IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-11 DOI: 10.1111/ejed.70239

Honggang Liu, Baochen Liu, Xu Wang

{"title":"Relationship Between Emotional Intelligence and Emotion Regulation in Pre-Service Teachers' Teaching Practicum: A Quantitative Longitudinal Study","authors":"Honggang Liu, Baochen Liu, Xu Wang","doi":"10.1111/ejed.70239","DOIUrl":"https://doi.org/10.1111/ejed.70239","url":null,"abstract":"<div>\u0000 \u0000 <p>As a crucial link between theoretical preparation and practical teaching in higher education, pre-service teachers' emotional management has garnered increasing attention, particularly regarding emotional intelligence (EI) and emotion regulation (ER). However, most existing research has been cross-sectional, lacking a longitudinal perspective on how these emotional capacities evolve during the practicum. Addressing this gap, the present study investigates the developmental trajectories of, and interrelations between, EI and ER among pre-service teachers using a longitudinal design. Participants included 225 fourth-year undergraduates from nine majors in a teacher education programme at a normal university in China. Latent growth curve modelling revealed that both EI and ER followed linear growth trends, with significant individual differences in EI but not ER. Cross-lagged panel analysis indicated that while EI remained relatively stable, ER development was more dynamic. Importantly, EI at mid-practicum significantly predicted ER at the end. These findings underscore the stability of EI, the variability of ER, and the predictive influence of EI on ER, highlighting the importance of embedding emotional competence training and emotional support systems within the practicum experience.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145037907","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Impact of Artificial Intelligence Literacy on Doctoral Students' Innovative Behaviour From the Perspective of Technology Affordance 技术供给视角下的人工智能素养对博士生创新行为的影响

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-11 DOI: 10.1111/ejed.70245

Lu Weikang, Li Shiyin, Qian Xiaomo

{"title":"The Impact of Artificial Intelligence Literacy on Doctoral Students' Innovative Behaviour From the Perspective of Technology Affordance","authors":"Lu Weikang, Li Shiyin, Qian Xiaomo","doi":"10.1111/ejed.70245","DOIUrl":"https://doi.org/10.1111/ejed.70245","url":null,"abstract":"<div>\u0000 \u0000 <p>Generative artificial intelligence (GenAI) is reshaping the research paradigm of doctoral education, with growing evidence suggesting that the use of artificial intelligence (AI) tools could promote innovative behaviour among doctoral students. However, the use of AI tools in scientific research should be approached with special caution, as improper use may lead to ethical issues in scientific research, underscoring the importance of artificial intelligence literacy (AI literacy). This study examined the impact of AI literacy on the innovative behaviour of doctoral students, proposing a theoretical model of ‘AI literacy-innovative behavior’ from the perspective of technology affordance. Specifically, it explored the chain mediating effect of AI affordance and emotional engagement between AI literacy and doctoral students' innovative behaviour. This study investigated 354 doctoral students from three Chinese universities and tested the proposed theoretical model through partial least squares structural equation modelling (PLS-SEM). Results indicate that AI literacy has a significant positive impact on innovative behaviour, AI affordance and emotional engagement both serve as mediators in the relationship between AI literacy and innovative behaviour, and AI affordance and emotional engagement play a chain mediating role in the relationship between AI literacy and innovative behaviour. These findings provide valuable theoretical insights into the mechanisms through which AI literacy influence innovative behaviour and offer practical implications for promoting responsible AI usage in doctoral research contexts.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145038244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Academic performance and progression among near-peer tutors: A comparative analysis in undergraduate medical education. 近同伴导师的学习成绩与进步：本科医学教育的比较分析。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-11 DOI: 10.1080/0142159X.2025.2553658

András Komócsi, Gergely Csaba, Eszter Veronika Csöngei, Krisztina Fischer, Kristóf Filipánits, László Czopf, Andrea Tamás

{"title":"Academic performance and progression among near-peer tutors: A comparative analysis in undergraduate medical education.","authors":"András Komócsi, Gergely Csaba, Eszter Veronika Csöngei, Krisztina Fischer, Kristóf Filipánits, László Czopf, Andrea Tamás","doi":"10.1080/0142159X.2025.2553658","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2553658","url":null,"abstract":"<p><strong>Introduction: </strong>Near-peer teaching (NPT) in medical education supports active learning and peer engagement while fostering professional development. However, the academic benefits for NPT tutors, including effects on performance and graduation timelines, remain underexplored.</p><p><strong>Methods: </strong>We evaluated the impact of NPT participation on academic outcomes, including grade point averages (GPAs), final examination performance, and curriculum adherence. A five-year dataset comprising 1544 medical students was analyzed. Academic performance metrics included GPAs from basic sciences and clinical rotations, diploma GPA, final board exam scores, and progression through semesters. Multiple regression and Generalized Additive Models (GAMs), adjusting for baseline performance and confounders, were used to assess associations.</p><p><strong>Results: </strong>NPT tutors were found to have significantly higher diploma GPAs (+0.24, <i>p</i> < .001) and State exam scores (+0.15, <i>p</i> < .001) than non-tutors. They also had fewer passive semesters (-0.25, <i>p</i> < .001) and shorter total study duration (-0.79 semesters, <i>p</i> < .001). Non-linear interactions were observed between early academic performance and later outcomes.</p><p><strong>Discussion: </strong>Participation as an NPT tutor was associated with higher academic performance and more efficient curricular progression. Academic benefits were most pronounced among students with lower preclinical GPAs, suggesting that NPT may represent a high-impact opportunity to support students who face early academic challenges.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-11"},"PeriodicalIF":3.3,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145033669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“‘We're Not Whom We Imagined!”’ Exploring Novice Language Teacher Educators' Identity (Re)construction: A Narrative Case Study From the Perspective of Social Cognition Representation “‘我们不是我们想象的那个人！探索初学语言教师教育者身份（再）建构：一个社会认知表征视角下的叙事个案研究

