Educational and Developmental Psychology Daphne Hopkins Educational and Developmental Psychology Educational and Developmental Psychology Edited by Daphne Hopkins Published by College Publishing House, 5 Penn Plaza, 19th Floor, New York, NY 10001, USA Educational and Developmental Psychology Edited by Daphne Hopkins © 2017 College Publishing House International Standard Book Number: 978-1-9789-2290-7 This book contains information obtained from authentic and highly regarded sources. Copyright for all individual chapters remain with the respective authors as indicated. All chapters are published with permission under the Creative Commons Attribution License or equivalent. A wide variety of references are listed. Permission and sources are indicated; for detailed attributions, please refer to the permissions page and list of contributors. Reasonable efforts have been made to publish reliable data and information, but the authors, editors and publisher cannot assume any responsibility for the validity of all materials or the consequences of their use. Copyright of this ebook is with College Publishing House, rights acquired from the original print publisher, Clanrye International. The publisher’s policy is to use permanent paper from mills that operate a sustainable forestry policy. Furthermore, the publisher ensures that the text paper and cover boards used have met acceptable environmental accreditation standards. Trademark Notice: Registered trademark of products or corporate names are used only for explanation and identification without intent to infringe. Contents Preface VII Chapter 1 Characteristics of the Pedagogical Innovator in a University Strongly Committed to Research and Across Disciplines 1 Anne M. Walder Chapter 2 University Environment and Global Citizenship Identification 10 Marion E. Blake, Lindsey Pierce, Shonda Gibson, Stephen Reysen and Iva Katzarska-Miller Chapter 3 Development of “The Child Eating-Enjoyment Scale” 21 Nana Ito, Tomomi Ainuki and Rie Akamatsu Chapter 4 Fine Motor Skills Relate to Visual Memory in Autism Spectrum Disorder 29 Yasuko Funabiki, Tadao Mizutani and Toshiya Murai Chapter 5 Evaluating the Moral Intelligence of the Late Childhood (9-12) Years in Jordan: Al-Karak Governorate Case 38 Intisar Turki ALdarabah, Reham Almohtadi, Mustafa Jwaifell and Raed Omar Salah Chapter 6 Gender Differences in the Relationship between the Regular Practice of Sports and Physical Exercise, Self-Beliefs and Academic Achievement during Adolescence 49 Sofia Guimaraes Chapter 7 Parental Support for Learning and High School Students’ Academic Motivation and Persistence in Mathematics 61 Sarita Y. Shukla, Angela K. Tombari, Michael D. Toland and Fred W. Danner Chapter 8 The Scale for the Loneliness of College Students in Taiwan 74 I-Chieh Chen Chapter 9 Dominant Goal Orientations Predict Differences in Academic Achievement during Adolescence through Metacognitive Self-Regulation 91 Sanne Dekker, Lydia Krabbendam, Nikki Lee, Annemarie Boschloo, Renate de Groot and Jelle Jolles Chapter 10 Piagetian and Vygotskian Approaches to Cognitive Development in the Kindergarten Classroom 103 Yassir Semmar and Tamader Al-Thani Chapter 11 Development of Meta-Representations: Procedural Metacognition and the Relationship to Theory of Mind 109 Emanuel Feurer, Raluca Sassu, Patricia Cimeli and Claudia M. Roebers ________________________WORLD TECHNOLOGIES______________________ (cid:57)I (cid:38) (cid:82) (cid:81) (cid:87)(cid:72)(cid:81)(cid:87)(cid:86) Chapter 12 Individual Characteristics, Family Factors, and Classroom Experiences as Predictors of Low-Income Kindergarteners’ Social Skills 122 Shayl Griffith, David Arnold, Mary-Ellen Voegler-Lee and Janis Kupersmidt Chapter 13 Dominant Interests in the Personality of Industrial Design Students within Their Educational Practice 140 René Pedroza Flores Chapter 14 Maintenance Mechanisms in Children’s Verbal Working Memory 148 Anne-Laure Oftinger and Valérie Camos Chapter 15 Betwixt and between Cultural Milieus: African Female Refugee Adolescents Striving for Scholastic Success in USA 160 Vincent M. Mugisha Chapter 16 Respected Students Equal Better Students: Investigating the Links between Respect and Performance in Schools 175 Corinna Mertz, Tilman Eckloff, Julia Johannsen and Niels Van Quaquebeke Chapter 17 Slot-Filler and Taxonomic Organization: The Role of Contextual Experience and Maternal Education 188 Li Sheng and Boji P. W. Lam Chapter 18 The Influence of Media in Children’s Language Development 199 Salwa S. Al-Harbi Chapter 19 The Influence of Teachers’ Preferences on Children’s Social Status in Schools 204 Hui Jing Lu, Kitty Y. Fung, Jo Ann Farver, Bin Bin Chen and Lei Chang Chapter 20 Development and Validation of the Social and Emotional Competencies Evaluation Questionnaire 221 Vitor Alexandre Coelho, Vanda Sousa and Marta Marchante Chapter 21 Increasing Learning Potential in Entry Level Nutrition Students through Online Tutorial 230 April Litchford and Heidi Wengreen Chapter 22 The Effectiveness of Programmed Education in Developing Writing Skills of Children with Learning Difficulties in Primary Education: A Case Study of Northern Border Areas of Saudi Arabia 240 Mona Saleh Alanazi Chapter 23 Differences in Happiness after Early Crawling Experience 252 Anne H. Zachry, Rebecca L. Goldman, Nikki F. Gordon, Stephanie B. Lancaster, Kayla B. Simpson and Sarah K. Springer Chapter 24 School Climate, Teacher-Child Closeness, and Low-Income Children’s Academic Skills in Kindergarten 258 Amy E. Lowenstein, Allison H. Friedman-Krauss, C. Cybele Raver, Stephanie M. Jones and Rachel A. Pess Permissions List of Contributors ________________________WORLD TECHNOLOGIES______________________ Preface The world is advancing at a fast pace like never before. Therefore, the need is to keep