Paired learning duration and character strengths use as predictors of learning satisfaction: a dyadic longitudinal study among Chevruta students in Yeshivas.
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| Title: | Paired learning duration and character strengths use as predictors of learning satisfaction: a dyadic longitudinal study among Chevruta students in Yeshivas. |
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| Authors: | Littman-Ovadia, Hadassah1 hadassaho@ariel.ac.il, Freidlin, Pavel1 |
| Source: | Higher Education (00181560). Mar2022, Vol. 83 Issue 3, p655-672. 18p. 4 Charts. |
| Subject Terms: | *Learning, *Education of Jews, Character, Satisfaction, Jews |
| Abstract: | The benefits of paired learning, rather than individual learning, have been pointed by several studies. Although Chevruta, which has been essential in Jewish education for centuries, is arguably the original form of long-term paired learning, little empirical research has focused on exploring its components and consequences. In the current study, Chevruta learning is conceptualized as a combination of (a) structure: the proportion of time/space spent learning together, out of the total learning time on a given day, and (b) practices: the extent of using specific personal character strengths (CS), which resemble Chevruta practices in a positive manner. Their effects are examined on learning satisfaction. Methodologically, this is a dyadic (30 dyads) and longitudinal study with 20 daily measurement points for each participant. An average daily effect of structure on learning satisfaction was found—but no specific effect. This means that merely being together contributes to learning satisfaction over time, but not on the level of daily fluctuations. CS use, however, contributes both on average and on specific time points, and both in terms of the actor's and the partner's effects. One's own CS use contributes to one's own satisfaction both over time and daily. One's partner's Chevruta CS use fluctuation on specific days affects one's own learning satisfaction that same evening, but this effect does not hold on average. These results indicate that actively engaging, as conceptualized by duration of learning together and strengths use, in this cooperative Jewish learning strategy, provides a substantial mutual benefit to its members. [ABSTRACT FROM AUTHOR] |
| Copyright of Higher Education (00181560) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 155380843 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Paired learning duration and character strengths use as predictors of learning satisfaction: a dyadic longitudinal study among Chevruta students in Yeshivas. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Littman-Ovadia%2C+Hadassah%22">Littman-Ovadia, Hadassah</searchLink><relatesTo>1</relatesTo><i> hadassaho@ariel.ac.il</i><br /><searchLink fieldCode="AR" term="%22Freidlin%2C+Pavel%22">Freidlin, Pavel</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Higher+Education+%2800181560%29%22">Higher Education (00181560)</searchLink>. Mar2022, Vol. 83 Issue 3, p655-672. 18p. 4 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+of+Jews%22">Education of Jews</searchLink><br /><searchLink fieldCode="DE" term="%22Character%22">Character</searchLink><br /><searchLink fieldCode="DE" term="%22Satisfaction%22">Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Jews%22">Jews</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The benefits of paired learning, rather than individual learning, have been pointed by several studies. Although Chevruta, which has been essential in Jewish education for centuries, is arguably the original form of long-term paired learning, little empirical research has focused on exploring its components and consequences. In the current study, Chevruta learning is conceptualized as a combination of (a) structure: the proportion of time/space spent learning together, out of the total learning time on a given day, and (b) practices: the extent of using specific personal character strengths (CS), which resemble Chevruta practices in a positive manner. Their effects are examined on learning satisfaction. Methodologically, this is a dyadic (30 dyads) and longitudinal study with 20 daily measurement points for each participant. An average daily effect of structure on learning satisfaction was found—but no specific effect. This means that merely being together contributes to learning satisfaction over time, but not on the level of daily fluctuations. CS use, however, contributes both on average and on specific time points, and both in terms of the actor's and the partner's effects. One's own CS use contributes to one's own satisfaction both over time and daily. One's partner's Chevruta CS use fluctuation on specific days affects one's own learning satisfaction that same evening, but this effect does not hold on average. These results indicate that actively engaging, as conceptualized by duration of learning together and strengths use, in this cooperative Jewish learning strategy, provides a substantial mutual benefit to its members. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Higher Education (00181560) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=155380843 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10734-021-00690-y Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 655 Subjects: – SubjectFull: Learning Type: general – SubjectFull: Education of Jews Type: general – SubjectFull: Character Type: general – SubjectFull: Satisfaction Type: general – SubjectFull: Jews Type: general Titles: – TitleFull: Paired learning duration and character strengths use as predictors of learning satisfaction: a dyadic longitudinal study among Chevruta students in Yeshivas. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Littman-Ovadia, Hadassah – PersonEntity: Name: NameFull: Freidlin, Pavel IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 00181560 Numbering: – Type: volume Value: 83 – Type: issue Value: 3 Titles: – TitleFull: Higher Education (00181560) Type: main |
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