International Journal of Cognitive Research in Science, Engineering and Education @ijcrsee
Статьи журнала - International Journal of Cognitive Research in Science, Engineering and Education
Все статьи: 453
Media exposure and education of first six grade children from Slovenia
Статья научная
The family environment plays an important role in influencing the way that children use the media and the degree of their exposure to media, however the mediating role of parents in this process is not sufficiently understood. The present paper presents the results of a 2016 Slovenian national survey in which opinions of 2,825 parents concerning their children’s exposure to media were collected and analysed using the SPSS PSAW Statistic 18 software package. Our results show that exposure to media by children from the first to the sixth grade increases with age, that children of parents who are themselves heavy media users are more likely to be heavy users and that children who are heavy media users also receive lower test scores.
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Mental representations as the students' academic success predictor
Статья научная
The analysis is aimed at defining peculiarities of mental representations in homogeneous cluster groups, represented by the students characterized by different (high, average or low) academic progress levels. Deductive and correlation design of the research is defined here as a general method. Statistic design: the research is held taking into account a mixed method, including several qualitative and quantitative techniques of data processing and interpreting; more specifically cluster analysis (used for relatively homogeneous groups defining), multiple regression analysis (used to determine the impact of mental representations characteristics on academic success) as well as Kruskal-Wallis rank sum test. The average value of the regression model significance reflects the veracity of the research results. The attained statistic results prove that mental representations have peculiar impact on students' academic success and there is an effect of the students' academic activity progress splitting. On the one hand, the research helps to identify cluster groups of students characterized by success exteriorization indices growth and academic success indices reduction. On the other hand, non-linear impact of mental representations characteristics on students' academic success was identified (the effect of inversion); i.e. some mental representations indices are highly developed, but the quality of education is low and individual resource is hard to implement in everyday life. Academic progress index, high level of studying and professional competences acquirement orientation as well as the activity factor are defined as measures of academic success mental representations splitting in groups. These results and conclusions prove the scientific fact that mental representations have an influence on the students' academic success. This influence is multidimensional and vague. These facts offer a challenge of the research in considering highly-effective psychotechnologies for developing mental representations in general and students' academic success in particular.
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Статья научная
The present research compares the effects of mentally recreating the experience of realizing that a desirable goal had been achieved (outcome simulation exercise) with those of mentally recreating the actions that might lead to the desirable goal (process simulation exercise). It asked whether the performance benefits of process simulations over outcome simulations, which have been reported in students enrolled in face-to-face classes, would generalize to an online environment. The process simulation exercise was expected to foster attention to the antecedents of good grades, thereby improving class performance relative to the outcome simulation exercise which was intended to be merely motivational. College students from the Middle East, who were taking classes online due to the COVID-19 pandemic, participated. Type of simulation impacted students’ performance on assignments, but differently depending on the timing of the assessment. It did not influence behavioral engagement, midterm test performance, or predictions of performance before or after the test. Instead, process simulation enhanced students’ confidence in their predictions. These findings suggest that process simulation exercises may be useful learning props for activities that challenge students’ problem-solving skills (e.g., assignments) rather than engage well-practiced study habits (e.g., tests).
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Mentoring in teaching profession
Статья научная
Mentoring as a form of strengthening the competencies of teachers is widely accepted in the educational system of the Republic of Macedonia. Generally, experienced teachers and those who are new perceive this process as inevitable for strengthening and retaining quality staff. The goal is to explore what teachers think about mentoring novice teachers in teaching. In line with the stated goal, we tried to answer the following questions: Are there differences in teachers’ views and opinions about the mentoring process regarding their work experience? Does mentoring as a process contribute to/for teachers’ professional development? Are there differences in views and opinion of teachers for the mentoring process regarding their experience and involvement in the mentoring of novice teachers? The obtained results pointed to the weaknesses that the mentoring process in our country is facing with. Although mentoring as a process is regulated by law, in practice there are still inconsistencies in its realization, both from the aspect of the approach and from the aspect of effectiveness. The recommendation to schools is to try, in addition to mentoring, to offer other forms of support to novice teachers and to try to support the teaching profession through a continuous investment (staff and financial).
