Studies in Educational Evaluation最新文献_第6页

The competency profile of secondary-school teachers: Importance and development of teaching competencies 中学教师胜任力特征：教学胜任力的重要性与发展

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-11-14 DOI: 10.1016/j.stueduc.2025.101535

Esther López-Martín, Eva Expósito-Casas, Ana Patricia Fernández-Suárez, Belén Gutiérrez-de-Rozas

{"title":"The competency profile of secondary-school teachers: Importance and development of teaching competencies","authors":"Esther López-Martín, Eva Expósito-Casas, Ana Patricia Fernández-Suárez, Belén Gutiérrez-de-Rozas","doi":"10.1016/j.stueduc.2025.101535","DOIUrl":"10.1016/j.stueduc.2025.101535","url":null,"abstract":"<div><div>This paper examines teachers' and school leaders' perceptions of the competencies that are crucial for secondary-education teachers to meet students' needs, evaluates the training received to enhance these competencies and identifies the most effective methods for their development. A non-experimental, ex post facto study was conducted with 683 teachers (including 157 school leaders) from secondary education centres in Spain. The results show that both pedagogical and personal competencies are highly valued, indicating that participants perceive the teaching profession as highly demanding. The study also reveals a gap between the importance of these competencies and the training received by teachers. Additionally, teachers view practical experience as the most effective method of developing these competencies, followed by continuous training, with initial training being the least effective. These findings underscore the need for a comprehensive competence framework for secondary-education teachers to guide teacher selection, performance evaluation, career development and training.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101535"},"PeriodicalIF":2.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145519825","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

Building communities, weaving trust: How principals transform participative leadership practices into teacher professional happiness in collectivism-oriented Confucian cultural context 建立社群，编织信任：集体主义导向的儒家文化背景下，校长如何将参与式领导实践转化为教师职业幸福

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-09-03 DOI: 10.1016/j.stueduc.2025.101514

Lichao Ma , Manyuan Sun , Hao Yao

{"title":"Building communities, weaving trust: How principals transform participative leadership practices into teacher professional happiness in collectivism-oriented Confucian cultural context","authors":"Lichao Ma , Manyuan Sun , Hao Yao","doi":"10.1016/j.stueduc.2025.101514","DOIUrl":"10.1016/j.stueduc.2025.101514","url":null,"abstract":"<div><div>Grounded in China’s collectivism-oriented Confucian cultural context, this study examines the mechanism through which participative leadership influences teacher professional happiness from the perspectives of Ecological Systems Theory and Social Capital Theory. Structural equation modeling analysis identified three significant pathways, including a direct positive effect of participative leadership on professional happiness, an indirect effect mediated solely by trust-based interpersonal climate, and a sequential mediation effect through professional learning communities followed by trust-based interpersonal climate. The findings demonstrate that Chinese school leadership practices uniquely combine community development and trust-building to synergistically enhance teacher professional happiness. This culturally-embedded mechanism also suggests that Confucian values may reconfigure participative leadership dynamics by emphasizing reciprocal interpersonal obligations and collective harmony in decision-making processes.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101514"},"PeriodicalIF":2.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144988375","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

Stage-based professional development needs of canadian high school teachers: Insights from the dynamic model of educational effectiveness 加拿大高中教师基于阶段的专业发展需求：来自教育有效性动态模型的洞察

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-08-25 DOI: 10.1016/j.stueduc.2025.101512

Jérôme St-Amand , Panayiotis Antoniou , Martine DeGrandpré , Victoria Michaelidou

引用次数: 0

On the quantitative analysis of assessment scores with implicit and explicit constraints 论内隐约束和外显约束下测评分数的定量分析

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-08-19 DOI: 10.1016/j.stueduc.2025.101509

Sanjeeb Shrestha , Xiaoying Kong , Paul Kwan

{"title":"On the quantitative analysis of assessment scores with implicit and explicit constraints","authors":"Sanjeeb Shrestha , Xiaoying Kong , Paul Kwan","doi":"10.1016/j.stueduc.2025.101509","DOIUrl":"10.1016/j.stueduc.2025.101509","url":null,"abstract":"<div><div>Overrating or underrating assessment scores is common in educational settings. Solutions include rubrics, marker training, and moderation. A less common approach is score standardisation due to perceived complexity and challenges in maintaining the integrity of the original data. This paper presents a standardisation approach for assessment scores that transforms original data into final scores subject to implicit and explicit constraints. Scores from a unit administered under similar marking standards and policies at two campuses is used for verification. Implicit constraints address anomalies like diverse assessors, leniency, harshness in marking, and design variations. Explicit constraints arise from institutional policies and practices. We propose an analytical expression for transforming raw to final scores that preserves raw data's integrity while varying the standard deviation to satisfy constraints. A data filtering algorithm is applied to remove redundant and null scores. Verification reveals that the approach produces a Z-statistical score of 1.63, demonstrating comparable distributions.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101509"},"PeriodicalIF":2.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144866910","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

