International Journal of Psychology and Educational Studies

The Contribution of Rasch Modeling on Measuring Attitudes For Better Classroom Assessment

2024-12-08T13:49:53+03:00

This-review explores the significant contributions of Rasch modeling in enhancing classroom assessment practices, particularly in measuring student attitudes. Classroom assessment has evolved from standardized testing to integrative practices that emphasize both academic and affective dimensions of student development. Accurate attitude measurement tools are crucial for understanding students' interests, motivations, and dispositions, which influence their learning outcomes and overall academic engagement.Rasch modeling, a robust framework within Item Response Theory, addresses limitations of traditional Likert-scale analysis by converting ordinal data into interval-level measurements. It enables precise calibration of measurement tools while ensuring unidimensionality, reliability, and the elimination of item bias. Studies reviewed demonstrate the effectiveness of Rasch modeling in diverse educational contexts, from primary school coding attitudes to secondary science engagement and university-level course perceptions.This review highlights the utility of Rasch models in developing psychometrically sound scales, refining item properties, and diagnosing bias in assessments. It underscores the transformative potential of Rasch analysis in classroom assessments, offering educators actionable insights for creating reliable, valid tools tailored to various learning environments. The findings advocate for wider adoption of Rasch modeling in educational research to enhance both theoretical understanding and practical applications of student assessment.

Preschool Teachers' Perspectives on Sharing Children's Photos on Social Media: Empirical Findings

2024-09-24T21:01:59+03:00

The aim of this study is to explore the views of preschool teachers on the sharing of children's photographs on social media. This study used the case study method, one of the qualitative research designs. We selected the study group using a convenience sampling method. The sample of this study consists of 16 female teachers working in kindergartens and preschools affiliated with the Ministry of National Education in Nigde Province. The teachers in the study group were interviewed face-to-face, one-on-one, and the data were collected through in-depth interview techniques, and open-ended questions were asked to the teachers. Each interview lasted approximately 10-15 minutes. The data were analyzed using content analysis. The study found that all teachers took photographs of children throughout the day. The study found that teachers mostly photographed children during activity times, and most of them thought that there was no harm in this situation.

Emotional Intelligence and Achievement Motivation: A Study of International Students in Selected Chinese Universities

2024-01-21T23:29:58+03:00

Identifying antecedents of achievement motivation is important because they are critical to students' academic success, life and college satisfaction, and student retention. Previous research has identified a relationship between intellectual abilities and achievement motivation. However, it is still unknown whether relatively newer dimensions of intelligence such as emotional intelligence might influence achievement motivation especially among a sample of international college students. This study examined the relationship between Emotional intelligence (EI) and (academic) achievement motivation (AM) among (international) college students in China. A sample of 204 international students in selected Chinese universities was made to complete Schutte’s Emotional Intelligence questionnaire and achievement motives questionnaires. The Pearson correlation and regression was used to analyse the data. The results indicated that overall emotional intelligence and overall achievement motivation were positively correlated. All the subscales of EI with the exception of utilising emotions (UE), also significantly correlated with overall AM. Overall EI also correlated significantly with both subscales of AM, (i.e., hope of success and fear of failure) and all the subscales of EI also correlated positively with hope of success. Thus, students’ emotional intelligence was positively associated with their achievement motivation. The findings have implications for (International) college students’ counseling, recruitment and training in emotional intelligence development.

Reliability and Validity of the Self-Hate Scale in the Russian-Speaking Sample

2025-06-16T10:25:48+03:00

The current paper was targeted to validate the Self-Hate Scale (SHS; Turnell et al., 2019) for application within the Russian-speaking community, as it examined its validity and reliability within a sample of 302 participants. Subsequent to the translation procedures, a strong positive relationship between the English and the Russian versions was administered within the evaluation of the linguistic equivalence. According to the reliability and validity analysis, the Russian SHS is a single-factor scale with seven items and good factor loadings. The Russian version of the SHS displayed satisfactory fit values and good reliability coefficients, suggesting its validity and consistency. Self-hate demonstrated a positive correlation with the concepts of depression and anxiety and a negative correlation with self-compassion and its subscales (“self-kindness,” “self-judgment,” “common humanity,” “isolation,” “mindfulness,” and “over-identification”) and self-acceptance. A multivariate general linear model was employed to examine the predictive effect of SHS scores on depression, anxiety, self-acceptance, self-compassion, and its subscales. These findings suggest the SHS-Russian Form to be valid and reliable to utilize among the Russian-speaking countries.