Subjects: Psychology >> Educational Psychology submitted time 2024-05-02
Abstract： Teacher is in a profession with high workload as they have to meet the diverse learning needs of their students. As a results, teacher is more likely to experience huge pressure and stress, compared to those in other occupations. A large number of studies have shown that teacher mental health, including positive and negative mental health, is greatly influenced by students’ behaviors in classroom (e.g., problem behaviors). However, the dynamic mechanism underlying the relationship between student behaviors in classroom and teacher occupational mental health is still unclear. Previous studies have suggested that teacher perception of student behaviors in classroom and their internal working model mediating the influence of student behaviors on teacher mental health./t/nOne limitation of previous studies is that the measure of teacher mental health is not bonding with occupational characteristics. They commonly use more general measure on mental health to indicate teacher mental health. Teachers daily experience student-bonding events (Pi et al., 2022). Consequently, the conclusion in previous studies might not be generalized to teacher occupation. In addition, most previous studies examined teacher mental health based on static rather than dynamic methods./t/nAnother limitation of previous studies is that previous studies examined teacher mental health either from positive or negative perspectives. Some researcher claim that mental health covers two perspectives: positive (e.g., engagement, personal accomplishment, vigor) and negative (e.g., burnout, emotional exhaustion, depersonalization, effort-reward imbalance) mental health. In other words, a teacher shows high level of engagement, accompanied by high level of burnout, and vice versa./t/nTo bridge research gaps, the present study adopted dual factor model of mental health and aimed to examine short-term dynamic changes of teacher occupational mental health by experience-sampling methods. We randomly recruited 134 middle school teachers to report their burnout, engagement, emotional experience, and student behaviors in classroom lasting ten consecutive working days. The results of latent profile analysis (LPA) showed that 19.8% teachers experienced low level of occupational mental health (i.e., high characteristics in emotional exhaustion and depersonalization, and low characteristics in personal accomplishment, vigor, dedication, and absorption), 55.9% experienced medium level, and 24.3% experienced high level (i.e., low characteristics in emotional exhaustion and depersonalization, and high characteristics in vigor, dedication, and absorption). Compared to teachers with medium level of occupational mental health, low level teachers exhibited more negative internal working model and less positive internal working model. Furthermore, teachers with negative internal working model perceived more student negative behaviors in classroom, resulting decreasing their positive emotions and increasing negative emotions. Interestingly, cross-day lagged analysis showed that more negative emotions teachers with low and medium level of occupational mental health experienced, more negative internal working model they adopted the next day. On the contrary, more positive emotions teachers with high level of occupational mental health experienced, less negative internal working model they adopted the next day./t/nThe main findings of the present study have some important implications for improving teacher occupational mental health.
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Subjects: Psychology >> Cognitive Psychology Subjects: Psychology >> Educational Psychology submitted time 2024-04-04
Abstract： Teachers often experience inattentional blindness towards off-seat behavior during classroom management, which poses the question: is there a specific attentional advantage area for teachers in detecting such behavior? One study used cartoon images to prove that teachers’ detection does indeed have a location effect. However, it needs to take into account the elements of the real-world scenarios, including three-dimensional features, background and action. The present study aims to explore the impact of seating location factors (row, center versus periphery and each location) on teachers’ detection of off-seat behavior within real classroom scenarios through two experiments. This study carried out an inattentional blindness test with classroom management tasks. The final sample consisted of 230 teachers from special schools. Participants needed to face a computer screen where student seats were arranged in a three-row by three-column pattern. They were tasked to identify who raised their hands and pointed out their locations. The unexpected occurrence involved the disappearance of one student positioned in different seats throughout the task. All participants were randomly divided to nine experimental locations. The study employed a static IB task akin to self-study (Experiment 1) and a dynamic IB task modeled after interactive teaching as material (Experiment 2), both based on real classroom contexts. The results revealed that teachers do indeed have a certain attentional advantage area when it comes to detecting off-seat behavior: 1. Row effect was observed stably in both scenarios with off-seat behavior of students in the front rows being more readily detected. 