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I want to measure learned helplessness in employees of educational systems (teachers) but I don't seem to be able to find an up-to-date LH scale. Is there a reliable and preferably new LH questionnaire that I can use?
I appreciate any help in advance.
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Hello Mehrdad,
I am afraid it is not new as you wish, but you can use the measure developed by Quinless and Nelson.
Quinless, F. W., & Nelson, M. A. (1988). Development of a measure of learned helplessness. Nursing Research, 37(1), 11–15.
doi: 10.1097/00006199-198801000-00003
Good luck
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Dear fellow researchers,
I am planning to conduct a research related to Ethnic Diversity composition in schools (e.g. ethnic diversity composition per classroom). Could you please share with me a questionnaire or instrument or the formula for measuring Ethnic Diversity Composition? So I can categorize the Ethnic Diversity Composition into high Ethnic Diversity and low Ethnic Diversity (e.g. 1 for high and 0 for low).
Best,
Edita
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Hi,
It is always better to follow known ways of measuring from the literature. High and low Ethnicity would not yield much but frequency, proportions or percentages are better. Here are a few references that can aid you:
Connelly R, Gayle V, Lambert PS. Ethnicity and ethnic group measures in social survey research. Methodological Innovations. 2016;9. doi:10.1177/2059799116642885
Saha S, Guiton G, Wimmers PF, Wilkerson L. Student body racial and ethnic composition and diversity-related outcomes in US medical schools. JAMA. 2008;300(10):1135-1145. doi:10.1001/jama.300.10.1135
Vervoort MH, Scholte RH, Overbeek G. Bullying and victimization among adolescents: the role of ethnicity and ethnic composition of school class. J Youth Adolesc. 2010;39(1):1-11. doi:10.1007/s10964-008-9355-y
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I propose the discussion of two important aspects for carrying out research based on an INTEGRATIVE Mixed Methodology (MM) design in socio-educational research.
According to a systematic review of the literature that my research team conducted (Bagur et al., 2021), we were able to observe the current duality of CUANTI and CUALI approaches.
Furthermore, we concluded that most of the research that claims to make use of MM does not actually use continuous links of both methodologies throughout the research process, and therefore does not make use of INTEGRATION.
All of this leads to the present discussion of MM research design, as I would like to go deeper into these aspects and, to a greater extent, to get to know the current positions.
Thank you for your contributions.
Sara Bagur.
Department of Applied Pedagogy and Educational Psychology.
University of the Balearic Islands
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I support mixed methodology in Educational research. Could you elaborate on your idea of integration with practical examples? Many thanks
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it's a study between stressor perceived by university students ( commuting; working students; road traffic disturbances) and  motivation to achievement goals in university.
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This article is a great resource for your question
Deleted research item The research item mentioned here has been deleted
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The question can be considered simple, but for me, the answer is not easy. The answer should not be just another ethic course. In this way, morality is probably not different from medicine or economics or anything else: It would remain theoretical. Theory may (or may not) be the foundation for the later training of a skill, but most often theoretical knowledge is transformed into practical skill by *application* or *exercise*. But how to do this for morality? Or is moral behavior not teachable at all?
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Dear Dr. Sven Form
We can always learn from the moral examples that have been transmitted to us since our childhood because we always perceive in our lives the moral and ethical principles and codes through our daily behaviors, and it is that the moral principles and the strong values ​​of character are taught to us constantly. Our “human existence” offers us the opportunity of taking or not knowing how to take the codes of ethics, morals and Human Rights [that derive from them] in our daily life, everything depends on us and our mental capacities to be able to perceive or not perceive if our ethical and moral behavior goes the right way.
Cf.
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The study is a Residential nature-based intervention programme to be conducted for 5 days focussing on strengthening the environmental behaviour of the young adults (18 to 25 age group). The study involves a Pre-Post control group design in which the participants to treatment groups (control and experimental group) will be assigned based on their pre-test scores (of a standard questionnaire). Moreover, matching of the participants to the two groups will be done based on the gender of the participants as well.
The participants shall be assessed at three intervals of time; pre-test prior to the programme and an immediate post-test and a follow-up test after a month of the programme completion.
The aim of the study is to assess the effectiveness of the nature-based intervention programme on the environmental behaviour of young adults.
In this regard, I am unable to find relevant literature to calculate the minimum sample size required for the study. To be precise, the study area falls under the field of "Educational Psychology". On a high note, conducting a pilot study to determine the sample size, with fewer resources and funds also becomes not feasible.
Considering all these, it would highly be appreciable if I get help in deciding the minimum samples required for this residential intervention programme with proper literature cited.
ANY OTHER SUGGESTIONS ARE ALSO WELCOME WITH REGARD TO THE STUDY DESIGN AND METHODOLOGY.
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As Daniel P. Moriarity said - G*Power and R are very good options to estimate how many participants you need. It is good not only for dissertation, but also in any kind of research.
In longitudinal study you should also remember to recruit more people in first measurement than you need basing on estimations to have at the end to do proper analysis. For example, I have conducted longitudinal study with short- and medium-term post-tests (day, two weeks, and two months after experiment) few months ago. Our plan was to have ~ 215 participants who will take part in all measurements, so we've recruited ~ 400 people at the beginning of the study. Finally, we had planned number of participants.
Drop-out rate depends on many conditions (e.g. length of intervals, financial gratification, subject of the study, how time-consuming the study is for participants). So, you should consider how many people can leave your study between the first and the last measurement.
Good luck!
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We are a group of experts focusing on quality research work to be published on Scopus Indexed Journals. The key ares we are focusing is Educational Technology, Educational Psychology and Psychological Testing. If any scholastic person wants to join the group, we will be happy to collaborate.
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Please have look on our(Eminent Biosciences (EMBS)) collaborations.. and let me know if interested to associate with us
Our recent publications In collaborations with industries and academia in India and world wide.
EMBS publication In association with Universidad Tecnológica Metropolitana, Santiago, Chile. Publication Link: https://pubmed.ncbi.nlm.nih.gov/33397265/
EMBS publication In association with Moscow State University , Russia. Publication Link: https://pubmed.ncbi.nlm.nih.gov/32967475/
EMBS publication In association with Icahn Institute of Genomics and Multiscale Biology,, Mount Sinai Health System, Manhattan, NY, USA. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/29199918
EMBS publication In association with University of Missouri, St. Louis, MO, USA. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/30457050
EMBS publication In association with Virginia Commonwealth University, Richmond, Virginia, USA. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/27852211
EMBS publication In association with ICMR- NIN(National Institute of Nutrition), Hyderabad Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/23030611
EMBS publication In association with University of Minnesota Duluth, Duluth MN 55811 USA. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/27852211
EMBS publication In association with University of Yaounde I, PO Box 812, Yaoundé, Cameroon. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/30950335
EMBS publication In association with Federal University of Paraíba, João Pessoa, PB, Brazil. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/30693065
Eminent Biosciences(EMBS) and University of Yaoundé I, Yaoundé, Cameroon. Publication Link: https://pubmed.ncbi.nlm.nih.gov/31210847/
Eminent Biosciences(EMBS) and University of the Basque Country UPV/EHU, 48080, Leioa, Spain. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/27852204
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Eminent Biosciences(EMBS) and NIPER , Hyderabad, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/29053759
Eminent Biosciences(EMBS) and Alagappa University, Tamil Nadu, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/30950335
Eminent Biosciences(EMBS) and Jawaharlal Nehru Technological University, Hyderabad , India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/28472910
Eminent Biosciences(EMBS) and C.S.I.R – CRISAT, Karaikudi, Tamil Nadu, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/30237676
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Eminent Biosciences(EMBS) and Department of Bioinformatics, Kerala University, Kerala. Publication Link: http://www.eurekaselect.com/135585
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Eminent Biosciences(EMBS) and NIPER, Hyderabad, India. ) Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/29053759
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EMBS publication In association with Institute of Genetics and Hospital for Genetic Diseases, Osmania University, Hyderabad Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/26229292
Sincerely,
Dr. Anuraj Nayarisseri
Principal Scientist & Director,
Eminent Biosciences.
