Teachers' Attitudes Towards STEM Education: Exploring the Role of Their Readiness via a Structural Equation Model.

Over the past decade, there has been an intensified emphasis on STEM education to correspond with the goals of twenty-first century education. Educators play a vital role in executing a cohesive approach to interdisciplinary teaching and learning; hence, considerable focus has been directed towards the elements influencing teachers' attitudes. The study aimed to provide empirical evidence illustrating the significant influence of teachers' readiness on predicting attitudes.

A Punctuated Equilibrium Model for Conceptual Change and the Role of Neo-Piagetian Constructs: Methodology, Empirical Evidence, and Theoretical Perspectives.

This study explores the hypothesis related to a punctuated equilibrium process for conceptual change in science learning, in conjunction with the effects of four cognitive variables: logical thinking and field-dependence/field-independence, divergent and convergent thinking. The participants were fifth and sixth-grade elementary school pupils involved in different tasks, who were asked to describe and interpret chemical phenomena. Latent Class Analysis (LCA) was applied to children's responses, and three clusters or latent classes (LC1, LC2, and LC3) were identified, corresponding to hierarchical levels of conceptual understanding.

Conceptual understanding in science learning and the role of four psychometric variables: a person-centered approach.

The present study investigated conceptual understanding in learning science in relation to four cognitive variables: logical thinking, field-dependence/field-independence, and divergent and convergent thinking. The participants were fifth- and sixth-grade elementary school pupils involved in different mental tasks, where they had to describe and interpret phenomena related to changes of matter. This brief report presents data from the students' understanding of evaporation, and the method of analysis, a person-centered approach, is explicated.

Burnout of Greek Teachers: Measurement Invariance and Differences across Individual Characteristics.

Burnout (BT) is a vital determinant of work effectiveness and a well-studied psychological construct. The dominant theoretical perspectives have defined BT via the proposed dimensional structures and have provided the corresponding instruments for measuring them. The present endeavor adopts the Oldenburg Burnout Inventory (OLBI), as its purpose is to examine the psychometric properties of a short version for the Greek teachers and to find differences across their individual characteristics.

Teachers' Innovative Work Behavior as a Function of Self-Efficacy, Burnout, and Irrational Beliefs: A Structural Equation Model.

Teachers' innovative work behavior (TIWB) is crucial in the contemporary demanding educational environments for overcoming any commonplace issues and to ensure sustainability and development. It refers to a process in which the employee tries to create new ideas, adopt them, apply them in the school context, and then communicate them to other members of the organization in order to achieve a communal benefit. Among a plethora of factors that could influence such behavior, self-efficacy, burnout, and irrational beliefs have been proposed as potential covariates.

Neo-Piagetian Predictors of Students' Performance in Science Learning: Evidence from Primary Education.

This study explores primary school pupils' knowledge recall and interpretation skills regarding chemical and physical phenomena, in relation to three psychometric variables: logical thinking, field dependence/field independence, and divergent thinking. The participants ( 375) were in the fifth and sixth grades (aged 11-12) taking an introductory course in science, and they were involved in three tasks related to combustion, dissolution, and mixture separation. The pupils had to complete an instrument, in which they were asked to describe and interpret the phenomena involved in the tasks.

Classification and evaluation of educational apps for early childhood: Security matters.

This study explored certain popular educational apps' vital characteristics and potential profiles ( 50) for kindergarten kids. The profile analysis involved a categorization ascended from an evaluation process conducted by pre-service early childhood teachers' ( 295) at the University of Crete, Greece, using a new instrument, validated in the present research, the ETEA-2 scale. The categorization criteria were the five dimensions of the ETEA-2: Learning, Suitability, Usability, Security, and Parental Control.

Catastrophe Theory Applied to Neuropsychological Data: Nonlinear Effects of Depression on Financial Capacity in Amnestic Mild Cognitive Impairment and Dementia.

Financial incapacity is one of the cognitive deficits observed in amnestic mild cognitive impairment and dementia, while the combined interference of depression remains unexplored. The objective of this research is to investigate and propose a nonlinear model that explains empirical data better than ordinary linear ones and elucidates the role of depression. Four hundred eighteen (418) participants with a diagnosis of amnestic MCI with varying levels of depression were examined with the (GDS-15), the (FRSSD), and the (LCPLTAS).

Teachers' Irrational Belief Scale: Psychometric Properties of the Greek Version and Measurement Invariance across Genders.

Irrationality refers to human thoughts and beliefs that signify lack of rationality and entail erroneous perceptions about situational, personal, or collective idiosyncrasies, while it is independent of one's intellectual ability. Irrational beliefs are ubiquitous in all social and cultural groups and attract a special interest in behavioral sciences, where the primary concern is the development of instruments for identifying and measuring them. The present study evaluates the psychometric properties of Greek version of Teachers' Irrational Belief Scale (TIBS-G), a 25-item self-reported instrument using data collected from 835 participants.

Nonlinear Dynamic Effects of Convergent and Divergent Thinking in the Conceptual Change Process: Empirical Evidence from Primary Education.

The present study explores the role of convergent and divergent thinking in learning sciences from the nonlinear dynamical system (NDS) perspective. The participants (N=375) were fifth and sixth graders, aged 11-12, who were taking an introductory course in science. Students' understanding of physical phenomena, such as melting, boiling and evaporation was investigated as a function of four neo-Piagetian constructs via the difference-equation cusp catastrophe model.

Parents' Perceptions of Educational Apps Use for Kindergarten Children: Development and Validation of a New Instrument (PEAU-p) and Exploration of Parents' Profiles.

Contemporary mobile technologies offer tablets and smartphones that elicit young children's active participation in various educational apps, dramatically transforming playing, learning, and communication. Even the most knowledgeable users face difficulties in deciding about the value and appropriateness of the so-called educational apps because of many factors that should be considered. Their importance for children's attitudes is affected by the perceived positive and negative aspects, which vary across a multiplicity of criteria.

Illustration of Step-Wise Latent Class Modeling With Covariates and Taxometric Analysis in Research Probing Children's Mental Models in Learning Sciences.

This paper illustrates two psychometric methods, latent class analysis (LCA) and taxometric analysis (TA) using empirical data from research probing children's mental representation in science learning. LCA is used to obtain a typology based on observed variables and to further investigate how the encountered classes might be related to external variables, where the effectiveness of classification process and the unbiased estimations of parameters become the main concern. In the step-wise LCA, the class membership is assigned and subsequently its relationship with covariates is established.

The Role of Dysfunctional Myths in a Decision-Making Process under Bounded Rationality: A Complex Dynamical Systems Perspective.

The present study examines the factors influencing a decision-making process, with specific focus on the role of dysfunctional myths (DM). DM are thoughts or beliefs that are rather irrational, however influential to people's decisions. In this paper a decision-making process regarding the career choice of university students majoring in natural sciences and education (N=496) is examined by analyzing survey data taken via Career Decision Making Difficulties Questionnaire (CDDQ).