International Journal of Educational Research, Journal Year: 2024, Volume and Issue: 130, P. 102532 - 102532
Published: Dec. 30, 2024
Language: Английский
BMC Psychology, Journal Year: 2024, Volume and Issue: 12(1)
Published: July 12, 2024
Abstract The main objective of this study is to examine the relationship emotional intelligence with psychological well-being and academic achievement through positive characteristics among university students in China. was conducted postgraduate undergraduate students. integration theory used study. introduced framework included as independent variable, self-efficacy, motivation, resilience three mediators, two dependent variables. A survey 518 students, structural equation modelling analyse data. found that positively related characteristics, well-being, achievement, effects were stronger Also, which include resilience, mediate between Proper coping strategies mechanisms can be helpful improve both at same time
Language: Английский
Citations
20
Language Testing in Asia, Journal Year: 2025, Volume and Issue: 15(1)
Published: Jan. 14, 2025
A significant number of students experience anxiety when asked to speak in English. This unease, often rooted factors such as shyness, lack confidence, uncertainty, and a motivation, can hinder their active participation during English oral exams. One the most important goals that every language teacher should strive achieve is assist pupils who are reticent developing self-confidence improving spoken Teachers implement effective strategies classroom, particularly online settings, help hesitant build confidence more comfortably. The research currently available on subject shyness demonstrates there gap this area, critical examination required. Consequently, purpose current study was investigate impact implementation Intelligent Computer-Assisted Language Assessment (ICALA) EFL learners' foreign anxiety, autonomy, enjoyment. Participants were 65 attending institutes Tashkent, Uzbekistan. results multivariate analysis variance (MANOVA) indicate applying ICALA performing tests may moderate students' enjoyment assessment. conclusion be drawn from findings both aforementioned statistical methods. ramifications investigation beneficial for individuals learning language, those teaching making policy.
Language: Английский
Citations
1
BMC Psychology, Journal Year: 2025, Volume and Issue: 13(1)
Published: Feb. 14, 2025
This study aims to revise the emotion and motivation self-regulation questionnaire(EMSR-Q) test its validity among Chinese middle school students. A total of 780 students were selected for item analysis based on classical theory (CTT) multidimensional response (MIRT) respectively exploratory factor analysis. 615 confirmatory criterion test. The full sample was used reliability results show that version EMSR-Q retains 19 items. Pearson correlation coefficients corrected item-total between each score dimension are greater than 0.4. independent t-test high low groups significant. support second-order second-factor model English EMSR-Q. There significant positive correlations dimensions relevant scale (p < 0.01). internal consistency coefficient ranged from 0.671 0.861 split-half 0.726 0.809. discrimination difficulty items good, with α 1.177 β range five options is within [-3,3]. revised indicators meets psychometric requirements can be measure structure characteristics students' self-regulation. It explore possible influence academic development, which provides an important research tool promoting intervention self-regulation, a broad prospect educational application.
Language: Английский
Citations
1
British Educational Research Journal, Journal Year: 2025, Volume and Issue: unknown
Published: Feb. 24, 2025
Abstract The rapid and pervasive integration of artificial intelligence (AI) technologies into education presents both unprecedented opportunities significant challenges. While AI‐powered tools offer personalised learning experiences access to vast knowledge repositories, their successful implementation hinges on a nuanced understanding how learners' psychological cognitive processes interact within these dynamic environments. This study delved the intricate interplay between cognitive‐emotion regulation, critical thinking, academic resilience, motivation autonomy in cohort English as foreign language (EFL) learners engaged AI‐mediated learning. For this, sample 302 EFL was recruited using stratified random sampling method. data were analysed structural equation modelling confirmatory factor analysis through SMART PLS software. Findings revealed that there correlation regulation among Moreover, results showed thinking existed. Additionally, outcomes indicated resilience significantly correlated with autonomy. These findings underscored by cultivating ability effectively manage emotions, engage inquiry exercise autonomy, educators can empower them navigate complexities AI‐integrated environments, achieve success develop essential skills for lifelong digital age.
Language: Английский
Citations
1
Frontiers in Psychology, Journal Year: 2025, Volume and Issue: 16
Published: Jan. 30, 2025
Background Academic passions, including harmonious and obsessive play a significant role in academic life by influencing students’ motivation, engagement, overall success. Critical thinking is essential education as it helps individuals assess, evaluate, make informed decisions based on reasoning, which crucial for growth lifelong learning. Given the increasing emphasis developing critical skills education, to investigate how passions influence this cognitive process Chinese context. Methods A total of 698 valid questionnaires were collected from college students Guangdong Hunan provinces China. This study used latent profile analysis (LPA) profiles passions. Then tested differences Results Three two identified: low, medium, high. Respondents high passion exhibited significantly highest abilities. Conclusion The results confirm heterogeneity Students with higher levels demonstrate enhanced abilities compared their peers. suggests that educators should pay attention when cultivating skills. offers several implications practice. First, colleges provide targeted counseling guidance types passion. Second, necessary balance relationship between promote mental health persistence. Third, help develop passion, thereby improving ability.
Language: Английский
Citations
0
Education and Information Technologies, Journal Year: 2025, Volume and Issue: unknown
Published: Feb. 26, 2025
Language: Английский
Citations
0
Frontiers in Education, Journal Year: 2025, Volume and Issue: 10
Published: March 11, 2025
Background The disposition to critical thinking equips students with the capacity for objective analysis, informed decision-making, and problem-solving. Furthermore, it enhances intellectual autonomy adaptability within academic contexts. Objectives To assess psychometric properties of Critical Thinking Disposition Scale in Peruvian adolescents. Methodology adaptation process was implemented evaluate relevance, clarity, comprehension items through expert judgment pilot testing. Utilizing a sample 499 aged 10–17 years (M = 15.8, SD 1.30), confirmatory factor analysis (CFA) conducted. Results scale demonstrated validity reliability, yielding optimal fit reliability indices that support its unidimensional structure. Conclusion validation context provides valuable instrument assessing fostering propensity employ skills, implications professional practice educational policy. study is significant because shows all values were greater than 0.40, which represents contribute significantly evaluation adolescents’ thinking.
Language: Английский
Citations
0
Han'gug che'yug hag'hoeji. Inmun sa'hoe gwa'hag'pyeon/Hanguk cheyuk hakoeji, Journal Year: 2025, Volume and Issue: 64(1), P. 199 - 213
Published: Jan. 30, 2025
Citations
0
Energy Strategy Reviews, Journal Year: 2025, Volume and Issue: 59, P. 101741 - 101741
Published: April 23, 2025
Language: Английский
Citations
0
British Educational Research Journal, Journal Year: 2025, Volume and Issue: unknown
Published: April 28, 2025
Abstract This study aimed to investigate whether an artificial intelligence (AI)‐supported learning environment significantly boosts academic emotion regulation, self‐esteem, second language (L2) experiences and growth mindsets among English as foreign (EFL) learners in China. For this purpose, a quasi‐experimental design was employed, involving 120 participants (60 males 60 females) aged 18–25, who were randomly assigned either experimental group (EG) or control (CG). The EG experienced AI‐integrated classes, while the CG received traditional instruction. Pre‐ post‐tests conducted measure key variables, data analysed using analysis of covariance independent samples t ‐tests. Findings documented that demonstrated higher levels L2 compared on post‐tests. These findings underline potential environments positively shape learners' emotional, psychological cognitive outcomes. concludes with important implications for EFL instructors, students policymakers by stressing need develop targeted interventions leveraging AI‐powered technologies support holistic learner development.
Language: Английский
Citations
0