Robust Modeling of Epistemic Mental States

This work identifies and advances some research challenges in the analysis of facial features and their temporal dynamics with epistemic mental states in dyadic conversations. Epistemic states are: Agreement, Concentration, Thoughtful, Certain, and Interest. In this paper, we perform a number of statistical analyses and simulations to identify the relationship between facial features and epistemic states. Non-linear relations are found to be more prevalent, while temporal features derived from original facial features have demonstrated a strong correlation with intensity changes. Then, we propose a novel prediction framework that takes facial features and their nonlinear relation scores as input and predict different epistemic states in videos. The prediction of epistemic states is boosted when the classification of emotion changing regions such as rising, falling, or steady-state are incorporated with the temporal features. The proposed predictive models can predict the epistemic states with significantly improved accuracy: correlation coefficient (CoERR) for Agreement is 0.827, for Concentration 0.901, for Thoughtful 0.794, for Certain 0.854, and for Interest 0.913.Comment: Accepted for Publication in Multimedia Tools and Application, Special Issue: Socio-Affective Technologie

Exploring young students creativity: The effect of model eliciting activities

The aim of this paper is to show how engaging students in real-life mathematical situations can stimulate their mathematical creative thinking. We analyzed the mathematical modeling of two girls, aged 10 and 13 years, as they worked on an authentic task involving the selection of a track team. The girls displayed several modeling cycles that revealed their thinking processes, as well as cognitive and affective features that may serve as the foundation for a methodology that uses model-eliciting activities to promote the mathematical creative process

Trust-based quality culture conceptual model for higher education institutions

Higher Education Institutions (HEIs) play a crucial role in societies as they enhance the sustainable development of nations. In a context of increasing competition and financial difficulties in higher education institutions, the loyalty of students, faculty and administration staff as well as institutional reputation are key factors for survival and success. They are built upon trust and high quality of services rendered by HEIs. The intentional development of trust serves the purpose of enhancing the quality culture in higher education. The concept of quality culture has become a natural successor of quality management and quality assurance in universities presenting a new perspective for viewing quality at HEIs - as a combination of structural and managerial with cultural and psychological components. This paper provides an elaboration of a novel Trust-Based Quality Culture Conceptual Model for Higher Education Institutions which presents the perceived interconnections between trust and quality culture at HEIs. It can form a source for an inquiry process at HEIs, thus contributing to better contextual diagnosis of the stage where HEI is in the process of building the quality culture based on trust. The findings of this study are important in better understanding the quality culture development in HEIs that is based on trust, loyalty and reputation. It may have an impact on the decision-making processes concerning HEIs’ management. The proposed model contributes to the need for greater clarity, ordering and systematization of the role of trust in the processes of quality culture development

Understanding workaholics' motivations: a self-determination perspective

In order to explain the diverging well-being outcomes of workaholism, this study aimed to examine the motivational orientations that may fuel the two main components of workaholism (i.e. working excessively and working compulsively). Drawing on Self-Determination Theory, both autonomous and controlled motivation were suggested to drive excessive work, which therefore was expected to relate positively to both well-being (i.e. vigor) and ill-health (i.e. exhaustion). Compulsive work, in contrast, was hypothesized to originate exclusively out of controlled motivation and therefore to only associate positively with ill-being. Structural equation modeling in a heterogeneous sample of Belgian white-collar workers (N=370) confirmed that autonomous motivation associated positively with excessive work, which then related positively to vigor. Controlled motivation correlated positively with compulsive work, which therefore related positively with exhaustion. The hypothesized path from controlled motivation to exhaustion through excessive work was not corroborated. In general, the findings suggest that primarily compulsive work yields associations with ill-being, since it may stem from a qualitatively inferior type of motivation

‘Only true friends could be cruelly honest’: Cognitive scaffolding and social-affective support in teacher feedback literacy

Feedback is an important but challenging aspect of higher education pedagogy. In addition to providing quality feedback, teachers are expected to develop students’ skills and awareness for effective feedback processes. This case study addresses both processes and products of a Chinese university English teacher’s feedback enabling practice by involving students in peer feedback on oral presentations. Data from classroom observations and interviews reveal various strategies of cognitive scaffolding and social-affective support in the teacher’s feedback enabling processes, as well as skill development of generating peer feedback and awareness enhancement in accepting critical feedback with a positive attitude. Our analysis revolves around generic and contextually grounded strategies in cognitive scaffolding and social-affective support, as well as how verbal peer feedback can be utilised as a productive solution to mitigate resource constraints. The paper concludes by highlighting the centrality of the ‘enabling construct’ of teacher feedback literacy and drawing implications for research, policy and practice.postprin

A comfirmatory factor analysis of a newly integrated multidimensional school engagement scale

Inconsistencies in measures of school engagement in the literature have called for a re-conceptualization of the school engagement construct. Although many researchers view school engagement as a multifaceted construct, to our knowledge, none of the available instruments have integrated all the important domains that represent its multifaceted nature. This study is our first attempt to examine the psychometric properties of a newly integrated Multidimensional School Engagement Scale (MSES). Data were gathered from 2,381 secondary school students, aged 14 to 16, from 40 day schools in northern Malaysia. Exploratory factor analysis and confi rmatory factor analytic techniques were used to examine the instrument. Based on the available literature, we posited an a priori hypothesis that the scales could be explained by three fi rst-order factors and one second-order factor. We used SPSS v.12 and AMOS 6.0 to analyze the data. Findings supported our hypothesis that the school engagement construct can be explained by three fi rst-order factors and one hierarchical factor comprising cognitive engagement, behavioural engagement, and psychological engagement sub-scales. Findings also showed acceptable internal consistency reliability for the overall scale and the three specific sub-scales of adolescent school engagement

