. The findings reveals that creating a supporting learning environment and utilizing different teaching strategies, such as task-based learning and communicative language teaching are crucial for improving students’ speaking abilities. The study also highlights how socio-economic and cultural factors influence language learning, underscoring the need for the inclusive and equitable educational practices. Despite the study’s contributions to understanding effective ESL teaching practices and its practical implications for educators and policymaker, effective reading strategies are underestimated. The study emphasizes the importance of adopting effective teaching strategies and fostering supportive learning environments to enhance ESL learners’ speaking skills and confidence in using English.

The longitudinal development of argumentative writing in an English for academic purposes course in Japan

Recent advances in second language (L2) writing pedagogy have placed argumentative writing at the center of the agenda for classroom instruction and research owing to its perceived advantages for developing learners' language, reasoning, and thinking skills. Along with this trend, the assessment of argumentative writing in terms of both structure (i.e., formal elements) and substance (i.e., argument quality) presents challenges and opportunities. In addition, relatively few studies have looked closely at the longitudinal development of argumentation in L2 writing and their range of geographic contexts is limited. Therefore, this classroom study aimed to track the development of students’ argumentative writing over one year of instruction in an English for Academic Purposes (EAP) course at a Japanese university. Samples of argumentative writing were collected from eighteen student writers using a counterbalanced, pretest, posttest, delayed posttest design. These were scored using an analytic rubric that integrates Toulmin-like elements and argument quality. A significant gain was found between the pretest and delayed posttest, which amounted to a 20% score increase. However, progress was also found to vary according to argumentative elements. This development is discussed in terms of teaching practices adopted in the EAP course, including the pedagogical implications of using the Toulmin model in L2 argumentative writing instruction. Limitations including measurement reliability are also considered.

Examining the adoption of technology-enhanced learning in universities and its effects on student performance, satisfaction, and motivation

The integration of technology in Higher Education has witnessed substantial growth in recent years. While extensive research has explored the collective educational implications of Technology-Enhanced Learning (TEL) at universities, there remains an incomplete understanding of its effects on individual students when viewed through the lens of Person-Environment misfit theory and technostress. This paper aims to fill this gap by examining the impact of student and university misfit when adopting TEL and technostress on students' performance, satisfaction, and motivation. Utilizing a quantitative survey, we gathered data from a sample of 332 Higher Education students in the UK. The results reveal the significant influence of student and university misfit in adopting TEL on academic performance, satisfaction, and motivation. Moreover, the findings highlight the mediating role of technostress in these intricate relationships. Our research indicates that technostress stems not from the use of technology itself but from the misfit between students and the university learning environment. To address this, universities should enhance students' sense of belonging by offering additional pastoral and academic support. Moreover, providing training to boost students' digital confidence and skills is crucial. Creating a psychologically healthy technology-enhanced learning environment will ensure a more pleasant learning experience, alleviating student technostress.

Explaining the penetrating role of technology in online foreign language learning achievement

AbstractThis study aims to integrate the technology acceptance model, classroom environment theory, and positive psychology theory to explore the relationships among learners' technology acceptance (TA), perceived online classroom environment (POCE), emotional states (enjoyment, anxiety, boredom, and burnout), and academic achievement in online classes. Six hundred and sixty‐two university students learning Chinese as a foreign language participated in the survey and completed the reading test. The results of partial least square‐structural equation modeling reveal that TA influences reading achievement directly and indirectly through anxiety (with the reversed mediating effect) and enjoyment, and the online classroom environment mediated the relationship between TA and learning emotions (except anxiety). These findings suggest that technology factors may shape the affordance of online classrooms and penetrate environmental and emotional variables to impact FL learning outcomes. Multigroup analysis with different self‐online learning time underscores that enjoyment and anxiety differ in two different effect paths (POCE‐enjoyment) and (TA‐anxiety), implying enjoyment may be more environment‐related while anxiety may be more technology‐related in the online foreign language classroom. This study provides both theoretical and pedagogical implications.

Simple techniques to bypass GenAI text detectors: implications for inclusive education

This study investigates the efficacy of six major Generative AI (GenAI) text detectors when confronted with machine-generated content modified to evade detection (n = 805). We compare these detectors to assess their reliability in identifying AI-generated text in educational settings, where they are increasingly used to address academic integrity concerns. Results show significant reductions in detector accuracy (17.4%) when faced with simple techniques to manipulate the AI generated content. The varying performances of GenAI tools and detectors indicate they cannot currently be recommended for determining academic integrity violations due to accuracy limitations and the potential for false accusation which undermines inclusive and fair assessment practices. However, these tools may support learning and academic integrity when used non-punitively. This study aims to guide educators and institutions in the critical implementation of AI text detectors in higher education, highlighting the importance of exploring alternatives to maintain inclusivity in the face of emerging technologies.

Breathing democratic air: North Korean refugees’ journey to sociocultural learning about democracy

This study investigates the acquisition of normative knowledge and values about democracy by North Korean refugees in the United States through everyday experiences and academic concepts. Drawing on Vygotsky’s sociocultural theory, which posits that knowledge is socially constructed and forms the basis of a society’s culture, an analysis is conducted on the sociocultural learning experiences of democracy among North Korean refugees. Utilizing Clarke’s situational analysis of interview transcripts, various scenes of sociocultural learning about democracy and the interpretation of these experiences by North Korean refugees compared to their past in North Korea are uncovered. A common space (e.g. ESL courses) for teaching refugees about democracy can serve as a valuable platform for non-traditional, adult refugee learners, regardless of their educational background, affordability or status. The study’s findings underscore the significance of providing refugees with opportunities for democratic education in a new cultural context, with potential implications for democratic citizenship education.