Mob :+91 97522 95342
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Is there a difference between the theory of Social cognitive and the theory of self-efficacy?
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Dear Dr Alameri,
Social Cognitive Theory covers many topics such as moral judgment and physiological arousal, research has been primarily focused on self-efficacy, or the beliefs regarding one's capabilities of successfully completing tasks or goals. On the other hand, Self-efficacy refers to an individual's belief in his or her capacity to execute behaviors necessary to produce specific performance attainments.
Best regards,
Pr Hambaba
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What are the differences between adult and child learners with regards to any of the following:
  • learning style
  • information processing capabilities
  • view of the purpose of education
  • ways of utilizing knowledge
  • etc.!
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Adult expect what they are learning to be immediate useful whereas children expect their leaning to be useful in the long run and career.
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I am currently scouring with the web for an inventory which can assess the overall well-being of people/students from ages 14+. The qualities that I am looking for are:
  • <30 questions long
  • Ages 14+
  • High validity and reliability
  • Multiple choice, not written
Any help would be greatly appreciated. I am having so much difficulty because I am skeptical of very short questionnaires(e.g. SWLS, BRS, BMSLSS), but I do not know if that is fair.
Any help would be greatly appreciated. Thank you.
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If you want to conduct the study on children and adolescents, you might be interested to use the EQ-5D-Y.
Please be referred to the following documents
Or refer to the official website
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We used in our center Virtual Worlds like Secondlife for presentation, networking, sharing and global virtual exchange. Now I would like to know how we could use Virtual Reality to help gifted children? If you have experience in one of these topics, please let me know.
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I’ll share the top 10 free virtual field trips for gifted children:
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Can anyone let me know the factor which influence ability phoneme for children? based on journal research
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There are three conditions that make phonemes easy for children to learn. 1. positioned in the front, not back, of the mouth, 2. total articulation rather than partial articulation, and 3. muscles developed from nursing, etc. This means that /m/ is learned earlier than /n/, which is learned earlier than /ng/ (front of the mouth so baby can see and touch the articulation). It also explains why /t/ is learned before /f/, or /s/ (total articulation). The first word that a child learns is often "mama." (total articulartion in the front of the moth, using nursing muscles, followed by a back vowel (for contrast). Here is a PowerPoint about "Phonetics," and one about "Phonology."
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Hello, my name is Christopher Thomas, and I am an Assistant Professor of Educational Psychology at the University of Texas at Tyler. I am collecting data for a research study exploring the characteristics of individuals that influence their ability to cope with disaster events – such as COVID-19. For this project, you will be asked to complete a series of questionnaires assessing basic demographic information, opinions on COVID – 19, and thoughts and opinions about yourself. It is anticipated that it will take 20 – 25 minutes to complete the materials. Your participation is voluntary, and all data collected during this study will be anonymous. If you have questions, please contact the principal investigator, Christopher Thomas (cthomas@uttyler.edu).
To be eligible to participate in this study, you must be at least 18 years old.
Link to Sign-up for the Study:
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By observation and measurement
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Dear prestigious academics,
I am looking forward to figuring out your experiences around good practices in validity, reliability, and fairness procedures in tests and psychological scales which are based on the handbook entitles "Standards for Educational & Psychological Testing-2014" which published by AERA, APA and NCME.
To be specific I am looking for best publications (books, scientific articles, handbooks, videos, ....) that handled these issues based on the published standards in 2014.
Thanks in advance
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المستخدمة لتقييم جودة البحث، حيث تشير إلى مدى جودة طرق وتقنيات التحليل الإحصائي المستخدمة في البحث، وتتعلق الموثوقية أو الثبات بتناسق أداة الدراسة (المقياس)، أما المصداقية فتتعلق بدقة المقياس.
وترتبط الموثوقية والمصداقية ارتباطًا وثيقًا، لكنهما تشيران إلى مقاصد مختلفة تتفق في الهدف الأساسي وهو تقييم جودة البحث، ويمكن أن يكون القياس موثوقًا به دون أن يكون صادقاً، أما القياس الصادق فهو دائماً موثوق بشكل عام.
من المهم مراعاة الموثوقية والمصداقية عند التخطيط لإجراء دراسة، وإنشاء تصميم البحث وكتابة النتائج، خاصة في البحث الكمي.
ويقارن الجدول التالي بين الموثوقية والمصداقية:
وجه المقارنة
الموثوقية (الثبات)
المصداقية (الصدق)
التركيز
مدى تكرار النتائج عند تكرار البحث في ظل نفس الظروف.
مدى صحة قياس النتائج الفعلية مقارنة مع ما هو موجود.
كيفية التقييم
من خلال التحقق من تناسق النتائج في أوقات متفرقة، وعبر محكمين مختلفين، وأجزاء من الاختبار نفسه.
من خلال التحقق من مدى توافق النتائج مع النظريات القائمة ونتائج الدراسات الأخرى التي ناقشت نفس القضية.
الفرق الرئيسي بين الموثوقية والثبات
الموثوقية ليست دائمًا صادقة: قد تكون النتائج قابلة للتكرار، لكنها ليست صحيحة بالضرورة.
المصداقية ثابتة بشكل عام. (إذا أسفر التحليل الإحصائي عن نتائج صادقة، فيجب أن تكون قابلة للتكرار.
ما هي الموثوقية (الثبات)؟
تشير الموثوقية إلى مدى تناسق أداة الدراسة (المقياس) في جمع وتحليل البيانات، ويكون المقياس موثوقاً إذا حقق نفس النتيجة باستمرار مهما تم تكراره باستخدام نفس الأساليب في نفس الظروف.
مثال: تطبيق أداة الدراسة على عينة من 100 معلم ومعلمة في مدرسة معينة، وتحت ظروف معينة، في سنة ما، وبعد سنتين من إجراء الدراسة الأولى، يتم تطبيق نفس أداة الدراسة على نفس العينة، وتحت نفس الظروف الأولى، إذا تطابقت نتائج الدراسة الثانية مع نتائج الدراسة الأولى، حينها تكون أداة الدراسة موثوقة، ويمكن تعميمها واعتمادها لدراسة الظاهرة التي أعدت لدراستها.
