European Journal of Education最新文献

Teacher Emotion-Regulation in the Elementary Classroom: A Psychological Case Study 小学课堂教师情绪调节：心理个案研究

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-05-31 DOI: 10.1111/ejed.70139

Krista C. Ritchie, Christine Doe, Emma Becker

引用次数: 0

What Is a “Healthy” Balance Between Students' Involvement in Curricular and Extracurricular Activities? Evidence From a Highly Selective Russian University 什么是学生参与课程和课外活动的“健康”平衡？来自俄罗斯一所名校的证据

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-05-31 DOI: 10.1111/ejed.70138

Natalia Maloshonok, Irina Shcheglova, Oksana Dremova

{"title":"What Is a “Healthy” Balance Between Students' Involvement in Curricular and Extracurricular Activities? Evidence From a Highly Selective Russian University","authors":"Natalia Maloshonok, Irina Shcheglova, Oksana Dremova","doi":"10.1111/ejed.70138","DOIUrl":"https://doi.org/10.1111/ejed.70138","url":null,"abstract":"<div>\u0000 \u0000 <p>Although many researchers and policy-makers emphasise the benefits of extracurricular involvement, others state that intense extracurricular involvement might be harmful to students' achievements and development. This paper aims to estimate the “healthy” time proportion between curricular and extracurricular activities at university and what patterns of their combination with students' activities outside of campus can positively affect students' academic performance and mental health. Data from an undergraduate survey conducted at a highly selective Russian university and matched with administrative records about students' GPA (<i>N</i> = 2753) were utilised. The study revealed that there are cut-off points for student participation in research activities and applied projects at university, as well as volunteering and organising activities. After these cut-off points are reached, the positive effects of extracurricular involvement disappear. The findings highlight the importance of maintaining a balance between both curricular and extracurricular activities as well as making time for sleeping, socialising and leisure activities. This study provides valuable insights into optimising student involvement in activities, offering actionable recommendations for educational policy-makers and university administrators to increase student well-being and academic performance.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144179008","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 Role of Monetary Incentives and Feedback on How Well Students Calibrate Their Academic Performance 金钱激励和反馈对学生学业成绩的影响

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-05-31 DOI: 10.1111/ejed.70140

Gerardo Sabater-Grande, Noemí Herranz-Zarzoso, Aurora García-Gallego

{"title":"The Role of Monetary Incentives and Feedback on How Well Students Calibrate Their Academic Performance","authors":"Gerardo Sabater-Grande, Noemí Herranz-Zarzoso, Aurora García-Gallego","doi":"10.1111/ejed.70140","DOIUrl":"https://doi.org/10.1111/ejed.70140","url":null,"abstract":"<p>Students' accurate monitoring of their own performance is essential for achieving successful learning processes. In this work, we have aimed at analysing the role played by monetary incentives and by metacognitive feedback in improving students' miscalibration of their academic performance. A randomised field experiment was implemented in which undergraduate students enrolled in an intermediate Microeconomics course were offered the possibility to estimate their academic performance in that course. Global judgements were elicited immediately before (prediction) and immediately after (postdiction) answering each of three multiple choice exam-tests that students covered along the semester. The predictive (postdictive) bias in each test was calculated as the difference between the grade predicted (postdicted) by the student and her actual grade. The experiment has allowed for analysis of sole or joint effects of monetary incentives and metacognitive feedback interventions in calibration accuracy. Predictive as well as postdictive biases have shown to be independent of the treatment variables. Moreover, support has turned up for the Dunning-Kruger effect, in the sense that students' academic record appeared as a positive significant predictor of judgements' accuracy of their own performance. Additional potential covariates like students' cognitive ability, risk attitudes, and personality traits have been found to be non-significant predictors of students' miscalibration. In terms of educational policy, our findings suggest that instructors should carefully weigh up the financial costs of monetarily incentivising students to improve the accuracy of their performance predictions, particularly when such intervention—whether implemented alone or in combination with metacognitive feedback—may not lead to significant improvements in metacognitive accuracy.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70140","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144179010","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

Two Steps Toward a Creative School: School Organisation and the Teachers' Role at Eskola Txikiak 迈向创意学校的两步：学校组织和教师在Eskola Txikiak的角色

