Original research. Рубрика в журнале - International Journal of Cognitive Research in Science, Engineering and Education
Problem Solving and Decision-Making Skills for ESD: A Bibliometric Analysis
Статья научная
Problem-solving and decision-making skills are essential for individuals across various fields. These skills emphasize the importance of preparing a generation capable of solving problems and making informed decisions. Therefore, this study aimed to learn the publication trends related to problem-solving and decision-making skills for ESD (Education for Sustainable Development) from 2013 to 2022 through Bibliometric analysis. In line with the analysis, a VOSviewer software was used to graphically analyze the obtained bibliographic data. A total of 1519 documents were also analytically acquired from the Scopus database. The results showed a fluctuating trend in the number of publications, with the Journal of Chemical Education and Social Sciences being the highest contributor and the most prevalent field of study at 147 and 689 documents, respectively. The United States was also ranked first in the documents emphasizing problem-solving and decision-making skills, at 512 documents. Moreover, the University of Toronto was the most prolific affiliation, contributing the most publications at 17 documents. The representatives from Indonesia were also grouped into two institutions in the global top twenty affiliates, namely (1) the Indonesian University of Education and (2) the State University of Malang. In line with the results, 159 study experts from Indonesia contributed to the analyzed theme, as the top author originated from the United States having 7 documents. The top document excerpts were also published 240 times in the journal Expert Systems with Applications. The trend of the study visualization subsequently produced 9 clusters, problem-solving and decision-making skills, human, psychology, clinical competencies, education, curriculum, support systems, creativity, and content analysis. These results were helpful to relevant experts, regarding the analytical trend in problem-solving and decision-making skills, recommending directions for future analyses.
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Problem-solving ability of students with disciplinary literacy instruction
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The literacy movement has not been widely applied to the learning. This study aims to determine the effect of the application of disciplinary literacy instruction to cognitive learning outcomes, especially in problem-solving ability. The population of this study is all senior high school in Sleman, Indonesia and have implemented the literacy movement in habituation and development. Two classes in SMAN 2 Sleman becomes sample with experimental and comparative classes. Both classes performed daily tests on two consecutive materials to see the abilities in the two classes. The results were analyzed using SPSS program and showed normal and homogeneous results and significance values were above of 0.05 were 0.968 and 0.483 respectively. This indicates that there is no difference in the cognitive learning outcomes of the two classes. The research instruments consist of the syllabus, learning implementation plan, article, student worksheet, and questions. Validation used in the form of content validation to two experts and empirical validation to 150 students. The analytical technique used to analyze the influence of the application of disciplinary literacy instruction on problem-solving ability is ANOVA test at significance level 0.05. The results showed that both classes had normal and homogenous learning outcomes and significance value of 0.009, the value is below the level of significance 0.05. This number indicates that there is the influence of application of disciplinary literacy instruction on problem-solving ability in the electrolyte and non-electrolyte solutions material.
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Professionalization of the principal’s role
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The aim of this work is to point out the importance of the professionalization of the principal’s role in education institutions, with an accent on preschool institutions. The sample included principals (N=57) of preschool institutions in Central Croatia. The goal was to test the mediation relationship through SEM and examine the direct influence of interpersonal relationships within the preschool institution on the development of its work quality; furthermore, to test the indirect influence of these relationships by introducing the mediation variable of professional competence. The structured modelling in the AMOS was applied for testing the direct and indirect influence. The contribution of interpersonal relationships on the work quality is high and statistically significant (β=0,920), which confirms the direct influence. For testing the mediation effects, a bootstrapping method was designed that confirmed the indirect influence of interpersonal relationships on the work quality with the statistically significant serial mediator of professional competence (p= 0,016), thereby confirming partial mediation. This research determined that positive interpersonal relations, mediated by the principal’s professional competence, have a positive effect on the work quality of a preschool institution. In order for preschool institutions to reach the desired quality, it is necessary for them to be managed by professionally empowered and expert principals who promote prime cooperative relationships as the starting point in developing a high-quality institution. The results of this research contribute to a clearer perception and understanding of the professionalization of the principal’s role through key areas of his/her work and activity, and the possibility of their practical implementation into education institutions.
