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International Journal of Cognitive Research in Science, Engineering and Education
Journal Prestige (SJR): 0.124  Number of Followers: 8  Open Access journalISSN (Print) 2334-847X - ISSN (Online) 2334-8496 Published by Association for the Development of Science, Engineering and Education  [1 journal]
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- EDITORIAL
Authors: Dr. Lazar Stošić
PubDate: 2022-12-20
Issue No: Vol. 10, No. 3 (2022)
- Direct and Indirect Effects Between First Literacy Errors, Visual
Perception, and Phonological Awareness Variables
Authors: Aysel Ferah-Ozcan, Sevilay Yildiz
Pages: 1 - 16
Abstract: This research is a descriptive study in the survey model to determine the direct and indirect effects between visual perception, phonological awareness, and literacy errors. The design of the study is exploratory correlational design. 552 first-grade primary school students participated in the study. The data were collected using measurement tools named phonological awareness, visual perception, word-sentence writing/spelling, and reading errors. According to the findings, visual perception affects sentence writing/spelling both directly and through word-writing-reading errors. Visual perception affects reading errors both directly and through word-sentence writing errors. The results show that the development of prerequisite skills and reading are mediated by writing, writing/spelling are mediated by reading, and learning develops in a spiral manner. It can be said that children’s reading-writing/spelling errors increase because they have difficulty in converting from sound to the letter, from letter to sound, and in synthesizing and analyzing according to their initial level of phonological awareness and visual perception development.
PubDate: 2022-12-20
DOI: 10.23947/2334-8496-2022-10-3-1-16
Issue No: Vol. 10, No. 3 (2022)
- Psychological Predictors of Students’ Behavior in Internet Under
Information Uncertainty
Authors: Irina Abakumova, Anastasia Grishina, Galina Zvezdina
Pages: 17 - 26
Abstract: This article is devoted to the study of psychological predictors of students’ informational behavior and their peculiarities of over-coming stressful situations. The article reveals the relevance of studying this problem, the degree of study of the topic of informational behavior in various scientific fields. The necessity of studying the motivational basis of informational behavior is substantiated; the analysis of diagnostic approaches to the study of informational behavior is given. The article presents the author’s approach to studying the motivational basis of informational behavior and reveals two groups of informational behavior strategies - normative and risky. The empirical part of the article presents an analysis of the conducted research for the study of psychological predictors of students’ informational behavior in the Internet. It was revealed that the normative strategy of informational behavior “Internet as a motivating force” has the largest number of correlations with coping strategies and indicators of resilience. The results obtained can prove the adaptability of students who actively use the socially oriented strategy “Internet as a motivating force” and the level of their resilience.
PubDate: 2022-12-20
DOI: 10.23947/2334-8496-2022-10-3-17-26
Issue No: Vol. 10, No. 3 (2022)
- Primary Education in Serbia and Czechia. Are There Similarities'
Authors: Aco Lukić, Stefan Stajić, Jelena Milanković Jovanov, Ljubica Ivanović Bibić, Anđelija Ivkov-Džigurski, Tamara Jovanović, Marko Petrović, Smiljana Đukičin Vučković
Pages: 27 - 35
Abstract: In Serbia, primary education is compulsory, and it lasts eight years with two educational cycles, while in the Czech Republic, primary education lasts nine years with three cycles. Analysis of the teachers` attitudes toward primary education in Serbia and the Czech Republic has a goal to determine the current educational state in the two countries. Also, in this research it has been shown if there are similarities, as well as differences between the two educational systems. Views of the teachers on this topic are significant for this paper, so the survey was used as an instrument. The survey should have revealed whether the primary education was in line with the need of modernization and enhancement of young peple’s intellectual potential. It was necessary to reveal if the education in the two countries is in accordance with the modern world and whether the teachers agree with this. One of the aims of the research was to determine whether there are statistically significant differences in the teachers’ answers and to relate those differences to the general educational situation in Serbia and Czechia.
