Asia Pacific Education Review最新文献

What does it mean to do educational research in East Asia from a global perspective? 在全球视野下进行东亚教育研究意味着什么？

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2026-04-29 DOI: 10.1007/s12564-026-10121-1

Liz Jackson

引用次数: 0

Profiles of gifted science high school students and their academic self-concept and college major pursuits 高中理科资优学生的学业自我概念与大学专业追求

IF 2.2 3区教育学

Asia Pacific Education Review Pub Date : 2026-04-17 DOI: 10.1007/s12564-026-10112-2

Seon-Young Lee, Jungmin Woo, Donggun An

{"title":"Profiles of gifted science high school students and their academic self-concept and college major pursuits","authors":"Seon-Young Lee, Jungmin Woo, Donggun An","doi":"10.1007/s12564-026-10112-2","DOIUrl":"10.1007/s12564-026-10112-2","url":null,"abstract":"<div><p>This study explored how gifted high school students perceived their academic self-concept and future college major intentions in schools where homogeneous grouping was implemented full-time throughout the academic year. Using survey responses from 389 gifted high school students, major findings included that mostly, the gifted students maintained favorable perceptions about their scholastic ability and considerations of college majors in STEM. Their academic self-concept significantly differed across the four latent profiles, whereas intentions to change college majors did not show statistically significant differences. The highest academic self-concept was found for the group with high levels of the need for cognition, mastery goal orientation, and resilience. In contrast, the lowest group was characterized by low need for cognition, low performance but high mastery goal orientations, and a minimal social comparison tendency. There were some profiles less likely to belong to male than female students. Even within an ostensibly homogeneous setting, gifted students would exhibit heterogeneous psychological configurations which shape qualitatively distinct psychological and learning experiences. Identifying gifted students’ needs and profiles is one mode to better understand what makes homogeneous settings effective for the gifted and serve them better to fulfill their giftedness and talent.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 3","pages":"1223 - 1237"},"PeriodicalIF":2.2,"publicationDate":"2026-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-026-10112-2.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148699740","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

Leveraging an AI chatbot to support socially shared regulation in collaborative project-based learning 利用人工智能聊天机器人支持基于协作项目的学习中的社会共享监管

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2026-03-18 DOI: 10.1007/s12564-026-10114-0

Minji Kim, Soojeong Jeong, Cheolil Lim

{"title":"Leveraging an AI chatbot to support socially shared regulation in collaborative project-based learning","authors":"Minji Kim, Soojeong Jeong, Cheolil Lim","doi":"10.1007/s12564-026-10114-0","DOIUrl":"10.1007/s12564-026-10114-0","url":null,"abstract":"<div>\u0000 \u0000 <p>Collaborative project-based learning (CPBL) offers rich opportunities for students to engage in authentic problem-solving, yet many students struggle to work effectively within a team. Prior studies have suggested that supporting socially shared regulation of learning (SSRL) can enhance collaboration and learning outcomes, but empirical evidence remains limited on how such support can be effectively implemented, particularly through AI-based tools. This mixed-methods study examined the potential of an AI chatbot, called RegTogether, which was developed to support SSRL in CPBL and implemented in high school classrooms with 30 participating students. This mixed-methods study examined the potential of an AI chatbot, called RegTogether, which was designed to support SSRL in CPBL and implemented in high school classrooms with 30 participating students. Quantitative results indicated that students in the experimental group who used the chatbot significantly outperformed those in the control group in group task performance. Qualitative analysis of post-interviews revealed that students perceived the AI chatbot as a supportive tool that facilitated both cognitive and socio-emotional aspects of collaboration. Overall, the findings suggest that AI chatbots hold promise as instructional tools for fostering SSRL in CPBL, while further refinements are needed to enhance their pedagogical effectiveness.</p>\u0000 </div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 2","pages":"799 - 812"},"PeriodicalIF":2.3,"publicationDate":"2026-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147865691","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

Inquiry in the Asia–Pacific: reflections on contextuality and interdependence 亚太探究：对情境性与相互依存的思考

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2026-02-16 DOI: 10.1007/s12564-026-10111-3