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Статья научная
A sequential exploratory mixed-methods study is implemented to develop an instrument that allows for the evaluation of the metacognitive strategies used by engineering groups of students when solving mathematical modeling problems. The findings of the qualitative study guided by observations and interviews reveal the use of metacognitive strategies of ‘planning’, ‘monitoring and, if necessary, regulation’, and ‘evaluation’. In this article, we present the final categories of the qualitative analysis and discuss how these data were shaped into a theoretical construct and items of an instrument to measure metacognitive strategies. The psychometric properties of the instrument are analyzed, and it is argued that it has a similar interpretation among males and females, as there are no significant differences in these results. The development of the present study demonstrates how the qualitative method can support the adaptation of an instrument to measure metacognitive strategies, thus contributing to validity and applicability.
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Статья научная
The analysis is aimed at determining characteristics of relationships between metacognitive abilities and socio-psychological adaptation in homogeneous cluster groups represented by people of mature age. The main research methods were: cluster analysis, which allows us to identify relatively homogeneous groups; “bootstrap” method to check the normality of the distribution. The study also used factor analysis to determine the relationship between the characteristics of metacognitive abilities and socio-psychological adaptation. The total following variance in the factor models (86.24%, 99.77%, and 100%) as well as the levels of predictive consistency (p≤0.01 to p≤0.05) reflect the reliability and significance of the results obtained. Data processing and interpretation were carried out using qualitative and quantitative statistical methods: Fisher's angular transformation criterion (φ*) for comparing two samples according to the occurrence frequency of the effect which is interesting to the researcher; Kruskal-Wallis rank sum test (IBM SPSS Statistics). The results of the study allow us to talk about ambivalence in the manifestation of metacognitive abilities formation in people of mature age: on the one hand, a general tendency towards a decrease in the development of metacognitive abilities was discovered, on the other hand, an increase in the degree of structural organization of the entire metacognitive system was revealed in the process of growing up, which generally compensates for the natural decline of potential resource capabilities of adults. This ambiguity in the manifestation of metacognitive abilities is reflected in their relationship with indicators of socio-psychological adaptation of adults. The identified features of the relationship in terms of harmony/inconsistency, integrity, and the content of crystallizing factors generally indicate a multidimensional structure of the relationship between metacognitive abilities and socio-psychological adaptation, when only in some cases can we talk about a direct correlation of these variables: a high level of development of metacognitive abilities determines high social-psychological adaptation.
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Metacognitive awareness and academic self-regulation of HEI students
Статья научная
The presented manuscript has analysed the theoretical aspects of the concepts of metacognitive awareness and academic self-regulation of HEI students. A theoretical essence of the mentioned above phenomena has been theoretically studied. The role and importance of metacognitive awareness and its components for the learning efficiency and academic self-regulation of HEI students have been described. It has been determined that such a metacognitive characteristic of personality as metacognitive awareness determines not only the organization of mental and behavioral processes, but also relates to the academic success of the subject of learning activity - student. The results of empirical research with the use of Questionnaire “Academic Self-Regulation” by R. Ryan & D. Connell, Questionnaire “Metacognitive Awareness Inventory” by D. Everson & S. Tobias, G. Schraw & R. Dennison's questionnaire “Metacognitive awareness”, and correlation analysis with the use of the Pearson's and Spearmen's rank correlation coefficients, have proved that students with a high level of metacognitive awareness (involvement in activities) have high performance on the basis of identified and internal self-regulated learning activities. The students of this type are more autonomous in conducting their self-regulated learning activities, developing their metacognitive abilities, such as metacognitive knowledge, metacognitive monitoring, metamemory and meta-thinking. Summarizing the results of theoretical analysis and the empirical data evaluation, we can conclude that the learning behavior of modern student youth has been dominated by dependent types of self-regulation.
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Metacognitive awareness perceptions of students with high and low scores on TIMSS-like science tests
Статья научная
The current study explores the differences in metacognitive awareness perceptions of students who had high and low scores on TIMSS-like science tests. The sample consisted of 937 Omani students, 478 in Grade Five and 459 in Grade Nine. TIMSS-like tests were specially designed for both grade levels, and students also completed a metacognitive awareness perceptions inventory which explored their use of four main skills: planning, information management strategies, debugging strategies and evaluation. MANOVA was used to analyze the data. The findings indicated that students with high scores in the TIMSS-like test out-performed students with low scores in the test on all four metacognitive skills surveyed. This was true for all three performance areas analysed: performance in the TIMSS-like test as a whole, performance in lower-level test questions and performance in higher-level test questions. These findings highlight the extent to which students’ metacognitive skills influence their performance in science tests. The study recommends that students be trained to improve their metacognitive skills, reviews several methods for doing this, and suggests that such training might better prepare them for taking science tests. However, it also notes that further research is needed to explore the impact of metacognitive training on student performance in specific science examinations such as TIMSS.