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-11 DOI: 10.1111/ejed.70246

Ming Li

{"title":"“‘We're Not Whom We Imagined!”’ Exploring Novice Language Teacher Educators' Identity (Re)construction: A Narrative Case Study From the Perspective of Social Cognition Representation","authors":"Ming Li","doi":"10.1111/ejed.70246","DOIUrl":"https://doi.org/10.1111/ejed.70246","url":null,"abstract":"<div>\u0000 \u0000 <p>This study explores the identity development of novice language teacher educators (NLTEs) as they transition from imagined identities to practiced identities within professional contexts. Drawing on social cognition representation theory, the research examines how NLTEs construct, negotiate, and enact their professional identities, focusing on the interplay between personal aspirations and institutional expectations. Based on data from multiple sources, mainly semi-structured interviews, the findings reveal tensions between imagined identities, often characterised by research-oriented aspirations, and the institutional demands, including pedagogical responsibilities and performance-based pressures such as the ‘publish or perish’ culture. These tensions are mediated by NLTEs' cognitive representations of their identities, informed by prior experiences, professional environments, and social interactions. The study highlights the dynamic and context-dependent nature of identity (re)construction, offering implications on how universities can support NLTEs in aligning their imagined and practiced identities. Recommendations include fostering NLTEs' agency on identity development and balancing research and teaching expectations to facilitate NLTEs' professional growth and well-being.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145037571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring Chinese Secondary EFL Students' Self-Regulated Learning and Task Engagement in AI-Assisted Classrooms: A Latent Growth Curve Modelling Study 中国中学生在人工智能辅助课堂中的自主学习和任务参与：一项潜在增长曲线模型研究

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-11 DOI: 10.1111/ejed.70241

Liu Shi, Shengji Li, Jingjing Xing

{"title":"Exploring Chinese Secondary EFL Students' Self-Regulated Learning and Task Engagement in AI-Assisted Classrooms: A Latent Growth Curve Modelling Study","authors":"Liu Shi, Shengji Li, Jingjing Xing","doi":"10.1111/ejed.70241","DOIUrl":"https://doi.org/10.1111/ejed.70241","url":null,"abstract":"<div>\u0000 \u0000 <p>The growing integration of artificial intelligence (AI) tools into English as a foreign language (EFL) instruction presents new opportunities for fostering students' self-regulated learning (SRL) and task engagement (TE). While prior research has shown that AI-assisted environments can enhance metacognitive monitoring and learning motivation, longitudinal evidence on how SRL and TE develop in tandem remains limited. To address this void, this study employed a parallel-process latent growth curve modelling (LGCM) approach to investigate the co-developmental trajectories of SRL and TE among 334 Chinese secondary school students enrolled in a semester-long AI-assisted EFL programme. Results indicated modest but significant growth in both SRL and TE, with substantial inter-individual variability. Positive correlations were found between the intercepts and slopes of the two constructs, supporting a dynamic reciprocal relationship. However, cross-domain negative effects suggested potential ceiling constraints among highly self-regulated or highly engaged learners. These findings underscore the importance of designing adaptive AI tools that account for diverse learner profiles and sustain long-term engagement and regulation.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145038245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Learning Motivation and Digital Literacy in AI Adoption for Self-Regulated English Learning 人工智能在自主英语学习中的学习动机与数字素养

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-11 DOI: 10.1111/ejed.70254

Fang Huang, Ali Derakhshan

{"title":"Learning Motivation and Digital Literacy in AI Adoption for Self-Regulated English Learning","authors":"Fang Huang, Ali Derakhshan","doi":"10.1111/ejed.70254","DOIUrl":"https://doi.org/10.1111/ejed.70254","url":null,"abstract":"<div>\u0000 \u0000 <p>While artificial intelligence in language learning has garnered extensive research attention, the specific roles of motivation and digital literacy (DL) in shaping students' self-regulated language learning within AI remain largely unexplored. Based on the theory of planned behaviour (TPB), this study endeavoured to understand how learning motivation (LM) and DL influence university EFL learners' adoption of AI in self-regulated learning (SRL). Data collected from 363 EFL learners in Chinese universities were analysed using the structural equation modelling technique. Results indicated that Chinese university EFL learners had positive responses to the adoption of AI in facilitating SRL. Except for attitude, perceived behavioural control (PBC), and subjective norm (SN), their AI usage was significantly influenced by LM and DL. The proposed model explained 47% of the variance. This study indicated the validity of TPB in explaining AI-assisted self-regulated English learning. The findings offer EFL teachers actionable insights to enhance AI-assisted SRL by fostering student motivation and DL.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145038246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Measuring meaningfulness in physical education: a tool for teachers and researchers 测量体育教学意义：教师和研究人员的工具