” من الممكن أن يكون الاستبيان مقياساً ضعيفاً من حيث الموثوقية، نظراً لضعف قدرته على التنبؤ بالتغيرات المحتملة!”
ما هي المصداقية (الصدق)؟
تشير المصداقية إلى مدى صحة قياس النتائج الفعلية مقارنة مع النتائج الواقعية، والنظريات القائمة، كما أنها تشير إلى مدى صحة المقياس مقارنة مع ما سيتم قياسه.
إذا كان البحث يتمتع بمصداقية عالية، فهذا يعني أنه سيسفر عن نتائج تتوافق مع الخصائص والتغيرات الحقيقية في العالم المادي أو الاجتماعي.
مثال: إذا أظهرت نتائج الدراسة أن البطالة هي السبب الرئيسي في ارتفاع معدلات الجريمة في دولة ما، فهذا يعني أن النتائج صادقة، حيث أن هناك توافق بين النتائج والواقع على الرغم من أن نتائج الدراسة قد تكشف تفاصيلاً دقيقة عن الظاهرة لا يمكن معرفتها من خلال ملاحظة الظاهرة فحسب. أما إذا أظهرت النتائج أن ارتفاع معدلات الجريمة سببها الرئيسي هو رغبة الإنسان في أن يكون مجرماً، فهذا أمر غير منطقي، ويدل على أن مصداقية النتائج منخفضة، خاصة إذا لم توفر الدراسة الأدلة الكافية كي تبرر هذه النتيجة.
” يجب أن تتكامل الموثوقية مع المصداقية لتقيم مدى جودة الدراسة بفعالية عالية، وبشكل فعال.”
” من الصعب تحديد الأكثر أهمية، لكن جميع المؤشرات المنطقية تؤكد على أن المصداقية هي أكثر أهمية.”
كيف يتم تقييم الموثوقية والمصداقية؟
يمكن تقييم الموثوقية من خلال مقارنة الإصدارات المختلفة (عبر أوقات متفرقة) من نفس المقياس، أما المصداقية فمن الصعب تقييمها، ولكن يمكن تقديرها بمقارنة النتائج ببيانات أو نظريات أخرى ذات صلة بها، أو مقارنة النتائج بما هو موجود على أرض الواقع، يتم تقسيم طرق تقدير الموثوقية والمصداقية عادة إلى أنواع مختلفة.
طرق تقييم الموثوقية:
يمكن تقييم أنواع مختلفة من الموثوقية من خلال الأساليب الإحصائية المختلفة.
طرق تقييم الموثوقية ماذا تقيم؟ مثال
الاختبار وإعادة الاختبار تناسق المقياس عبر الزمن: هل نحصل على نفس النتائج عند تكرار القياس في فترة زمنية مختلفة؟ تقوم مجموعة من العينة بإكمال استبيان مصمم لقياس سمات الشخصية. إذا قاموا بتكرار الاستبيان بعد أيام أو أسابيع أو أشهر متباعدة وقدموا نفس الإجابات، فهذا يشير إلى موثوقية عالية في إعادة الاختبار.
تناسق المقياس عبر المحكمين تناسق المقياس عبر المقيِّمين أو المحكمين: هل نحصل على نفس النتائج عندما يقوم أشخاص مختلفون بتحكيم نفس المقياس؟ بناءً على مراجعة معايير التقييم، يقدم خمسة محكمين نتائج مختلفة لنفس المقياس، هذا يشير هذا إلى أن أداة الدراسة منخفضة الموثوقية، بينما لو قدم المحكمين نفس النتائج فهذا يعني أن أداة الدراسة ذات موثوقية مرتفعة.
التناسق الداخلي تناسق المقياس نفسه: هل جميع فقرات أو أجزاء أداة الدراسة، تعطي نفس النتائج عندما يتم التأكد من موثوقيتها؟ استبيان لقياس احترام الذات. إذا قسمت النتائج عشوائيًا إلى نصفين، فيجب أن يكون هناك ارتباط قوي بين المجموعتين. إذا كانت المجموعتين مختلفتين تمامًا، فهذا يشير إلى تناسق داخلي منخفض.
طرق تقييم المصداقية:
يمكن تقدير أنواع مختلفة من المصداقية من خلال الأساليب الإحصائية المختلفة، أو حكم الخبراء.
طرق تقييم المصداقية ماذا تقيم؟ مثال
البناء الالتزام بمقياس النظرية القائمة والمعرفة بالنظرية التي يتم قياسها. يمكن تقييم استبيان احترام الذات من خلال قياس السمات الأخرى المعروفة أو المفترضة ذات الصلة بمفهوم احترام الذات، يشير الارتباط القوي بين درجات احترام الذات والسمات المرتبطة إلى مصداقية البناء العالية.
المحتوى مدى تغطية المقياس لجميع جوانب المفهوم الذي يتم قياسه. يحتوي الاختبار الذي يهدف إلى قياس مستوى اللغة الإسبانية للطلاب على مكونات القراءة والكتابة والتحدث، ولكن ليس هناك مهارة استماع. يتفق الخبراء على أن مهارة الاستماع جانب أساسي من القدرة اللغوية ، لذلك يفتقر الاختبار إلى مصداقية المحتوى لقياس المستوى العام للغة الإسبانية.
المعيار مدى توافق نتائج المقياس مع المقاييس الصحيحة الأخرى لنفس النظرية. تم إجراء مسح لقياس الآراء السياسية للناخبين في المنطقة. إذا كانت النتائج تتنبأ بدقة بالنتيجة النهائية للانتخابات في تلك المنطقة، فإن هذا يشير إلى مصداقية المسح عالية.
كيفية ضمان الموثوقية والمصداقية
تعتمد موثوقية ومصداقية نتائجك على إنشاء تصميم بحث قوي واختيار الأساليب والعينات المناسبة وإجراء البحث بعناية وثبات، وهذه بعض النصائح للحصول على أداة دراسة ثابتة، ونتائج صادقة:
إذا كنت تستخدم أداةً لقياس الاختلافات في شيء ما (مثل السمات النفسية أو مستويات القدرة أو الخصائص الفيزيائية)، فمن المهم أن تعكس نتائجك الاختلافات الحقيقية بأكبر قدر ممكن من الدقة.
” يجب مراعاة المصداقية في المراحل الأولى من بحثك، بينما أنت تخطط كيف ستجمع بياناتك.”
تأكد من أن أداة الدراسة (المقياس) عالية الجودة وموجهة لقياس ما تريد معرفته بالضبط، بناءً على النظريات والمعارف القائمة.
على سبيل المثال، لجمع بيانات عن سمة شخصية، يمكنك استخدام استبيان موحد يعتبر موثوقًا وصادقاً.
” إذا قمت بتطوير استبيانك الخاص، فينبغي أن يستند إلى النظريات القائمة أو نتائج الدراسات السابقة، ويجب صياغة الأسئلة بعناية ودقة.”
للحصول على نتائج قابلة للتعميم، حدد بوضوح العينة التي تبحث عنها (على سبيل المثال ، أشخاص من فئة عمرية محددة أو موقع جغرافي معين أو مهنة محددة). تأكد من أن لديك ما يكفي من المشاركين وأنهم يمثلون مجتمع الدراسة بدقة.
