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18 pages, 266 KiB  
Article
Conceptual Appropriation and Perceived Skills in Formative Research Among University Students
by José Rafael Salguero Rosero, Jorge Ricardo Rodríguez Espinosa, Ruth Magdalena Salguero Rosero and Pablo Xavier Rosas Chávez
Educ. Sci. 2025, 15(8), 944; https://doi.org/10.3390/educsci15080944 - 23 Jul 2025
Viewed by 326
Abstract
Formative research is an essential component of higher education, aimed at developing research competencies in students, with an emphasis on critical thinking, academic autonomy, and analytical capacity. Its purpose is not the production of original knowledge but the systematic preparation for research activity. [...] Read more.
Formative research is an essential component of higher education, aimed at developing research competencies in students, with an emphasis on critical thinking, academic autonomy, and analytical capacity. Its purpose is not the production of original knowledge but the systematic preparation for research activity. Within this framework, the objective of this study is to analyze how conceptual appropriation, which encompasses theoretical, methodological, procedural, and normative knowledge, is related to students’ perceived research skills. This study is grounded in the imperative of fostering higher education that cultivates critical, autonomous, and ethically responsible researchers. For this purpose, a quantitative methodology was used, with a non-experimental and correlational design, applying a census sampling to 10,536 students from a higher education institution. Data were collected through a structured survey on conceptual appropriation and perceived research skills. After the removal of inconsistent records, the data were processed statistically using non-parametric tests, particularly Spearman’s correlation, due to the non-normal distribution of the variables. The results reveal strong and significant correlations between conceptual appropriation and key research skills such as hypothesis formulation, critical thinking, and motivation for research, demonstrating that greater conceptual mastery promotes a more solid and engaged research training. These findings reinforce the need to systematically and progressively integrate research content into the university curriculum, fostering an authentic, reflective, and contextualized education. Full article
57 pages, 2043 KiB  
Article
From Transformative Agency to AI Literacy: Profiling Slovenian Technical High School Students Through the Five Big Ideas Lens
by Stanislav Avsec and Denis Rupnik
Systems 2025, 13(7), 562; https://doi.org/10.3390/systems13070562 - 9 Jul 2025
Viewed by 500
Abstract
The rapid spread of artificial intelligence (AI) in education means that students need to master both AI literacy and personal agency. This study situates a sample of 425 Slovenian secondary technical students within a three-tier framework that maps psychological empowerment onto AI literacy [...] Read more.
The rapid spread of artificial intelligence (AI) in education means that students need to master both AI literacy and personal agency. This study situates a sample of 425 Slovenian secondary technical students within a three-tier framework that maps psychological empowerment onto AI literacy outcomes within a cultural–historical activity system. The agency competence assessments yielded four profiles of student agency, ranging from fully empowered to largely disempowered. The cluster membership explained significant additional variance in AI literacy scores, supporting the additive empowerment model in an AI-rich vocational education and training context. The predictive modeling revealed that while self-efficacy, mastery-oriented motivations, and metacognitive self-regulation contributed uniquely—though small—to improving AI literacy, an unexpectedly negative relationship was identified for internal locus of control and for behavioral self-regulation focused narrowly on routines, with no significant impact observed for grit-like perseverance. These findings underscore the importance of fostering reflective, mastery-based, and self-evaluative learning dispositions over inflexible or solely routine-driven strategies in the development of AI literacy. Addressing these nuanced determinants may also be vital in narrowing AI literacy gaps observed between diverse disciplinary cohorts, as supported by recent multi-dimensional literacy frameworks and disciplinary pathway analyses. Embedding autonomy-supportive, mastery-oriented, student-centered projects and explicit metacognitive training into AI curricula could shift control inward and benefit students with low skills, helping to forge an agency-driven pathway to higher levels of AI literacy among high school students. The most striking and unexpected finding of this study is that students with a strong sense of competence—manifested as high self-efficacy—can achieve foundational AI literacy levels equivalent to those possessing broader, more holistic agentic profiles, suggesting that competence alone may be sufficient for acquiring essential AI knowledge. This challenges prevailing models that emphasize a multidimensional approach to agency and has significant implications for designing targeted interventions and curricula to rapidly build AI literacy in diverse learner populations. Full article
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19 pages, 445 KiB  
Systematic Review
Students’ Motivation for Classroom Music: A Systematic Literature Review
by Bernadett Kiss, Tun Zaw Oo, Fanni Biró and Krisztián Józsa
Educ. Sci. 2025, 15(7), 862; https://doi.org/10.3390/educsci15070862 - 4 Jul 2025
Viewed by 605
Abstract
Music learning can provide students with significant emotional and educational benefits, including stress relief, increased confidence, self-expression, brain development, enhanced attention, and perseverance. Despite these advantages, many students perceive music lessons as less important and tend to pay less attention in music classrooms. [...] Read more.
