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

Showing 1 - 43 of 43 Journals sorted alphabetically
Applied Physics Research     Open Access   (Followers: 5)
Asian Culture and History     Open Access   (Followers: 9)
Asian Social Science     Open Access   (Followers: 4)
Cancer and Clinical Oncology     Open Access   (Followers: 9)
Computer and Information Science     Open Access   (Followers: 15)
Earth Science Research     Open Access   (Followers: 9)
Energy and Environment Research     Open Access   (Followers: 13)
Engineering Management Research     Open Access   (Followers: 6)
English Language and Literature Studies     Open Access   (Followers: 16)
English Language Teaching     Open Access   (Followers: 29)
Environment and Natural Resources Research     Open Access   (Followers: 5)
Environment and Pollution     Open Access   (Followers: 10)
Global J. of Health Science     Open Access   (Followers: 5, SJR: 0.416, CiteScore: 1)
Higher Education Studies     Open Access   (Followers: 58)
Intl. Business Research     Open Access   (Followers: 6)
Intl. Education Studies     Open Access   (Followers: 7)
Intl. J. of Biology     Open Access   (Followers: 1)
Intl. J. of Business and Management     Open Access   (Followers: 13)
Intl. J. of Chemistry     Open Access   (Followers: 10)
Intl. J. of Economics and Finance     Open Access   (Followers: 12)
Intl. J. of English Linguistics     Open Access   (Followers: 8)
Intl. J. of Marketing Studies     Open Access   (Followers: 12)
Intl. J. of Psychological Studies     Open Access   (Followers: 4)
Intl. J. of Statistics and Probability     Open Access   (Followers: 3)
Intl. Law Research     Open Access  
J. of Agricultural Science     Open Access   (Followers: 4)
J. of Education and Learning     Open Access   (Followers: 2)
J. of Educational and Developmental Psychology     Open Access   (Followers: 15)
J. of Food Research     Open Access   (Followers: 3)
J. of Geography and Geology     Open Access   (Followers: 12)
J. of Management and Sustainability     Open Access   (Followers: 7)
J. of Materials Science Research     Open Access   (Followers: 7)
J. of Mathematics Research     Open Access  
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: 9)
J. of Sustainable Development     Open Access   (Followers: 24)
Mechanical Engineering Research     Open Access   (Followers: 17)
Modern Applied Science     Open Access   (Followers: 1)
Network and Communication Technologies     Open Access   (Followers: 4)
Public Administration Research     Open Access   (Followers: 1)
Review of European Studies     Open Access   (Followers: 12)
Sustainable Agriculture Research     Open Access   (Followers: 3)
Similar Journals
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Journal of Educational and Developmental Psychology
Number of Followers: 15  

  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. 12, No. 1

    • Abstract: Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 12, No. 1, 2022.
      PubDate: Fri, 29 Apr 2022 02:23:48 +000
  • Psychological Perspectives of Participation in Physical Activity and
           Sports among Persons with Mobility Impairments

    • Abstract: The purpose of this integrative review is to synthesize the scientific literature referring to barriers and facilitators of physical activity participation for individuals with mobility impairments. Using EBSCO and Google Scholar search engines, peer-reviewed articles published in English between 2000-2019 were screened. After extracting research-based articles focusing on participants with mobility limitations 46 articles were retrieved, including eight intervention studies. The outcomes reported in these studies were synthesized referring to theoretical approaches including the theory of reasoned action, the transtheoretical model of change, and self-efficacy theory. A thematic analysis was conducted on study contents. The following categories were constructed. (a) Personal factors, with secondary categories: personal medical condition, personal psychological perception of physical activity practice, and self-efficacy; (b) environmental factors, with secondary categories: physical environment and social environment, each of them also containing tertiary categories, and (c) interventions aimed at increasing physical activity. Practices promoting physical activity participation were recommended.
      PubDate: Fri, 29 Apr 2022 01:28:04 +000
  • Early Intervention for an At-Risk 16-Month Old Using Visual Communication
           Analysis (VCA) Leads to Gifted Performance