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Proficient constitution for online educational environment using feedback analysis
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Modern world learners want to get more knowledge about their respective field which they like. The Learner just has to implement the knowledge using which they are learnt. This implementation has been used in the modern world. Learners are like to study in within the term they like to learn supplementary bunch. This requirement has been fulfilled by the online education system. The online Educational System provides the Notes, Books, Audio and Video Lectures, Manuals, Presentations etc., learners are expecting more apart from the contents or the learners are not willing to study which were provided by the online Educational System. The online Educational system provider has to know about the Learners satisfaction level, which has been evaluated by the Learners feedback. The feedback analysis has been evaluated by the selected criteria. Each criterion has some scoring options. Using this option, the learners will give the feedback to the particular subject trainer through the scoring options. Finally, feedback scores are evaluated and give the advice to the trainer to implement the new techniques for giving the training. This operation is instructing the trainer to implement and update their teaching skills.
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Статья научная
The aim of the research was to examine the attitude of preschool teachers towards the implementation of project-based learning within the system of preschool education in the Republic of Serbia, with a special emphasis on the identification of its advantages and disadvantages. The research sample comprised 410 preschool teachers from 9 cities in Serbia. The findings showed that preschool teachers have a moderately positive attitude towards the benefits of the project-based learning for children and preschool teachers (M=4). The respondents also agree with all the statements from the questionnaire which relate to the difficulties in implementation of the project-based learning approach. A statistically significant difference among preschool teachers in relation to the academic level and length of work experience, occured only in case of one item, which is related to the lack of didactic materials (p=0,008; p=0.02).
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Статья научная
The article substantiates the importance and relevance of studies on ethnic identity and value orientations, since they predetermine the assimilation of the spiritual culture of society, the formation of value orientations significantly contributes to the development of the individual. For that goal, a study was conducted with 160 bachelor and master students (ethnic Armenians and Russians living in Russia and Armenia) with a use of Twenty Statements Test and Schwartz's Value Survey. The results of the study allowed us to describe common characteristics of the value-semantic aspect of the ethnic identity in Armenian and Russian title ethnos and diaspora. Thus, we aimed to describe of the process of identifying and assigning the values in Armenians as a dual process: the acceptance of values, the norms of the group with which a person is identified; the comparison of himself and his group with others, which has a positive impact on the cohesion of his group.
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The article described the study of the relevance of the role and place of religious contents among young people in the postconflict areas of the South of Russia, the rate of experiences of mythological fear had been explored with the help of the survey, as well as individual psychological characteristics of subjects had been studied by methods of Eysenck, Schmieschek, J. Rotter and Taylor. Those representatives of the surveyed youth sample experiencing a high level of mythological fear could fall into the danger zone of initiation in the group of non-traditional religious sects, as well as come under extremists' influence, since manipulation of consciousness and human behavior, depending on individual psychological characteristics and by using of mythological content, such as fear of possession by jinni, is most effective. The study was attended by representatives of Islam at the age of 19-21, divided by gender: 100 young men and 100 girls. The study was aimed at identifying individual personality characteristics of temperament, character accentuations, locus of control, the level of personal anxiety and the results of a content analysis of the survey done by the author of the article were identified in accordance with five scales. Results of the study revealed that about 80% of subjects experiencing a high level of mythological fears had the same peculiar correlation indices. In connection with the results of research, we had worked out and suggested a complex of psycho-pedagogical support consisting of four modules for the purpose of education, preventive and corrective activities with young people experiencing a high level of mythological fear (fear of possession by jinni).