يجب مراعاة الموثوقية عند اختيار أداة جمع البيانات، كما يجب مراعاة الدقة طوال عملية جمع البيانات، حيث أن من المهم للغاية أن تكون النتائج دقيقة وثابتة وقابلة للتكرار.
خطط لاختيار أداة الدراسة بعناية للتأكد من تنفيذ نفس الخطوات بنفس الطريقة لكل قياس، هذا مهم بشكل خاص إذا شارك العديد من الباحثين في نفس الدراسة.
على سبيل المثال ، إذا كنت تجري مقابلات أو تعتمد الملاحظة، حدد بوضوح كيف سيتم رصد السلوكيات أو الردود، وتأكد من صياغة الأسئلة بنفس الطريقة في كل مرة.
عند جمع البيانات، حافظ على تناسق الظروف قدر الإمكان للحد من تأثير العوامل الخارجية التي قد تؤدي إلى اختلاف النتائج.
على سبيل المثال، في الإعداد التجريبي لأداة الدراسة تأكد من إعطاء جميع المشاركين نفس المعلومات واختبارهم في ظل نفس الظروف.
ما هي أقسام البحث التي يتم كتابة مناقشة الموثوقية والمصداقية فيها؟
إن للموثوقية والمصداقية أهمية كبيرة في إثبات جودة البحث العلمي، لذلك يجب أن يتم تضمين تقارير التحقق من الموثوقية والمصداقية في أقسام مختلفة من البحث، والجدول التالي يبين الأقسام المناسبة لكل تقرير:
المناقشة القسم
ماذا فعل باحثون آخرون لابتكار وتحسين الموثوقية والمصداقية؟
مراجعة الأدبيات
كيف خططت لبحثك لضمان الموثوقية والمصداقية؟ وهذا يشمل مجموعة العينات المختارة وحجمها، وإعداد العينة، والظروف الخارجية وتقنيات القياس.
منهجية البحث وإجراءاته
إذا قمت بحساب الموثوقية والمصداقية ، فاذكر قيمها جنبًا إلى جنب مع النتائج الرئيسية.
النتائج
مدى الموثوقية والمصداقية الفعلية. هل كانت متناسقة وهل تعكس القيم الحقيقية؟ إذا لم تكن كذلك ، فلماذا ؟
المناقشة
إذا واجه الباحث بعض المشكلات في إثبات الموثوقية والمصداقية، فقد يكون من المفيد ذكر ذلك.
الملخص
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البحث الاستكشافي
مواضيع للبحث العلمي (المجموعة الأولى)
مواضيع للبحث العلمي (المجموعة الثانية)
مواضيع مقترحة للبحث العلمي (المجموعة الثالثة)
كيفية تحويل رسالة الماجستير/الدكتوراه إلى بحث قابل للنشر العلمي
البحث التجريبي
Mohammed Tayseer
NEXTكيفية كتابة فقرات البحث العلمي »PREVIOUS« برنامج تيرنيتن (turnitin): لكشف السرقات العلمية
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Mohammed Tayseer
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ajsrpdescriptive approachDoctorate DegreeHow to Write a ProposalhypothesisInductive approachMaster's DegreePhD degreePlagiarisma‬ProposalreliabilityResearch Designsresearch hypothesisspss شرحValidityValidity and reliabilityأدوات البحث العلميأسئلةأسئلة البحثأسئلة الدراسةأساسيات البحث العلميأسرع مجلة للنشر العلميأسعار النشر في المجلات العلميةأسماء المجلات العربية ذات معامل التأثيرأفضل المجلات العلمية للنشر العلميأفضل المجلات العلمية لنشر الأبحاثأنواع تصميم البحث العلميإرسال البحثإرسال البحث إلى المجلات العلمية المحكمةاستبانةاستبيانالأبحاث الكميةالإجرائيالإحصاءالاحصاء والبحث العلميالاستلال العلميالاستنباطيالاستنتاجيالانتحالالبحث الإجرائيالبحث العلميالبحث الكميالبحث النوعيالبحث الوصفيالتحليل الإحصائيالتناسقالتناسق الداخليالدراساتالدراسةالسرقة الأدبيةالسرقة العلميةالسرقة الفكريةالصدق الداخليالصدق والثباتالصدق والموثوقيةالصلاحيةالفرضياتالفرضية الصفريةالفرضيلة البديلةالماسترالمجلة العربية للعلوم ونشر الأبحاثالمجلة العلميةالمراجعالمنهج الاستقرائيالمنهج الكميالمنهج الوصفيالموثوقية والمصداقية في البحث العلميبرامج كشف الانتحالبرامج كشف السرقة الأدبيةبرامج كشف السرقة الفكريةبرنامج كشف الانتحالبرنامج كشف السرقة العلميةبلاجريزمتصميم البحث العلميتوفير المصادر والمراجعتيرن إت إنتيرن ات انجوانب الدراسةحساب معامل التأثيرخطة البحثخطوات البحثخطوات البحث العلميدرجة الدكتوراهدرجة الماجستيردكتوراهدكتوراه في التربيةرسائل دكتوراهرسائل دكتوراه وماجستيرصدق الدراسةطريقة عمل reviewطريقة عمل الاستبيانطريقة نشر الابحاث العلميةعامل التأثيرعرضفرضياتفرضيات البحث العلميفرضية العدمفروضكتابة الاطار النظريكيف أكتب الفرضيةكيف أكتب فرضيات البحثكيف تكتب أسئلة البحثكيف تكتب أسئلة الدراسةكيف يتم حساب معامل التأثيركيفية استخدام تيرن ات انكيفية استخدام نظام (turnitin)كيفية كتابة الفرضياتكيفية نشر الأبحاث العلميةما هو البحث العلميما هو البحث الكمي؟ما هو البحث الوصفي؟ما هو الصدق والثباتما هو الماجستيرما هو الماسترما هو المعامل التأثيرما هو المنهج الاستقرائيما هو المنهج الاستنباطيما هو المنهج الاستنتاجيما هو نظام (turnitin)ما هي الأبحاث الكميةما هي المصداقيةما هي الموثوقيةما هي خطوات البحث العلميما هي درجة الماجستيرما هي فرضيات البحثما هي فروض البحثماجستيرماسترمجلات علمية محكمةمجلات نشر الأبحاث مجانامجلة علمية للنشر مجلة عربية للنشر العلمي نشر بحث بسرعه المجلة العربيةمجلة علمية محكمةمجلة نشر الأبحاثمراجع البحث العلميمسودة البحثمشكلة البحثمعامل التأثيرمعامل التأثير Impact Factorمعامل التأثير العربيمقترح البحثمناهج البحث العلميمواقع ابحاث علمية مجانيةمواقع نشر الابحاثمواقع نشر الابحاث العلمية مجانانشر الابحاث العلميةنشر الابحاث العلمية دوليانشر الابحاث العلمية مجانانشر الابحاث القانونيةنشر الابحاث على جوجل سكولارنشر البحث العلمينشر البحث العلمي مجانانشر بحث في مجلة علميةنظام (turnitin)نقد الدراسات السابقة
6 أشهر AGO
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Hello,
This can be a silly question to ask, but my main field is not in reading comprehension. While I try my best to phrase my question, it can sound a bit awkward. Thank you for your understanding.