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-05-27 DOI: 10.1111/ejed.70028

Inaki Karrera, Garazi Ormazabal-Arizkorreta, Andoni Arguiñano

{"title":"Two Steps Toward a Creative School: School Organisation and the Teachers' Role at Eskola Txikiak","authors":"Inaki Karrera, Garazi Ormazabal-Arizkorreta, Andoni Arguiñano","doi":"10.1111/ejed.70028","DOIUrl":"https://doi.org/10.1111/ejed.70028","url":null,"abstract":"<div>\u0000 \u0000 <p>An educational system should be a true reflection of the changing society in which we live. However, looking at current educational practices, this premise is unfortunately called into question, and an educational metamorphosis toward active, democratic, inclusive and creative pedagogical practices for children is clearly needed. Faced with this challenge, it is essential to reconsider and redesign school organisation and the work of educators. This research is an ethnographic study focused on four schools in the <i>Eskola Txikiak</i> educational network in the Basque Country of Spain, which are organised around pedagogical workshops. Thus, the objectives of this research are as follows: (1) To gain a deeper understanding and delve into the pedagogical keys that underlie this school arrangement based on workshops. (2) To contemplate the role of teachers and their challenges within a system of globalised didactics. Information was collected through 420 h of participant observation sessions, eight focus groups and documentary analysis. After categorising, coding and analysing the information, the results obtained indicate that reshaping the teacher's functions, giving pupils a leading role, as well as structuring and organising spaces and schedules according to their needs, encourages this type of educational change aimed at teaching practices that promote the overall development of the child.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144140772","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

Engineers as Problem-Solvers for Sustainable Development?—Exploring Students' Learning Outcomes From Sustainability and Human Rights-Centered Approaches in Engineering Education 工程师是可持续发展的问题解决者？-探索工程教育中以可持续性和人权为中心的方法对学生学习成果的影响

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-05-26 DOI: 10.1111/ejed.70137

Minju Lee, Davis Chacón-Hurtado, Shareen Hertel

{"title":"Engineers as Problem-Solvers for Sustainable Development?—Exploring Students' Learning Outcomes From Sustainability and Human Rights-Centered Approaches in Engineering Education","authors":"Minju Lee, Davis Chacón-Hurtado, Shareen Hertel","doi":"10.1111/ejed.70137","DOIUrl":"https://doi.org/10.1111/ejed.70137","url":null,"abstract":"<div>\u0000 \u0000 <p>This paper examines the impact of a human rights framework in engineering education on students' perceptions of sustainability and human rights. Recently, scholars have emphasised the need to develop a new engineering pedagogy and an ethical framework for the workforce. This emphasis arises from the fact that, as the engineering workforce has become multicultural and globalised, prospective engineers require new ideas, technologies, perspectives and professional ethics to adapt to the changing world. In this context, scholars have primarily focused on creating sustainable approaches that highlight the coexistence between humans and nature, along with equity, diversity and human dignity, while also developing educational strategies to challenge the conventional notion of engineers as problem-solvers. The University of Connecticut (UConn) has developed a curriculum that equips students with the core concepts and methodological tools essential for understanding the socially and environmentally responsive roles of engineers and their solutions. This paper examines learning outcomes in an existing course within this curriculum, ‘Engineering for Human Rights’, by analysing original, anonymized exit survey data and anonymized SET evaluations from enrolled students. We also assess the instructors' reflections on the class. The findings of our research contribute to broader discussions of innovation in engineering pedagogy.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144135610","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

Teachers' Exemplar of Effective Peer Collaboration in Young Children: Exploring Perspectives and Unravelling Generative Mechanisms 幼儿有效同伴合作的教师典范：探索视角与揭示生成机制

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-05-25 DOI: 10.1111/ejed.70106

