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Educational Psychology - Science topic
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Questions related to Educational Psychology
Dear colleagues,
We are very pleased to invite you to submit your latest research results, developments, and ideas to the 2025 International Conference on Digital Technology and Educational Psychology (DTEP 2025) will be held on June 20-22, 2025 in Cambridge, UK.
Please visit the official website for more information:
***Call for Papers***
The topics of interest for submission include, but are not limited to:
Track 1: Digital Technology in Education
Innovative Educational Technologies
Online Learning Platforms and Tools
Gamification in Education
Mobile Learning and Apps
Virtual Reality (VR) and Augmented Reality (AR) in Learning
Learning Analytics and Data-Driven Decision Making
Artificial Intelligence in Education
Digital Literacy and Skills Development
Track 2: Educational Psychology and Learning Processes
Cognitive Approaches to Learning
Motivation and Engagement in Digital Contexts
Emotional Intelligence and Online Learning
Social Presence and Community Building in E-Learning
Behavioral Interventions in Virtual Classrooms
Identity and Self-Regulation in Digital Learners
The Role of Feedback in Learning Outcomes
Well-being and Mental Health in Educational settings
****Publication****
All papers, both invited and contributed, will be reviewed by two or three experts from the committees. After a careful reviewing process, all accepted papers of DTEP2025 will be published in Conference Proceedings, and submitted to Inspec and CNKI for indexing, and where applicable, also submitted to Ei Compendex and Scopus (Subject to acceptance).
***Important Dates****
Full Paper Submission Date: May 30, 2025
Registration Deadline: June 5, 2025
Final Paper Submission Date: June 5, 2025
Conference Dates: June 20-22, 2025
***Paper Submission***
Please send the full paper(word+pdf) to Submission System:
Dear fellow researchers,
As part of my PhD project in Educational Psychology, I am studying the impact of teachers’ psychological health and school organizational health on student academic success, based on an applied intervention in public schools in Portugal and Spain.
Dear fellow researchers,
As part of my PhD project in Educational Psychology, I am studying the impact of teachers’ psychological health and school organizational health on student academic success, based on an applied intervention in public schools in Portugal and Spain.
Dear colleagues,
We are very pleased to invite you to submit your latest research results, developments, and ideas to the 2025 International Conference on Sports, Mental Health, and Society (ICSMS 2025) will take place from June 13 to 15, 2025, in Guangzhou, China.
Please visit the official website for more information:
***Call for Papers***
The topics of interest for submission include, but are not limited to:
Topic 1: Sports
Physical Education
Sports Training
Social Sports Guidance and Management
Martial Arts and Traditional Sports
Sports Human Science
Sports Rehabilitation
Recreational Sports
......
Topic 2: Mental Health
Educational Psychology
Social Psychology
Learning Psychology
Neuroscience
School Psychology
Emergency Psychology
......
Topic 3: Society
Social Sciences
Social Communication
Media Communication
Culture and Law
Politics and History
Philosophy and Journalism
......
****Publication****
All papers, both invited and contributed, will be reviewed by two or three experts from the committees. After a careful reviewing process, all accepted papers of ICSMS 2025 will be published as Conference Proceedings and submitted to CPCI、CNKI、Google Scholar for indexing.
***Important Dates****
Full Paper Submission Date: May 15, 2025
Registration Deadline: June 1, 2025
Final Paper Submission Date: May 30, 2025
Conference Dates: June 13-15, 2025
***Paper Submission***
Please send the full paper(word+pdf) to Submission System:
The 5 Philosophies Reshaping the 21st Century: When Being Matters More Than Having
The old status symbols are collapsing. Wealth no longer signals wisdom. Popularity doesn’t mean purpose. We are entering an era of deep transformation - and these 5 emerging philosophies are becoming the new mental operating system:
1. Neo-Humanism: Well-being over GDP
Success is being redefined not as performance, but as presence. Education is no longer just about knowledge transfer - it’s becoming a space for psychological safety and collective care.
In a world full of noise, attention becomes the rarest form of generosity.
2. Modern Stoicism: Inner composure is the new luxury
It’s not about withdrawing from the world - it’s about having the emotional stamina to stay in it, with clarity and dignity, even when everything shakes.
3. Longtermism: Thinking in centuries, not quarters
True innovation serves generations. Our universities must evolve from reactive to visionary - from disseminators of content to architects of futures.
4. Post-Urbanism: The quiet power of small communities
A brilliant PhD candidate I know left the academic race to grow tomatoes and teach philosophy at a village library.
This wasn’t an escape. It was a redefinition of impact.
Sometimes, less noise means more meaning.
5. Neo-Luddism: Conscious disconnection
Not every upgrade deserves our adoption. Critical thinking is not resistance to progress - it’s how we survive its velocity.
