Behavioral Sciences

Research

25 pages, 4393 KiB

Open AccessArticle

Behavioral Analysis of Postgraduate Education Satisfaction: Unveiling Key Influencing Factors with Bayesian Networks and Feature Importance

by Sheng Li, Ting Wang, Hanqing Yin, Shuai Ding and Zhiqiang Cai

Behav. Sci. 2025, 15(4), 559; https://doi.org/10.3390/bs15040559 - 21 Apr 2025

Viewed by 149

Abstract

Accurately evaluating postgraduate education satisfaction is crucial for improving higher education quality and optimizing management practices. Traditional methods often fail to capture the complex behavioral interactions among influencing factors. In this study, an innovative satisfaction indicator system framework is proposed that integrates a [...] Read more.

Accurately evaluating postgraduate education satisfaction is crucial for improving higher education quality and optimizing management practices. Traditional methods often fail to capture the complex behavioral interactions among influencing factors. In this study, an innovative satisfaction indicator system framework is proposed that integrates a two-stage feature optimization method and the Tree Augmented Naive Bayes (TAN) model. The framework is designed to assess key satisfaction drivers across seven dimensions: course quality, research projects, mentor guidance, mentor’s role, faculty management, academic enhancement, and quality development. Using data from 8903 valid responses, Confirmatory Factor Analysis (CFA) was conducted to validate the framework’s reliability. The two-stage feature optimization method, including statistical pre-screening and XGBoost-based recursive feature selection, refined 49 features to 29 core indicators. The TAN model was used to construct a causal network, revealing the dynamic relationships between factors shaping satisfaction. The model outperformed four common machine learning algorithms, achieving an AUC value of 91.01%. The Birnbaum importance metric was employed to quantify the contribution of each feature, revealing the critical roles of academic resilience, academic aspirations, dedication and service spirit, creative ability, academic standards, and independent academic research ability. This study offers management recommendations, including enhancing academic support, mentorship, and interdisciplinary learning. Its findings provide data-driven insights for optimizing key indicators and improving postgraduate education satisfaction, contributing to behavioral sciences by linking satisfaction to outcomes and practices. Full article

(This article belongs to the Special Issue Behaviors in Educational Settings—2nd Edition)

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14 pages, 835 KiB

Open AccessArticle

How Do Educational Settings Influence College Students’ Reading Behavior? An Empirical Study of China’s Top Universities

by Chen Jiang, Yingxue Yang, Xilin Yuan and Liling Sun

Behav. Sci. 2025, 15(4), 545; https://doi.org/10.3390/bs15040545 - 17 Apr 2025

Viewed by 237

Abstract

The rapid rise of digital media and the accelerated pace of modern life have triggered a “reading crisis” among college students in China, which is characterized by declining deep reading abilities and increasing reliance on fragmented digital content. Understanding the multifaceted factors influencing [...] Read more.

The rapid rise of digital media and the accelerated pace of modern life have triggered a “reading crisis” among college students in China, which is characterized by declining deep reading abilities and increasing reliance on fragmented digital content. Understanding the multifaceted factors influencing student reading behavior is crucial for improving educational outcomes and fostering lifelong learning skills. This study examines these factors in China’s top universities using an ecological systems theory framework, which considers how individual attributes (micro), university environment (mezzo), and broader social contexts (macro) interact to shape reading behavior. This study analyzed a logistic regression model based on 1667 samples from 19 top universities in China, followed by cross-analysis using contingency tables. The findings highlight the significant impact of both individual and environmental factors on reading engagement and reveal the mediating role of university policies and resources in fostering students’ reading proficiency. Full article

(This article belongs to the Special Issue Behaviors in Educational Settings—2nd Edition)

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25 pages, 1170 KiB

Open AccessArticle

The Mediating Role of the Principal–Teacher Relationship in Innovative School Leadership and Teacher Professional Learning According to Turkish Teachers’ Perceptions

by Mehmet Özdoğru, Yurdagül Doğuş and Muhammet İbrahim Akyürek

Behav. Sci. 2025, 15(4), 450; https://doi.org/10.3390/bs15040450 - 1 Apr 2025

Viewed by 334

Abstract

The relationship between teacher professional learning and school leadership has recently attracted great attention from scientists. However, only a few studies have focused on the relationship between innovative school leadership and teacher professional learning. Therefore, this study aimed to draw attention to the [...] Read more.

