Using a longitudinal person-oriented approach, this study aimed to examine the prevalence and stability of achievement goal profiles among gymnasium students (N = 794) in relation to their ...experiences with digital technologies in education. Achievement goal orientations and experiences with digital technologies in education (ICT use in learning and school-based activities, attitudes toward ICT use for educational purposes, flow experience while using ICT, and satisfaction with ICT implementation) were assessed by online questionnaire administered twice, seven months to one year apart. Results revealed four groups of students based on their achievement goal orientation profiles: mastery-oriented, success-oriented, avoidance-oriented and indifferent. In total, 77% of the students displayed identical profiles in both measurements suggesting a substantial stability in goal profiles. The transitions that were observed were mainly from more to less favourable profiles. The comparison of the goal orientation profiles indicated that the mastery-oriented and success-oriented students were generally more inclined towards digital technology for educational purposes, although the differences between the success-oriented and indifferent students were less pronounced at the second assessment point. The indifferent and avoidance-oriented students were less satisfied with ICT implementation. The findings build on previous work on the prevalence and stability of achievement goal profiles among high school students while also offering new insights into the relations between goal profiles and experiences with digital technologies in education.
Iako promatrači vršnjačkog nasilja aktivno ne sudjeluju u vršnjačkom nasilju, njihove reakcije mogu odigrati važnu ulogu u zaštiti žrtve. Cilj je rada ispitati u kojoj mjeri socijalne vještine, ...prepoznavanje primjerenih reakcija u situacijama vršnjačkog nasilja te samodjelotvornost i subjektivne norme vezane uz zaštitu žrtve mogu predvidjeti pomaganje žrtvi. U istraživanju su sudjelovali učenici od 12 do 14 godina (M = 12.69; SD = 0.72) iz deset europskih škola (Španjolske, Malte, Velike Britanije i Irske). Od početnog uzorka 359 učenika analizirani su odgovori 226 učenika (54.9% djevojčica) koji u situacijama vršnjačkog nasilja nisu bili žrtve i/ili nasilnici te su izjavili da u situacijama vršnjačkog nasilja nastoje pomoći žrtvi (70.8%) ili da u situacijama vršnjačkog nasilja ne čine ništa, ali smatraju da bi trebali pomoći (29.2%). Sudionici su ispunjavali online upitnik u školi, uz nadzor nastavnika. Upitnik se sastojao od niza skala, konstruiranih ili prilagođenih za potrebe ovog istraživanja kojima smo ispitali ciljane varijable: Upitnik nasilnik/žrtva, Skala empatije, Skala percipiranih socijalnih vještina, Skala samodjelotvornosti u zaštiti žrtve, Skala subjektivnih normi vezanih uz zaštitu žrtve te Upitnik primjerenosti reakcija u situaciji vršnjačkog nasilja. Doprinos promatranih varijabli u objašnjenju ponašanja pomaganja žrtvi ispitan je primjenom hijerarhijske logističke regresijske analize. Rezultati pokazuju da ispitane varijable u posljednjem koraku objašnjavaju između 18% i 25% varijance pomaganja žrtvi. Prepoznavanje primjerenosti reakcija u situacijama vršnjačkog nasilja (primjerenost asertivnih reakcija i neprimjerenost agresivnih i pasivnih reakcija) te samodjelotvornost u zaštiti žrtve značajni su pozitivni prediktori pomagačkog ponašanja. Dobiveni rezultati upućuju na važnost prepoznavanja i osvještavanja primjerenih reakcija promatrača u kontekstu vršnjačkog nasilja te jačanja samodjelotvornosti s ciljem povećanja vjerojatnosti pomaganja žrtvi.
Although bystanders do not actively participate in situations of peer violence, their reactions can play an important role in protecting the victim. Therefore, this paper aims to examine to what extent social skills, recognition of appropriate reactions in peer violence situations, and self-efficacy and subjective norms related to victim protection can predict the helping behaviour. Students aged 12 to 14 (M = 12.69; SD = 0.72) from ten European schools (from Spain, Malta, UK and Ireland) participated in the study. From the initial sample of 359 students, 226 students (54.9% of girls) stated that were exclusively bystanders in bullying situations (and not victims and/or bullies). In this paper, we have focused on two groups of bystanders: those who report that they are trying to help victims in situations of peer violence (70.8%) and those who do not do anything in situations of peer violence, but think that they should help the victim (29.2%). The participants filled out an on-line questionnaire with teachers' supervision. It consisted of a series of scales, constructed or adapted for the purpose of this research: Bully/victim questionnaire, Empathy scale, Social skills scale, Self-efficacy and subjective norm for protecting the victim scale, and Questionnaire about the appropriateness of reaction in a bullying situation. Hierarchical logistic regression was conducted to check the contribution of studied variables in the prediction of helping behaviour. Results show that the examined variables explain between 18% and 25% of the variance in helping behaviour. Recognizing the appropriateness of reactions in peer violence situations (the appropriateness of the assertive, the inappropriateness of passive and aggressive reactions) and self-efficacy in victim protection are significant positive predictors of helping behaviour. The obtained results point to the importance of raising awareness of appropriate bystander reactions in situations of peer violence and enhancing self-efficacy to increase the likelihood of helping the victim.