According to the theories of reading comprehension, there are three levels of reading comprehension: literal, inferential, and critical. Literal comprehension means understanding what the text exactly says or describes, and inferential comprehension means deriving the meanings that are not explictly stated in the text, i.e. "reading between the lines".
Is strong literal comprehension a must in order for an individual to make a good inferential comprehension? That is, does an individual need to have a solid grasp on vast literal details of a text for he or she to be able to "read between the lines"? Is it possible for an individual to do a good job in doing the tasks that requires inferential comprehension while he or she performs relatively worse in the tasks that mainly involves literal comprehension?
Thank you,
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Doung Dara Blaine Tomkins Thank you for your insights, I appreciate your time.
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Seeking information about universities and colleges that offer a full or partial scholarship in any of these areas: (coursework/research -- graduate programs) in Education, Social Work, Sociology, Special Education, Psychology, Counselling, Educational Technology and Mental Health.
Thank you for reading!
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@Samy Azer thank you very much the information. I will be on the search.
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Hello,
Is the level of cognitive flexibility positively correlated to the level of reading comprehension (greater cognitive flexibility brings higher level of reading comprehension)? If there is a paper that talks about this topic, could you please give me some examples of those papers?
Thank you,
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Si se tiene esa capacidad ayuda a entender los que se está leyendo pensando en los conocimientos previos y relacionando estos entre ellos y con los nuevos.
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Die Corona-Pandemie führt zu einer Vielzahl von Entwicklugen in unserer Gesellschaft. Vielfach wird die Meinung vertreten: "Es wird nie mehr so sein, wie es einmal war". Eine Vielzahl von Begleiterscheinungen der Pandemie und ihre Konsequenzen für die Gesellschaft sind wahrscheinlich. Sie sind Gegenstand unterschiedlicher Wissenschaftsdisziplinen.
Mich interessiert, welche "Gegenstände" insbesondere von der Pädagogischen Psychologie jetzt und in absehbarer Zukunft angegangen werde müssen, insbesondere wo die Pädagogische Psychologie als Wissenschaftsdisziplin Hilfestellungen für die Geselslchaft leisten müsste und auch in einer Beratungsfunktion für die Politik tätig werden sollte.
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Eine Antwort auf die gestellte Frage ist dem folgenden Beitrag zu entnehmen:
Deleted research item The research item mentioned here has been deleted
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I am doing phd research in educational psychology. It is about developing social emotional learning (sel) competencies for students. I should decide on an age group: school children or university students?
What approach or criteria should I use to decide on the age group of my research?
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Children are still developping and are still influenced by their parents. Adolescents is the best choise, they are interacting more with society and still have strong emotional drive. After 25 years of age people will be less driven by emotions
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My main field is not Linguistics/reading comprehension so what I am asking might sound a bit silly or not make a lot of sense. My question could certainly be better-phrased.
Is there a theory in reading comprehension that says something like: "The simple reading questions are best answered via simple text analyses, whereas more difficult reading questions are best answered with more complex text analyses"?
I think this intuitively makes sense, since for example, if a person over-analyzes (over-thinks through) the simple reading questions from Grade 1 classes, such a practice can introduce unnecessary complications in deriving the correct answer for the questions.
PS: I guess by saying "elementary (easy/simple) reading questions" vs. "advanced (difficult) reading questions", I am referring more to their readability/difficulty as depicted in the English classes of different grade levels. For example, the reading questions of the Kindergarten/Grade 1 classes are considered much easier than the ``advanced'' reading questions that are from college-level English classes.
PPS: I think I need to be more precise on what I mean by ``simple text analysis'' and ``complex text analysis''. When school teachers try to teach students on how to analyze texts, they refer to the theory like the "three levels of reading" (literal, inferential, critical). In this context, ``simple text analysis'' would be the analyses that focus on literal comprehension whereas ``complex text analysis'' would be the analyses that focus on critical comprehension.
Thank you, :S
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Yo pienso que eso depende de factores como la edad de los niños, el estilo de aprendizaje que tenga y la metodología que el docente use para enseñar a comprender textos. En los niños pequeños un ejemplo aprender mucho de manera visual pero hay niños que son auditivos, además que la repetición de la palabra, frase o texto es fuente misma de la comprensión; es decir si tu metodología es que todos los días al ingresar al salón le vas a leer un texto ellos a la semana ya te sabrán recitar el texto mediante sus palabras y te da Indice de la compresión de el texto.
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What are the top schools for Educational Psychology? I have an interest in early adolescence and looking into the risk-taking/sensation seeking aspects, especially how the development in the brain drives this and how adults can help guide it.
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There are many schools that have had a great influence in explaining behavior
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Dear colleagues,
have some simple scale or questionnaire to measure student's engagement in Virtual Learing Environments (VLEs), for instance gamified VLEs?
Cheers.
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So Interesting.
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 To measure effectiveness of an instructional model in congruence to parental cognitive stimulation and thinking pattern.
 both experimental and control groups are formed ,parental cognitive stimulation was accessed using a scale and thinking levels was accessed using a  MCQ based pre and post test. 
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You could use Polynomial regression with response surface analysis
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I've heard that people are most responsive to messages delivered at an 4th grade reading level. 
If anyone has analyzed cognitive complexity scores at this level, have you found a mean complexity score equivalent?
I am not entirely sure where I'm going with this, but I am thinking I want to see how cognitive complexity theories fits into Hogg's uncertainty identity theory.
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I think that determining the degree of cognitive complexity of the average level of fourth-grade reading depends on several things, including: the economic and social level of the country, the nature of the curricula offered to students, the level of teacher performance, as well as the educational environment.
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Hi! I would like to know if there is any convention or standard to evaluate for how long a national, large-scale educational evaluation should be implemented? I've heard that even with an extensive item bank and doing equating a test has kind of a "lifespan" (for example, a if a given test should be used only for 10 years before it loses its psychometric properties susbtantially). But how does this gets evaluated or measured, or is there any implicit rule? And is there a keyword for this?
Could you please provide me with published reference?
Thanks in advance!
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The American Psychological Association (APA) has issued clear standards for psychological and educational tests. So, I agree with Dr. Marius Babici .
and this link maybe assist you too:
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What is complexity theory and how can I use it in studying school culture?
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Nice Dear John Christopher Guenther
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You may have heard about Mindset Theory developed by Carol Dweck. The theory proposes that fixed mindset refers to the beliefs that one’s level of intelligence is immutable. In other words, it is something inborn and cannot be changed. On the other hand, growth mindsets are the beliefs dedicated practice and effective study skills help be develop intelligence.
What do you think as language teachers / researchers: If a teacher has a fixed mindset about language learning, that it, if a student has the talent, s/he can learn the language, is it likely to promote growth mindset in the classroom? Or if a teacher has a growth mindset, is it likely for him/her to change the attitude (and mindset) of students with fixed mindsets?
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I believe, not only possible, but the teacher has to be competent in mindset management.
