Results 61 to 70 of about 6,653 (261)
Teacher support and learning engagement: A moderated mediation model of epistemic beliefs and gender
Acta PsychologicaThe present study investigated the mechanism underlying the relationship between teacher support and undergraduates' learning engagement, examining epistemic beliefs as a mediator and gender as a moderator.
Meiping Chen, Zhongyan Xu, Leishan Shi
doaj +1 more source
American Journal of Community Psychology, EarlyView.Abstract US universities are built on stolen land and sustained through hierarchies of power that produce what migrant justice scholars name as b/order regimes. As institutions that claim to be sites of learning and inclusion, universities are fraught with contradictions as simultaneously sites of dispossession, exclusion, and control.
Sara L. Buckingham +1 more
wiley +1 more source
Frontiers in EducationThis study examines the relationship and influences between teacher epistemic beliefs and their learning environment. Drawing on a multiple case study design, six in-service elementary school science teachers were purposefully selected from a larger, NSF-
Eric Antwi Akuoko +4 more
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The Made‐in‐Africa Evaluation framework: A decolonial approach to program evaluation
American Journal of Community Psychology, EarlyView.Abstract The Made in Africa Evaluation (MAE) framework is a decolonial approach to program evaluation developed by African evaluators over the past 14 years. MAE may be appropriate to community psychologists who practice program evaluation or conduct research in Africa, but little is known about its implementation.
Takatso Sibanda, Robin Lin Miller
wiley +1 more source
American Journal of Medical Genetics Part B: Neuropsychiatric Genetics, EarlyView.ABSTRACT Post‐traumatic stress disorder (PTSD) causes significant mental and physical distress, yet only a small subset of individuals exposed to trauma develop the disorder. Scientists and clinicians are still unable to predict who will get the disorder or how it will manifest.
Brandy M. Fox
wiley +1 more source
The Insistence of Blackness and the Persistence of Antiblackness in Ireland
Australian Journal of Social Issues, EarlyView.ABSTRACT This paper positions Ireland as a critical site for examining the insistence of blackness and an antiblackness created and sustained through Irish ethnonationalist imaginaries and exclusionary processes. Drawing on connected sociologies and Irish Black Studies, this enquiry argues that antiblackness in Ireland operates as a generational force,
Philomena Mullen
wiley +1 more source
London Review of EducationThis survey study (n = 376) investigated student teachers’ views about educational research, taking a social-psychological perspective in employing the conceptual frameworks of epistemic beliefs and epistemic emotions.
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Frontiers in EducationIntroductionGiven the predominant psycholinguistic approach to language education, little is known about the epistemic beliefs of language teachers and how they shape the enactment of reformed language curricula.
Roseanne Kheir-Farraj +2 more
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SAGE Open, 2023 The purpose of this study was to investigate the relationships between epistemological beliefs and learning approaches of university students. The mediator effect of gender was also tested.
Saadet Aylin Yağan, Hanifi Parlar
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‘Turkeys Cannot Vote for Christmas’: Why Epistemic Disobedience in an Anti‐Black World Matters
Australian Journal of Social Issues, EarlyView.ABSTRACT Never in the history of global coloniality has the idea of epistemic disobedience been as important as in the 21st century. This is not only because the struggle for decolonisation has shifted from physical confrontation between the coloniser and the colonised into a battle of ideas but also because the former has deployed the idea of ...
Morgan Ndlovu
wiley +1 more source