In line with previous findings stressing the importance of the player experience for game effectiveness, the main aim of the study was to explore whether the experience while playing a serious ...digital game aimed at bullying prevention mediated the relationship between initial and postgame knowledge about appropriate reactions in bullying situations, and initial and postgame compassion for the victim. Participants were 12- to 14-year-old students from 10 European schools (N = 120; 51% boys). Students were assessed in schools, by an online survey, before and after gaming sessions, on measures of knowledge about appropriate reactions in bullying situations and compassion for the victim. Students' experience during playing was also assessed. The proposed model showed a good fit to the data, but the mediation hypotheses were not supported. The results indicated that some aspects of the game experience could affect subsequent knowledge and compassion. Specifically, the challenge had a significant effect on knowledge about appropriate behaviour, while immersion had a significant effect on compassion. The model was tested on the wider sample including students who played the control game (N = 116; 46% boys). The results of moderated mediation analysis offer further support to this conclusion, as these effects were not significant in the control group.
The effects of collaborative learning and informing students about the dangers of overconfidence on metacognitive judgments and conceptual learning were examined in two classroom studies. In the ...first study, the conceptual knowledge of operant conditioning and the confidence judgments of 287 graduate students enrolled in a teacher education programme were assessed at the beginning of the educational psychology course and following instruction that included student work on examples of operant conditioning concepts, either individually or in small groups. Students’ recognition of the concepts in examples and explanations of their answers were collected during learning along with ratings of their confidence in their answers. Students in the collaborative learning condition showed higher confidence in their answers on both tasks, but they also showed higher bias in their judgments on the explanation task. They also displayed better recognition of the concepts and discrimination between accurate and inaccurate recognition. The second study aimed to examine the effect of a more structured collaborative learning condition and the effect of informing students about the dangers of overconfident judgments on students’ confidence in the accuracy of their answers on the same tasks as in the first study and on their performance. The participants were 223 students enrolled in the teacher education programme. A strong positive effect of collaboration on discrimination and performance on both tasks was obtained. Furthermore, the students in the collaborative learning condition showed lower bias in the explanation task. Informing students about the dangers of overconfidence did not have beneficial effects.
Numerous studies in different science fields have examined the various aspects of educational interventions designed to facilitate learning outcomes in students with dyslexia. The aim of this study ...was to present an overview of empirical research related to interventions aimed at primary school students with dyslexia. Mapping was conducted to identify studies on this topic published from 2015 to 2019 and included in the Scopus database. The descriptive data from 57 studies were analyzed to present a classification scheme of research design, type of educational intervention, implementation of technology in educational interventions, and aim of the intervention. The results indicated an increasing trend in the last 5 years in the publication of papers in researched areas related to educational interventions for students with dyslexia, with uneven representation among countries. The analyzed empirical studies were mostly analytic, using different designs, with a slightly higher prevalence of (quasi) experimental versus descriptive designs. As expected, the goal of most educational interventions was directed toward the development of (pre)reading skills, with a wider prevalence of structured language-based programs, followed by software specialized to support learning, whereas adaptations of instructional materials and innovative information and communication technology (ICT) were less used. Mapping indicated the frequent use of ICT in all educational interventions, and more evidence is needed for complex rigorous experimental designs and interventions related to teaching in the classroom, as well as interventions aimed at facilitating the self-regulation of students with dyslexia.
The aim of the study was to test the effectiveness of a serious game in improving the helping behaviours of bystanders in bullying situations by using a multimethod approach. Students (N=345, aged 12 ...to 14) participated in an experimental study with one experimental and two control groups. Before and after playing the game, all students completed an online questionnaire about their knowledge, experiences and behaviours related to bullying, and their behaviours in everyday social situations. For the experimental group, players' reactions during game‐play were recorded. Results showed that students' social behaviour displayed before gaming experience determined their playing activities. Besides, most of the students who declared in pre‐test that they do not help the victim, although they think they should, chose helping behaviour in all bullying situations in by stander role in the game. Results indicate weak positive effect of the game on students' behavioural choices.