The relationship between teacher professional learning and school leadership has recently attracted great attention from scientists. However, only a few studies have focused on the relationship between innovative school leadership and teacher professional learning. Therefore, this study aimed to draw attention to the mediating role of the principal–teacher relationship in the relationship between innovative school leadership and teacher professional learning. The study used a quantitative method with a correlational, cross-sectional, and mediation design. Data obtained from 357 teachers working in high schools in Eskişehir, Türkiye, were examined with a mediation analysis based on the bootstrap method. The findings showed that teachers perceived their professional learning highly, school administrators perceived innovative school leadership characteristics highly, and principal–teacher relationships had a significant effect. In addition, moderate positive significant relationships were determined between innovative school leadership and teacher professional learning and principal–teacher relationships; low positive significant relationships were determined between teacher professional learning and principal–teacher relationships. It was determined that the principal–teacher relationship mediated innovative school leadership and teacher professional learning. Our results expand the field’s understanding that innovative leadership is practiced in Türkiye, an eastern society, and that school leadership has the potential to improve student outcomes indirectly through teacher professional learning. Full article

(This article belongs to the Special Issue Behaviors in Educational Settings—2nd Edition)

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16 pages, 261 KiB

Open AccessArticle

Effects of Flipped Classrooms on the Academic Achievements, Individualised Education Plan Competencies and Quality of Related Preparation of Pre-Service Teachers

by Hande Durmuşoğlu and Mukaddes Sakalli Demirok

Behav. Sci. 2025, 15(4), 438; https://doi.org/10.3390/bs15040438 - 28 Mar 2025

Viewed by 292

Abstract

Flipped classrooms are a pedagogically appropriate approach that supports inclusive education by increasing in-class practise time, including active learning activities. They can support permanence by reinforcing many courses taught theoretically in universities. In this respect, flipped classrooms can become an important advantage in [...] Read more.

Flipped classrooms are a pedagogically appropriate approach that supports inclusive education by increasing in-class practise time, including active learning activities. They can support permanence by reinforcing many courses taught theoretically in universities. In this respect, flipped classrooms can become an important advantage in the training of special education teachers. In this study, we aimed to examine the association between the flipped classroom on pre-service special education teachers’ academic achievement, Individualised Education Plan (IEP) competencies and IEP quality and to determine pre-service teachers’ views on the flipped IEP course. In our research, we investigated a sample of 66 s-year pre-service teachers, 33 of whom were randomised into an experimental group, and 33 into a control group. Participants were randomly assigned to the experimental and control groups. As a result of this study, it was revealed that the flipped IEP course had a statistically significant association with the quality of the IEP prepared by the pre-service teachers, that the information they gained in the IEP course was permanent, that the subjects were more understandable, that it provided enjoyable learning opportunities based on practise, and that it increased classroom interaction. Full article

(This article belongs to the Special Issue Behaviors in Educational Settings—2nd Edition)

15 pages, 1130 KiB

Open AccessArticle

Good Behavior Game: Effects on Disruptive Behaviors of Students with and Without Special Educational Needs in Inclusive Setting

by Emrah Gulboy, Hicran Denizli-Gulboy and Salih Rakap

Behav. Sci. 2025, 15(2), 177; https://doi.org/10.3390/bs15020177 - 8 Feb 2025

Viewed by 1188

Abstract

The Good Behavior Game (GBG) is a practical and evidence-based classroom management strategy that requires minimal time and resources to learn and implement. This study investigates the effectiveness of the GBG in reducing disruptive behaviors among students with special educational needs (SEN) and [...] Read more.