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I would like to know that if i want to use some pre standardize test tool for assessment say for assessing intrinsic motivation and i have a standardize inventory that assess Motivation, with items divided into construct of intrinsic, extrinsic motivation and determination. Is it possible to take only intrensic motivation items of the tool and use it for my study? if yes , then do i have to perform all validity and reliability tests all again? finally at the end giving due credit and acknowledgemnt to original maker of th test. In such case will it called adaptation or modification of standardize test?
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So when you mix several scales, you don't have the "manipulation" problem anyway. Just be careful when arranging the items so that consecutive items are not obviously related to each other. Correctly citing your sources should be enough when using scales that are published in research articles.
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Aside from the teacher-centered, student-centered, and subject-centered approaches to teaching, what are the approaches that transcend 'centered classroom'? In other words, does the classroom have to be centered on one of the three angles of the didactic triangle (i.e., teacher, student, and knowledge)?
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without classroom none of these is possible. Classroom environment is consider in teaching and learning. Classroom is to be consider for better understanding.
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Can anyone help me on how to access the above mentioned questionnaire? I need it for my research.
Thanks
Edward
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Can I directly use the scale if it has been already put to use by some other researcher in their respective paper?
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I have utilized Qualtrics and SurveyMonkey in the past, and I truly appreciate the look/feel both for researcher and participant found with Qualtrics. What do you use, and what would you recommend to do if funding is difficult to secure for a more expensive survey application (i.e. Qualtrics) for a three to six month study?
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I am agreed with vidyasri khadanga
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I am in the process of creating a project examining the effects of (1) belonging and (2) prosocial affirmation interventions in a higher education STEM environment.
My C.I. are intending to study ~10 courses with an average student enrollment stat being ~60/course. Each of the courses are split into two lab groups, each roughly around 30 students/lab session.
Having a control group in both lab environments is critical, but I am struggling how to limit the likelihood of these two groups communicating about the study if in the same room?
Any tips or experience with this would be greatly appreciated!
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Why is it necessary to do the split within each of the 10 labs, where there is indeed a potential problem with treatment "leakage" or "contamination"? why not use the alternative of conducting the treatment on both halves of 5 classes, and using the other 5 as controls?
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Different aspects of education such as educational psychology, sociology, philosophy, technology... etc plays a key role in teacher training programs for teachers up to the stage of higher secondary (XII) level and are considered compulsory in addition to qualification in their concern subjects.
Is there any such compulsory program in case of higher education?
Thank you
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Often in the UK people use Fellowship (Fellow /Senior Fellow /Principal Fellow) of the Higher Education Academy as a measurable qualification for teaching in higher education. Sometimes this is combined with a Post Graduate Certificate (PGCertTLHE or similar).
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Hi I am psychology undergraduate student. And I was wondering If I could receive some information On what your career entails Like the day to day routine? What advice would you give to an undergrad looking to work in this field? Also has anyone gone through the governments graduate scehem for education psychology?
Thank You
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Thank you so much
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I am making a research on talented children in Belgium. Could anyone advise me an empirical research about gifted children in Belgium (preferably connected to the art therapy field) in English.
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More of a question how did this resesrch go ? Can you recommend who to follow with similiar research
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I want to make sure:
‏Who is the owner of a top-down model? ‏
‏Is the owner of the bottom-up model?
‏Who is the owner of the interactive model?
They are Goodman and kintsch?
‏Thanks in advance
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In psychology, we have many approaches to base our evaluation and treatment of a patient, such as psychology of education, community psychology, social psychology, humanistic approach, cognitive-behavioural approach, neuropsychological approach, industrial-organizational approach, psychodynamic, etc. I get that some approaches don't fit with the level of target/observation (e.g. I/O psychology for a single mother at home dealing with major depression), and that each one is a tool in the toolbox for a specific need and objective, but I ask for a possible integration of similar or potentially complementary approaches (neuropsy with TCC or humanistic with ecological model of Bronfenbrenner confirmed with neuropsy, etc.). In summary, I am curious of what has been proposed to build a sort of unity with some of the approaches in modern psychology.
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I think that in the practice of therapists, most of whom are physicians (psychiatrists) but can also be clinical psychologists, method-integrating treatment methods have prevailed. Training events and supervision today ensure that new therapeutic approaches and successes are passed on that did not previously exist.
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Lia Charalambous PT MSc (PhD candidate with special interest in plagiocephaly) 
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Dear Mrs Charalambous.
A prototype of the Craniometer-App is now available. Please provide your personal information by E-Mail via
and we will hand a version out for validation purposes.
Best regards
Falco Wilbrand
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Does anyone know of research into using education (trade training or higher education) as a means to develop self-esteem, positive identity in individuals with PTSD?
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Sedentary life in children is evaluated depending on television use and/ playing video games, of computer use and hours spent on homework.
How can we score it, do we need to put separately; High levels indicate television use (> 4 hours a day), computer use (> 3 hours a day), hours spent on homework (> 3 hours a day)
OR
Weighted average time of the 3 variables
OR
Average Screen time (television use and computer use) and Non Screen time (others like homework hours)
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My sample sizes in research on hemophilic children were very small but I compensated with two classmates for every child:
parents can fill in questionnaires too.
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Is there any rapid publication journals that are indexed by ISI or SCOPUS or both that cover the field of Educational Psychology?
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However, it is not ISI or scopus, but if you want to publish in the Polish journal Społeczeństwo i Rodzina ("Society & Family"), please let me know.
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This question is about the validity of psychology subject in education of the educator.
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In educational psychology, learning theories give good insight into the way the students learn. And once you know this, you can make the teaching-learning process 'learner centered' in real sense. It actually helps you to understand what are the needs of learner in the classroom, why he behaves in a specific way, why he responds in a way different from others and different from his own behaviour at different times. Once you understand the learner, you can design instructional strategies accordingly to make teaching-learning a successful experience.
Very simple example, when a student is not participating in the classroom activities or is less active in class, how can you decode whats going on in his mind? How can you help him and make teaching-learning more meaningful for him? The answers to such situations in class lies in educational psychology.
It is not only a physical being in a classroom but humans who are yet to understand themselves and there is more!
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I wish I could get a model/type of training to non-business students so as they become entrepreneurs in their areas of specializations. for example, what type of training to make students taking Law, Education, Psychology, music, Sociology etc so as they become future entrepreneurs?
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What an excellent piece of thinking Glenn! Thanks so much
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I am teaching a new graduate level course on theory of science and research design with a group of colleagues.
In order to find a fair distribution of methods lessons, I'd like to refer to a good review/overview of the proportions/percentages of methods used in papers published in psychology and/or education research.
For instance, what is the proportion/percentages of qualitative vs. quantitative vs. mixed methods papers (respectively), and/or particular methodologies within these larger paradigms/families?
This would seem like a reasonable starting point for discussion.
Where can I find such an overview?
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WiWith PsychInfo database, you can narrow and caculate the number of results with a category Methodolhodology.
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I am currently designing a research focused on reading comprehension which includes an intervention program (pre/post measures). I was suggested to control baseline attentional level, since the nature of the intervention is expected to be highly related with attention. Now, the intervention will be implemented in a classroom context, so that there will be collective activities as well as individual ones. Because of time constraints, it would ideal to measure all participants at once, if possible. Alternatively, a brief test could do. The question is: does anyone know about some attention test that could collectively applied (say, in a computer lab)? If that is not possible, can any suggest some brief digital test? Test reliability is highly valued too.
