Behavioral Sciences

Research

16 pages, 596 KiB

Open AccessArticle

Scale to Evaluate Employee Experience: Evidence of Validity and Reliability in Regular Basic Education Teachers in the Peruvian Context

by Nilton Acuña-Hurtado, Elizabeth Emperatriz García-Salirrosas, Miluska Villar-Guevara and Israel Fernández-Mallma

Behav. Sci. 2024, 14(8), 667; https://doi.org/10.3390/bs14080667 - 1 Aug 2024

Viewed by 789

Abstract

Research on employee experience is a topic that has been growing in recent decades. This study analyzes the validity and reliability of an employee experience scale in Peruvian teachers. The study had an instrumental design. The sample was comprised of 760 Peruvian teachers [...] Read more.

Research on employee experience is a topic that has been growing in recent decades. This study analyzes the validity and reliability of an employee experience scale in Peruvian teachers. The study had an instrumental design. The sample was comprised of 760 Peruvian teachers between 20 and 71 years old (M = 40.91; SD = 10.05), where men (36.1%) and women (63.9%) participated, recruited through non-probabilistic sampling. A validity and reliability analysis of the employee experience scale confirmed the three original factors (sensory experience, intellectual experience, and emotional experience). The KMO test reaches a high level (0.950 > 0.70), and the Bartlett test reaches a highly significant level (Sig. = 0.000). The scale also showed good internal consistency (α = 0.948 to 0.980; CR = 0.950 to 0.981; AVE = 0.864 to 0.878). Similarly, for the confirmatory factor analysis, a measurement adjustment was performed, obtaining excellent and acceptable fit indices for Model 2 for three factors (CMIN/DF = 4.764; CFI = 0.984; SRMR = 0.024; RMSEA = 0.070). This study provides a useful tool to measure the employee experience in a friendly way, using simple language to be applied to the Peruvian context. This study is considered an important contribution to organizational behavior and human talent management in educational circles. Full article

(This article belongs to the Special Issue Behaviors in Educational Settings—2nd Edition)

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19 pages, 321 KiB

Open AccessArticle

Stress, Coping, and Adjustment of International Students during COVID-19: A Quantitative Study

by Ying Wu, Yi Ding, Tamique Ridgard, Akane Zusho and Xiaoyan Hu

Behav. Sci. 2024, 14(8), 663; https://doi.org/10.3390/bs14080663 - 1 Aug 2024

Viewed by 1152

Abstract

The COVID-19 pandemic in 2020 caused unexpected and unprecedented disruptions worldwide. University students, especially international students, underwent unique challenges during this volatile era. This secondary quantitative data analysis study aimed to investigate the experiences, stress, adjustment, and ways of coping of university students [...] Read more.

The COVID-19 pandemic in 2020 caused unexpected and unprecedented disruptions worldwide. University students, especially international students, underwent unique challenges during this volatile era. This secondary quantitative data analysis study aimed to investigate the experiences, stress, adjustment, and ways of coping of university students during the COVID-19 pandemic. Data from 112 international university students and 112 domestic American university students were included in the statistical analyses. The differences in Student Adaptation to College Questionnaire (SACQ), Ways of Coping Questionnaire (WAYS), COVID-19-related questionnaire, and Perceived Stress Scale (PSS) between international and domestic students were analyzed using independent samples t-tests. Multiple regression models predicting PSS by SACQ, WAYS, and COVID-19-related questionnaire subscales were estimated for international and domestic students separately. The results showed that international students and American students did not report significant differences in their university adjustment, usage of coping strategy, and perceived stress level during the peak of the pandemic. Additionally, American students reported more factors impacting their perceived stress than international students. Implications of the findings as well as limitations and future directions were discussed. Full article

(This article belongs to the Special Issue Behaviors in Educational Settings—2nd Edition)

18 pages, 995 KiB

Open AccessArticle

The Relationships of Self-Sustained English Learning, Language Mindset, Intercultural Communicative Skills, and Positive L2 Self: A Structural Equation Modeling Mediation Analysis

by Luxi Yang, Hui Wang, Hao Zhang and Haiying Long

Behav. Sci. 2024, 14(8), 659; https://doi.org/10.3390/bs14080659 - 1 Aug 2024

Viewed by 1020

Abstract

Learning English as a second language (ESL) has garnered significant attention from researchers and practitioners over the past few decades, with numerous ESL learning outcomes examined in the literature. However, self-sustained learning (SSL), a crucial factor in promoting students’ sustained learning and development [...] Read more.