The Good Behavior Game (GBG) is a practical and evidence-based classroom management strategy that requires minimal time and resources to learn and implement. This study investigates the effectiveness of the GBG in reducing disruptive behaviors among students with special educational needs (SEN) and compares the degree of behavioral change between students with and without SEN. Additionally, the study examines students’ perceptions of the GBG. An ABAB reversal design with a follow-up phase was employed to evaluate the intervention’s effects. The study included six participants: three students with SEN who exhibited disruptive behaviors, aged 11 to 14, and three students without SEN who also exhibited disruptive behaviors, aged 11 to 13. The results indicate that the GBG is highly effective in reducing disruptive behaviors, with similar levels of improvement observed in both groups. The social validity findings highlight that students found the GBG enjoyable and engaging. The study discusses its limitations and provides practical implications for educators. Full article

(This article belongs to the Special Issue Behaviors in Educational Settings—2nd Edition)

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16 pages, 281 KiB

Open AccessArticle

Do Minority-Serving Institutions Make a Difference in the Engagement and Outcomes of Minority College Students? Empirical Evidence from China

by Yuheng Huang, Zengchen Han, Yu Tian and Yannan Cao

Behav. Sci. 2025, 15(1), 96; https://doi.org/10.3390/bs15010096 - 20 Jan 2025

Viewed by 827

Abstract

This study uses nationally representative data from the Chinese College Student Survey (CCSS) (N = 37,508) to examine the impact of minority-serving institutions (MSIs) on learning opportunities, processes, and outcomes for ethnic minority college students. The CCSS uses a self-report questionnaire with [...] Read more.

This study uses nationally representative data from the Chinese College Student Survey (CCSS) (N = 37,508) to examine the impact of minority-serving institutions (MSIs) on learning opportunities, processes, and outcomes for ethnic minority college students. The CCSS uses a self-report questionnaire with multiple scales to measure ethnic minority students’ development, including family and ethnic background, university admission opportunities, learning behavior and psychology, and skill development in areas such as leadership and innovative thinking. We employ logistic regression and propensity score matching and find that MSIs offer valuable learning opportunities to minority students from ethnic areas and economically disadvantaged backgrounds, as well as those with weak academic preparation. Furthermore, these institutions enhance ethnic minority students’ engagement in active and cooperative learning, participation in high-impact educational activities, acquisition of knowledge and skills, innovative thinking, leadership development, and overall growth. However, MSIs are less effective at fostering interpersonal relationships. Additionally, MSIs exert a significant positive influence on college students from ethnic groups characterized by strong religious affiliations or low average educational levels, particularly in terms of learning behaviors and both academic and social integration. Full article

(This article belongs to the Special Issue Behaviors in Educational Settings—2nd Edition)

24 pages, 2851 KiB

Open AccessArticle

Exploring Students Online Learning Behavioral Engagement in University: Factors, Academic Performance and Their Relationship

by Yonghong Wang, Mingzhang Zuo, Xiangchun He and Zhifeng Wang

Behav. Sci. 2025, 15(1), 78; https://doi.org/10.3390/bs15010078 - 17 Jan 2025

Viewed by 2627

Abstract

As online learning platforms become prevalent, online learning has been an important way for college students. Online learning engagement, as an evaluation of online learning quality, is crucial for enhancing learning quality and promoting higher education by investigating college students’ engagement and its [...] Read more.

As online learning platforms become prevalent, online learning has been an important way for college students. Online learning engagement, as an evaluation of online learning quality, is crucial for enhancing learning quality and promoting higher education by investigating college students’ engagement and its influencing factors in the online learning environment. This paper aims to identify key factors affecting college students’ online learning behavioral engagement. Based on a literature review, the Delphi expert consultation method was used to build an assessment framework covering five dimensions (participation, concentration, interaction, challenge, and self-monitoring) with sixteen specific indicators. The Analytic Hierarchy Process (AHP) determined the weights of these factors. Then, data from 63 students using the “Ketangpai” online learning platform were collected and analyzed to explore the correlation and predictive relationships between online learning behavior indicators and academic achievements. The results showed a strong correlation between the frequency of accessing online learning resources and long-term online learning and academic performance, and a prediction model was established. The framework offers theoretical and methodological insights for designing online learning activities and evaluating learning quality. It supports intervening in and assessing college students’ online learning processes and improving learning quality. Also, exploring the relationship helps educators formulate personalized online teaching strategies, improving online education effectiveness and students’ learning experiences. Full article

(This article belongs to the Special Issue Behaviors in Educational Settings—2nd Edition)

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21 pages, 1228 KiB

Open AccessArticle

Are the Notions of Leader–Member Exchange and Organisational Citizenship Effective in Enhancing Teachers’ Job Performance in Türkiye? A Moderated Mediation Model

by Mehmet Sabir Çevik

Behav. Sci. 2025, 15(1), 38; https://doi.org/10.3390/bs15010038 - 2 Jan 2025

Viewed by 865

Abstract

This study is correlational and cross-sectional quantitative research that examines the moderating role of working time with the school principal on the effect of leader–member exchange on teachers’ job performance through organisational citizenship. Data were collected from 481 teachers in 43 public schools [...] Read more.

