IF 10.5 1区教育学

Computers & Education Pub Date : 2025-10-17 DOI: 10.1016/j.compedu.2025.105488

Tongxi Liu , Liping Deng , Yujie Zhou

{"title":"Unpacking self-regulation and social interaction in “Study With Me” videos through large-scale analytics","authors":"Tongxi Liu , Liping Deng , Yujie Zhou","doi":"10.1016/j.compedu.2025.105488","DOIUrl":"10.1016/j.compedu.2025.105488","url":null,"abstract":"<div><div>As social media platforms are increasingly used to facilitate informal learning, “Study With Me” (SWM) videos have garnered substantial popularity. Despite their widespread use, empirical research on these videos remains in its infancy. This study investigates the characteristics of SWM videos, providing a comprehensive understanding of their affordances for self-regulated learning and social interaction. Specifically, advanced machine learning techniques were applied to analyze 393 SWM videos and 164,611 associated comments on YouTube. A modified topic modeling approach identified emerging themes and patterns in the comment data, while sentiment analysis assessed emotional tone and examined how specific video features influenced users' self-regulation. The analysis revealed that comments primarily focused on SWM video features, self-regulation, and social interaction. Positive sentiment appeared in about half of the comments, praising elements such as ambient music and visual aesthetics for enhancing emotional engagement and motivation. Various features of SWM videos, such as lighting, music, and in-video text, support learners’ self-regulation across motivational, emotional, and social dimensions. This study highlights the potential of social media as a versatile educational tool and encourages stakeholders to leverage such platforms to expand and enrich learning opportunities.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"241 ","pages":"Article 105488"},"PeriodicalIF":10.5,"publicationDate":"2025-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145315151","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

Moving towards the social construction of leadership around sport coaching succession 围绕体育教练接班走向领导力的社会建构

IF 4.1 1区教育学

Sport Management Review Pub Date : 2025-10-17 DOI: 10.1080/14413523.2025.2574133

Matheus Galdino, Brian P. Soebbing, Pamela Wicker

引用次数: 0

Student Perspectives on Teacher Interpersonal Behaviours in AI-Mediated Higher Education: A Q Methodology Study ai介导的高等教育中教师人际行为的学生视角：一项Q方法论研究

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-10-17 DOI: 10.1111/ejed.70293

Kaveh Jalilzadeh, Ferdi Çelik, Volkan Duran

{"title":"Student Perspectives on Teacher Interpersonal Behaviours in AI-Mediated Higher Education: A Q Methodology Study","authors":"Kaveh Jalilzadeh, Ferdi Çelik, Volkan Duran","doi":"10.1111/ejed.70293","DOIUrl":"https://doi.org/10.1111/ejed.70293","url":null,"abstract":"<div>\u0000 \u0000 <p>Research on artificial intelligence (AI) in higher education largely emphasises technical performance and outcomes, leaving student views of teacher interpersonal behaviours in AI-mediated classrooms insufficiently understood. In response, this study applied Q methodology, supported by content and sentiment analyses, to examine student perspectives. A total of 30 university students Q-sorted 40 statements, covering empathy, immediacy, clarity, autonomy support, engagement and personalization. Subsequently, principal component analysis with varimax rotation yielded four factors: (F0) Selective-Connection Seekers, (F1) Autonomous Collaborators, (F2) Gamification-Driven Minimalists and (F3) Clarity and Empathy Advocates. Additionally, open-ended reflections clustered into seven themes, with Clarity and Instructional Precision and Empathy and Emotional Support most frequent. At the same time, sentiment analysis showed predominantly positive–neutral tones, with some resistance to over-personalization. Overall, the findings indicated that authentic interaction, transparent criteria and profile-aligned differentiation (including targeted gamification) are pivotal for sustaining meaningful teacher–student relationships. Accordingly, several actionable suggestions were provided based on the findings.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145317519","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

Certainty-Based Marking in Multiple-Choice Assessments in Physiology: A Web-Based Implementation Using an AI Assistant. 生理学多项选择评估中基于确定性的评分：使用人工智能助手的基于网络的实现。

IF 1.7 4区教育学

Advances in Physiology Education Pub Date : 2025-10-17 DOI: 10.1152/advan.00087.2025

Chinmay Suryavanshi, Kirtana Raghurama Nayak

{"title":"Certainty-Based Marking in Multiple-Choice Assessments in Physiology: A Web-Based Implementation Using an AI Assistant.","authors":"Chinmay Suryavanshi, Kirtana Raghurama Nayak","doi":"10.1152/advan.00087.2025","DOIUrl":"https://doi.org/10.1152/advan.00087.2025","url":null,"abstract":"<p><p>Certainty-based marking (CBM) requires students to indicate their certainty levels alongside their answers. CBM has been shown to enhance self-assessment and metacognitive awareness. This study aimed to explore the implementation of CBM in multiple-choice assessments in physiology. The CBM assessment tool was developed with an artificial intelligence (AI) assistant, Claude 3.5, with prompts focused on functional rather than technical requirements. The assessment consisted of 15 multiple-choice questions (MCQs), which were administered as a pretest and posttest during a small group teaching session to first-year medical students. Following the assessment, students completed a survey to evaluate their perceptions regarding the format, knowledge-gap identification, and overall acceptability. Answers from 195 students were analyzed, and significant improvements were observed in performance measures and certainty indices from the pretest to the posttest. Most students (80.9%) found the certainty scale beneficial, and 78.3% changed their answers after reflecting on their certainty. CBM demonstrated metacognitive benefits, with 86.4 % of students better recognizing their knowledge gaps and 85.8 % feeling more aware of their learning progress. About 73 % of students preferred the CBM format and expressed greater engagement (82.8 %) than traditional MCQs. CBM implemented through a web-based platform functioned as an assessment tool and an instructional intervention that enhances students' metacognitive awareness and self-monitoring skills in physiology education. Our study focused on a single physiology topic and showed improvements in knowledge retention and certainty calibration. However, further longitudinal studies across multiple topics are needed to determine whether students maintain these self-assessment skills over time.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145314175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Child Care Instability and Children’s Developmental Outcomes: A Systematic Literature Review 儿童保育不稳定性与儿童发展结果：系统文献回顾