Learning English as a second language (ESL) has garnered significant attention from researchers and practitioners over the past few decades, with numerous ESL learning outcomes examined in the literature. However, self-sustained learning (SSL), a crucial factor in promoting students’ sustained learning and development within a sustainable society, has long been overlooked. To deepen the understanding of SSL, especially in the context of ESL in China, this study examined the direct and indirect effects of intercultural communicative skills, language mindset, and positive L2 self on sustained English learning among 1238 Chinese college students through descriptive statistics and a Structural Equation Modeling (SEM) mediation analysis. The results indicated that Chinese college students exhibited a strong language mindset and positive L2 self. They also scored high in intercultural communicative skills and long-term self-sustained English learning. SEM analysis showed that, after controlling for students’ demographic characteristics, both intercultural communicative skills and language mindset positively predicted positive L2 self and self-sustained English learning. Moreover, intercultural communicative skills and language mindset had significant and positive indirect effects on self-sustained English learning through positive L2 self, underscoring the significant mediating role of positive L2 self in the relationships between intercultural communicative skills, language mindset, and self-sustained English learning. These findings suggest that, to promote self-sustained learning among English learners, instructors should enhance students’ intercultural communicative skills, foster a growth language mindset, and cultivate positive language learning beliefs. Full article

(This article belongs to the Special Issue Behaviors in Educational Settings—2nd Edition)

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11 pages, 451 KiB

Open AccessArticle

Classification of Higher-Order Thinking Skills of the Teachers Based on Institution, Seniority, and Branch with Discriminant Analysis

by Özlem Ulu-Kalin and Hatice Kumandaş-Öztürk

Behav. Sci. 2024, 14(8), 626; https://doi.org/10.3390/bs14080626 - 23 Jul 2024

Viewed by 726

Abstract

The present study aimed to determine the variations between higher-order thinking skills (critical, creative, and empathetic thinking) of the teachers based on institution, branch, and professional seniority. The study data were collected from 345 teachers with the Critical Thinking Tendency Scale, Marmara Creative [...] Read more.

The present study aimed to determine the variations between higher-order thinking skills (critical, creative, and empathetic thinking) of the teachers based on institution, branch, and professional seniority. The study data were collected from 345 teachers with the Critical Thinking Tendency Scale, Marmara Creative Thinking Aptitudes Scale, and Basic Empathy Scale, and confirmatory factor analysis was conducted on the data. The data were analyzed with discriminant analysis. The study findings demonstrated that there were significant differences between the critical, creative, and empathetic thinking skills of the teachers based on the institution of employment, their seniority, and their branch. The analysis of the discriminant functions revealed that the most discriminatory variables were empathy based on the institution and creative thinking based on seniority and branch. It was determined that the teachers employed in pre- and primary schools with less than 15 years of seniority scored higher in critical thinking skills, and teachers who were employed in middle schools with 16 years or more seniority scored higher in creative thinking skills. Foreign language teachers scored higher in both thinking skills. Finally, the mean empathy skill scores of the teachers employed in pre- and primary schools with 15 years or less seniority in the common branch were higher. Full article

(This article belongs to the Special Issue Behaviors in Educational Settings—2nd Edition)

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18 pages, 1665 KiB

Open AccessArticle

Enhancing Cooperation in 5–6-Year-Old Rural Chinese Children through Cooperative Constructive Play Based on Anji Play: A Quasi-Experimental Study

by Xinya Lin, Yunpeng Wu, Jianfen Wu and Liping Qin

Behav. Sci. 2024, 14(7), 533; https://doi.org/10.3390/bs14070533 - 25 Jun 2024

Viewed by 962

Abstract

Cooperation plays a crucial role in children’s social development and adaptation. This study designed a cooperative constructive play (CCP) intervention based on the Anji Play teaching model and evaluated its effectiveness in a quasi-experimental design involving 60 rural Chinese children aged 5–6 years. [...] Read more.

Cooperation plays a crucial role in children’s social development and adaptation. This study designed a cooperative constructive play (CCP) intervention based on the Anji Play teaching model and evaluated its effectiveness in a quasi-experimental design involving 60 rural Chinese children aged 5–6 years. Participants were divided into an experimental group, which engaged in 12 weeks of CCP, and a control group, which continued with regular teaching activities. The cooperation data were collected through a truck racing task using pre-, mid-, post-, and follow-up tests, while the cooperation levels and strategies were evaluated by video observations of role-playing games before and after the tests. The results indicated significant improvements in cooperation scores in both the truck racing task and role-playing games in the experimental group compared to the baseline, with no similar enhancements observed in the control group. Furthermore, cooperation scores in the follow-up were higher than pre- and post-test scores, demonstrating the CCP’s effectiveness in fostering child cooperation, transferability to other contexts, and sustainability. These findings suggest that CCP intervention based on Anji Play can significantly enhance cooperation in children, offering a valuable tool for educational practices. Full article

(This article belongs to the Special Issue Behaviors in Educational Settings—2nd Edition)

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12 pages, 1117 KiB

Open AccessArticle

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 - 1 Jun 2024

Viewed by 632

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)

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16 pages, 592 KiB

Open AccessArticle

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 690

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

Open AccessArticle

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

Cited by 1 | Viewed by 2542

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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