Lay Description
What is already known:
Serious games might be powerful tools for learning.
Prosocial video game exposure can increase helping behaviours and decrease aggression.
Behavioural determinants of changing the target behaviour should be assessed.
Antibullying games should be aimed at improving victims' and bystanders' coping skills.
What this paper adds:
In‐game players' behaviours are important indicators of the game effect.
Pregame players' characteristics affect in‐game behaviours.
The game could have benefits for students with less appropriate knowledge.
Implications for practitioners:
Serious games should be optimally challenging regarding players' previous knowledge and skills.
Games could be individually tailored based on obtained in‐game data.
The interactive information and communication technologies (ICT) have been introduced to many classrooms lately. Therefore, it is important to examine whether the expectations of students and their ...parents regarding technology implementation are fulfilled. The aim of the present study was to compare attitudes towards ICT in general towards the use of tablet computers in education, regarding the decision to use iPad and the experience of using iPad in the classroom. An attitudes questionnaire was administred in four groups of students and their parents. In the 5th grade, one group has just decided to use iPad in classroom, and one group decided not to use it. In the 7th and 8th grade one group has had two years of experience in using iPad in classroom, while the other group had no experience. The results showed that students and parents who chose to use iPad had more positive attitudes towards tablet use in teaching and learning, and perceived less negative effects of ICT use than students and parents who have not been using iPad. However, a difference between parents ’ attitudes was found in the 5th grade, but not in the 7th and 8th grades. The parents of older students who have been using iPad for several years have less positive attitudes towards tablet use than parents of the 5th grade students who just decided to use it. Our findings point to a complex interplay between social norms and experience in educational settings that could be explained within several theoretical frameworks relating to technology acceptance (e.g. TAM2, Venkatesh & Davis, 2000). Keywords: attitudes, ICT, tablet computer, elementary school, students, parents
The aim of the present study was to examine developmental changes in metacognitive knowledge of reading strategies and attitudes toward reading during early adolescence (from 10 to 14 years), taking ...gender into account. A secondary aim was also to test a model of the relationships among gender, attitudes toward reading, metacognitive knowledge of reading strategies, and reading comprehension. The sample for this longitudinal study consisted of 175 students. The first data collection took place when the students were enrolled in grade 4 (10 years old), and the follow-up measurements were conducted in grades 6 and 8. At each measurement point, measures of metacognitive knowledge of reading strategies and attitudes toward reading were applied in addition to text comprehension tasks. The obtained results indicated that metacognitive knowledge of reading strategies continuously improved during early adolescence, while attitudes toward recreational reading showed continuous decline from the fourth to the eighth grade, and attitudes toward academic reading dropped significantly between sixth and eighth grades. Girls consistently demonstrated better metacognitive knowledge, as well as more positive attitudes toward both recreational and academic reading when compared to boys. The model that included only attitudes toward recreational reading fitted the data better than the model comprising both academic and recreational reading attitudes. The findings of the path analysis indicated that gender had an effect on recreational reading attitudes that consistently predicted text comprehension directly and indirectly through metacognitive knowledge during early adolescence. The model fitted the data better as students got older. PUBLICATION ABSTRACT
This study aimed to explore age and gender differences in motivational (mathematics value and self-concept), emotional (mathematics anxiety), and cognitive (learning strategies and performance) ...aspects of mathematics functioning in a large representative sample of Croatian students (N = 2749; 56% girls, mean age = 14.58) during the transition from elementary to high school. The students' values and self-concept in mathematics, mathematics anxiety, and perceived use of mathematics learning strategies were assessed using online self-report questionnaires. Teacher-created tasks were used for performance assessment. The results revealed a decrease in mathematics motivation and performance during school transition. Older students valued mathematics less than younger students, had less positive mathematics self-concept, less frequently used learning strategies, and had lower mathematics performance. No main effect of age/grade on mathematics anxiety was found. Boys had a more positive mathematics self-concept but used learning strategies less often than girls. Moreover, interaction effects of age and gender were found. High school girls showed lower performance but higher anxiety than boys. Future research should focus on examining the efficiency of interventions tailored to prevent a decline in mathematics motivation and performance during the transition periods, especially for girls.
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