Multidisciplinary Journal of Educational Research

Determinants of Academic Help-Seeking Willingness Among Chilean University Students: A Structural Model Analysis

2024-03-20T11:30:40+01:00

Through a structural model, this study analyzed how personal and contextual variables explain the student’s willingness to seek institutional academic help. The study involved 848 students of both sexes from public and private Chilean universities. The participants responded to a questionnaire evaluating personal (enabling and inhibitory) and contextual variables. Based on previous evidence from the literature and preliminary regression analysis, an explanatory model of the willingness for academic help-seeking was proposed and evaluated through a structural model (SEM). The results show a good fit of the final model, highlighting direct and indirect determinants of the student’s willingness for academic help-seeking and the mediator role of knowledge of access procedures to institutional support services. Also, and against expectations, a slight effect of shame on willingness to institutional help-seeking was observed. Finally, the implications of having a parsimonious model to explain this process are discussed.

Dialogic Pedagogical Gatherings to Foster Pre-service Teachers Self-Efficacy in Addressing School Violence

2024-12-19T09:38:06+01:00

Research has shown that teachers play a crucial role in addressing school violence, and their self-efficacy significantly influences their effectiveness in this area. Scientific literature indicates that teacher training can make a substantial difference, particularly in the context of pre-service teacher training. However, more research is needed to identify the most effective types of teacher training for this issue. To help fill this gap, the present study examines the impact of a pedagogical intervention called Dialogic Pedagogical Gatherings on the self-efficacy of pre-service teachers. This research is part of the Enhanc-ed project, which aims to identify effective practices for ensuring all students succeed in learning the school’s languages of instruction and to promote strategies for fostering a violence-free coexistence in educational settings. Using a communicative and dialogic approach focused on social impact, eight pre-service teachers from three groups at a Spanish university were interviewed, and six training sessions were observed. The results indicate that Dialogic Pedagogical Gatherings create an engaging and safe space where participants learn and reflect on problems and solutions related to overcoming school violence. This contributes to the development of pre-service teachers' self-efficacy. The implications of this research are discussed.

Implementation of Artificial Intelligence to Improve English Oral Expression

2025-01-02T14:33:50+01:00

Artificial intelligence is revolutionizing education, especially in language learning. This mixed method study examines how an AI-based application can improve the oral expression in English of 40 fifth-grade primary school students. Using the Design-Based Research (DBR) methodology, an AI-powered APP was developed and implemented over 16 weeks to support the development of oral English skills in the participating students. The results showed: a) a significant increase in student participation and motivation, b) notable improvements in pronunciation, fluency, and conversation skills, c) adaptability to the individual needs of students, and d) gradual progress in performance scores. The study highlights the transformative potential of AI in education, offering a personalized and effective learning experience. These findings are valuable for educators, educational technology developers, and policymakers interested in integrating AI into language teaching.

Differentiated Impact of Higher Education by Gender, Age, and Income Level on Economic Growth: Evidence for OECD Countries

2024-09-25T09:09:07+02:00

This research analyzes the differentiated impact of tertiary education by gender, age (youth or adult), and per capita income level through sixteen regression models with balanced panel data. Among the main results, women impact Gross Domestic Product per Capita (GDPpC) more than men; the results also differ according to income level. Young people contribute the most significant economic benefits, while in low-income countries, adults negatively impact the economy (the percentage is insignificant compared to present economic externalities). On the contrary, adults in high-income countries contribute a little to the economy (the initial investment of human capital depreciates with age). It is challenging to generalize the impact of tertiary education in all countries because it depends on differences by gender, age, and per capita income level. It is necessary to establish public policies reinforcing and strengthening higher education to achieve economic growth. Public policies must strive to reduce inequality in higher education and economic inequality among the members of the Organization for Economic Cooperation and Development (OECD).