A question for those who think in decades, not days:
Which of these philosophies is already shaping your worldview?
Which one are you ready to embrace to stay human in a world addicted to acceleration?
Let’s build a new map of meaning - together.
Dear colleagues,
We are very pleased to invite you to submit your latest research results, developments, and ideas to the 2025 International Conference on Education, Culture and Social Sciences (ECSS 2025)will be held in the beautiful city of Dali from May 30 to June 1, 2025.
Please visit the official website for more information:
***Call for Papers***
The topics of interest include, but are not limited to:
◕ Education
· Educational practice
· Physical education class
· Principles of pedagogy
· Curriculum and teaching theory
· Comparative pedagogy
......
◕ Social sciences
· Management science
· Social culture
· Psychology
· Culture
· Law
......
◕ Culture
· Cultural difference
· Cultural studies
· Cultural development and integration
· Cultural industry
· Cultural development
......
****Publication****
All papers will be reviewed by two or three expert reviewers from the conference committees. After a careful reviewing process, all accepted papers will be published in Clausius Scientific Press (CSP) and will be submitted for CNKI,Google Scholar.
***Important Dates****
Submission Date: May 01, 2025
Registration Deadline: May 11, 2025
Final Paper Submission Date: May 21, 2025
Conference Dates: May 31- June 1, 2025
***Paper Submission***
Please send the full paper(word+pdf) to Submission System:
Research Paper titled: Quantum Neuroplasticity: Cognitive Metamorphosis through Advanced Learning
Strategies
Discipline: Education, Psychology, Biomedical Sciences.
scopus link:
Web of science link : https://mjl.clarivate.com:/search-results?issn=1119-5096&hide_exact_match_fl=true&utm_source=mjl&utm_medium=share-by-link&utm_campaign=search-results-share-this-journal
Hello everyone,
I’m seeking advice on the best approach for analyzing data related to ESL learners’ self-regulation capacities in vocabulary learning, specifically in relation to socio-demographic variables like age, gender, major, and IELTS scores (Comparison). I just wanted to detect differences in self-regualtion and background variables without hypotheses.
Initially, I used MANOVA to identify overall differences across these variables, focusing on five dimensions of self-regulation. I conducted separate MANOVAs for each variable (e.g., age, gender) with the five domains of self-regualtion and then summarized the results in a comprehensive table.
Additionally, I performed one-way ANOVAs for each socio-demographic variable across the five domains, which yielded insightful and significant differences. After I wrote all the results and discussion, however, my supervisor suggested a different approach: using a single MANOVA model that includes all socio-demographic variables simultaneously and all self-regualtion domains. This method produced different results, highlighting only some differences in age and English levels. My supervisor is particularly interested in examining interaction effects.
The challenge is that my sample consists of approximately 550 participants, but the distribution is uneven across specific age groups and proficiency levels, leading to some cells being empty in the analysis of interaction effects. This imbalance complicates the analysis, and I’m torn between the two approaches. Even the discusstion becomes more challenging.
Personally, I favor the first approach because I didn't hypothesize any interaction effects, and the unequal sample sizes across groups make the results from the second approach less reliable. Additionally, the findings from the first approach are more interesting and aligned with my research objectives.
Given these considerations, I’m concerned about which method is more appropriate. I would greatly appreciate any insights or suggestions on how to proceed with this analysis. Note, I have both analysis and discussion in sperate files written but I am concerned what is the best for my thesis.
Thank you in advance for your help!
2024 3rd International Conference on Science Education and Art Appreciation (SEAA 2024)will be held on June 28-30, 2024 in Kuala Lumpur, Malaysia.
Conference Webiste: https://ais.cn/u/UVjE7z
---Call For Papers---
The topics of interest for submission include, but are not limited to:
1. Education
◆ Science of education, history of education
◆ Educational psychology, teaching practice
◆ Physical education, physical mental health
◆ Pedagogy principles, Curriculum and pedagogy
◆ Preschool education, higher education
◆ Psychology, physical education
◆ Vocational and technical education
◆ Special pedagogy
◆ Educational Technology
◆ Humanities and sociology of Sports
2. Art
◆ Language, art theor
◆ Art, animation
◆ Drama, film and television management
◆ Design, art design
◆ Music and dance
◆ Broadcasting
◆ Landscape planning and design
◆ Literature, fiction appreciation, The international literature
◆ History spread
◆ Translation aesthetics
All accepted full papers will be published in ASSEHR-Advances in Social Science, Education and Humanities Research (ISSN: 2352-5398) and will be submitted to CPCP/CNKI for indexing.