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Psychological portrait of the modern mentor of students' group projects
Статья научная
The aim of the research is studying the individual psychological characteristics of teachers included in project activities as student teams mentors. The purpose of the work was to identify influence degree of individual psychological characteristics of mentors to the success level in the implementation activities of project student groups. The work presents the results of the empirical study based on the educational intensive SfeduNet, which was implemented and hosted by the Southern Federal University in cooperation with the NTI University 20.35. The object of the empirical study was 84 SfeduNet intensive mentors, aged 26 to 55 years (M=40.70; SD=7.36), 20,20% of respondents are men and 79,80% are women. Methodological tools are represented by psychological questionnaires: “Methodology for diagnosing general communicative tolerance” (V.V. Boyko), “Motivation for success and fear of failure” (A.A. Rean), “Communicative and organizational skills (COI-2 emotional intelligence questionnaire by D.V. Lyusin. The individual psychological characteristics of project mentors were identified, as well as the features which determine the mentor's effectiveness activity for project team support. They were identified as: tolerance, the ability to understand and accept other people's individuality, their specificity, manipulative orientation in communication, invaluable attitude towards people, the ability not to accept herself or himself as a reference person, beyond comparison with themselves and their value preferences. Collected data are of practical importance and are significant and widely used in project activities implementation at the stage of selection, training and mentors' support.
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Psychological predictors of students’ behavior in internet under information uncertainty
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This article is devoted to the study of psychological predictors of students’ informational behavior and their peculiarities of over-coming stressful situations. The article reveals the relevance of studying this problem, the degree of study of the topic of informational behavior in various scientific fields. The necessity of studying the motivational basis of informational behavior is substantiated; the analysis of diagnostic approaches to the study of informational behavior is given. The article presents the author’s approach to studying the motivational basis of informational behavior and reveals two groups of informational behavior strategies - normative and risky. The empirical part of the article presents an analysis of the conducted research for the study of psychological predictors of students’ informational behavior in the Internet. It was revealed that the normative strategy of informational behavior “Internet as a motivating force” has the largest number of correlations with coping strategies and indicators of resilience. The results obtained can prove the adaptability of students who actively use the socially oriented strategy “Internet as a motivating force” and the level of their resilience.
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Статья научная
This article substantiates the impact of the crisis situation on the actualization and development of personal resources and coping with a difficult life situation. Using the example of students living in a local military conflict zone, it is shown that value-semantic resources (psychological resources of stability) in a crisis situation can transform and manifest themselves at the level of reducing the level of meaningfulness of life, value basis and existential fulfillment of life, reducing the degree of emotional response to current events. A crisis situation for a person, on the one hand, can become a source of disintegration in the perception of events of the past, present and future; loss of meaningfulness of life and devaluation of past experience; on the other hand, it can result in subjective well-being if a person works with a psychoemotional state (that includes working with fear and anxiety; perception of a difficult life situation as a challenge and finding new ones personal meanings); works with goals (building an image of the future in the short term), and if a person is rethinking and updating new personal meanings. According to the results of our research, goal-setting and building an image of the future are interrelated with the ability of the subject to be more open to emotional experiences, to show willingness to work with negative emotions (the “Self-Transcendence” scale); to actualize his personal potential (the “Personality” scale). The following empirical methods were used: Test of life-meaning orientations. SJO (J. Crumbo, L. Maholik in adaptation by D. A. Leontyev); Test of research into the real structure of a person’s value orientations (S.S. Bubnova); Methodology for diagnosing the subjective well-being of an individual (Shamionov R.M., Beskova T.V.); «The scale of existence» (Existenzskala) by A. Langle and K. Orgler (adapted by I. N. Mainina and A. Yu. Vasanov).
