European Journal of Education最新文献_第10页

Learning strategies and procrastination as a function of need satisfaction and autonomous motivation: A diary study 学习策略和拖延是需求满足和自主动机的函数：日记研究

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-04-02 DOI: 10.1111/ejed.12645

M. Jamal Bakali Tahiri, And Athanasios Mouratidis

{"title":"Learning strategies and procrastination as a function of need satisfaction and autonomous motivation: A diary study","authors":"M. Jamal Bakali Tahiri, And Athanasios Mouratidis","doi":"10.1111/ejed.12645","DOIUrl":"10.1111/ejed.12645","url":null,"abstract":"Within the framework of Self-Determination Theory (SDT), basic psychological need satisfaction predicts quality of motivation which in turn predicts study efforts. Although studies focusing on interpersonal differences have repeatedly shown this sequence of relations, only a few have examined its stability at the intra-personal level. In this diary study, we recruited 141 university students (M\u0000 age = 20.80, SD = 2.20 years) to investigate the degree of confluence among week-to-week need satisfaction, quality of motivation, learning strategies, and procrastination for four weeks. Multilevel structural equation modelling showed that need satisfaction covaried positively with autonomous motivation. In turn, week-to-week autonomous motivation predicted positively week-to-week critical thinking and effort regulation and negatively procrastination. These relations emerged even after controlling for gender, age, and study hours per week. Further, contextual autonomous motivation predicted higher mean levels of critical thinking and effort regulation and lower ones of procrastination. Interestingly, a cross-level interaction supported the sensitivity hypothesis as the negative relation between need satisfaction and controlled motivation was only true among students who were high in contextual (pre-diary assessed) controlled motivation. These findings highlight the importance of contextual motivation and the need to establish academic environments that consistently satisfy students' psychological needs, thus promoting the quality of motivation and adaptive learning strategies.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140564407","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 road less travelled: Exploring the reluctance of vocational students towards higher education in Portugal 少有人走的路探索葡萄牙职业院校学生不愿接受高等教育的原因

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-03-27 DOI: 10.1111/ejed.12648

Orlanda Tavares, Maria João Antunes, Carla Sá, Ana Rita Luz

{"title":"The road less travelled: Exploring the reluctance of vocational students towards higher education in Portugal","authors":"Orlanda Tavares, Maria João Antunes, Carla Sá, Ana Rita Luz","doi":"10.1111/ejed.12648","DOIUrl":"10.1111/ejed.12648","url":null,"abstract":"Despite rising participation rates in Portugal, a gap persists between general and vocational upper secondary students' transition to higher education (HE). This study employs a qualitative methodology, specifically through content analysis of focus group discussions, to explore the factors influencing vocational students' reluctance towards higher education, amidst specific policies designed to aid their transition. Empirical findings suggest that vocational students may exhibit reservations stemming from self-perceived academic deficiencies, impacting their self-confidence in continuing their education at a HE level. Nevertheless, confidence in market-valued practical skills might motivate HE consideration within a vocational domain. Their practical focus also makes HE seem less immediately applicable in the labour market. Many prioritise integration into the workforce for short-run objectives, seeking breaks, experience and financial earnings. Aiming for earning and practicality, many lean towards the labour market over HE, even considering emigrating to achieve financial stability. The study emphasises the need for Portuguese educational policies to align vocational training with HE, supporting diverse student ambitions and holistic career paths.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140375418","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

A bibliometric analysis of the evolving mechanisms of shadow education research 对影子教育研究演变机制的文献计量分析

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-03-27 DOI: 10.1111/ejed.12646

Li Jun, Wang Weilin

{"title":"A bibliometric analysis of the evolving mechanisms of shadow education research","authors":"Li Jun, Wang Weilin","doi":"10.1111/ejed.12646","DOIUrl":"10.1111/ejed.12646","url":null,"abstract":"Shadow education has burgeoned into a global phenomenon, and over the last 30 years, a substantial body of literature has emerged to explore this trend. Drawing on bibliometric data from 377 articles retrieved from the Web of Science (WOS), this study investigates the evolving landscape of shadow education research. It examines historical publication trends through performance analysis, intellectual sources and evolving themes using co-citation analysis, complemented by co-word analysis. Major authors and collaboration dynamics are discerned through co-authorship analysis, contributing to a comprehensive understanding of collaborative networks. Additionally, the study constructs an evolution path for shadow education research published in journals, employing citation analysis supplemented by social network analysis methods. In conclusion, the study not only illuminates the historical trajectory of shadow education as a concept but also poses pertinent questions and offers recommendations for future research. Our research significantly contributes to the comprehension of how shadow education has evolved from a nascent concept into a global research discourse.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.12646","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140376367","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

I arrived at the sun! Developing an educational board game with the collaboration of pre-service art and pre-service science teachers 我来到了太阳身边与职前美术教师和职前科学教师合作开发教育棋盘游戏

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-03-18 DOI: 10.1111/ejed.12629