2. The central inhibitory effect was noted only in static situation, not dynamic ones. In static condition, students with off-seat behavior were more likely to be detected when seated peripherally rather than centrally. 3. There was a significant correlation in detection rates among the same teachers across the two experiments, with teachers’ performance in the second experiment not being influenced by expectations set by the first. These findings indicated: 1. The inattentional blindness of individual teachers to students’ off-seat behavior is relatively stable. 2. Front row seating is more detectable for the teachers to notice the “missing student.” 3. In the static situation teacher should avoid arranging students prone to off-seat behavior in central area. The study extends the research paradigm of the IB test in educational settings. Moreover, it provides scientific basis for teachers to strategically arrange seating plans, especially for students with special needs.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Applied Psychology submitted time 2024-03-28
Abstract： To investigate the current situation and relationship between teachers’ organizational support, psychological capital and job involvement in vocational colleges, and to provide reference for vocational colleges to carry out teacher team reform. Methods From September to December 2023, 282 teachers from 5 vocational colleges in our province were investigated by convenience sampling, general data questionnaire, organizational support scale, psychological capital scale and job involvement scale. Results The scores of organizational support were (3.36± 0.39), psychological capital (4.10±0.49) and job engagement (3.52±0.54). The three were positively correlated (r=0.943, r=0.884, r=0.898, P<0.01). Organizational support and psychological capital have a direct positive effect on teachers’ job involvement, and psychological capital has a partial mediating effect between organizational support and job involvement (18.05%). Conclusion The organizational support, psychological capital and job involvement of vocational college teachers are at the medium level, and psychological capital and organizational support have positive effects on teachers’ job involvement. Therefore, vocational colleges should further strengthen the organizational support and psychological capital investment level for teachers, enhance their sense of professional value and sense of mission, and promote the continuous improvement of vocational education and teaching quality
Peer Review Status:Awaiting Review
Subjects: Psychology >> Psychological Measurement submitted time 2023-12-21
Abstract： Situational Judgment Tests (SJTs) have gained popularity for their unique testing content and high face validity. However, traditional SJT formats, particularly those employing multiple-choice (MC) options, have encountered scrutiny due to their susceptibility to test-taking strategies. In contrast, open-ended and constructed response (CR) formats present a propitious means to address this issue. Nevertheless, their extensive adoption encounters hurdles primarily stemming from the financial implications associated with manual scoring. In response to this challenge, we propose an open-ended SJT employing a written-constructed response format for the assessment of teacher competency. This study established a scoring framework leveraging natural language processing (NLP) technology to automate the assessment of response texts, subsequently subjecting the system's validity to rigorous evaluation. The study constructed a comprehensive teacher competency model encompassing four distinct dimensions: student-oriented, problem-solving, emotional intelligence, and achievement motivation. Additionally, an open-ended situational judgment test was developed to gauge teachers' aptitude in addressing typical teaching dilemmas. A dataset comprising responses from 627 primary and secondary school teachers was collected, with manual scoring based on predefined criteria applied to 6,000 response texts from 300 participants. To expedite the scoring process, supervised learning strategies were employed, facilitating the categorization of responses at both the document and sentence levels. Various deep learning models, including the convolutional neural network (CNN), recurrent neural network (RNN), long short-term memory (LSTM), C-LSTM, RNN+attention, and LSTM+attention, were implemented and subsequently compared, thereby assessing the concordance between human and machine scoring. The validity of automatic scoring was also verified.
