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

Showing 1 - 40 of 40 Journals sorted alphabetically
Applied Physics Research     Open Access   (Followers: 9)
Asian Culture and History     Open Access   (Followers: 12)
Asian Social Science     Open Access   (Followers: 5)
Cancer and Clinical Oncology     Open Access   (Followers: 9)
Computer and Information Science     Open Access   (Followers: 15)
Earth Science Research     Open Access   (Followers: 8)
Energy and Environment Research     Open Access   (Followers: 14)
Engineering Management Research     Open Access   (Followers: 6)
English Language and Literature Studies     Open Access   (Followers: 18)
English Language Teaching     Open Access   (Followers: 32)
Environment and Natural Resources Research     Open Access   (Followers: 6)
Environment and Pollution     Open Access   (Followers: 10)
Global J. of Health Science     Open Access   (Followers: 6, SJR: 0.416, CiteScore: 1)
Higher Education Studies     Open Access   (Followers: 68)
Intl. Business Research     Open Access   (Followers: 6)
Intl. J. of Biology     Open Access   (Followers: 1)
Intl. J. of Business and Management     Open Access   (Followers: 15)
Intl. J. of Chemistry     Open Access   (Followers: 10)
Intl. J. of Economics and Finance     Open Access   (Followers: 13)
Intl. J. of English Linguistics     Open Access   (Followers: 11)
Intl. J. of Marketing Studies     Open Access   (Followers: 13)
Intl. J. of Psychological Studies     Open Access   (Followers: 4)
Intl. J. of Statistics and Probability     Open Access   (Followers: 3)
Intl. Law Research     Open Access   (Followers: 1)
J. of Agricultural Science     Open Access   (Followers: 5)
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 Materials Science Research     Open Access   (Followers: 9)
J. of Mathematics Research     Open Access  
J. of Molecular Biology Research     Open Access   (Followers: 4)
J. of Plant Studies     Open Access   (Followers: 1)
J. of Politics and Law     Open Access   (Followers: 9)
J. of Sustainable Development     Open Access   (Followers: 25)
Mechanical Engineering Research     Open Access   (Followers: 20)
Modern Applied Science     Open Access   (Followers: 1)
Network and Communication Technologies     Open Access   (Followers: 4)
Public Administration Research     Open Access   (Followers: 2)
Review of European Studies     Open Access   (Followers: 13)
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. 14, No. 1

    • Abstract: Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 14, No. 1, 2024.
      PubDate: Wed, 01 May 2024 20:10:12 +000
       
  • Art Education as a Healing Method Helps Sensitive Teenagers Grow up in
           Modern Chinese Family Education

    • Abstract: With the Chinese society's emphasis on education, adolescent mental health problems have become increasingly prominent. Especially in the high-pressure family education environment, the emotional needs and psychological difficulties of highly sensitive adolescents are more prominent. This study not only focuses on the mental health of adolescents, but also aims to provide a new solution for family education and adolescent mental health through the unique perspective of art therapy. Art therapy integrates art and emotional connection to help promote the spiritual recovery of the individual. By exploring the restorative role of art in modern Chinese family education, we expect to provide new educational ideas for parents and educators, and promote the comprehensive and healthy development of adolescents.
      PubDate: Tue, 30 Apr 2024 04:54:42 +000
       
  • The Role and Application of Guilt in Adolescent Development

    • Authors: Xinyi Huang
      Abstract: Adolescents encounter challenges in their development primarily encompassing psychological, ideological, and moral aspects. As time evolves, conventional methods to address these issues have been gradually weakened in practice, necessitating the introduction of new approaches. This paper provides an overview of the role of guilt in the growth of adolescents. Based on existing research results, this study introduces the definition, generation mechanism, moral attributes, and driving force of guilt through methods including citation introduction, summarization, analysis, and inference. Subsequently, the positive and negative effects of guilt are summarized. On the one hand, guilt brings negative emotions such as self-loss and anxiety, and may lead to an anti-social personality. On the other hand, it enables a more stable mental state in adolescents, promotes beneficial behaviors, and improves ideological and moral levels. The analysis results show that guilt, with the assistance of “conscience”, urges adolescents to take responsibility for their actions, correctly deal with the adverse consequences of their behavior, and make positive changes, thereby providing impetus for the development and improvement of adolescent personality. Consequently, it is recommended to introduce educational strategies centered on guilt into adolescent educationandguarantee their rationaizedapplication.
      PubDate: Sun, 28 Apr 2024 05:46:54 +000
       
