1,720,979 research outputs found
What are the roles of positive psychological construct in blended learning contexts? Integrating academic buoyancy into the community of inquiry framework
Get PDFIntroduction: In the post-epidemic era, blended learning has become a social trend for the future of higher education, and scholars have endeavored to understand the factors that influence student learning in these blended communities. Communities of Inquiry is a conceptual framework that describes the components of blended learning environments, indicating teaching presence, social presence, and cognitive presence. However, the framework fails to adequately explore how individual learning motivational factors influence student learning. Therefore, this study extends the Community of Inquiry framework by drawing on a positive psychological construct-academic buoyancy to reveal the relationship between academic buoyancy and the three presences through empirical research. Methods: The theoretical model was validated by SPSS 26.0 and smartPLS4.0. To evaluate the measurement and structural models, structural equation modeling (SEM) was carried out using the partial least squares (PLS) method. Findings: (a) Teaching presence positively predicts academic buoyancy, and academic buoyancy positively predicts social presence and cognitive presence; (b) academic buoyancy mediates teaching presence and social presence, as well as teaching presence and cognitive presence; and (c) academic buoyancy acts as a chain mediator between teaching presence and cognitive presence through social presence. Discussion: The results of this study fill a gap in the multiple roles of individual positive psychological construct-academic buoyancy in blended learning communities, extend the Community of Inquiry theoretical framework, and provide empirical evidence for blended learning quality and practical improvement strategies
Examining the reliablity and validity of measuring scales related to informatization instructional leadership using PLS-SEM approach
Get PDFThis study focuses on six variables that impact teachers' use of technology in their instructional leadership: usage expectancy (UE), social influence (SI), enabling circumstances (FC), behavioural intention (BI), computer self-efficacy (CSE) and blended teaching competency. This study aimed to examine the reliability and validity of modified scales incorporating UE scales including the PE scale, EE scale, SI scale, FC scale, CSE scale, BTC scale, BI scale and TIIL scale. A total of 60 in-service university teachers participated in this research. The PLS-SEM approach was employed to examine the reliability and validity of all scales. Composite reliability (CR) and Cronbach’s alpha determine internal consistency and reliability. Convergent validity was assessed by the outer loading and the average variance extracted (AVE). Assessment of discriminant validity was conducted by the Fornell-Larcker criterion, cross-loadings and Heterotrait-Monotrait Ratio (HTMT). After deleting nine items that were lower than .40, Cronbach’s alpha and CR values were all higher than .70. All scales’ item values fulfilled the criteria of AVE (>.50), Fornell-Larcker criterion, crossloading and HTMT(<.90). Assessment results indicate that all modified scales have established validity and reliability for in-depth research. This research contributed to the PLS-SEM research technique, examined TIIL's influencing elements in the Chinese environment, enhanced the theoretical model of TIIL and provided useful assistance for the field's advancement
Examining the reliability and validity of students’ self-efficacy beliefs, stress, perceived teachers’ support and academic burnout scales using PLS-SEM approach
No full textLikert scales were used in this study to collect data on measures such as the student academic burnout scale, the student stress scale, the student self-efficacy beliefs scale and the student perceived teacher support scale. The purpose of this study is to examine the four-part scales' reliability and validity used in this research. The number of measurement indicators for the four scales was 11, 13, 12 and 10, respectively. Seventy-five college students from five colleges and universities participated in the research and the partial least squares structural equation modelling (PLS-SEM) approach was applied to analyze the data. Consequently, the internal consistency and reliability of the measures were assessed using Cronbach's alpha (CA) and composite reliability (CR) both of which exceeded the clinical thresholds of 0.6 and 0.7, respectively. The average variance extracted (AVE) was used to evaluate the scales' convergent validity and the reported values were all stated above 0.5. The scales' discriminant validity was also framed within the range of threshold values. As a result, the scales used in this study demonstrated good validity and reliability and can be useful in assessing relationships throughout a range of study situations
Moderating Effect of Self-efficacy for the relationship between participation intention and practice effect
No full textEducational practice has always been an important part of teacher education. It not only embodies the organic combination of theory and practice but also serves as an important means to achieve the existing training goals of schools and meet the needs of society. This research has grasped the core connection between "subjective initiative" and "objective effect" in educational practice. From the perspective of students, it focuses on exploring the relationship between students' participation intention, self-efficacy, and practical effect. The moderator of self-efficacy indicates that self-efficacy will affect the actual impact of participation intention on practice effect. To evaluate the measurement and structural models, structural equation modeling (SEM) was performed using the Partial Least Squares (PLS). The findings are displayed: (1) Participation intention positively predicts the practice effect; (2) Self-efficacy moderates the relationship between participation intention and practice effect. From the perspective of students participating in educational practice, this research explores the relationship between students' participation intention, self-efficacy, and practice effect, and mainly explores the moderating role of self-efficacy for the relationship between participation intention and practice effect. Additionally, this research enriches the current understanding of the factors affecting the practice effect and suggests possible directions for future research
Factors affecting in-service teachers’ informatization instructional leadership in China