IF 3.6 2区教育学

Physical Education and Sport Pedagogy Pub Date : 2025-09-11 DOI: 10.1080/17408989.2025.2557892

Peter A. Hastie, Ali N. Alshuraymi, Chih-Hsuan Wang

引用次数: 0

Self-Regulation Profiles and Social Competence in Early Childhood: A Person-Centered Approach 幼儿自我调节与社会能力：以人为中心的研究

IF 2.9 3区教育学

Early Education and Development Pub Date : 2025-09-11 DOI: 10.1080/10409289.2025.2559429

Mahmut Sami Gürdal, İbrahim Hakkı Acar

引用次数: 0

Utilizing state workforce registries and targeted surveys to investigate workforce wellbeing 利用国家劳动力登记和有针对性的调查来调查劳动力福利

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-09-11 DOI: 10.1016/j.ecresq.2025.09.001

Alexandra M. Daro , Greg W. Welch , Kimberlee Belcher-Badal , Wayne Mayfield

{"title":"Utilizing state workforce registries and targeted surveys to investigate workforce wellbeing","authors":"Alexandra M. Daro , Greg W. Welch , Kimberlee Belcher-Badal , Wayne Mayfield","doi":"10.1016/j.ecresq.2025.09.001","DOIUrl":"10.1016/j.ecresq.2025.09.001","url":null,"abstract":"<div><div>The twofold aim of the presented work was to detail a partnership with the first and third authors, the National Workforce Registry Alliance (NWRA), and two state ECE professional registries and to demonstrate the viability of state workforce registry data and the utility of combining survey data and registry data to investigate predictors of professional and personal workforce wellbeing. Administrative data from state workforce registries was linked to survey data collected by the NWRA (<em>n</em> = 902 respondents). Respondents represented different settings (center-based and family child care home) and roles (teachers and administrators). The Early Childhood Professional Wellbeing Framework (Gallagher & Roberts, 2022) was used to develop a path analysis to demonstrate the effectiveness of the partnership and test the relationships between individual and contextual elements of the framework and latent variables representing professional and personal wellbeing. No individual and contextual elements significantly predicted personal wellbeing, however being part of a historically marginalized population, working in family child care homes, and having more years of experience all significantly predicted professional wellbeing. Professional wellbeing also significantly, positively predicted personal wellbeing (<em>β</em> = 0.95, <em>p</em> < 0.001). The full set of individual and contextual elements and professional wellbeing accounted for 88% of the variance in personal wellbeing (<em>R<sup>2</sup></em> = 0.88, <em>p</em> < 0.001). The utility of workforce registry data, aspects of the partnership, and the benefits and challenges of the process are discussed.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 79-91"},"PeriodicalIF":3.1,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145048473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Effect of Social Conditioning on the Personal Networks of University Students: The Italian Case 社会条件对大学生人际网络的影响：以意大利为例

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-11 DOI: 10.1111/ejed.70243

Daria Panebianco, Giuseppe Monteduro, Sara Nanetti

{"title":"The Effect of Social Conditioning on the Personal Networks of University Students: The Italian Case","authors":"Daria Panebianco, Giuseppe Monteduro, Sara Nanetti","doi":"10.1111/ejed.70243","DOIUrl":"https://doi.org/10.1111/ejed.70243","url":null,"abstract":"<p>The University world has changed over the years, particularly since the COVID-19 pandemic. Several domains of the academic life experience have been remodelled: relational aspects, resources exchanged within and outside the university, methods of teaching and attending class, communication between students and professors. The expansion of digital connection networks has influenced many aspects of the individual's daily activities, including university life. Employing a quantitative analysis approach while also taking a qualitative perspective, the present study describes the personal support network of 587 Italian university students 1 year after the outbreak of the pandemic and aims to capture their perception of the changes that have occurred in their relationships in these last few years. We explore the structural features of networks, relational properties, types of resources mobilised by support members and aim to provide a comprehensive understanding of how the pandemic has reshaped social interactions. Results show that the support networks described by participants were of small and medium density. Primarily, the network offered symbolic support and companionship, whereas the percentage of network members helping in study activities, mobilising services and information resources tended to be much smaller. Furthermore, the overarching narrative depicts a complex interplay between the fraying of relationships, profound changes in social dynamics and loss of in-person contacts.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70243","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145037906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

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