Constructivism as an approach in educational psychology Luis Ernesto Paz Enrique; María Luisa Leyva Hernández
Revista Digital Internacional de Psicología y Ciencia Social (Online),
11/2022, Letnik:
8, Številka:
2
Journal Article
Recenzirano
Odprti dostop
Constructivism as a psychopedagogical perspective does not in itself constitute a specific paradigm or theory. This is evident in the published scientific literature where there is no consensus ...regarding the conceptualization of the constructivist approach. It is based as a referential - explanatory framework in the field of education. It takes as a principle that the subjects of the teaching process build a large part of what they learn and understand. This perspective leaves the authors Piaget and Vygotsky with the theory and research on human development. The present study focuses on analyzing the perspective raised by the authors Urrutia-Aguilar, Jaimes-Medrano and Aburto-Arciniega (2022) on the resilience of high school teachers. In the study are not analyzed the potentialities of constructivism as a perspective in educational psychology. This would have favored the continuity of the educational teaching process. Consequently, there is a set of paradigms and theories that favor autonomous learning, mainly for high school students.
A 3 × 2 Achievement Goal Model Elliot, Andrew J.; Murayama, Kou; Pekrun, Reinhard
Journal of educational psychology,
08/2011, Letnik:
103, Številka:
3
Journal Article
Recenzirano
In the present research, a 3 × 2 model of achievement goals is proposed and tested. The model is rooted in the definition and valence components of competence, and encompasses 6 goal constructs: ...task-approach, task-avoidance, self-approach, self-avoidance, other-approach, and other-avoidance. The results from 2 studies provided strong support for the proposed model, most notably the need to separate task-based and self-based goals. Studies 1 and 2 yielded data establishing the 3 × 2 structure of achievement goals, and Study 2 documented the antecedents and consequences of each of the goals in the 3 × 2 model. Terminological, conceptual, and applied issues pertaining to the 3 × 2 model are discussed.
The growth mindset is the belief that intellectual ability can be developed. This article seeks to answer recent questions about growth mindset, such as: Does a growth mindset predict student ...outcomes? Do growth mindset interventions work, and work reliably? Are the effect sizes meaningful enough to merit attention? And can teachers successfully instill a growth mindset in students? After exploring the important lessons learned from these questions, the article concludes that large-scale studies, including preregistered replications and studies conducted by third parties (such as international governmental agencies), justify confidence in growth mindset research. Mindset effects, however, are meaningfully heterogeneous across individuals and contexts. The article describes three recent advances that have helped the field to learn from this heterogeneity: standardized measures and interventions, studies designed specifically to identify where growth mindset interventions do not work (and why), and a conceptual framework for anticipating and interpreting moderation effects. The next generation of mindset research can build on these advances, for example by beginning to understand and perhaps change classroom contexts in ways that can make interventions more effective. Throughout, the authors reflect on lessons that can enrich metascientific perspectives on replication and generalization.
Public Significance Statement
Research on growth mindset-the belief that intellectual ability can be developed-has found that a growth mindset can lead to greater resilience and academic achievement among students facing difficulties. The present article reviews the evidence and shows that highly quality studies, and independent analyses, have supported the conclusion that growth mindset effects are replicable, meaningful, and theoretically grounded, but interventions targeting teachers (rather than students) have not yet been effective. The article concludes with a discussion of why it has been difficult to change teachers or schools and why new research is needed on this topic.
Der Band bündelt die vielfältigen Forschungsergebnisse im Handlungsfeld Schulsozialarbeit der vergangenen Jahre im deutschsprachigen Raum und stellt diese systematisch zusammen. Dies bietet die ...Chance, bisher eher isoliertes Wissen zugänglich zu machen und für fachliche Reflexion und Weiterentwicklung zu nutzen. Die Beiträge beruhen auf qualitativen und quantitativen Studien, die zentrale Fragestellungen zum professionellen Handeln und dessen Steuerung, zur Adressat*innenperspektive, zur Mitgestaltung von gesellschaftlichen Herausforderungen sowie zur Schulsozialarbeit in ihren Außenbezügen thematisieren.
The paper is focused on the area of pupil education and emphasizes the need for its appreciation. Education is not only a matter of school, but of whole society. But school and teachers have a ...specific role and responsibility. The reality is that in schools we can see an increase of unwanted pupils' manifestation that need to be inhibited. What is expected of present and future teachers is highlighted in the paper, e.g. emotionality of education, more comprehensive approach to the pupil and their correct diagnostics, etc. Focusing on these and other areas helps schools remove aggression. In this context, the paper describes some psychological theories of aggression: biological theory, theory of frustration, cognitive-behavioral theory and integrative theory. In conclusion, the authors emphasize the idea that reality is such that present times devalue moral and other values of people. Because of this we have to strengthen the educational work.