PubDate: 2022-12-20
DOI: 10.23947/2334-8496-2022-10-3-27-35
Issue No: Vol. 10, No. 3 (2022)
- Recognition of Facial Expressions Based on Information From the Areas of
Highest Increase in Luminance Contrast
Authors: Vitali Babenko, Daria Alekseeva, Denis Yavna, Ekaterina Denisova, Ekaterina Kovsh, Pavel Ermakov
Pages: 37 - 51
Abstract: It is generally accepted that the use of the most informative areas of the input image significantly optimizes visual processing. Several authors agree that, the areas of spatial heterogeneity are the most interesting for the visual system and the degree of difference between those areas and their surroundings determine the saliency. The purpose of our study was to test the hy-pothesis that the most informative are the areas of the image of largest increase in total luminance contrast, and information from these areas is used in the process of categorization facial expressions. Using our own program that was developed to imitate the work of second-order visual mechanisms, we created stimuli from the initial photographic images of faces with 6 basic emotions and a neutral expression. These images consisted only of areas of highest increase in total luminance contrast. Initially, we determined the spatial frequency ranges in which the selected areas contain the most useful information for the recognition of each of the expressions. We then compared the expressions recognition accuracy in images of real faces and those synthe-sized from the areas of highest contrast increase. The obtained results indicate that the recognition of expressions in synthe-sized images is somewhat worse than in real ones (73% versus 83%). At the same time, the partial loss of information that oc-curs due to the replacing real and synthesized images does not disrupt the overall logic of the recognition. Possible ways to make up for the missing information in the synthesized images are suggested.
PubDate: 2022-12-20
DOI: 10.23947/2334-8496-2022-10-3-37-51
Issue No: Vol. 10, No. 3 (2022)
- The Correlation Between Father Involvement and The Academic Achievement of
Their Children: Meta-Analysis
Authors: Nataša Lazović, Jelena Krulj, Slađana Vidosavljević, Emilija Marković
Pages: 53 - 60
Abstract: Parental involvement is an important factor in students’ achievement, and numerous studies have shown that it increases students’ success. As research on father’s involvement has become one of the current topics in education today, there is a need to separate the effect exercised by fathers from the overall family one. The aim of this study is to synthesize various studies which have focused on different aspects of fathers’ involvement; therefore, a meta-analysis would be an ideal method to create a synthesis of these perspectives and provide one general measure of fathers’ involvement effect. Nine studies have been included in the meta-analysis, where fathers’ involvement has been operationalized through father’s involvement in: education of children at school and at home, psychosocial well-being of children, modelling of behavior and leisure activities. The results show that the total measure of effect size differs from zero after applying the fixed model (z=13.510, p=0.000) and the random effect model (z=4.588, p=0.000), that is, there is a statistically significant positive correlation between the involvement of fathers and the academic success of their children. The value of the heterogeneity test (Q=66.560, df=8, p=.000, I2=87.981) indicates that the overall effect can be viewed according to the assumptions of the random effects model. The conducted meta-analysis has confirmed the assumption that fathers’ involvement is positively related to children’s academic performance.
PubDate: 2022-12-20
DOI: 10.23947/2334-8496-2022-10-3-53-60
Issue No: Vol. 10, No. 3 (2022)
- Distance Learning: Cross-Cultural Characteristics of Stress Resistance of
Russian and Chinese Students
Authors: Olga B. Mikhailova , Elizaveta S. Farennikova
Pages: 61 - 71
Abstract: The paper presents a theoretical and empirical analysis of the features of distance learning at universities and its impact on the characteristics of anxiety, psycho-emotional states and stress resistance of modern students. The purpose of the study was to determine the specifics of anxiety and stress resistance in Russian and Chinese students during the period of distance learning. The novelty of the paper lies in the fact that Russian and Chinese students took part in a cross-cultural empirical study: in total, the sample consisted of 80 students: 40 Russian students (20 boys and 20 girls) and 40 Chinese students (20 boys and 20 girls) aged 18 to 25 years studying in 2-3d years of Bachelor programs. The following methods were used in the study: 1) Spielberger anxiety scale adapted by Yu. L. Khanin; 2) the questionnaire “Well-being, activity, mood” by V.A. Doskin, N.A. Lavrentieva, V.B. Sharaya and M.P. Miroshnikov; 3) a short scale of stress resistance by E.V. Raspopin. The conducted research identified specific features of anxiety and stress resistance manifestation in Russian and Chinese students. We established significant differences in indicators of anxiety, stress resistance and psycho-emotional state components as well as determined meaningful between indicators of well-being, activity, mood, anxiety and stress resistance in students. Based on the data obtained, the content of the paper presents conclusions and recommendations on optimizing the educational process at the university in order to reduce anxiety and increase stress resistance in students who have to endure the distance-learning format.
