Publisher: CCSE   (Total: 43 journals)   [Sort by number of followers]

Showing 1 - 43 of 43 Journals sorted alphabetically
Applied Physics Research     Open Access   (Followers: 7)
Asian Culture and History     Open Access   (Followers: 17)
Asian Social Science     Open Access   (Followers: 7)
Cancer and Clinical Oncology     Open Access   (Followers: 9)
Computer and Information Science     Open Access   (Followers: 17)
Earth Science Research     Open Access   (Followers: 12)
Energy and Environment Research     Open Access   (Followers: 14)
Engineering Management Research     Open Access   (Followers: 7)
English Language and Literature Studies     Open Access   (Followers: 26)
English Language Teaching     Open Access   (Followers: 33)
Environment and Natural Resources Research     Open Access   (Followers: 9)
Environment and Pollution     Open Access   (Followers: 13)
Global J. of Health Science     Open Access   (Followers: 12, SJR: 0.416, CiteScore: 1)
Higher Education Studies     Open Access   (Followers: 72)
Intl. Business Research     Open Access   (Followers: 8)
Intl. Education Studies     Open Access   (Followers: 11)
Intl. J. of Biology     Open Access   (Followers: 2)
Intl. J. of Business and Management     Open Access   (Followers: 22)
Intl. J. of Chemistry     Open Access   (Followers: 12)
Intl. J. of Economics and Finance     Open Access   (Followers: 18)
Intl. J. of English Linguistics     Open Access   (Followers: 12)
Intl. J. of Marketing Studies     Open Access   (Followers: 23)
Intl. J. of Psychological Studies     Open Access   (Followers: 6)
Intl. J. of Statistics and Probability     Open Access   (Followers: 5)
Intl. Law Research     Open Access   (Followers: 2)
J. of Agricultural Science     Open Access   (Followers: 14)
J. of Education and Learning     Open Access   (Followers: 4)
J. of Educational and Developmental Psychology     Open Access   (Followers: 19)
J. of Food Research     Open Access   (Followers: 5)
J. of Geography and Geology     Open Access   (Followers: 15)
J. of Management and Sustainability     Open Access   (Followers: 10)
J. of Materials Science Research     Open Access   (Followers: 8)
J. of Mathematics Research     Open Access   (Followers: 6)
J. of Molecular Biology Research     Open Access   (Followers: 3)
J. of Plant Studies     Open Access   (Followers: 1)
J. of Politics and Law     Open Access   (Followers: 13)
J. of Sustainable Development     Open Access   (Followers: 33)
Mechanical Engineering Research     Open Access   (Followers: 19)
Modern Applied Science     Open Access   (Followers: 2)
Network and Communication Technologies     Open Access   (Followers: 5)
Public Administration Research     Open Access   (Followers: 2)
Review of European Studies     Open Access   (Followers: 12)
Sustainable Agriculture Research     Open Access   (Followers: 6)
Similar Journals
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Journal of Educational and Developmental Psychology
Number of Followers: 19  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1927-0526 - ISSN (Online) 1927-0534
Published by CCSE Homepage  [43 journals]
  • Reviewer Acknowledgements for Journal of Educational and Developmental
           Psychology, Vol. 11, No. 2

    • Abstract: Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 11, No. 2, 2021.
      PubDate: Thu, 28 Oct 2021 12:14:39 +000
  • Interaction Effects of Level and Instability of Motivation on Learning
           Strategies: Introjected and Identified Regulation

    • Authors: Takatoyo Umemoto
      Abstract: This study examined the interaction effect of the level and instability of motivation on different learning strategies in university learning at the contextual level. Two motivation levels—introjected and identified regulation—and three types of learning strategies—metacognitive, writing-repetition, and deep-processing—were measured. Self-reported questionnaires were administered to students from two universities in Japan; data of 307 students were included in the analysis. A hierarchical multiple regression analysis on metacognitive and deep-processing strategies revealed an interaction effect of identified regulation and instability of motivation. The results of a simple slope analysis showed that identified regulation had no effect on metacognitive and deep-processing strategies during high instability of motivation. However, during low instability of motivation, higher identified regulation enabled greater use of metacognitive and deep-processing strategies. On the other hand, there was no an interaction effect of level and instability of motivation on writing-repetition strategies. These results revealed the significant role of the level and instability of motivation in the application of metacognitive and deep-processing strategies.
      PubDate: Sat, 09 Oct 2021 00:06:46 +000
  • Correlation between Class Evaluation of University Students and

