Search

The present study investigated the dynamic nature of students' daily experiences and general study engagement using intra-individual assessment. More specifically, we examined individual differences in the relationship between university students' task-specific value and situational emotions and, further, whether first-year study engagement would moderate this association during the first two years of studies. Intra-individual state assessments were conducted via mobile phone-based experience sampling method (ESM) during participants' first (N = 72) and second (N = 56) academic years, resulting in 3089 and 2912 fully completed state questionnaires. In both years, students were asked five times a day over two weeks how important they perceived their current activity and their positive and negative emotions. Using multilevel structural equation modeling, we found that, on average, a higher perception of task-specific value was associated with higher positive emotions and lower negative emotions within individuals. However, individual differences were detected in the value-emotion relations especially during the second academic year. Finally, the findings indicated that overall study engagement, measured at the beginning of the first academic year, predicted between-person differences in these within-person relationships both years.

Introduction: Evidence for the relationship between movement behaviors and mental health among adolescents is inconclusive. We aimed to identify profiles of digital media use (including related bedtime delay) and leisuretime physical activity (LTPA) in adolescence, and to examine whether preadolescent mental health predicted later behavior profiles.Methods: This study included 1285 participants assessed at 11 years of age, and followed-up four years later. Participants completed the Self-Perception Profile for Children (SPPC), Center for Epidemiological Studies Depression Scale for Children (CES-DC) and Screen for Child Anxiety-Related Emotional Disorders (SCARED) at baseline, and reported digital media use (active and passive use, gaming, and related bedtime delays) and LTPA at follow-up. A latent class approach was employed to identify behavior profiles, membership of which was then predicted with mental health and covariates, including baseline digital media use and LTPA. Results: We identified four behavior profiles: 1) high digital media use/moderate LTPA (20% of adolescents; 78% boys), 2) moderate digital media use/high LTPA (31%; 28%), 3) high digital media use/high LTPA (26%; 15%), 4) high passive digital media use and gaming/low LTPA (23%; 89%). After adjusting for covariates, higher LTPA and better perception of athletic competence at baseline associated with higher odds of belonging to any other profile than to the unhealthiest profile (4) at follow-up. Symptoms of depression or anxiety did not associate with later behavior profiles.Conclusions: LTPA and related self-esteem seem to be stronger predictors of future digital media use and LTPA behavior during adolescence than mental health symptoms alone.

The present study examines antecedents of university students' academic emotions (Pekrun, Goetz, Titz, & Perry, 2002) in the context of self-determination theory (SDT; Deci & Ryan, 1985; 2000), using realtime assessment and intra-individual analyses. We investigated whether daily autonomous and controlled-motivated educational goals predicted students' academic emotions. University students (N = 55) completed smartphone diaries over 14 consecutive days. The two-week intensive longitudinal data were organized in a hierarchical three-level structure, with situations (Level 1) nested within days (Level 2) nested within students (Level 3). Students' goal motivation was assessed in morning questionnaires, and academic emotions in three daytime questionnaires. The results of the multilevel structural equation models showed that setting self-determined autonomous educational goals predicted positive emotions, whereas controlled motivation predicted negative emotions in everyday academic situations, applying both to within-person processes and between-person differences. Both kinds of goal motivation, autonomous and controlled, were associated with determination in students' daily lives. (C) 2017 Elsevier Ltd. All rights reserved.

Adolescents are active users of Facebook and are spending an increasing amount of their daily time on its use. Several recent studies have advocated the need to integrate Facebook use into our existing educational practices. However, at the same time, scholars and educators are wary of the fact that intensive Facebook use (IFU) may not translate into educational uses, learning outcomes and academic well-being. IFU represents an important service use concept that evaluates any user's emotional attachment, connectivity and integration with Facebook use. To address this gap, the present study investigated the role of different Facebook U&G and educational affordances in predicting the IFU among adolescents. A cross-sectional study with 942 adolescent Facebook users from India was conducted. The study results suggest that content U&G did not, while process, technology and social U&G did, play significant roles in predicting IFU. In comparison to Facebook U&G, different educational affordances, namely perceptions of Facebook use in Mathematics, Science and English education, perceptions of its formal use in classrooms and academic information seeking and sharing, did not significantly predict IFU. The study concludes with various theoretical and practical implications for scholars, educational solution developers, pedagogical experts as well as education policy makers.