Thanks
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maybe its work:
HAND BOOK OF Psychoeducational Assessment {Ability, Achievement,and Behavior in Children} by: jac j. W. Andrews
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Often we do that job quite well enough on ourselves. But also we still play tapes in our minds going all the way back to grade school. There are various "overcoming writing anxiety" exercises out there.
Do you have an answer?
Who has told you you can't write?
Do you overcome this?
How?
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I had experienced one of my article was submitted in a most reputed journal and i took it in a positive way and i published in the same journal.
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I want to use it as an instrument in a research i am undertaking
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Dear Bernard Kimani,
Re: CCTST (California Critical Thinking Skill Test)
     There is a pdf file available to download with instructions on how to log in and take the test at the following link:  https://web.tcc.edu/welcome/collegeadmin/oie/SOA/documents/testinstructions/California_Critical_Thinking_Skills_Test_Instructions.pdf
     Best regards,
Reference
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What criteria and/or instruments you are using in this particular study to evaluate the therapy or the trainee's effectiveness?
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Zahra Gheidar, is it a response to me or a recommendation for Dr. Aponte?
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I'm writing a paper looking into fear of failure (culture) and I'm trying to verify my view that fear of failure is a 'component' of self-worth theory and can be isolated from the theory as a standalone component (any views on this would be greatly appreciated as well!). I've tried multiple searches, but came up with nothing. Online paper would be fine. Thank you.
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Stephen Joy, thank you for your help, it's very much appreciated.
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I am doing research on learning outcomes so may you help please
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Hello Ahamd!
Thank you so much for your advice.
Best regard
Bryson
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Theory of core self-evaluations is a personality traits tested the relationship between a person personality and job satisfaction and job performance. I am just wondering does this personality traits ever tested on teachers or to be specific teachers working in rural community.
Many Thanks!
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Thanks for your feedback!
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Howard Gardner’s 1983 book Frames of Mind, which introduced the concept of “multiple intelligences,” relatively autonomous faculties including the linguistic, logical-mathematical, and musical. He didn't include the emotional intelligence as one of them although of its importance, why? 
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Howard Gardner was probably trying to propose a way of understanding intelligence that differed from the conventionally-established psychometric approach.  The standard approach quantified individual differences and sought to predict success (e.g., educational attainment).  In contrast, Gardner looked historically at extreme successes and limitations in people, and proposed that the presence or absence of an "intelligence" gave rise to it.  For example, Mozart was phenomenal musically, but otherwise ordinary (e.g., math).  That suggested to Gardner that there may be a "musical intelligence."  Some people are brilliant in their use of language, while some children who are otherwise typical, have an especially hard time with language (i.e., the disorder "specific language impairment."  That suggests there may be, "verbal-linguistic intelligence."  Among the intelligences Gardner proposed were intra-personal and inter-personal.  To me, those seem quite a lot like the "emotional intelligence" that Daniel Goleman popularized about a decade later.  There is quite a lot of criticism of both of these perspectives within the mainstream of scientific Psychology, but the general importance of emotion is widely recognized and emotion continues to be an area of extensive scientific research within our field.
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I'm looking for a short measure of general intelligence. Preferably, the measure should not rely on language or math problem-solving skills (to avoid confounding by education and background of the participants). Preferably, the intelligence scale should take no longer than 5 minutes. The first thing that comes to mind is Raven's matrices, but are there any shorter alternatives that can be easily incorporated into a battery of questionnaires?
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Intelligence is  not such concept which relates to the directly mesasured or observed elements of our real  world,   as a dog,a forest. Intelligence as one metr does not exist in the nature. The meaning and  measurablility of an intelligence depends on the consensus of it users ... In this subject matter there are many definition of intelligence in diffrent contexts and for different purposis. If you write me your computational definition of intelligence and for what do you need it than will be possible to answer on your question.with scientific responsability.
Any way, I suggest you to visit some web pages  on " TOGA meta-theory."
Regards
AMG
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Dyslexia can be managed
As a processing issue, education can be designed to maximize the potential
Ignorance of his causes significant negative self perception often limiting beliefs
1 in 5 are dyslexic. This is too many "throw away" potenial
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Yes, Joel is correct in saying that there are some challenges in early identification e.g. avoiding false positives and also the fact that we do not have reliable measures of early indicators of reading performance that could be used before about age 6. However, many education systems, especially in the UK work on a policy of teaching individual children depending on their level and their responses to teaching or interventions. This means that although dyslexia might not be identified early, children should be supported according to their individual needs prior to any official diagnosis. There is a lot of research being done to improve early identification using proxy measures that predict later reading ability. Hopefully in the next few years some of these might become more widely used.  This would help to maximize potential as you mention.  Dyslexia is a very varied condition and each child who presents with symptoms presents differently from the next child. This means that some children will go unnoticed for many years because they may have strengths that mask any weaknesses. Therefore it is true that many children don't get identified as early as we would like (if at all) - I see students only getting identified at age 18+. 
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I mean some instrument to assess interventions on mindfulness among Elementary school children.
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Muchas gracias Andrés: Muy útil esta información.
Saludos cordiales,
Enrique.
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Hello,
I need a standardised Research instrument for measuring Academic Resilience among students at higher secondary level based of 5Cs Model of Martin and Marsh.
Nighat
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Thank you all for your nice correspondence.
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I will be doing a workshop for home instruction teachers on how to work with the terminally ill student, their psychology and communications strategies for them and their families. Any advice would be helpful. Thank you
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Please let me know if this reference is useful to you:
Caring for a Terminally Ill Child: A Guide for Parents | Cancer.Net
www.cancer.net › Navigating Cancer Care › Advanced CancerCached
Dennis
Dennis Mazur
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Do you think that there is a relationship between social strategies such as (asking, cooperating, and empathizing with others )and EFL students attitudes toward using self and peer assessment? 
Thank you in advance for your cooperation. 
Liqaa 
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Hi 
social strategies surly impacts the students attitudes toward using self and peer assessment since it effects their development of using a language to express themselves and their performance. 
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Behavioral skills training, sensitivity training, etc.
Also interested in other support staff in schools (playground, cafeteria, etc.)
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Have you looked at the "Every Moment Counts" programs?  I don't know if they have trainings for bus drivers, but they have programming for school staff.  Perhaps you could adapt as needed?  http://www.everymomentcounts.org
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can any researcher send me the copy of 12-item Procrastination Assessment Scale for Students questionnaire and its scoring manual or instructions?
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I am attaching two files from the author's web site: one consists of the complete PASS, the other of the scoring instructions (with additional information - basically a test manual).
Although this measure is much longer than what you want, I believe the 12-item version can easily be reconstructed based on the information provided in the manual. 
Section One of the scale measures the frequency of procrastination. It is 18 items long: 6 mini-sections, 3 items each. The "total score" for this section is the sum of the first two items in each section (1+2+4+5+7+8+10+11+13+14+16+17: 12 items!). This makes sense, because the third item in each section asks about the test-taker's desire to change the behavior in question. So although I'm not absolutely certain, it looks like these 12 items are the short form that is so widely used.
