1
|
Navarro N, Trigueros R, González-Bernal JJ, Caggiano V. A Psychometric Evaluation of the Achievement Emotion Questionnaire - Short Version in the Context of Italian Physical Education. Percept Mot Skills 2024; 131:1984-2007. [PMID: 39167440 DOI: 10.1177/00315125241274820] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/23/2024]
Abstract
Emotional states are fundamentally related to cognitive processes such as attention, perception, memory and learning, and they play a very important role in helping to assess daily challenges. Thus, we need tools that measure emotions in the context of Physical Education. In this study, we adapted and tested the factor structure of the Achievement Emotion Questionnaire - Short Version (AEQ-SV) in the Italian physical education context. We administered the AEQ-SV to 867 participants (M age = 16.43 years, SD = 1.23) enrolled in Italian physical education classes to analyze the questionnaire's psychometric properties using Exploratory Structural Equation Modeling (ESEM), an internal reliability analysis, and a criterion validity analysis. The AEQ-SV subscales consisted of eight emotions and 32 items. Reliability analyses revealed acceptable fit indices and adequate temporal stability. Linear regression analysis showed that positive emotions positively predicted academic performance, while negative emotions negatively predicted academic performance. These results are in line with research on the original scale, and these data support the use of the AEQ-SV in the Italian educational context.
Collapse
Affiliation(s)
- Noelia Navarro
- Department of Developmental and Educational Psychology, University of Malaga, Malaga, Spain
| | - Ruben Trigueros
- Hum-878 Research Team, Health Research Centre, Department of Psychology, University of Almeria, Almeria, Spain
| | | | | |
Collapse
|
2
|
Trigueros R, Fernández-Ortega C, Aguilar-Parra JM, Collado-Soler R. Satisfaction of psychological needs, resilience, confidence and willingness to communicate in English of secondary school students. Acta Psychol (Amst) 2024; 250:104529. [PMID: 39405745 DOI: 10.1016/j.actpsy.2024.104529] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2024] [Revised: 09/29/2024] [Accepted: 10/09/2024] [Indexed: 11/12/2024] Open
Abstract
In recent years, educational policies have focused on promoting bilingualism in schools. This brings with it new challenges for the consolidation of communicative habits and English language proficiency among students. Thus, the aim of this study is to analyse the influence of psychological needs satisfaction on students' resilience and confidence in exhibiting communicative intention. The participants in the study were 786 secondary school students (406 were boys and 380 were girls). The analyses employed in the study were reliability analyses, descriptive statistics (mean, standard deviation and bivariate correlations) and structural equation modelling. The results revealed that satisfaction of psychological needs was positively associated with resilience and confidence. Furthermore, resilience was positively associated with willingness to communicate in English. These results can help to foster teaching strategies and design educational programmes that strengthen students' abilities, skills and confidence for everyday English language use in the classroom and in other contexts.
Collapse
Affiliation(s)
- Ruben Trigueros
- Hum-878 Research Team, Health Research Centre, Department of Psychology, University of Almeria, 04120 Almeria, Spain.
| | - Carmen Fernández-Ortega
- Hum-878 Research Team, Health Research Centre, Department of Psychology, University of Almeria, 04120 Almeria, Spain
| | - José M Aguilar-Parra
- Hum-878 Research Team, Health Research Centre, Department of Psychology, University of Almeria, 04120 Almeria, Spain
| | - Rocío Collado-Soler
- Hum-878 Research Team, Health Research Centre, Department of Psychology, University of Almeria, 04120 Almeria, Spain
| |
Collapse
|
3
|
Zhang K, Zhou J. Identifying precondition configurations of mathematics anxiety among middle school students in China: using NCA and QCA approaches. Front Psychol 2024; 15:1329570. [PMID: 39351111 PMCID: PMC11439787 DOI: 10.3389/fpsyg.2024.1329570] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/29/2023] [Accepted: 09/04/2024] [Indexed: 10/04/2024] Open
Abstract
Introduction Addressing mathematics anxiety is important to ensure that students achieve good academic performance and maintain their mental health during the critical middle school period. However, previous studies have focused on the separate effects of the preconditions for mathematics anxiety, ignoring the interaction of factors. Therefore, this study aims to identify the determinants of mathematics anxiety from the perspective of complex systems via necessary condition analysis (NCA) and qualitative comparative analysis (QCA). To the best of our knowledge, this is the first study to identify configurations of preconditions of mathematics anxiety among middle school students. Methods A total of 183 middle school students aged 16 to 19 years (M age = 17.47, SD = 0.89) in China participated in this cross-sectional study. The outcome variable of the study is mathematics anxiety, and the condition variables include mathematics grade, parental support, learning motivation, learning planning, and learning interest. Results The necessity condition analysis shows that not all the condition variables constitute the necessity condition of mathematics anxiety alone. Four paths for the influence of multiple condition variables on mathematics anxiety are identified via the configuration analysis. Notably, even students with high mathematics scores and learning interest still experience mathematics anxiety due to a lack of practical parental support and learning motivation. High levels of parental support can exacerbate the mathematics anxiety of students under two conditions: 1) a lack of learning motivation and learning plans, and 2) interest in learning but low mathematics scores and unclear learning plans. Discussion This study highlights the need to consider the comprehensive impact of mathematics anxiety, and the findings will help educators and researchers identify the different characteristics of mathematics anxiety in student populations.
