Original research. Рубрика в журнале - International Journal of Cognitive Research in Science, Engineering and Education
Evaluation of anxiety control in school-age sports
Статья научная
Anxiety is the main manifestation of stress in competitive sport. This study evaluates anxiety control in school-age sport, according to gender, age, type of sport (individual / team) and sports modality. The research follows a descriptive quantitative methodology, using a survey. The sample was composed of 816 young athletes aged between 12 and 18 (411 men and 405 women), who practise different individual and team sports in Castilla-La Mancha (Spain). The sample size was calculated taking several aspects into consideration: the population is infinite; the population variance was calculated according to the worst-case scenario where “P” and “Q” are equal with 50% each; and the confidence interval was 95.5%, with a margin of error of ± 3.5%. The questionnaire used was Psychological Characteristics related to Sports Performance (CPRD). The results show statistically significant differences in relation to gender, since men have greater anxiety control. No statistically significant differences appear in relation to age, type of sport (individual / team) and sports modality. Likewise, correlations are evident with other relevant psychological dimensions such as motivation, influence of performance evaluation and mental ability, with the exception of team cohesion. Prevention measures should be implemented by coaches / educators, parents and young athletes, in order to strengthen their levels of self-confidence and simultaneously reduce the levels of anxiety generated in school-age sports.
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The article explores the characteristics of evoked brain activity during food preference decisions, emphasizing the role of psychological and neurophysiological mechanisms. The relevance of studying eating behavior as a multifaceted phenomenon is highlighted, with attention to the cognitive, emotional, and physiological factors that influence food preferences. The study involved 40 participants (70% female). Psychological testing included the Dutch Eating Behavior Questionnaire (Russian version by I.G. Malkina-Pykh, 2007), the Thought and Behavior Questionnaire (adapted by A.V. Anikina and T.A. Rebeko, 2009), the Three-Factor Eating Questionnaire (Russian version, 2018), and the General Nutrition Knowledge Questionnaire (translated version of Kliemann, 2016). Neurophysiological data were collected using EEG tasks based on a Go/NoGo paradigm. Mathematical and statistical methods included the Shapiro-Wilk test, Mann-Whitney U test, Student’s t-test, and k-means cluster analysis. The study revealed significant differences in brain activity between groups with varying psychological characteristics and levels of nutritional knowledge. These findings align with previous research, confirming the link between cognitive control, impulsivity, and food preferences. Enhanced activation in the temporo-occipital regions was observed in participants with higher nutritional awareness. The role of psychological traits was found to outweigh knowledge levels in shaping dysfunctional eating patterns, highlighting the need for individualized approaches in prevention and treatment. The limitations, including the sample size and absence of participants with clinical eating disorders, are discussed alongside recommendations for future research.
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The academic achievement of students can decrease if they fail to use mathematics study strategies well. This situation may lead to negative opinions and attitudes among students towards mathematics. In this study, it was aimed to examine the mathematics study strategies of students enrolled at secondary schools in terms of academic achievement and multiple variables. Relational survey method, one of the quantitative research methods, was used to obtain the data. The universe of the study consists of a total of 9,072 students in the 6th, 7th and 8th grades of secondary schools under the Secondary Education Office of the Ministry of National Education and Culture of Northern Cyprus during the 2019-2020 academic year. In the study, the simple random sampling method was used to include 1,012 students. In order to collect the research data, the mathematics study strategies of secondary school students were used; on the other hand, mathematics grades were employed to assess their academic achievement. As a result of the research, when the mathematics study strategies of secondary school students are examined, it is seen that their mathematics study strategies are at the medium level. In this study, a comparison of mathematics study strategies in terms of gender showed that the average score of female students for mathematics study strategies was higher compared to the males. It was also seen that students’ mathematics study strategy scores were similar regardless of whether they were attending extra-school study centres or preparatory schools, and students’ mathematics study strategies scores were similar regardless of whether they received private tutoring. Regardless of the grade levels of the students, we can also claim that their mathematics study strategies are at the medium level. Generally, it has been observed that secondary school students with high academic achievement use their mathematics study skills better than students with low academic achievement.
