European Journal of Education最新文献_第10页

Teacher Identity and Neoliberalism: An Auto-Netnographic Exploration of the Public Education Crisis

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-12-31 DOI: 10.1111/ejed.12910

Gustavo González-Calvo

引用次数: 0

From Excitement to Anxiety: Exploring English as a Foreign Language Learners' Emotional Experiences in the Artificial Intelligence-Powered Classrooms

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-12-31 DOI: 10.1111/ejed.12845

Zhonggui Xin, Ali Derakhshan

{"title":"From Excitement to Anxiety: Exploring English as a Foreign Language Learners' Emotional Experiences in the Artificial Intelligence-Powered Classrooms","authors":"Zhonggui Xin, Ali Derakhshan","doi":"10.1111/ejed.12845","DOIUrl":"https://doi.org/10.1111/ejed.12845","url":null,"abstract":"<div>\u0000 \u0000 <p>The use of artificial intelligence (AI) technologies in second/foreign language education has recently gained a bulk of attention. However, the emotional experiences of English as a foreign language (EFL) learners in AI-mediated classes have been ignored. To fill this gap, the present qualitative study examined 34 Chinese EFL students' perceptions of AI-induced emotions and regulation strategies. A semi-structured interview and a narrative frame were used to collect the data. The gathered data were thematically analysed through the latest version of MAXQDA software (v. 2023). The findings revealed that Chinese EFL students had mostly experienced positive emotions of ‘motivation’, ‘excitement’, ‘engagement’ and ‘confidence’. On the negative side, they reported experiencing ‘frustration’, ‘anxiety’ and ‘stress’ more frequently in their classes. Furthermore, the study indicated that the participants had used six strategies, namely ‘seeking help from others’, ‘shifting attention’, ‘cognitive change’, ‘persistent practice’, ‘staying positive’ and ‘suppression’ to regulate their AI-induced emotions. The findings are discussed and implications are provided for EFL students and educators to understand the emotional aspect of AI injection into L2 education.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143121294","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 Evolution, Present Practices, and Future Directions of Early Childhood Education and Care in China

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-12-31 DOI: 10.1111/ejed.12880

Zhang Jing

引用次数: 0

Psychometric Properties of the German Student-Specific Teacher Self-Efficacy Scale (SS-TSES-G)

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-12-27 DOI: 10.1111/ejed.12879

Bodo Przibilla, Chiara Enderle, Gino Casale, David Scheer, Anett Platte, Conny Melzer, Tatjana Leidig

{"title":"Psychometric Properties of the German Student-Specific Teacher Self-Efficacy Scale (SS-TSES-G)","authors":"Bodo Przibilla, Chiara Enderle, Gino Casale, David Scheer, Anett Platte, Conny Melzer, Tatjana Leidig","doi":"10.1111/ejed.12879","DOIUrl":"https://doi.org/10.1111/ejed.12879","url":null,"abstract":"<p>Based on previous research, it can be assumed that teachers' self-efficacy (TSE) varies across situations, domains and individual students' behaviors confronting teachers with particularly challenging tasks. The construct of student-specific TSE is considered informative theoretical basis for understanding the relationship between affective-motivational components of teachers' competencies and individual student behaviour. The aim of the present study was to translate and validate the Student-Specific Teacher Self-Efficacy Scale (SS-TSES; Zee and Koomen, 2015) for use in German teacher samples. The items of the original SS-TSES were translated from Dutch to German using a forward-backward translation procedure. A total of 477 teachers completed the SS-TSES-G. After a randomly drawn sample-split an EFA was conducted on half of the sample, while a CFA was performed on the other half. The results of EFA and CFA revealed that a 4-factor bifactor model fitted the data best. Except for item 18, which was assigned to the first factor (<i>emotional support</i>), the item-factor assignments were consistent with the original structure. The goodness-of-fit statistics indicated a good model fit. The SS-TSES-G demonstrated good to excellent psychometric properties, allowing for reliable measurements of teachers' self-efficacy in relation to individual students in a German teacher population.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.12879","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143119644","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

Exploring the Psychometric Properties and Measurement Invariance of the Resilience Scale for Iranian Teachers: A Network Analysis Perspective

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-12-27 DOI: 10.1111/ejed.12885