Dongqing Yu, Qiurong Wu, Karen Guo

{"title":"Teachers' Exemplar of Effective Peer Collaboration in Young Children: Exploring Perspectives and Unravelling Generative Mechanisms","authors":"Dongqing Yu, Qiurong Wu, Karen Guo","doi":"10.1111/ejed.70106","DOIUrl":"https://doi.org/10.1111/ejed.70106","url":null,"abstract":"<p>Peer collaboration is widely recognized as essential in children's learning and early childhood education policy and pedagogy. However, research has largely focused on researchers' interpretations, with limited attention to teachers' perspectives. Conducted in a Chinese preschool, this study explored how teachers perceived and interpreted effective peer collaboration in young children. Drawing on video-recorded classroom interactions, teachers' ethnographic notes and interviews with teachers and preschool directors, the study examined (1) teachers' understandings of effective peer collaboration and (2) the factors shaping these views. Adopting a critical realist approach, we moved beyond observable interactions to uncover the underlying mechanisms shaping teachers' perceptions. Findings indicate that teachers' understandings were shaped by policy mandates emphasizing professional training, child-led practice and global citizenship, as well as hierarchical role assignments that integrated Chinese cultural values, reflecting the interplay of local and global educational dynamics. These insights highlight the importance of aligning teaching practices with evolving pedagogical approaches in China and globally to strengthen peer collaboration in early childhood settings.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70106","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144135678","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

Mapping the Negative Emotional Trajectories of Chinese University Novice English Foreign Language Teachers Across Developmental Stages: Insights From the Cognitive Appraisal Theory 从认知评价理论看中国大学英语外语新手教师发展阶段的负性情绪轨迹

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-05-25 DOI: 10.1111/ejed.70136

Yingying Zhang, Fahainis Mohd Yusof

{"title":"Mapping the Negative Emotional Trajectories of Chinese University Novice English Foreign Language Teachers Across Developmental Stages: Insights From the Cognitive Appraisal Theory","authors":"Yingying Zhang, Fahainis Mohd Yusof","doi":"10.1111/ejed.70136","DOIUrl":"https://doi.org/10.1111/ejed.70136","url":null,"abstract":"<div>\u0000 \u0000 <p>Language teaching is inherently emotional, yet the negative emotional experiences of novice English as a Foreign Language (EFL) teachers in Chinese universities remain underexplored. This study examines the negative emotional trajectories of novice university EFL teachers across three career stages—survival, consolidation and enhancement—through the lens of cognitive appraisal theory. A qualitative longitudinal multiple-case study was conducted with 12 novice EFL teachers from four public universities in China. Data were collected through semi-structured interviews, emotion diaries, reflective journals and work reports for two academic semesters. Afterwards, data were analysed using a systematic iterative approach involving verbatim transcription, thematic coding with NVivo 12 and categorisation based on cognitive appraisals. The findings reveal that novice EFL teachers consistently experience anger, anxiety and frustration, though their intensity and appraisal strategies evolve over time. Novice teachers initially perceive challenges as threats, gradually develop coping mechanisms, and reframe difficulties as opportunities. These findings underscore the necessity of creating support mechanisms tailored to each career stage. The implications for novice EFL teachers, teacher educators, school leaders and policymakers are also discussed.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144135679","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

Beyond Collaboration: Embracing the Positive Side of Competitive Academic Atmosphere for Scientific Creativity of Doctoral Students in Collectivism Cultural Context 超越合作：在集体主义文化背景下拥抱竞争学术氛围对博士生科学创造力的积极影响

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-05-20 DOI: 10.1111/ejed.70119

Shuzhen Chen, Lichao Ma

{"title":"Beyond Collaboration: Embracing the Positive Side of Competitive Academic Atmosphere for Scientific Creativity of Doctoral Students in Collectivism Cultural Context","authors":"Shuzhen Chen, Lichao Ma","doi":"10.1111/ejed.70119","DOIUrl":"https://doi.org/10.1111/ejed.70119","url":null,"abstract":"<div>\u0000 \u0000 <p>Given that the relationship between academic atmosphere and doctoral students creativity has not yet fully reached consensus in diverse cultural contexts, this study seeks to unpack how collaborative and competitive academic atmospheres matter for the scientific creativity of doctoral students, as well as their influencing mechanisms and heterogeneity. Collecting 464 questionnaires from the Chinese mainland, the study adopted structural equation modelling and quantile regression methods. The results indicated that not only the collaborative academic atmosphere, but also the competitive atmosphere were positively associated with scientific creativity in a collectivist cultural context. Nevertheless, the academic atmosphere only exerted an indirect effect on creativity through the single mediation and sequence mediation of achievement motivation and academic engagement. In addition, the collaborative academic atmosphere, achievement motivation, and academic engagement exerted marginally diminishing effects on scientific creativity. This study provides theoretical and practical insights for initiatives of doctoral students in cultivating creativity, especially in a collectivist context.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144100725","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 Role of Artificial Intelligence Tools on Chinese EFL Learners' Self-Regulation, Resilience and Autonomy 人工智能工具对中国英语学习者自我调节、弹性和自主性的作用