The past few years have witnessed the emergence of research examining online regret experience. The presence of online regret generates negative use experience and even leads to service switching and discontinuity. However, to date, only limited research has examined the conceptualization of this new yet very important phenomenon in the field of technology use. To address this research gap, the present study has examined the relative influence of SNS brand participation, technology accessibility attributes (including Facebook usage parameters) and problematic Facebook use in predicting regret experience regarding Facebook use. A pen-and-paper cross-sectional survey was administered to 804 adolescent Facebook users (aged 13-18 years). The study results suggest that adolescent users with varying technology accessibility did not differ in their online regret experience, but excessive Facebook users and those actively participating in brand communities tended to experience higher regret. Other findings suggest that two variables, namely parents' perceptions of problematic Facebook use and conflict with friends due to Facebook use, were significant predictors of online regret experience. This study presents different theoretical and practical implications for both research and practice. Limited prior research has investigated the conceptualizations of online regret.Online regret generates leads to service switching and discontinuity.804 adolescent Facebook users participated in this cross-sectional study.Link between participation, accessibility, problematic use and regret was examined.Predictors were excessive use, active participation and problematic use of Facebook.

High goal coherence of a course has a positive effect on the participant's competence development. However, studies on the goal coherence of the youth development programmes are scarce. The participants were 153 teachers who attended to the LQ teachers’ workshop. They filled in the questionnaire before and after the training. In addition, 61 teachers who comprised the comparison group answered also to the questionnaire twice but they did not participate in the LQ. The LQ questionnaire consisted of two elements, namely, how participants experienced the importance of the goals and their perceived competence in promoting the LQ goals. Four pairs of variables describing the participants’ perceived importance of a course goal and the participants’ perceived competence towards implementing it were produced in exploratory factor analysis. The coherence values for variable pairs using distance values were calculated by subtracting the perceived importance from the perceived competence for each goal. The coherence increased at the second measurement point among both the intervention and comparison groups. The LQ intervention resulted in a significantly increased coherence in the ‘safe environment’ and ‘promoting SEL’ variable pairs among training participants compared with the comparison group. Participating in the LQ training did not, however, increase the coherence significantly with regards to the ‘help others’ or ‘healthy life’ variable pairs compared with the comparison group. This piece of research highlights an interesting means of investigating the effectiveness of teacher training.

5th ICEEPSY International Conference on Education & Educational Psychology in Kyrenia Cyprus (Oct 22-25, 2014)/ guest editors: Zafer Bekirogullari, Melis Minas. There is a hypothesized gap between the technology-mediated practices of adolescents and school, hindering student motivation and well-being. This study examined how students’ school motivation is associated with ICT-use. Previous research has shown that achievement goal orientations are related to students’ academic and emotional functioning. Simultaneously, adolescents engage in various socio-digital activities on a daily basis. Our aim is to integrate these two approaches to examine whether students with different motivational profiles display different patterns of socio-digital participation. The participants were Finnish high school students (N=1342) who filled in a self-report questionnaire assessing school motivation and ICT-use both in and out of school. We examined the structural validity of the measurement model by confirmatory factor analyses, classified the students by latent profile analyses and examined group and gender differences by ANOVAs. Four groups were identified: indifferent, success-oriented, mastery-oriented, and avoidance-oriented. The groups differed in their generalized motivational beliefs and there were meaningful differences in terms of their orientations to socio-digital participation: e.g. indifferent students were more likely to engage in hanging-out and gaming, avoidance-oriented students were the least engaged in academic activities. Also, there were some interesting group × gender interaction effects. We found that students’ indifference towards school is associated with ICT-engagement outside of school (gaming and hanging-out). We conclude that there appears to be evidence of discontinuities between today's schools and their students, raising a question of whether the indifference is the cause or the outcome. Furthermore, the findings raise new insights on achievement goal and gender interaction effects.

The Dealing with Challenging Interaction (DCI) method was developed to measure social interaction skills of teacher study groups. The participants were 70 teachers from three schools. The inter-rater agreement, Cohen’s kappa, varied between 0.57- 1.00. The discriminant validity was supported by a cluster analysis differentiating between the skilful and less skilful teachers. The results of the supplementary instrument were equivalent to the cluster analysis maintaining criterion oriented validity of the method developed. The DCI appeared to be a reliable and valid tool for measuring teachers’ social interaction skills.

This study explored the relationships between situational academic emotions, self-study time, and learning outcomes in a lecture course. The participants were 107 Finnish first-year teacher students in a student-activating educational psychology lecture course. Interest and exhaustion were positively related, whereas anxiety was negatively related to the grade awarded for the course. These three situational academic emotions explained overall 29% of the course grade and they still predicted significant variance in grades even with the influences of self-reported self-study time controlled. Finally, a mediation analysis revealed that interest mediated the relationship between self-study time and learning outcomes. This study explored the relationships between situational academic emotions, self-study time, and learning outcomes in a lecture course. The participants were 107 Finnish first-year teacher students in a student-activating educational psychology lecture course. Interest and exhaustion were positively related, whereas anxiety was negatively related to the grade awarded for the course. These three situational academic emotions explained overall 29% of the course grade and they still predicted significant variance in grades even with the influences of self-reported self-study time controlled. Finally, a mediation analysis revealed that interest mediated the relationship between self-study time and learning outcomes.