This study reveals that the open-ended situational judgment test exhibited an impressive Cronbach's alpha coefficient of 0.91 and demonstrated a good fit in the validation factor analysis through the use of Mplus. Criterion-related validity was assessed, revealing significant correlations between test results and various educational facets, including instructional design, classroom evaluation, homework design, job satisfaction, and teaching philosophy. Among the diverse machine scoring models evaluated, CNNs have emerged as the top-performing model, boasting a scoring accuracy ranging from 70% to 88%, coupled with a remarkable degree of consistency with expert scores (r= 0.95, QWK=0.82). The correlation coefficients between human and computer ratings for the four dimensions—student-oriented, problem-solving, emotional intelligence, and achievement motivation—approximated 0.9. Furthermore, the model showcased an elevated level of predictive accuracy when applied to new text datasets, serving as compelling evidence of its robust generalization capabilities.
This study ventured into the realm of automated scoring for open-ended situational judgment tests, employing rigorous psychometric methodologies. To affirm its validity, the study concentrated on a specific facet: the evaluation of teacher competency traits. Fine-grained scoring guidelines were formulated, and state-of-the-art NLP techniques were used for text feature recognition and classification. The primary findings of this investigation can be summarized as follows: (1) Open-ended SJTs can establish precise scoring criteria grounded in crucial behavioral response elements; (2) Sentence-level text classification outperforms document-level classification, with CNNs exhibiting remarkable accuracy in response categorization; and (3) The scoring model consistently delivers robust performance and demonstrates a remarkable degree of alignment with human scoring, thereby hinting at its potential to partially supplant manual scoring procedures.
Subjects: Psychology >> Educational Psychology submitted time 2023-10-30
Abstract： There has been growing interest in the relation among students’ perceived teacher support, mathematics learning engagement, and mathematics anxiety in the last decade. Longitudinal models are needed to provide new insights into the role of engagement in mathematics learning. Based on the control-value theory and developmental dynamic bio-psycho-social model of mathematics anxiety, the present study followed 1796 students from Grades 3 to 6 to investigate the longitudinal associations among perceived teacher support and two conceptually distinct dimensions of mathematics anxiety (i.e., mathematics evaluation anxiety and learning mathematics anxiety). We further explored the potential mediator effects of mathematics learning engagement between perceived teacher support and mathematics anxiety. We found bidirectional longitudinal associations between teacher support and learning mathematics anxiety from Grade 3 to grade 6, as well as unidirectional longitudinal associations between teacher support and mathematics evaluation anxiety (from mathematics evaluation anxiety to teacher support). Furthermore, mathematics learning engagement mediated the relation between perceived teacher support and mathematics anxiety (including learning mathematics anxiety and mathematics evaluation anxiety). These findings highlight the importance of understanding the dynamic interplay among perceived teacher support, mathematics learning engagement, and mathematics anxiety from a developmental perspective.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： The eye gaze of instructors is an important but easily overlooked element in video-based learning environments. The importance of the potential roles of eye gaze can be explained by several theories, such as parasocial theory and social agent theory. These theories suggest that an instructor’s eye gaze in video-based learning environments can promote learning. Other theories such as cognitive theory of multimedia learning and cognitive load theory suggest that an instructor’s eye gaze may hinder learning. While these theories predict the effect of an instructor’s eye gaze differently, in this review article we found inconsistencies in several empirical studies. First, the retention and transfer tests are mainly used to gauge the learning outcome. On retention tests, 9 (60%) of 15 studies show that eye gaze in the video can improve students' retention test, and 6 studies (40%) show that eye gaze can hinder students' performance on retention tests. The median effect size for the eye gaze facilitated retention test was d = 0.41. The median effect sizes for the guided gaze and direct gaze facilitated retention tests were d = 0.28 and d = 0.42. On the transfer test, 6 (40%) of 15 studies show that eye gaze in the video can improve students' transfer test, 1 study (7%) shows that eye gaze can reduce students’ performance on a transfer test, and 8 studies (53%) show that eye gaze can hinder students' performance on transfer tests. The median effect size for the eye gaze facilitated transfer tests was d = 0.39. The median effect sizes for the guided gaze and direct gaze facilitated transfer tests were d = 0.24 and d = 0.42. The above study showed a small facilitative effect of eye gaze on retention and transfer tests. Second, in terms of attentional processing, previous studies have focused on the learner's fixation times on learning materials. 