| مشخصات مقاله | |
| ترجمه عنوان مقاله | شیوه‌های آموزشی، یادگیری ادراکی مهارت‌های اجتماعی بین دانشجویان را پیش‌بینی میکنند |
| عنوان انگلیسی مقاله | Pedagogical practices predicting perceived learning of social skills among university students |
| انتشار | مقاله سال 2022 |
| تعداد صفحات مقاله انگلیسی | 9 صفحه |
| هزینه | دانلود مقاله انگلیسی رایگان میباشد. |
| پایگاه داده | نشریه الزویر |
| نوع نگارش مقاله |
مقاله پژوهشی (Research Article) |
| مقاله بیس | این مقاله بیس میباشد |
| نمایه (index) | Scopus – Master Journals List – JCR |
| نوع مقاله | ISI |
| فرمت مقاله انگلیسی | |
| ایمپکت فاکتور(IF) |
1.976 در سال 2020 |
| شاخص H_index | 63 در سال 2020 |
| شاخص SJR | 0.921 در سال 2020 |
| شناسه ISSN | 0883-0355 |
| شاخص Quartile (چارک) | Q1 در سال 2020 |
| فرضیه | ندارد |
| مدل مفهومی | دارد |
| پرسشنامه | ندارد |
| متغیر | دارد |
| رفرنس | دارد |
| رشته های مرتبط | علوم تربیتی |
| گرایش های مرتبط | برنامه ریزی درسی، تحقیقات آموزشی، مدیریت و برنامه ریزی آموزش عالی |
| نوع ارائه مقاله |
ژورنال |
| مجله | مجله بین المللی تحقیقات آموزشی – International Journal of Educational Research |
| دانشگاه | Finnish Institute for Educational Research, University of Jyväskylä, Finland |
| کلمات کلیدی | مهارت های اجتماعی، یادگیری، آموزش، دانشجو |
| کلمات کلیدی انگلیسی | Social skills, Learning, Pedagogy, University student |
| شناسه دیجیتال – doi |
https://doi.org/10.1016/j.ijer.2021.101895 |
| کد محصول | E16072 |
| وضعیت ترجمه مقاله | ترجمه آماده این مقاله موجود نمیباشد. میتوانید از طریق دکمه پایین سفارش دهید. |
| دانلود رایگان مقاله | دانلود رایگان مقاله انگلیسی |
| سفارش ترجمه این مقاله | سفارش ترجمه این مقاله |
| فهرست مطالب مقاله: |
| Abstract Keywords Social skills as key competences in life and work Learning of social and other generic skills in university studies Data and method of analysis Constructing the explanatory model for the learning of social skills Results Discussion and conclusion References |
| بخشی از متن مقاله: |
| ABSTRACT The aim of this study was to examine what kinds of pedagogical practices predict perceived learning of university students’ social skills in classes where these skills are not set as learning outcomes. Data were collected from students of various disciplines by means of a questionnaire and then analysed using regression analysis. Students’ learning of social skills was explained by pedagogical factors related to 1) the modes of teaching and learning, 2) the features of the constructivist learning environment, 3) the features of the integrative pedagogy, and 4) the circumstances pertaining to the atmosphere of the learning environments involved in their studies. Factors belonging to three of these elements predicted the learning of social skills amongst university students. The regression models explained 46–58% of the learning of social skills. The results showed that collaborative learning typical of a constructivist learning environment plays a critical role in the learning process. In contrast, the modes of traditional or individual learning, such as listening and feedback or evaluation given by the teacher, loaded negatively in the regression model. Overall, the results suggest that collaborative and active forms of learning are highly significant in the learning of social skills. The study also brought up new perspectives to consider in the teaching of social skills. Social skills as key competences in life and work In general, social skills can be defined as tools that enable people to interact with other people and society harmoniously (Dowd & Tierney, 2017). They can be expressed in practical situations in a variety of ways, such as listening to others, an ability to view a situation from others’ perspective (perspective taking), communicating clearly, and an ability to collaborate with other people. Social skills play a crucial role at different stages of life, like in families, day care and school, various hobby-related and other peer groups, and in working life (Brackett, Rivers & Salovey, 2011; Greene & Burleson, 2003; Poulou, 2014). The significance of social skills has recently been stressed, especially in regard to the workplace, since employees’ versatile social skills are considered a key asset for the functioning of individuals and work communities alike (Carnevale & Smith, 2013; Forbes, 2015; Robles, 2012). In many studies and needs assessments, highly educated professionals have highlighted the pivotal importance of collaborative and other generic skills in their work (Arevalo, Pitkanen, ¨ Gritten & Tahvanainen, 2010; Rekola, Nippala, Tynjal ¨ a ¨ & Virtanen, 2018; Tholen, James Relly, Warhurst & Commander, 2016). Also, in studies on students’ work experience, students have reported that they have learned social skills at the workplace, such as collaboration and communication skills (Crebert, Bates, Bell, Patrick & Cragnolini, 2004; Jackson, 2015; Virtanen, Tynjal ¨ ¨ a & Collin, 2009). |