Ferhunde Küçükşen Öner, Ayla Cetin-Dindar, Hazal Sarı

{"title":"I arrived at the sun! Developing an educational board game with the collaboration of pre-service art and pre-service science teachers","authors":"Ferhunde Küçükşen Öner, Ayla Cetin-Dindar, Hazal Sarı","doi":"10.1111/ejed.12629","DOIUrl":"10.1111/ejed.12629","url":null,"abstract":"The aim of this study was to describe the design process of an educational board game, the Planet-Dart. This board game design is based on the science curriculum and aims to enhance middle school students' basic concepts about solar system. The purpose of developing this educational game was to provide an entertaining way for learning science. A pre-service art teacher designed the game with the support of two pre-service science teachers. The pilot study was conducted with two middle school students, and with the feedback based on the pilot study the pre-service art teacher made modifications to the game. Then, the main implementation of the game was conducted in a real-classroom environment with 60 middle school students by one pre-service science teacher and two science teachers. The qualitative results revealed that this game was an enjoyable and effective learning tool to play among middle school students. In addition, the pre- and in-service science teachers emphasized that there was an entertaining learning environment during the play. Based on these findings, the developed educational board game could enhance students' learning outcomes and entertainment.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.12629","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140167835","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

Unlocking the potential of research-informed practice: Insights into benefits, challenges, and significance among teachers in Catalonia, Poland, and England 释放研究型实践的潜力：对加泰罗尼亚、波兰和英国教师所获裨益、面临的挑战和意义的见解

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-03-18 DOI: 10.1111/ejed.12639

Georgeta Ion, Marta Kowalczuk-Walędziak, Chris Brown

{"title":"Unlocking the potential of research-informed practice: Insights into benefits, challenges, and significance among teachers in Catalonia, Poland, and England","authors":"Georgeta Ion, Marta Kowalczuk-Walędziak, Chris Brown","doi":"10.1111/ejed.12639","DOIUrl":"10.1111/ejed.12639","url":null,"abstract":"This survey-based study delves into the intricate interplay of research utilisation in the pedagogical approaches of a sample of 534 teachers across Catalonia (Spain), Poland, and England. Applying Baudrillard's Theory of Consumption lenses, we present novel insights into the multifaceted aspects of research use, including its benefits, costs, and significance within the teaching profession. Our findings underscore the interdependencies among the perceived benefits, costs, and significance of research utilisation, bolstered by factor analysis. Specifically, our results indicate that teachers regard research as a means to enhance their understanding of educational theories, providing valuable insights to inform their teaching practices. Moreover, research empowers teachers to challenge entrenched conceptions and adopt innovative pedagogical strategies. In addition, the significance of research use is associated with its alignment with school priorities and integration into the decision-making processes. Furthermore, teachers identified various obstacles to research use, including issues of research literacy, support mechanisms, and the accessibility of research resources. The study sheds additional insight into the dynamics of research utilisation among teachers operating within diverse national contexts. It underscores the intricate relationships between individual and organisational factors that shape and influence teaching practices.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.12639","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140168055","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

Modelling the interplay between resilience, emotion regulation and psychological well-being among Chinese English language teachers: The mediating role of self-efficacy beliefs 建立中国英语教师抗挫折能力、情绪调节和心理健康之间相互作用的模型：自我效能感的中介作用

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-03-18 DOI: 10.1111/ejed.12643

Ran Zhi, Ali Derakhshan

{"title":"Modelling the interplay between resilience, emotion regulation and psychological well-being among Chinese English language teachers: The mediating role of self-efficacy beliefs","authors":"Ran Zhi, Ali Derakhshan","doi":"10.1111/ejed.12643","DOIUrl":"10.1111/ejed.12643","url":null,"abstract":"With the rise of positive psychology (PP) in 1954 and its flowering in the last decade of the 20th century, the focus of psychological and educational studies has shifted from examining negative health-related outcomes to their positive counterparts. In line with this new research agenda, several L2 researchers have studied different positive health-related outcomes and their predictors among language teachers. Few language studies, however, have been dedicated to examining language teachers' psychological well-being and its potential predictors. To bridge the lacuna, the current research tried to evaluate the role of emotion regulation and resilience in predicting Chinese EFL teachers' psychological well-being. This research also strived to find out whether perceived self-efficacy could mediate the interaction between psychological well-being, emotion regulation and resilience. For this purpose, 430 English teachers recruited from Chinese EFL classes were asked to respond to four closed-ended questionnaires. The analysis outcomes exhibited strong and positive associations between resilience, emotion regulation and psychological well-being. The results also divulged that the psychological well-being of English language teachers could be meaningfully predicted by their emotion regulation ability and resilience. Additionally, the results indicated that the association between Chinese English teachers' resilience, emotion regulation ability and psychological well-being could be significantly mediated by their self-efficacy beliefs. These outcomes may have some useful and instructive implications for educational principals and teacher trainers.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140232185","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

Prospective English language teachers' understandings of global English language teaching 未来英语教师对全球英语教学的理解

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-03-18 DOI: 10.1111/ejed.12631