PubDate: 2022-12-20
DOI: 10.23947/2334-8496-2022-10-3-61-71
Issue No: Vol. 10, No. 3 (2022)
- Metacognitive Awareness Perceptions of Students with High and Low Scores
on TIMSS-Like Science Tests
Authors: Sulaiman M. Al-Balushi, Ibrahim S. Al-Harthy, Rashid S. Almehrizi, Khalid K. Al-Saadi, Mohammed S. Al-Aghbari, Moza Al-Balushi
Pages: 73 - 82
Abstract: The current study explores the differences in metacognitive awareness perceptions of students who had high and low scores on TIMSS-like science tests. The sample consisted of 937 Omani students, 478 in Grade Five and 459 in Grade Nine. TIMSS-like tests were specially designed for both grade levels, and students also completed a metacognitive awareness perceptions inventory which explored their use of four main skills: planning, information management strategies, debugging strategies and evaluation. MANOVA was used to analyze the data. The findings indicated that students with high scores in the TIMSS-like test out-performed students with low scores in the test on all four metacognitive skills surveyed. This was true for all three performance areas analysed: performance in the TIMSS-like test as a whole, performance in lower-level test questions and performance in higher-level test questions. These findings highlight the extent to which students’ metacognitive skills influence their performance in science tests. The study recommends that students be trained to improve their metacognitive skills, reviews several methods for doing this, and suggests that such training might better prepare them for taking science tests. However, it also notes that further research is needed to explore the impact of metacognitive training on student performance in specific science examinations such as TIMSS.
PubDate: 2022-12-20
DOI: 10.23947/2334-8496-2022-10-3-73-82
Issue No: Vol. 10, No. 3 (2022)
- Belief in Information Conspiracy and Personality Traits of Generations X
and Y
Authors: Vlada Pishchik
Pages: 83 - 88
Abstract: The article presents the results of comparing the belief in information conspiracies in connection with personality traits among representatives of Generations Y and X, nationalities – the Russians and the Kumyks. We call information conspiracies those that are presented in the information space and are presented as close to reality. Therefore, users who get acquainted with information conspiracies do not doubt and believe in them. The sample was presented by the Russian university students and middle-aged working people. The questionnaire of conspiracy mentality (CMQ) (Bruder, Haffke) and the FPI technique (Farenberg, Zarg and Gampel) have been applied. It was revealed that the older the generation, the more it believes in the state conspiracy; generations have stable beliefs about the presence of a political conspiracy; the representatives of the Kumyk group are more prone to exaggeration of the importance of conspiracy than the group of the Russians generation Y; the personality trait “irritability” correlates with the scale of belief in public conspiracy; there was a negative dependence of emotional lability and belief in a political conspiracy. The results are compared with the data of foreign studies on the samples of representatives of the USA, Great Britain, Turkey, Germany. It was concluded that it is possible to observe cultural and intergenerational differences in expression of conspiracy mentality. Representatives of Generation Y believe more in political and public conspiracies. Representatives of Generation X believe more in public conspiracy and secret organizations.