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Methodological performance evaluation by teachers in preschool educational institutions
Статья научная
The article describes a technology of teachers' assessment of methodological performance as an aspect of preschool educational establishment management. Theoretical methods have been the major problem research methods: analysis of normative legal documents; theoretical and methodological analysis; system analysis; design approach; empirical methods: ascertaining experiment, questionnaire survey, interviews with preschool teachers. The authors have determined a theoretical and methodological framework for the study of the problem of effective methodological performance evaluation by teachers in preschool educational institutions; principles of implementing this technology have been proposed. In addition to the methodological performance evaluation technology by teachers, which includes research and monitoring stages and a decision-making stage, the authors have developed implementation charts for assessing methodological performance by teachers in preschool educational establishments and defined the criterion and level characteristics of methodological performance. Carrying out the procedure for assessing methodological performance in a PEI will ensure support for the organization's processes, as well as facilitate a transfer of the organization from a merely functioning state to the state of dynamic development.
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Methodology of comparative research in education: role and significance
Статья обзорная
Research interest in the comparison of education systems emerged parallel with the study of social development and the general globalization of social resources. The contemporary context of research discourse puts researchers in a position of necessary collaboration and partnership, with a special emphasis on the comparative analysis of educational phenomena. The aim of this study is the analysis of the theoretical understandings of the role of comparative research in the cognition of pedagogical phenomena as well as the transformation of the comparative methodological apparatus in the contemporary context. The research tasks are aimed at analyzing the historical development of comparative research, epistemology, the function of comparative research in pedagogy, as well as its importance in pedagogy. The importance of developing pluralism in the methodological approach of comparative research is emphasized in order to strengthen research capacities for its future development in pedagogical sciences. The study relies on the historical method and the method of source content analysis.
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Modern students’ mental representations of success
Статья научная
The research is aimed at studying the success mental representations of students who are considered as the modern society members seeking for intellectual and personal resources integration. The article describes relevance and prospects of the success mental representations studying. These representations are considered to reflect personal real and potential success. Such methods as content and statistical analyses are used for the research. Quantitative analysis of signs/indices (total quantity: 555) and categories (total: 415) allowed the “success” concept cognitive structure characterizing. Categorizing the analyzed units helped to define modalities which become basic in the research and specified its conceptual scheme. Quadri classification of signs helped to find out the “success” concept organization style, having peculiarities based on the speed and accuracy of these signs selection, their structuring and integration. The summary of the research is based on the statistically significant conclusions. The level of the students' style cognitive and personal characteristics structuredness is determinantial for the success mental representations structural organization. The more complete and integral the success cognitive image is, the more mature and integrated the students' personal resource and experience are; in this case the students are highly motivated for reaching the success. The results of this research elaborate the idea and scientific facts about mental representations and can be informative and useful for cognitive psychology researchers and the persons working with students.
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Modus of killer profiling in Nordic crime series
Статья обзорная
Criminal investigators, scientists, mental health experts, and the media have always studied serial killings. Since Jack the Ripper in the late 1800s, and even today, attempts have been made to understand the complex issues surrounding the investigation of serial murders and the motives for these horrific acts. The topics of serial killings are attracting too much attention from the media, academia, and the general public. Nordic crime series make a special contribution to identifying and analyzing many issues related to serial killings including common myths, definitions, typologies, pathology and causality, media role, prosecution issues, organization of investigations, and especially through the affirmation of forensic psychology and criminal profiling. We believe that scientific papers dealing with this topic can be useful in generating an effective response in identifying, investigating, and reaching verdicts, and strengthening the collective ability to understand, respond and act preventively to prevent these violent and serious crimes.