IF 2.9 3区教育学

Early Education and Development Pub Date : 2025-10-17 DOI: 10.1080/10409289.2025.2550061

Eleni Zgourou, Steven Holochwost, Mary Bratsch-Hines

引用次数: 0

Supporting teachers to enact science talk in early elementary classrooms: The role of professional learning and curriculum 支持教师在小学早期课堂进行科学讲座：专业学习与课程的作用

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-10-17 DOI: 10.1016/j.ecresq.2025.09.005

Tanya S. Wright , Amelia Wenk Gotwals , Arianna Pikus

引用次数: 0

Publishing Qualitative Research in the Journal for Continuing Education in the Health Professions: A Guide for Authors. 在《卫生专业继续教育杂志：作者指南》上发表质性研究。

IF 1.7 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-10-16 DOI: 10.1097/CEH.0000000000000624

Linda Caples, Anita Samuel

引用次数: 0

Exploring the Experiences of Twice-Exceptional Youth With Section 504 Plans in School 利用504计划探索双优青年在学校的经历

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-10-16 DOI: 10.1177/00169862251378118

RaeAnne Lindsay, Elisabeth B. Rossi, Bridget C. Smith, Nehal Abaza, Sara Renzulli, Meghan M. Burke

{"title":"Exploring the Experiences of Twice-Exceptional Youth With Section 504 Plans in School","authors":"RaeAnne Lindsay, Elisabeth B. Rossi, Bridget C. Smith, Nehal Abaza, Sara Renzulli, Meghan M. Burke","doi":"10.1177/00169862251378118","DOIUrl":"https://doi.org/10.1177/00169862251378118","url":null,"abstract":"Some students are twice-exceptional (i.e., they are gifted and have a disability). Such students are likely to qualify for educational support through Section 504 of the Rehabilitation Act of 1973. However, little is known about their families’ experiences in accessing supports; it is possible that their disabilities overshadow their giftedness. The purpose of this study was to explore the experiences of families of twice-exceptional students with Section 504 plans. Altogether, 20 families of twice-exceptional students participated in individual interviews. Participants reported that individual, family, and system characteristics impacted their experiences with accessing accommodations under the auspice of Section 504. The student’s giftedness and ability to mask often precluded access to needed accommodations. A family’s use of strategist and/or formal advocacy, professional and/or lived experience with disability, and social networks facilitated access to needed accommodations. Participants frequently reported that educators and administrators prevented access to needed accommodations. Implications for research and practice are discussed.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"28 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145295609","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

Validation and Psychometric Properties of the German Empathy Questionnaire (EmQue) for Preschool Children 德国学龄前儿童共情问卷（EmQue）的有效性及心理测量学特征

IF 2.9 3区教育学

Early Education and Development Pub Date : 2025-10-16 DOI: 10.1080/10409289.2025.2573843

Dorota Buczyłowska, Katja Dittrich, Judith von Schönfeld, Catherine Hindi Attar, Felix Bermpohl, Sabine C. Herpertz, Corinne Neukel, Michael Kaess, Katharina Williams, Sibylle M. Winter, Katja Bödeker

引用次数: 0

Music Students’ Perceptions of Federal DEI Policy Changes in Higher Education: “I Am Scared. That’s the Best Way to Put It.” 音乐专业学生对高等教育中联邦DEI政策变化的看法：“我很害怕。这是最好的说法。”

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2025-10-16 DOI: 10.1177/00224294251374529

Hamidreza Niknampour

{"title":"Music Students’ Perceptions of Federal DEI Policy Changes in Higher Education: “I Am Scared. That’s the Best Way to Put It.”","authors":"Hamidreza Niknampour","doi":"10.1177/00224294251374529","DOIUrl":"https://doi.org/10.1177/00224294251374529","url":null,"abstract":"The purpose of this study was to investigate collegiate music students’ perceptions of recent federal policy changes impacting diversity, equity, and inclusion (DEI) initiatives in higher education music programs. Drawing on survey data from 384 collegiate student participants across 35 U.S. states, I explored student awareness of DEI rollbacks, anticipated educational and professional impacts, perceptions of institutional response, and willingness to engage in DEI-related efforts. Quantitative findings revealed broad opposition to federal restrictions on DEI, with over 70% of participants expressing disagreement and more than 60% anticipating negative consequences for their education and careers. Statistically significant differences emerged by gender identity and academic program, with nonbinary and female participants reporting greater concern than male peers. Qualitative analysis of 243 open-ended responses highlighted themes of fear, moral commitment to DEI, frustration with institutional inaction, and conflicting views on meritocracy. Despite limited institutional communication, many participants expressed a belief in their role as advocates for equity. I underscore the contested and personal nature of DEI in music education, revealing both the fragility of institutional support and the resilience of student advocacy in politically volatile environments.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"25 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145295548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

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