International Journal of Educational Psychology
EISSN : 2014-3591
Published by: Hipatia Press (10.17583)
Total articles ≅ 100
Latest articles in this journal
International Journal of Educational Psychology, Volume 10, pp 116-142; https://doi.org/10.17583/ijep.2021.6032
The purpose of this study was to adapt the Statistics Anxiety Rating Scale (STARS) for a Greek student population. The STARS was administered to 890 Tertiary Education students in two Greek universities. It was performed a cross-validation study to examine the factorial structure and the psychometric properties with a series of confirmatory factor analyses. Results revealed a correlated six first-order factor model which provided the best fit to the data compared to a six-factor model with one superordinate factor. All six factors of the Greek version of the STARS presented convergent and discriminant validity and were internally consistent. Implications and limitations are discussed.
International Journal of Educational Psychology, Volume 10, pp 143-171; https://doi.org/10.17583/ijep.2021.4258
This study explored adolescents’ reasons for involving themselves, or not, in risk-taking behavior, in two vulnerable areas of North Jakarta. The sample was purposively selected among households with adolescents ranging from 12 to 18 years old living in the two areas. The study involved 401 parents (8% female; 92% male; mean age 45.3 years) and 414 adolescents (57.49% female; 42.51% male; mean age 14.9 years). Parents’ demographic data included educational level, employment status, family income, and expenditure. Adolescents were asked about their perceptions of their relationships with their parents, whether they had been involved in eight risky behaviors (smoking, consuming alcohol, substance use, brawling, crime, physical fighting, heavy petting, and premarital sex), and reasons for engaging in risky behaviors or not. The comparison of proportions of eight risky behavior was tested by different test procedures, namely Z test, Chi-Square and Marascuillo multiple comparison. Results revealed that older adolescents were more likely to be involved in risk-taking, and boys were more likely to engage in risky behaviors than girls. The study also indicated that curiosity and peer pressure were the main reasons adolescents engaged in risky behaviors. Advice from family members, fear of God, and fear of being sinful were reasons adolescents did not engage in risky behaviors.
International Journal of Educational Psychology, Volume 10, pp 172-198; https://doi.org/10.17583/ijep.2021.5737
The representations of science in mass media have shown a significant increase in the last years. However, mass media dissemination activities can extend to pseudoscience due to the fact that not all scientific news are published with the same rigour. Thus, we aimed to develop two theoretical-practical interventions among first-year university students with the purpose of improving their knowledge about scientific studies and original scientific sources, as well as to critically analyze dissemination of scientific research in media. The interventions had a positive impact on knowledge about scientific information sources, particularly Pubmed, in addition to reducing the number of incorrect features linked to both scientific and dissemination articles, suggesting the importance of interventions focused on misconceptions. However, students showed knowledge of correct features of scientific articles, independently of our intervention, and they made more mistakes when attributing incorrect features to scientific articles when compared to dissemination ones.
International Journal of Educational Psychology, Volume 10, pp 89-115; https://doi.org/10.17583/ijep.2021.5137
The current study aimed to explore primary schoolteacher’s emotional stress-coping strategy and to examine its possible relationships with stressful situations caused by pupils’ misbehaviours in Finland context. A total of 12 items in four subscales with second-order model was the most appropriate structure to understand teachers’ emotional coping strategy. In the student-related stressful situations, the most relevant emotional coping strategies were religion/mindfulness,social support from family members, and self-blame. In addition, when teachers use self-blame to acknowledge their stressful emotions, they use another emotional strategy simultaneously, and vice versa. Those results showed significance of future studies on understanding more effective emotional strategies for student-related stress and investigating how teachers use several types of emotional coping strategies coincidently.
International Journal of Educational Psychology, Volume 10, pp 73-87; https://doi.org/10.17583/ijep.2021.4578
An abundance of literature exists that explores the potential applications of grit in predicting several academic outcomes. Regardless, the concept of grit has been heavily criticised due to the number of inconsistencies among current research. Fully understanding the usefulness of grit in an educational context is a worthwhile pursuit and could yield incredibly influential implications. The current narrative review aimed to address and explore these inconsistencies to determine the true impact of grit on the academic outcomes of school students. Such that, it aimed to establish whether grit was useful in improving outcomes such as academic achievement, attendance and retention. Research posits that grit is a strong predictor of academic outcomes for many, but not all, students. Furthermore, it seems that the predictive abilities of grit can be enhanced by concentrating on the perseverance of efforts component of grit, rather than overall grit. While the importance of grit’s perseverance component has been confirmed; there are several recommendations for future research. Likewise, a number of inconsistencies are discussed relating to grits practical applications within an educational context. Cultivating grittiness, specifically perseverance of efforts, in student populations would reap huge rewards. Indeed, the educational rewards for students would be substantial, as well as the financial benefits for schools and educating institutions. The usefulness of cultivating a perseverance of efforts in students is discussed.