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Motivation types: a key factor in self-regulated ESP learning
Статья научная
The objective of this paper is to examine the impact of motivational orientations, or various forms of motivation, on the success of foreign language (L2) learning as a measure of self-regulation for ESP (English for Specific Purposes) students. It has been postulated that the nature of motivation has a substantial impact on second language (L2) learning, as evidenced by success as a measure of self-regulated learning. This association remains consistent even when moderator variables such as gender, age at which L2 learning begins, and years of L2 learning are integrated. This empirical research covered 460 respondents, of whom 245 (53%) were male. The students attended the Faculty of Technical Sciences (FTS) at the University of Novi Sad. The Foreign Language Learning Motivation Questionnaire (LLOS-IEA) was used as an instrument. Scale reliabilities were measured using Cronbach’s alpha indicating satisfactory reliability. An achievement test with 50 tasks and a general data questionnaire were applied. PROCESS macro for SPSS was used for statistical analyses. The initial results indicate that students are highly motivated, with Intrinsic regulation (Knowledge, Achievement, and Stimulation) and Identified regulation achieving the highest scores with good motivational orientation that are significant predictors of self-regulation, which was also seen as an indicator on the L2 achievement test. Additionally, their levels of amotivation are low, while their levels of various categories of motivation are moderate. A notable positive predictor is identified regulation, suggesting that motivation facilitated by identified regulation is linked to an improved grade in L2 and overall achievement. Furthermore, it was determined that ESP students exhibit distinct types of motivation compared to other students, which serves as an indicator of self-regulation in ESP learning. It was established that ESP accomplishments are determined by the types of motivation present in L2 learning. The age of starting L2 learning, years of L2 learning, and gender are insignificant factors in the relationship between the observed variables. Also, it is recommended that future studies should be based on a larger corpus and include not only students of the technical sciences but also students of the social sciences in order to overcome its limitations.
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Статья научная
The article analyzes the possibility of transitioning a general education school to an online learning format. The indicators are such categories as educational activity, quality of education, intensity of education, learning motives. To achieve this goal, a sociological survey of high school students in Rostov-on-Don (Russia), as well as their parents and school teachers, was conducted. The last two groups of respondents are presented in the status of experts. Based on the analysis of empirical data, the following conclusions were made. More than half of all high school students surveyed (66.6%) expressed their intention to continue the online learning experience they received during the response to the COVID-19 epidemic. However, the conjugations of willingness to study online with the categories “learning motives”, “quality of education”, “intensity of education” showed that the high motivation declared by high school students for the learning process does not correspond to their real behavior in distance lessons. The main motive for choosing online education for high school students is the convenience of this format of education. The survey showed a low degree of significance of other reasons for choosing online education. Preferences for online convenience and the desire to learn asynchronously reflect the unmanifested goal of getting out of the teacher’s control in order to reduce their educational activity. It can be assumed that this is due to the social immaturity of high school students and the lack of understanding by most of them of the value of secondary education. Based on the analyzed data, three approximately equal groups of respondents were identified. In the first group, high school students are focused on the standard school-lesson system with elements of e-learning (40% of respondents). In the second group, the advantages of online learning are articulated, which are associated with convenience and greater resource potential compared to classical learning (35% of respondents). The third group represents the interests of high school students, who are not so much interested in the format of education as the opportunity to get out of the control of the teacher and find themselves in a convenient educational environment to simulate learning activities (25% of respondents). This means that online learning format, the usefulness of which is obvious only if students have a stable cognitive activity, is unacceptable for most high school students.
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Статья научная
Studying motivations of teaching professionals for their profession is an important area of research. Knowing motivations is relevant to both school policy and teacher educators in order to tailor initial and further training accordingly, thus enabling individuals to be best equipped to meet the challenges of their careers. In the present article, we were interested in why Slovenian and Serbian preschool teachers choose their profession, how the preschool teachers with different motivations for their choice perceive their profession as a career, what factors they consider to have an impact on their career development, and what expectations they have in relation to it. The study was based on a survey approach and included 289 preschool teachers from Serbia and Slovenia. The results show that among preschool teachers in both countries intrinsic and altruistic motives prevail in their choice of the preschool teaching profession and that their importance increases as the importance of motives of a simplistic view of studies and work decreases. The results indicate that the predominant motivation for choosing preschool teaching as a career plays an important role in the preschool teachers’ views of their profession, their identification of the career development factors, and their career expectations and plans. The implications of these findings for preservice and inservice preschool teacher education are discussed.
