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: 508
Personal predictors of online teaching - experiences of the teachers in Serbia in the COVID regime
Статья научная
The pandemic of the COVID-19 virus initiated a rapid organizational transformation of teaching at all levels of education and its implementation in a virtual environment. In this context, teachers’ perceptions of the predictors of online teaching largely determined the quality of its current implementation, but also the character of its further application in the future. Using the survey method, research was carried out with the aim of examining the attitudes of teachers in Serbia about personal predictors of online teaching and their determinants, in the past two school years. Personal predictors of online teaching are operationalized through the cognitive and affective competence of the teachers, as well as through organizational and technical support. Six hundred and seven teachers, who teach in the first three cycles of education, from all districts of the Republic of Serbia, participated in the research. Regarding all personal predictors considered, teachers evaluate cognitive competence as the most important predictor of the implementation of online teaching, then affective competence and finally, organizational and technical support. As the results of the research suggest, a significant influence of the dominant online experience, of the applied online platform, work experience and educational cycle on teachers’ perceptions of affective competence as a predictor of online teaching were determined, while the perceptions of organizational and technical support were significantly influenced by the place where the school was located and the applied online platforms. The obtained results may have implications for pedagogical practice and professional development of teachers in terms of consideration and awareness of the role of various personal predictors required for the successful use of modern educational technology.
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Personality Predictors of Flourishing and Learning to Flourish
Статья научная
Given the abundance of research on well-being and flourishing, this study aimed to outline the direct and indirect effects of personality predictors on flourishing. The cross-sectional study included ten scales, measuring personality traits (the extraversion, neuroticism, openness to experience, consciousness, agreeableness and the meta-traits of plasticity and stability) and personal dispositions (self-esteem, mindfulness, coping and coping potential, learned helplessness, self-handicapping, planning, and rumination) and a convenient sample of 451 respondents. A ten-session training designed to promote flourishing was conducted with 10 participants over a three-month period. Results revealed a stronger direct effect of personal dispositions than personality traits, as well as a moderating effect of personality traits and a mediating effect of dispositions. Flourishing is predicted by high self-esteem, proactive coping, mindfulness, agreeableness, and meaning in life. Problem-oriented coping mediates the relation of agreeableness and flourishing. Conscientiousness and stability moderate the relation of proactive coping and mind-fulness with flourishing, and plasticity moderates the relation of self-esteem and flourishing. This finding is considered to highlight the specific role of plasticity and stability both as traits and dispositions, related to self-regulation. Self-esteem needs to be flexible enough to be revised and validated and is supported by plasticity, while proactive coping and mindfulness, as dispositions related to cognitive, emotional, and behavioral aspects, are supported by stability. Flourishing is predicted to a greater extent by behavioural patterns than by personality traits, and the pathways to flourishing can be learned, which is of particular interest for integration in education as proactive support for individual performance, especially in times of crisis and instability.
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Статья научная
This study examined psychological characteristics and behavioral regulation in codependent women. The study aimed to identify personality traits, approval motivation, and empathy levels as predictors of behavioral regulation in codependent women. A total of 102 women (mean age 30.39 years) in relationships or related to alcohol, drug, or non-chemical addicts participated. Psychological testing and survey were used to assess codependence, aggression, empathy, need for approval, cognitive regulation of emotions, and self-regulation strategies: codependency Self-Inventory scale (CSIS; B. Weinhold, J. Weinhold); questionnaire “Auto- and Aggression to others” (E.P. Ilyin); method “Diagnosis of the level of empathy” (V. V. Boyko); Marlowe-Crowne Social Desirability Scale (adapted by Yu.L.Khanin); The questionnaire of cognitive regulation of emotions (Rasskazova E.I., Leonova A.B., Pluzhnikov I.V.) and the questionnaire “Style of self-regulation of behavior” (Morosanova V.I.). Results suggest that personal characteristics, approval motivation, and empathy can predict the severity of codependence, manifestation of aggressiveness, self-regulation strategies, and cognitive regulation strategies in codependent women.
