Students’ Interest in Social Studies and Negotiation Self-Efficacy: A Meta-Analysis of the GlobalEd Project
ARTICLE
Mariya Yukhymenko, University of Connecticut, United States
Journal of Technology and Teacher Education Volume 19, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Abstract
The current meta-analysis study summarizes the effects of the GlobalEd Project, a web-based educational intervention of international negotiations embedded within social studies curricula, on middle and high school students’ interest in social studies and negotiation self-efficacy. Meta-analytic evidence supports statistically significant increases in students’ interest in social studies for both middle and high school students and negotiation self-efficacy for high school students only as a result of participating in GlobalEd. Results demonstrated different effects of the intervention on middle and high school students, indicating greater increases for high school students. Significant effects of moderators related to demographic composition of samples were found for both interest in social studies and negotiation self-efficacy. Finally, after controlling for effects of school, proportion of those students who intend to go to college and who watch national news were contributing to the increase of interest in social studies.
Citation
Yukhymenko, M. (2011). Students’ Interest in Social Studies and Negotiation Self-Efficacy: A Meta-Analysis of the GlobalEd Project. Journal of Technology and Teacher Education, 19(3), 369-392. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved January 19, 2021 from https://www.learntechlib.org/primary/p/36200/.
© 2011 Society for Information Technology & Teacher Education
Cited By
View References & Citations Map-
Building Reflective Practice Through an Online Diversity Simulation in an Undergraduate Teacher Education Program
Jamie Manburg, Rashid Moore, David Griffin & Marvin Seperson, Nova Southeastern University, United States
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 1 (March 2017) pp. 128–153
-
Teacher participation in ongoing online professional development to support curriculum implementation: Effects of the GlobalEd 2 PD program on student affective learning outcomes
Jeremy Riel & Kimberly A. Lawless, University of Illinois at Chicago, United States; Scott W. Brown, University of Connecticut, United States; Lisa J. Lynn, University of Illinois at Chicago, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1031–1038
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.