Music learning can provide students with significant emotional and educational benefits, including stress relief, increased confidence, self-expression, brain development, enhanced attention, and perseverance. Despite these advantages, many students perceive music lessons as less important and tend to pay less attention in music classrooms. Consequently, motivation plays a crucial role for both teachers and students in facilitating an effective teaching and learning process in music education. Although motivation is generally understood as a student’s desire to engage in the learning process, it remains a complex concept that researchers and educators continue to explore across various educational contexts. This study aimed to review students’ motivation for classroom music by analyzing research from different studies in music education. Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, 27 studies were reviewed and included. The findings identified four theoretical constructs related to motivation in classroom music: expectancy–value theory, self-determination theory, mastery motivation, and achievement goal theory. Among these, the first two were most commonly discussed across the reviewed studies. All the reviewed studies employed self-reported questionnaires as their primary assessment tools. Most studies indicated that girls demonstrated higher motivation levels than boys in music classrooms. Additionally, the findings emphasized that teachers’ instructional strategies are critical for enhancing students’ motivation. This study contributes to the field of music education by highlighting the pivotal role of teacher strategies in fostering motivation and by providing a comprehensive review of motivational theories, assessment tools, and gender-related motivational differences in music education. Full article
(This article belongs to the Special Issue Contemporary Issues in Music Education: International Perspectives)
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25 pages, 1824 KiB  
Article
Orofacial Myofunctional Therapy for Patients with Obstructive Sleep Apnea—A Mixed Methods Study of Facilitators and Barriers to Treatment Adherence
by Diana Dobran Hansen, Unn Tinbod, Xin Feng, Toril Dammen, Harald Hrubos-Strøm and Helge Skirbekk
Int. J. Orofac. Myol. Myofunct. Ther. 2025, 51(2), 6; https://doi.org/10.3390/ijom51020006 - 30 Jun 2025
Viewed by 922
Abstract
Orofacial myofunctional therapy (OMT) for obstructive sleep apnea (OSA) is a promising, new treatment. We aimed to study patients’ experiences and adherence to OMT. Twelve patients with OSA were included in the study, and they engaged in OMT exercises three times daily for [...] Read more.
Orofacial myofunctional therapy (OMT) for obstructive sleep apnea (OSA) is a promising, new treatment. We aimed to study patients’ experiences and adherence to OMT. Twelve patients with OSA were included in the study, and they engaged in OMT exercises three times daily for 12 weeks. Participants tracked their sleep and OMT exercise activities in an electronic diary. Exercise techniques were guided by a certified therapist. Patients’ experiences with OMT were assessed through semi-structured individual interviews conducted after a 12-week intervention, and the transcripts were analyzed using thematic analysis. The findings revealed an overarching theme that captured both facilitators of and barriers to OMT, organized into three subthemes: (1) motivation, (2) perceived support, and (3) perceived effects. Motivation was driven by a desire to improve general health and avoid continuous positive airway pressure treatment, and was supported by a sense of mastery and perceived effectiveness. Key facilitators included a trusting patient–therapist relationship, as well as developing routines and a sense of control. Barriers involved managing the comprehensive treatment protocol, insecurities around exercise execution and the potential impact of OMT, sickness burden, and previous negative healthcare experiences. These themes were supported by quantitative findings, which demonstrated high treatment adherence, while sleep data indicated modest individual improvements in subjective sleep quality and efficiency. By recognizing facilitators and barriers and addressing the individual differences among OSA patients, healthcare providers can better tailor their approach to meet diverse patient needs. This personalized approach, supported by emerging sleep improvements, may enhance patient engagement and improve adherence to OMT. Full article
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16 pages, 541 KiB  
Review
Education-to-Work Transition Among the Youth in Post-Conflict Settings: A Review of the Roles of Individual Agency, Mental Health, and Psychosocial Well-Being
by Nathaniel Mayengo, Jane Namusoke, Henry Kibedi and Kennedy Amone-P’Olak
Soc. Sci. 2025, 14(7), 400; https://doi.org/10.3390/socsci14070400 - 25 Jun 2025
Viewed by 483
Abstract
Education-to-work transition among war-affected youth in post-conflict settings is fraught with challenges, not least compounded by the little attention placed on individual agency and mental health. This review examines the debate on war-affected youth skilling programmes in post-conflict settings, which neglect the roles [...] Read more.