Communication drills a strategic direction of the management of the Faculty of Agriculture, within the University of Agricultural Sciences and Veterinary Medicine, to support the first-year students ...that are exposed to the risk of university dropout, belonging, in particular, to the disadvantaged groups. The target group was formed in the university year 2017-2018 out of a number of 150 students, who met the criteria of the project.Among these, 77 students (48 %) got grades of 7 or below 7 at the Baccalaureate; 77 (51,3 %) belong to monoparental , low income families or with parents who work abroad; 83 (55,3 %) come from the countryside; 10 (6%) are orphans of one parent or both parents; 2 (0,13) have been in foster care, orphanages or similar institutions. Moreover, older research (Stanciu &al, 2011) showed that the main problem the first-year students have to face in their effort to fit into the academic work is the lack of skills of efficient learning (almost 78%).The courses of action for diminishing university dropout were the following: the awareness of the age and individual peculiarities of the students; the emphasis of the teaching-learning-assessment process on the student; the initiation and the running of social-emotional development programmes; the individualized counseling of the students for facing the accommodation problems which may occur during the first years of the bachelor studies; the familiarization with the efficient learning techniques which may break new grounds toward lifelong learning; the learning of efficient communication techniques; the involvement in volunteering actions; the development of a partnership between the family, the university, the community and the economic entities.
On a recent thesis supported analyzes the real actors in charge of personal work assistance in seven colleges in priority education. A questionnaire distributed to 1638 middle school students focuses ...on the different support systems and the actors who fight against failure, school dropout, and inequalities. How much does personal work help to different stakeholders? Is the discourse on externalised aid as a means of reducing inequalities and social justice justified? The theoretical framework is the work of Houssaye (2011), Maubant (1999), Meirieu (1998) and Zakharchouk (2011). The results of the statistical processing software Spad 7 show the various actors involved in helping school work, of which a very significant proportion of families from working-class background deconstruct prejudice on the alleged resignation of these categories of population.
Recent years have brought to the attention of sport specialists new challenges in education, aiming to defend ethics and integrity in sport. Doping, match fixing and corrupted sport governance ...represent ongoing threats to the integrity, good reputation, and societal welfare dimension of sport. At the same time, from the athletes’ perspective, abuse, sexual harassment, bullying, violence and psychological pressure are other types of threats to the ethics in all sport domains. Different educational approaches that aim to achieve a culture of ethics and integrity in sport have been designed and implemented. Recently, whistleblowing has been promoted as a useful means in the fight against corruption in sport. This trend called for more educational efforts designed to encourage the participation of those involved in the sport phenomenon (i.e. athletes, coaches, managers, spectators) in whistleblowing in order to prevent the violation of ethics.The paper is an analysis of the usefulness of an educational material on whistleblowing implemented in Romania. In order to promote models of good practice, information is directly related to the educational rationale through an explanation of not only what knowledge and skills can be expected to be gained, but also what professional capabilities will be achieved. The conclusions of the paper emphasize the need to develop and test new education and training methodologies, promoting whistleblowing in sport, which will be adapted to the needs of the target sport population aiming to induce positive beliefs and behaviours about whistleblowing.
The article reviewed the specifics of the phenomenon of emotional burnout, the leading symptoms and phases of emotional burnout, characterological features that contribute to the emergence and ...development of a syndrome of emotional burnout.The author analyzes emotional burnout as a complex multidimensional dynamic entity that manifests itself specifically and develops over a long time: the chronic state of emotional, mental, and physical exhaustion. Mathematical data processing and graphical presentation of the results were carried out using the computer software package of statistical software SPSS 11.5. The results of this study confirm the suggested assumptions about the existence of reliable statistically significant relationships between all the symptoms of the phenomenon of "emotional burnout" (with a probability p <0.01), excluding the symptom of "emotional detachment", which has no correlation with the symptoms of "anxiety and depression", "expansion of the sphere of saving of emotions", "Psychosomatic and psycho-vegetative disorders".
The aims of this paper were to explore the influence of personality characteristics on students’ emotional intelligence. The study involved 87 preschool education students of 3-5 years of study (aged ...from 19 to 22 years) of Yuriy Fedkovych Chernivtsi National University. The sample is homogeneous. The “Emotional Intelligence” test (EmIn) (D. Lioussine), “The Big Five Personality Test” (5PFQ), “Test of empathic abilities level” by V. Boyko were employed. Methods of descriptive statistics, Spearman correlation analysis, Kruskal-Wallis one-way analysis of variance and structural analysis (by A. Karpov) were used. Mathematical data processing and graphical presentation of the results were carried out using the computer software package of statistical software SPSS 17.0. The results of this study confirm the suggested assumptions about the existence of reliable statistically significant relationships between the emotional intelligence, its components and students’ personal characteristics, and dependence of the emotional intelligence level from the peculiarities of the personality characteristics structural organization (p≤0.01). The elucidation of these regularities can be used to improve the psychological techniques of the development and correction of emotional intelligence among preschool education students.
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