The Relationship Between Pre-Service Primary Education Mathematics Teachers’ Spatial Visualization and Spatial Habits of Mind

This study examines the relationship between social skills and happiness in 1st-year Teaching School students, as well as possible gender differences. The sample comprised 243 Teaching School students (Primary Education) in Zaragoza, including 110 men (45.27%) and 133 women (54.73%), aged 18–25 (average age 20.23 years; s.d. = 1.586). In order to analyse the relationship between social skills and subjective happiness, the Scale of Social Skills and Subjective Happiness Scale were used. While men scored higher in all social skills-related factors, women scored higher in all factors related to happiness. The study shows that factors such as self-expression in social settings and the ability to say no and cut off social interactions have a direct and significant effect on happiness among men, while self-expression in social settings and the ability to express anger led to a higher perception of happiness among women. Similarly, situations such as asking for and defending rights have an indirect and significant effect in men, reducing their levels of happiness. In the case of women, no social skills factors were found that led to lower happiness. It may be concluded that significant gender differences exist, although broader and lateral studies are needed in order to examine the relationship between gender identities, social skills and subjective happiness more in depth, and thus, understand the effect of these constructs in the development of personality.

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The Relationship between Learning Styles and Academic Performance: Consistency among Multiple Assessment Methods in Psychology and Education Students

Sustainability ◽

10.3390/su13063341 ◽

2021 ◽

Vol 13 (6) ◽

pp. 3341

Author(s):

Jesús Maya ◽

Juan F. Luesia ◽

Javier Pérez-Padilla

Keyword(s):

Early Childhood ◽

Academic Performance ◽

Learning Styles ◽

Primary Education ◽

High Performance ◽

Multiple Choice ◽

Assessment Methods ◽

Theory And Practice ◽

Education Students ◽

The Relationship

Universities strive to ensure quality education focused on the diversity of the student body. According to experiential learning theory, students display different learning preferences. This study has a three-fold objective: to compare learning styles based on personal and educational variables, to analyze the association between learning styles, the level of academic performance, and consistency of performance in four assessment methods, and to examine the influence of learning dimensions in students with medium-high performance in the assessment methods. An interdisciplinary approach was designed involving 289 psychology, early childhood education and primary education students at two universities in Spain. The Learning Style Inventory was used to assess learning styles and dimensions. The assessment methods used in the developmental psychology course included the following question formats: multiple-choice, short answer, creation-elaboration and an elaboration question on the relationship between theory and practice. Univariate analysis, multivariate analysis, and binomial logistic models were computed. The results reveal Psychology students to be more assimilative (theoretical and abstract), while early childhood and primary education students were evenly distributed among styles and were more divergent and convergent (practical) in absolute terms. In addition, high scores in perception (abstract conceptualization) were associated with a high level of performance on the multiple-choice tests and the elaboration question on the relationship between theory and practice. Abstract conceptualization was also associated with medium-high performance in all assessment methods and this variable predicted consistent high performance, independent of the assessment method. This study highlights the importance of promoting abstract conceptualization. Recommendations for enhancing this learning dimension are presented.

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Learning styles of primary education prospective mathematics teachers; states of trait-anxiety and academic success

Procedia - Social and Behavioral Sciences ◽

10.1016/j.sbspro.2010.03.565 ◽

2010 ◽

Vol 2 (2) ◽

pp. 3632-3637 ◽

Cited By ~ 6

Author(s):

Muzaffer Okur ◽

Hüseyin Hüsnü Bahar

Keyword(s):

Academic Success ◽

Learning Styles ◽

Primary Education ◽

Trait Anxiety ◽

Mathematics Teachers ◽

Prospective Mathematics Teachers

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The Relationship between Teacher Autonomy Support and the Attitude and Anxiety toward Mathematics Course

International Education Studies ◽

10.5539/ies.v11n6p109 ◽

2018 ◽

Vol 11 (6) ◽

pp. 109

Author(s):

Cengiz Erdik

Keyword(s):

Mathematics Teachers ◽

Autonomy Support ◽

Learner Autonomy ◽

Teacher Autonomy ◽

Eighth Grade ◽

Significant Difference ◽

Eighth Grade Students ◽

And Mathematics ◽

The Relationship ◽

Mathematics Course

The purpose of the present research is to determine the correlation between attitude and anxiety of seventh and eighth grade students toward mathematics course and behaviors of mathematics teachers to support and exhibit learner autonomy toward mathematics course. The population of the research was consisted of 1.563 students and 35 mathematics teachers from 22 schools. Research data was collected by means of Learner Autonomy Support Scale and Mathematics Course Attitude and Anxiety Scale. Conclusively, it was revealed that eighth grade students were more anxious, their anxiety levels and attitudes differed according to their success levels, and that they did not exhibit statistically significant difference according to their genders and teachers’ genders. It was determined that there is no statistically significant correlation between level of teachers’ support for learner autonomy and students’ anxiety and attitude levels toward mathematics course.

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Deberes escolares y rendimiento académico en Educación Primaria

Anales de Psicología ◽

10.6018/analesps.31.2.171131 ◽

2015 ◽

Vol 31 (2) ◽

pp. 562 ◽

Cited By ~ 15

Author(s):

Antonio Valle ◽

Irene Pan ◽

José C. Núñez ◽

Pedro Rosário ◽

Susana Rodríguez ◽

...

