Inhibitors to EFL teachers’ reflective teaching and EFL learners’ reflective thinking and the role of teaching experience and academic degree in reflection perception

The present study investigated Iranian English as a Foreign Language (EFL) teachers’ perception of their own reflective teaching, of inhibitors to their reflective teaching, of inhibitors to their students’ reflective thinking, and the impact of teaching experience and academic degree on their perception of reflective teaching. To this end, 304 private-language-institute English as a Foreign Language Teachers teachers participated in the study by completing English Language Teaching Reflection Inventory developed by Akbari, Behzadpoor, and Dadvand, Inhibitors to EFL Teachers’ Reflective Teaching Questionnaire and Inhibitors to EFL Learners’ Reflective Thinking Questionnaire, with the last two instruments being developed and validated by the researchers. The results indicated that (1) Iranian EFL teachers perceived their reflective teaching to lie at a medium level, (2) three types of inhibitors to EFL teachers’ reflective teaching included ‘lack of knowledge’, ‘affective-emotional’ and ‘teaching situation’ inhibitors, and (3) three types of inhibitors to EFL learners’ reflective thinking also comprised ‘affective-emotional’, ‘cognitive’ and ‘learning situation’ inhibitors. The results of two-way ANOVA indicated both academic degree and teaching experience significantly differentiated Iranian EFL teachers with respect to their reflective teaching perception, but the interaction effect of them did not do so. The results are discussed in detail in the article.     

Gender differences in students’ rational decisions to cheat

Few rational choice studies of deviant behavior have reported statistical tests of difference in the effects of explanatory variables between men and women. Using scenario‐based survey data from a sample of 330 university students (171 women and 159 men), this study examined gender differences in levels and effects of explanatory variables on intentions to cheat on exams. Findings showed significant gender differences in mean scores of low self‐control, anticipated shame states, perceived external sanctions, grade point average, and reported test‐cheating intentions. Regression analyses showed that the effects of moral beliefs and perceived pleasure of cheating were significantly more pronounced in predicting women's cheating intentions, whereas men were more affected by prior cheating experiences and friends’ cheating behavior. Findings also indicated that anticipated shame states accounted for the association between gender and cheating intentions. These results are consistent with recent studies dealing with gender‐related developmental differences regarding deviant propensities.     

Sixty seconds about each student–studying qualitative and quantitative differences in teachers’ knowledge and perceptions of their students

Social Psychology of Education - This study explored the content and nature of teachers’ knowledge and perceptions of their students. The knowledge and perceptions of seven Dutch secondary...     

Are there gender differences in cognitive reflection? Invariance and differences related to mathematics

ABSTRACT

Cognitive reflection is recognized as an important skill, which is necessary for making advantageous decisions. Even though gender differences in the Cognitive Reflection test (CRT) appear to be robust across multiple studies, little research has examined the source of the gender gap in performance. In Study 1, we tested the invariance of the scale across genders. In Study 2, we investigated the role of math anxiety, mathematical reasoning, and gender in CRT performance. The results attested the measurement equivalence of the Cognitive Reflection Test – Long (CRT- L), when administered to male and female students. Additionally, the results of the mediation analysis showed an indirect effect of gender on CRT-L performance through mathematical reasoning and math anxiety. The direct effect of gender was no longer statistically significant after accounting for the other variables. The current findings suggest that cognitive reflection is affected by numerical skills and related feelings.     

Child age, parent and child gender, and domain differences in parents’ attributions and responses to children’s outcomes

The influence of children’s age, and parents’ and children’s gender on parents’ attributions and emotional and behavioral responses to their children’s successful and unsuccessful social and academic outcomes, was investigated. Seventy-six dual-parent families (mothers and fathers) of fifth (n=28), eighth (n=23), and eleventh grade (n=25) children participated. The results of this study suggest that from fifth grade on, at least, the ways parents explain the causes of and respond to their children’s social behavior and academic outcomes involves a complex interaction of children’s age, children’s gender, parents’ gender, domain, and outcome. Results are discussed in terms of children’s socialization. This paper is based in part on a master’s thesis at Clark University by the first author. An earlier version of this paper was presented at the annual meeting of the Eastern Psychological Association, Providence, RI, April 1994. The authors would like to thank the parents, teachers, and school administrators of Holden and Auburn, Massachusetts, who participated in this project. We would also like to thank Kristen Rotis and Leslie Edwards for their tireless help in revising and preparing the questionnaires, and for entering data for this project.     

Addition in kindergarten: The role of mothers’ and teachers’ language

Data from a longitudinal investigation were used to examine the effects of mothers’ and teachers’ language on children’s developing mathematical competencies during the kindergarten year. Specifically, 1) mothers’ use of metamemory talk, or references to the process of remembering, and 2) teachers’ use of cognitive processing language (CPL), or instruction that encourages deep levels of processing and metacognition, were related to students’ addition skills in kindergarten. The findings indicated that while maternal metamemory talk was associated with children’s mathematical competencies at school entry, teachers’ use of CPL was associated with the amount of growth that students demonstrated across the year, especially regarding strategy use. The results highlight the need for additional research that examines students’ academic trajectories longitudinally as a function of the language to which they are exposed at home and school.     