PubDate: 2022-12-20
DOI: 10.23947/2334-8496-2022-10-3-83-88
Issue No: Vol. 10, No. 3 (2022)
- Inter-Faculty Cooperation in English Language Teaching Using Educational
Comic Strips on Geoforensics – A Pilot Study
Authors: Lidija Beko, Dragoslava Mićović
Pages: 89 - 97
Abstract: The paper deals with the research and promotion of inter-faculty cooperation in the field of foreign language teaching. By focusing on educational comic strips as an underutilised language strategy at university level, we have tried to reduce or completely eliminate the tensions and uncertainties that accompany the learning or teaching of a new academic field. The study explores how a particular narrative from geoforensic practice is transformed into adapted educational comic strips. The focus then turns to the application of educational comic strips in language classes, and how six lecturers at two different faculties and their students in the first year of study perceive that application and respond to the challenges of teaching/learning in this way. Two surveys were conducted in order to obtain more precise data on the quality of the comic strips as a teaching/learning activity: the former, a qualitative survey of lecturers, and the latter, a quantitative survey of students. The results of the research indicate that even when the area of exploration such as geoforensics and comic strips is somewhat unknown for both teachers and students, the authenticity of material, the quality of preparation, the conscious and explicit participation of all sides, all potentially lead to new forms of good practice and positive linguistic outcomes.
PubDate: 2022-12-20
DOI: 10.23947/2334-8496-2022-10-3-89-97
Issue No: Vol. 10, No. 3 (2022)
- Cyber Socialization Engagement and Dark Tetrad of Personality among Young
University Students
Authors: Sergey L. Lenkov, Nadezhda E. Rubtsova, Marina Yu. Elagina, Elena S. Nizamova
Pages: 99 - 108
Abstract: The article considers the relationship between the cyber socialization engagement and the Dark Tetrad of personality (Machiavellianism, narcissism, psychopathy, and sadism). The cyber socialization engagement was understood, according to the author’s concept, as having constructive and destructive components. The study purpose was to identify correlation and deterministic relationships between indicators of the cyber socialization engagement and the Dark Tetrad among young university students. The sample included 424 students from Russian universities. For measurements, «The cyber socialization engagement questionnaire» and «The Short Dark Tetrad Scale» were used. It has been established that the relationship between the indicators of the cyber socialization engagement and the Dark Tetrad has a qualitatively heterogeneous character – from the complete absence of connections to mutual determination. The strongest mutual determination is associated with the everyday sadism: it increases the destructive engagement in cyber socialization, explaining 12% of the total variance, and the latter, in turn, increases the severity of sadism (10.5%). It is advisable to take into account the revealed connections between the general cyber socialization engagement and the Dark Tetrad of the personality when organizing psychological support for the socialization of students in the context of expanding social interactions carried out in cyberspace.
PubDate: 2022-12-20
DOI: 10.23947/2334-8496-2022-10-3-99-108
Issue No: Vol. 10, No. 3 (2022)
- The High School Students Attitudes towards Peers with Blindness
Authors: Daniela Dimitrova-Radojičić
Pages: 109 - 115
Abstract: The purpose of this study was to investigate the attitudes of high school pupils toward peers with blindness. Using the CATCH-scale (Chedoke-McMaster Attitudes towards Children with Handicaps), 218 high school students’ attitudes were assessed. High school students generally had a positive attitude towards students with blindness. The total scores on the CATCH- scale was a little higher for female students, but with no statistically significant difference (p>.05). Generally, the implications of this research suggest that regular schools must implement coexistence programs that will lead to even better attitude in inclusive settings.
PubDate: 2022-12-20
DOI: 10.23947/2334-8496-2022-10-3-109-115
Issue No: Vol. 10, No. 3 (2022)
- Investigating Factors M-Learning Acceptance and Use for Distance Learning
Students in Higher Education
Authors: Mohammed Al Masarweh, Waleed Afandi
Pages: 117 - 128
Abstract: Many research has been conducted to examine the acceptance factors to use mobile learning (m-learning) for regular students. During the COVID-19 most of the higher education institutions around the world were converted to m-learning especially for regular students, in order to continue supporting the educational stage for these students. This situation, allow researches to tested the use of m-learning for regular students while they are studying in distance learning environment. However, limited researches, especially in developing countries, have been tested the acceptance factors to use m-leaning for distance learning students. In this study the behavioral intention to use mobile learning (m-learning) were examined as well as the m-learning factors that affecting its acceptance amongst the distance learning students were outlined. The study framework was depended on the model of Unified Theory of Acceptance and Use of Technology (UTAUT). A quantitative approach was used to analyze the data that collected from a random sample of 154 male and female participants from Saudi universities. The results indicated that significant factors influencing distance learning students’ behavioral intention include quality of service, effort expectancy, facilitating conditions, gender, educational level, and type of device. The regulations governing distance learning programs and the implementation of mobile learning by Saudi universities under the direction of the Ministry of Higher Education are having a good impact and encouraging widespread use of m-learning.
