European Journal of Education最新文献_第10页

Awareness of Professional Differences and Similarities Among Midwifery and Nursing Students in Türkiye

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-01-07 DOI: 10.1111/ejed.12906

Ahsen Demirhan Kayacik, Büşra Küçüktürkmen, Zekiye Turan, Yaşar Suveren

{"title":"Awareness of Professional Differences and Similarities Among Midwifery and Nursing Students in Türkiye","authors":"Ahsen Demirhan Kayacik, Büşra Küçüktürkmen, Zekiye Turan, Yaşar Suveren","doi":"10.1111/ejed.12906","DOIUrl":"https://doi.org/10.1111/ejed.12906","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examined the professional awareness among nursing and midwifery students in Türkiye, with a focus on interprofessional dynamics, conflicts and collaboration between these closely related professions. Employing a qualitative inductive and descriptive methodology, 14 in-depth interviews and two focus group discussions were conducted with undergraduate students from a state university. Thematic analysis of the transcribed data yielded four primary themes: factors influencing career choice; societal perceptions of the professions, duties and authority areas; and students' perspectives on vocational education. The findings suggest that, despite shared responsibilities, disparities in educational backgrounds and societal perceptions contribute to occasional conflicts. Nevertheless, there is significant potential for collaboration, particularly in clinical environments. This study underscores the necessity for more clearly defined professional boundaries and enhanced educational processes to foster cooperation. These insights may inform policy modifications aimed at improving the quality of healthcare services and addressing inter-professional challenges.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143112929","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

Ameliorating the Psychological Well-Being of Chinese and Iranian Teachers in English Classrooms: A Cross-Cultural Analysis of the Role of Job Satisfaction and Exemplary Leadership Behaviour

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-12-31 DOI: 10.1111/ejed.12877

JunWei Wang, Ali Derakhshan

{"title":"Ameliorating the Psychological Well-Being of Chinese and Iranian Teachers in English Classrooms: A Cross-Cultural Analysis of the Role of Job Satisfaction and Exemplary Leadership Behaviour","authors":"JunWei Wang, Ali Derakhshan","doi":"10.1111/ejed.12877","DOIUrl":"https://doi.org/10.1111/ejed.12877","url":null,"abstract":"<div>\u0000 \u0000 <p>It is widely acknowledged that the mental condition of teachers has a direct impact on their professional performance. Put another way, teachers with mental or psychological disorders may fail to accomplish their professional responsibilities. Accordingly, factors contributing to teachers' psychological well-being need to be uncovered. To address this necessity, several scholars up to now have scrutinised the predictors of this construct in different educational settings, including language classrooms. Nevertheless, few researchers have addressed the role of personal and job resources in teachers' psychological well-being. Furthermore, to the best of our knowledge, no cross-cultural study to date has examined the role of these resources in English teachers' psychological well-being. To bridge these gaps, the present cross-cultural inquiry investigated the role of two personal and job resources, namely job satisfaction and exemplary leadership behaviour, in Chinese and Iranian English teachers' well-being. In doing so, three self-report scales were distributed among a large sample of Iranian (<i>N</i> = 256) and Chinese (<i>N</i> = 311) teachers. The collected data were statistically analysed through the Amos software (version 29). The results of the analysis showed that both Iranian and Chinese teachers' psychological well-being is closely tied to job satisfaction and exemplary leadership behaviour. Moreover, the outcomes identified that job satisfaction and exemplary leadership behaviour can ameliorate the psychological well-being of Iranian and Chinese teachers in English classrooms. In addition, no meaningful difference was discovered between Chinese and Iranian measurement models regarding the predictive role of job satisfaction and exemplary leadership behaviour. This may be illuminating for all teachers and educational administrators working in EFL and ESL environments.</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":"143121331","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

Exploring the Interplay Between Teachers' Emotions, Personal Traits, Environmental Factors and Psychological Well-Being

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-12-31 DOI: 10.1111/ejed.12903

Qin Tong

{"title":"Exploring the Interplay Between Teachers' Emotions, Personal Traits, Environmental Factors and Psychological Well-Being","authors":"Qin Tong","doi":"10.1111/ejed.12903","DOIUrl":"https://doi.org/10.1111/ejed.12903","url":null,"abstract":"<div>\u0000 \u0000 <p>Elevated stress levels among teachers are linked to both physical and mental health issues, which in turn affect their job performance. In addition, Teachers' ability to regulate emotions influences their instructional effectiveness and well-being. Moreover, psychological well-being is crucial for teachers' satisfaction and success, influenced by factors like burnout and personality traits and external circumstances impact teachers' stress levels and job performance, affecting their professional trajectory. Understanding these dynamics holistically is essential for fostering teacher well-being and enhancing their effectiveness in the classroom; therefore, this study explores the intricate connections between various factors influencing teachers' professional success. To collect the data, the researchers used four questionnaires: environmental factor, Big Five personality traits, teachers' emotion and psychological well-being questionnaires. Rigorous SEM analysis was employed to discern the direct and indirect influences of teachers' emotions, teachers' personal traits and environmental factors on teachers' psychological well-being and their professional success. The findings revel that teachers' emotions, teachers' personal traits and environmental factors significantly predict teachers' psychological well-being and their professional success. The study suggests that incorporating emotional regulation training into professional development can equip teachers with skills to navigate challenging situations, thereby enhancing their well-being and effectiveness and establishing work environments that recognise and support and address the emotional needs of teachers can foster a positive atmosphere conducive to both well-being and professional growth.</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":"143121293","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

Music Education and Modern Software: How Using Digital Audio Workstation (DAW) Software Influences Teaching Academic Singing?

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-12-31 DOI: 10.1111/ejed.12901

Jinhe Zhang

引用次数: 0

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