Journal of Educational and Developmental Psychology

Journal Information
ISSN / EISSN : 1927-0526 / 1927-0534
Current Publisher: Canadian Center of Science and Education (10.5539)
Total articles ≅ 299
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Latest articles in this journal

Awoere T. Chinawa, Josephat M Chinawa, Edmund N Ossai, Ann E Aronu, Vivian O Onukwuli
Journal of Educational and Developmental Psychology, Volume 11; doi:10.5539/jedp.v11n2p29

BACKGROUND: Several colleges were closed in the wake of the COVID-19 pandemic. However, it is not clear if school closure has curbed the incidence of the infection. OBJECTIVES: This study aimed to determine the perception of adolescent college students on school reopening and associated factors. METHODOLOGY: This was a school-based cross-sectional study. A two-stage sampling technique was used to select five hundred adolescent college students from six secondary schools in the Enugu metropolis, Nigeria. Data were analysed with IBM Statistical Package for Social Sciences (SPSS) statistical software version 25. RESULTS: The mean age of the students was 15.1±1.7 years and the majority, 56.4% were females. A higher proportion of the respondents, 78.0% were willing to return to school. For those not willing to return to school, the major reason was the preference for homestay until the pandemic is over, 57.3%. The majority of the students, 67.6% had their learning improved during the pandemic. More than half of the students, 65.0% had online classes during the pandemic. Predictors of willingness to return to school amidst the COVID-19 pandemic included being a male student, (AOR=0.304, 95%CI: 0.189-0.489), and being from a family of high socio-economic class, (AOR=0.363, 95%CI: 0.154- 0.855). CONCLUSION: Closure of schools should be revisited, with enforcement of all preventive measures. Alternative methods for education such as e-learning seem to create a divide between the rich and the poor. It is therefore pertinent to develop a bridging plan to fill the gap created by this divide.
Kylie J. Munro, Paul E. Jose, Carol S. Huntsinger
Journal of Educational and Developmental Psychology, Volume 11; doi:10.5539/jedp.v11n2p17

Little is known about the possible benefits of parent-led activities to enable school readiness for New Zealand young children. A two-year longitudinal study of parents and their children (102 4-year-olds and 104 5-year-olds at Time 1) was conducted. Parents completed the Encouragement of Academic Skills in Young Children (EASYC) self-report measure of in-home academic activities, and children’s literacy and mathematics achievement were tested initially and one year later. Several parent-led activities were found to predict improved child academic ability across the sampled age range: 1) teaching basic addition and subtraction; and 2) writing and drawing practice.
Melissa Sollom
Journal of Educational and Developmental Psychology, Volume 11; doi:10.5539/jedp.v11n2p1

The purpose of this quasi-experimental study was to determine the efficacy of the Top 20 social emotional learning (SEL) program and how their SEL curriculum may lead to an increase in SEL. The secondary goal of this study was to explore how the social emotional competencies of self-awareness, self-management, social awareness, relationship skills, personal responsibility, decision-making, optimistic thinking, and goal-directed behavior may play a significant role in a child and adolescent’s social emotional development. A total of 359 middle school students participated in the study. The experimental group consisted of 170 students and the control group consisted of 189 students. Two middle school teachers at the school helped embed and teach the Top 20 SEL curriculum and monthly SEL lessons to all students in the experimental group. The teachers completed the Devereux Student Strengths Assessment (DESSA) pre-test one month into the study and the DESSA post-test five months later. The descriptive analysis revealed an increase in all eight social emotional competencies for the experimental group with a total SEL difference score of M = 8.23. The Top 20 SEL program has demonstrated how experience and practice in SEL skills are more likely to lead to an increase in SEL.
Carol Wong
Journal of Educational and Developmental Psychology, Volume 11; doi:10.5539/jedp.v11n1p68

Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 11, No. 1, 2021.
Rosário M. Dias, Maria C. Pires, Maria R. Carvalho, Helcília D. Santos, Ana Ferreira, Samir Ahmad, Isabel Ritto, José G. Evangelista
Journal of Educational and Developmental Psychology, Volume 11; doi:10.5539/jedp.v11n1p60

The aim of the present study was to examine seven case studies and ascertain whether the imagos internalized by students of Fine Arts, a Young Person and an Elderly Person can be reworked, after the students have been submitted to a course in Anatomy. In the present study, we have combined two methods - gathering written responses and drawings - and examined what students know about the organs they drew and used a content analysis grid to evaluate the mental representation of the interior of the body of both profiles (Young Person and Elderly Person), before and after academic training (Anatomy classes). The preliminary data collected provided a prima facie scenario for the existence of at least one sequencial comulative progression in the development of the art students drawings. However further research is needed to establish the extent to which this finding might apply beyond the tasks assigned in the present protocol.
Paul A. Wagner
Journal of Educational and Developmental Psychology, Volume 11; doi:10.5539/jedp.v11n1p48

