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Education Sciences
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The Influence of Social Context on Educational and Psychological/Cognitive Processes
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The Influence of Social Context on Educational and Psychological/Cognitive Processes

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Education and Psychology".

Deadline for manuscript submissions: closed (30 September 2024) | Viewed by 12325

Special Issue Editors

Prof. Dr. Lisa K. Son

E-Mail Website
Guest Editor
Department of Psychology, Barnard College, New York, NY 10027, USA
Interests: learning; memory; metacognition
Special Issues, Collections and Topics in MDPI journals
Dr. Yoonhee Jang

E-Mail Website
Guest Editor
Department of Psychology, University of Montana, 32 Campus Dr., Missoula, MT 59812, USA
Interests: learning; memory; metacognition
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Education Sciences announces a Special Issue entitled “The Influence of Social Context on Educational and Psychological/Cognitive Processes”. This Issue aims to cover investigations in education and learning in and out of the laboratory, within the context of wider social interaction. This could include both offline settings, such as the typical classroom, or online networks, such as social media platforms. Given the increased diversity in how we gather information, we hope to be an outlet through which researchers can disseminate information about how we learn and behave in various social environments, what works and does not work, and what potential solutions might be proposed. We believe that this research area is important because education sciences can no longer be examined without understanding their relation to the broader social world.

Suggested themes can include, but are not limited to, learning, memory, metacognition, language, decision making and judgments in all social contexts, and any psychological processes that have been or could be influenced by social media networks. We welcome contributions that highlight not only behavioral but also physiological/biological methodologies to better understand social context effects. In addition, we seek contributions from authors who are interested in any age group, from children to older adults, or performances measured in one-to-one, one-to-many, or many-to-many relationships. As academics who have considered and examined educational or psychological/cognitive processes under various social contexts or between different age groups, we hope that you will consider submitting your work to this Special Issue.

The aims and scope of the journal Education Sciences can be found at the following link: https://www.mdpi.com/journal/education/about.

You may choose our Joint Special Issue in Behavioral Sciences.

Sincerely,

Prof. Dr. Lisa K. Son
Dr. Yoonhee Jang
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • education
  • learning
  • memory
  • metacognition
  • language
  • decision making and judgments
  • online learning
  • social media
  • social network
  • teaching of psychology
  • collaboration

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (5 papers)