6 (38%) of 16 studies show that eye gaze in the video can increase students' fixation times on learning material, 7 studies (44%) show that eye gaze can reduce students’ fixation times on learning material, and 6 studies (38%) show that eye gaze can hinder students' fixation times on learning material. The median effect size for the eye gaze facilitated fixation times on learning material was d = 0.06. The median effect sizes for the guided gaze and direct gaze facilitated fixation times were d = 0.19 and d =﹣0.14.The above studies suggest that the effect of eye gaze on attentional processing is relatively weak. Third, in terms of subjective experience, parasocial interactions and cognitive load were mainly explored. For the parasocial interaction, 5 (56%) of 9 studies show that eye gaze in the video can improve students' parasocial interaction, and 4 studies (44%) show that eye gaze can hinder students' retention test. The median effect size for the eye gaze facilitated parasocial interaction was d = 0.35. The median effect sizes for the guided gaze and direct gaze facilitated parasocial interaction were d = 0.04 and d = 0.37. Regarding cognitive load, 3 (33%) of 9 studies show that eye gaze in the video can reduce students' cognitive load, and 6 studies (44%) show that eye gaze can increase students' cognitive load. The median effect size for the eye gaze facilitated cognitive load was d =﹣0.02. The median effect sizes for the guided gaze and direct gaze facilitated cognitive load were d = -0.03 and d = 0.09. The above study showed a small facilitative effect of eye gaze on parasocial interaction, but a very weak effect on cognitive load. In addition, the above findings support the parasocial interaction theory, social agency theory, and signaling principle, but not the cognitive theory of multimedia learning or the cognitive load theory. Future research needs to consider the moderating role of the type of eye gaze, facial expressions, prior knowledge experience, and the nature of the learned material. Further exploration is needed for the cognitive processing of eye gaze affecting learning and the related cognitive neural activity.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： In video-based learning environments, the roles of real human teachers are important. There are different theoretical explanations for their roles, such as parasocial theory, social presence theory and social agent theory. These theories suggest that real human teachers in video-based learning environments promote learning; Other theories such as cognitive theory of multimedia learning and cognitive load theory believe that real human teachers may hinder learning. By examining past research, we found that teachers have a weak effect on the promotion of video-based learning, specifically the week effect are on knowledge retention (d = 0.23) and knowledge transfer (d = 0.1); We also found that, teachers have moderate and large influence on subjective experience of video learning, especially on perceived learning (d = 0.49), learning interest (d = 0.5), and learning satisfaction (d = 2.21); Another finding from the literature review is that with the presence of teachers in video-based learning, learners may decrease their attentions to learning material (d = -2.02). Our review of the literature suggests that future research still needs to pay close attention to the presentation of human teachers as a function of learner characteristics, learning material characteristics, and measurement methods in video learning.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： The subjective well-being (SWB) of teachers affects not only their own mental health and career development, but also has flow-on effects for the well-being of students in their care, school processes and the sustainable development of education. As a consequence, the SWB of teachers has attracted the attention of researchers across various fields. Previous work on the SWB of Chinese teachers offers contradictory findings; while some studies have found the level of SWB of Chinese teachers to be high, others provide a more pessimistic assessment. The debate has proven difficult to untangle for two reasons: (1) different norms were applied in different studies, and (2) previous meta-analysis does not consider the effect of publication year. In order to address these limitations, and to explore the pattern and changing trajectory of Chinese teachers’ SWB over time, the current study applies a cross-temporal meta-analysis technique. Fifty-one samples/papers using the General Wellbeing Schedule (GWB) to investigate Chinese teachers’ SWB level (N= 13, 600) from 2002 to 2019 were included. Each sample was coded according to journal type, sampling area, learning stage, and sex ratio, these being used as independent or control variables. Our results showed that: (1) The total scores of SWB among Chinese teachers were negatively correlated by year, indicating that teachers’ SWB level has decreased steadily in the past 18 years. (2) The changes of eight social indicators, including social