Relationships between self-regulation, social skills and writing achievement in digital schools

McNaughton, Stuart; Rosedale, Naomi; Zhu, Tong; Siryj, John; Oldehaver, Jacinta; Teng, Sophie Lin; Williamson, Rachel; Jesson, Rebecca

doi:10.1007/s11145-021-10232-8

Cited by 9 publications

(6 citation statements)

References 45 publications

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“…In other scientific studies, it is indicated that inclusive educational contexts originate that students develop higher academic performance (Diaz-Garolera et al, 2022), better relationships (Palardy, 2019), constructive conflict resolution (Hakvoort et al, 2022), cope with social problems more effectively and engage in inappropriate behaviors less frequently (Brossard Børhaug and Weyringer, 2019). Positive social skills that are related to academic success (McNaughton et al, 2022), is a fundamental aspect in intercultural educational contexts (Pareja de Vicente et al, 2021), where academic success can condition their reception in the community and their subsequent social, economic and labor independence (Lakhal et al, 2020). Therefore, this study aims to develop an instrument to measure the social skills of Primary Education students in educational contexts characterized by their cultural diversity.…”

Section: Background and Theoretical Frameworkmentioning

confidence: 99%

Adaptation and validation of the social skills scale for intercultural primary school pupils

Aranda-Vega,

Ortiz-Marcos,

Tomé-Fernández

2023

Front. Educ.

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In recent decades, large migratory movements have been taking place, which has turned Spain into a culturally diverse country. For this reason, the present research focuses on social skills, which are considered of utmost importance in different educational contexts. To this end, the aim was to adapt and validate a scale to diagnose social skills in young people aged 6 to 12 years (M = 9.65 years; SD = 1.395). Of these, 460 (60.4%) were boys and 301 (39.60%) girls. For this purpose, a methodology is followed that involves the judgement of experts in the field, followed by an exploratory factor analysis (EFA) and then a confirmatory factor analysis (CFA). The sample chosen for the study is made up of 1564 young people, Primary School students from different Andalusian localities that constitute border cities in the south of Spain, and which have a great cultural, ethnic and religious diversity that is reflected in their classrooms. The items of the scale were obtained from relevant questionnaires on the subject under study, initially containing 33 items and 6 underlying constructs. After validation of the AFE (n = 761), the structure is verified and the model is corroborated by CFA (n = 803) with structural equations (RMSEA = 0.04; CFI = 0.77; TLI = 0.73). Finally, the reliability and internal consistency of the instrument is examined, obtaining values above 0.6 for all dimensions. As a result, a new scale composed of 33 items and 5 dimensions is obtained, with psychometric properties that give it validity and reliability. In conclusion, we present a useful resource for teachers that allows them to diagnose the social skills of Primary School students in schools characterised by their great cultural diversity and among the peer group.

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Section: Background and Theoretical Frameworkmentioning

confidence: 99%

Adaptation and validation of the social skills scale for intercultural primary school pupils

Aranda-Vega,

Ortiz-Marcos,

Tomé-Fernández

2023

Front. Educ.

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“…Dalla letteratura internazionale si evince come l'impatto delle ICT sulle conoscenze degli studenti, sugli atteggiamenti, sulle competenze siano stati indagati sin dall'inizio del nuovo secolo ossia da quando le tecnologie nelle scuole hanno iniziato ad essere considerate nelle loro potenzialità didattiche (Eng, 2005;Chauhan, 2017;Timotheou et al, 2023). La maggior parte della letteratura internazionale esistente sulle classi digitali si concentra sui potenziali benefici derivanti dall' introduzione delle ICT all'interno delle aule scolastiche, analizzando le percezioni, gli atteggiamenti e i comportamenti degli studenti (Kong, 2014;McNaughton et al, 2022), la formazione e il supporto agli insegnanti (Archer et al, 2014) o, ancora, sulle modalità di integrazione delle tecnologie all'interno delle classi (Bingimlas, 2009). La conclusione più condivisa che emerge da tali studi è che le classi digitali hanno un impatto positivo sulle dimensioni affettive della motivazione, degli atteggiamenti verso lo studio, dell'efficacia personale percepita e della socialità (Decataldo & Fiore, 2022).…”

Section: La Diffusione Delle Classi Digitali In Italia E Le Valutazio...unclassified

A ciascuna disciplina il suo risultato. Classi digitali vs. classi a didattica tradizionale: un confronto negli esiti degli apprendimenti

Fiore

2024

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In recent years, Italy has embarked on a transformative journey to embrace technology in education. This article focuses on the adoption of digital technologies, with particular attention to the digital classroom initiative. The digital classroom experience aims to utilize digital tools and resources to facilitate an engaging and innovative mode of learning for students. This contribution examines the effects of student participation in digital classrooms on learning outcomes, comparing them with traditional classrooms within the three-year curriculum of a lower secondary school. Through an evaluative approach based on representative data from a sample of over 200 students, we analyze the impact of digital classrooms on INVALSI test results. The analyses encompass descriptive models and linear regression models applied to the results of tests in Italian, Mathematics, English Reading, and English Listening. The models introduce control variables related to the socio-economic and cultural status of the students’ families of origin, as well as their prior performance in INVALSI tests (grades II and V), for students continuing in the same institution through the primary cycle. The results indicate the need for distinct considerations depending on the discipline under analysis: for Mathematics, belonging to a traditionally taught class seems to yield better results. In the case of Italian, English Reading, and English Listening, the effect is neutral. Socio-economic and cultural status appears to have less influence on English-related disciplines, and the trend, though not statistically significant, demonstrates partially positive effects in digital classroom participation, particularly for students with cognitive vulnerabilities. The outcomes underscore the necessity of discipline-specific differentiation and further assessment of outputs to delve into the specifics of innovative didactics implemented in digital classrooms.

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“…Technology-backed linkage of literacy outcomes with social emotional displays is by and large positive for learner autonomy and cognition process in flexible learning opportunities (McNaughton et al, 2022). Youth's cognition development brings to light variable treatment cases, which involves learners into a relishing procedure with reflective conversational strategies to strive to address their individual's behavioural state (Faulkner, 2022).…”

Section: Present Studymentioning

confidence: 99%

Writing-reading accomplishments onto underlying gaps and bonds as prone to communication skills follow-up

Olmos¹,

Garcı́a²

2023

Preprint

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This study aimed to look into the impact of educational practices on the reading and writing skills of learners, with a specific focus on the gaps and bonds in EFL learning while communication skills carried follow-ups. The study employed a mixed methodology, which embraced communication contexts placed in the teaching process, and self-perceptions of the participants in a multidimensional communication axis to collect data via surveys, observational forms and exploratory statistics. The results indicate that while there is a stable level of variation in terms of reading and writing achievement, there are setbacks in certain areas such as fill-in-the-blank questions in complex activities and sentence rewriting tasks. Additionally, the study found that providing students with picture clues can improve their performance. The study also suggests that blending both reading and writing skills in activities can lead to large linkages and improvements in performance.

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Relationships between self-regulation, social skills and writing achievement in digital schools

Cited by 9 publications

References 45 publications

Adaptation and validation of the social skills scale for intercultural primary school pupils

Adaptation and validation of the social skills scale for intercultural primary school pupils

A ciascuna disciplina il suo risultato. Classi digitali vs. classi a didattica tradizionale: un confronto negli esiti degli apprendimenti

Writing-reading accomplishments onto underlying gaps and bonds as prone to communication skills follow-up

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