Yoonmi Lee

引用次数: 0

Peace education research in East Asia, 2020–2025: key works published in Chinese, Japanese, and Korean 东亚和平教育研究，2020-2025：主要著作以中文、日文、韩文出版

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-12-05 DOI: 10.1007/s12564-025-10101-x

Kevin Kester, Hyelin Kim, Soonjung Kwon, Deting Lu, Yasushi Maruyama, Kathy Matsui, Yi Yu, Edward Brantmeier

引用次数: 0

Perceptions of “The Gift” amongst scholarship students at an elite international school in a major South East Asian City 东南亚某主要城市精英国际学校奖学金学生对“礼物”的看法

IF 2.2 3区教育学

Asia Pacific Education Review Pub Date : 2025-11-05 DOI: 10.1007/s12564-025-10088-5

Ellen Heyting

引用次数: 0

Exploring professional identity tensions among novice physical education teachers: insights from the cultural-historical activity theory and the dilemmatic space 新体育教师职业认同紧张探析：来自文化历史活动理论与困境空间的洞察

IF 2.2 3区教育学

Asia Pacific Education Review Pub Date : 2025-10-25 DOI: 10.1007/s12564-025-10074-x

Gang Zhu

{"title":"Exploring professional identity tensions among novice physical education teachers: insights from the cultural-historical activity theory and the dilemmatic space","authors":"Gang Zhu","doi":"10.1007/s12564-025-10074-x","DOIUrl":"10.1007/s12564-025-10074-x","url":null,"abstract":"<div><p>This qualitative study explores the professional identity tensions experienced by novice physical education (PE) teachers in rural China from the perspectives of the cultural-historical activity theory and dilemmatic space. Multiple sources of evidence indicate that PE policy implementation creates a dilemmatic space in which these educators find themselves. The qualitative data further reveal that PE teachers’ professional identity tensions involve dilemmas related to beliefs about PE, the role of the PE teacher, PE pedagogy, and the quality of PE delivered in rural Chinese schools. These discrepancies between the requirements of the reformed PE core competency curriculum and the traditional didactic instructional model; conflicts between teaching sport skills and promoting whole-person education; contradictions between the marginalized status of PE teachers and their multiple professional responsibilities; and a perceived strain between PE as a learning process and as a performative product create challenges for novice PE teachers. Additionally, PE as a discipline in rural China, which received insufficient attention, may be viewed disparagingly. This study concludes with implications for supporting the development of PE teachers’ professional identities in rural China.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 3","pages":"1087 - 1099"},"PeriodicalIF":2.2,"publicationDate":"2025-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148699685","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

Multilevel relationships between learning strategy, learning attitude, self-efficacy, and math achievement: analysis based on HLM 学习策略、学习态度、自我效能感与数学成绩的多层次关系：基于HLM的分析

IF 2.2 3区教育学

Asia Pacific Education Review Pub Date : 2025-10-11 DOI: 10.1007/s12564-025-10057-y

Hyejin Yoon

{"title":"Multilevel relationships between learning strategy, learning attitude, self-efficacy, and math achievement: analysis based on HLM","authors":"Hyejin Yoon","doi":"10.1007/s12564-025-10057-y","DOIUrl":"10.1007/s12564-025-10057-y","url":null,"abstract":"<div><p>Understanding the factors that influence students’ math achievement is a crucial area of research in the educational field, given the significance of mathematics in shaping students’ academic and professional futures. This study focuses on examining the predictive effect of learning strategies, learning attitudes, and self-efficacy on math achievement at both the student and school levels among ninth-grade students in South Korea. The study also investigates cross-level interaction to better understand the multilevel nature of learning processes. Using a two-level hierarchical linear model, the study analyzed the 2017 GEPS’s six waves of panel data, with a total sample size of 5311 9th grade students. The results indicate that students’ learning strategies, learning attitudes, and self-efficacy in math are significant predictors of math achievement. The study also found a positive school contextual effect of self-efficacy in math learning on math achievement. Additionally, the positive cross-level moderating effect suggests that as the school mean self-efficacy value increases, the relationship between an individual’s self-efficacy in math and math achievement becomes stronger. The findings of this study provide valuable insights into the functioning of self-efficacy in math learning among South Korean 9th grade students, while taking into account the school context.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 3","pages":"955 - 967"},"PeriodicalIF":2.2,"publicationDate":"2025-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148699586","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