economic condition (residents’ consumption level, housing prices, elderly dependency ratio and educational expenditure), social connectedness (divorce rate, family size and urbanization level) and overall threat (crime rate), were key predicting factors for the decrease in SWB level among Chinese teachers. (3) The decreasing trend in SWB levels was more striking among primary and middle school teachers than for college teachers, with the mean SWB scores of college teachers being significantly higher than that of primary and middle school teachers. In conclusion, the present study showed that Chinese teachers’ SWB level has decreased in the context of rapid social change occurring in contemporary China. In addition, combined with the corresponding macro-social indicators, a three-dimensional theoretical framework is proposed to explain the SWB for teachers as a social group.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Under the background of the continuous increase in the prevalence of autism spectrum disorder (ASD) year by year as well as policy promotion and institutional guarantee of the inclusive education mode of learning in regular class, which covered every children with any kind of disability, children with ASD has become the new growth point of this kind of inclusive education. More and more autistic children are going to regular schools, although there was no accurate data on children with autism attending regular classes in China. However, the fact was that regular education teachers were generally lack of knowledge and skills in ASD and evidence-based educational interventions, which seriously undermines the results of this kind of inclusion education for these children. Setting up practice-oriented general education courses related to evidence-based education interventions in normal universities and providing pre-service teachers of autistic children with knowledge of evidence-based education interventions and cultivating their ability to faithfully implement these methods was an important entry point to fundamentally reverse this situation. The reality of both class periods being less and education internship opportunities being relative lack, made the question how practice-oriented general curriculum teaching can promote related teachers to take effective and efficient means of training or technology, which will assist pre-service teachers with autonomously learning evidence-based education interventions so that they can implement them with high fidelity, became the primary real problem today’s normal universities must be responded. Among thousands of evidence-based interventions, the Discrete Trial Teaching (DTT) got its evidence- based position for double advantage. First, All kinds of children, including the autistics and even their typical peers, could get many gains from the experiences of DTT intervention. The significant intervention improvements was occurred in areas such as intellectual skills, daily living skills, recognition and language skills, Motor and imitation skills, Symptoms of autism, problem behaviors, the numbers of supportive needs and so on. Besides this benefit to children with ASD, another advantage of DTT was it can be mastered and implemented with high fidelity by variety of stakeholders, including pre-service teachers from variety of contexts, such as school, community, institution, clinics and families and so on. It is therefore imperative for the pre-service teachers to find an efficient and effective self-instruction procedure based on their daily learning environment, help them acquire the core knowledge and skills of DTT, and enable them to apply these knowledge and skills to the life of autistic children for the sake of solving practical problems. In addition, do the advantages of channel effect and asynchronous training strategies still exist stably in the self-instruction of DTT skills of these pre-service teachers? The question remains untested. In order to answer these questions, based on the existing researches, and with more detailed and intuitive real teaching videos replacing animation materials of relevant studies, the current study attempted to use pre-service teachers who never contacted with children with ASD as participants to exam what influences will be brought by different presenting modes of learning materials on their acquisition of DTT. By means of separately applying a self-paced repeating loop procedure of “learning→test→answer→feedback” and a role playing plus a self-paced repeating loop procedure of “learning→test→answer→feedback”, researchers conducted three experiments, respectively exploring what kinds of knowledge learning effect and practical operation transformation effect that pre-service teachers will perform, under the visual single-channel pattern (word, PPT) and audio-visual dual-channel pattern (real teaching video). Experiment 1 recruited 24 students from Northwest Normal University, and tested the effect of audiovisual dual-channel materials on the DTT learning effect of pre-service teachers from the perspective of the presentation models of learning materials. Experiment 2 repeated the general method of Experiment 1 with another 24 participants recruited from the same university, aiming at exploring whether the distribution way of the