The study investigated how students’ motivational strategies and epistemologies are related to study engagement. Participants were engineering students (n = 246) who attended a student-activating philosophy course in spring 2011. Regression analysis, cluster analysis and ANOVAs were used as statistical methods. The results in both variable-oriented and person-oriented analyses showed that study engagement was higher in those students who appreciated reflective learning, were optimistic, and did not avoid tasks. Three student groups were defined based on students’ motivational strategies and epistemologies. Groups were called cook-book students, theorists and reflective professionals. Theorists and reflective professionals experienced stronger study engagement than cook-book students. Students in these groups scored high on reflective learning and optimism and low on task avoidance.

Computer-based systems have great potential for delivering learning material. Here, a Web-based learning management system is employed by a medical university to support undergraduate courses. The objective was to help the university's staff to understand the readiness and attitudes of students to the use of information technology, their orientation to new learning environments, and the functionality of the system. The participants were a cohort of first-year medical students enrolled in an introductory microbiology course. Students' attitudes to information technology and learning styles were measured by a rearranged questionnaire, and a principal component analysis identified the students' orientations to information technology and the learning environment. The results of the study revealed that students showed readiness to and positive attitudes towards information technology in education and exposed a possible benefit from its use in the long run. However, they also conveyed negative opinions of the learning management system used in their coursework, suggesting a need for change of the technology. This study provides evidence that in order for computer-based system to be effective they must be designed and implemented with care, otherwise they may risk to lower students' interests and activation.

This study examines how quantitative and qualitative differences in spontaneously taken notes are related to text comprehension in combination with reviewing or not reviewing previously made notes. High school graduates (N = 226) were allowed to take notes in any way they desired while reading a philosophical text. Approximately half the participants were told that they could review their notes during writing tasks designed to measure the ability to define, compare, and evaluate text content. The other half of the participants answered the subsequent questions without their notes. The process of taking notes was rated on the basis of note quality and quantity. The results revealed significant review and process effects in spontaneous note-taking. Reviewing the notes during essay-writing generally resulted in good performance in an exam calling for deep-level text comprehension. However, this review effect was mainly limited to detailed learning instead of making one's own inferences. Results pertaining to note quality indicated that the participants who summarized the content of the text resulted in better performance in all tasks in comparison with those who produced notes following the text order or verbatim notes. The amount of note-taking was also positively related to text comprehension. The discussion focuses upon the situational appropriateness of note-taking effects that pose challenges to educators. Copyright 1999 Academic Press.

Two studies examine the conceptions of learning held by people at varying levels of expertise. In Study 1, we compared the conceptions of participants who ranged in expertise in educational psychology. Laypeople, novices, teachers, and experts answered open-ended questions, in which they were asked to definelearningand to give a solution to an applied problem. Results indicate that a constructivist approach to learning was associated with expertise in this domain, as assessed by participants’ definitions of learning. However, only experts produced solutions to the applied problem that were consistent with their definitions. In Study 2, we examined changes in conceptions that occurred in novice students over a 6-week period, as they completed their first course in educational psychology in a teacher training program. The results of Study 2 are consistent with those of Study 1 and support the idea that formal education in educational psychology has a significant impact on students’ expressed conceptions of central concepts in the domain. However, even after a 6-week course, students’ solutions to an applied problem did not change. Results are discussed in terms of the changes in conceptual knowledge that develop with increasing expertise in psychology. There appear to be both domain-general and domain-specific aspects in conceptions of learning: an active epistemology seems to develop during academic studies in general, whereas a constructivist epistemology is typical of those having formal training in psychology.

This study focuses on study strategies used spontaneously by high-school graduates when learning from text in a medical school entrance examination. The effectiveness of these strategies was assessed in terms of success in qualitatively different essay-type tasks. All subjects (N = 503) were given a short questionnaire about the strategies they used when learning from text, and their test results were analyzed. In addition, notes of a sample of 200 subjects were analyzed. The first hypothesis was that any strategy aimed at learning a minor detail enhances its learning, whereas a central idea is learned regardless of strategies. The second hypothesis was that underlining is related to success in a task requiring synthesis of the text. Third, concept mapping was hypothesized to be successful in a task which calls for critical review of the learned materials. The results supported all hypotheses.