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Personalized Learning through Artificial Intelligence: Opportunities, Risks, and Policy Perspectives
Статья научная
Artificial Intelligence (AI) is redefining the landscape of personalized education by enabling adaptive systems that respond dynamically to individual learning needs. This paper explores how AI technologies-including machine learning, big data analytics, and intelligent tutoring systems-support the transformation of pedagogical models. Key opportunities discussed include real-time personalization of content delivery, increased student motivation, and inclusive learning environments. At the same time, the study critically examines potential risks, such as data privacy concerns, algorithmic bias, and the erosion of human-centered pedagogy. Policy implications are addressed with recommendations for regulatory frameworks to ensure ethical and responsible AI integration into education. The paper emphasizes the need for empirical research to validate AI-driven models in diverse educational settings. By aligning technological innovation with humanistic values, the paper contributes to ongoing discourse on how AI can support-not supplant-the role of educators. The findings provide a foundation for future research and policy design aimed at creating equitable, transparent, and effective personalized learning ecosystems.
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Perspective of cognitive thinking and reflective teaching practice
Статья научная
The factor analysis was used to ascertain the factors reflecting the most important attitudes of the respondents concerning reflective thinking in the classroom: self-evaluation, feedback and recording, improvement and analysis of teaching materials, assessment, concepts and misconceptions, construction of knowledge, metacognition and permanent improvement. The results of this research showed statistically significant differences among the aforementioned factors concerning the cycle of education (elementary school teachers and middle school teachers) and work experience (0-5, 6-10; 11-20; over 20 years of experience). The differences were obtained by parametric statistics, calculated using the t test and ANOVA test, p
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PhD Students’ Perceptions and Strategies For Managing Stress During Their PhD Studies
Статья научная
The combined effects of academic demands, the need for effective time management, balancing work and personal commitments, and financial challenges lead to a significant degree of stress among PhD students. Understanding how stress is perceived and managed is crucial to understanding the challenges faced by PhD students during their most intense period of academic study. The study aims to examine how doctoral students display stress during their studies. A specially designed Questionnaire on how doctoral students perceive and manage stress during their studies was created for this study. It had seven items, and respondents were asked to rate their level of agreement with each one on a five-point Likert-type scale. A sample of 438 doctoral students from the Republic of Serbia with varying demographic, professional, and academic characteristics was used in the study. ANOVA and correlation tests, among other statistical analyses, revealed a high degree of stress related to difficulties balancing personal and academic commitments, particularly for doctoral students who are self-funded and have jobs. Gender differences show that female PhD students experience higher levels of stress, older PhD students struggle to find time for relaxation, and employed respondents report higher levels of stress than their counterparts without jobs. Scientific disciplines also differ, so that PhD students in the humanities report high levels of pressure. In contrast, those in the natural and technical sciences are less stressed by the competitive aspect of their study. The results emphasize the necessity of specialized institutional support services, such as financial aid, mentorship, and adaptable stress management programs, in order to reduce stress and enhance PhD students’ academic experiences.
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Phraseological units with the conjunction or in the English language
Отчет
This paper presents the results of research devoted to the phraseological units with the conjunction or, analyzed from the viewpoint of their semantic integrity, structure and means, providing their stability and cohesion.
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Отчет
The monitoring and recording of the individual characteristics of children are very important for the development of quality education. Also the views of the teachers about the differences in the development, the potentials and the affinities of the children in the early school period are especially important. The quality education process in the modern school should be adapted to the individual potentials of the children. The children are individuals with their own integrity and characteristics. (Johnston and Halocha, 2010). They have individual pace and develop individual approaches in the learning process. This individual pace in the development of the children requires the teachers to regularly monitor and record the individual characteristics and differences of the children, monitoring the children’s interests, planning instruction which will adapt to the different learning approaches and the different pace of progress of the students. Setting out from this paradigm, this paper, which is based on a realized research, aims to offer findings about the treatment of the individual characteristics of the early school-age children in our country. According to this, we carried out a research in four primary schools in Skopje, which showed us that the teachers lack the appropriate conditions and possibilities to monitor and record the individual characteristics and the specific differences of the students in the early school period.