International Journal of Educational Psychology, Volume 10, pp 1-26; https://doi.org/10.17583/ijep.2021.4667
Recently, the use of information and communications technology (ICT) at school has been extensively increased in Finland. This study investigated whether the use of ICT at school is linked to students ‘learning outcomes in Finland. We used the Finnish PISA 2015 data (N=5037). Cognitive learning outcomes (i.e. science, mathematics, reading, collaborative problem-solving) were evaluated with computer-based tests. ICT use at school, ICT availability at school, and students’ perceived ICT competence were assessed with self-rating questionnaires. Frequent ICT use at school predicted students’ weaker performance in all the cognitive learning outcomes, when adjusted for age, gender, parental socioeconomic status, students’ ICT competence, and ICT availability at school. Further, the effect of ICT use on learning outcomes was more negative in students with higher than lower ICT skills. Frequent use of ICT at school appears to be linked to weaker cognitive learning outcomes in Finland. This may be explained by working memory overload and task-switching during the use of digital technologies. This finding also suggests that even though students with ICT skills are good at mechanical use of digital device, they may not have abilities for a goal-oriented and self-directed use of digital technologies that could promote their learning.
International Journal of Educational Psychology, Volume 10, pp 48-72; https://doi.org/10.17583/ijep.2021.5988
The present study aims to provide insights into the experiences of early school leavers within the Finnish context. We conducted a narrative inquiry among eleven early school leavers who were in prison when they were interviewed. Self Determination Theory (SDT), more specifically the concept of frustration of the three basic psychological needs of competence, relatedness and autonomy, and the tendency of people to move towards more supporting environments, was used as an interpretative tool, along with contextual information. We identified three pathways out of school, differing in the locus of need thwarting circumstances and the availability of access to transfer into a more satisfying environment. Furthermore, the experienced threat of safety was a shared element in the narrative accounts. Additionally, the findings add information about experienced indifference in the case of the participants, which is a new element in theorising the continuum of perceived need satisfaction within the terms of SDT.
International Journal of Educational Psychology, Volume 10; https://doi.org/10.17583/ijep.2021.7803
International Journal of Educational Psychology, Volume 10, pp 27-47; https://doi.org/10.17583/ijep.2021.7304
In recent years, there has been a growing concern about the issue of school refusal, particularly given the adverse effects on young people’s social, emotional and educational development. School refusal is understood differently within contemporary literature; as a symptom of an underlying mental illness or disorder, or alternatively, as a signal that all is not well in the young person’s world. These varying construal’s have important implications for education responses to school refusal. This study explores education professionals' views and experiences of school refusal within second level schools in Ireland. The findings from seventeen in-depth interviews highlight the complex nature of school refusal and unique challenges it presents for professionals, young people and parents. Key themes include emotional and psychological distress experienced by young people and their exposure to adverse childhood experiences and trauma; the influence of family socio economic status and unequal access to support services and resources; the pressures for academic achievement and resulting conflictual relationships within the school environment and between home and school. This study highlights the need for trauma-informed approaches in schools and urges future research to consider school refusal within wider debates on social justice and the goals and purposes of education.
International Journal of Educational Psychology, Volume 9, pp 223-242; https://doi.org/10.17583/ijep.2020.6784
The emergence of the pandemic has led to fundamental social and economic swaps throughout the world, the sponsored measures taken have a significant effect on the mental health of individuals. The objective of the study was to compare the level of depression related to the meaning of life in students in times of pandemic at the Continental University of Peru and the "Rafael María Baralt" National Experimental University of Venezuela. The type of research developed was descriptive correlational with a cross-sectional design. The sample was made up of two groups: the first corresponds to 300 students from Peru and 300 from Venezuela. The Beck Depression Inventory and the Dimensional Sense of Life Scale, standardized version for Latin America, were used as measurement instruments. With the Spearman correlation coefficient it was determined that there is a moderate negative relationship of -.610, which indicates that there is an inverse correlation in the variables level of depression and sense of life of the students and it was concluded that, among the students university students from both countries, there is a moderate inverse significant correlation between depression and the meaning of life, in the current times of pandemic.