PubDate: 2022-12-20
DOI: 10.23947/2334-8496-2022-10-3-117-128
Issue No: Vol. 10, No. 3 (2022)
- Students’ Acceptance of Mobile Augmented Reality Applications in Primary
and Secondary Biology Education
Authors: Ivan Stojšić, Natalija Ostojić, Jelena Stanisavljević
Pages: 129 - 138
Abstract: Augmented reality is often indicated as a usable educational technology that can be integrated into biology classes to overcome the shortcomings of traditional teaching (such as lack of visualization of abstract teaching content, students’ low participation and interest in classes, and their insufficient understanding of complex topics). Mobile applications with augmented reality experience mode have the potential to be used in online, blended/hybrid, and in-person teaching, which is particularly important during emergencies. This study’s purpose was to determine primary and secondary school students’ acceptance of augmented reality content in commercial mobile applications that can be used as a supplement in biology teaching. A total of 188 students (from schools included in this research) completed the online questionnaire. The results showed that the majority of students perceived mobile augmented reality applications as useful and easy to use, had a positive attitude, and expressed intention to use this educational technology if given the opportunity. The importance of prior evaluation regarding educational usability and performance is highlighted since technical quality (of used mobile applications) had a strong positive effect on perceived usefulness and perceived ease of use. There were no statistically significant differences between female and male and primary and secondary students, but students with prior experience with augmented reality rated perceived usefulness higher. Despite positive results, we need to raise our concerns regarding the reliability of using mobile augmented reality in biology education due to the lack of usable free content and the frequent cancellation of authoring tools and applications.
PubDate: 2022-12-20
DOI: 10.23947/2334-8496-2022-10-3-129-138
Issue No: Vol. 10, No. 3 (2022)
- Cognitive and Personality Traits of Social Media Users With Eating
Disorders
Authors: Elena Vorobyeva, Anastasia Nimchenko
Pages: 139 - 147
Abstract: This work aims to study the personality and cognitive characteristics of social media users with eating disorders. The work involved 209 people (84 women with anorexia nervosa, 82 women with bulimia nervosa, a control group of 43 healthy women). The Eating Behavior Rating Scale (EBRS), Cognitive-behavioral Patterns in Eating Disorders Questionnaire, 16-factor Personality Questionnaire, and the Dysfunctional Relations Scale (DRS) were used to assess cognitive and personal characteristics of people with eating disorders. It was found in the work that emotional instability, anxiety, and suspicion are characteristic personality traits for persons with eating disorders. It has been found that individuals with anorexia nervosa and bulimia nervosa have different cognitive characteristics. The cognitive characteristics of individuals with eating disorders are correlated with their personality traits.
PubDate: 2022-12-20
DOI: 10.23947/2334-8496-2022-10-3-139-147
Issue No: Vol. 10, No. 3 (2022)
- Teaching ESP Online: A Guide to Innovation in the Aftermath of the
Covid-19 Crisis
Authors: Vera Ošmjanski
Pages: 149 - 154
Abstract: The paper studies the student experiences related to online teaching of English for Specific Purposes (ESP) in order to determine which computer-mediated learning practices were perceived as purposeful and should be incorporated in traditional in-person teaching. The sample comprised of 60 students from two faculties of the University of Belgrade, Serbia. Descriptive statistics were obtained. The gathered data were subjected to qualitative and quantitative data analysis. The results indicate that the positive experiences are related primarily to synchronous conferencing in the form of real-time written communication as an integral part of the classes offered via videoconferencing. The use of video content and availability of various learning materials uploaded to the learning platforms proved to be helpful. Loss of concentration, technical difficulties and a lack of in-person communication were perceived as obstacles to effective learning. The most salient conclusion of the study refers to the necessity of incorporating real-time comment writing in the traditional classroom. The results also urge the need for addressing the issues of large classes and inadequate auditoriums in the traditional mode of teaching. The conclusions provide the guidelines for the improvement of in-person teaching of ESP based on specific computer-mediated learning practices that were found facilitative of the development of the students’ language competencies.