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Psychological well-being as cognitive-emotional component of student self-regulated learning
Статья научная
The manuscript reports the theoretical aspects of studying the concepts of students’ psychological well-being in the process of self-regulated learning. The essence of student psychological well-being through a prism of cognitive and emotional personality factors has been theoretically studied. The role of psychological well-being and its components in the process of self-regulated learning activities of HEI students has been described. Psychological well-being has been viewed as an integral indicator of the level of personality, which affects resistance, and manifests itself in subjectively tangible satisfaction and life satisfaction. Self-regulated learning has been considered as a metacognitive level of initiation, motivation, monitoring, evaluation and control of all kinds and forms of internal and external activities by the subject of learning, which are aimed at reaching the predetermined goals of learning, personal and professional self-development and self-realization. The results of empirical research with the use of K. Ryff’s questionnaire entitled “Scales of Psychological Well-being,” as adapted by S. Karskanova, allowed us to evaluate personal growth, positive relationships with others, goals in life, managing environment, autonomy and self-acceptance which are indicators of individuals’ psychological well-being. Methods of statistical data processing such as descriptive statistics (group median - Me, arithmetic mean - M, standard deviation - σ) and the Kruskal-Wallis test, confirmed the existence of a statistically significant linear age-related decrease in indicators on the “Autonomy” Scale for the senior students. Analysis of the empirical data on the levels of defined psychological well-being has showed a linear correlation between psychological well-being and its levels. It has been concluded that the cognitive-emotional aspects of psychological well-being of modern student youth in learning activities have been dominated by dependent types of self-regulation in learning. The results have indicated that the most appropriate means to improve the psychological well-being of students, as a component of the emotional and behavioral level, is the formation of their active life position, responsibility for their own activities, motivation and autonomy in self-regulated learning activities. Prospective directions for future research have been described.
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Статья научная
The aim of this research was to examine the attitudes of pupils about avoidance strategies in mathematics and their perception of the way mathematics teachers work. The research was conducted in the Republic of Serbia on a sample of 1165 primary school pupils. A quantitative approach was applied with a standardized instrument made up of five subscales which examined three avoidance strategies (novelty avoidance, providing assistance and self-handicapping) and two categories which include the style and method of the teacher’s work (targeted structured teaching and mastery). The results have shown that pupils are mostly inclined towards the novelty avoidance strategy. The research has also revealed some differences when it comes to pupils’ attitudes about avoidance strategies and their perception of the teacher’s approach in relation to their success at school and grade levels in mathematics. It was shown that the school location was a significant independent variable in determining the differences in pupils’ perceptions of the mastery of the teacher. It can be concluded that good didactic methodical organization of teaching, continuous monitoring of pupil progress, the teacher’s pedagogical approach, developing pupils’ skills in overcoming learning difficulties and monitoring their own work are some of the primary prerequisites for overcoming avoidance strategies and improving the educational work of teachers.
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Статья научная
Mapping conventions are a key aspect of user centered design as they present users with familiar interactions in unfamiliar products. Conventions evolve over time and are slow to be adopted, requiring a high percentage of acceptance within a society, ensuring that conventions exhibit a sufficient level of usability. However this paper argues that while usability is a necessary condition for good interactions it is not a sufficient one. Therefore user centered design which accents individuals bias towards conventions my in fact be hindering the innovation of product interactions. This paper argues that a cognitive approach should be adopted in order understand and reassess product interactions. An experiment was carried out that demonstrates the influence that simple mappings can have on cognitive load. The results showed that basic mappings of the types that are found throughout product conventions can have a substantial impact on mental load and subsequently product interaction.
