Lecture Notes in Education Psychology and Public Media

- The Open Access Proceedings Series for Conferences

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The proceedings series Lecture Notes in Education Psychology and Public Media (LNEP) is an international peer-reviewed open access series publishes conference proceedings that address social science topics from a wide range of methodological and disciplinary perspectives. By offering a public forum for discussion and debate about issues in education, psychology, communication, and law, the series seeks to improve the state of social science. Research-focused articles are published in the series, which also accepts empirical and theoretical articles on micro, meso, and macro phenomena. The LNEP accepts proceedings on a variety of topics related to education, psychology, communication, law, and the effects of these fields on people and society.

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Announcements

December 21, 2022

Lecture Notes in Education Psychology and Public Media - Gender and Diversity pledge


We pledge to our series community:

  • We're committed: we put diversity and inclusion at the heart of our activities
  • We champion change: we're working to increase the percentage of women, early career ...

December 6, 2021

Lecture Notes in Education Psychology and Public Media - Disclaimer


  • The statements, opinions and data contained in the series Lecture Notes in Education Psychology and Public Media (LNEP) are solely those of the individual authors and contributors and not of the publisher and the editor(s). Lecture Notes in Education Psychology and Public Media stays neutral with regard to jurisdictional claims in published maps and ...
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    News

  • February 22, 2023, Good News! Welcome Dr. Nafhesa Ali from Northumbria University to give a speech at The 2nd International Conference on Interdisciplinary Humanities and Communication Studies (ICIHCS 2023)!
  • The International Conference on Social Psychology and Humanity Studies (ICSPHS 2023) will be held online on April 24, 2023.
  • February 21, 2023, Good News! Welcome Dr. Nafhesa Ali from Northumbria University to give a speech at The International Conference on Social Psychology and Humanity Studies (ICSPHS 2023)!
  • The 4th International Conference on Educational Innovation and Philosophical Inquiries (ICEIPI 2023) will be held on August 7, 2023.
  • November 30, 2022, Good News! The International Conference on Interdisciplinary Humanities and Communication Studies (ICIHCS 2022) will be held on December 18, 2022.
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    Latest articles

    Open Access | Article

    Teachers' well-being plays an salient role in teachers' professional development, students' academic success and psychological health, and a positive school atmosphere. However, current research on this issue is largely fragmented, so it is important to assess what has been studied and gain meaningful insights through a structural review of the literature. This literature review analyzes the existing research on teacher well-being from theories, antecedents, outcomes, and interventions of teacher well-being. According to the literature review, four theoretical models are applied to analyze antecedents and outcomes of teacher well-being. Personal and organizational antecedents have positive or negative influences on teacher well-being. Teachers with high levels of well-being can improve teacher professional development, students’ academic success and mental health, and create supportive learning atmospheres and environments in school settings. Training in class management ability, emotional regulation ability, coping ability, interpersonal ability and work-life balance ability have become more critical and beneficial to teachers. Implications and recommendations for future research are proposed.

    Open Access | Article

    Collaboration between family, school and community in education has been brought back under the spotlight as hybrid teaching was imposed during the COVID-19 pandemic. However, existing cases of these collaborations show problems of misunderstanding, lack of trust and involvement in the interactions between these parties in supporting and educating children. Meanwhile, the mechanism and system of collaboration have rarely been analysed, thus not yielding abundant suggestions for updating and improving the interactions of the parties involved. Therefore, this article examines how addressing information asymmetry and building trust can help improve the situation. This article concludes that a free flow of information and continuous collaboration can establish trust between family, school and community, increasing the involvement of these parties and consequently benefiting children. Therefore, this article suggests schools should actively contact and communicate with families and communities, establish a flow of information and utilise resources and efforts to ensure a conclusive and collaborative education for all children.

    Open Access | Article

    The swift advancement of digital technology is leading to the mainstreaming of online education as a modality of instruction, but the influence of gender differences therein is becoming more and more prominent, posing a potential threat to educational equity. This study aims to deeply analyze gender differences in college students' perceptions of online learning to promote educational equity and quality. To assess their perceptions of online learning quantitatively, the study has drawn on and improved the existing measurement scales by adding new dimensions of students' online perceptions. This study randomly recruited college students (n=189) as the research sample and used an empirical study methodology to methodically gather and examine data to confirm the disparities in how students of various genders perceive online learning. According to the study, there are notable distinctions between how male and female students interact, participate, and contribute to online learning. Female students were more likely to receive support from the instructor and construct knowledge in social interactions, while male students were more adept at independent exploratory learning. The study explains the multiplicity and complexity of gender differences in college students' perceptions of online education and gives recommendations for research findings.

    Open Access | Article

    Bilibili, a video sharing website where users can view and add overlaid commentary on videos has become one of the major video sharing platforms in China. In early 2023, a phenomenon emerged on Bilibili where vloggers began announcing “stop updating”, indicating their intention to cease uploading new content. This phenomenon immediately sparked widespread discussions on the internet and within society at large. This study employs text analysis to gain insights into how users on Bilibili reacted and responded to vloggers announcing “stop updating”. The research identifies five dimensions characterizing the users’ responses: (1) attitudes towards the ecosystem; (2) attitudes towards Bilibili; (3) attitudes towards advertising; (4) attitudes towards vloggers; and (5) attitudes towards other users. The findings of this research illuminate the relationships among Bilibili, content creators, users, and how these dynamics influence content production, dissemination, and monetization on the platform. Additionally, the results offer insights into the behaviors of content creators and users on the platform. Furthermore, this research unveils the business models of Bilibili, particularly concerning aspects related to advertising, sponsorship, and the profitability of content creators.

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