This study is correlational and cross-sectional quantitative research that examines the moderating role of working time with the school principal on the effect of leader–member exchange on teachers’ job performance through organisational citizenship. Data were collected from 481 teachers in 43 public schools across the western, central, northern, southern, and eastern regions of Türkiye using the convenience sampling method. The Leader–Member Exchange Scale, Organisational Citizenship Scale, and Employee Performance Scale were used as data collection tools. Data were analysed through descriptive analyses, Pearson correlation analysis, and moderator and moderated mediation analyses. The results indicated positive and significant relationships among leader–member exchange, organisational citizenship behaviours, and teachers’ job performance. It was found that leader–member exchange indirectly affected teachers’ job performance through organisational citizenship, and working time with the school principal served as a moderator in the relationship between leader–member exchange and organisational citizenship. The indirect effect of leader–member exchange on job performance through organisational citizenship was stronger for teachers with shorter working durations with the principal. Full article

(This article belongs to the Special Issue Behaviors in Educational Settings—2nd Edition)

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14 pages, 414 KiB

Open AccessArticle

Development and Validation of the Interpreting Learning Engagement Scale (ILES)

by Wenting Yu and Chenggang Wu

Behav. Sci. 2025, 15(1), 16; https://doi.org/10.3390/bs15010016 - 28 Dec 2024

Viewed by 952

Abstract

This study developed and validated the Interpreting Learning Engagement Scale (ILES), which was designed to measure the engagement of students in the interpreting learning context. Recognizing the crucial role of learning engagement in academic success and the acquisition of interpreting skills, which demands [...] Read more.

This study developed and validated the Interpreting Learning Engagement Scale (ILES), which was designed to measure the engagement of students in the interpreting learning context. Recognizing the crucial role of learning engagement in academic success and the acquisition of interpreting skills, which demands considerable cognitive effort and active involvement, this research addresses the gap in empirical studies on engagement within the field of interpreting. The ILES, comprising 18 items across four dimensions (behavioral, emotional, cognitive, and agentic engagement), was validated with data collected from a cohort of 306 students from five universities in China. The study employed exploratory and confirmatory factor analyses to establish the scale’s theoretical underpinnings and provided further reliability and validity evidence, demonstrating its adequate psychometric properties. Additionally, the scale’s scores showed a significant correlation with grit, securing the external validity of the ILES. This study not only contributes a validated instrument for assessing student engagement in interpreting learning but also provides implications for promoting engagement through potential interventions, with the ultimate aim of achieving high levels of interpreting competence. Full article

(This article belongs to the Special Issue Behaviors in Educational Settings—2nd Edition)

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14 pages, 301 KiB

Open AccessArticle

Psychometric Properties of Social Climate in the Classroom Scale for University Students in Chile

by Camila León, Mónica Bravo-Sanzana and Oscar Terán-Mendoza

Behav. Sci. 2024, 14(11), 1057; https://doi.org/10.3390/bs14111057 - 6 Nov 2024

Viewed by 1016

Abstract

Background: Classroom social climate is a significant phenomenon within educational contexts; however, it has predominantly been studied among high school students, with limited evidence available at the university level and, consequently, in the psychometric properties of measurement instruments. This study aimed to analyze [...] Read more.

Background: Classroom social climate is a significant phenomenon within educational contexts; however, it has predominantly been studied among high school students, with limited evidence available at the university level and, consequently, in the psychometric properties of measurement instruments. This study aimed to analyze the psychometric properties of the University Classroom Social Climate Scale (ECSA-U) among Chilean students from the La Araucanía region. Method: 422 students participated, responding to the adapted version of the ECSA-U and the Motivation subscale of the Motivation and Learning Strategies Questionnaire. Exploratory structural equation modeling (ESEM), reliability analyses, and correlation analyses were conducted to provide valid evidence for the Chilean University Classroom Social Climate Scale (ECSA-UCL). Results: The scale demonstrated a three-factor structure with good fit indicators, excellent reliability indices, and significant positive associations between the ECSA-UCL and the Motivation Subscale. Conclusions: The ECSA-UCL has proven valid and reliable for measuring the perception of Classroom Social Climate among Chilean university students, making it suitable for use as a measurement tool in studies or interventions that include this variable. Full article