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Examining Multimodal Literacy Skills Among EMI Teachers in Kazakhstan
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The integration of English as a Medium of Instruction (EMI) in Kazakhstani universities necessitates effective multimodal communication in teaching. However, limited research has explored EMI instructors’ multimodal literacy—their ability to utilize verbal, visual, and textual elements to enhance instruction. This study investigates the relationship between EMI instructors’ ability to express and interpret multimodal content and their preference for multimodal communication in teaching at a Kazakhstani university. A quantitative research design was employed, utilizing a validated survey instrument to assess 120 teachers’ multimodal literacy levels in one Kazakhstani university. The collected data underwent reliability analysis, descriptive statistics, and Pearson correlation analysis to examine the relationships among multimodal expression, interpretation, and preference. The results indicate that while teachers acknowledge the value of multimodal approaches, they encounter significant challenges in integrating them effectively. Variations in internal consistency suggest that certain aspects of multimodal communication remain difficult to master. Additionally, the findings reveal that teachers who demonstrate strong multimodal interpretation skills do not necessarily prefer using such methods in teaching. These findings suggest a gap between EMI instructors’ multimodal literacy and their instructional preferences, highlighting the need for targeted faculty development programs that enhance multimodal teaching strategies.
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The aim of the research is to examine the potential of harnessing the visual programming language Scratch for learning arithmethic operations in preschool education as well as to find out wheather a visual programming environment intended for algorithmic thinking development can enhance learning outcomes and contribute to better understanding of arithmetic operations. In the pedagogical experiment, which was realized during two school years, 48 children aged 5 to 6 years were involved. The children were separated into three groups in accordance with the learning method. The traditional method of learning numbers, addition and subtraction was implemented in the first group. The second group of children learned numbers and arithmetic operations using visual programming language Scratch. In the third group a combined method that included the traditional teaching method and the use of the programming language Scratch was applied. The comparison of different methods of learning arithmetic operations in order to determine the difference in children’s achievements was performed by using Mann-Whitney test. The research results indicate that children from the experimental group, in which combined learning method was applied, exceed achievements of the other groups. Accordingly, it could be concluded that the application of visual programming language in preschool education represents an extraordinary complement to the traditional method of learning arithmetic operations.
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Statistical literacy (hereafter SL) has been considered an important learning outcome in statistics learning in higher education, yet studies that focus on investigating the factors and conditions that influence students’ SL, especially mathematics education students, are still limited. This study seeks to uncover the factors and conditions that significantly contribute to the SL of mathematics education students. This survey study involved 1,287 mathematics education students from 21 higher education institutions in Indonesia. Linear regression analysis involving four predictor variables (i.e., gender, status of higher education institution, laptop ownership, and research preference) was performed to determine the variables that contributed significantly in predicting SL achievement. The results revealed that gender, higher education institution’s status, and laptop ownership contributed significantly, but research preference was not significant in predicting mathematics education students’ SL. Furthermore, laptop ownership was found to have the highest contribution in predicting mathematics education students’ SL. All findings and their implications are discussed.
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Exploring Wikipedia Usage in Primary School Education: Students’ Experiences and Perspectives
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The rapid development of digital technologies and the accessibility of numerous online resources have significantly influenced contemporary education. Among these digital platforms, Wikipedia stands out as a widely visited and influential open-access online encyclopedia. While numerous studies have explored the use of Wikipedia in higher education, its potential in primary education remains underexamined. The purpose of this study is to investigate the opportunities for using Wikipedia in primary school education and to examine students’ attitudes toward its use. The research was conducted on a sample of 364 seventh- and eighth-grade primary school students. A questionnaire was designed to assess students’ opinions on the application of Wikipedia in educational contexts. Students were divided into two groups: one group used Wikipedia for lesson processing, while the other followed a traditional approach. Using the multivariate Kruskal-Wallis test and descriptive statistics, the results revealed that students hold slightly positive views on the use of Wikipedia in education, regardless of gender, grade level, academic performance, or prior classroom use of Wikipedia. Furthermore, the findings indicate that students in higher grades have experience using Wikipedia, though they generally lack formal exposure to it in classroom settings. Despite this, students frequently use Wikipedia for verifying information and completing homework, demonstrating openness to its integration into the educational process. This study highlights the potential for enhancing teaching practices in primary education by incorporating widely used digital information sources like Wikipedia.
