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Behavioral Sciences
Special Issues
Foundational Approaches to Learning Behaviors
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Foundational Approaches to Learning Behaviors

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

Deadline for manuscript submissions: closed (31 August 2020) | Viewed by 8742

Special Issue Editors

Dr. Janna Kook

E-Mail Website
Guest Editor
Education Development Center, Inc.
Interests: research design, measure development, data analysis, and dissemination for Ready to Learn
Dr. Clare Irwin

E-Mail Website
Guest Editor
Education Development Center, Inc.
Interests: measurement, quantitative and qualitative research methods, policy analysis, mixed methods evaluations, research-practitioner partnerships, and technical assistance

Special Issue Information

Dear Colleagues,

The guest editors of this Special Issue welcome submissions on a broad set of topics related to approaches to learning in children and youth. Specifically, we encourage submissions that highlight: (1) research that examines the associations between approaches to learning and child or youth outcomes, broadly defined; (2) the measurement of approaches to learning in multiple contexts; and/or (3) promising instructional and/or intervention approaches for strengthening approaches to learning. We welcome articles that use quantitative, qualitative, or mixed-methods approaches. Likewise, we welcome submissions that represent a variety of theoretical perspectives.

Dr. Janna Kook
Dr. Clare Irwin
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

  • approaches to learning
  • approaches toward learning
  • learning behaviors
  • non-cognitive outcomes
  • measurement
  • assessment
  • instructional approaches
  • curriculum
  • educational interventions

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Further information on MDPI's Special Issue polices can be found here.

Published Papers (2 papers)

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Research

16 pages, 1023 KiB  
Article
Influence of Mothers’ Habits on Reading Skills and Emotional Intelligence of University Students: Relationships in the Social and Educational Context
by Elena Jiménez-Pérez, Almudena Barrientos-Báez, David Caldevilla-Domínguez and José Gómez-Galán
Behav. Sci. 2020, 10(12), 187; https://doi.org/10.3390/bs10120187 - 7 Dec 2020
Cited by 7 | Viewed by 3604
Abstract
Numerous studies show that the family plays a crucial role not only in the education of children but also in the acquisition of skills in the process of teaching and formal learning, especially in their reading competence. Furthermore, within the family, studies point [...] Read more.
Numerous studies show that the family plays a crucial role not only in the education of children but also in the acquisition of skills in the process of teaching and formal learning, especially in their reading competence. Furthermore, within the family, studies point to the basic role of the mother as the main axis of both educational and social teaching. The approach of this research aims to analyze whether maternal habits can influence the reading competence of their children. On the other hand, numerous studies point to the relationship between reading skills and emotional intelligence. Its inclusion in the equation of this construct can give information that will nuance the learning process in this evolutionary process. Thus, in this research, the objective is to establish the existence of a relationship between maternal reading habits with respect to reading competence and emotional intelligence in post-adolescents. Four-hundred-twenty first-year university students participated between the ages of 18 and 20 (43.8% men and 56.2% women) from the Andalusian universities of Granada, Malaga, and Jaen, all of them located in areas of medium socio-cultural context. Moderate mediation and factorial ANCOVA analyses have been carried out. The results point to the fact that the profile of the post-adolescents with the best score in reading competence also scores better in emotional intelligence and their mothers are those who score highest in reading habits. Thus, the role of the mother within the family is even more important than it appears in a society that seeks parity. New forms of work–family conciliation are necessary in order not to break the mother–child bond. Full article
(This article belongs to the Special Issue Foundational Approaches to Learning Behaviors)
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14 pages, 267 KiB  
Article
Developmental Changes in the Locus of Control in Students Attending Integrated and Non-integrated Classes during Early Adolescence in Poland
by Beata Łubianka, Sara Filipiak and Katarzyna Mariańczyk
Behav. Sci. 2020, 10(4), 74; https://doi.org/10.3390/bs10040074 - 7 Apr 2020
Cited by 3 | Viewed by 4712
Abstract
This article reports the results of a longitudinal study on the development of context-specific locus of control related to situations of success and failure in Polish adolescents. The participants were 90 primary school students, including 30 who learned in integrated classrooms and 60 [...] Read more.
This article reports the results of a longitudinal study on the development of context-specific locus of control related to situations of success and failure in Polish adolescents. The participants were 90 primary school students, including 30 who learned in integrated classrooms and 60 who went to non-integrated classes in schools with and without an inclusive curriculum, located in Lublin, Poland. The students were surveyed during a three-year schooling period (when they were in the sixth, seventh, and eighth grade). The research was carried out in the years 2016–2019. The Locus of Control Questionnaire (LOQ and LOQ-R) by Krasowicz-Kupis and Kurzyp-Wojnarska measured locus of control. These instruments measure generalized locus of control and allow the assessment of context-specific locus of control related to situations of success and failure, as well as school, parent, and peer settings. At the first stage of this study, students in non-integrated classrooms in schools without an inclusive curriculum were characterized by a more internal locus of control, both generalized and in situations of failure, compared to students of non-integrated classrooms in schools with an inclusive curriculum. At seventh grade, students of integrated classes were more external in situations related to their school activity, compared to their peers from non-integrated classrooms. Moreover, we observed developmental changes in locus of control of students from non-integrated classes but only those who attended schools with an integrated curriculum. Full article
(This article belongs to the Special Issue Foundational Approaches to Learning Behaviors)
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