Education-to-work transition among war-affected youth in post-conflict settings is fraught with challenges, not least compounded by the little attention placed on individual agency and mental health. This review examines the debate on war-affected youth skilling programmes in post-conflict settings, which neglect the roles of individual agency and mental health in the education-to-work transition. Building on Albert Bandura’s Self-Efficacy Theory (SET) and the Cumulative Stress Hypothesis (CSH), the review presents an integrated approach to skills development for improving education-to-work transition among war-affected youth. According to SET, the development of self-efficacy is anchored on enactive mastery, vicarious experience, verbal persuasion, and physiological arousal. Moreover, individual agency factors such as motivation, aspiration, goal orientation, active efforts, and alignment of intentions with skills are protective factors for effective education-to-work transition, but they are also eroded by the adverse consequences of violent conflicts. Similarly, the CSH also suggests that the effects of exposure to protracted violent conflicts are cumulative and may lead, in turn, to a plethora of mental health problems in the aftermath of violent conflicts. Mental health problems like depression, anxiety, and PTSD are linked to, inter alia, behaviours such as aggression, substance abuse, and apathy, all related to poor employment outcomes. To increase the employability of young people affected by war, skills training institutions and work settings need to prioritise the mental health and individual agency of the youth, as well as skills acquisition for specific trades. Consequently, we propose an integrated model of reintegrating war-affected and vulnerable youth anchored on professional technical and vocational skills training; recognition of individual agency; provision of mental and psychosocial support; and life skills training, all nested within the local economic realities. Full article
(This article belongs to the Special Issue Rethinking the Education-to-Work Transition for Young People)
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15 pages, 261 KiB  
Article
Comparing STEM and Non-STEM Instructor Motivation Suggests Directions for STEM Education Innovations
by Deborah South Richardson and Robert S. Bledsoe
Educ. Sci. 2025, 15(6), 720; https://doi.org/10.3390/educsci15060720 - 9 Jun 2025
Viewed by 487
Abstract
This study compares the motivation and teaching practices of STEM and non-STEM instructors with the aim of discovering factors that may contribute to and can be applied to improve the retention and persistence of STEM students in higher education. Instructors completed measures of [...] Read more.
This study compares the motivation and teaching practices of STEM and non-STEM instructors with the aim of discovering factors that may contribute to and can be applied to improve the retention and persistence of STEM students in higher education. Instructors completed measures of mindset, motivation, and teaching practices. We found that non-STEM instructors reported being more motivated by belief in student efficacy than STEM instructors, and they reported a greater use of evidence-based teaching practices. Subsequent analyses revealed that mastery goals predicted the use of evidence-based teaching practices for both sets of instructors; growth mindset was also a significant predictor of evidence-based teaching practices for non-STEM instructors. We propose that a pathway to STEM student success may be training and incentivizing instructors, especially those who may question students’ abilities to learn difficult STEM material. Full article
19 pages, 780 KiB  
Article
Personalized Instructional Strategy Adaptation Using TOPSIS: A Multi-Criteria Decision-Making Approach for Adaptive Learning Systems
by Christos Troussas, Akrivi Krouska, Phivos Mylonas and Cleo Sgouropoulou
Information 2025, 16(5), 409; https://doi.org/10.3390/info16050409 - 15 May 2025
Viewed by 673
Abstract
The growing number of educational technologies presents possibilities and challenges for personalized instruction. This paper presents a learner-centered decision support system for selecting adaptive instructional strategies, that embeds the Technique for Order Preference by Similarity to Ideal Solution (TOPSIS) in a real-time learning [...] Read more.
