(Mis)alignment between noticing and instructional quality: the role of psychological and cognitive constructs

2021 ◽  
Author(s):  
Dionne Cross Francis ◽  
Ayfer Eker ◽  
Jinqing Liu ◽  
Kemol Lloyd ◽  
Pavneet Bharaj
Keyword(s):  
Instructional Quality ◽  
Cognitive Constructs

scholarly journals Transformational Leadership and Instructional Quality during the COVID-19 Pandemic: A Moderated Mediation Analy

2021 ◽  
Vol 30 (2) ◽  
pp. 181-202
Author(s):  
Irena Burić ◽  
Maja Parmač Kovačić ◽  
Aleksandra Huić
Keyword(s):  
School Leadership ◽  
Online Teaching ◽  
Online Survey ◽  
Instructional Quality ◽  
Moderated Mediation ◽  
Protective Role ◽  
Mediation Analyses ◽  
Mediating Role ◽  
Digital Competencies

The school lockdown caused by the COVID-19 pandemic pushed teachers to online teaching literally overnight, which put their performance at risk. Transformational school leadership (TSL), teacher self-efficacy (TSE) and digital competencies might have played a protective role in such burdening conditions. Therefore, the present study aimed to examine the mediating role of TSE in explaining the relationship between TSL and instructional quality. Additionally, the moderating role of digital competencies in explaining the interrelations between TSL and TSE as well as between TSE and instructional quality, or the proposed mediating mechanism, was tested. The study was conducted via online survey in Spring 2020 and involved 1655 Croatian teachers. The mediation and moderated mediation analyses revealed that TSL was positively related to instructional quality both directly and indirectly via TSE. Teacher digital competencies did not moderate the proposed relationships or the mediating mechanism.

The Role of Cognition in School Refusal: An Investigation of Automatic Thoughts and Cognitive Errors

2011 ◽  
Vol 40 (3) ◽  
pp. 255-269 ◽  
Author(s):  
Marija Maric ◽  
David A. Heyne ◽  
Peter de Heus ◽  
Brigit M. van Widenfelt ◽  
P. Michiel Westenberg
Keyword(s):  
Community Sample ◽  
School Refusal ◽  
Automatic Thoughts ◽  
Cognitive Errors ◽  
Cognitive Constructs ◽  
Cognitive Error ◽  
Youth Anxiety ◽  
Negative Automatic Thoughts ◽  
Negative Cognition

Aims: The purpose of this study was to investigate the cognitions of anxious school refusers. The cognitive constructs under investigation included negative cognition commonly linked to youth anxiety (i.e. negative automatic thoughts and cognitive errors) and positive automatic thoughts. Method: The cognition of school refusers (n = 50) and youth from a community sample (n = 181) was assessed with the Children's Automatic Thoughts Scale-Negative/Positive and the Children's Negative Cognitive Error Questionnaire-Revised. Results: When controlling for anxiety, school refusers were found to report more negative automatic thoughts concerning personal failure, fewer negative automatic thoughts concerning hostility, and fewer positive automatic thoughts. Negative automatic thoughts concerning personal failure and hostility, and the negative cognitive error of overgeneralizing were found to independently predict school refusal. Conclusions: The findings underscore the importance of further researching the role of cognition in the development, maintenance, and treatment of anxiety-based school refusal.

scholarly journals The role of textbook quality in first graders’ ability to solve quantitative comparisons: a multilevel analysis

ZDM ◽  
2021 ◽  
Author(s):  
Henning Sievert ◽  
Ann-Katrin van den Ham ◽  
Aiso Heinze
Keyword(s):  
First Graders ◽  
Instructional Quality ◽  
Secondary Analysis ◽  
Learning Opportunities ◽  
Quantitative Comparison ◽  
Significant Relation ◽  
Elementary School Mathematics ◽  
School Year ◽  
Different Types

AbstractStudents need to create mental models for different types of addition and subtraction situations in order to develop a broad and viable understanding of these operations. Although most students succeed when changing or combining sets, situations that demand a quantitative comparison of sets seem considerably more difficult in the first school year. Textbooks represent the most important learning resource for elementary school mathematics teachers. However, research on their impact on students’ knowledge is limited. Hence, we examined textbooks’ role in students’ ability to model quantitative comparisons by analyzing the learning opportunities presented by four German textbooks for Grade 1 and by conducting a secondary analysis of a dataset based on 1513 students from 84 classes that used one of these textbooks. The results revealed differences in the textbooks’ topic-specific instructional quality as well as a significant relation between this quality and student achievement in quantitative comparisons.

The role of social and cognitive factors in the production of altruism

2002 ◽  
Vol 25 (2) ◽  
pp. 276-277
Author(s):  
Arthur A. Stukas ◽  
Michael J. Platow ◽  
Margaret Foddy
Keyword(s):  
Social Structure ◽  
Cognitive Factors ◽  
Social Psychological ◽  
Cognitive Constructs ◽  
Role Identities ◽  
Psychological Theories ◽  
Advance Theory

We agree with Rachlin's aim to account for altruism within existing theory. However, his argument is implicitly dependent on social and cognitive constructs that are explicitly identified in other social-psychological theories. The account does not advance theory beyond available constructs (e.g., self-categorizations, motives, values, role-identities, and social structure), and Rachlin's implicit use of these strains the behaviorist account.

The Role of Perspective Taking and Alexithymia in Associations Between Shame, Guilt, and Social Anxiety

2019 ◽  
Vol 33 (4) ◽  
pp. 286-300
Author(s):  
Frida Cheok ◽  
Michael Proeve
Keyword(s):  
Emotion Regulation ◽  
Social Anxiety ◽  
Perspective Taking ◽  
Indirect Effects ◽  
Therapeutic Interventions ◽  
Cognitive Constructs ◽  
External Shame ◽  
Shame Proneness

The present study expanded previous research concerning relationships between shame, guilt, and social anxiety by examining both internal and external shame and exploring the role of two cognitive constructs relating to emotion regulation, perspective taking, and alexithymia. Findings were consistent with the literature regarding positive associations between shame and social anxiety and no relationship between guilt and social anxiety. Perspective taking was positively related to guilt, while alexithymia was positively related to both shame types. Social anxiety was predicted by shame-proneness, external shame, and alexithymia. There were also small indirect effects for both types of shame on social anxiety through alexithymia. Further replication of relationships between shame, alexithymia, and social anxiety is needed. Alexithymia, with and without concurrent shame, has implications for therapeutic interventions for social anxiety as it may represent a barrier to implementing conventional therapies.

scholarly journals The Role of Attention, Memory and Cognition in the Decision-Making Process of Adolescent Students

2020 ◽  
Vol 25 (0) ◽  
pp. 179-191
Author(s):  
Mirela SPIȚĂ ◽  
◽  
◽  
Keyword(s):  
Decision Making ◽  
Decision Making Process ◽  
Cognitive Constructs ◽  
Adolescent Students ◽  
Attention Memory

The adolescent goes through a period of psychological, psychophysical and cognitive transformations that allow him to become consciously involved in the decision-making process. This article aims to review three constructs in these categories (attention, memory and cognition) and to analyze how they are involved in decision-making. The study offers openness to research in order to achieve the profile of the decision-making student, which includes psychological, psychophysical and cognitive constructs.

Sign in / Sign up

Export Citation Format

Share Document