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Exploring the Correlation Between Emotional Competence and the Leisure Time of Young People
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Leisure time plays an essential role in shaping the lifestyle of young people and is closely linked to their emotional well-being and overall happiness. This paper investigates the leisure time patterns of young people and explores the correlation between these patterns and their level of emotional competence. The research involved 150 young people from South and Eastern Serbia, aged 18 to 30. Participants’ emotional competence was measured using a short version of the Emotional Skills and Competence Questionnaire (ESCQ). The key determinants of emotional competence include the ability to perceive and understand emotions, express and label emotions, and manage and regulate emotions. To measure dominant leisure time patterns, we employed a specially constructed Likert-type scale, focusing on elite, hedonistic, sports–recreational patterns, and a traditional-unconventional pattern divided into passive and family categories. The results indicated that young people exhibited partial emotional competence, with the ability to perceive and understand emotions as the most developed aspect. The most frequently reported leisure activities fell under the hedonistic and passive patterns. The data revealed significant correlations between all aspects of emotional competence and the elite, hedonistic, and sports–recreational patterns, with the strongest correlation observed between emotional competence and the elite pattern, which includes cultural activities, reading, and volunteer work. The results indicate that a higher level of emotional competence development is associated with the selection of quality leisure activities. Therefore, we could rely on the educational potential of leisure time to promote the development of emotional competence and vice versa.
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Статья научная
This study aimed to assess the influence of students’ intrapersonal factors, namely Academic Intrinsic Motivation (AIM), Perceived Creativity Fostering Teacher Behavior (P-CFTB), Academic Self-Efficacy (ASE), and Self-Regulated Learning (SRL) on student engagement in undergraduate psychology students taking online Statistics courses. A cross-sectional and quantitative design was used from October to December 2022. The data collection procedure used a convenience sampling technique, with questionnaires distributed online (via social media) and offline (via lecturers, the Student Executive Board, and the Association of the Faculty of Psychology from various universities in Indonesia). The research participants were psychology undergraduates who had studied and passed the Statistics courses online, with 671 filling out the questionnaire. The results showed that all students’ intrapersonal factors, namely AIM, P-CFTB, ASE, and SRL, can determine student engagement by 66.9%, with ASE having the highest influence (23.99%) and P-CFTB having the lowest impact (9.78%). Moreover, the correlation value between SRL and SE was r = 0.700, p < 0.001, signifying a robust positive relationship between both variables.
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Factors Influencing Students’ Dropout Intentions in Ho Chi Minh City, Vietnam
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The increasing number of students intending to drop out of universities in Vietnam has raised concerns. While previous studies have addressed factors influencing dropout intentions, several aspects still need to be explored, particularly in developing countries like Vietnam. This research provides an overview of the factors influencing students’ dropout intention in Ho Chi Minh City. The study employs the Partial Least Squares Structural Equation Modeling (PLS-SEM) approach with a survey sample of 804 students from universities in Ho Chi Minh City. The research findings reveal that factors such as Lack of university commitment (LUC), degree and course commitment (DCC), ineffective time management (ITM), curriculum design (CD), Ineffective adaptation to learning environment (IALE), low classroom participation (LCP) and personal circumstances (PC) significantly influence students’ dropout intentions. Additionally, factors including skills and attitudes of instructors (SAI), instructor support (IS), positive instructor feedback (PIF), university facilities (UF), cultural and social environment (CSE), and access to support from academic advisors (ASA) do not show statistically significant relationships with students’ dropout intention. Furthermore, the study finds no significant differences in dropout intention based on gender, area, and type of university, except for ASA has a differential impact on students’ dropout intentions based on the type of university. The research results provide valuable insights for researchers and educational experts to understand better the factors contributing to students’ dropout intentions. Moreover, the findings assist educational managers and instructors in developing appropriate support measures and interventions to enhance student engagement throughout their academic journey. Finally, the study discusses limitations and suggests future research directions.