The growing number of educational technologies presents possibilities and challenges for personalized instruction. This paper presents a learner-centered decision support system for selecting adaptive instructional strategies, that embeds the Technique for Order Preference by Similarity to Ideal Solution (TOPSIS) in a real-time learning environment. The system uses multi-dimensional learner performance data, such as error rate, time-on-task, mastery level, and motivation, to dynamically analyze and recommend the best pedagogical intervention from a pool of strategies, which includes hints, code examples, reflection prompts, and targeted scaffolding. In developing the system, we chose to employ it in a one-off postgraduate Java programming course, as this represents a defined cognitive load structure and samples a spectrum of learners. A robust evaluation was conducted with 100 students and an adaptive system compared to a static/no adaptive control condition. The adaptive system with TOPSIS yielded statistically higher learning outcomes (normalized gain g = 0.49), behavioral engagement (28.3% increase in tasks attempted), and learner satisfaction. A total of 85.3% of the expert evaluators agreed with the system decisions compared to the lecturer’s preferred teaching response towards the prescribed problems and behaviors. In comparison to a rule-based approach, it was clear that the TOPSIS framework provided a more granular and effective adaptation. The findings validate the use of multi-criteria decision-making for real-time instructional support and underscore the transparency, flexibility, and educational potential of the proposed system across broader learning domains. Full article
(This article belongs to the Special Issue New Applications in Multiple Criteria Decision Analysis, 3rd Edition)
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30 pages, 4314 KiB  
Article
Game Mechanics and Artificial Intelligence Personalization: A Framework for Adaptive Learning Systems
by Fawad Naseer, Muhammad Nasir Khan, Abdullah Addas, Qasim Awais and Nafees Ayub
Educ. Sci. 2025, 15(3), 301; https://doi.org/10.3390/educsci15030301 - 27 Feb 2025
Viewed by 2318
Abstract
The phenomenal growth of digital learning platforms has brought new learner engagement and retention challenges to higher education. This study proposes a framework that integrates game mechanics—leveling systems, badges, and timely feedback—with artificial intelligence (AI)-driven personalization to meet the challenges of enhanced adaptability, [...] Read more.
The phenomenal growth of digital learning platforms has brought new learner engagement and retention challenges to higher education. This study proposes a framework that integrates game mechanics—leveling systems, badges, and timely feedback—with artificial intelligence (AI)-driven personalization to meet the challenges of enhanced adaptability, motivation, and learning outcomes in online environments. Key design elements were identified through literature reviews and consultations with instructional design experts, leading to the development an adaptive learning platform prototype. The prototype underwent an eight-week pilot study with 250 Prince Sattam Bin Abdulaziz University (PSAU) students randomly assigned to a control group (non-adaptive system) or an experimental group (adaptive system). Data sources included pre- and post-tests, platform engagement analytics, and learner perception surveys. The results showed that the adaptive group outperformed the control group in the post-test scores (M = 85.2, SD = 6.4 vs. M = 78.5, SD = 7.2) and motivation levels (M = 4.2, SD = 0.7 vs. M = 3.6, SD = 0.8). Additionally, 82% of the adaptive group achieved mastery-level performance compared to 64% in the control group. These findings demonstrate the potential of integrating game mechanics and AI-driven personalization to transform digital learning, offering a roadmap for scalable, data-driven adaptive platforms. Future research will address long-term retention and diverse subject applications. Full article
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23 pages, 992 KiB  
Article
Digital Technology Knowledge Transfer Enablers Amongst End-Users in Architecture, Engineering, and Construction Organisations: New Zealand Insights
by Funmilayo Ebun Rotimi, Chathurani Silva, Chamil Erik Dilhan Ramanayaka and James Olabode Bamidele Rotimi
Buildings 2025, 15(5), 772; https://doi.org/10.3390/buildings15050772 - 26 Feb 2025
Cited by 1 | Viewed by 1362
Abstract
The architecture, engineering, and construction (AEC) sectors are constantly evolving, and the effective adoption and use of digital technologies are critical for improving project outcomes, enhancing productivity, and fostering innovation. This study aims to identify and analyse the key factors that enable effective [...] Read more.