up with the latest developments. This book was an idea that came to fruition when the specialists in the area realized the need to coordinate together and document essential themes in the subject. That’s when I was requested to be the editor. Editing this book has been an honour as it brings together diverse authors researching on different streams of the field. The book collates essential materials contributed by veterans in the area which can be utilized by students and researchers alike. This book provides comprehensive insights into the field of educational and development psychology. As the world is growing rapidly with new technological advances, the field of psychology also is matching this pace. This branch of psychology deals with the studies related to human learning, the processes related with it; from both cognitive and behavioral point of view. It also studies the concepts and foundations of human developments in a course of one life span. The extensive content of this book will insure that readers get a thorough knowledge of this field and are able to broaden their perspective in the field of educational and development psychology. Some of the diverse topics covered in this book address the varied branches that fall under this category. It aims to serve as a resource guide for psychologists, educationists, students and experts alike. Each chapter is a sole-standing publication that reflects each author´s interpretation. Thus, the book displays a multi-facetted picture of our current understanding of applications and diverse aspects of the field. I would like to thank the contributors of this book and my family for their endless support. Editor ________________________WORLD TECHNOLOGIES______________________ ________________________WORLD TECHNOLOGIES______________________ 1 Characteristics of the Pedagogical Innovator in a University Strongly Committed to Research and Across Disciplines Anne M. Walder1 1 School of Education, University of Montreal, Montreal, Quebec, Canada Correspondence: Anne M. Walder, Université de Montréal, Faculté des sciences de l’éducation, Département de psychopédagogie et d’andragogie, Case postale 6128, succursale Centre-Ville, Montréal, QC H3C 3J7. E-mail: [email protected] Abstract While innovation is a central concern in higher education, I have sought to understand those professors who innovate. This qualitative research focuses in particular on pedagogical innovators in the context of a university strongly committed to research, the Université de Montréal, and explores the impact of disciplinary culture on pedagogical innovators’ profiles. This research reveals the characteristics of the innovators interviewed and underlines the impact of the pure science and applied science axis on pedagogical innovator characteristic diversity. Keywords: pedagogical innovators, characteristics of innovators, disciplinary culture, higher education 1. Introduction According to the traditions of academic culture, university teaching remains one of the few professions for which one does not need training in order to practice. The only requirement is a doctorate attesting to one’s credentials in the research subject taught with, in general, no minimum requirements in terms of teaching credentials, or pedagogical, communication, assessment or supervision skills. In this context, it is unlikely that professors will find the time to reflect upon their understanding of the act of teaching or to glance at pedagogical innovations and potential alternatives that might improve their teaching, unless they are compelled by curiosity to enrol on a course specifically dedicated to the teaching practice of higher education. Professors are rewarded for having faithfully conformed to the values and visions of university protagonists, so it is of no benefit for them to stray from the traditionalist path. An excellent researcher, can only be a good teacher and it is the students who are not able to properly assess the quality of his teaching. Hence, these beliefs are those that continue to shape the academic environment (Fox, 1983; Loiola & Tardif, 2001). That said, a change in the way the profession of professor-researcher is regarded can be noticed. First, the recruitment of professors has been decentralised to units, which draft the job advertisements and increasingly include teaching-related requirements in these. Thus, university professors are invited to attend pedagogical training courses. Today, we know that university teaching is a learnt occupation (Donnay & Romainville, 1996). Teaching skills are built and developed, among others, through practice and revolve around the “practical skills” or “action skills” used by professors in class to deal with the urgency and uncertainty of real situations (Piot, 2008). I underline the fact that it is in action and vis-à-vis students that professors construct their skills. While, method diversity and pedagogical advice from groups of practitioners and mentoring are recommended (Knight, 2002), promoting and supporting pioneering pedagogical projects have been a top priority for certain committed universities. For example, few Anglo-Saxon and Canadian universities are making pedagogical initiative funds available aimed at financing the implementation of pedagogical innovations (Weimer & Lenz, 1991). Pedagogical teaching support centres were first developed in English-language universities (ibid.), but are widespread today among university establishments. The programmes offer four specific types of support dependent on the establishment. These are: training in university pedagogy, individual advice, teaching assessment and applied pedagogical research. The pedagogical innovation support funds aim to improve the ________________________WORLD TECHNOLOGIES______________________