International Journal of Education and Cognitive Sciences

Predicting Phonological Awareness: The Roles of Mind-Wandering and Executive Attention

Cheng Yao; Hu Jun; Guang-Song Dai

Volume 5, Issue 2 , June 2024, Pages 1-7

https://doi.org/10.22034/injoeas.2024.454689.1084

Abstract

Purpose: This study aimed to investigate the predictive relationships between mind-wandering, executive attention, and phonological awareness. Methodology: A cross-sectional ... Read More

Teachers' Perceptions of the Efficacy of Positive Behavior Support Systems

Netty Herawati; Mohammadbagher Jafari; Karin Sanders

Volume 5, Issue 2 , June 2024, Pages 8-15

https://doi.org/10.22034/injoeas.2024.454677.1083

Abstract

Purpose: This study aims to explore teachers' perceptions of the efficacy of Positive Behavior Support (PBS) systems in educational settings. Methods and Materials: Employing a ... Read More

The Experience of Learning a Second Language as an Adult: A Qualitative Exploration of Motivation and Challenges

Farzaneh Mardani; Nancy Parra Vázquez; Jinashree Rajendrakumar; Seyed Milad Saadati

Volume 5, Issue 2 , June 2024, Pages 16-22

https://doi.org/10.22034/injoeas.2024.454693.1085

Abstract

Purpose: This qualitative study aimed to explore the motivations and challenges faced by adults learning a second language. By delving into the personal experiences of adult learners, ... Read More Purpose: This qualitative study aimed to explore the motivations and challenges faced by adults learning a second language. By delving into the personal experiences of adult learners, the study sought to uncover the factors that drive individuals to pursue language learning and the obstacles they encounter in this journey. Methods and Materials: The study utilized a qualitative research design, employing semi-structured interviews with 33 adult learners who had embarked on learning a second language. Participants were selected through purposive sampling to ensure diversity in age, gender, first language, second language being learned, and learning context. Theoretical saturation was achieved to ensure comprehensive coverage of the experiences and perspectives of adult language learners. Thematic analysis was conducted on the interview transcripts to identify themes and subthemes related to motivation and challenges. Findings: Two main themes emerged from the analysis: Motivation and Challenges. Under Motivation, five categories were identified: Personal Fulfillment, Professional Advancement, Cultural Connection, Social Interactions, and Cognitive and Health Benefits. Challenges were categorized into seven themes: Language Complexity, Time Constraints, Lack of Resources, Psychological Barriers, Environmental Factors, Learning Strategies, and Sociocultural Challenges. Each category was supported by several concepts, providing a detailed understanding of the factors influencing adult language learning. Conclusion: The study reveals a complex landscape of motivations and challenges in adult second language acquisition. While motivations ranged from personal growth to professional needs, challenges encompassed both internal psychological barriers and external environmental factors. The findings highlight the importance of tailored support and resources for adult language learners, addressing both their diverse motivations and the multifaceted challenges they face.

Improving Empathy and Peer Relationships in Adolescents: A Social Cognition Training Approach

Fehmi Öztop; Sanja Bilač; Yasin Kutuk

Volume 5, Issue 2 , June 2024, Pages 23-30

https://doi.org/10.22034/injoeas.2024.454699.1086

Abstract

Purpose: This study aimed to assess the effectiveness of a social cognition training intervention in enhancing empathy and peer relationships among adolescents. By focusing on these ... Read More Purpose: This study aimed to assess the effectiveness of a social cognition training intervention in enhancing empathy and peer relationships among adolescents. By focusing on these critical social and emotional competencies, the research sought to provide empirical evidence supporting the utility of targeted interventions in developmental psychology. Methodology: Employing a randomized controlled trial design, the study involved 30 adolescents aged 13-16 years, randomly assigned to either an experimental group undergoing a structured social cognition training program or a control group receiving no intervention. The program comprised 10 sessions, each lasting 75 minutes, focusing on developing empathy, understanding peer dynamics, and enhancing interpersonal skills. Empathy and peer relationships were measured at baseline, immediately post-intervention, and at a three-month follow-up using standardized tools, with data analysis conducted via SPSS-27 using ANOVA with repeated measurements and Bonferroni post-hoc tests. Findings: Significant improvements were observed in the experimental group, with empathy scores increasing from a pre-test mean of 55.92 (SD = 13.37) to a follow-up mean of 63.95 (SD = 14.44), and peer relationship scores rising from a pre-test mean of 51.71 (SD = 9.66) to a follow-up mean of 58.99 (SD = 10.21). The control group showed negligible changes. Statistical analysis revealed significant effects of time and group, as well as time × group interactions for both empathy (Time × Group: F = 8.30, p < 0.01) and peer relationships (Time × Group: F = 7.33, p < 0.01). Conclusion: The social cognition training intervention significantly enhanced empathy and peer relationships among adolescents, underscoring the potential of such programs to foster essential social skills and emotional understanding. These findings highlight the importance of targeted interventions in supporting adolescent social and emotional development.

No. of Volumes	5
No. of Issues	18
No. of Articles	105
No. of Contributors	229
Article View	6,578
PDF Download	8,066
View Per Article	62.65
PDF Download Per Article	76.82
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No. of Submissions	88
Rejected Submissions	3
Rejection Rate	3
Accepted Submissions	73
Acceptance Rate	83
Time to Accept (Days)	53
No. of Indexing Databases	7
No. of Reviewers	25

International Journal of Education and Cognitive Sciences

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Predicting Phonological Awareness: The Roles of Mind-Wandering and Executive Attention

Abstract

Teachers' Perceptions of the Efficacy of Positive Behavior Support Systems

Abstract

The Experience of Learning a Second Language as an Adult: A Qualitative Exploration of Motivation and Challenges

Abstract

Improving Empathy and Peer Relationships in Adolescents: A Social Cognition Training Approach

Abstract

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