The architecture, engineering, and construction (AEC) sectors are constantly evolving, and the effective adoption and use of digital technologies are critical for improving project outcomes, enhancing productivity, and fostering innovation. This study aims to identify and analyse the key factors that enable effective knowledge transfer among digital technology end-users in the AEC industry. The study’s theoretical framework is a modified version of the technology acceptance model (TAM). It investigates six knowledge transfer enablers, including ease of use, perceived usefulness, training and support, self-efficacy, and mastery goal orientation. The study also examines the mediating roles of transfer motivation in the relationship between these enablers and knowledge transfer effectiveness. A quantitative research methodology was employed to conduct the research, using partial least squares structural equation modelling (PLS-SEM) to analyse data collected from 85 construction practitioners through an online survey. The study reveals that there are significant positive relationships between the knowledge transfer enablers and the effectiveness of knowledge transfer, with transfer motivation playing a crucial mediating role. Self-efficacy is the single most important driver of digital technology (DT) knowledge transfer, while supervisory support has a marginal role. Mastery goal orientation increases an employee’s knowledge transfer motivations; therefore, challenging working environments have a positive influence on DT knowledge transfer. These results contribute to the theoretical understanding of knowledge transfer in the context of digital technology use in AEC organisations. The study provides practical insights for managers and policymakers on creating an environment that facilitates effective knowledge transfer, emphasising the need for supportive organisational cultures, adequate training, and the development of user-friendly and compatible technologies. It further highlights the importance of motivating end-users to participate in knowledge transfer processes and suggests strategies to enhance motivation, leading to the successful adoption and utilisation of digital technologies in the AEC industry. Full article
(This article belongs to the Collection Sustainable Buildings in the Built Environment)
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21 pages, 1185 KiB  
Article
Mastery Motivation, Mastery Pleasure, and Self-Concept in Singing of Students in Specialized and Non-Specialized Music Classes
by Katalin Kovács, Márta Janurik, Tun Zaw Oo, Norbert Szabó and Krisztián Józsa
Educ. Sci. 2025, 15(2), 235; https://doi.org/10.3390/educsci15020235 - 14 Feb 2025
Viewed by 1160
Abstract
This study aimed to investigate differences in mastery motivation (MM), mastery pleasure (MP), and self-concept (SC) in singing based on class type (specialized non-specialized music classes) and gender across four grades: 1, 3, 5, and 7. It also explored the relationships between students’ [...] Read more.
This study aimed to investigate differences in mastery motivation (MM), mastery pleasure (MP), and self-concept (SC) in singing based on class type (specialized non-specialized music classes) and gender across four grades: 1, 3, 5, and 7. It also explored the relationships between students’ demographic variables and the fundamental motivational factors in music education such as MM, MP, and SC. A survey questionnaire was administered to 586 elementary students in grades 1, 3, 5, and 7 in Hungary. The findings showed that the students from specialized music classes had higher MM, MP, and SC compared to those from non-specialized classes. Female students demonstrated higher MM, MP, and SC in signing across all grades, 1, 3, 5, and 7. Moreover, a negative correlation between grade and these factors showed that the younger students had higher MM, MP, and SC in singing than the older students. Demographic factors such as gender, grade, and class type, except for parental education, significantly influenced students’ development in MM, MP, and SC in singing. This study highlights the importance of specialized music education and early engagement in developing MM, MP, and SC in singing, suggesting that appropriate approaches based on age and gender could enhance students’ musical development. Full article
(This article belongs to the Special Issue Contemporary Issues in Music Education: International Perspectives)
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19 pages, 1613 KiB  
Article
The Power of Play: Investigating the Effects of Gamification on Motivation and Engagement in Physics Classroom
by Marija Gaurina, Anna Alajbeg and Ivana Weber
Educ. Sci. 2025, 15(1), 104; https://doi.org/10.3390/educsci15010104 - 18 Jan 2025
Cited by 3 | Viewed by 3995
Abstract
The aim of this study was to investigate and analyze how first-grade high school students experience a positive classroom environment (excitement, competition, connectedness, satisfaction, and aspiration) by applying gamification as a teaching strategy in physics classes. An experimental study was conducted within the [...] Read more.