Mohammad Mehdi Latifi, Dariush Tahmasebi Aghbelaghi, Sajad Khani Pordanjani

{"title":"Exploring the Psychometric Properties and Measurement Invariance of the Resilience Scale for Iranian Teachers: A Network Analysis Perspective","authors":"Mohammad Mehdi Latifi, Dariush Tahmasebi Aghbelaghi, Sajad Khani Pordanjani","doi":"10.1111/ejed.12885","DOIUrl":"https://doi.org/10.1111/ejed.12885","url":null,"abstract":"<div>\u0000 \u0000 <p>The present study sought to assess the psychometric properties of the Iranian adaptation of the Vietnam Teacher Resilience Scale for Asia (VITRS), referred to as the Iranian Teachers' Resilience Scale (ITRS) and to examine its measurement invariance across middle and high school teachers in Iran. In total, 700 participants completed the questionnaires, with the sample randomly split into two groups of 350. The first group was used for exploratory factor analysis (EFA) and the second for confirmatory factor analysis (CFA). The teachers responded to the ITRS and the study evaluated CFA, EFA, exploratory graph analysis (EGA), as well as different types of validity (face, content, construct and convergent) and reliability. The sample was split into two subgroups for EFA and CFA. EFA revealed a four-factor structure explaining 72.05% of the variance and CFA confirmed a good fit for both first-order and second-order models (CFI = 0.966, RMSEA = 0.063). Convergent validity was supported with AVE and CR values above 0.5 and 0.7, respectively. Reliability was acceptable, with internal consistency above 0.7. Measurement invariance indicated consistency across middle and high school teachers. Finally, EGA supported the four-factor structure, with a three-dimensional solution emerging as the most stable. The ITRS demonstrated solid psychometric properties, including strong reliability and validity, making it a useful tool for assessing resilience among teachers. Its measurement invariance across different educational levels ensures its practical applicability in diverse teaching contexts.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143119643","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

Profiles of Perfectionism and Their Relations to Task Disengagement, Test Anxiety, and Depression in South Korean High School Students: The Mediating Role of Achievement Goals

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-12-27 DOI: 10.1111/ejed.12894

Yoonkyung Chung, Joo Yeon Shin

{"title":"Profiles of Perfectionism and Their Relations to Task Disengagement, Test Anxiety, and Depression in South Korean High School Students: The Mediating Role of Achievement Goals","authors":"Yoonkyung Chung, Joo Yeon Shin","doi":"10.1111/ejed.12894","DOIUrl":"https://doi.org/10.1111/ejed.12894","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examined the profiles of 437 South Korean high school students, defined by their scores on four subscales of perfectionism (i.e., organisation, personal standards, concern for mistakes, and doubts about actions) from a person-centered perspective. We then assessed the mean differences across class memberships in the levels of task disengagement, test anxiety, and depression. Latent profile analysis identified four distinct profiles of individuals: non-perfectionist, average-mixed perfectionist, adaptive perfectionist, and high-mixed perfectionist. Adaptive perfectionists exhibited the most adaptive features across academic and psychological indicators, whereas high-mixed perfectionists exhibited the most maladaptive features. Compared with adaptive perfectionists, non-perfectionists and average-mixed perfectionists pursued mastery goals to a lesser extent, leading to increased task disengagement and depression. Implications for the role of mastery goals in designing interventions to support students' efforts to engage in tasks and decrease test anxiety and depression were suggested. Directions for future research were also discussed.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143119647","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 Influence of Higher Vocational College Teachers' Course Management and Students' Metacognition on Students' Sustainable Consciousness

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-12-27 DOI: 10.1111/ejed.12897

Ling Pan, Yuan-Cheng Chang

{"title":"The Influence of Higher Vocational College Teachers' Course Management and Students' Metacognition on Students' Sustainable Consciousness","authors":"Ling Pan, Yuan-Cheng Chang","doi":"10.1111/ejed.12897","DOIUrl":"https://doi.org/10.1111/ejed.12897","url":null,"abstract":"<p>Due to the rapid changes occurring in the social and ecological environment, students' sustainable consciousness has become an important issue. This study explored the impact of higher vocational college teachers' course management and students' metacognition on sustainable consciousness by taking higher vocational college students in Hainan, China, as the research participants. Four hundred and eighty-four higher vocational college students were surveyed, and the research model was tested using structural equation modelling. The results showed that teachers' course management can enhance students' metacognition, and this improvement in metacognition can also contribute to the development of sustainable consciousness; thus, teachers' course management can help students improve their sustainable consciousness by improving their metacognition. Therefore, teachers' course management is essential to developing students' metacognition and sustainable consciousness. The research results also found that students' metacognition significantly impacts sustainability awareness, so attention must be paid to cultivating students' metacognition.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.12897","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143119648","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

