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Behavioral Sciences
Special Issues
Behaviors in Educational Settings—2nd Edition
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Behaviors in Educational Settings—2nd Edition

A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Educational Psychology".

Deadline for manuscript submissions: 30 November 2024 | Viewed by 1554

Special Issue Editors

Prof. Dr. Yi Ding

E-Mail Website
Guest Editor
Graduate School of Education, Fordham University, New York, NY 10023, USA
Interests: learning disabilities; developmental disabilities; STEM learning; special education and school psychology issues based on a multicultural perspective
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Su-Je Cho

E-Mail Website
Guest Editor
Graduate School of Education, Fordham University, New York, NY 10023, USA
Interests: training educators and families in assessment; interventions for children with challenging behaviors and Asian families and children with and without disabilities
Special Issues, Collections and Topics in MDPI journals
Dr. Cynthia Dong

E-Mail Website
Guest Editor
Department of Teacher Education, College of Education and Behavioral Sciences, Nicollas State University, Thibodaux, LA 70731, USA
Interests: special education and social skills interventions for preschoolers; meta-analysis approaches; behavioral disorders
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The study of human behavior in educational settings has great potential for application in different aspects of learning and teaching, such as in how a teacher remains interested in teaching and how a learner engages in challenging behaviors during learning. Therefore, this current Special Issue of Behavioral Sciences, the second edition of “Behaviors in Educational Settings”, welcomes original research, discipline reviews, conceptual and theoretical work, applied research, translational research, program development, or curriculum developments that focus on human behaviors in the contexts of any educational setting. Areas of interests include (but are not limited to) human behaviors related to learning and teaching, social behaviors, applied and translational behavior analysis, behavioral therapy, behavioral consultation, experimental behavioral analysis, clinical behavioral analysis, behavioral training, behavioral intervention, professional training, and incidental teaching, with a special focus accorded to behavioral changes in educational settings. Within these premises, this Special Issue aims to advance the literature on human behaviors in educational settings from diverse perspectives. We therefore welcome theoretical and/or empirical contributions that broaden knowledge on the topic.

Prof. Dr. Yi Ding
Prof. Dr. Su-Je Cho
Dr. Cynthia Dong
Guest Editors

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

  • teacher behaviors
  • learning behaviors
  • social behaviors at school
  • behavioral analysis
  • applied behavioral analysis
  • children and adolescents
  • behavioral intervention
  • behavioral consultation
  • behavioral therapy
  • curriculum development
  • program development

Related Special Issue

Published Papers (3 papers)

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Research

12 pages, 593 KiB  
Article
Teachers’ Punishment Intensity and Student Observer Trust: A Moderated Mediation Model
by Zhen Zhang and Chunhui Qi
Behav. Sci. 2024, 14(6), 471; https://doi.org/10.3390/bs14060471 (registering DOI) - 1 Jun 2024
Abstract
During social interactions, people decide whether to trust an actor based on their punitive behaviour. Several empirical studies have indicated that punishment intensity impacts observer trust, yet the underlying mechanism remains to be elucidated. This study included 242 junior high school students and [...] Read more.
During social interactions, people decide whether to trust an actor based on their punitive behaviour. Several empirical studies have indicated that punishment intensity impacts observer trust, yet the underlying mechanism remains to be elucidated. This study included 242 junior high school students and was conducted to investigate the relationship between teachers’ punishment intensity and levels of student bystander trust. Additionally, the mediating role of trustworthiness and the moderating role of group relationships were explored. The results showed that the relationship between punishment intensity and observer trust follows an inverted U-shaped pattern. In addition, mild punishment boosts observer trust by improving perceived trustworthiness (ability and integrity) compared to no punishment, while harsh punishment reduces observer trust more than mild punishment by diminishing perceived trustworthiness (ability, benevolence, and integrity). More importantly, group relationships positively moderate the relationship between punishment intensity and observer trust. Specifically, compared to mild or no punishment, harsh punishment decreases trustworthiness (ability, benevolence, and integrity) in close teacher–student relationships but has less impact on neutral relationships. The above findings demonstrate that guiding educators in developing appropriate disciplinary concepts contributes to enhancing student observer trust. Full article
(This article belongs to the Special Issue Behaviors in Educational Settings—2nd Edition)
16 pages, 592 KiB  
Article
The Involvement of Academic and Emotional Support for Sustainable Use of MOOCs
by Zhanni Luo and Huazhen Li
Behav. Sci. 2024, 14(6), 461; https://doi.org/10.3390/bs14060461 - 30 May 2024
Viewed by 71
Abstract
MOOCs, the Massive Open Online Courses, are online educational courses that offer open access to a large number of participants globally. However, online engagement during MOOC learning remains a problem, as reflected in relatively high dropout rates. This paper involves academic and emotional [...] Read more.
MOOCs, the Massive Open Online Courses, are online educational courses that offer open access to a large number of participants globally. However, online engagement during MOOC learning remains a problem, as reflected in relatively high dropout rates. This paper involves academic and emotional support, aiming to explore whether they contribute to users’ sustainable use of the MOOC platform. A total of 410 college students learning English as a foreign language (EFL) and with MOOC learning experience participated in this study. Employing the structural equation modeling (SEM) techniques, we examined the relationships among five factors in the EFL MOOC learning context: academic support (AS), emotional support (ES), perceived usefulness (PU), perceived ease of use (PEoU), and platform reputation (PR). The results indicate that academic support influences learners’ perceptions of the usefulness and ease of use of the MOOC platform, as well as enhancing learners’ feelings of being emotionally supported. Simultaneously, platform reputation plays a crucial role in influencing learners’ perceptions of MOOC platforms. However, results suggest that emotional support does not have a statistically significant impact on the perceived usefulness and perceived ease of use of the platform in EFL MOOC learning contexts. Full article
(This article belongs to the Special Issue Behaviors in Educational Settings—2nd Edition)
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14 pages, 689 KiB  
Article
Teachers’ Emotional Intelligence and Organizational Commitment: A Moderated Mediation Model of Teachers’ Psychological Well-Being and Principal Transformational Leadership
by Mingwei Li, Feifei Liu and Chuanli Yang
Behav. Sci. 2024, 14(4), 345; https://doi.org/10.3390/bs14040345 - 20 Apr 2024
Viewed by 1166
Abstract
Given the global challenge of increasing teacher attrition and turnover rates, the exploration of factors and mechanisms that improve teachers’ organizational commitment has become a pivotal topic in educational research. In this context, the present study examines the influence of teachers’ emotional intelligence [...] Read more.
Given the global challenge of increasing teacher attrition and turnover rates, the exploration of factors and mechanisms that improve teachers’ organizational commitment has become a pivotal topic in educational research. In this context, the present study examines the influence of teachers’ emotional intelligence on their organizational commitment, with a specific inquiry into the mediating role of teachers’ psychological well-being and the moderating role of principal transformational leadership, as informed by the broaden-and-build theory of positive emotions and the trait activation theory. We verified this study’s hypotheses based on 768 valid questionnaires collected from Chinese primary and secondary school teachers. The results reveal that teachers’ emotional intelligence can predict their organizational commitment both directly and indirectly through the mediating role of psychological well-being. Additionally, principal transformational leadership amplifies the positive effect of teachers’ emotional intelligence on psychological well-being and, subsequently, organizational commitment. These findings theoretically deepen our understanding of the psychological pathways and the boundary conditions linking teachers’ emotional intelligence to their organizational commitment, while also offering valuable practical implications for building a stable and effective teaching workforce. Full article
(This article belongs to the Special Issue Behaviors in Educational Settings—2nd Edition)
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