    • Authors: Dalia Shkedy
      Abstract: Many developmental screeners focus heavily on receptive and expressive language skills, and the extent to which an infant can maneuver their environment. Research with young children typically involve motor skills, language, and occasionally simple procedural or problem solving tasks. The current study explores skills infants are expected to attain, and other skills that have never been tested in an infant who is considered “at-risk” due to moderate developmental delays.  Researchers collected data via specialized VCA software, video recordings, and the Vineland-3 pre- and post-study. The participant improved in all areas measured by the Vineland-3. Additionally, despite the participant being introduced to novel and progressively more difficult tasks, his average attention span throughout the entirety of the study was significantly longer than previous research suggests for infants. Researchers also implemented the detour box as a gross measure of frontal function. The participant successfully completed the detour task and multi-step problem solving. 
      PubDate: Tue, 19 Apr 2022 13:04:59 +000
  • Do Preschoolers and Adults Think That Academic and Athletic Abilities are
           Inherited' A Pilot Study

    • Authors: Lakshmi Raman
      Abstract: The following study examined if preschoolers and adults think that certain academic and athletic abilities are inherited or determined by the environment. Twenty-one preschoolers and 28 adults were presented with 9 switched-at-birth vignettes (math, reading, science, language, music, art, gymnastics, soccer and swimming) where in certain cases the birth parents were good at a task and in other situations the adoptive parents were good at a task. Participants had to decide if their child would resemble the birth parents or the adoptive parents in their abilities. The results suggest that overall there are no significant differences between preschoolers and adults reason in the way they reason about the role of inheritance in the area of academics, arts, and athletics. However, the one domain where there was a significant grade difference between preschoolers and adults was in the area of academics (math, reading and science) with adults attributing inheritance as being more responsible for abilities in this area. Overall these results suggest that there is no significant difference in the way preschoolers and adults reason about the inheritance of these abilities.
      PubDate: Sat, 12 Mar 2022 00:38:35 +000
  • Response Patterns to a Syllogistic Categorical Reasoning Task with
           Abstract Groups

    • Authors: Joosep Olop
      Abstract: The current study examined response patterns of young adults (N = 861) to a particular syllogism with abstract categories that contained the fallacy of the undistributed middle. Participants had to evaluate all given conclusions. Results showed that, despite being invalid, conclusions that used the word “some” were more likely to be selected as valid or possible compared to conclusions that used “all” or “none”. In addition, we also analyzed participants’ solutions to the task at the individual level (i.e., all evaluations to conclusions that contained the end terms). The aim was to detect dominant patterns. Results showed five dominant patterns. The significance of these findings and limitations are discussed.
      PubDate: Tue, 01 Mar 2022 21:48:03 +000
  • The Predictive Power of Emotional Intelligence in Cyberbullying among
           Jordanian University Students

    • Authors: Khaled Al-Sarayra
      Abstract: The present study aimed to identify the predictive power of emotional intelligence in cyber violence among Jordanian university students. The researcher constructed the Cyber Violence Scale and translated the Emotional Intelligence Scale developed by Richa Jain (2015). Both scales had the appropriate indices of validity and reliability. The study sample consisted of 444 university students who participated from eight different courses to fulfill the requirements of the general college at Al-Balqa' Applied University in Jordan during the first semester of the 2016-2017 academic year. After collecting and analyzing the data, the following results emerged:
      The calculated mean of cyber violence among students of Al-Balqa' Applied University was 2.74 with a standard deviation of 1.32, which indicates that the level of cyber violence is in the moderate range.
      The overall level of emotional intelligence as well as the secondary dimensions of emotional intelligence (social skills, self-awareness, self-motivation, emotional regulation, empathy) were in the high range among students of Al-Balqa' Applied University.
      There was a negative correlation between the overall level of emotional intelligence dimensions as well as the secondary dimensions of emotional intelligence (self-awareness, emotional regulation, self-motivation, empathy, social skills) and cyber violence.
      Emotional intelligence dimensions accounted for 18% of cyber violence. Self-motivation and emotional regulation were the two most significant predictors of cyber violence.
      PubDate: Wed, 16 Feb 2022 11:38:29 +000
  • Effects of Cognitive Training upon Working Memory in Individuals with
           ADHD: An Overview of the Literature