    • Abstract: The purpose of this study is to clarify how the characteristics of class evaluation are related to the time of submission of the assignments by university students. Specifically, this paper considered class evaluation based on the three interactions of value of use, value of interest, and expectation and examined the correlation between each factor and the interaction of the factors and the submission time of the assignments. 47 (22 boys and 25 girls) who received responses to the class evaluation questionnaire and agreed to use the data were analyzed. As a result, it was shown that the value of interest and the interaction of value of use and value of interest influenced the timing of submission of the assignments. On the other hand, when the value of interest was low even if it was useful, there was a tendency to delay the submission of the assignments. Interestingly, the assignments were submitted faster when they were less useful and less interest. Using this result as a starting point for clarifying the mechanism of procrastination and pre-crastination and demonstrate the reproducibility of whether the same tendency can be seen even if the scene or target person is changed in the future.
      PubDate: Sat, 04 Sep 2021 06:01:26 +000
  • Impact of the COVID-19 Quarantine on Young Children’s Family-Based
           Daily Activities in Greece

    • Authors: Kalliroi Papadopoulou
      Abstract: This study reports on parental perceptions of changes and continuities in young children’s home-based daily activities during the initial COVID-19 quarantine in Greece. Daily activities present significant contexts for children’s learning and development and their continuity in periods of crisis is important for children’s psychological well-being. Existing research worldwide, underscores the changes occurring in families’ daily lives because of the pandemic- imposed restrictions, mostly focusing on their negative impact on family routines and functioning. On the other hand, continuities in children’s everyday activities during the quarantine have been less studied. 116 mothers and fathers, forming a convenience sample, reported on their children’s as well as their own engagement in daily activities with them, before and during the quarantine, using the CDA-PB scale. Results revealed changes in accordance with other research findings on this topic but also continuities in Greek families’ daily activities, which relate to parental values and already established family routines.
      PubDate: Sat, 04 Sep 2021 05:54:10 +000
  • Pre- and Early-Pandemic Graduating Students’ Perceptions at a United
           States Business School

    • Authors: Gary Blau
      Abstract: Two separate samples of graduating business students completed online surveys in the Spring 2019 (pre-pandemic, n = 724) and Spring 2020 (early pandemic, n = 376). This research study explored changes in student grading assessment learning perceptions (GALP) between Spring of 2019 to Spring of 2020, as well as perceptions of video vault use, number of internships/co-ops completed, satisfaction with major, and satisfaction with business degree. With the abrupt change from face-to-face to all online classes in the middle of the Spring 2020 semester due to the pandemic, individual engagement GALP (e.g., attendance, participation) declined but video vault use increased. Reassuringly, other GALP scales as well as both satisfaction measures remained stable. Testing for changes in correlations from 2019 to 2020, using the four GALP scales, video vault use, and internships/co-ops completed as the independent variables and satisfaction with major and satisfaction with business degree as the dependent variables, there were several significant correlational changes. The correlation of video vault use to satisfaction with major increased from 2019 to 2020. Increased Individual Creative GALP – satisfaction with business degree, and Individual Engagement GALP – satisfaction with business degree correlations were also found. The positive Spring 2020 video vault use findings, and maintained GALP scale perceptions were at least partially due to the immediate online Zoom faculty training facilitated by the Business School Online and Digital Learning Department. However, there was a negative correlation from 2019 to 2020 in the internship/co-op completed – satisfaction with business degree. . Study limitations and future research issues with the continuing pandemic are discussed.
      PubDate: Tue, 31 Aug 2021 09:10:57 +000
  • The COVID 19 Pandemic: College Adolescents’ Perception on School
           Reopening in Nigeria

    • Abstract: 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.
      PubDate: Mon, 14 Jun 2021 04:18:38 +000
  • Autonomy-Supportive Classroom Climate in Mixed-Grade Classes in a Japanese
           Elementary School

    • Authors: Ryo Okada
      Abstract: The purpose of this study was to examine the effects of an autonomy-supportive classroom climate on intrinsic motivation in mixed-grade classes. A total of 398 children (eight to twelve years old) in a Japanese elementary school participated in a questionnaire study with two measurement occasions. Path analysis revealed that perceived autonomy-supportive classroom climate was related to perceived active participation structure, which, in turn, was related to intrinsic motivation. The effects of perceived autonomy-supportive classroom climate on intrinsic motivation were mediated by the perceived active participation structure. These relationships did not vary with the children’s grades. These results suggest that an autonomy-supportive classroom climate promotes children’s intrinsic motivation in mixed-grade classes.
      PubDate: Mon, 14 Jun 2021 04:16:08 +000
  • Home-Based Activities in Support of New Zealand Children’s Literacy
           and Numeracy Skills

    • Authors: Paul E. Jose
      Abstract: 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.
      PubDate: Wed, 12 May 2021 03:31:34 +000
  • A Quasi-Experimental Study on Social Emotional Learning and Primary

    • Abstract: 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.
      PubDate: Mon, 10 May 2021 23:51:53 +000
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