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Behavioral Sciences
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Education, Physical Activity and Behavior: Didactic, Psychological Variables and Educational...
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Education, Physical Activity and Behavior: Didactic, Psychological Variables and Educational Models for the Improvement and Academic Performance

A special issue of Behavioral Sciences (ISSN 2076-328X).

Deadline for manuscript submissions: closed (20 December 2023) | Viewed by 2154

Special Issue Editor

Dr. Antonio Baena-Extremera

E-Mail Website
Guest Editor
Department of Didactic of Corporal Expression, Faculty of Education Sciences, 18071 Granada, Spain
Interests: physical education; learning and didactic in physical education; motivation; neuroscience; physical activities in the natural environment
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleague,

Education and Physical Activity are closely linked, just like the teacher and the student. Thus, several researchs show how teachers´ behaviors influence students, and how students´ behaviors influence teachers. In recent years, numerous investigations have focused on knowing the didactic behaviors of teachers, and how they influence the behavior of students and their academic performance. In this line, various investigations have been carried out evaluating the effect of psychological variables in schoolchildren, due to educational interventions by teachers through various pedagogical practices and even using educational models. Similarly, the influence is the other way around, observing a relationship between student behavior and its influence on teacher behavior, job stress, job satisfaction, etc. Potential topics:

  • Study of teacher and student behaviors.
  • Didactic and psychological factors that affect academic performance.
  • Teaching and learning models in Education and Physical Activity.
  • Didactic and methodological dimensions of teaching.
  • Learning theories and pedagogical development models in Education and Physical Activity.
  • Development of strategies to encourage the improvement in Education and Physical Activity.
  • Analysis and evaluation in Education and Physical Activity.
  • Study of the role of the teacher and student in the improvement of Education.
  • Motivation in Education.

Empirical research, qualitative, quantitative or mixed analysis, systematic reviews, meta-analysis and case studies involving students of Physical Activity and Education will be considered. Longitudinal or cross-sectional studies that track any of these variables annually or even comparing between countries and / or cultures will also be considered. The presentation of other analysis on topics related to Education and Physical Activity and teacher and student behavior are also welcome and encouraged to be discussed with the Editors.

Dr. Antonio Baena-Extremera
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • education and behavior
  • physical
  • activity and behavior
  • psychodidactic variables
  • teaching
  • education
  • models
  • academic
  • performance

Published Papers (2 papers)

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Research

11 pages, 270 KiB  
Article
The Attitudinal Style and Its Potential for Hybridization with Other Pedagogical Models: A Narrative Review
by José Luis Álvarez-Sánchez, Ángel Pérez-Pueyo and David Hortigüela-Alcalá
Behav. Sci. 2024, 14(3), 152; https://doi.org/10.3390/bs14030152 - 21 Feb 2024
Viewed by 691
Abstract
The ‘Attitudinal Style’ (AS) enhances the democratic and engaging learning process by improving student motivation and attitudes. Its adaptability, transferability, and applicability make it suitable for hybridization with other pedagogical models (PMs). This study explores the possibilities of blending AS with other PMs [...] Read more.
The ‘Attitudinal Style’ (AS) enhances the democratic and engaging learning process by improving student motivation and attitudes. Its adaptability, transferability, and applicability make it suitable for hybridization with other pedagogical models (PMs). This study explores the possibilities of blending AS with other PMs for classroom applications, emphasizing the use of formative and shared assessments to maximize efficiency. Adopting a Narrative Review methodology, the research delves into ten academic databases, identifying seven publications that meet the inclusion criteria for a detailed analysis. These publications propose pedagogical approaches for sports, body expression, natural environments, and physical conditioning. They highlight the potential of integrating AS with other PMs to not only enrich physical education (PE) experiences but also introduce innovative teaching methods for various physical activities. The evidence from these sources suggests that combining AS with other PMs serves as a robust strategy to enhance the overall educational experience in PE. Full article
(This article belongs to the Special Issue Education, Physical Activity and Behavior: Didactic, Psychological Variables and Educational Models for the Improvement and Academic Performance)
18 pages, 1044 KiB  
Article
The Urban–Rural Heterogeneous Effect of Family SES on Achievement: The Mediating Role of Culture
by Ningning Wang
Behav. Sci. 2024, 14(2), 84; https://doi.org/10.3390/bs14020084 - 24 Jan 2024
Viewed by 837
Abstract
Previous studies have fully discussed the relationship between family socioeconomic status (SES) and achievement, but few of them regarded urban–rural differences as the moderating factor, which is an essential issue in urban–rural educational equalization in terms of educational outcomes. This study discusses the [...] Read more.
Previous studies have fully discussed the relationship between family socioeconomic status (SES) and achievement, but few of them regarded urban–rural differences as the moderating factor, which is an essential issue in urban–rural educational equalization in terms of educational outcomes. This study discusses the urban–rural heterogeneous effect of family SES on achievement and manifests the mediating role of education-related cultural factors. Based on the China Education Panel Survey data of 18,672 junior high school students, this study found the following: (1) family SES had a weaker positive effect among rural children than among urban children; (2) the urban–rural heterogeneous effect could be mediated by education-related cultural factors, i.e., learning environments and beliefs; and (3) in this regard, contemporary China is experiencing cultural reproduction rather than a cultural mobility mode. In Conclusion, although the urban–rural achievement gap will be maintained or even expanded in China, improving rural children’s learning environments and beliefs opens up the possibility of alleviating disadvantages in achievement resulting from family socioeconomic disadvantages. Therefore, narrowing down the urban–rural achievement gap from a cultural perspective provides policy implications for educational development in rural areas. Full article
(This article belongs to the Special Issue Education, Physical Activity and Behavior: Didactic, Psychological Variables and Educational Models for the Improvement and Academic Performance)
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