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-05-20 DOI: 10.1111/ejed.70127

Zhijuan Zhang

{"title":"The Role of Artificial Intelligence Tools on Chinese EFL Learners' Self-Regulation, Resilience and Autonomy","authors":"Zhijuan Zhang","doi":"10.1111/ejed.70127","DOIUrl":"https://doi.org/10.1111/ejed.70127","url":null,"abstract":"<div>\u0000 \u0000 <p>The incorporation of artificial intelligence (AI) in education has attracted scholars' research interest around the world, and they have demonstrated the effectiveness of using AI in the English as a foreign language (EFL) setting. While previous studies have examined AI's role in improving linguistic proficiency, limited research has examined its role in key psychological concepts such as self-regulation, resilience and autonomy among EFL learners. Addressing this gap, the present study explored the impact of AI on the self-regulation, resilience and autonomy of Chinese EFL students. The students were assigned to two groups: the experimental group included 94 learners who were taught through AI tools, while the control group included 89 learners who received traditional language education. A pretest was administered using three scales, namely self-regulation, resilience and autonomy. After the completion of the instructional sessions, a posttest was administered to both groups with identical questionnaires. Eventually, the study analysed the data collected through Analysis of Covariance (ANCOVA), revealing that the group utilising AI tools significantly outperformed the others regarding all three variables. Indeed, utilising AI tools notably enhanced the self-regulation, resilience and autonomy of EFL students. The research implications were thoroughly discussed.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144100721","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 Experience to Adoption: Modelling EFL Learners' GenAI Continuance Through Linear and Configurational Approaches 从经验到采用：用线性和构型方法模拟英语学习者的遗传延续

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-05-20 DOI: 10.1111/ejed.70108

Liwei Hsu

{"title":"From Experience to Adoption: Modelling EFL Learners' GenAI Continuance Through Linear and Configurational Approaches","authors":"Liwei Hsu","doi":"10.1111/ejed.70108","DOIUrl":"https://doi.org/10.1111/ejed.70108","url":null,"abstract":"<div>\u0000 \u0000 <p>As generative artificial intelligence (GenAI) increasingly penetrates language education, understanding learners' continued intention to use this technology becomes crucial. This study examines EFL learners' continuance intention to use GenAI for language learning through PLS-SEM and fsQCA methodologies. Participants were undergraduate EFL learners (<i>N</i> = 383) from three universities in Taiwan, aged 18–24, with varying English proficiency levels (TOEIC 450–860 or CEFR A2-B2). Data were collected through an online survey comprising validated scales measuring technology acceptance constructs and personality traits using 5-point Likert scales. Analysis employed both partial least squares structural equation modelling (PLS-SEM) and fuzzy-set qualitative comparative analysis (fsQCA). Results showed that three key dimensions – dependability, attractiveness and novelty – shape users' overall experience with GenAI, where dependability and attractiveness specifically align with users' initial expectations. Both expectancy confirmation and social influence predict learners' continuance intention. Openness to experience moderates these relationships positively for expectancy confirmation but negatively for social influence, indicating that individuals with high openness prioritise personal evaluation over social cues. As the first study to combine PLS-SEM with fsQCA in GenAI use research, it reveals complementary insights: while PLS-SEM identifies key predictors of continued use, fsQCA uncovers multiple pathways to adoption, with dependability and social influence as core conditions across configurations. This dual-method approach advances theoretical understanding of technology adoption by demonstrating how linear relationships coexist with complex configurational patterns. The findings provide practical implications for educational technology design, emphasising the need to balance system reliability and aesthetic appeal while accounting for individual differences in user personality traits.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144100720","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