Collapse
Affiliation(s)
- Kai Zhang
- School of Public Administration, Sichuan University, Chengdu, China
| | - Jinhua Zhou
- Liupanshui Second Experimental Middle School, Liupanshui, China
| |
Collapse
|
4
|
Zhao J, Liu E. What factors can support students' deep learning in the online environment: The mediating role of learning self-efficacy and positive academic emotions? Front Psychol 2022; 13:1031615. [PMID: 36578679 PMCID: PMC9791265 DOI: 10.3389/fpsyg.2022.1031615] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2022] [Accepted: 11/18/2022] [Indexed: 12/14/2022] Open
Abstract
Introduction In 2020, COVID-19 forced higher education institutions in many countries to turn to online distance learning. The trend of using online education has accelerated across the world. However, this change in the teaching mode has led to the decline of students' online learning quality and resulted in students being unable to do deep learning. Therefore, the current research, aimed at promoting deep learning in the online environment, constructed a theoretical model with learning self-efficacy and positive academic emotions as mediators, deep learning as the dependent variable, perceived TPACK support, peer support, technical usefulness, and ease of use as independent variables. Methods The theoretical model was verified by SPSS26.0 and smartPLS3.0, and to assess the measurement and structural models, the PLS approach to structural equation modeling (SEM) was performed. Results The study found that (a) positive academic emotions play a mediating role between perceived TPACK support and deep learning, perceived peer support and deep learning, and perceived technology usefulness and ease of use and deep learning; (b) learning self-efficacy plays a mediating role between perceived TPACK support and deep learning, perceived peer support and deep learning, and perceived technology usefulness and ease of use and deep learning. Discussion The findings of this study fill the gaps in the research on the theoretical models of deep learning in the online environment and provide a theoretical basis for online teaching, learning quality, and practical improvement strategies.
Collapse
Affiliation(s)
- Jingxian Zhao
- Shandong Women's University, Jinan, Shandong, China,SEGi University, Kota Damansara, Malaysia
| | - Enyun Liu
- Shandong Women's University, Jinan, Shandong, China,*Correspondence: Enyun Liu
| |
Collapse
|
5
|
Hall SS, McGill RM, Puttick S, Maltby J. Resilience, science, technology, engineering, and mathematics (STEM), and anger: A linguistic inquiry into the psychological processes associated with resilience in secondary school STEM learning. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2022; 92:1215-1238. [PMID: 35304923 PMCID: PMC9545978 DOI: 10.1111/bjep.12496] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2020] [Revised: 02/10/2022] [Indexed: 11/27/2022]
Abstract
Aim To examine resilience in Science, Technology, Engineering, and Mathematics (STEM) learning within an ecological model, identifying the psychological processes associated with resilient, and non‐resilient learning to develop a framework for promoting STEM resilience. Sample and method From a sample of secondary‐school students (n = 4,936), 1,577 students who found their STEM lesson difficult were identified. Students were assessed on three resilience capabilities and asked to write a commentary on how they responded to the lesson. Results Factor analysis revealed that resilience in STEM learning could be positioned within the ecological systems model, with students’ resilience being comprised of three capabilities; the ability to quickly and easily recover (Recovery), remain focussed on goals (Ecological), and naturally adjust (Adaptive capacity). Using a linguistic analysis programme, we identified the prevalence of words within the student commentaries which related to seven psychological processes. Greater ability to recover was negatively related to negative emotional processes. To increase the specificity of this relationship, we identified high and low resilient students and compared their commentaries. Low resilient students used significantly more anger words. Qualitative analysis revealed interpersonal sources of anger (anger at teacher due to lack of support) and intrapersonal sources of anger (including rumination, expression and control, and seeking distraction). Conclusions Anger is a key process that distinguishes students who struggle to recover from a difficult STEM lesson. An ecological systems model may prove useful for understanding STEM resilience and developing intervention pathways. Implications for teacher education include the importance of students’ perceptions of teacher support.