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Статья научная
The cultivation of folk tradition begins in the family, and continues in a systematic and organized way in school as a certainly important task in the education and upbringing of children of junior primary school age. Factors contributing to the realization of this task include: a) school; b) family, and c) other out-of-school factors. Starting from the fact that the cooperation between one’s family and school should be based on partnership, and that learning about traditional folk music requires coordinated action, authors organized a survey aimed at: 1) examining the extent to which the cultivation of musical tradition within the family is reflected on the learning and adoption of related content in music education classes at junior primary school age; 2) determining the extent to which traditional folk music is cultivated in the family by listening to and playing such music; 3) examining the role of family in the process of introducing students to traditional folk music at junior primary school age with regard to other in-school and out-of-school factors. The authors have concluded, teachers believe that cultivating traditional folk music in one’s family is reflected in the form of recognition and improved student motivation for learning content, related to traditional folk music. Students believe that the activity of listening to folk music within family is an insufficiently utilized resource. The survey results confirm the hypothesis that the role of family should be significantly encouraged in relation to other out-of school factors.
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Family influence on formation of children's manipulative attitudes
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The article raises the issue of children''s manipulation, and examines the conditions contributing to the formation of the manipulative attitudes. As such are analyzed: importance of these attitudes for the child, existence of manipulative attitudes in parents, family microclimate and position to the manipulations in society. According to the results of an empirical study, the characteristics of the family, provoking the development of manipulative behavior in children, are described. The members of this family hardly cooperate with each other and others, are focused on self-interests, and try to satisfy them without much effort, and by using the people around them. It is accompanied by the insincerity and lack of attention to the child, and most of all to his needs, feelings and emotional stress.
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Feature career structure of the image at different stages of professional development
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Features of communicative sphere of preschool children collaborative thinking activity
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This article presents research devoted to the issues of the collaborative thinking activity in preschool age. The approach to the study of the collaborative thinking activity as a system that operates on different levels is shown. There is a detailed analysis of the communicative sphere of preschool children collaborative thinking activity provided in the form of some of the characteristics of dialogue.
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Features of creativity and innovation development in students at secondary and high school
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The development of potential abilities and capabilities of the person in his/her adolescence is one of the important directions in the activities of contemporary psychologists-practitioners. A characteristic feature of this paper is the integration of psychological and pedagogical approaches to the analysis of the background foundations for the development of innovativeness and creativity in a personality in the educational environment of high school. The aim of the present work is to develop the technology of formation and realization of innovative potential of a personality basing on the empirical data. The study analyzed the qualitative and quantitative characteristics of the peculiarities of the innovation and creativity manifested by 13-14 and 16-18 year old students. The study is based on the following methods: 1) Creativity test composed by N. V. Vishnyakova; 2) “Self-evaluation scale devoted to innovative qualities” by N. M. Lebedev, A. N. Tatarko; 3) the method of “Personal readiness for changes” developed by Canadian scientists Rodnik, Heather, Gold and Hal. The authors used non-parametric U- criterion by Mann-Whitney and Spearman rank correlation coefficient as the main mathematical methods of research. Interpretation of the numerous data suggests that there are significant differences in the characteristics of creativity and innovativeness manifestation among students of different ages. Based on these data, the paper presents recommendations for the improvement of psycho-pedagogical technologies of supporting the formation of innovative potential of personality in high school.
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Features of critical thinking of individual entrepreneurs with different levels of self-regulation
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In the crisis conditions of entrepreneurs business functioning in Russian, it is important to develop critical thinking in conjunction with the skills of self-regulation of behavior. It is assumed that entrepreneurs with different styles of self-regulation differ in the level of critical thinking, and there is also a relationship between the styles of self-regulation and the level of critical thinking. The theoretical basis of the study is the idea of the relationship between the degree of formation of individual self-regulation and the productivity of performing various types of professional activities. The sample of the study consisted of 140 individual entrepreneurs engaged in entrepreneurial activity for more than two years, aged from 30 to 50 years. We used techniques to analyze the style of self-regulation of behavior, volitional self-regulation, critical thinking and mental abilities. The study allowed us to expand the understanding of the relationship between critical thinking and self-regulation, to reveal the content aspects of critical thinking of entrepreneurs with different levels of self-regulation of behavior. We found out that in the group of entrepreneurs with a high level of self-regulation of behavior, there is a high level of volitional self-regulation, perseverance, self-control, information processing skills and critical thinking skills. We came to conclusion that there are differences at the content and semantic level among entrepreneurs, differentiated by the type of self-regulation. For entrepreneurs with a low level of self-regulation, it is planned to conduct a program for the development of critical thinking.