I suggest contacting the authors directly with any follow-up questions.
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Dear colleagues,
Together with some colleagues, we are planing to run a study on moral development among children. Do you know any electronic task, which measures moral development? 
I will appreciate any kind of help/hint.
Thank you in advance
Fitim Uka
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Thank you for your suggestion Indeira, 
All the best 
Fitim 
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I am attempting to conduct a survey based on understanding the positive influence of Harry Potter on people in India. I wanted to know if there are any studies (especially qualitative) or publications based on the psychological influence of the series. If you could either direct me to the publication or link me to it, it would really help! Thank you!
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Hi, Deepti Swamy, I suggest some bibiographies that maybe contribute to your idea. BIBLIOGRAPHY Casona, A: The hour of fantasy, Bulletin 24 the Center for the Dissemination of School Practices, Montevideo, 1942. Chukovski, K .: From two to five, Moscow, Dieskaya literature, 1968, p. 277) Claparède, E: Child psychology and experimental pedagogy, Madrid, 1916. Cousinet, Roger: Les lectures des enfants, Ed. L 'Educateur Moderne, Paris, 1911. Elizagaray, Marina Alga: Around children's literature, Ed Union of Writers and Artists of Cuba, Havana, 1975. Elizagaray, Marina Alga: The Power of Children's Literature for Children and Young People, Ed. Letras Cubanas, La Habana, 1976. Freud, Sigmund: Applied Psychoanalysis and Psychoanalytic Technique, Ed. Alianza, Madrid, 1984. Gonzáles López, Waldo: Writing for children and young people, Ed. Gente Nueva, Havana, 1983. Lombroso, Paula: La vita del bambini, Torino, 1923. Petrovski, A .: General psychology, Ed. Progreso, Moscow, 1980. Sosa, Jesualdo: Children's Literature, Losada S.A., Buenos Aires, 1944. Wallon, Henri: The psychological evolution of the child: Ed. Grijalbo, Barcelona, 1980.
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Hi,
For measuring UX, I have used Revised HED-UT scale by Heijden et al. It has 9 items for utility construct : useful, practical, necessary, functional, helpful, efficient, effective,beneficial and productive (with negative polarities on the other end). As utility is supposed to measure both usability and usefulness, is there a way I can separate usefulness from usability? Is it safe to assume that useful, practical, necessary, helpful, beneficial are measures for usefulness and functional, efficient, effective, productive are measures for usability?
I am just afraid using this method of distinguishing between usability and usefulness metrics as people might have different interpretations for different items. So I might consider an item as a measure of usability construct. But, someone else might consider that item as a subset of usefulness construct. 
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Thanks Stephen. 
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I was originally going to do my dissertation on cognitive load and flip but got away from that. However, I ended up looking at engagement in the classroom. I had to do a LOT of research on cognitive load and basically know the literature and I think your suggestion to do other than perception on cognitive load a very good one. I noticed with engagement in the classroom with FLIP, that more complex activities lead to more engagement. I noticed in the CL literature a similar pattern. I'm not even slightly surprised that FLIP students score higher because their prior learning is higher, or should be. However, I think their cognitive load in the classroom ought to be less. Even, with more complexity their load may decrease with flip, contrary to other studies because a) they will be more engaged (if complex enough, and enough self-determination is allowed), b) in FLIP, again, one is supposed to have already had the initial subject content and thus, less CL. I DO think that FLIP works best with more complexity, er...or, I should say engagement in the classroom increases. Now, this is all determinant on how needful, complex, and worthwhile the in-class projects. Does this make any sense? I'd point out the ICAP Framework of Chis as a great measure of engagement and Merrionberger (spelling) for CL stuff.
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maybe consider the Need for Cognition paradigm (Cacciopo and Petty), as it might explain some individual differences at the intersection of engagement and cognitive complexity and load.
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I just completed my dissertation.  I had two dependent/predictor variables that were composite scores.  They were leadership behaviors and adult learning strategies.  The criterion variable was a school's professional learning environment.  Cronbach's Alpha came out great for all three and I had to reject the null.  So, leadership behaviors and adult learning strategies significantly affect the variance of a school's professional learning environment.
My problem is that I wanted to find out the impact/effect size of each of the constructs within the predictor variables of leadership behaviors and adult learning strategies and I am being told it cannot be done because my criterion variable is a composite score. 
1.  Is that correct?
2.  I feel like my data is worthless now.  Is the only thing that I have proven is that the composite score of leadership and the composite score of adult learning strategies predict a variance in the composite score of a school's PLE?
FYI The sample size was 432 completed samples from teachers. 
Thank you.
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Richard - your response brightened my day.  Quite true actually. I appreciate where you are going with this.  I chose not to use standardized achievement scores because I did not want to promote standardized achievement tests.  So, you are spot on the way that I was thinking!  
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I am working with a team to investigate the impact of early research experiences on a variety of variables. One variable is Attitude toward Science. I am looking for any scales with strong validity/reliability measures. It would also be great if they were normed for USA populations or had been used in multiple studies.
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Hello Prof Burton,
I haven't seen the full text of this, but it might be helpful:
Francis, L. J., & Greer, J. E. (1999). Measuring attitude towards science among secondary school students: The affective domain. Research in Science & Technological Education, 17(2), 219-226.
The authors are on ResearchGate so might be able to let you know how much it had been used.
This is another, although it is among college students, not those at high school:
Lovelace, M., & Brickman, P. (2013). Best practices for measuring students’ attitudes toward learning science. CBE-Life Sciences Education, 12(4), 606-617.
This was a paper presented:
Johnson J. (1997) Measuring Attitudes in Science: What Exactly are we Measuring and Why?
Very best wishes,
Mary
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This could be workshops, PD, or college training.  I am looking mainly in the U.S. so if there is research on other countries, I would love that.
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A colleague and I are working on a project and we are looking for the following scales:
Self-Concept of Academic Ability Scale Wilbur Brookover
Academic self-efficacy and first year college performance Chemers
Thank you in advance
John Bannister
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I am sorry  to inform you,All the tests have copy rights .you may need to obtain them through the press where it is published.
Beligere, MD.
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Learner characteristics, Educational psychology, computer education and Intelligent tutoring, how can We bind them all together to produce an Intelligent E-learning course for a theoretical course in computer science education?
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all learning environment have to consider :
learner caracteristic,to providence adaptabilité
  1. sequencing learning path according to a pdagogical strategy
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My focus is about Extraversion and Introversion Students and their Perception on collaborative learning.
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I'm working with cognitive and social-emotional complexity, via a profile tool use on MBA and PhD students that breaks down how they think in context. I'm not a fan of the Big Five, so my response would be more detailed in that Extroversion and Introversion can be broken down further into a combination of Thinking Preferences. In my experience of over 120 student profiles, the tendency for collaboration is low.
The MBTI system in the above link is not useful. It's a horoscope in my experience. For example: does a person prefer to be an Individualist or a Team Member? Those two Thinking Preferences alone will give you more information than any MBTI "profile". 
Feel free to contact me.