Facilitating Conditions and Challenges for Stakeholders’ Uptake of the Affordances of E-Portfolio Assessment at a Hong Kong University 促进持份者接受香港大学电子投资组合评估功能的条件和挑战

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-10-08 DOI: 10.1007/s12564-025-10064-z

Min Yang, Min Liang, Cher Ping Lim

{"title":"Facilitating Conditions and Challenges for Stakeholders’ Uptake of the Affordances of E-Portfolio Assessment at a Hong Kong University","authors":"Min Yang, Min Liang, Cher Ping Lim","doi":"10.1007/s12564-025-10064-z","DOIUrl":"10.1007/s12564-025-10064-z","url":null,"abstract":"<div><p>Existing studies have identified the key facilitating conditions for e-portfolio assessment to support students’ learning. However, these studies have to adopt a more holistic examination of challenges that stakeholders may encounter when implementing e-portfolios. By reviewing affordances of e-portfolio assessment and contextual influences on e-portfolio implementation through the ‘culture-as-garden’ metaphor, this paper examines why the facilitating conditions matter and recommends strategies for creating such conditions to enable stakeholders’ uptake of the affordances of e-portfolio assessment. Focussing on an e-portfolio assessment initiative in two undergraduate programmes, this study examines how the affordances of e-portfolios are taken up (or not taken up) to support students’ learning. Interviews with stakeholders showed how the presence (or absence) of the facilitating conditions influenced their e-portfolio implementation, and the extent to which the affordances of e-portfolio assessment were taken up by stakeholders to support student learning. The stakeholders’ narratives revealed a number of challenges that they encountered at the institutional (e.g. a top-down decision-making process of e-portfolio implementation), programme/course (e.g. insufficient teacher guidance and feedback for students), and individual (e.g. teachers’ and students’ need for technical support) levels. To address such challenges, this paper recommends six strategies for creating the facilitating conditions to assist stakeholders’ successful e-portfolio implementation. Theoretical and practical implications and future research directions are discussed.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 4","pages":"1027 - 1039"},"PeriodicalIF":2.3,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145706114","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

Choosing a U.S. branch campus in Korea: a case study of Korean students’ decision-making through the trilateral push–pull model 选择美国在韩国的分校：基于三边推拉模式的韩国学生决策案例研究

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-10-01 DOI: 10.1007/s12564-025-10089-4

Kyuseok Kim, Hyunju Lee, Kiyong Byun

{"title":"Choosing a U.S. branch campus in Korea: a case study of Korean students’ decision-making through the trilateral push–pull model","authors":"Kyuseok Kim, Hyunju Lee, Kiyong Byun","doi":"10.1007/s12564-025-10089-4","DOIUrl":"10.1007/s12564-025-10089-4","url":null,"abstract":"<div><p>This study explores the reasons why South Korean students choose to attend an American international branch campus in Korea, focusing on a single case of N University. The research utilizes an extended analytical framework by integrating the concept of global cultural capital with the push–pull theory to offer a comprehensive view of the multifaceted factors influencing their choices at different levels. It was found that students often select an American branch campus as a second choice due to unavoidable constraints, driven by aspirations for greater prestige and recognition. The students’ decision-making process is complex, deeply rooted in Korean society’s emphasis on educational attainment, the stratified hierarchy of domestic higher education institutions, and the desire to obtain American credentials. Nonetheless, the perceived ambiguous institutional identity of these campuses is identified as a significant deterrent. By applying a trilateral push–pull framework, capturing the dynamic interplay between Korean higher education institutions, United States higher education institutions, and international branch campuses, the study sheds light on the nuanced perceptions and decision-making processes of Korean students toward foreign-affiliated universities operating within their home country.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 4","pages":"1147 - 1162"},"PeriodicalIF":2.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145706013","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