(This article belongs to the Special Issue Behaviors in Educational Settings—2nd Edition)

17 pages, 810 KiB

Open AccessArticle

Analyzing the Behavior Towards the Use of Interactive Digital Whiteboards for Educational Purposes: A Proposal Based on the Model of Goal-Directed Behavior and the Theory of Planned Behavior

by M. Dolores Gallego, Richard Bagozzi, Salvador Bueno and F. José Racero

Behav. Sci. 2024, 14(11), 975; https://doi.org/10.3390/bs14110975 - 22 Oct 2024

Viewed by 1541

Abstract

Information and communication technologies have revolutionized the educational landscape, transforming teaching and learning processes across the globe, and this is the case for interactive digital whiteboards. In particular, this paper focuses on providing a research model to analyze the behavior towards the use [...] Read more.

Information and communication technologies have revolutionized the educational landscape, transforming teaching and learning processes across the globe, and this is the case for interactive digital whiteboards. In particular, this paper focuses on providing a research model to analyze the behavior towards the use of interactive digital whiteboards (IDWs) by teachers in the educational context, highlighting their impact on the intention to use IDWS. The proposed structural equation model is based on the model of goal-directed behavior and the theory of planned behavior, and it is formed by six constructs: (1) attitude, (2) subjective norms, (3) desire, (4) perceived behavioral control, (5) intentions, and (6) behavior. The methodology was adapted to two possible scenarios: (1) positive and (2) negative. The findings show that both theoretical frameworks offer a valid context to explain the motivations that drive the use of IDWs, although there are no significant differences between the two scenarios. Thus, the present article contributes to the existing body of knowledge and provides insights for educators, policymakers, and researchers to leverage the acceptance of IDWs in education. However, some limitations were identified, such as the absence of the point of view of students regarding the use of IDWs, among others. Full article

(This article belongs to the Special Issue Behaviors in Educational Settings—2nd Edition)

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16 pages, 596 KiB

Open AccessArticle

Scale to Evaluate Employee Experience: Evidence of Validity and Reliability in Regular Basic Education Teachers in the Peruvian Context

by Nilton Acuña-Hurtado, Elizabeth Emperatriz García-Salirrosas, Miluska Villar-Guevara and Israel Fernández-Mallma

Behav. Sci. 2024, 14(8), 667; https://doi.org/10.3390/bs14080667 - 1 Aug 2024

Cited by 1 | Viewed by 2345

Abstract

Research on employee experience is a topic that has been growing in recent decades. This study analyzes the validity and reliability of an employee experience scale in Peruvian teachers. The study had an instrumental design. The sample was comprised of 760 Peruvian teachers [...] Read more.

Research on employee experience is a topic that has been growing in recent decades. This study analyzes the validity and reliability of an employee experience scale in Peruvian teachers. The study had an instrumental design. The sample was comprised of 760 Peruvian teachers between 20 and 71 years old (M = 40.91; SD = 10.05), where men (36.1%) and women (63.9%) participated, recruited through non-probabilistic sampling. A validity and reliability analysis of the employee experience scale confirmed the three original factors (sensory experience, intellectual experience, and emotional experience). The KMO test reaches a high level (0.950 > 0.70), and the Bartlett test reaches a highly significant level (Sig. = 0.000). The scale also showed good internal consistency (α = 0.948 to 0.980; CR = 0.950 to 0.981; AVE = 0.864 to 0.878). Similarly, for the confirmatory factor analysis, a measurement adjustment was performed, obtaining excellent and acceptable fit indices for Model 2 for three factors (CMIN/DF = 4.764; CFI = 0.984; SRMR = 0.024; RMSEA = 0.070). This study provides a useful tool to measure the employee experience in a friendly way, using simple language to be applied to the Peruvian context. This study is considered an important contribution to organizational behavior and human talent management in educational circles. Full article

(This article belongs to the Special Issue Behaviors in Educational Settings—2nd Edition)