Sex education typically claims to be value free. The focus of attention in this article is that sex education represents an extraordinary “teachable moment” for helping students consider the qualia of human engagements at a multiplicity of levels. Qualia is a term for the feel and hence the value of experience. Learning about the process of copulating machinery reveals little about the “feel” of sexual experience. Sex education should address issues students will continue to confront for the rest of their lives. Typically, students seem to waffle their way through sexually relevant encounters. Allure and fear are relevant emotions students should be mindful of when considering socio-sexual engagements of any kind. Consequently, rather than focus exclusively on sexual behavior and its consequences, educators should focus on what I have previously introduced as socio-sexual education. Socio-sexual education involves game-theoretic considerations but goes further than mere cost/benefit analysis. Socio-sexual education should focus student attention on understanding of sex and social engagements generally. People live in and through their experiences and not as mere spectators of some narrative in which experience is written about. Learning to understand socio-sexual experiences allows subsequent social and sexual adjustments for improving lived experience over a lifetime. Sex education then should broaden to socio-sexual instruction and reflection.
Georgios Chatzopoulos, Magda Dinou, Hariklia Proios
Journal of Educational and Developmental Psychology, Volume 11; doi:10.5539/jedp.v11n1p37

This study investigated the age-related differences in the random number generation (RNG) of children aged 7 to 15 years old (n=106) divided into three groups (7-9, 10-12 and 13-15 years of age) as it was compared to computer-generated pseudorandom sequences. The results showed that there was an age effect on four out of seven indices of randomization that are known to tap the Inhibition ability and the Updating ability (i.e., active manipulation of relevant information in working memory). The participants’ (children’s and adolescents’; n=106) responses were significantly different from pseudorandom sequences (n=106) produced by the RgCalc program and no gender differences were observed. The RNG task indices that reflect inhibition ability did not correlate with the participants’ performance on the Stroop color-word task. The development of executive functions in school-aged children and adolescents is discussed.
Takeyasu Kawabata, Naohiko Abe, Takafumi Wakai
Journal of Educational and Developmental Psychology, Volume 11; doi:10.5539/jedp.v11n1p28

The purpose of this study was to explore the effect of dichotomous thinking on depression. We attempted to test the following hypotheses: 1) dichotomous thinking increases depression, and 2) dichotomous thinking has two routes to increase depression—direct, associative processing, and indirect, reflective processing. Two hundred Japanese college students (Males: 107, Females: 93, M age= 20.02 ± 1.42) were asked to complete the Dichotomous Thinking Inventory, which consists of three subscales: dichotomous belief, profit-and-loss thinking, and preference for dichotomy; the Kessler 6 Distress Scale; and the Japanese version of the Rumination-reflection Questionnaire. We conducted structural equation modelling to test the hypotheses. The results supported the hypotheses and indicated that dichotomous thinking increased depression. There were two different routes: dichotomous belief directly increased depression and profit-and-loss thinking indirectly increased depression by way of rumination. There are some implications of the findings. This study suggests that cognitive distortions might causes depression from two paths and practical interventions might also have two different routes or approaches to depression.
Asnat Dor
Journal of Educational and Developmental Psychology, Volume 11; doi:10.5539/jedp.v11n1p18

This qualitative phenomenological study focuses on the advantages and difficulties encountered by 20 single mothers by choice (SMC). Research has addressed the difficulties that single mothers face, and the present study will discuss these, as well as the advantages that SMC see in this family structure. The research tool was semi-structured in-depth, non-directive interviews. Findings revealed that the difficulties SMCs face are similar to those faced by women who are single mothers due to life circumstances. The fact that they are solely responsible for their child/ren is a source of emotional stress, and they must deal with society’s ambivalent attitudes. At the same time, SMCs emphasized their freedom to decide exclusively, and their success in maintaining a calm atmosphere at home, devoid of possible tension with a partner. This study suggests that although the women had chosen to become single mothers, the choice does not ease their difficulties. However, it allows SMCs to acknowledge the advantages of this family structure.
Zhaohao Nian
Journal of Educational and Developmental Psychology, Volume 11; doi:10.5539/jedp.v11n1p11

With the global emphasis on early childhood education, more and more countries put early childhood education as a strategic position for comprehensive national development. The kindergarten curriculum guidebook is the primary resources for the daily teaching in kindergartens, ensuring the effectiveness and regulatory in kindergarten teaching. Therefore, it is crucial to learn how to analyze and evaluate the kindergarten curriculum guidebook and make education more scientific and comprehensive. From an international comparative perspective, this study selected two sets of kindergarten guidebooks between China and South Korea have carried on the comparative analysis and study from five aspects: the guiding ideology, frame structure, general goal, educational contents, and implementation characteristic (Crossley & Watson, 2003). The results provide kindergarten educators a reference to reflect on the focus of the domestic kindergarten curriculum’s educational content and the country’s current educational problems and try to find possible causes or solutions from international comparisons.
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