Collapse
Affiliation(s)
- Sophie S Hall
- College of Life Sciences, University of Leicester, UK.,University of Nottingham, UK
| | | | | | - John Maltby
- College of Life Sciences, University of Leicester, UK
| |
Collapse
|
6
|
Affuso G, Zannone A, Esposito C, Pannone M, Miranda MC, De Angelis G, Aquilar S, Dragone M, Bacchini D. The effects of teacher support, parental monitoring, motivation and self-efficacy on academic performance over time. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s10212-021-00594-6] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
|
7
|
Using a Cooperative Educational Game to Promote Pro-Environmental Engagement in Future Teachers. EDUCATION SCIENCES 2021. [DOI: 10.3390/educsci11110691] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This paper explores the value of cooperative games in enhancing knowledge and generating pro-environmental engagement in students. For this, an educational board game related to global change was developed, validated, and subsequently evaluated using future primary school teachers. The board game was validated and evaluated in two phases. Phase I (validation phase): students pursuing a Master’s Degree in Secondary Education evaluated different aspects of the game, providing feedback that improved the game design and playing rules. Phase II (implementation–evaluation phase): the game was implemented using students of the Primary Education Degree, whose learning performance and engagement was assessed through a qualitative survey. These participants were considered potential users of the board game. The users’ experience was explored using a theoretical framework for pro-environmental engagement through playing the game. The findings demonstrate that the cooperative game proposed fomented a feeling of personal responsibility for the environment in the users. It also fostered cognitive, emotional, and behavioural engagement in the players. The results agree with the attributes present in the framework of engagement with respect to climate-change-related issues using gaming. Game-based learning can be used as a tool for enhancing global change knowledge and promoting pro-environmental engagement while bolstering Education for Sustainability (EfS) capacity in future primary-school teachers.
Collapse
|
8
|
Gamification as a Strategy to Increase Motivation and Engagement in Higher Education Chemistry Students. COMPUTERS 2021. [DOI: 10.3390/computers10100132] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
In the last year, educational experiences have become increasingly challenging due to teaching classes remotely. For this reason, it has been necessary to develop educational strategies that accompany the use of new technologies to maintain student interest. One of these methodologies is gamification, implemented in school environments more frequently due to the pandemic and whose impact on student motivation and engagement needs to be explored. The literature shows that student participation in these contexts should be increased when applying this methodology, where teachers can also provide greater support. This research proposes improving these aspects by developing a gamification strategy that can be easily replicated in other environments. This study was carried out for a chemistry course at a university in central Mexico. This proposal details the short-, medium-, and long-term bonuses which stimulated and motivated students and achieved specific objectives. We also present the quantitative results of a questionnaire applied to 48 engineering students to identify their perceptions of how gamification could increase motivation and engagement in learning the subject of chemistry. In addition, pre- and post-knowledge tests were applied to determine whether there were changes in the learning outcomes. The results indicated that gamification increased student motivation and engagement, improved attitudes, promoted actions such as keeping the camera on during lectures and regular attendance, and improved student grades. This study fills the need for planning strategies to help improve student motivation in online classes and proposes an instrument to measure the results. It can be helpful to those interested in applying or adapting it in other disciplines.
Collapse
|
9
|
Abstract
A main goal of the university institution should be to reduce the desertion of its students, in fact, the dropout rate constitutes a basic indicator in the accreditation processes of university centers. Thus, evaluating the cognitive functions and learning skills of students with an increased risk of academic failure can be useful for the adoption of strategies for preventing and reducing school dropout. In this research, cognitive functions and learning skills in 284 university students were evaluated. Academic performance predictors were identified, and conglomerates analysis was carried out to establish groups according to those variables. The stability and validity of the conglomerates were tested with discriminant analyzes and comparison tests. The variables associated significantly to academic performance were: attention, intelligence, motivation, metacognition and affective components. The conglomerate analysis suggested a three-group solution: (1) students with cognitive skills of moderate to high, but deficient learning strategies; (2) students with cognitive and learning capabilities of moderate to high; (3) students with cognitive functions low and moderate learning capacity. Students from groups 1 and 3 showed worse academic performance; 83.3% of students at risk of desertion belonged to such groups. Two groups of students have been identified with the highest risk of academic failure: those with poor cognitive capacity and those with bad learning skills.