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Practical strategies for enhancing interdisciplinary collaboration in neuroeducational studies
Статья научная
The need to overcome artificial obstructions and limitations in our scientific understanding of the complexity of educational issues is the major driver of interdisciplinary collaboration in the field of Neuroeducational Studies. To get full advantage of interdisciplinary collaboration therefore, it would be necessary to identify and develop a number of practical strategies that facilitate such endeavor. The relevance literature suggests that making effective interdisciplinary collaboration in the field is dependent on a number of factors, including: creating a common language and conceptual vocabulary; developing graduate educational programs; providing training programs for neuroscientists and educators; and developing neuroeducational research organizations. It is concluded that, interdisciplinary collaboration is a potential key that ensures a more prosperous future for the field and it will be best realized based on authentic dialogue among scientists and educators.
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Статья научная
Previous studies suggest that competition and motivation are reliable predictors of academic dishonesty. However, little is known about the role of situational factors in predicting academic dishonesty. Some studies have found that online learning is more prone to academic dishonesty, but others have found the opposite. This study focuses on academic dishonesty, how it relates to competitive orientation and motivation, and how that differs in two class modes (online vs offline). This study was conducted in Indonesia during early 2022, transitioning from online learning due to the Covid-19 pandemic to normal-offline learning. A total of 404 university students participated in this study. Most participants (74.2%) reported they cheated more frequently in online than in offline learning. The independent sample t-test indicated that students in the online learning group showed higher academic dishonesty than students in the offline learning group. Latent regression analysis showed that amotivation, hypercompetitive orientation, and learning mode are significant predictors of academic dishonesty. These findings imply that transitioning from offline to online learning during the pandemic negatively affected academic integrity.
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Prediction of Academic Success Based on Teaching Quality Using Fuzzy Logic
Статья научная
This research aims to examine the impact of the quality of teaching on the success of vocational students, focusing on professional-applicative subjects in the field of information technology, as well as on general education subjects. The quality of teaching was analyzed through six factors: comprehensibility of the teaching content, applicability of the material, quality of the teaching material, teacher’s commitment, working atmosphere and objectivity of assessment. The academic success of students is represented by the course grade. An adaptive neuro-fuzzy system, ANFIS, was used to model the relationship between the aforementioned factors and academic achievement, which combines the advantages of fuzzy logic and neural networks. Data were collected through a structured questionnaire with a Likert scale, and the model was trained and evaluated using soft computing techniques. The results show that the quality of the teaching material, the dedication of teachers and the working atmosphere have the greatest influence on the success of students. These factors were singled out as the most significant predictors of success within the ANFIS model. The findings indicate the need for a systematic approach to improving the quality of teaching in professional studies and confirm the usefulness of artificial intelligence in the analysis of educational data.
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Predictors of Attitudes Towards Domestic Violence: The Role of Gender Beliefs and Authenticity
Статья научная
Gender-based violence represents one of the most serious forms of violation of women’s human rights, deeply rooted in gender stereotypes and patriarchal patterns. The aim of this study was to examine the relationships between gender beliefs, authenticity in romantic relationships, and attitudes towards domestic violence against women. The research was conducted on a sample of 201 participants through an online platform. The variables were operationalized using the Domestic Violence Myth Acceptance Scale, the Gender Equality Attitudes Scale and the Serbian adaptation of the Authenticity in Relationships Scale – AIRS-22. The results indicate strong and consistent gender differences: on average, men express greater tolerance towards violence compared to women, while women show stronger support for egalitarian gender roles across all domains. The most stable predictor of attitudes towards the justification of partner violence was egalitarianism in the educational role, pointing to the importance of the educational system as a key space for socialization and value transmission. Furthermore, participants from rural areas displayed greater tolerance towards violence and more traditional attitudes about gender roles compared to participants from urban areas. Contrary to expectations, authenticity in romantic relationships did not make a significant contribution in predicting attitudes towards violence, suggesting that global attitudes are predominantly shaped by cultural and social norms rather than individual characteristics. These findings have important implications for the development of preventive and educational programs that emphasize the strengthening of egalitarian values in educational contexts and society as a whole, with particular attention to differences between urban and rural settings.