What Deserve Studying the Most? A Q-Methodology Approach to Explore Stakeholders' Perspectives on Research Priorities in GenAI-Supported Second Language Education 什么最值得研究？用 Q 方法探讨利益相关者对 GenAI 支持的第二语言教育研究重点的看法

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-12-27 DOI: 10.1111/ejed.12898

Hanwei Wu, Ziwen Pan

{"title":"What Deserve Studying the Most? A Q-Methodology Approach to Explore Stakeholders' Perspectives on Research Priorities in GenAI-Supported Second Language Education","authors":"Hanwei Wu, Ziwen Pan","doi":"10.1111/ejed.12898","DOIUrl":"https://doi.org/10.1111/ejed.12898","url":null,"abstract":"<div>\u0000 \u0000 <p>Recently, there has been a significant increase in research on Generative Artificial Intelligence (GenAI) in the domain of second language (L2) education. Given the limited resources, it is essential for GenAI research to focus on key areas. However, there is still uncertainty about which topics should be prioritised. Research priorities are often shaped by individual researchers' personal interests, which can skew the focus of many studies. Additionally, stakeholder perspectives on these topics can vary widely. Therefore, this study employs the Q methodology to reveal the consensus among different stakeholder groups. To this end, a total of 19 participants, including six researchers, six teachers and seven students, engaged in a Q-sort exercise involving 34 statements. Through KADE software, the subsequent Centroid Factor Analysis and varimax rotation were used to extract patterns. The analysis revealed three common perspectives across stakeholder groups: psychological factors of teachers and students, multiple scenarios of measurement and the improvement of L2 competence. These findings provide valuable insights that can inform and refine research agendas in GenAI for L2 education, optimising the allocation of resources.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143119562","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

Urgent, but How? Developing English Foreign Language Teachers' Digital Literacy in a Professional Learning Community Focusing on Large Language Models 紧急，但如何紧急？在以大语言模型为重点的专业学习社区中培养英语外语教师的数字素养

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-12-27 DOI: 10.1111/ejed.12899

Lina Xue

{"title":"Urgent, but How? Developing English Foreign Language Teachers' Digital Literacy in a Professional Learning Community Focusing on Large Language Models","authors":"Lina Xue","doi":"10.1111/ejed.12899","DOIUrl":"https://doi.org/10.1111/ejed.12899","url":null,"abstract":"<div>\u0000 \u0000 <p>With the advent of chatGPT, burgeoning research have been conducted to explore AI technologies' impact on the EFL teaching and learning. However, little is known about how language teachers navigate the shifting education landscape and develop the digital literacy in the AI era. This preliminary qualitative study aims to investigate the processes of how 9 Chinese EFL teachers in a university-based professional learning community improve their digital literacy, and reveal the factors influencing their digital literacy improvement. To achieve the research objectives, triangle data have been collected including the community meeting records, interviews of participants, class observations, and the participants' reflective journals. In the data analysis section, thematic analysis method has been employed. The findings indicate three distinct types of digital literacy improving processes for the novice teachers, the veteran teachers, and the lead teachers in the heterogeneous and interactive community. Meanwhile, these processes were influenced by the community factors such as artefacts, mediated activities, and social interactions, and the individual factors such as years of teaching experience, teaching subjects, teachers' belief about AI, teachers' theoretical base and research experience. Accordingly, implications are presented to EFL teachers, teacher educators and administrators.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143119563","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

Gender-Based Violence in Academic Contexts: Between Capitalist Logic and Ordinary University Practices in Italy and Poland

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-12-27 DOI: 10.1111/ejed.12869

Daniela Grignoli, Mariangela D'Ambrosio, Filip Pierzchalski

引用次数: 0