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Multicultural competence as a teacher’s metacognition to achieve a positive school climate
Статья научная
Our modern times are marked by socio-economic and cultural processes whose effects are rapidly crossing national borders and creating a global community for which multiculturalism is no longer just a concept but a social reality. As a key tool for its harmonization, intercultural education is determined, which provides conditions for interaction between cultures and prepares multicultural individuals. There is a need for the teacher to acquire the appropriate intercultural readiness and competence to enable her to posit the climate in the classroom. At the same time, there is a lack of research on the psychological climate in culturally mixed classrooms, characteristic of most schools today. The aim of the study is to investigate the importance of teachers’ “intercultural readiness” factors for achieving a positive psychological climate in a multicultural educational environment. The research instrument synthesizes questionnaires on the classroom, on the organization of the educational environment and on the psychological climate and adapts them to the level of primary school education. The sample consisted of 95 teachers from Attica in Greece. The data were analyzed with the statistical package SPSS and one-way ANOVA was applied. The research assumption is confirmed that universities preparing pedagogical specialists are responsible for developing master’s degree programs in intercultural education or courses for additional professional qualification with a focus on the formation of intercultural competence as a teacher’s metacognition.
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Multiculturalism as important characteristic of contemporary education
Статья научная
The introduction of the multicultural principles in education is a result of common processes of modern societies’ democratization, requirements for law and respect of the Human Rights and Liberties, the process of globalization and the economic, technological, and cultural connection among peoples and countries. Multicultural education presents educational program which does not concern only certain minorities, but it also refers to the social groups as a whole, no matter big or small. It refers to every social group which has distinctive culture and to the disparate relations and attitudes that a group develops toward other peoples’ cultures. Some authors point out different models regarding multicultural education in Europe and the USA. Different attitudes towards multiculturalism in Europe and the USA arise from various conditions and situations of minorities. Along with these distinctions go the disparities in educational policy and attitudes towards multicultural education, values, needs, operationalization, etc. If the ‘educational ideal’ means formation of new citizen that would live in multicultural society, than ‘additional’ programs for education of children based on interculturalism and multiculturalism must be created. The subject matters of the ‘additional’ programs should be incorporated in every general educational subject. Schools should play an important role in encouraging multiculturalism, especially the multinational schools, because they are concrete educational institutions where children are taught proper behavior.
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Статья обзорная
After the Second World War, one of the priorities of cultural policy in the domain of music was the music education of young generations, which was essential to begin with at an early age. Its goal was to form a versatile person prepared for future work and social tasks, an active participant in the cultural and artistic life of his/her environment. Due to the insufficient researches conducted so far on musical education practices in the immediate post second World War period, in this paper we track the contents of the curricula in Croatia and Serbia. It’s our intention to emphasize the similarities and the differences in the music educational processes in the two biggest republics of the former Yugoslavia - from the initial lining on the soviet pedagogy trough reforms and changes to a unified conception of schooling on a federal level. The research shows that the curricula were constantly changed and supplemented in the first years after the war. Numerous changes resulted in the changed number of teaching hours and the teaching content, which year by year became more ambitious. The analysis of the curricula from the sixties onwards pointed to new guidelines which advocated the shift from active music playing and acquiring musical literacy to the concept of auditory perception and learning of musicological terminology. Each new syllabus was modified in accordance with the previous one, while taking into account the possibilities of their implementation in practice. Approaching contemporary pedagogical approaches was reflected in the requirements for the application of the model of active participation in the teaching process, the introduction of technological tools and openness to popular music practices.
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Music students 'intercultural sensitivity to different religious convictions
Статья научная
The authors’ aim is to analyze the degree of openness to different religious convictions among students of Department of Music, Faculty of Arts in Niš, and also to test whether these students have an active attitude on overcoming religious prejudice. The research was initiated due to the fact that during their education, through various teaching activities (playing, singing, conducting, composition, listening to music and its analysis) students become familiar with religious, spiritual, and church music, as a constituent part of different religions. The assumption is that precisely through music as one of the most universal media of artistic communication students can establish and develop a positive attitude to religious differences. Research results show that students are aware of various religious convictions and affiliations, but they do not show enough sensitivity to respecting differences, and they do not take part in the struggle against prejudices that accompany those differences.
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New methodological theoretic approaches to the analysis of sport activity
Статья научная
Based on the views of representatives of domestic and Western philosophical thought (M. Merleau-Ponty, P. Bourdieu, N.A. Bernstein, E. Knyazeva), the author offers a nontraditional approach to the study of essence and nature of sports activity. The productive analysis of sports activity requires such technics of intellectual procedures, which allow to consider sports activity not only as a physical sphere but also as a mental one, including cognitive, mental, psychomotor and emotional aspects.
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