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Статья научная
Information and Communication Technologies (ICT) have the potential to enhance teaching and learning and influence the development of students’ digital competencies. However, harnessing the potential of ICT in a way that contributes to positive student outcomes poses a challenge for many teachers. The question arises as to whether providing adequate ICT infrastructure in schools facilitates access and, therefore, the use of ICT in teaching. Additionally, it is significant to examine the role of teachers’ knowledge and beliefs in this context. Therefore, this study aimed to explore the relationship between teachers’ perception of ICT infrastructure in schools, ICT self-efficacy, and ICT integration. The study involved 590 teachers from primary and secondary schools in Serbia. By conducting multiple regression analysis, significant effects of teachers’ ICT self-efficacy and perception of available ICT equipment in schools on the use of ICT in teaching activities were obtained. ICT self-efficacy explains the criterion variable to a greater extent. The paper concludes with recommendations for future research and practice.
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Статья научная
This study explores the issue of the preparedness of educators to realize the contents of the PPP (Preschool Preparatory Program) from the point of view of digitalization and informatization of the society The authors are in favour of the implementation of modern educational technology in the process of educating preschool children with the aim of improving the quality of educational work. By this we primarily mean the use of computers and didactic programs in kindergartens which are seen as institutions which carry out a systematic and planned education of preschool children. With this objective have the results of the research of the degree to which the educators are prepared to use computer in the process of realization of the contents of the Preparatory preschool program been presented. The results show that educators are interested in implementing ICT (Information and Communication Technology) within the process of educating preschool children who live and grow up in an era of Information Technology. The use of computers can surely help in the process of realization of the contents of the Preparatory Preschool Program; however, the truth is that they are not properly trained and qualified to do so, or to be more precise, they do not possess adequate pedagogical and methodological competence to be able to implement modern Information Technologies in their work with preschool children.
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Статья научная
Success in any type of activity depends on thorough preparation. Processing of new teaching facilities, or the acquisition of new knowledge in the whole course of the educational process is one of the most important prerequisites for success in the implementation of the tasks of teaching. When it comes to this problem, the analysis of available peda-gogical - psychological and didactic and methodical literature, indicates that it mainly discuss the preparation of teachers, which is certainly needed. However, the implementation of teaching together and actively participating teachers and students, and the modern conception of school based on the students'' activities. The above observations lead us to the conclusion that preparing students for teaching is equally important as the preparation of teachers, although it is somewhat more specific, given their status in the classroom.
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Статья научная
Music and language are means of human communication, whose common medium is the sound occurring in a unit of time. Numerous relevant studies show that the constant implementation of various forms of musical activities influence the development of a child’s speech and motivates the development of pre-reading skills. A survey formed for the purpose of the study explored the positions of the students of the part-time studies of Early and Pre-school Education on the use of musical, creative musical, and multi-modal activities in their immediate methodical practice, as well as their possible impact on children’s speech development. The results of the study show that the participants believe that the development of a child’s speech is most influenced by musical activities containing multiple verbal elements (children’s singing games, songs and counting rhymes) which are more frequently carried out in practice. Although the participants believe that the activities of rhythmical speech and creating a text to an existing melody influence the development of a child’s speech the most, it is more common in practice to conduct creative musical activities, such as listening to music while dancing and/or painting, as well as those activities related to sound sensitivity, which may be due to the competences of the participants in the listed areas. The respondents who believe that multi-modal activities contribute to the development of a child’s speech, often carry them out more frequently in their methodical practice. The results of the study represent a significant contribution to the further improvement of educational practices.
