IF 3.4 2区教育学

European Physical Education Review Pub Date : 2025-09-12 DOI: 10.1177/1356336x251372940

Carolina Lunde, Tommy Reinholdsson, Therése Skoog

{"title":"Grading the physical self: Exploring the links between physical education grades, body image, and functional investment over one academic school year","authors":"Carolina Lunde, Tommy Reinholdsson, Therése Skoog","doi":"10.1177/1356336x251372940","DOIUrl":"https://doi.org/10.1177/1356336x251372940","url":null,"abstract":"This study examines the links between the first grade in physical education (PE) and Swedish adolescents’ aesthetic and functional body image and functional investment, referring to self-reported physical activity engagement, across time. We hypothesized direct links between body image constructs and PE grade (H1), an indirect effect of body image constructs on functional investment via the mediation of grade (H2), and stronger effects for girls than for boys (H3). We assessed 447 adolescents over three time points (T1–T3) in their sixth school year (age 12). Results from multigroup maximum likelihood structural equation models supported the hypotheses for girls. T1 higher functional and appearance satisfaction and T1 lower social physique predicted higher PE grades (measured at T2) (H1). The first PE grade mediated the association between each aspect of body image and changes in girls’ functional investment across time (H2). For boys, T1 higher functional satisfaction was directly associated with higher PE grade, but there was only limited evidence of mediation, thus lending partial support to H1 but very slight support for H2. Since the findings were consistent with the hypothesized models for girls but less so for boys, the third hypothesis was also supported. This unique longitudinal study provides novel evidence that both aesthetic and functional aspects of early adolescent girls’ body image are linked to academic achievement in PE, which in turn may impact girls’ functional investment across time.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"16 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145072547","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

The Hands We Hold, the Amana we Carry. 我们的手，我们的心。

IF 5.2 2区教育学

Academic Medicine Pub Date : 2025-09-12 DOI: 10.1097/ACM.0000000000006280

Noor Zanial

引用次数: 0

Implementation as distributed sensemaking and adaptation: Understanding how an interest-driven STEAM learning environment maintains integrity across diverse contexts 作为分布式意义生成和适应的实现：理解兴趣驱动的STEAM学习环境如何在不同的环境中保持完整性

IF 3.8 1区教育学

Journal of the Learning Sciences Pub Date : 2025-09-11 DOI: 10.1080/10508406.2025.2548546

Kay E. Ramey, Reed Stevens

引用次数: 0

Effects of Implementing Interactive Videos in an Online Flipped Classroom on Preservice Special Education Teachers 在线翻转课堂中实施互动视频对职前特殊教育教师的影响

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-11 DOI: 10.1111/ejed.70234

Tuğba Kamalı-Arslantaş, Derya Baser

{"title":"Effects of Implementing Interactive Videos in an Online Flipped Classroom on Preservice Special Education Teachers","authors":"Tuğba Kamalı-Arslantaş, Derya Baser","doi":"10.1111/ejed.70234","DOIUrl":"https://doi.org/10.1111/ejed.70234","url":null,"abstract":"<div>\u0000 \u0000 <p>This study investigates the impact of an online flipped classroom model, enriched with interactive videos, on preservice special education teachers' self-efficacy in using assistive technologies (AT) for visual impairment, their adoption of video-based learning, and their perceptions of interactive videos as effective learning tools. Addressing challenges such as limited access to AT tools and faculty expertise, the study explores how video-based instructional approaches can enhance teacher preparation for inclusive education. A mixed-methods intervention was conducted with 64 preservice teachers enrolled in an AT course at a university in Türkiye. Quantitative data were collected through pre- and post- intervention self-efficacy scales and a post-intervention adoption scale, while qualitative insights were gathered from weekly reflection reports and a final open-ended questionnaire. Results revealed a significant increase in preservice teachers' self-efficacies following the intervention. In addition, participants reported high levels of adoption of video-based learning, particularly in terms of perceived usefulness, enjoyment, ease of use, and intention to continue using interactive videos, suggesting a positive perception toward the integration of such tools in educational contexts. Qualitative findings reinforced the effectiveness of integrating interactive videos within an online flipped classroom to build AT-related competencies. The study offers practical implications for teacher education and suggests avenues for future research.</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":"145037514","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