  • The Effectiveness of Applying the Habits of Mind Approach on Developing
           Female Fifth Graders’ Reading Self-Efficacy

    • Authors: Asma A. Amin
      Abstract: Self-efficacy, which refers to one’s own capabilities to perform a task successfully, has been found to be a significant predictor of various educational achievements. The current study emphasizes the role of self-efficacy in the context of reading, highlighting that students’ beliefs about their reading abilities can significantly shape their motivation and performance in reading. Consequently, unsuccessful outcomes in reading may not necessarily result from a lack of skills or knowledge but rather from a deficiency in the self-efficacy beliefs needed to apply those skills effectively (Carroll & Fox, 2017). Considering the narrow scope of research on reading self-efficacy, this quasi-experimental study aimed to extend previous work by exploring how reading self-efficacy changes among female fifth-grade students through a nine-week Habits of Mind (HoM) program. This program specifically targeted the four primary sources of information that affect reading self-efficacy: progress, observational comparison, social feedback, and physiological states. Participants comprised 66 female fifth-grade students from a public elementary school, split into an experimental group of 33 who participated in the HoM program and a control group of 33 students adhering to the standard curriculum. The findings indicate that participants in the HoM program reported significantly higher reading self-efficacy levels in four sources of reading self-efficacy compared to those in the control group. Results also indicated that the improvements in reading self-efficacy and its four foundational factors, attained through implementing the HoM program, were either sustained or experienced further growth over time. We recommend that this approach might help students develop a lifelong passion for reading, along with the confidence they need to overcome reading challenges.
      PubDate: Sun, 28 Apr 2024 05:13:03 +000
       
  • The Relative Contribution of Psychological Empowerment, Academic
           Persistence, and Future Orientation in Predicting Academic Adjustment
           among Adolescents

    • Abstract: This study explores the relationship between psychological empowerment, academic persistence, future orientation, and academic adjustment in adolescents. As well as revealing the presence of gender and age differences in these variables. The study also aimed to determine whether psychological empowerment, academic persistence, and future orientation contribute to predicting academic adjustment. A total of 180 adolescents’ students in grades 7 through 11 from some public middle and high schools in Kafr El-Sheikh city, Egypt, were included in the study. Scales of psychological empowerment, academic persistence, future orientation, and academic adjustment were used to collect data. The given data was examined using the appropriate statistical tests. The findings revealed a positive correlation between the studied variables. The findings also showed no differences in psychological empowerment, academic persistence, future orientation, or academic adjustment between males and females. In addition, there were no significant differences between students in middle and high school in psychological empowerment, whereas differences were found in academic persistence, future orientation, and academic adjustment in favor of high school students. Finally, the findings indicated the contribution of psychological empowerment, academic persistence, and future orientation in predicting academic adjustment. Some recommendations and suggestions were provided, considering the findings.
      PubDate: Fri, 19 Apr 2024 02:36:18 +000
       
  • A Prototype Implementation of a Virtual Platform with Robotic Integration
           and Machine Learning Capabilities for the Execution of Cognitive
           Psychology Experiments in Children

    • Authors: Christos Sakkas
      Abstract: Virtual platforms and autonomous robotic systems have recently gained a lot of attention due to the enormous growth of novel computational techniques, such as artificial intelligence and machine learning, allowing various fields and processes to be transformed. Cognitive psychology is a field where such virtual platforms can be applied in order to enhance the current procedures and processes, offering an objective and non-intrusive method, for psychological tasks execution, especially in the case of children. More specifically, this paper presents a virtual platform, complemented with a robotic experimenter and a machine learning processing module, allowing the objective and neutral execution of psychological experiments and tasks to children, remotely or in person.
      PubDate: Fri, 29 Mar 2024 02:57:32 +000
       
  • A Pilot Study of Using Picture Books to Improve the Social Skills of
           Children in the Autism Spectrum Disorder

    • Authors: Hongrun Pan, Hongzhi Gao
      Abstract: Evaluating the effectiveness of using picture books in teaching behavior to children with Autism Spectrum Disorder (ASD), five children with ASD intellectual disabilities (ASD+ID) were taught queuing behavior using picture books. Multiple baselines with a staggered introduction of the independent variable of picture books to participants were employed to evaluate the dependent variable of the percentage of correct behavior observed. Children without exposure to picture books continued to fail to line up, whereas there was an increase in queuing behaviorwith picture book exposure. The results showed that picture books could be used to teach children with ASD+ID queuing behavior sustainably and effectively.
      PubDate: Mon, 25 Mar 2024 01:23:40 +000
       