Keyword(s):

Academic Achievement ◽

Academic Performance ◽

Mathematics Achievement ◽

Foreign Language ◽

Primary Education ◽

Predictive Variables ◽

Time Optimization ◽

And Gender ◽

Educación Primaria ◽

The Relationship

This paper analyzes the relationship between homework behavior and academic achievement using a sample of students from the last three years of primary education. The variables associated with student involvement in homework were the amount of homework completed, the time spent on homework, and homework time optimization, while academic achievement was estimated based on the grades in mathematics and foreign language (english). The possible effect of the course and gender when calculating the level of predictive variables concerning the homework on academic achievement was analyzed. The results indicated that the amount of homework done and the optimization of the time dedicated at homework significantly and positively predicted academic performance in both subjects. However, the amount of time spent on homework was not relevant. Finally, while gender was not statistically significant in predicting academic achievement, the course itself was statistically significant: as the course advances the mathematics achievement tends to diminish.

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Investigating the Longitudinal Relationship Between Subjective Cognitive Complaints and Objective Cognition

Innovation in Aging ◽

10.1093/geroni/igaa057.1988 ◽

2020 ◽

Vol 4 (Supplement_1) ◽

pp. 592-593

Author(s):

Francesca Falzarano ◽

Karen Siedlecki ◽

Jillian Minahan

Keyword(s):

Risk Factor ◽

Processing Speed ◽

Cognitive Aging ◽

Spatial Visualization ◽

Cognitive Complaints ◽

Memory Functioning ◽

Valid Predictor ◽

The Relationship ◽

Longitudinal Relationships ◽

Subjective Cognitive Complaints

Abstract Research examining the relationship between subjective cognitive complaints and objective cognitive performance has been mixed. Despite the lack of clear evidence demonstrating an association, subjective cognitive complaints are used as a criterion for the diagnosis of mild cognitive impairment and is considered a risk factor for Alzheimer’s disease. Cross-lagged panel analyses were used in the current study to examine the longitudinal relationships between subjective cognitive complaints (using the Memory Functioning Questionnaire) and objective cognition (e.g., reasoning, memory, spatial visualization, processing speed, and vocabulary) in healthy adults over 60 from the Virginia Cognitive Aging Project (N=441). Results indicated that objective and subjective cognition were only weakly related but that objective cognition is a stronger predictor of subjective cognitive complaints then vice versa. Although subjective cognitive complaints may be an early indicator of pathological aging, results indicate that subjective cognitive complaints may not be a valid predictor of objective cognitive decline.

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Uncovering the Relation between CK and PCK: An Investigation of Preservice Elementary Mathematics Teachers’ Algebra Teaching Knowledge

Journal of Research in Mathematics Education ◽

10.17583/redimat.2018.2575 ◽

2018 ◽

Vol 7 (2) ◽

pp. 162

Author(s):

Mustafa Güler ◽

Derya Çelik

Keyword(s):

Preservice Teachers ◽

Mathematics Teachers ◽

Test Scores ◽

Rasch Analysis ◽

Elementary Mathematics ◽

State University ◽

Teaching Knowledge ◽

The Relationship

This article discuss the algebra teaching knowledge of preservice elementary mathematics teachers in the context of CK and PCK as well as the relationship between them. The study was conducted with 101 preservice teachers sampled from a state university in Turkey. Rasch analysis was used to interpret the data. The results revealed that preservice teachers performed at mid-level for both CK and PCK tests. It was also found that there was significant correlation between the CK and PCK test scores. Weaknesses of the preservice teachers in terms of knowledge of the learner component of PCK, in comparison with presentation of content, were identified.

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Relationship between Cognitive Style and Habits of Mind

Malikussaleh Journal of Mathematics Learning (MJML) ◽

10.29103/mjml.v2i1.756 ◽

2019 ◽

Vol 2 (1) ◽

pp. 23

Author(s):

Hayatun Nufus ◽

Rezi Ariawan

Keyword(s):

Linear Regression ◽

Cognitive Style ◽

Significance Test ◽

Regression Equation ◽

Coefficient Of Determination ◽

Habits Of Mind ◽

Linear Regression Equation ◽

Research Subjects ◽

Analysis Technique ◽

The Relationship

This research is a correlational study that examines the relationship between cognitive style and habits of mind. The research subjects involved 4th semester students in the Department of Mathematics Education at the Faculty of Tarbiyah and Teacher Training of UIN Suska Riau which consisted of students with heterogeneous academic abilities. Cognitive style data was collected using the GEFT question instrument with test techniques. Habits of mind data were collected using a questionnaire instrument with a questionnaire distribution technique. The data analysis technique begins with the Pearson Product Moment correlation test which is continued with the significance test and the calculation of the magnitude of the relationship that occurs using the coefficient of determination. Because the data is positively correlated, it continues with determining the linear regression equation. The results showed that there was a significant weak correlation between cognitive style and habits of mind with a relationship score of 6% and a linear regression equation y '= 36.35 + 0.31 x.

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