Reyhan Aslan, Zekiye Özer Altınkaya

{"title":"Prospective English language teachers' understandings of global English language teaching","authors":"Reyhan Aslan, Zekiye Özer Altınkaya","doi":"10.1111/ejed.12631","DOIUrl":"10.1111/ejed.12631","url":null,"abstract":"Despite various calls for a thorough re-conceptualization of current English language teaching (ELT) practices, incorporating courses for critical perspectives on linguistic and cultural diversity is still a major challenge in most teacher education programmes in many English as a foreign language (EFL) countries. Therefore, we explored the evolving perspectives of English as a global language among Turkish pre-service English teachers (PELTs) in response to a global Englishes-focused curriculum. Using self-report data, the study reveals participants' complex and diverse views on language varieties in English as a Lingua Franca (ELF) communication, driven by various reasons. After a GE-oriented course, most participants shifted to plurilithic orientations as they softened their beliefs in native-speaker English superiority and developed a more sophisticated understanding of English. Seven participants with monolithic orientation appeared to reduce the complex and dynamic nature of language to racialized stereotypes associated with native speaker norms. Based on the findings, how language orientations and ideologies may inform teacher preparation in language teaching was discussed. Several recommendations for further research and preparation of PELTs were made.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.12631","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140168054","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

Perceived changes in transformational leadership: The role of motivation and perceived skills in educational leadership training under an EU-China cooperation project 变革型领导力的感知变化：中欧合作项目下教育领导力培训中动机和感知技能的作用

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-03-18 DOI: 10.1111/ejed.12636

Zhao Cheng, Chang Zhu, Ngoc Bich Khuyen Dinh

{"title":"Perceived changes in transformational leadership: The role of motivation and perceived skills in educational leadership training under an EU-China cooperation project","authors":"Zhao Cheng, Chang Zhu, Ngoc Bich Khuyen Dinh","doi":"10.1111/ejed.12636","DOIUrl":"10.1111/ejed.12636","url":null,"abstract":"This study aims to examine the relationship among motivation for joining an educational leadership training programme (MOT), perceived skills (PS), and perceived changes in transformational leadership (PCTFL) in educational leadership training. The study drew on survey data from 761 participants who were associated with a leadership development programme under an EU-China cooperation project. The conceptual model was tested by structural equation modelling (SEM) by the Mplus programme. MOT and PCTFL were measured, respectively, by second-order factor structure assessments due to their multi-dimensional nature. The findings of the study suggest that motivation positively influences perceived changes in transformational leadership, and this relationship is positively mediated by perceived skills as learning gains in educational leadership training. The study provides novel empirical evidence on motivation that leads to transformational leadership changes in leadership training programmes. Policymakers and other key stakeholders can use these findings to gain a deeper understanding of the success of projects and encourage academic members to participate in leadership training programmes to improve transformational leadership.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140167837","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

A biomedical engineering curriculum development: A qualitative study engaging four stakeholders 生物医学工程课程开发：由四个利益相关方参与的定性研究

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-03-18 DOI: 10.1111/ejed.12632

Rita Prestigiacomo, Chun Chuen Chan, Lauren Kark

{"title":"A biomedical engineering curriculum development: A qualitative study engaging four stakeholders","authors":"Rita Prestigiacomo, Chun Chuen Chan, Lauren Kark","doi":"10.1111/ejed.12632","DOIUrl":"10.1111/ejed.12632","url":null,"abstract":"Biomedical engineering is critical in improving people's lives through innovative solutions to biological and medical challenges. In the face of today's rapidly evolving climate, the field of biomedical engineering encounters numerous pressures that demand up-to-date skills and competencies. The (re-)development of curricula aligning with industry and societal needs, students' expectations, and academics' expertise while outlining graduates' knowledge (that) and abilities (how) becomes indispensable despite the challenges and complexities presented by conflicting priorities, tight timelines, and scarce resources. This paper presents a qualitative study conducted by a biomedical engineering graduate school at an Australian university. The study engaged four key stakeholders—industry partners, recent graduates, current academics, and students—in a self-auditing process of an existing biomedical engineering curriculum. This exercise aimed to identify priorities for the future development of the curriculum. The findings reveal the perspectives from the four stakeholder groups, with industry partners and recent graduates focusing on technical and transferable skills and current students and academic staff advocating for breadth and a more practice-oriented curriculum, where transdisciplinarity should inform biomedical engineering education. We propose that this evidence-based and bottom-up approach with multiple stakeholders holds potential implications for fields beyond biomedical engineering education. It provides valuable guidance to educational institutions seeking to (re-)develop their curricula to align with evolving industry and society demands.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.12632","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140168127","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

Didactic strategies for the education of computational thinking from a gender perspective: A systematic review 从性别角度看计算思维教育的教学策略：系统回顾

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-03-13 DOI: 10.1111/ejed.12640

Yucnary-Daitiana Torres-Torres, Marcos Román-González, Juan-Carlos Perez-Gonzalez

引用次数: 0