    • Authors: Luísa Superbia-Guimarães
      Abstract: Commercial cognitive training programs have been proposed as a non-pharmacological treatment of ADHD-related outcomes, such as learning difficulties and academic achievement. Most of these programs focus on working memory, an essential cognitive ability sustaining nearly every conscious mental activity. In this article, we present and summarize the main studies assessing the effectiveness of such training programs on working memory. The reported studies have failed to show a positive far-transfer and long-term effect of cognitive training both in typically developing individuals and children with ADHD. In the end, we present emerging alternative approaches to the use of cognitive training to improve working memory functioning in children with ADHD.
      PubDate: Wed, 16 Feb 2022 11:38:01 +000
  • Body and Sartorial Paradox in Physical Education: A New Look at the Gender
           Interaction and Co-Educational System in Physical Education Class

    • Authors: Wissal Boughattas
      Abstract: Since the Tunisian Revolution of 2010, two views (modernism and conservatism) conduct two opposite social projects for the Tunisian population, which affect, in first order, the school from primary to secondary level. The Tunisian educational system is based on co-education, contradicting the country’s conservatism culture. The religious dress (veil/hijab) is accepted and tolerated in schools. Physical education, as an educational discipline, had to adapt to these changes, especially to the religion dress and gender interaction. The aim of this paper is to study, through the representations of physical education’s (PE) teachers, the paradoxes observed between physical practice and religious dress (veil/Hijab) and the management of the co-educational system in PE classes. This is based on the opinion which indicates that this matter requires the student’s body and physical ability to be independent from their gender, dress or motor skills. The results show a difference in opinion between females and male teachers regarding gender interaction and religious dress.
      PubDate: Wed, 16 Feb 2022 11:37:28 +000
  • Change in Students’ Educational Expectations – A Meta-Analysis

    • Authors: Martin Pinquart
      Abstract: Data from the U.S. and Canada indicate that students’ educational expectations are often unrealistically high. Thus, the present meta-analysis tested whether students tend to decrease, on average, their educational expectations from childhood to emerging adulthood. A systematic search in the electronic databases ERIC, PsycInfo, PSYNDEX, and Web of Science identified 91 longitudinal studies the results of which were integrated with multi-level meta-analysis. While expectations about the highest future educational degree showed very small declines per year (of g = -.02 standard deviation units), the mean yearly decline of expectations about future grades was estimated to be g = -.73. Moderator analysis found a decline in expectations about the final degree only in studies from the U.S. and Canada—countries with the highest gap between expectation and future educational attainment. In addition, change in expectations about the final degree varied by age, with the strongest decline being observed around the age of 20 years. We conclude that positive expectations about the final educational attainment often tend to persist over longer intervals probably due to lacking strong counter-evidence and because of indicating a desirable outcome.
      PubDate: Wed, 16 Feb 2022 11:36:44 +000
  • Exploring Socially Shared Regulation Processes in Peer Tutoring: Focusing
           on the Functions of Tutor Utterances

    • Authors: Takamichi Ito
      Abstract: This study quantitatively and qualitatively examined socially shared regulation processes in peer tutoring. Participants were 22 teacher-candidate university students assigned to 11 peer-tutoring pairs. Peer tutoring included two sessions, in which one student was the tutor and another the tutee. Participants completed a socially shared regulation of learning (SSRL) scale before peer tutoring and an academic engagement measurement afterward. Moreover, peer tutoring sessions were videotaped. Students were divided into two groups, based on high and low SSRL scores, and verbal protocols were analyzed. Tutoring utterances were analyzed and categorized by the following social regulation functions, namely “orientation,” “monitoring,” and “evaluation,” while distinguishing between deep- or surface-level. Tutors in high-SSRL groups adopted deep-level orientation more than low-SSRL groups. Qualitative analysis indicated deep-level orientation played a key role in peer tutoring. Additionally, regarding motivational factors, high-SSRL groups showed stronger agentic and cognitive engagement than low-SSRL groups. The implications for teacher-candidate university education are discussed.
      PubDate: Wed, 15 Dec 2021 21:56:21 +000
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