Explorar el poder predictivo del compromiso laboral y la resiliencia de los profesores de EFL en su desarrollo profesional

The complexities and constant changes of trends in teaching the English language demand teachers to work on their pedagogical knowledge and skills continuously. These are best obtainable in professional development programs. However, the role of teacher emotions in such programs has remained unaddressed. To bridge this gap, this study examined the predicating role of second language (L2) teachers’ work engagement and buoyancy in their professional development. A total of 348 Chinese teachers participated in a survey with three online questionnaires. The results of structural equation modeling (SEM) and regression illustrated that both teacher work engagement and buoyancy could predict L2 teachers’ professional development. In particular, it was found that about 68% and 61% of changes in TPD could be predicted by work engagement and buoyancy, respectively. The study is momentous for L2 teaching and teacher education by calling for the integration of emotions into TPD and pedagogy.Las complejidades y los constantes cambios en las tendencias de enseñanza del idioma inglés exigen que los profesores trabajen continuamente en su conocimiento pedagógico y habilidades. Estas mejoras se obtienen mejor a través de programas de desarrollo profesional. Sin embargo, el papel de las emociones de los profesores en dichos programas ha quedado sin abordar. Para abordar esta brecha, este estudio investigó el papel predictivo del compromiso laboral y la resiliencia de los profesores de segunda lengua (L2) en el desarrollo profesional. Un total de 348 profesores chinos participaron en tres encuestas en línea. Los resultados del modelo de ecuaciones estructurales (SEM) y los análisis de regresión indicaron que tanto la dedicación laboral como la resiliencia pueden predecir el desarrollo profesional de los profesores de L2. Específicamente, el estudio descubrió que aproximadamente el 68% y el 61% de las variaciones en el desarrollo profesional de los profesores pueden ser respectivamente predichas por el compromiso laboral y la resiliencia. Este estudio es transcendental para la enseñanza de L2 y la formación de profesores, ya que aboga por la integración de las emociones en el desarrollo profesional y la pedagogía de los profesores

Profiles and developmental pathways of beginning teachers' intrinsic orientations and their associations with effective teaching behaviour

Prior research has highlighted the importance of intrinsic motivational-affective characteristics in empowering teachers to excel amidst professional complexities. This study sought to move beyond the prevailing focus on cross-sectional relationships between individual motivational-affective factors and specific aspects of effective teaching, seeking to understand their cumulative significance in shaping the longitudinal development of effective teaching. By proposing teachers' intrinsic motivational-affective orientations as profile indicators, this study profiles teachers during their initial two career years. Through surveying and observing 274 Dutch beginning teachers over three data collection waves, the results of latent profile and transition analyses identified two distinct profiles and four developmental pathways. A favorable profile exhibits positive correlations with stimulating learning climate and differentiated instruction. Moreover, the desirable pathways contribute to the development of differentiated instruction, offering valuable insights into sustainable professional growth for beginning teachers.Educational relevant statementThe present study holds significant educational relevance as it contributes to the theoretical understanding of teacher motivation, identity, and professional development. By identifying distinct profiles and developmental pathways of beginning teachers' intrinsic motivational-affective orientations, the study offers valuable guidance for targeted support strategies in teacher education and professional development programs. Furthermore, the recognition of non-linear associations between teachers' intrinsic orientations and specific effective teaching behaviours highlights the importance of cultivating desirable orientations to enhance teachers' capacity for establishing inclusive and stimulating learning environments. In general, this study carries practical implications for school leadership and educational institutions, offering avenues to foster positive and sustainable learning experiences for both teachers and students

Social and Cultural Capital and Learners’ Cognitive Ability: Issues and Prospects for Educational Relevance, Access and Equity Towards Digital Communication in Indonesia

In the educational context, the necessity of recognizing the structure of relations among social and educational institutions by examining how individuals’ different social and cultural experiences affect the educational learning outcomes towards global digital communication. The current study examined the interplay of Social and Cultural Capital orientation, cognitive learning ability, and family background. The descriptive correlational research design was employed. It adopted two research instruments, namely the Social and Cultural Capital Questionnaire (SCCQ) and the Otis-Lennon Scholastic Ability tests (OLSAT), to a total of 377 undergraduate college students of select universities in Indonesia. The results of the study showed that the respondents manifest a high level of social and cultural capital orientation, with literacy having the highest factor. Likewise, the respondents have an average cognitive level of ability. Test of difference showed that respondents whose parents with high educational achievement exhibit high social competence, social solidarity, cultural competence, and extraversion, social solidity, and extraversion. Similarly, fathers’ education is the single variable which spelled difference on the student’s cognitive ability implying students whose fathers have high academic qualification exhibit high cognitive ability. Test of relationship showed that literacy practices and global-cultural competence are correlated to students’ cognitive ability. Finally, family income is a predictor of students’ high level of cognitive ability and social and cultural capital orientation. The implications of the results were discussed within, and suggestions were made for future research