A multilevel examination of teachers’ occupational commitment: the roles of job resources and disruptive student behavior

Social Psychology of Education - The aim of the current study was to extend knowledge of occupational commitment by examining predictors at the teacher- and school-level. Several job resources...     

Gender differences in conversation topics, 1922–1990

Gender differences in conversation topics were first systematically studied in 1922 by Henry Moore, who theorized that the gender differences in topic choice he observed in a field observation study would persist over time, as they were manifestations of men's and women's original natures. In this paper, I report a 1990 replication of Moore's study, in which similar but smaller gender differences in topic choice are found. In order to explore further the apparent trend toward smaller gender differences, reports of quantitative observation studies conducted between 1922 and 1990 are examined. Other explanations besides change over time—such as variations in conversation setting and audience, target populations, and researcher's intentions—may account for the decline in gender differences in topic choice. Social influences are seen more clearly in the discourse about gender differences in conversation than in gender differences in conversation topics themselves.I am grateful to Renee Anspach, Maria Krysan, Howard Schuman, and Candace West for their many helpful suggestions. I also thank the Research Methods students in Howard Schuman's course who, with Maria Krysan, executed the study described in this paper. The Social Sciences and Humanities Research Council of Canada provided support for this project.     

Four components that sustain teachers’ commitment to students – a relational and temporal model

Teacher commitment is a key factor for explaining how and why teachers care about their students’ learning and well-being, and it is a well-known fact that teachers invest emotionally in their work and their students. The purpose of the article is to contribute to the conceptual underpinning of commitment in relation to the teacher-student relationship and to suggest a conceptual model based on empirical material. Eight teachers were selected for interview, all of whom had been in the profession since 1993 and had reported high commitment throughout their careers. The content of the teachers’ accounts were analysed, with attention to how commitment to students manifested itself in their stories. The analysis resulted in a model consisting of four temporally related components of teacher commitment to students: moral, action/motivational, knowledge/self-confidence and reward/self-esteem. Understanding teacher commitment is important for preventing teacher attrition. Rather than applying general measures to boost commitment, this model provides conceptual bases for addressing deficits in particular components of teacher commitment.     

An investigation of the relationship between teachers’ expectations and teachers’ perceptions of student attributes

Little is known about factors other than students’ abilities and background variables that shape teachers’ achievement expectations. This study was aimed at investigating the role of teachers’ perceptions of students attributes (working habits, popularity, self-confidence, student–teacher relationships, and classroom behavior) in shaping teachers’ expectations. The sample analyzed consisted of 5316 students and 469 classes in grade 6 in Dutch primary education. Teachers had higher expectations for students who they perceived as self-confident and having positive work habits. Differences in expectations between boys and girls could partly be explained by the teachers’ perceptions of students’ work habits. Teachers differed in the extent to which they let their perceptions of student attributes shape their expectations.     

Author gender differences in psychology citation impact 1996–2018

Academic psychology in the USA is a gender success story in terms of overturning its early male dominance but there are still relatively few senior female psychology researchers. To assess whether there are gender differences in citation impact that might help to explain either of these trends, this study investigates psychology articles since 1996. Seven out of eight Scopus psychology categories had a majority of female first-authored journal articles by 2018. From regression analyses of first and last author gender and team size, female first authors associate with a slightly higher average citation impact, but extra authors have a 10 times stronger association with higher average citation impact. Last author gender has little association with citation impact. Female first authors are more likely to be in larger teams and if team size is attributed to the first author's work, then their apparent influence of female first authors on citation impact doubles. While gender differences in average citation impact are too small to account for gender-related trends in academic psychology, they warn that male-dominated citation-based ranking lists of psychologists do not reflect the state of psychology research today.     

The role of ethnic origin and situational information in teachers’ reactions to social exclusion among students

Social Psychology of Education - The current study investigated pre- and in-service teachers' reactions to interethnic exclusion in Germany. Using hypothetical scenarios, we examined a sample...     

Gender differences in preschool children’s declared and behavioral compliance with pedestrian rules

The study examined gender differences in compliance with pedestrian rules among preschool children. Two groups of 5-year-old boys and girls containing a total of 162 children participated in the study. First, the children’s compliance was assessed during crossing and walking by observing their pedestrian behaviors. Then, each child was interviewed on pedestrian-danger appraisal, rule knowledge, rule compliance, and rule internalization. As hypothesized, the results showed that girls’ behaviors were more compliant than those of boys. However, boys were more compliant than girls in looking at the surrounding environment as they traveled and before crossing. Girls said they were more compliant with rules, had better knowledge of rules, and exhibited greater rule internalization than boys. Danger appraisals, however, were found to be comparable for boys and girls. Moreover, declared compliance was linked to behavioral compliance among girls but not among boys. These findings suggest that girls and boys have different motives for obeying safety rules. The results are discussed in regard to the origins of gender differences in traffic-rule compliance.     

Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields

The United States has made a significant effort and investment in STEM education, yet the size and the composition of the STEM workforce continues to fail to meet demand. It is thus important to understand the barriers and factors that influence individual educational and career choices. In this article, we conduct a literature review of the current knowledge surrounding individual and gender differences in STEM educational and career choices, using expectancy–value theory as a guiding framework. The overarching goal of this paper is to provide both a well-defined theoretical framework and complementary empirical evidence for linking specific sociocultural, contextual, biological, and psychological factors to individual and gender differences in STEM interests and choices. Knowledge gained through this review will eventually guide future research and interventions designed to enhance individual motivation and capacity to pursue STEM careers, particularly for females who are interested in STEM but may be constrained by misinformation or stereotypes.     

Teachers as role models: Are there gender differences in microcomputer-based mathematics and science instruction?

This study examines whether male and female teachers differ in (a) their background or training for instructional uses of microcomputers and (b) their uses of microcomputers to teach mathematics and science. Research carried out in 60 classrooms, 49 schools, and 25 districts in California provided data on district and school microcomputer policies; classroom contexts; and teachers' characteristics, instructional decisions, and practices. A secondary analysis of these data indicated that district and school characteristics and classroom organization and composition did not differ, by and large, among male and female teachers. Furthermore, gender was unrelated to teachers' subject matter and computer knowledge, patterns of microcomputer-based instruction, and instructional decisions and practices. Both female and male teachers provide leadership in the microcomputer movement, have the relevant training and experience which contributes to microcomputer use, use microcomputers for instruction in a variety of ways, and present equally viable role models.Funded by the National Institute of Education (NIE), this study was restricted to California for budgetary reasons. Nevertheless, California appears to be representative of microcomputer use in other leading states (Chambers & Bork, 1980).     

Infant,primary and secondary teachers’ conceptions of learning and teaching and their relation to educational variables

It has been established that teachers’ conceptions of learning and teaching influence their instructional practices. Several authors maintain that these conceptions are based on certain implicit assumptions that give rise to different theories. Our view is that people have multiple alternative theories which they use depending on the context and the demands of the task. The main purpose of this study was to find out whether such representational plurality exists in teachers’ conceptions and, if it does, whether this plurality can lead to the identification of different representational profiles. We were also interested in studying some of the teaching practice variables that might influence the nature of the representational profiles. Our results, obtained by means of a dilemma questionnaire answered by 1074 teachers from different educational levels and knowledge domains and with different ranges of experience, are consistent with the assumption of representational plurality, as they show that the same teacher may hold different conceptions that set up a conceptions profile. Moreover, the combination of the responses in each profile is not random. Teachers at the more advanced levels and with more teaching experience manifested more traditional conceptions. Furthermore, some knowledge domains were associated with certain conception profiles.     

Exploring gender differences in infant motor development related to parent’s promotion of play

This study explored how parents’ promotion of play may impact gender differences in motor development of six-nine month old infants. Twenty-nine infants between six-nine months of age and their primary caregivers took part in assessments of anthropometry, motor development, video observations of play and a qualitative interview. Results revealed females had significantly higher scores for fine motor skills and significantly higher incidence of touching toys in an individual play scenario compared to males. Males had a higher intensity level of play during both play scenarios. Qualitative explorations found that parents perceived other adults such as surrounding family and friends to promote gender differences but not themselves; however, parents’ verbal interactions with infants did appear to differ by gender. Parents of males more frequently made statements to promote gross motor skills while parents of females more frequently made statements to promote fine motor skills. While biological influences are suggested to play a role on gender differences of motor development early in life, environmental explanations related to socialization, gender-differentiated expectations and experiences amplify these differences to a greater degree than may have been previously considered during this time period.     

Students’ self-regulation and achievement in basic reading and math skills: the role of student–teacher relationships in middle childhood

In this study, we explored both direct and indirect contributions of students’ perceptions of the student–teacher relationship quality (i.e., closeness and conflict) to domains of self-regulation (i.e., task-orientation and metacognition) and basic reading and math skills (i.e., timed word reading and math performance) in middle childhood. Participants were 370 third-to-fifth graders from different regular elementary classrooms across the Netherlands. Using structural equation modelling, evidence was found for positive direct associations between student-perceived closeness and both domains of self-regulation, and a negative direct association between student-perceived conflict and task-orientation. However, indirect associations of closeness and conflict with students’ achievement in basic math and reading skills, through task-orientation and metacognition, could not be established. These results suggest that students’ perceptions of the relationship quality, and closeness in particular, may be especially important for their ability to regulate motivational and cognitive aspects of their own learning.