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Features of mental activity of students – esport players
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The study of the peculiarities of thinking of young people professionally engaged in computer gaming activity is a new and little-studied topic in cognitive psychology. The article presents the results of empirical research of peculiarities of thinking of students-e-sport players and students engaged in computer gaming activities or amateur players. The sample consisted of students-eSports players and students who are not engaged in eSports aged 17 to 20 years. Such techniques were applied: «Intelligence structure test» by Amthauer, R. (IST), «Test of critical thinking» by Starkey, L., the technique «Thinking style» by Belousova, A. K., «Brief indicative test (BIT)» by Busin, V.N., Vanderlik, E.F. The article presents data proving the fact that students who spend more than four hours a day playing computer games have a relatively lower level of logical and critical thinking than students who do not play computer games. The results demonstrate statistical connections between the indicators of gaming activity and the peculiarities of thinking. The factors influencing the low level of formation of logical and critical thinking among students-eSports players are discussed.
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Features of social-perceptual properties of mathematically gifted students
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The attention of modern society to intellectual potential makes the problem of studying mathematically gifted youth at the stage of self-determination in higher education relevant. Practical problems related to the psychological features of social adaptation of mathematically gifted youth require solving. The main goal of the research is to study the social and perceptual abilities of mathematically gifted students. The study sample consisted of 76 natural science students aged 17-23 years (M=19.8, SD=3.2 (58% men). The research methods were: testing (test of analytical mathematical abilities, test of the structure of intelligence (TSI) of R. Amthauer), expert assessment, survey (questionnaire of V. A. Krutetsky, questionnaires aimed at diagnosing socio-perceptual abilities), statistical methods. Self-assessment of intelligence, composite assessment, and some components of social intelligence and some components of empathy are significantly different. The ability of mathematical generalization and practical mathematical thinking have a greater number of relationships with social and perceptual properties. Here we found relationships not only with empathy, but also the ability to recognize verbal expression and the General ability to understand and manage their own and other people's emotions. The ability to operate images in two-dimensional space is related only to the level and components of emotional intelligence. According to the results of the study, the features of socio-perceptual properties of students with different levels of analytical mathematical abilities are described. The conclusions can be used in the development of a program of psychological support for this category of students.
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Features of the transition from the traditional to the criterial assessment in schools of Kazakhstan
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This study discusses the features of the transition from the traditional assessment system to the criteria-based assessment in schools of Kazakhstan. The use of criterion assessment in schools in Kazakhstan contributes to the crowding out of traditional methods of assessment and leads to a new vision of the methods and technologies of the system for evaluating educational achievements. In connection with the modernization of Kazakhstan’s education, significant changes are occurring in the control and assessment activities of Kazakhstan schools, its goals, content, and technologies are changing. The problem of assessment activity is one of the most urgent problems both in pedagogical theory and in pedagogical practice. This study presents the results of empirical studies and the features of the transition to a new criteria-based assessment system for Kazakhstan. According to the results of the study, the problem of the need for professional training of future primary school teachers for the criteria-based assessment system was revealed. Results also showed that there are difficulties of applying criteria-based assessment in the practice of primary school teachers. The question of what professional knowledge, skills, and abilities an elementary school teacher must possess to successfully perform the monitoring and evaluation function was investigated. Particular attention is paid to the study of the influence of criteria-based assessment on learning motivation in primary school.
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Currently, a new interdisciplinary field of research - financial behaviour-is rapidly developing. Psychological characteristics of the subject of financial behaviour can have a significant impact on the decision-making process in this field. Cognitive style, as an individual way of processing the information perceived by the subject, is one of the factors determining such procedural features of financial decision-making as: the time spent on decision - making, the speed of decision-making, the emotional state of the individual during decision-making, the nature of perceptual information processing (especially oculomotor activity), as well as the type of decision strategy - rational, irrational or marginal.
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