Body and Sartorial Paradox in Physical Education: A New Look at the Gender Interaction and Co-Educational System in Physical Education Class

Since the Tunisian Revolution of 2010, two views (modernism and conservatism) conduct two opposite social projects for the Tunisian population, which affect, in first order, the school from primary to secondary level. The Tunisian educational system is based on co-education, contradicting the country’s conservatism culture. The religious dress (veil/hijab) is accepted and tolerated in schools. Physical education, as an educational discipline, had to adapt to these changes, especially to the religion dress and gender interaction. The aim of this paper is to study, through the representations of physical education’s (PE) teachers, the paradoxes observed between physical practice and religious dress (veil/Hijab) and the management of the co-educational system in PE classes. This is based on the opinion which indicates that this matter requires the student’s body and physical ability to be independent from their gender, dress or motor skills. The results show a difference in opinion between females and male teachers regarding gender interaction and religious dress.

Exploring Socially Shared Regulation Processes in Peer Tutoring: Focusing on the Functions of Tutor Utterances

This study quantitatively and qualitatively examined socially shared regulation processes in peer tutoring. Participants were 22 teacher-candidate university students assigned to 11 peer-tutoring pairs. Peer tutoring included two sessions, in which one student was the tutor and another the tutee. Participants completed a socially shared regulation of learning (SSRL) scale before peer tutoring and an academic engagement measurement afterward. Moreover, peer tutoring sessions were videotaped. Students were divided into two groups, based on high and low SSRL scores, and verbal protocols were analyzed. Tutoring utterances were analyzed and categorized by the following social regulation functions, namely “orientation,” “monitoring,” and “evaluation,” while distinguishing between deep- or surface-level. Tutors in high-SSRL groups adopted deep-level orientation more than low-SSRL groups. Qualitative analysis indicated deep-level orientation played a key role in peer tutoring. Additionally, regarding motivational factors, high-SSRL groups showed stronger agentic and cognitive engagement than low-SSRL groups. The implications for teacher-candidate university education are discussed.

Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 11, No. 2

Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 11, No. 2, 2021.

Interaction Effects of Level and Instability of Motivation on Learning Strategies: Introjected and Identified Regulation

This study examined the interaction effect of the level and instability of motivation on different learning strategies in university learning at the contextual level. Two motivation levels—introjected and identified regulation—and three types of learning strategies—metacognitive, writing-repetition, and deep-processing—were measured. Self-reported questionnaires were administered to students from two universities in Japan; data of 307 students were included in the analysis. A hierarchical multiple regression analysis on metacognitive and deep-processing strategies revealed an interaction effect of identified regulation and instability of motivation. The results of a simple slope analysis showed that identified regulation had no effect on metacognitive and deep-processing strategies during high instability of motivation. However, during low instability of motivation, higher identified regulation enabled greater use of metacognitive and deep-processing strategies. On the other hand, there was no an interaction effect of level and instability of motivation on writing-repetition strategies. These results revealed the significant role of the level and instability of motivation in the application of metacognitive and deep-processing strategies.

Impact of the COVID-19 Quarantine on Young Children’s Family-Based Daily Activities in Greece

This study reports on parental perceptions of changes and continuities in young children’s home-based daily activities during the initial COVID-19 quarantine in Greece. Daily activities present significant contexts for children’s learning and development and their continuity in periods of crisis is important for children’s psychological well-being. Existing research worldwide, underscores the changes occurring in families’ daily lives because of the pandemic- imposed restrictions, mostly focusing on their negative impact on family routines and functioning. On the other hand, continuities in children’s everyday activities during the quarantine have been less studied. 116 mothers and fathers, forming a convenience sample, reported on their children’s as well as their own engagement in daily activities with them, before and during the quarantine, using the CDA-PB scale. Results revealed changes in accordance with other research findings on this topic but also continuities in Greek families’ daily activities, which relate to parental values and already established family routines.

Correlation between Class Evaluation of University Students and Procrastination

The purpose of this study is to clarify how the characteristics of class evaluation are related to the time of submission of the assignments by university students. Specifically, this paper considered class evaluation based on the three interactions of value of use, value of interest, and expectation and examined the correlation between each factor and the interaction of the factors and the submission time of the assignments. 47 (22 boys and 25 girls) who received responses to the class evaluation questionnaire and agreed to use the data were analyzed. As a result, it was shown that the value of interest and the interaction of value of use and value of interest influenced the timing of submission of the assignments. On the other hand, when the value of interest was low even if it was useful, there was a tendency to delay the submission of the assignments. Interestingly, the assignments were submitted faster when they were less useful and less interest. Using this result as a starting point for clarifying the mechanism of procrastination and pre-crastination and demonstrate the reproducibility of whether the same tendency can be seen even if the scene or target person is changed in the future.