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Статья научная
It is generally accepted that the use of the most informative areas of the input image significantly optimizes visual processing. Several authors agree that, the areas of spatial heterogeneity are the most interesting for the visual system and the degree of difference between those areas and their surroundings determine the saliency. The purpose of our study was to test the hypothesis that the most informative are the areas of the image of largest increase in total luminance contrast, and information from these areas is used in the process of categorization facial expressions. Using our own program that was developed to imitate the work of second-order visual mechanisms, we created stimuli from the initial photographic images of faces with 6 basic emotions and a neutral expression. These images consisted only of areas of highest increase in total luminance contrast. Initially, we determined the spatial frequency ranges in which the selected areas contain the most useful information for the recognition of each of the expressions. We then compared the expressions recognition accuracy in images of real faces and those synthe-sized from the areas of highest contrast increase. The obtained results indicate that the recognition of expressions in synthe-sized images is somewhat worse than in real ones (73% versus 83%). At the same time, the partial loss of information that occurs due to the replacing real and synthesized images does not disrupt the overall logic of the recognition. Possible ways to make up for the missing information in the synthesized images are suggested.
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Reflexive competence in metacognitive monitoring of learning activity of HEI students
Статья научная
The manuscript presented here reports the theoretical aspects of the concepts of reflexive competence and reflexivity, which is considered, in learning activities through a prism of metacognitive monitoring of HEI students. An essence of metacognitive monitoring and reflexive competence has been theoretically studied. The role of reflexive competence and its components in the process of metacognitive monitoring of the educational activities of students of HEIs has been described. Reflexive competence at the metacognitive level is viewed as a system of formed reflexive abilities, which ensures high productivity of the intellectual activity of the subject by activating the metacognitive resources that are necessary and organizing reflexive actions. The results of empirical research with the use of questionnaire “Reflexive skills (cognitive and metacognitive level scales) (O. Savchenko), Methodology “Reflexive strategies of task solution” (O. Savchenko and M. Makiienko), Metacogntive Awareness Inventory - MAI (G. Scraw and R. Dennison) and “Methodology of Self-Evaluation of Metacognitive Knowledge and Metacognitive Activeness” (M. Kashapov & Y. Skvortsova), and correlation analysis with the use of ANOVA analysis of variance and Spearmen's rank correlation coefficient, have proved that student's overconfidence can cause mistakes in the evaluation of the results of the work. Senior students have better indicators of reflexive skills at the metacognitive level and more sophisticated reflexive problem-solving strategies. Thus, the results indicate that senior students have a higher level of reflexive skills at the metacognitive and cognitive levels and a higher level of reflexive problem-solving strategies than the first- and second-year students.
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The aim of this study was to determine the relation between motoric and specific motoric basketball skills in physical education classes for elementary school students. The sample was taken from a population of boys and girls in four elementary schools in Niš. Boys (66) and girls (58), have been students of elementary school, 10 years old and all of them have been attending regular physical education classes three times a week. For the assessment of motoric abilities, a set of 12 motoric tests was applied: Explosive strength: squat jump, squat jump arms swing and drop jump; Speed: 20m running from a low start, orbiting hand and orbiting leg; Coordination: jumping over the horizontal rope, envelope test and figure „8“ with bending; Accuracy: darts, shooting with the ball at horizontal target and stiletto. For the assessment of specific motoric basketball skills a set of six tests was applied: elevations precision of ball passing with two hands, horizontal precision of ball passing with two hands, orbiting ball around the body, orbiting ball through the legs (figure „8“), dribble around a central circle of the basketball court and dribble two „small eights” around two adjacent circles of basketball court. In data processing canonical correlation and regression analysis were used. The results showed that motoric abilities significantly contributed to success of specific motoric tests performance both with boys and also with girls.
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Статья научная
The aim of our study was to analyze gaze fixations in recognizing facial emotional expressions in comparison with o the spatial distribution of the areas with the greatest increase in the total (nonlocal) luminance contrast. It is hypothesized that the most informative areas of the image that getting more of the observer's attention are the areas with the greatest increase in nonlocal contrast. The study involved 100 university students aged 19-21 with normal vision. 490 full-face photo images were used as stimuli. The images displayed faces of 6 basic emotions (Ekman's Big Six) as well as neutral (emotionless) expressions. Observer's eye movements were recorded while they were the recognizing expressions of the shown faces. Then, using a developed software, the areas with the highest (max), lowest (min), and intermediate (med) increases in the total contrast in comparison with the surroundings were identified in the stimulus images at different spatial frequencies. Comparative analysis of the gaze maps with the maps of the areas with min, med, and max increases in the total contrast showed that the gaze fixations in facial emotion classification tasks significantly coincide with the areas characterized by the greatest increase in nonlocal contrast. Obtained results indicate that facial image areas with the greatest increase in the total contrast, which preattentively detected by second-order visual mechanisms, can be the prime targets of the attention.
