Questions related to Educational Psychology
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.
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).
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.
Department of Applied Pedagogy and Educational Psychology.
University of the Balearic Islands
it's a study between stressor perceived by university students ( commuting; working students; road traffic disturbances) and motivation to achievement goals in university.
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?
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.
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.
Is there a difference between the theory of Social cognitive and the theory of self-efficacy?
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
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.
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.
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 (firstname.lastname@example.org).
To be eligible to participate in this study, you must be at least 18 years old.
Link to Sign-up for the Study:
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
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?
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.
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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?
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.
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?
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
have some simple scale or questionnaire to measure student's engagement in Virtual Learing Environments (VLEs), for instance gamified VLEs?
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.
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.
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!
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?
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?
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)?
Can anyone help me on how to access the above mentioned questionnaire? I need it for my research.
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?
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!
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?
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?
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.
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.
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?
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)
Weighted average time of the 3 variables
Average Screen time (television use and computer use) and Non Screen time (others like homework hours)
Is there any rapid publication journals that are indexed by ISI or SCOPUS or both that cover the field of Educational Psychology?
This question is about the validity of psychology subject in education of the educator.
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?
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?
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.
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?
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.
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.
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?
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?
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
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
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.
Behavioral skills training, sensitivity training, etc.
Also interested in other support staff in schools (playground, cafeteria, etc.)
can any researcher send me the copy of 12-item Procrastination Assessment Scale for Students questionnaire and its scoring manual or instructions?
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!
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.
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.
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.
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.
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.
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
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?
My focus is about Extraversion and Introversion Students and their Perception on collaborative learning.