Journal of Educational, Cultural and Psychological Studies 

About: Journal of Educational, Cultural and Psychological Studies is an academic journal published by LED Edizioni Universitarie. The journal publishes majorly in the area(s): Context (language use) & Educational leadership. It has an ISSN identifier of 2037-7924. It is also open access. Over the lifetime, 277 publications have been published receiving 2681 citations. The journal is also known as: ECPS.

Relationships between Metacognition, Self-efficacy and Self-regulation in Learning

Abstract: The ability to manage study activities by themselves is one of the educational goals that learners should achieve at the end of secondary school. Self-regulation, however, includes a variety of metacognitive issues. Firstly, self-regulated students should be aware of the mental processes they rely on when performing cognitive tasks, of the degree of autonomy they are allowed in managing study activities and of how effective they are in facing school demands. Secondly, students should be able to plan and monitor study activities strategically. Thirdly, students should identify the kind of learning which is expected to be reached. A sample of 130 students were administered 5 different of questionnaires designed to investigate the metacognitive awareness (MAI: Schraw & Dennison, 1994), the perception of autonomy in school learning (AILI: Elishout-Mohr, Van Daalen-Kapteijns, & Meijer, 2004), the sense of self-efficacy (Adaptive Self-Efficacy Scale: Sibilia, Schwarzer, & Jerusalem, 1995), the attitudes of study strategies (LASSI: Weinstein & Palmer, 2002), and the questionnaire on the conceptions of learning (QAPCOL: Perez-Tello, Antonietti, Liverta-Sempio, & Marchetti, 2002). Results revealed that self-regulated learning is linked to metacognitive skills such as planning, monitoring, evaluation and concentration. In addition, the knowledge and the proper use of learning strategies – such as the selection of the main ideas in a text – constitutes a related set of metacognitive skills. Finally, it was found that the acquisition of metacognitive knowledge, skills and attitudes is linked to autonomy in the study and to self-efficacy.

The Problem of Context in Comparative Education Research

Abstract: This paper argues that comparative education researchers – and education researchers generally – should pay more attention to how they conceptualize the Context(s) of schools and education systems. The construction of «the research context» is caught up in the mobilization of norms, power relations, regulative principles, technologies and strategies. Ascriptions of Context can operate as externally imposed categories that enclose, disable, and deny access to resources, opportunities, agency, and subject positions. In like measure, inscriptions of Context can sometimes enable, increase access and generally privilege particular cultural groups or particular social settings. This paper offers methodological strategies for analytically approaching the problem of Context in educational research. We propose that challenge is to understand how Context is part of an interweaving process with an object/objects within an assemblage that is ever changing. The «entangled analysis» approach (Sobe, forthcoming) advanced here attends to the constructed and constructing quality of Context. And it necessarily brings the researcher into the problematic, as she too is continually within the power/knowledge relations that make Contexts meaningful and consequential. We are argue that «contextualizing» a study should not be merely a preparatory activity but should carry across the entirety of a research project. Rather than beginning with standardized Contextual categories researchers should seek to understand the confluence of practices and objects that are coming together as well as constantly flowing and changing.

Evidence Based Education e modelli di valutazione formativa per le scuole

Abstract: Evidence Based Education and School Education Evaluation Models Evidence Based Education (EBE) is emerging as an approach focusing on the problem of reliability in educational research, on its theoretical foundations, and on the relationship between research and decision-making. On the latter, less well known are the implications resulting from it for the development of innovative school evaluation systems based on dynamic methods, and thus differing from static models based on raw data compared to general standards. We shall firstly provide a brief summary of the EBE approach as well as the main research centers and general issues in this field. Then, we will show how notions of feedback and formative assessment, currently recognized as really effective individual learning strategies, can act as reference points for school evaluation and orientation models, by introducing the New Zealand system, developed with the collaboration of John Hattie, one of the most representative of the EBE approach, which suggests to move from a static to a dynamic accountability.