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19 pages, 321 KiB

Open AccessArticle

Stress, Coping, and Adjustment of International Students during COVID-19: A Quantitative Study

by Ying Wu, Yi Ding, Tamique Ridgard, Akane Zusho and Xiaoyan Hu

Behav. Sci. 2024, 14(8), 663; https://doi.org/10.3390/bs14080663 - 1 Aug 2024

Viewed by 4932

Abstract

The COVID-19 pandemic in 2020 caused unexpected and unprecedented disruptions worldwide. University students, especially international students, underwent unique challenges during this volatile era. This secondary quantitative data analysis study aimed to investigate the experiences, stress, adjustment, and ways of coping of university students [...] Read more.

The COVID-19 pandemic in 2020 caused unexpected and unprecedented disruptions worldwide. University students, especially international students, underwent unique challenges during this volatile era. This secondary quantitative data analysis study aimed to investigate the experiences, stress, adjustment, and ways of coping of university students during the COVID-19 pandemic. Data from 112 international university students and 112 domestic American university students were included in the statistical analyses. The differences in Student Adaptation to College Questionnaire (SACQ), Ways of Coping Questionnaire (WAYS), COVID-19-related questionnaire, and Perceived Stress Scale (PSS) between international and domestic students were analyzed using independent samples t-tests. Multiple regression models predicting PSS by SACQ, WAYS, and COVID-19-related questionnaire subscales were estimated for international and domestic students separately. The results showed that international students and American students did not report significant differences in their university adjustment, usage of coping strategy, and perceived stress level during the peak of the pandemic. Additionally, American students reported more factors impacting their perceived stress than international students. Implications of the findings as well as limitations and future directions were discussed. Full article

(This article belongs to the Special Issue Behaviors in Educational Settings—2nd Edition)

18 pages, 995 KiB

Open AccessArticle

The Relationships of Self-Sustained English Learning, Language Mindset, Intercultural Communicative Skills, and Positive L2 Self: A Structural Equation Modeling Mediation Analysis

by Luxi Yang, Hui Wang, Hao Zhang and Haiying Long

Behav. Sci. 2024, 14(8), 659; https://doi.org/10.3390/bs14080659 - 1 Aug 2024

Viewed by 3344

Abstract

Learning English as a second language (ESL) has garnered significant attention from researchers and practitioners over the past few decades, with numerous ESL learning outcomes examined in the literature. However, self-sustained learning (SSL), a crucial factor in promoting students’ sustained learning and development [...] Read more.

Learning English as a second language (ESL) has garnered significant attention from researchers and practitioners over the past few decades, with numerous ESL learning outcomes examined in the literature. However, self-sustained learning (SSL), a crucial factor in promoting students’ sustained learning and development within a sustainable society, has long been overlooked. To deepen the understanding of SSL, especially in the context of ESL in China, this study examined the direct and indirect effects of intercultural communicative skills, language mindset, and positive L2 self on sustained English learning among 1238 Chinese college students through descriptive statistics and a Structural Equation Modeling (SEM) mediation analysis. The results indicated that Chinese college students exhibited a strong language mindset and positive L2 self. They also scored high in intercultural communicative skills and long-term self-sustained English learning. SEM analysis showed that, after controlling for students’ demographic characteristics, both intercultural communicative skills and language mindset positively predicted positive L2 self and self-sustained English learning. Moreover, intercultural communicative skills and language mindset had significant and positive indirect effects on self-sustained English learning through positive L2 self, underscoring the significant mediating role of positive L2 self in the relationships between intercultural communicative skills, language mindset, and self-sustained English learning. These findings suggest that, to promote self-sustained learning among English learners, instructors should enhance students’ intercultural communicative skills, foster a growth language mindset, and cultivate positive language learning beliefs. Full article

(This article belongs to the Special Issue Behaviors in Educational Settings—2nd Edition)

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11 pages, 451 KiB

Open AccessArticle

Classification of Higher-Order Thinking Skills of the Teachers Based on Institution, Seniority, and Branch with Discriminant Analysis

by Özlem Ulu-Kalin and Hatice Kumandaş-Öztürk

Behav. Sci. 2024, 14(8), 626; https://doi.org/10.3390/bs14080626 - 23 Jul 2024

Viewed by 1637

Abstract

The present study aimed to determine the variations between higher-order thinking skills (critical, creative, and empathetic thinking) of the teachers based on institution, branch, and professional seniority. The study data were collected from 345 teachers with the Critical Thinking Tendency Scale, Marmara Creative [...] Read more.