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Research

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14 pages, 1147 KiB  
Article
When Your Judgment (Mis)Matches Mine: How One’s Self and Others’ Metacognitive Judgments Impact Our Perception of Others
by Yoonhee Jang, Heungchul Lee and Lisa K. Son
Educ. Sci. 2025, 15(1), 22; https://doi.org/10.3390/educsci15010022 - 29 Dec 2024
Viewed by 855
Abstract
The current study explored whether other people’s judgments about one’s own performance affect one’s perception of them. In two experiments, participants were provided with scenarios of high (e.g., 90%) or low (e.g., 70%) estimations of exam performance from “others” and “themselves”, as compared [...] Read more.
The current study explored whether other people’s judgments about one’s own performance affect one’s perception of them. In two experiments, participants were provided with scenarios of high (e.g., 90%) or low (e.g., 70%) estimations of exam performance from “others” and “themselves”, as compared to a fixed, benchmark performance score (e.g., 80%). Accordingly, there were four conditions varying by other- and self-estimations: high–high, high–low, low–high, and low–low. Participants were asked to choose the one, given a series of all possible pairs of two peers, who they would get along with better; and who they thought noticed/observed them better. Results showed that participants judged that they would get along with the other who overestimated their performance, suggesting that individuals exhibit a preference for others who demonstrate overconfidence in their abilities. However, they ranked the other with matching (to their own) estimations—either overconfident or underconfident—as having noticed/observed them better. These patterns were consistently found in Likert-scale responses. The results indicate that metacognitive judgments need not necessarily be matching when assessing the performance of another to form relationships, and that both the context and the relation between one’s self and other’s judgments play a large role in social perception. Full article
(This article belongs to the Special Issue The Influence of Social Context on Educational and Psychological/Cognitive Processes)
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20 pages, 3880 KiB  
Article
My Interests Are (Y)ours? A Multilevel Social Network Analysis of the Co-Evolution of Adolescents’ Interests and Friendships
by Gregorius Johannes Beek, Larike Henriëtte Bronkhorst, Tobias H. Stark and Sanne Floor Akkerman
Educ. Sci. 2024, 14(12), 1388; https://doi.org/10.3390/educsci14121388 - 18 Dec 2024
Cited by 1 | Viewed by 881
Abstract
Both interests and peer relations are crucial for adolescents in finding out who they are and want to be as a person. Yet, our knowledge of the co-evolution of friendships and interests is limited to studies focusing on single interest domains and/or practices [...] Read more.
Both interests and peer relations are crucial for adolescents in finding out who they are and want to be as a person. Yet, our knowledge of the co-evolution of friendships and interests is limited to studies focusing on single interest domains and/or practices predetermined by researchers. A total of 1599 Dutch adolescents participated in this study, which employs a unique design to examine the co-evolution of all participant-defined interests and in- and out-of-school friendships. In total, 368 specific interest areas were identified. Multilevel social network analyses (i.e., using multivariate stochastic actor-oriented models) of a subsample of 935 adolescents in seven schools indicate that adolescents are more likely, over time, to have similar interests to their friends. Interests that were reported rarely or very often contributed less to these dynamics. Additionally, being similarly interested increased the likelihood of being friends. Our findings show that social structures are related to interest development and how being interested is mediated by the places and spaces of adolescents’ lives. Full article
(This article belongs to the Special Issue The Influence of Social Context on Educational and Psychological/Cognitive Processes)
17 pages, 484 KiB  
Article
Dropout Intention among University Students with ADHD Symptoms: Exploring a Path Model for the Role of Self-Efficacy, Resilience, and Depression
by Vanessa Müller, David Mellor and Bettina F. Pikó
Educ. Sci. 2024, 14(10), 1083; https://doi.org/10.3390/educsci14101083 - 4 Oct 2024
Cited by 1 | Viewed by 3992
Abstract
Major conceptual models of ADHD and learning disabilities underscore the adverse effects they have on academic performance and dropout from university. Therefore, identifying psychological risks and protective factors can aid in managing academic challenges and decreasing dropout rates. In this cross-sectional study, a [...] Read more.
Major conceptual models of ADHD and learning disabilities underscore the adverse effects they have on academic performance and dropout from university. Therefore, identifying psychological risks and protective factors can aid in managing academic challenges and decreasing dropout rates. In this cross-sectional study, a sample of 395 Hungarian college students (66.6% female, mean age 23.72 years [SD = 3.87]) responded to an online survey including the Adult ADHD Self-Report Scale, Beck Depression Inventory, General Self-Efficacy Questionnaire, Academic Resilience Scale, and the Higher Education Retention Questionnaire. Path analysis indicated that depression and academic resilience mediate the relationship between ADHD symptoms and dropout intention, while self-efficacy moderates this association. The findings highlight the critical role of psychological factors in shaping academic dropout for college students with ADHD symptoms. Enhancing academic resilience and self-efficacy may help mitigate the negative impact of ADHD symptoms on college retention. Full article
(This article belongs to the Special Issue The Influence of Social Context on Educational and Psychological/Cognitive Processes)
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12 pages, 247 KiB  
Article
Addressing Religious Crises in Nigerian Secondary Schools: Parents’ and Teachers’ Perceptions of Hijabs in Christian-Named Government Schools
by Sekitla Daniel Makhasane, Akinlolu Ademola Onaolapo and Damilola Gbemisola Onaolapo
Educ. Sci. 2023, 13(7), 688; https://doi.org/10.3390/educsci13070688 - 6 Jul 2023
Cited by 1 | Viewed by 2278
Abstract
Rural schools, especially Christian-named government schools situated in Muslim-dominated states in Nigeria, have experienced spates of violence, and this has caused a loss of lives and property. This paper examines the perceptions of parents and teachers on the presence of hijabs in Christian-named [...] Read more.
Rural schools, especially Christian-named government schools situated in Muslim-dominated states in Nigeria, have experienced spates of violence, and this has caused a loss of lives and property. This paper examines the perceptions of parents and teachers on the presence of hijabs in Christian-named government secondary schools in Nigeria. The paper uses a qualitative method to investigate how stakeholders perceive the hijab crisis and its implications for religious crises and the academic performance of learners in Nigerian secondary schools. A case study design was adopted for the study. The data collected were analyzed using thematic analysis. The findings revealed that a majority of the respondents were opposed to students wearing hijabs in Christian-named government schools. Furthermore, respondents argued that the hijab crisis has implications for religious crises and could lead to increased tensions and violence in schools. Consequently, the paper concludes that stakeholders must be engaged to address the hijab crisis and to ensure the safety of learners and teachers. Strategies are also suggested for preventing and mitigating religious crises in Nigerian secondary schools. It is recommended that the government create policies that support cultural and religious diversity and provide resources for stakeholders to engage in productive dialogue. This paper provides useful insights into the perceptions of stakeholders on the presence of hijabs in Christian-named government schools in Nigeria. Full article
(This article belongs to the Special Issue The Influence of Social Context on Educational and Psychological/Cognitive Processes)

Other

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20 pages, 667 KiB  
Systematic Review
A Systematic Review of Working Memory Applications for Children with Learning Difficulties: Transfer Outcomes and Design Principles
by Adel Shaban, Victor Chang, Onikepo D. Amodu, Mohamed Ramadan Attia and Gomaa Said Mohamed Abdelhamid
Educ. Sci. 2024, 14(11), 1260; https://doi.org/10.3390/educsci14111260 - 18 Nov 2024
Cited by 1 | Viewed by 2632
Abstract
Working memory (WM) is a crucial cognitive function, and a deficit in this function is a critical factor in learning difficulties (LDs). As a result, there is growing interest in exploring different approaches to training WM to support students with LDs. Following the [...] Read more.
Working memory (WM) is a crucial cognitive function, and a deficit in this function is a critical factor in learning difficulties (LDs). As a result, there is growing interest in exploring different approaches to training WM to support students with LDs. Following the PRISMA 2020 guidelines, this systematic review aims to identify current computer-based WM training applications and their theoretical foundations, explore their effects on improving WM capacity and other cognitive/academic abilities, and extract design principles for creating an effective WM application for children with LDs. The 22 studies selected for this review provide strong evidence that children with LDs have low WM capacity and that their WM functions can be trained. The findings revealed four commercial WM training applications—COGMED, Jungle, BrainWare Safari, and N-back—that were utilized in 16 studies. However, these studies focused on suggesting different types of WM tasks and examining their effects rather than making those tasks user-friendly or providing practical guidelines for the end-user. To address this gap, the principles of the Human–Computer Interaction, with a focus on usability and user experience as well as relevant cognitive theories, and the design recommendations from the selected studies have been reviewed to extract a set of proposed guidelines. A total of 15 guidelines have been extracted that can be utilized to design WM training programs specifically for children with LDs. Full article
(This article belongs to the Special Issue The Influence of Social Context on Educational and Psychological/Cognitive Processes)
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