Collapse
|
10
|
Manzano-León A, Rodríguez-Ferrer JM, Aguilar-Parra JM, Trigueros R, Del Pilar Díaz-López MP, Torres-López N, Fernández-Jiménez C. Testing the Factorial Validity of the Classroom Engagement Inventory with Spanish Students. Psychol Res Behav Manag 2021; 14:1011-1018. [PMID: 34285603 PMCID: PMC8285293 DOI: 10.2147/prbm.s316048] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/16/2021] [Accepted: 06/22/2021] [Indexed: 11/23/2022] Open
Abstract
Introduction The purpose of the study was to test the factorial validity of Classroom Engagement Inventory of Wang, Bergin and Bergin with Spanish high school students. Methods In this study, 546 students participated (mean = 13.27, standard deviation = 0.629), from several high schools in Andalusia. To analyze the psychometric properties of the scale, several analyses were carried out. Results The results offered support for the five-factor structure. The analysis of invariance with respect to gender showed that the factor structure of the questionnaire was invariant. The Cronbach alpha values were higher than 0.70 in the subscales. Discussion The results of this study demonstrated the reliability and validity of the Spanish version of the Classroom Engagement Inventory with high school students.
Collapse
Affiliation(s)
| | | | | | - Rubén Trigueros
- Department of Psychology, University of Almería, Almeria, Spain
| | | | | | | |
Collapse
|
11
|
Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education. SUSTAINABILITY 2021. [DOI: 10.3390/su13042247] [Citation(s) in RCA: 45] [Impact Index Per Article: 15.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Abstract
Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques.
Collapse
|
12
|
Trigueros R, Aguilar-Parra JM, Sánchez-Iglesias AI, González-Bernal JJ, Mercader I. Adaptation and Validation of the Multi-Dimensional Perceived Autonomy Support Scale for Physical Education to the Spanish Physical Exercise Context. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17113841. [PMID: 32481697 PMCID: PMC7312576 DOI: 10.3390/ijerph17113841] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/09/2020] [Revised: 05/20/2020] [Accepted: 05/27/2020] [Indexed: 11/29/2022]
Abstract
The interaction between the teacher and the student is essential in order to encourage adherence to physical exercise or sports by young people. In this sense, the support of the autonomy of the teacher for the students has been analyzed in a one-dimensional way. Therefore, the aim of this study was to adapt and validate the Multidimensional Scale of Support for Autonomy Perceived for Physical Education the context of Spanish to physical exercise, in order to have a multidimensional scale. A total of 2329 young people from various educational centers in Andalusia (Spain) participated in the study. The factorial structure of the questionnaire was examined through an exploratory factorial analysis and two confirmatory factorial analyses. In addition, an analysis of invariability by sex and age was carried out. The results reflected that the validated questionnaire showed adequate psychometric properties, being invariable with respect to sex and age.
Collapse
Affiliation(s)
- Ruben Trigueros
- Department of Language and Education, University of Antonio de Nebrija, 28015 Madrid, Spain
- Correspondence: (R.T.); (J.M.A.-P.); (I.M.)
| | - José M. Aguilar-Parra
- Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almería, 04120 Almería, Spain
- Correspondence: (R.T.); (J.M.A.-P.); (I.M.)
| | - Ana I. Sánchez-Iglesias
- Department of Health Sciences, Cavidito Research Team, Health Research Centre, University of Burgos, 09001 Burgos, Spain; (A.I.S.-I.); (J.J.G.-B.)
| | - Jerónimo J. González-Bernal
- Department of Health Sciences, Cavidito Research Team, Health Research Centre, University of Burgos, 09001 Burgos, Spain; (A.I.S.-I.); (J.J.G.-B.)
| | - Isabel Mercader
- Department of Psychology, University of Almería, 04120 Almería, Spain
- Correspondence: (R.T.); (J.M.A.-P.); (I.M.)
| |
Collapse
|