Students’ multicultural attitudes and the role of background characteristics 学生的多元文化态度与角色背景特征

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-08-16 DOI: 10.1016/j.stueduc.2025.101505

Demos Michael , Leonidas Kyriakides

{"title":"Students’ multicultural attitudes and the role of background characteristics","authors":"Demos Michael , Leonidas Kyriakides","doi":"10.1016/j.stueduc.2025.101505","DOIUrl":"10.1016/j.stueduc.2025.101505","url":null,"abstract":"<div><div>In recent years, global efforts have intensified to foster inclusive school environments and promote positive attitudes toward diversity. This study examines certain aspects of validity of an instrument designed to measure students’ multicultural attitudes and investigates the influence of students’ background characteristics. Using data from 450 secondary education students, Confirmatory Factor Analyses confirmed that the Munroe Multicultural Attitude Scale Questionnaire (MASQUE; Munroe & Pearson, 2006) consistently measures the underlying constructs (i.e., cognitive, affective, and behavioral domains) within the examined context, as theoretically proposed. Structural regressions revealed that immigrant background and language had no significant impact on students’ multicultural attitudes, but gender did, with female students exhibiting higher scores. Social desirability bias was also detected in students’ responses related to the affective and behavioral, but not the cognitive component of multicultural attitudes. The findings contribute to the research on multicultural instrumentation, with implications for theory, research, and practice.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101505"},"PeriodicalIF":2.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144852922","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

Profiling the differences in strategy use in online multimodal reading: Associations with self-efficacy and reading task performance 在线多模态阅读中策略使用的差异分析：与自我效能感和阅读任务表现的关系

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-08-19 DOI: 10.1016/j.stueduc.2025.101507

Siyu Zhu , Xinhua Zhu , Yuan Yao , Choo Mui Cheong

{"title":"Profiling the differences in strategy use in online multimodal reading: Associations with self-efficacy and reading task performance","authors":"Siyu Zhu , Xinhua Zhu , Yuan Yao , Choo Mui Cheong","doi":"10.1016/j.stueduc.2025.101507","DOIUrl":"10.1016/j.stueduc.2025.101507","url":null,"abstract":"<div><div>In today’s digital era, students must use effective strategies to comprehend multimodal texts online. International language curriculum and assessment programs (e.g., PIRLS and PISA) have advanced to evaluate students’ reading performance in this regard. However, research is lacking on how these strategies relate to reading performance, especially in assessments. Existing literature has also overlooked the role of psychological factors, such as self-efficacy. This study addresses these gaps with 280 fourth-grade students in Hong Kong answering a questionnaire and an online multimodal reading task. Latent profile analysis was used, and three distinct profiles of the strategy use were found. Further analysis revealed positive but not necessarily significant relationships between reading strategy use profiles and reading performance. Varying roles of self-efficacy beliefs was also found to influence students’reading strategy use profiles. The study concludes with pedagogical implications for fostering competent multimodal readers and the theoretical contribution to the literature.</div></div><div><h3>Data Availability</h3><div>The data used in this study will be available upon request.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101507"},"PeriodicalIF":2.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144866911","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

Comparing linear and nonlinear reading assessments in PIRLS 2016 PIRLS 2016中线性和非线性阅读评估的比较

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-08-29 DOI: 10.1016/j.stueduc.2025.101513

