International Journal of Psychology and Educational Studies

Predicting The Receptiveness to Clinical Dyslexia Interventions with A Dynamic Reading and Writing Test

Bart Vogelaar, Mirjam De Vreeze-Westgeest, Sara Mata, Francisca Serrano — Tue, 28 Oct 2025 00:00:00 +0300

In this study, we were interested in the effectiveness of a dynamic reading and writing test for children diagnosed with dyslexia (N = 42) aged seven to eleven. Most of all, we were interested in whether the results of a dynamic reading and writing test could predict receptiveness to clinical dyslexia intervention. This study employed a pre-test-training-post-test design with two conditions: experimental (n = 21) for trained children and control (n = 21) for children without training. Results showed that, despite the absence of statistically significant growth in accuracy scores from pre-test to post-test, children diagnosed with dyslexia could benefit from training in phonemic awareness and writing competency. Dynamic post-test accuracy scores of the subtests Context-Dependent Words, Writing Competence and Phonemic Awareness predicted receptiveness to clinical dyslexia interventions. Implications for dyslexia clinicians are discussed.

Exploring the Conceptualizations and Utilizations of Learning Theories in Sport Settings

Kevin Lou, Megan Hut, Matthew Campbell, Jack Watson, Scott Barnicle — Tue, 28 Oct 2025 00:00:00 +0300

The purpose of this study was to identify how integrating learning theories into the design of a formal university course helps facilitate students’ resources, goals, and orientations (Schoenfeld, 2011) of learning theories for their future career work in coaching, sport psychology consulting, or other sport-related professions. Sixteen students signed up for a fifteen-week fall semester course at a Mid-Atlantic university in America and were asked to annotate, create, and reflect upon examples of future work in their desired fields for their three major written assignments in the course. Students reflected on their learning experience through pre-and-post semi-structured interviews and most stated that they benefitted from the way the course was designed with learning theories in mind and that it helped their understanding and application of learning theories. Results showed large increases in resources associated with learning theories, changes in goals from being ego-centric to learner-centric and shifts in orientations to recognize how helpful learning theories could be to participants’ future careers. Future directions include increasing the number of face-to-face meetings each week, making this course available for Master’s level students, and improving clarity around the definition of orientations shared with participants from Schoenfeld’s (2011) framework. Practical implications include adding learning theories courses to sport-related programs which could increase the quality of the work that coaches, sport psychology consultants, and other sport-related professionals will engage in with their athletes after taking a learning theories course.

Pre-Service Mathematics Teachers’ Understanding of Quadrilateral Definitions and Hierarchical Relationships: A Van Hiele Perspective

Ayşe Hanım Demirel, Tugbahan Simsekler Dizman — Tue, 28 Oct 2025 00:00:00 +0300

This study aims to examine pre-service elementary mathematics teachers' knowledge of quadrilaterals and evaluate their understanding within the framework of Van Hiele's Geometric Thinking Levels. In particular, the study investigates how pre-service teachers define quadrilaterals and establish relationships between different types of quadrilaterals and analyzes whether these processes differ across grade levels. The topic of quadrilaterals holds a crucial role in geometry instruction, as it requires not only familiarity with geometric properties but also a deep comprehension of hierarchical relationships among quadrilaterals. This highlights the direct impact of pre-service teachers' conceptual knowledge on students' geometry learning processes. The research was conducted using the cross-sectional approach within the general survey model. The study group consisted of 132 pre-service teachers enrolled in the 1st, 2nd, and 3rd years of the elementary mathematics teacher education program. Data were collected using an assessment form consisting of 12 multiple-choice questions, developed based on a literature review and expert opinions. This assessment tool was designed to measure pre-service teachers' ability to define quadrilaterals, establish relationships between them, and organize these relationships within a hierarchical structure. The analysis revealed that pre-service teachers primarily recognize quadrilaterals through prototypical representations, yet they struggle to define special cases and establish hierarchical relationships between quadrilaterals. Notably, the hierarchical relationship between deltoids and rhombuses was frequently overlooked. Although some conceptual gains were observed with increasing grade levels, no significant improvement was detected in terms of relating different types of quadrilaterals. The findings suggest that teacher education programs should incorporate more constructivist approaches and integrate visual materials into instructional practices to enhance pre-service teachers' knowledge of quadrilaterals. This study is expected to contribute to both the literature on quadrilateral instruction and the development of teacher training programs.

The Mediatory Role of Ruminative Thinking in the Relationship Between Psychological Well-Being and Hope

Ali Haydar Sar, Berfu Kadıoğlu Yılmaz — Tue, 28 Oct 2025 00:00:00 +0300

This study aims to examine how the ruminative thinking style mediates the relationship between psychological well-being and levels of hope. The sample group consists of 513 individuals selected by convenience sampling from the population who volunteered to participate in this study. Pearson Product-Moment Correlation coefficient was used to reveal the relationships between variables. In addition, while examining the mediating role of ruminative thinking style in the relationship between psychological well-being and hope level, the Hayes (2018) model was used as a basis, and Regression Analysis was used. According to the research findings, it was concluded that the psychological well-being level of the participants had a positive relationship with the dimensions of hope level, alternative ways of thinking, and activist thinking, and a significant negative relationship with ruminative thinking style. When the mediating role of ruminative thinking style in the relationship between participants' psychological well-being level and hope level was examined, it was concluded that ruminative thinking style had a partial mediating role in the total score of hope level. Considering the strong relationship between hope and psychological well-being, it is considered important to conduct research on different variables that affect the participants' psychological well-being, hope, and ruminative thinking style or that may be related to these variables and to include more in-depth findings, and to carry out awareness-raising activities to improve hope and increase psychological well-being.