The aim of this study was to investigate and analyze how first-grade high school students experience a positive classroom environment (excitement, competition, connectedness, satisfaction, and aspiration) by applying gamification as a teaching strategy in physics classes. An experimental study was conducted within the teaching topic of conservation of momentum and energy, in which N = 69 students in three classes took part. In the experimental group, one class with n = 23 students engaged in physics lessons, using gamification as a teaching strategy. In contrast, the control group comprised two classes with n = 46 students. The My Class Inventory questionnaire was used for this study. The study’s results revealed statistically significant differences in the perception of the student learning experience between the control and experimental groups. The experimental group rated the student learning experience significantly better than the control group. Gamification as a strategy contributes positively to the student learning experience, fostering collaboration among students when tackling challenging problems. It is essential to highlight that even if we do not entirely depart from traditional teaching methods, simply changing our strategy can lead to significant improvements. In our case, gamification can create a more engaging student learning experience, making students more motivated and involved. Consequently, this shift could result in a better understanding and mastery of physics concepts. Full article
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16 pages, 554 KiB  
Article
Impact of Personal Values on School Engagement Among Chinese Adolescents: Mediating Effects of Achievement Goals
by Tingyu Gu and Xiaosong Gai
Behav. Sci. 2025, 15(1), 76; https://doi.org/10.3390/bs15010076 - 16 Jan 2025
Viewed by 1201
Abstract
Much of past research has centered on the impact of personal values on career progression. Yet, the connection between personal values and academic performance remains under-explored, especially the mechanisms through which they relate. Additionally, the relative strength of the correlation between different types [...] Read more.
Much of past research has centered on the impact of personal values on career progression. Yet, the connection between personal values and academic performance remains under-explored, especially the mechanisms through which they relate. Additionally, the relative strength of the correlation between different types of personal values and academic performance has yet to be examined. This research aimed to examine the effect of various personal values on school engagement among Chinese adolescents, as well as the role of four achievement goals as potential mediators. We surveyed 700 senior high school students from a public school in Changchun, Jilin province, China (Mage = 16.91, SDage = 0.43, 55.57% male). Participants completed the Personal Values Scale, Achievement Goal Orientation Scale, and School Engagement Scale. Materialistic values were positively correlated with performance avoidance goals, which in turn were negatively related to school engagement. In contrast, self-improvement values were positively associated with school engagement. This relationship was mediated by a higher number of mastery approach goals and fewer performance avoidance goals. Self-transcendence values were linked to an increase in mastery approach goals, which were in turn positively related to school engagement. Additionally, although both self-improvement and self-transcendence values positively correlated with adolescents’ school engagement, the correlation was stronger for self-improvement values. This study makes a unique contribution by showing that personal values are linked to school engagement through achievement goal orientations, thereby supporting and expanding the future-oriented motivation and self-regulation model. The practical value of this study lies in demonstrating that promoting self-improvement and self-transcendence values, particularly self-improvement values, fosters positive achievement goal orientations, such as mastery approach goals, which in turn enhance school engagement. Full article
(This article belongs to the Section Educational Psychology)
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17 pages, 327 KiB  
Article
Examining the Effects of Different Types of Achievement Goal Orientation on Undergraduate Students’ Engagement in Distance Learning: The Mediating Effect of Self-Efficacy
by Tingzhi Han, Guoxing Xu and Wenli Lu
Behav. Sci. 2025, 15(1), 39; https://doi.org/10.3390/bs15010039 - 2 Jan 2025
Viewed by 2059
Abstract
This study investigates the impact and mechanisms of achievement goal orientation on online learning engagement among undergraduates, using a sample of 461 students enrolled in online courses from four universities of varying levels in Shanghai, China. Self-efficacy is introduced as a mediating variable, [...] Read more.