Get PDFThe ubiquity of instructional leadership integrated with technology has necessitated research into the application of instructional leadership and its influencing factors. The aim of this study is to investigate contributing factors to in-service teachers’ informatization instructional leadership by determining the relationship between use expectancy, social influence, facilitating conditions, computer self-efficacy, blended teaching competence, behavioral intention and teachers’ informatization instructional leadership. Quantitative research is employed using a questionnaire to collect data. The sample comprises 230 randomly selected in-service teachers from private undergraduate universities in Xi’an City, Shaanxi Province, China. Data analysis was carried out using SmartPLS. The results show that use expectancy, facilitating conditions, computer self-efficacy, blended teaching competence and behavioral intention all have a positive and significant effect on teachers’ informatization instructional leadership. Use expectancy, computer self-efficacy and blended teaching competence have a positive and significant effect on behavioral intention, and behavioral intention significantly mediates the relationships between use expectancy, computer self-efficacy, blended teaching competence and teachers’ informatization instructional leadership. The research provides practical guidance for universities attempting to implement or improve teachers’ informatization instructional leadership practices. Efforts for policymakers to develop teachers’ informatization instructional leadership should consider the importance of not only use expectancy and facilitating conditions but also computer self-efficacy, blended teaching competence, and the role of behavioral intention to use teachers’ informatization instructional leadership
Academic buoyancy and learner interactions as mediators of deep learning in blended learning contexts: The role of teaching, social, and cognitive presence
No full textThe global impact of COVID in 2020 is forcing higher education institutions in many countries to adopt a hybrid model of education. The shift to blended education has been trending globally. However, the change in pedagogy has reduced the quality of students’ learning experience and prevented them from deep learning. Therefore, the current study constructs a theoretical model using academic buoyancy and learner interactions as mediators, teaching presence, social presence, and cognitive presence as independent variables, and deep learning as the dependent variable, and proposes innovative strategies to promote deep learning in blended learning environments. The theoretical framework was empirically substantiated utilizing SPSS 26.0 and SmartPLS 4.0. The validation process employed the partial least squares (PLS) method within structural equation modeling (SEM) to scrutinize both the measurement and structural models. The findings demonstrated that (a) academic buoyancy functioned as a significant mediator influencing the relationship between teaching presence, social presence, cognitive presence, and the realization of deep learning; (b) learner interactions further emerged as an intermediary mechanism in the connection between teaching presence, social presence, cognitive presence, and the enhancement of deep learning; and (c) academic buoyancy was found to operate as a sequential mediator, impacting the relationship between teaching presence, social presence, cognitive presence, and deep learning via learner interactions. This investigation thus addresses a gap in the field by presenting a validated theoretical model for deep learning within blended learning contexts. It offers a fact-supported groundwork for optimizing blended teaching techniques, gauging the quality of learning, and developing actionable enhancement approaches
Therapeutic benefits of music in reducing psychological anxiety
Get PDFThe objective of this study was to ascertain the efficacy of music therapy in alleviating anxiety among university students in Guangdong Province. This is achieved by employing the theory of planned behaviour (TPB). A survey comprising 350 participants was disseminated to evaluate their subjective norms, perceived behavioural control, attitudes, intentions to engage, and actual involvement in music therapy, as well as their degrees of anxiety. The information gathered was examined using structural equation modelling (SEM). The findings validated that favorable attitudes, robust subjective standards, and elevated perceived behavioral control fostered students' inclination to engage in music therapy. In addition, it is unsurprising that students who intended to participate ultimately followed through and carried out the task. The SEM analysis ultimately demonstrated that engaging in these sessions significantly decreased students’ levels of anxiety. While effective in the examined context, the research acknowledges geographic and demographic limitations, suggesting the need for broader investigations. This study adds to the growing evidence supporting the integration of music therapy into mental health services, particularly for university students facing academic stressors
Affective factors contributing to Southeast Asian and East Asian Eighth Graders' science achievement in TIMSS 2015
Get PDFTrends in International Mathematics and Science Study (TIMSS) is an international comparative study that has been implemented by the International Association for the Evaluation of Educational Achievement (IEA) since 1995. This proposed study is aimed to identify the affective factors contributing to eighth graders' science achievement in TIMSS among Southeast Asian and East Asian countries. The freely-downloadable secondary data were analyzed using IEA's International Database (IDB) Analyzer (version 4.0) for TIMSS, a plug-in for SPSS. TIMSS uses an imputation methodology, involving plausible values, to report student performance. This study found that students' views on engaging teaching in science (BSBGESL) were negatively and significantly contributed to eighth-grade students' science achievement in Thailand, Singapore, Chinese Taipei, and Hong Kong SAR. Students Like Learning Science (BSBGSLS) were positively and significantly contributed to eighth-grade students' science achievement in Malaysia, Singapore, Thailand, Hong Kong SAR, and Chinese Taipei. Students Confident in Science (BSBGSCS) were positively and significantly contributed to eighth-grade students' science achievement in Korea, Japan, Chinese Taipei, Hong Kong, Thailand, and Singapore. Students Value Science (BSBGSVS) was positively and significantly contributed to eighth-grade students' science achievement in Japan, Korea, Thailand, Chinese Taipei, Singapore, and Malaysia. Based on the research findings, policy recommendations were made to the Malaysian Ministry of Education to boost Malaysian eighth graders' science performance in the forthcoming TIMSS studies
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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