The present study aimed to determine the variations between higher-order thinking skills (critical, creative, and empathetic thinking) of the teachers based on institution, branch, and professional seniority. The study data were collected from 345 teachers with the Critical Thinking Tendency Scale, Marmara Creative Thinking Aptitudes Scale, and Basic Empathy Scale, and confirmatory factor analysis was conducted on the data. The data were analyzed with discriminant analysis. The study findings demonstrated that there were significant differences between the critical, creative, and empathetic thinking skills of the teachers based on the institution of employment, their seniority, and their branch. The analysis of the discriminant functions revealed that the most discriminatory variables were empathy based on the institution and creative thinking based on seniority and branch. It was determined that the teachers employed in pre- and primary schools with less than 15 years of seniority scored higher in critical thinking skills, and teachers who were employed in middle schools with 16 years or more seniority scored higher in creative thinking skills. Foreign language teachers scored higher in both thinking skills. Finally, the mean empathy skill scores of the teachers employed in pre- and primary schools with 15 years or less seniority in the common branch were higher. Full article

(This article belongs to the Special Issue Behaviors in Educational Settings—2nd Edition)

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18 pages, 1665 KiB

Open AccessArticle

Enhancing Cooperation in 5–6-Year-Old Rural Chinese Children through Cooperative Constructive Play Based on Anji Play: A Quasi-Experimental Study

by Xinya Lin, Yunpeng Wu, Jianfen Wu and Liping Qin

Behav. Sci. 2024, 14(7), 533; https://doi.org/10.3390/bs14070533 - 25 Jun 2024

Viewed by 2745

Abstract

Cooperation plays a crucial role in children’s social development and adaptation. This study designed a cooperative constructive play (CCP) intervention based on the Anji Play teaching model and evaluated its effectiveness in a quasi-experimental design involving 60 rural Chinese children aged 5–6 years. [...] Read more.

Cooperation plays a crucial role in children’s social development and adaptation. This study designed a cooperative constructive play (CCP) intervention based on the Anji Play teaching model and evaluated its effectiveness in a quasi-experimental design involving 60 rural Chinese children aged 5–6 years. Participants were divided into an experimental group, which engaged in 12 weeks of CCP, and a control group, which continued with regular teaching activities. The cooperation data were collected through a truck racing task using pre-, mid-, post-, and follow-up tests, while the cooperation levels and strategies were evaluated by video observations of role-playing games before and after the tests. The results indicated significant improvements in cooperation scores in both the truck racing task and role-playing games in the experimental group compared to the baseline, with no similar enhancements observed in the control group. Furthermore, cooperation scores in the follow-up were higher than pre- and post-test scores, demonstrating the CCP’s effectiveness in fostering child cooperation, transferability to other contexts, and sustainability. These findings suggest that CCP intervention based on Anji Play can significantly enhance cooperation in children, offering a valuable tool for educational practices. Full article

(This article belongs to the Special Issue Behaviors in Educational Settings—2nd Edition)

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12 pages, 1117 KiB

Open AccessArticle

Teachers’ Punishment Intensity and Student Observer Trust: A Moderated Mediation Model

by Zhen Zhang and Chunhui Qi

Behav. Sci. 2024, 14(6), 471; https://doi.org/10.3390/bs14060471 - 1 Jun 2024

Cited by 1 | Viewed by 1195

Abstract

During social interactions, people decide whether to trust an actor based on their punitive behaviour. Several empirical studies have indicated that punishment intensity impacts observer trust, yet the underlying mechanism remains to be elucidated. This study included 242 junior high school students and [...] Read more.