Important Dates:
Full Paper Submission Date: May 28, 2024
Registration Deadline: June 08, 2024
Final Paper Submission Date: June 18, 2024
Conference Dates: June 28-30, 2024
For More Details please visit:
Invitation code: AISCONF
*Using the invitation code on submission system/registration can get priority review and feedback
As a teacher, or educator, have you experienced teaching by considering student’s learning trauma? what is your perspective about student’s learning trauma?
Wellbeing and School Curricula
Why isn't psychological well-being (PWB) a core component of secondary school curricula?
I'm very curious to hear input from educators and policy makers on the above issue. Or from anyone reading this.
Is it because:
1) Secondary school curricula are traditionally focused more on intellectual growth than emotional growth. Parents are regarded as the source of education on emotional growth.
2) Educators and policy makers are not aware of the increase in rates of depression among teenagers globally.
3) Educators and policy makers are not focused on student depression / anxiety as they don't think it affects academic performance.
4) A lack of data on the impact of student wellbeing on student performance, resulting in skepticism that changes in curricula may have an impact on student wellbeing.
5) A different reason?
Dear Professors,
Dear Associate Professors,
Dear Assistant Professors,
The Iranian Association of Educational Psychology in partnership with the Ministry of Education is holding its annual conference in Tehran on 14th and 15th of February 2024 (in person as well as virtually). The theme of this meeting is “School Psychology”.
It is an invitation letter and we would be honored if the psychologists who work on this field, accept our invitation and would be our keynote speaker for this conference. Your remarks as keynoter would set the tone perfectly for our conference. For more details about ICSP2023 kindly visit, http://7th.iepa.ir/
If you have any questions or concerns, please do not hesitate to contact me through my Gmail: f.dokoushkani@gmail.com
Sincerely,
Dr. Farimah Dokoushkani
International committee chair
I have a longitudinal model and the stability coefficients for one construct change dramatically from the first and second time point (.04) to the second and third time point (.89). I have offered a theoretical explanation for why this occurs, but have been asked about potential model bias.
Why would this indicate model bias? (A link to research would be helpful).
How can I determine whether the model is biased or not? (A link to research would be helpful).
Thanks!
Title: "Examining the Effects of Parental Socioeconomic Status on Educational Attainment: A Serial vs. Consequential Mediation Analysis" Authors: Smith, J., Johnson, A., Williams, L. Journal: Journal of Educational Psychology. please share this article.
As Chair of the International Council of Academics for Progressive Education, I am looking for dedicated researchers in the fields of Educational Psychology and educational professionals who are willing to join and enrich our organization with their expertise and who would like to contribute to peer discussions, publishments and connective endeavors across the globe in order to advance education.
Good day dear researchers,
Please share articles related to the ripple effect and vicarious reinforcement in the students' learning process if you have read them before (only the article title will also be helpful). Thank you!
I am working on a research on achievement goal orientation as predictors of secondary school Chemistry students' achievement.
On further research I discovered that I can adopt the achievement goal theory in the course of this research.
I need to understand more about this, and how I can apply it in investigating academic achievement of secondary school Chemistry students'.
Before starting the discussion, please check the attached images I retrieved from Google search engines to get a precise picture topic we will discuss.
____________________________________________________________________________
(Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional, or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing, or under any other limitation of sovereignty.)
________________________________________________________________________________
I'm unsure how this phenomenon will be portrayed in other countries. Still, from an early age, I always saw this type of scenery with a signboard warning not to throw trash, rubbish, any dump, or officially "No Littering Allowed," using different language to warn the public. But in the end, it always will be full of garbage right below that signboard.
Problem 1:
public have problem, where May Be have no place to throw their garbage.
Problem 2:
psychology trend of behaviour, people are attracted to do and tend to keep doing something they asked Not To Do or Not allow.
Suggested solution:
Instead of placing a huge signboard warning public not to throw their rubbish, why not provide a place nearby if they cannot at the exact location (but need to remove the signboard or change it to please throw your rubbish here, perhaps?)
Please share any improved way can suggest to the government or public to improve and overcome the issues so that this culture is not heritage till the next generation.
Dear Mathematicians, educators and researchers in the field of Education Psychology,
Can you tell me topics in Mathematics where Metacognition skills (planning, monitoring and evaluation) are highly used? (In undergraduate study) where I can design a methodology for measuring Metacognition.
Ex:- Geometry, Arithmetic etc.
Dear colleagues,
I am seeking a research collaborator on the L2 motivation self-system, language learning strategies, self-regulated language learning, and language proficiency. Please contact me if you share similar research interests and are interested in collaborating on projects.
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).
Best,
Edita
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
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?
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.
Can anyone let me know the factor which influence ability phoneme for children? based on journal research
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:
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
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,
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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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.
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,
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
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.
Dear colleagues,
have some simple scale or questionnaire to measure student's engagement in Virtual Learing Environments (VLEs), for instance gamified VLEs?