Pre- and Early-Pandemic Graduating Students’ Perceptions at a United States Business School

Two separate samples of graduating business students completed online surveys in the Spring 2019 (pre-pandemic, n = 724) and Spring 2020 (early pandemic, n = 376). This research study explored changes in student grading assessment learning perceptions (GALP) between Spring of 2019 to Spring of 2020, as well as perceptions of video vault use, number of internships/co-ops completed, satisfaction with major, and satisfaction with business degree. With the abrupt change from face-to-face to all online classes in the middle of the Spring 2020 semester due to the pandemic, individual engagement GALP (e.g., attendance, participation) declined but video vault use increased. Reassuringly, other GALP scales as well as both satisfaction measures remained stable. Testing for changes in correlations from 2019 to 2020, using the four GALP scales, video vault use, and internships/co-ops completed as the independent variables and satisfaction with major and satisfaction with business degree as the dependent variables, there were several significant correlational changes. The correlation of video vault use to satisfaction with major increased from 2019 to 2020. Increased Individual Creative GALP – satisfaction with business degree, and Individual Engagement GALP – satisfaction with business degree correlations were also found. The positive Spring 2020 video vault use findings, and maintained GALP scale perceptions were at least partially due to the immediate online Zoom faculty training facilitated by the Business School Online and Digital Learning Department. However, there was a negative correlation from 2019 to 2020 in the internship/co-op completed – satisfaction with business degree. . Study limitations and future research issues with the continuing pandemic are discussed.

Autonomy-Supportive Classroom Climate in Mixed-Grade Classes in a Japanese Elementary School

The purpose of this study was to examine the effects of an autonomy-supportive classroom climate on intrinsic motivation in mixed-grade classes. A total of 398 children (eight to twelve years old) in a Japanese elementary school participated in a questionnaire study with two measurement occasions. Path analysis revealed that perceived autonomy-supportive classroom climate was related to perceived active participation structure, which, in turn, was related to intrinsic motivation. The effects of perceived autonomy-supportive classroom climate on intrinsic motivation were mediated by the perceived active participation structure. These relationships did not vary with the children’s grades. These results suggest that an autonomy-supportive classroom climate promotes children’s intrinsic motivation in mixed-grade classes.

The COVID 19 Pandemic: College Adolescents’ Perception on School Reopening in Nigeria

BACKGROUND: Several colleges were closed in the wake of the COVID-19 pandemic. However, it is not clear if school closure has curbed the incidence of the infection. OBJECTIVES: This study aimed to determine the perception of adolescent college students on school reopening and associated factors. METHODOLOGY: This was a school-based cross-sectional study. A two-stage sampling technique was used to select five hundred adolescent college students from six secondary schools in the Enugu metropolis, Nigeria. Data were analysed with IBM Statistical Package for Social Sciences (SPSS) statistical software version 25. RESULTS: The mean age of the students was 15.1±1.7 years and the majority, 56.4% were females. A higher proportion of the respondents, 78.0% were willing to return to school. For those not willing to return to school, the major reason was the preference for homestay until the pandemic is over, 57.3%. The majority of the students, 67.6% had their learning improved during the pandemic. More than half of the students, 65.0% had online classes during the pandemic. Predictors of willingness to return to school amidst the COVID-19 pandemic included being a male student, (AOR=0.304, 95%CI: 0.189-0.489), and being from a family of high socio-economic class, (AOR=0.363, 95%CI: 0.154- 0.855). CONCLUSION: Closure of schools should be revisited, with enforcement of all preventive measures. Alternative methods for education such as e-learning seem to create a divide between the rich and the poor. It is therefore pertinent to develop a bridging plan to fill the gap created by this divide.

Home-Based Activities in Support of New Zealand Children’s Literacy and Numeracy Skills

Little is known about the possible benefits of parent-led activities to enable school readiness for New Zealand young children. A two-year longitudinal study of parents and their children (102 4-year-olds and 104 5-year-olds at Time 1) was conducted. Parents completed the Encouragement of Academic Skills in Young Children (EASYC) self-report measure of in-home academic activities, and children’s literacy and mathematics achievement were tested initially and one year later. Several parent-led activities were found to predict improved child academic ability across the sampled age range: 1) teaching basic addition and subtraction; and 2) writing and drawing practice.