This study investigates the impact and mechanisms of achievement goal orientation on online learning engagement among undergraduates, using a sample of 461 students enrolled in online courses from four universities of varying levels in Shanghai, China. Self-efficacy is introduced as a mediating variable, and structural equation modeling is employed to assess the effects. The findings reveal that different types of achievement goals have varying natures and intensities in their associations with undergraduate online learning engagement. Self-efficacy partially mediates the effect of mastery-approach goals on online learning engagement, but does not mediate the effects of mastery-avoidance, performance-approach, or performance-avoidance goals. The study recommends leveraging the guiding role of mastery-approach achievement goals to help students set scientific and reasonable goals, and stimulating students’ self-efficacy through the dual influences of external support and internal motivation. With the support of these strategies, significant improvements in undergraduate online learning engagement can be achieved. Full article
(This article belongs to the Section Educational Psychology)
22 pages, 722 KiB  
Article
Exploring the Influence of Vicarious Experiences in Teaching with Digital Technology on Pre-Service Science Teachers’ Digitalization-Related Affective-Motivational Dispositions
by Alexander Aumann, Robert Grassinger and Holger Weitzel
Educ. Sci. 2025, 15(1), 15; https://doi.org/10.3390/educsci15010015 - 26 Dec 2024
Cited by 1 | Viewed by 1151
Abstract
The integration of digital media in German classrooms remains limited, partly due to teachers’ low motivation, self-efficacy, and negative attitudes toward these tools. This study investigates how vicarious experiences influence pre-service teachers’ digital media self-efficacy and attitudes toward digital media and how these [...] Read more.
The integration of digital media in German classrooms remains limited, partly due to teachers’ low motivation, self-efficacy, and negative attitudes toward these tools. This study investigates how vicarious experiences influence pre-service teachers’ digital media self-efficacy and attitudes toward digital media and how these dispositions influence their motivational orientation toward using digital media in teaching. Beyond this, personal experiences were implemented via an ecologically valid intervention, and their influence on the respective constructs was examined. This study employed a longitudinal design involving 43 pre-service science teachers over an internship semester, combining a theoretical workshop at the university with lesson planning, implementation, and reflection. Data were collected pre- and post-intervention and analyzed using Bayesian Path Analysis to examine the relationships between the constructs. T-tests were applied to investigate the impact of structured mastery experiences. The results imply that vicarious experiences influence attitudes but have no significant influence on self-efficacy. Motivational orientation is primarily influenced by attitudes but not by self-efficacy and has a positive effect on the frequency of media use. Self-efficacy, on the other hand, was most strongly influenced by mastery experiences, whereas attitudes received the least support in this regard. Full article
(This article belongs to the Special Issue Empowering Teacher Professionalization with Digital Competences)
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23 pages, 1653 KiB  
Article
Improving Leadership in the Digital Era: A Case Study from Rural Mexico
by Jonatan Mireles-Hernández, Carmen F. Rey-Benguría, María L. Macedo-Lavanderos, Yenny Villuendas-Rey and Mario Aldape-Pérez
Systems 2024, 12(12), 559; https://doi.org/10.3390/systems12120559 - 13 Dec 2024
Cited by 1 | Viewed by 1343
Abstract
The development of leadership competencies is a current topic in the scientific community. The weaknesses detected in our study reflect the limited treatment offered to this area of work and the current struggle of rural elementary school directors in navigating the challenges of [...] Read more.
The development of leadership competencies is a current topic in the scientific community. The weaknesses detected in our study reflect the limited treatment offered to this area of work and the current struggle of rural elementary school directors in navigating the challenges of the digital era. The following methods and techniques were used at the theoretical and empirical levels: analytical–synthetic, historical–logical, inductive–deductive, systemic, documentary analysis, observation, surveys, interviews, and self-assessment scales. The systematized theory is based on the process of development of leadership competence in school directors as a dimension of educational quality. This research introduced a professional development strategy for the development of leadership competence in primary school directors consisting of three stages, with their objectives and actions contributing to raising the scientific methodological level of these management teams, including workshops, consultancies, accompaniments, and case studies, as well as monitoring their transformation. The proposed strategy improves the educational leadership skills of school principals, encourages mastery of content, and increases the degree of motivation and interest in management work. It is based on the diagnosis of their reality, and it includes the combination of improvement, methodological, and self-improvement actions to stimulate reflection and the active involvement of participants in their own transformation process. Full article
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