  • Relationship between Parenting Style and High School Students’ Anxious
           Thoughts: A Case Study in Iran

    • Abstract: Parenting styles are variables that affect their children’s anxious thoughts. The present study aimed to examine the relationship between parenting styles with anxious thoughts of the students in selected high schools of Mashhad, Iran. A quantitative methodology in form of a correlational design was employed in this research, which comprised two main variables including parenting styles and Iranian teenagers’ anxious thoughts. To address the research objective, 180 teenagers who were students at some schools in Mashhad, Iran, and their parents, completed the study questionnaires which included Baumarind parenting styles Scale (1971) and the Anxious Thoughts Inventory (AnTI) designed by Wells (1994). The analysis of the data obtained from implementing the questionnaires was performed through SPSS25 software in two sections: descriptive and inferential (Pearson Correlation Coefficient and regression analysis, i.e. ANOVA). The results showed that there was a significant relationship between anxious thoughts and the three parenting styles. Also, the relationship between the authoritarian parenting style and the symptoms of anxious thoughts (r = -0.731) is significant in a negative way. On the other hand, it is observed that there is a positive correlation between authoritarian parenting style and anxious thoughts (r = 0.511). Finally, it is seen that there is a positive correlation between permissive parenting style and anxious thoughts (0.461), (p
      PubDate: Mon, 04 Mar 2024 10:12:58 +000
       
  • Reciprocal Path Model of Autonomous Motivation and Motivational
           Regulation: Socially Shared Regulation in Intellectual Group Activities

    • Authors: Takamichi Ito
      Abstract: Self- and social regulation are widely expected to increase autonomous motivation; however, few empirical studies have examined the reciprocal influences of autonomous motivation and motivational regulation. This study examined the reciprocal path model between autonomous motivation and three modes of motivational regulation (self-, co-, and socially shared regulation) in intellectual group activities by comparing university students with working adults. The participants were 181 university students and 295 working adults who completed an online questionnaire consisting of psychological measurements. With respect to autonomous motivation and the three modes of motivational regulation, a bidirectional model of university students and working adults was established and statistically analyzed on the basis of two time points of data, one month apart (T1 and T2). The hypothesized path model had a good fit through a multi-group structural equation modeling analysis. Autonomous motivation at T1 positively predicted socially shared regulation, co-regulation, and self-regulation at T2, one month later, for both groups. However, the three modes of regulation did not positively or significantly predict autonomous motivation in either group. Considering the reciprocal influences of autonomous motivation and motivational regulation, we discuss the necessity of implementing these practices in universities and workplaces.
      PubDate: Thu, 08 Feb 2024 12:05:06 +000
       
  • The Development of Challenge-Based Learning with Social Media Model to
           Promote Technology Literacy Skills for Learners

    • Abstract: The challenge-based learning with social media model, or CBLS model, to promote technology literacy skills for learners is based on the concepts of challenge-based learning process integrated with the ideas to use social media as a tool for the management of learning activities. The objectives of this research are (1) to synthesize the CBLS model to promote technology literacy skills for learners, (2) to design the CBLS model to promote technology literacy skills for learners, and (3) to study the results of the design of the CBLS model to promote technology literacy skills for learners. The participants in this research are seven experts from different institutions in higher education, including the four males and three females, all of whom are experts in educational technology, which are specialized in design instruction system. These participants were all given confidentiality and anonymity. The results of this research show that (1) the overall suitability of the design of the CBLS model is at the high level (mean = 4.49, SD = 0.32), and (2) the suitability of the elements of the CBLS model is at the highest level (mean = 4.93, SD = 0.19).
      PubDate: Sat, 30 Dec 2023 16:35:26 +000
       
  • The Interplay Between Students’ Learning-Related Beliefs, Reading
           Comprehension Strategies and Academic Success

    • Authors: Ita Puusepp
      Abstract: The present study explored the combined effects of students’ learning-related beliefs as well as use of reading comprehension strategies on academic success—academic outcomes and exhaustion. In total, 1165 eighth grade students’ beliefs, use of reading comprehension strategies and reading comprehension were assessed at the beginning of the school year. Half a year later 296 students from the sample reported their academic exhaustion and grades from the previous semester. Students’ learning-related beliefs and use of deep reading comprehension strategies were associated with their academic outcomes and exhaustion. More specifically, believing in quick and effortless learning was associated with the use of a smaller variety of deep reading comprehension strategies and lower academic outcomes. Additionally, students’ motivational beliefs about effective learning were mainly indirectly through strategy use linked to their academic outcomes, while having direct effects on academic exhaustion. These results refer to the importance of addressing learning-related beliefs in addition to strategy instruction.
      PubDate: Tue, 26 Dec 2023 07:43:17 +000
       