Consistency of Teachers' Expectations for Transition Students 教师对过渡学生期望的一致性

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-11 DOI: 10.1111/ejed.70250

Elen M. Yusupova, Elena D. Sidorkina, Bibigul S. Iskakova

引用次数: 0

Exploring AI-Assisted Self-Regulated Learning Profiles and the Predictive Role of Academic Appraisals: A Control-Value Perspective on Chinese EFL University Students 人工智能辅助自主学习模式与学业评价的预测作用：基于控制价值视角的中国大学生英语学习

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-11 DOI: 10.1111/ejed.70249

Xin Hu, Han Zhang

{"title":"Exploring AI-Assisted Self-Regulated Learning Profiles and the Predictive Role of Academic Appraisals: A Control-Value Perspective on Chinese EFL University Students","authors":"Xin Hu, Han Zhang","doi":"10.1111/ejed.70249","DOIUrl":"https://doi.org/10.1111/ejed.70249","url":null,"abstract":"<div>\u0000 \u0000 <p>As artificial intelligence technology becomes more integrated with foreign language education, understanding how learners regulate their engagement with these technologies is critical. Grounded in Control-Value Theory, this study investigates Chinese university students' AI-assisted self-regulated learning practice in the context of English as a foreign language (EFL) acquisition. Latent Profile Analysis was conducted on a dataset of 551 Chinese university EFL students to identify distinct self-regulated learning profiles based on six dimensions: goal setting, environment structuring, task strategies, time management, help seeking and self-evaluation. Three learner profiles emerged: <i>Disengaged Learners</i>, <i>Partially Engaged Learners</i> and <i>Proactive Self-Directed Learners</i>. Subsequent multinomial logistic regression revealed that academic appraisals (i.e., academic control and value) significantly predicted profile membership, with higher levels of both appraisals associated with a greater likelihood of being in the Proactive group. The findings highlight the heterogeneity of learners' AI use and the pivotal role of motivation in shaping effective self-regulation. The study extends the application of Control-Value Theory to AI-enhanced learning contexts and underscores the need to foster learners' sense of agency and task value.</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":"145037573","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

Cumulative Family Sociodemographic Risk and Preschoolers’ Language Skills Development: The Mediating Role of the Home Literacy Environment 累积家庭社会人口风险与学龄前儿童语言技能发展：家庭读写环境的中介作用

IF 2.9 3区教育学

Early Education and Development Pub Date : 2025-09-11 DOI: 10.1080/10409289.2025.2559338

Angélique Laurent, Marie-Josée Letarte, Jean-Pascal Lemelin

引用次数: 0

Trends and structural decomposition of intergenerational mobility in Chinese education: Analysis based on birth cohorts 中国教育代际流动趋势与结构分解：基于出生队列的分析

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2025-09-11 DOI: 10.1016/j.ijedudev.2025.103397

Junyan Dong, Ying Li, Hanjie Zhang

{"title":"Trends and structural decomposition of intergenerational mobility in Chinese education: Analysis based on birth cohorts","authors":"Junyan Dong, Ying Li, Hanjie Zhang","doi":"10.1016/j.ijedudev.2025.103397","DOIUrl":"10.1016/j.ijedudev.2025.103397","url":null,"abstract":"<div><div>This paper empirically investigates the trend and structure of intergenerational mobility in education in China using six rounds of survey data from CGSS 2012, 2013, 2015, 2017, 2018, and 2021, which are carefully analyzed by birth year clusters. The results of the study show that: (1) in terms of relative mobility, intergenerational mobility of education in China has increased as a whole, with the sub-birth year cohorts showing a continuous increase in the 1950s cohort, a decrease in the 1960s, and then a continued increase in the 1980s; (2) the influence of parents on their offspring has found that mothers' education levels are more likely to promote intergenerational mobility of education relative to their fathers'; (3) in terms of absolute mobility, The problem of \"depreciation of education\" still exists, and after the Mosteller standardization method is used to eliminate the effect of educational inflation, it is found that the rate of inertia is the highest in the 1951–1955 interval, and then the rate of inertia decreases, and the intergenerational mobility of education increases; (4) heterogeneity analyses show that changes in mobility for men and women are not significantly different and have been steadily changing in the same trend, and that both urban and rural areas, as well as the East, Center, and West, show large differences in intergenerational mobility in the 1950s, with the gaps diminishing over time. The above results show that intergenerational mobility in education in China has not tended to stagnate or regress.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"118 ","pages":"Article 103397"},"PeriodicalIF":2.3,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049431","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