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Статья научная
The issue of inclusive education is focused on providing the high quality education for all learners through the process of introducing the changes concerning the educational approach and the modification of educational content depending on the learners’ individual needs for additional support. The analyses of inclusive policies and inclusive practice in Europe indicate that the characteristics of social context significantly impact the development of inclusive practice. Self-assessment for professional training is a vital condition for enhancing competences through continuous learning and reflexive practice with the aim of achieving the final learning outcomes of all pupils. The aim of the research was also to determine the dominance of certain ways of training within the regular professional training, in regard to the quality and availability of education and support for work that can be provided by the preschool institution where these teachers are employed. The sample comprises of 130 preschool teachers of the following preschool institutions in the north of Kosovo and Metohija. Taking into account the results of the conducted research, the respondents outlined as the most useful findings and skills that are necessary for working with children with disabilities the following ones: the identification of characteristics of certain difficulties among children, the adjustment of methods, ways of teaching, materials and space to working with children who need additional educational support, the creation of individual educational plan for a child who needs additional educational support and communication skills for working with parents.
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Статья научная
This study investigates preservice teachers’ knowledge of elements and rationale for Nature of Science (NOS). Skill gap is established in the literature on pedagogical practices of preservice as well as novice teachers of science, reflecting deficiency in their professional training and eventual classroom practice. Examining preservice teachers’ knowledge in these aspects (elements & rationale) of NOS through a quasi-experiment of one-group pretest and post-test design was done. Instructional intervention over two years along with assignments and presentation with researchers as moderators on the science pedagogy module (History of Science and Philosophy of Science) serves as stimuli over the period. Three research questions and two hypotheses were raised to guide this study. One hundred and thirty-six (112 Life Science and 24 Physical Science) preservice teachers were the participants. Element of NOS (ENOS) and Rationale for NOS (RNOS) were the instruments. Reliability of the instruments yielded Cronbach alpha values of .83, .91 and .86 across dimensions of clarity, coherence and relevance by fifteen experienced science educators. Data was analysed using t-test and ANCOVA. The study found the intervention to effectively improve the knowledge of elements and rationale for NOS. Better prepared teachers (More Knowledge Order [MKO] have the potential to improved Zone of Proximal Development [ZPD] in learners) by implication have the competence to guide learners for qualitative and effective learning. The instruments in this study is recommended for foundational training of preservice teachers on NOS for enhanced instruction.
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Primary education in Serbia and Czechia. Are there similarities?
Статья научная
In Serbia, primary education is compulsory, and it lasts eight years with two educational cycles, while in the Czech Republic, primary education lasts nine years with three cycles. Analysis of the teachers` attitudes toward primary education in Serbia and the Czech Republic has a goal to determine the current educational state in the two countries. Also, in this research it has been shown if there are similarities, as well as differences between the two educational systems. Views of the teachers on this topic are significant for this paper, so the survey was used as an instrument. The survey should have revealed whether the primary education was in line with the need of modernization and enhancement of young peple’s intellectual potential. It was necessary to reveal if the education in the two countries is in accordance with the modern world and whether the teachers agree with this. One of the aims of the research was to determine whether there are statistically significant differences in the teachers’ answers and to relate those differences to the general educational situation in Serbia and Czechia.
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Статья научная
Teacher research activity is an important complex part of their work. Therefore, alongside with the other, their important professional competences, teacher research activity competence becomes a significant one. Teacher’s activity space has widened a lot. Carrying out various research, the teacher uses the obtained information firstly for their activity improvement. It is obvious that there is a lack of reliable research on this question. A deep gap exists between educational research and educational practice. This research aimed to ascertain primary school teachers’ position on educational research question. The research was carried out in 2019, in which 106 primary school teachers from various Lithuanian schools took part. A two-part research instrument was applied, which consisted of open-ended and closed-ended questions. A descriptive qualitative and quantitative content analysis was carried out. Though most of the teachers thought that educational research was important for their practical activity, however, the biggest gap between educational research and educational practice is most frequently determined by the lack of teacher competence in this sphere. There exists an obvious teacher support need as well as teacher professional development needs in the aspect of research availability/accessibility and its use in educational practice.
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