  • The Total Learning Experience Model on the Cloud: TLX Model on the Cloud
           to Enhance Digital Teaching Skills for Teacher Professional Students

    • Authors: Anusart Tasen
      Abstract: The total learning experience model on the cloud, or TLX model, is based on the application of concepts concerning the instruction management of teacher professional students, who are required to use technologies and innovations to produce instruction media that enable learners to learn and interact with instructors anywhere and anytime. The instruction management of this style is said to provide challenges and real experiences, leading to new bodies of knowledge and technology skills that help teacher professional students create the more efficient instruction media. The objectives of this research are (1) to design the total learning experience model on the cloud, (2) to develop the total learning experience model on the cloud, and (3) to study the results of the development of the total learning experience model on the cloud. The research tools include (1) the total learning experience process on the cloud, and (2) the assessment form on the suitability of the total learning experience model on the cloud. The results of this research show that (1) the overall suitability of the total learning experience model on the cloud (overall elements) is at the highest level (mean = 4.83, SD = 0.14), and (2) the overall suitability of the total learning experience model on the cloud is at the highest level (mean = 4.77, SD = 0.17). According to the results, it can be summarised that the total learning experience model on the cloud can be employed as a tool to promote learning through cloud technology in order to enhance digital teaching skills for teacher professional students through experiential learning process.
      PubDate: Mon, 11 Dec 2023 10:59:40 +000
       
  • The Role of Chinese Vocabulary Knowledge in Composition Writing among
           Upper Elementary School Students

    • Authors: Victoria Murphy
      Abstract: The present study aims to investigate the role of vocabulary knowledge in composition writing among Chinese children. Drawing on Nation’s (2001) vocabulary framework, this study operationalized Chinese vocabulary knowledge from receptive and productive perspectives and in form, meaning, and use domain, respectively. A total of five measures assessing receptive vocabulary knowledge, productive vocabulary knowledge (form, meaning, and use), and composition writing skills were administered to 249 Chinese students in grade 4 (N = 91), grade 5 (N = 90), and grade 6 (N = 68). Hierarchical regression results showed that across upper elementary grades, productive vocabulary knowledge made a significant and substantial contribution to Chinese writing performance after controlling for age and receptive vocabulary knowledge. Inspections on vocabulary knowledge in each individual domain further revealed that knowledge of vocabulary form was the strongest predictor of writing performance at grade 4, while knowledge of vocabulary meaning and use make increasing contributions to composition writing at higher grades. Findings from this study underline the relative importance of productive vocabulary knowledge in form, meaning, and use at different developmental stages and extend writing models to non-alphabetical languages. Pedagogical implications were also drawn from the present study to inform better educational practices on scaffolding beginning writers with specific aspects of vocabulary knowledge.
      PubDate: Thu, 30 Nov 2023 14:26:39 +000
       
  • Math Anxiety, Achievement and Perceptions of Same-Ethnic Peers in Math
           Class

    • Authors: Piper J. Harris
      Abstract: Using multiple linear regression analysis, this research explores racially and ethnically diverse students’ feelings of math anxiety, how these beliefs shape their achievement in the subject, and whether students’ math anxiety and performance in mathematics vary based on students’ gender, race/ethnicity, and math level. Moreover, this study investigated the potential protective functions of perceiving a high proportion of same-ethnic peers in math class for buffering against the detrimental effects of high math anxiety on achievement. Results showed that when African American students reported a high level of math anxiety, their math grades were lower when they also perceived there to be a high proportion of same-ethnic peers in their math course compared to White students with similar levels of math anxiety and perceptions of same-ethnic peers. These results suggest that the effects of classroom same-ethnic representation for students’ academic outcomes are more nuanced than labeling it as a “protective” factor. Other contextual factors may influence the relationship between math anxiety, perceived same-ethnic representation in math class, and achievement and should be explored in future research.
      PubDate: Thu, 30 Nov 2023 13:18:02 +000
       
  • Assessing Gambler’s Fallacy in Children Through Framing and
           Executive Functioning