Investigation of the Relationships Between Beliefs About Developmentally Appropriate Practices, Competencies in Inclusive Practices and Self-Efficacy Perceptions in Early Childhood Education Teacher Candidates 幼儿教育教师候选人发展适宜实践信念、包容性实践胜任力与自我效能感的关系研究

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-11 DOI: 10.1111/ejed.70247

Dila Yazıcı, Esra Akgül, Berrin Akman

{"title":"Investigation of the Relationships Between Beliefs About Developmentally Appropriate Practices, Competencies in Inclusive Practices and Self-Efficacy Perceptions in Early Childhood Education Teacher Candidates","authors":"Dila Yazıcı, Esra Akgül, Berrin Akman","doi":"10.1111/ejed.70247","DOIUrl":"https://doi.org/10.1111/ejed.70247","url":null,"abstract":"<div>\u0000 \u0000 <p>This study aims to examine early childhood education teacher candidates' beliefs about developmentally appropriate practices, their perceptions of self-efficacy and their levels of teacher self-efficacy in relation to inclusive education. Five hundred seventy-one university students participated in the study. According to the results, there were significant positive relationships between teachers' perceptions of self-efficacy and the belief scale for developmentally appropriate practices (<i>r</i> = 0.294). There were moderate positive relationships between teachers' perceptions of self-efficacy and teachers' self-efficacy towards inclusive education (<i>r</i> = 0.601), and low positive relationships between the belief scale for developmentally appropriate practices and teachers' self-efficacy towards inclusive education (<i>r</i> = 0.263). The mediation effect analysis showed that teachers' perception of self-efficacy can explain 42.86% of the effect of belief in developmentally appropriate practices on teacher self-efficacy towards inclusive education. These findings highlight that teachers' beliefs and self-efficacy perceptions play an important role in improving the quality of educational practices.</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":"145037513","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

From Motivation to Commitment: The Role of High-Performance Work Systems and Workplace Sense of Gain in Shaping Teachers' Affective Commitment 从动机到承诺：高绩效工作系统和工作场所获得感在塑造教师情感承诺中的作用

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-11 DOI: 10.1111/ejed.70238

Yutong Liu, Jing Zhang, Xin Zhang

{"title":"From Motivation to Commitment: The Role of High-Performance Work Systems and Workplace Sense of Gain in Shaping Teachers' Affective Commitment","authors":"Yutong Liu, Jing Zhang, Xin Zhang","doi":"10.1111/ejed.70238","DOIUrl":"https://doi.org/10.1111/ejed.70238","url":null,"abstract":"<div>\u0000 \u0000 <p>Fostering and sustaining affective commitment of teachers has been an everlasting topic given its significance in enhancing performance of both teachers and schools. However, it is still unclear whether high performance work systems (HPWS) can enhance teachers' affective commitment and work sense of gain (WSG), particularly with respect to individual differences such as career goals. Following the Job-Demand Resources (JD-R) Theory, this study employed a random sampling method and collected data from 922 Chinese teachers across different schools. After constructing a structural model with Mplus 8.3, this study revealed the mediating role of WSG between HPWS and affective commitment of teachers, alongside the moderating role of career goals in enhancing WSG, especially material rewards. Findings of this research not only enriched the application of JD-R Theory in the teacher education field but also highlighted the importance of HPWS in predicting better affective commitment and WSG of teachers from the perspective of school management. More importantly, educational administrators can take the reference to HPWS with an aim to facilitate career goals and WSG of teachers, thereby strengthening teachers' affective commitment and work performance across schools.</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":"145038255","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

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