PubDate: 2022-12-20
DOI: 10.23947/2334-8496-2022-10-3-149-154
Issue No: Vol. 10, No. 3 (2022)
- Internet Addiction Disorder (IAD) as a Consequence of the Expansion of
Information Technologies
Authors: Željko Bjelajac, Aleksandar M. Filipović, Lazar V. Stošić
Pages: 155 - 165
Abstract: Internet addiction disorder (IAD) is a global topic that increasingly attracts the attention of the wider public. The purpose of this paper is to research the current situation in the prevalence of both Internet addiction and problematic Internet use, which is the most common precursor to developing psychological disorders related to the relationship to the Internet and its elements. The initial hypotheses of this paper are that the Internet addiction disorder is more widespread and harmful than can be deduced from the attitude of society and health authorities towards it and that it calls for renewed theoretical and empirical research, which is the attitude shared by the scientific community. The results that we stated in the paper clearly show numerous mental and physical deficiencies and problems that are experimentally proven and presented in the paper. As a recommendation, we would point to increasing awareness of the dangers of excessive and problematic use of the Internet, offering healthy alternatives, promoting the culture of safe use of the Internet, as well as educating individuals on other self-control mechanisms. Attention should be constantly paid to dangers that realistically exist, and it should be permanently worked on this aspect of mental health of individuals, nations, and the global society.
PubDate: 2022-12-20
DOI: 10.23947/2334-8496-2022-10-3-155-165
Issue No: Vol. 10, No. 3 (2022)
- Transgressive Core of Multi-Modal Education
Authors: Sofia Hristova Dermendzhieva , Nikolay Tsankov
Pages: 167 - 175
Abstract: The development of Man as a social being is often underscored by his interaction with his boundary/boundaries, and the opportunities for reaching, overcoming, or shifting them. The challenges facing modern education, as well as the ever-increasing requirements for the training of pedagogical specialists, define the need for the construction of transgressive models for growth design and development of various competences of pre-service teachers. In this context, the concept of transgression receives additional connotations that orient it in the direction of the design of a multimodal environment as early as the stage of preschool education in order to achieve the idea of the “transgressive person”, constantly pushing the boundaries of their knowledge to facilitate personal development. The present article outlines the methodological parameters of the environment for multimodal preschool education as well as its potential and transgressive nature.
PubDate: 2022-12-20
DOI: 10.23947/2334-8496-2022-10-3-167-175
Issue No: Vol. 10, No. 3 (2022)
- Quasi-Experimental Research as An Epistemological-Methodological Approach
in Education Research
Authors: Jelena Osmanović Zajić, Jelena Maksimović
Pages: 177 - 183
Abstract: Pedagogy as a social-humanistic science that deals with upbringing and education expresses its complexity through a plurality of ideas, understandings and opportunities for studying, learning and researching educational practice. The methodology dealt with by experimental and quasi-experimental pedagogy is exact and serves to establish reliable data, i.e., it searches for facts and evidence that can replace research hypotheses. A synonym for quasi-experimental pedagogy is “new pedagogy” because the evaluation of research quality in educational practice can be defined through the methodological basis of research, originality, novelty and significance. The question arises: how many quasi-experiments have been conducted so far that researchers are not even aware of, that is, they have not called this type of research by its real name' The main goal of theoretical research is to analyze the crucial differences between non-experimental, experimental and quasi-experimental research. From the presented goal of the research arises the research task which is reflected in seeking to affirm quasi-experimental research in pedagogy with the aim of bringing closer to the scientific public the characteristics and advantages of quasi-experiments in terms of streamlining implementation and practicality in the natural school environment. The paper uses the theoretical analysis method with the content analysis technique. The authors presented conclusions about the importance of quasi-experimental research as a special epistemological-methodological approach in determining the causality of educational phenomena.
PubDate: 2022-12-20
DOI: 10.23947/2334-8496-2022-10-3-177-183
Issue No: Vol. 10, No. 3 (2022)