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Relationship between the quality of higher education and Balkan countries' competitiveness
Статья научная
The main purpose of the research is to determine the link between the quality of higher education and the competitiveness level of the Balkan countries. In addition, the goal is to identify critical factors in the field of higher education that require improvement. The methods used in the paper are comparative analysis, descriptive statistics, correlation analysis, cluster analysis and benchmarking analysis. The results of the research point to the fact that there is no high positive correlation between the quality of higher education and the competitiveness level of the Balkan countries. However, it is noticed that the Balkan countries record better results when it comes to higher education than the level of competitiveness. Apart from the necessity of improving certain domains of higher education, the priority of the education policy and development policy makers in the Balkan countries should be the utilization of the results achieved in education in the function of improving competitiveness.
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The Dynamic Occupational Therapy Cognitive Assessment for Children (DOTCA-Ch) is a tool for finding out about cognitive problems in school-aged children. However, the DOTCA-Ch was developed in English for Western children. For this reason, it’s not appropriate for Thai children because of the differences of culture and language. The objectives of this study were aimed at translating the DOTCA-Ch in Orientation, Spatial Perception, and Thinking Operations sub tests to a Thai version on a World Health Organization back-translation process, and to examine its internal consistency, inter-rater reliability and test-retest reliability. Participants consisted of 38 intellectually impaired and learning disabled individuals between the ages of 6-12 years. Results from this study revealed high internal consistency in the Orientation sub test (α=.83) Spatial Perception sub test (α=.82) and Thinking Operations sub test (α=.82); high inter-rater reliability in the Orientation sub test (ICC =.83), Spatial Perception sub test (ICC =.84) and Thinking Operations sub test (ICC =.74); and high test-retest reliability in the Orientation sub test (ICC =.84), Spatial Perception sub test (ICC =.86), and Thinking Operations sub test (ICC =.85). These results indicate that the Thai version of the Orientation, Spatial Perception, and Thinking Operations sub test might be used as an appropriate assessment tool for Thai children, based on psychometric evidence including internal consistency, inter-rater reliability and test-retest reliability. However, additional study of other psychometric properties, including, predictive validity, concurrent reliability, and inter-rater reliability during the mediation process of this assessment tool needs to be carried out.
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Representation of Roma content in curricula and textbooks at the initial education level in Serbia
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The 1989 Convention on the Rights of the Child guarantees all children the right to an education, and this paper focuses on Roma children and that right. The extent of Serbia’s strategy documents was reviewed, particularly in light of their responsibility for guaranteeing equity, accessibility, and equal educational opportunities for all children. The study’s objective is to assess how content related to the Roma is portrayed in current curricula (N = 16) and textbooks (N = 93) for the 2022-2023 academic year. It was discovered that despite the objectives in each of the analyzed courses (Serbian language, The World around Us, Nature and Society, Music Education, and Civic Education) clearly promote equality, diversity, and mutual appreciation, democratic values, inclusion, and anti-discrimination, none of them explicitly mention the words Roma or the Roma people. Only a few times do the Roma people explicitly appear in textbooks on nature, society, and music, and then only as a numerical representation of the national minority; no mention is made of the positive traits of the Roma people, who have their own identity, tradition, and culture as well as well-known members. The results highlight the need for textbooks to include specific content about the Roma people as fundamental teaching tools. This content should also be included in the curriculum because it would help students of Roma origin feel less excluded and more empowered to participate in school on an equal footing.
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