Cheers.
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!
What is complexity theory and how can I use it in studying school culture?
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.
Thanks
Edward
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?
Thank you
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
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.
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
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.
Lia Charalambous PT MSc (PhD candidate with special interest in plagiocephaly)
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?
I am currently researching play, art, dance, music, and theater and teacher management tools in the classroom. I am in search of current articles. Governmental regulations have removed control of most classroom discipline from the teachers and school administrators. I believe the aforementioned therapies in the classroom could return order and discipline in a passive manner through teachers. I am in search of supporting articles. I have exhausted traditional avenues of research. I am mostly struggling with dance, music, and theater.
Thank you.
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)
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?
WiWith PsychInfo database, you can narrow and caculate the number of results with a category Methodolhodology.
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
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?
I want to use it as an instrument in a research i am undertaking
What criteria and/or instruments you are using in this particular study to evaluate the therapy or the trainee's effectiveness?
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.
I am doing research on learning outcomes so may you help please
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!
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
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
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.
Liqaa
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?
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
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!
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.
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.
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
John Bannister
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.
Am currently carrying out a study to determine the relationship between Adaptive Resilience and Parents-Students Educational Expectations Match/Mismatch on Psychological Wellbeing.
I will be grateful if one can help me with a instrument or link to a instrument that can measure match/mismatch of educational expectations between parents and students.
Thanks
I gave a pre test on competencies in biology. The index of reliability for the pre test is 0.77 which is somehow considered as moderately reliable. When the same test was given to the same group, considered as post test, the result became 0.44. Treatment was given to the group in form of interactive learning which helped them develop better and profound understanding on the concepts assessed in both pre tests and post test. The results in the post test were better in terms of scores. Was this the reason why the reliability index became low in the post test since respondents became more knowledgeable in answering the same test. The results of the pre-test were not given to them. How do I effectively interpret reliability? Do I need to reflect the index of reliability in the post test?
Anyone who can find me published material on invariance tests of the student engagement scale in the higher education context? It would be much appreciated if you can send me published reports on measurement invariance of the NSSE and AUSSE.
Would you advise me of the any literature regarding how interaction affects to L2 acquisition? Interaction is like not only classroom interaction but also social interaction such as social activities, religious activities, part-time jobs, and so on.
I want to do some new research or research that has limited information in working with adult English Language Learners and finding a method of teaching reading skills to them.
I'm designing a study aiming to measure school teachers' attitudes towards mental health, levels of stigma and mental health knowledge. Do you know of any good and reliable measures that can test these things?
Many thanks.
I am designing a program evaluation of a social work study abroad class and seeking an Emotional Intelligence scale to use with undergraduate and graduate students who will be engaging in community practice in a post-war country. Regrettably, I do not have funding for the paid scales but I want to use a validated scale that is thorough yet concise to retain students' attention.
Thank you!
Hi all!
I am studying the influence of human attributes (physical appearance (PA) & way of interacting (WoI)) on trust in automation (chatbots) and the relationship between trust and reliance. I have four conditions (2x2), C1 = NoPA + WoI; C2 = PA + WoI; C3 = NoPA + NoWoI; C4 = PA + NoWoI).
I have 25 items (5-point likert) on trust (both cognitive & affective) and a scale for reliance (1-100%).
With my research I want to show that with chatbots becoming more human this influences both cognitive and affective based trust and therebye reliance. Tested with four conditions..
But is this than moderating (in that sense that the relationshop between Trust & Reliance is influenced by the four conditions? Or is trust mediating the relationship between the four conditions and reliance? Or do I just need to do an anova to compare the means between the four conditions? But what about reliance then?
I hope I have been clear (I've tried, but its dazzling me). If you need more input or perhaps a glance into the dataset, feel free to ask! :)
Thanks!
I am doing a literature review of this subject for forming a questionnaire later. I have a lot already found lots of research on why many PhD students do not finish in time, but I may still be missing something. All from quality of supervision, internal and external expectations to mechanisms of procrastination - or something researched somewhere which i haven't thought of yet. Thanks for your help!
Can anyone help me to find/send a suitable scale to measure student engagement in learning?
Thank you in advance !!!
I am currently in the literature review phase of my research and I am interested in comparing Csikszentmihalyi's (1990) concept of Flow engagement (using the Flow State Scale Questionnaire or related tool) to Martin's (2015) Motivation and Engagement Scale (adapted for mathematics) with middle school students. As well as the best Flow State Questionnaire tool I am also looking for current research that attempts to correlate the results of two self-report questionnaires. The goal is to investigate whether/ to what extent self-reports of Flow state correlate with self-reports of mathematics engagement. Thank you all in advance for taking the time to read this!! -Matt