    • Authors: J. Mark Cleaveland
      Abstract: There is a gap in the literature concerning how recency biases develop in younger cohorts, and their impact on mathematical reasoning. The gambler’s fallacy is a negative recency bias that is defined as the false belief that for independent events, a streak of one outcome means that outcome is less likely to occur on a subsequent trial. In order to explore the developmental trajectory of this phenomenon, two groups of young children (4-5 years vs 7-8 years) participated in three tasks. All children first participated in a Flanker Inhibitory Control and Attention Test. The results of this test served to provide a measure of executive functioning for each participant. Next the children participated in two outcome prediction tasks. In one, each child observed a “friend” hiding behind one of two bushes over a sequence of trials, and then predicted their hiding location on a critical choice trial. In the other prediction task, participants observed an animation of a leaf falling from a tree and landing in one of two locations. In a critical choice trial, the participants predicted the landing spot of the leaf for the subsequent trial. Our data show 1) age differences in executive functioning scores, 2) an increase in negative recency bias as a function of executive functioning, and 3) the influence of framing effects on recency bias.
      PubDate: Tue, 14 Nov 2023 02:28:30 +000
       
  • Usability of an eLearning Professional Development Program for Elementary
           Classroom Teachers: ASSIST for Disruptive Classroom Behaviours

    • Abstract: An eLearning professional development (PD) program, ASSIST for Disruptive Classroom Behaviour, was developed using an iterative user-centred design approach. This program was designed to support teachers in the implementation of teacher-implemented in-class interventions for disruptive classroom behaviour (DCB). The objective of the current study was to determine the usability of this program. Overall, the results suggest that end-users (i.e., classroom teachers) and stakeholders (i.e., administrators, specialized teachers, school psychologists, and behaviour specialists) found the program to have high usability and reported that it was ready to be used by other teachers, that they found it flexible to adapt to their classroom setting; they provided high satisfaction ratings for this program. In addition to the positive findings, the primary constructive feedback was that tangible downloadable materials should be added to the ASSIST for Disruptive Classroom Behaviour program to meet classroom teachers’ needs better. Based on all results, the program, with a few minor modifications, was deemed ready for effectiveness testing.
      PubDate: Wed, 01 Nov 2023 05:03:34 +000
       
 
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Publisher: CCSE   (Total: 43 journals)   [Sort by number of followers]

Showing 1 - 40 of 40 Journals sorted alphabetically
Applied Physics Research     Open Access   (Followers: 9)
Asian Culture and History     Open Access   (Followers: 12)
Asian Social Science     Open Access   (Followers: 5)
Cancer and Clinical Oncology     Open Access   (Followers: 9)
Computer and Information Science     Open Access   (Followers: 15)
Earth Science Research     Open Access   (Followers: 8)
Energy and Environment Research     Open Access   (Followers: 14)
Engineering Management Research     Open Access   (Followers: 6)
English Language and Literature Studies     Open Access   (Followers: 18)
English Language Teaching     Open Access   (Followers: 32)
Environment and Natural Resources Research     Open Access   (Followers: 6)
Environment and Pollution     Open Access   (Followers: 10)
Global J. of Health Science     Open Access   (Followers: 6, SJR: 0.416, CiteScore: 1)
Higher Education Studies     Open Access   (Followers: 68)
Intl. Business Research     Open Access   (Followers: 6)
Intl. J. of Biology     Open Access   (Followers: 1)
Intl. J. of Business and Management     Open Access   (Followers: 15)
Intl. J. of Chemistry     Open Access   (Followers: 10)
Intl. J. of Economics and Finance     Open Access   (Followers: 13)
Intl. J. of English Linguistics     Open Access   (Followers: 11)
Intl. J. of Marketing Studies     Open Access   (Followers: 13)
Intl. J. of Psychological Studies     Open Access   (Followers: 4)
Intl. J. of Statistics and Probability     Open Access   (Followers: 3)
Intl. Law Research     Open Access   (Followers: 1)
J. of Agricultural Science     Open Access   (Followers: 5)
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 Materials Science Research     Open Access   (Followers: 9)
J. of Mathematics Research     Open Access  
J. of Molecular Biology Research     Open Access   (Followers: 4)
J. of Plant Studies     Open Access   (Followers: 1)
J. of Politics and Law     Open Access   (Followers: 9)
J. of Sustainable Development     Open Access   (Followers: 25)
Mechanical Engineering Research     Open Access   (Followers: 20)
Modern Applied Science     Open Access   (Followers: 1)
Network and Communication Technologies     Open Access   (Followers: 4)
Public Administration Research     Open Access   (Followers: 2)
Review of European Studies     Open Access   (Followers: 13)
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Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
 


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