Search results for "educational psychology"

The Mediating Role of Job Satisfaction in the Relationship between Emotional Intelligence and Life Satisfaction among Teachers during the COVID-19 Pa…

2022

This study examines the indirect effect of job satisfaction on the relationship between emotional intelligence and life satisfaction among teachers during the second wave of the COVID-19 pandemic in Poland. A sample of 322 teachers aged 23–71 (M = 45.37, SD = 8.99) participated in a cross-sectional online survey. The online survey (Google form) contained some demographic information and standardized psychological questionnaires: the Multivariate Emotional Intelligence Scale (MEIS) for measuring emotional intelligence, the Minnesota Satisfaction Questionnaire (MSQ)—a short form for job satisfaction assessment, and the Life Satisfaction Scale (SWLS). Emotional intelligence is a significant po…

Does Positive Thinking Help during Difficult Pandemic Times? The Role of Positive Orientation in the Relationship between Fear of COVID-19 and Percei…

2023

The COVID-19 pandemic has become a huge challenge for the modern world. How people perceive themselves and their coping abilities is important for their mental health and well-being. One of the traits that may be important in effectively coping with difficulties is positive orientation: a stable cognitive disposition that is the opposite of depression and is associated with a positive perception of oneself, one’s life, events, and the future. This study aimed to verify the role of positive orientation in the relationship between fear of COVID-19 and perceived stress. A sample of 907 Polish people took part in this study. FOC-6, P Scale, and PSS-10 questionnaires were used in the presented c…

Effects of a Complex Physical Activity Program on Children’s Arithmetic Problem Solving and Arithmetic Reasoning Abilities

2023

Research has shown that higher levels of physical activity are associated with better cognitive performance in children. However, the benefits of physical activity on academic achievement and specifically on mathematics performance need to be further explored. Therefore, this study aimed to investigate the effects of a complex physical activity (CPA) intervention program, including cognitive involvement, on children’s mathematics performance. The participants were 128 children (aged 12–13 years) attending third grade in three middle schools. They were randomly allocated into a CPA intervention (n = 64) or a waitlist control group (n = 64), the latter of which was given a regular…

Response letter. Effects of a vestibular physiotherapy protocol on adults with intellectual disability in the prevention of falls: A multi‐centre cli…

2019

Helping children in bullying situations: The role of intersubjective understanding and co-regulation

2020

Contemporary definitions of bullying are strikingly in agreement that bullying represents aggressive behaviour involving premeditation, time span, power imbalance and clear role assignment. Even though useful in some situations, these premises are not as helpful if the aim is to improve the social environment in educational contexts. The aim of the present article is to argue that educators need alternative theoretical tools when attempting to improve relations between children. We argue that interpretations of bullying in educational contexts are not ‘owned’ by any specific party, but rather involve (1) intersubjective negotiation and (2) the co-regulative competence of educators and child…

Harmonic priming in an amusic patient: the power of implicit tasks.

2008

Our study investigated with an implicit method (i.e., priming paradigm) whether I.R. - a brain-damaged patient exhibiting severe amusia - processes implicitly musical structures. The task consisted in identifying one of two phonemes (Experiment 1) or timbres (Experiment 2) on the last chord of eight-chord sequences (i.e., target). The targets were harmonically related or less related to the prior chords. I.R. displayed harmonic priming effects: Phoneme and timbre identification was faster for related than for less related targets (Experiments 1 and 2). However, I.R.'s explicit judgements of completion for the same sequences did not differ between related and less related contexts (Experimen…

Self-modeling epistemic spaces and the contraction principle

2020

What Graziano and colleagues describe as the “attention schema” really is one special case of what I have called the “phenomenal model of the intentionality relation” (PMIR) since 1993 (Metzinger, ...

Do categorical representations modulate early perceptual or later cognitive visual processing? An ERP study.

2021

Abstract Encoding of perceptual categorical information has been observed in later cognitive processing like memory encoding and maintenance, starting around 300 ms after stimulus onset (P300). However, it remains open whether categorical information is also encoded in early perceptual processing steps (reflected in the mismatch negativity component; vMMN). The main goal of this study was to assess the influence of categorical information on both early perceptual (i.e., vMMN component) and later cognitive (i.e., P300 component) processing within one paradigm. Hence, we combined an oddball paradigm with a delayed memory task. We used five-dot patterns belonging to different categories even t…

Learning Motivation and Activity Contexts

1994

Abstract Learning motivation has a special explanatory status in educational psychology and educational practice. Motivation and learning often are studied separately. In the achievement motivation tradition, achievement situation is the connecting link between learning process and achievement need. The explanatory power of this link has limitations. The activity concept is proposed as a unit which is able to offer a broader basis for a unified concept of learning motivation.

Controlling reactive aggression through cognitive evaluation of proactive aggression cues

2006

The authors investigated how the relationship between the acts of proactive and reactive aggression was moderated by the individual differences in cognitive regulation of emotion. An aggression paradigm, a electrocardiogram recording, a cognitive assessment battery, and a short form IQ test were completed by 109 children, aged 8 to 13 years (Juujarvi, Kaartinen, Laitinen, Vanninen, & Pulkkinen, 2006; Juujarvi, Kooistra, Kaartinen, & Pulkkinen, 2001; Lehto, Juujarvi, Kooistra, & Pulkkinen, 2003). The less the children subdued the intensity of their defence to the attacks in the aggression paradigm, the poorer they performed in the cognitive assessment battery tasks measuring Working memory c…