Influence of Some Personal and Family Variables on Social Responsibility Among Primary Education Students

Antón, Luis Jorge Martín; Martín, Miguel Ángel Carbonero; Valdivieso, Juan A.; Monsalvo, Eugenio

doi:10.3389/fpsyg.2020.01124

Cited by 6 publications

(4 citation statements)

References 61 publications

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“…The results are consistent with the recent literature on the topic (García-Carrión et al, 2018;Huy, 2018;Mihić et al, 2022;Martín-Antón et al, 2020;Marlow & Rehman, 2021;Ortan et al, 2021;Răcășan, 2016;Szabó, 2018;Vazquez & Greenfield, 2021;Wood, 2019). We note that most teachers work with students from vulnerable backgrounds and almost half of them consider the implications of vulnerability to be significant.…”

Section: Discussionsupporting

confidence: 91%

Romanian Teachers 'Perspective On The Education Of Students From Vulnerable Backgrounds

Kiss¹

2023

Proceedings of the 9th International Conference Education Facing Contemporary World Issues (Edu World 2022), 3-4 June, 2022, Un

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Educational issues in Romania are increasingly associated with vulnerable backgrounds and understanding the perspective of teachers on this social phenomenon can significantly help us in developing ecological intervention strategies. The aim of this study was to reveal how teachers understand the causes of vulnerability and represent the general effects on students, but also to assess how they think about solutions. Such an approach is useful in designing teacher training programs dedicated to educational vulnerability. 671 teachers were surveyed, crosstabulation was operated between different variables, and the results indicate a focus on the family environment, low access to resources in many Roma communities, and poverty. The main effects associated with the origin of students from vulnerable backgrounds relate to school results, behavioral problems, and school dropout. Interestingly, teachers represent the solutions primarily as a family-level intervention and less as a structural intervention by the state or school. The nature of this research is exploratory and we assume the limits and certain reservations regarding the conclusions, but our results may indicate a valid direction in investigating the representations of teachers in Romania on the relationship between vulnerable backgrounds and education.

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Section: Discussionsupporting

confidence: 91%

Romanian Teachers 'Perspective On The Education Of Students From Vulnerable Backgrounds

Kiss¹

2023

Proceedings of the 9th International Conference Education Facing Contemporary World Issues (Edu World 2022), 3-4 June, 2022, Un

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“…First, responsibility is seen as an element of social action. There is a widespread idea of responsibility as "the ability to vouch for one's actions, which are carried out in an appropriate manner and in accordance with social norms" [10].…”

Section: Theoretical Backgrounds Of the Studymentioning

confidence: 99%

Study on the Relation Between Social Activity and Responsibility in Schoolchildren

Kharlanova¹,

Sivrirova²,

Shirochenkova³

2021

Advances in Social Science, Education and Humanities Research

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The article presents a study aimed at studying the relationship between involvement in various types of socially significant activities and the structural elements of responsibility in schoolchildren. The study was conducted in the form of an online survey in 2020 (N = 85 students aged 11 to 17). Study methods are "Responsibility-110" methodology (V.P. Pryadein and O.V. Mukhlynina) and a questionnaire survey. The results are as follows: 1) schoolchildren are more massively involved in athletic (over 50% of the respondents) and creative (about 30%) activities; 2) the breadth of participation in different types of activities correlates with the responsibility characteristics; 3) differences were found in the structure of responsibility among schoolchildren involved in athletic and creative activities. The authors conclude that the breadth and content of schoolchildren's social activities are related to the structure of their responsibility. The results of the study expand the understanding of the relationship between involvement in socially significant activities and the structure of schoolchildren's responsibility. The limitations of the study indicate that a deeper study of responsibility in the context of social activity is needed in the future.

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“…The use thereof accounts for over 72% of variance in student learning outcomes ( Sáiz-Manzanares et al, 2019a ). One possible reason is that the use of ALT boosts SRL learning and the use of metacognitive strategies (planning, evaluation and design of task solving; Hull et al, 2015 ) as well as student motivation ( Zimmerman, 2005 ), all of which enhances personalised learning ( Enembreck and Barthès, 2005 ; Sáiz-Manzanares et al, 2019b ; Martín-Antón et al, 2020 ), learner autonomy ( Remesal et al, 2017 ; Zorrilla-Pantaleón et al, 2021 ) as well as self-awareness and self-reflection ( Taub et al, 2017 ; Nurmi et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Teacher Training Effectiveness in Self-Regulation in Virtual Environments

et al. 2022

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Higher education in the 21st century faces the challenge of changing the way in which knowledge is conveyed and how teachers and students interact in the teaching-learning process. The current pandemic caused by SARS-CoV-2 has hastened the need to face up to this challenge and has furthered the need to approach the issue from the perspective of digitalisation. To achieve this, it is necessary to design training programmes geared towards teaching staff and which address both the use of technology and instructional design aimed at promoting the development of self-regulated learning (SRL) and automatic feedback systems. In this study, work was carried out with 23 teachers (8 inexperienced and 15 experienced teachers) in a training programme conducted through Moodle. The aims were: (1) to test whether there were any significant differences between the behaviour patterns of new teachers compared to experienced teachers, (2) to determine whether clusters of behaviour patterns corresponded to the type of teacher and (3) to ascertain whether the level of teacher satisfaction with the training activity in digital teaching will depend on the type of teacher. A quantitative as well as a qualitative design was applied. Differences were found in the behaviour patterns in the training activities for the development of rubrics and use of learning analytics systems in virtual learning environments. It was also found that the type of teacher did not correspond exactly to the behaviour cluster in the learning platform. In addition, no significant differences were found in the level of satisfaction between the two kinds of teacher. The main contribution this study makes is to provide a detailed description of the training stage as well as the materials required for its repetition. Further analytical studies are required on teacher perception of training programmes in digital teaching in order to provide personalised training proposals that lead to an effective use of teaching in digital environments.

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Influence of Some Personal and Family Variables on Social Responsibility Among Primary Education Students

Cited by 6 publications

References 61 publications

Romanian Teachers 'Perspective On The Education Of Students From Vulnerable Backgrounds

Romanian Teachers 'Perspective On The Education Of Students From Vulnerable Backgrounds

Study on the Relation Between Social Activity and Responsibility in Schoolchildren

Teacher Training Effectiveness in Self-Regulation in Virtual Environments

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