During social interactions, people decide whether to trust an actor based on their punitive behaviour. Several empirical studies have indicated that punishment intensity impacts observer trust, yet the underlying mechanism remains to be elucidated. This study included 242 junior high school students and was conducted to investigate the relationship between teachers’ punishment intensity and levels of student bystander trust. Additionally, the mediating role of trustworthiness and the moderating role of group relationships were explored. The results showed that the relationship between punishment intensity and observer trust follows an inverted U-shaped pattern. In addition, mild punishment boosts observer trust by improving perceived trustworthiness (ability and integrity) compared to no punishment, while harsh punishment reduces observer trust more than mild punishment by diminishing perceived trustworthiness (ability, benevolence, and integrity). More importantly, group relationships positively moderate the relationship between punishment intensity and observer trust. Specifically, compared to mild or no punishment, harsh punishment decreases trustworthiness (ability, benevolence, and integrity) in close teacher–student relationships but has less impact on neutral relationships. The above findings demonstrate that guiding educators in developing appropriate disciplinary concepts contributes to enhancing student observer trust. Full article

(This article belongs to the Special Issue Behaviors in Educational Settings—2nd Edition)

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16 pages, 592 KiB

Open AccessArticle

The Involvement of Academic and Emotional Support for Sustainable Use of MOOCs

by Zhanni Luo and Huazhen Li

Behav. Sci. 2024, 14(6), 461; https://doi.org/10.3390/bs14060461 - 30 May 2024

Cited by 2 | Viewed by 1566

Abstract

MOOCs, the Massive Open Online Courses, are online educational courses that offer open access to a large number of participants globally. However, online engagement during MOOC learning remains a problem, as reflected in relatively high dropout rates. This paper involves academic and emotional [...] Read more.

MOOCs, the Massive Open Online Courses, are online educational courses that offer open access to a large number of participants globally. However, online engagement during MOOC learning remains a problem, as reflected in relatively high dropout rates. This paper involves academic and emotional support, aiming to explore whether they contribute to users’ sustainable use of the MOOC platform. A total of 410 college students learning English as a foreign language (EFL) and with MOOC learning experience participated in this study. Employing the structural equation modeling (SEM) techniques, we examined the relationships among five factors in the EFL MOOC learning context: academic support (AS), emotional support (ES), perceived usefulness (PU), perceived ease of use (PEoU), and platform reputation (PR). The results indicate that academic support influences learners’ perceptions of the usefulness and ease of use of the MOOC platform, as well as enhancing learners’ feelings of being emotionally supported. Simultaneously, platform reputation plays a crucial role in influencing learners’ perceptions of MOOC platforms. However, results suggest that emotional support does not have a statistically significant impact on the perceived usefulness and perceived ease of use of the platform in EFL MOOC learning contexts. Full article

(This article belongs to the Special Issue Behaviors in Educational Settings—2nd Edition)

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14 pages, 689 KiB

Open AccessArticle

Teachers’ Emotional Intelligence and Organizational Commitment: A Moderated Mediation Model of Teachers’ Psychological Well-Being and Principal Transformational Leadership

by Mingwei Li, Feifei Liu and Chuanli Yang

Behav. Sci. 2024, 14(4), 345; https://doi.org/10.3390/bs14040345 - 20 Apr 2024

Cited by 4 | Viewed by 5719

Abstract

Given the global challenge of increasing teacher attrition and turnover rates, the exploration of factors and mechanisms that improve teachers’ organizational commitment has become a pivotal topic in educational research. In this context, the present study examines the influence of teachers’ emotional intelligence [...] Read more.

Given the global challenge of increasing teacher attrition and turnover rates, the exploration of factors and mechanisms that improve teachers’ organizational commitment has become a pivotal topic in educational research. In this context, the present study examines the influence of teachers’ emotional intelligence on their organizational commitment, with a specific inquiry into the mediating role of teachers’ psychological well-being and the moderating role of principal transformational leadership, as informed by the broaden-and-build theory of positive emotions and the trait activation theory. We verified this study’s hypotheses based on 768 valid questionnaires collected from Chinese primary and secondary school teachers. The results reveal that teachers’ emotional intelligence can predict their organizational commitment both directly and indirectly through the mediating role of psychological well-being. Additionally, principal transformational leadership amplifies the positive effect of teachers’ emotional intelligence on psychological well-being and, subsequently, organizational commitment. These findings theoretically deepen our understanding of the psychological pathways and the boundary conditions linking teachers’ emotional intelligence to their organizational commitment, while also offering valuable practical implications for building a stable and effective teaching workforce. Full article

(This article belongs to the Special Issue Behaviors in Educational Settings—2nd Edition)

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