Purya Baghaei , Elpis Grammatikopoulou , Stefan Johansson , Rolf Strietholt

{"title":"Comparing linear and nonlinear reading assessments in PIRLS 2016","authors":"Purya Baghaei , Elpis Grammatikopoulou , Stefan Johansson , Rolf Strietholt","doi":"10.1016/j.stueduc.2025.101513","DOIUrl":"10.1016/j.stueduc.2025.101513","url":null,"abstract":"<div><div>Are linear paper-based and nonlinear computer-based reading comprehension measuring the same cognitive constructs? Nonlinear hypertext reading may demand different skills than linear text comprehension, as it requires synthesizing and integrating information from multiple sources. However, research on whether these two forms of comprehension represent distinct constructs remains limited. While conceptual distinctions exist between understanding a single linear text and processing multiple texts, empirical evidence supporting these differences is scarce. To address this gap, we examined the dimensional structure of paper-based linear and computer-based nonlinear text comprehension using data from the PIRLS 2016 international large-scale assessment. PIRLS 2016 evaluated reading comprehension at the end of grade 4, with each student completing both a linear paper-based test and a nonlinear electronic test. Comparing a unidimensional model, a 2-dimensional correlated factor model, and a bifactor IRT model across 16 countries and benchmarking entities showed that the bifactor model, which accommodates a general reading comprehension factor along with nonlinear reading as a specific factor, has a better fit than the other models. The ECVs of the general factor ranged from.80 to.89 across all the countries while the ECVs of the specific factor were between.07 and.18. Nevertheless, the specific factor reliabilities ranged from.36 to.58 which indicates that the variations in the specific factor cannot be just noise and could reflect variations in reading nonlinear texts. These findings revealed that although linear paper-based and nonlinear computer-based reading share a substantial amount of variance, as evidenced by a strong general reading comprehension factor, understanding nonlinear hypertexts requires specific skills that cannot be overlooked and should be explicitly addressed. The implications of the study for the testing and teaching of reading comprehension are discussed.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101513"},"PeriodicalIF":2.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144913387","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 role of feedback self-efficacy in student feedback engagement 反馈自我效能感在学生反馈参与中的作用

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-09-26 DOI: 10.1016/j.stueduc.2025.101520

Mona Bassleer , Stijn Schelfhout , Lot Fonteyne , Wouter Duyck , Nicolas Dirix

{"title":"The role of feedback self-efficacy in student feedback engagement","authors":"Mona Bassleer , Stijn Schelfhout , Lot Fonteyne , Wouter Duyck , Nicolas Dirix","doi":"10.1016/j.stueduc.2025.101520","DOIUrl":"10.1016/j.stueduc.2025.101520","url":null,"abstract":"<div><div>Educational feedback research is shifting from feedback provision to feedback reception, but more theory-based studies on student feedback engagement are still needed for targeted interventions. In higher education, promoting feedback engagement can streamline study trajectories and reduce fail and dropout rates. This study focused on first-year university students (<em>N</em> = 392) receiving feedback on their program-specific validated academic achievement prediction, based on various background/(non-)cognitive variables, along with remediation and competence training recommendations. Using a Theory of Planned Behavior model, we analyzed students' intentional (IFE) and behavioral (BFE) feedback engagement, as well as their feedback self-efficacy (FSE) and received feedback. Results show IFE positively influences BFE, while FSE positively affects IFE. Feedback indicating a higher chance of study success increases FSE. IFE fully mediates the relationship between FSE and BFE, and FSE between students’ received feedback and IFE. We discuss directing educational interventions towards enhancing FSE to promote student feedback engagement.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101520"},"PeriodicalIF":2.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145158111","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

Academic resilience in learning English as a foreign language: Relations to classroom climate and beliefs about language learning 英语作为外语学习的学术弹性：与课堂气氛和语言学习信念的关系

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-09-17 DOI: 10.1016/j.stueduc.2025.101517

Hui Wang , Meagan M. Patterson

引用次数: 0

Evaluating the determinants of Metaverse learning benefits in higher education: A mixed-methods investigation of system quality, institutional support, and personal innovativeness 评估高等教育中元宇宙学习效益的决定因素：系统质量、制度支持和个人创新的混合方法调查

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-11-21 DOI: 10.1016/j.stueduc.2025.101536

Shaofeng Wang , Hao Zhang

{"title":"Evaluating the determinants of Metaverse learning benefits in higher education: A mixed-methods investigation of system quality, institutional support, and personal innovativeness","authors":"Shaofeng Wang , Hao Zhang","doi":"10.1016/j.stueduc.2025.101536","DOIUrl":"10.1016/j.stueduc.2025.101536","url":null,"abstract":"<div><div>This study investigates the effectiveness and determinants of Metaverse-based learning environments in higher education through a comprehensive evaluation framework. Using a mixed-methods approach, we examined how system quality, information quality, service quality, and university support affect learning outcomes in Metaverse environments. Data were collected from 201 university students through questionnaires and supplemented with in-depth interviews from 20 participants. Structural equation modeling revealed that institutional quality factors significantly influence students' perceived usefulness, ease of use, and satisfaction with Metaverse learning platforms. Personal innovativeness emerged as a crucial moderator, enhancing the relationship between perceived usefulness and learning outcomes. Qualitative findings have highlighted the importance of institutional support mechanisms and technical infrastructure for effective Metaverse-based learning. The study provides empirical evidence to guide evaluation frameworks for emerging educational technologies and offers practical, evidence-based guidance for decision-making in higher education institutions.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101536"},"PeriodicalIF":2.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145568617","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