test materials would affect the results of the experiment 1. Considering that DTT is a very practical skill, researchers conducted experiment 3 with another 6 participants, with the purpose of exploring whether audiovisual dual-channel materials had learning advantages at the level of practice application. The results of Experiment 1 showed that the presentation models of learning materials had a significant impact on the independent learning effect of pre-service teachers in Discrete Trial Teaching: The audio-visual dual-channel material (real teaching video) which is composed of “subtitle + picture + sound explanation” produced the most desirable results. Between the rest two of visual single-channel materials, the PPT material which is composed of “text + image” had a slight advantage over the Word text material. The result of experiment 2 was consistent with that of experiment 1, which excluded the influence of the distribution of test materials on the experimental results. At the same time, it was further verified that PPT material had more advantages than Word text material. The results of Experiment 3 further proved that the advantages of real teaching videos were still existed. These findings suggested that the effective and efficient way for pre-service teachers to learn Discrete Trial Teaching will appear at the moment when the learning content was presented in audio-visual dual channels, both at the level of theory learning (Experiment 1, Experiment 2, Experiment 3) and implementation (Experiment 3). The field of pre-service teachers' evidence-based practices training also has modality effect. The real instruction video had learning advantage, regardless of its level of declarative knowledge or operational and procedural knowledge for evidence-based practices. Besides enriching the existing research literature, the implications of these findings were as followed: (1) provided further supporting evidence for the existence of modality effects; (2) extended modality effects into the learning field of evidence-based practices; (3) brought certain inspiration and practical value to teaching reform and innovation for pre-service teachers' capacity of evidence-based education; (4) lay a foundation for improving the quality and level of inclusion education for children with ASD on the supply side of the universities that cultivate teachers for the first line of education systems.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： The three dimensions of teacher’s job burnout, emotional exhaustion, depersonalization and reduced personal accomplishment, are relatively independent but also have mutual influence. Research into their developmental relationship is helpful to understand the developmental process of job burnout and identify the early symptoms of job burnout. 3837 primary school teachers took part in this two-wave longitudinal study with interval for three years. We conducted structural equation model (SEM) to compare five representative developmental models, basic model and full model, while using cross-lagged panel network model (CLPN) to highlight pathways among three dimensions and to reveal pathways among the constituting variables within each dimension. In the cross-lagged panel network model, the relations among individual items were modeled both within and across time point. Results of SEM showed that when considering the effect size r > 0.1, the optimal development model for primary school teachers’ job burnout dimensions was “T1 emotional exhaustion and reduced personal accomplishment separately predicted T2 emotional exhaustion and reduced personal accomplishment, T1 depersonalization predicted T2 depersonalization and T2 reduced personal accomplishment”. Results of CLPN showed that the center of the network was an important outcome “experiencing positive impact and value at work” (item 3 of reduced personal accomplishment) and an important predictor “not caring what students think” (item 4 of depersonalization). The strongest pathways in the network were the effect of “experiencing positive impact and value at work” (item 3 of reduced personal accomplishment) on “not caring what students think” (item 4 of depersonalization) and the effect of “insomnia and headache caused by work” (item 8 of emotional exhaustion) on “exhaustion and depression” (item 2 of emotional exhaustion). While the former belonged to the vertical process between depersonalization and reduced personal accomplishment, the latter belonged to the vertical process within emotional exhaustion. The direct impacts of emotional exhaustion on depersonalization and reduced personal accomplishment on emotional exhaustion existed but the strengths were obvious weaker than the pathways above. The results supported the optimal development model. Both SEM and CLPN results indicate that depersonalization plays an important role in teacher burnout. One suggestion is to include the evaluations of teachers’ relationships with students, colleagues and leaders to identify the depersonalization symptoms in time, which may effectively prevent the further development of teacher burnout.
Subjects: Psychology >> Social Psychology submitted time 2021-03-21
Abstract： " " "
Peer Review Status:Awaiting Review
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