The sudden switch to distance education to contain the outbreak of the COVID-19 pandemic has fundamentally altered adolescents’ lives around the globe. The present research aims to identify psychological characteristics that relate to adolescents’ well-being in terms of positive emotion and intrinsic learning motivation, and key characteristics of their learning behavior in a situation of unplanned, involuntary distance education. Following Self-Determination Theory, experienced competence, autonomy, and relatedness were assumed to relate to active learning behavior (i.e., engagement and persistence), and negatively relate to passive learning behavior (i.e., procrastination), mediated via positive emotion and intrinsic learning motivation. Data were collected via online questionnaires in altogether eight countries from Europe, Asia, and North America (N = 25,305) and comparable results across countries were expected. Experienced competence was consistently found to relate to positive emotion and intrinsic learning motivation, and, in turn, active learning behavior in terms of engagement and persistence. The study results further highlight the role of perceived relatedness for positive emotion. The high proportions of explained variance speak in favor of taking these central results into account when designing distance education in times of COVID-19.
Drawing upon a social identity approach, three studies focus on the elicitors of intergroup admiration by investigating the relationship between admiration for an outgroup and this outgroup’s prototypicality for a superordinate category. In Study 1 ( N = 314), we find empirical support for a positive association between prototypicality and admiration in cross-national survey data. In Study 2 ( N = 52), we provide experimental evidence for the relationship between admiration and prototypicality by manipulating different facets of prototypicality: admiration for an outgroup occurs only when the group is perceived as prototypical in relation to the ideal of the superordinate category, but not in relation to the category average. Study 3 further explores the importance of prototypicality for a superordinate category. We present an analysis of online comments to news articles ( N = 477) referring to positive regard of outgroups and highlight the role of prototypicality in these discussions. Overall, we contribute to research on admiration by showing that the elicitation of admiration is dependent on the social identities involved, providing an identity-situated analysis of this positive group-based emotion.
This paper seeks to highlight the importance of investing in research of students epistemological and pedagogical beliefs and teachers epistemological and pedagogical beliefs. Faculty of Education-Bitola takes first step in this kind of importance investigation. We want to give attention on responsibilities which have all institution who trains teachers. Faculty of EducationBitola is in the beginning of couple of research's who investigate this kind of beliefs. This is very important for improvement the quality of teacher education. The paper briefly explains and makes literature review of epistemological and pedagogical beliefs. Also in this paper shortly are present research's that are already in process and future steps that will be taken in part of science research's. These kinds of research's are important not only for Faculty of Education-Bitola and institutions who trains teachers but for whole society. Results of this investigation will help in improvement of whole educational system. Getting information about students and teachers' epistemological and pedagogical beliefs in lot can change improving the classroom practice.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.