European Journal of Education最新文献_第3页

The Interplay of Positive Reframing, Mindfulness, and Growth Mindset in Shaping Career Aspirations: A Mixed-Methods Study 积极重构、正念和成长心态在塑造职业抱负中的相互作用：一项混合方法研究

IF 5.3 3区教育学

European Journal of Education Pub Date : 2026-07-20 DOI: 10.1111/ejed.70675

Kai Zhang, Wei Bin

{"title":"The Interplay of Positive Reframing, Mindfulness, and Growth Mindset in Shaping Career Aspirations: A Mixed-Methods Study","authors":"Kai Zhang, Wei Bin","doi":"10.1111/ejed.70675","DOIUrl":"https://doi.org/10.1111/ejed.70675","url":null,"abstract":"<p>This study investigates the associations among positive reframing, mindfulness, growth mindset, and career aspirations in a sample of 308 undergraduate students from a public university in Eastern China. Using a convergent parallel mixed-methods design, quantitative data were collected through validated self-report scales, and qualitative data were gathered via semi-structured interviews with a subset of 20 participants. Structural Equation Modelling (SEM) revealed significant direct and indirect pathways of positive reframing and mindfulness in relation to career aspirations, with growth mindset as a significant mediator in these relationships. The thematic analysis of the interview data provided deeper insights, illustrating how students leverage positive reframing and mindfulness to cultivate resilience, focus, and self-awareness, which in turn are linked to a growth mindset and ambitious career goals. The integration of quantitative and qualitative findings underscores the pivotal role of a growth mindset as a foundation for career development and highlights the need for interventions that foster positive psychological traits in students. This study contributes to the understanding of how cognitive and affective factors interact and are associated with students' career trajectories, offering practical implications for educators and career counsellors.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 3","pages":""},"PeriodicalIF":5.3,"publicationDate":"2026-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70675","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148615424","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

The Changing Landscape of Supplementary Education in China: Historical Trajectories and Institutional Typologies 中国补习教育的变迁：历史轨迹与制度类型学

IF 5.3 3区教育学

European Journal of Education Pub Date : 2026-06-30 DOI: 10.1111/ejed.70712

Wei Zhang

{"title":"The Changing Landscape of Supplementary Education in China: Historical Trajectories and Institutional Typologies","authors":"Wei Zhang","doi":"10.1111/ejed.70712","DOIUrl":"https://doi.org/10.1111/ejed.70712","url":null,"abstract":"<div>\u0000 \u0000 <p>Since the foundation of the People's Republic of China in 1949, supplementary education has been shaped by three very different paradigms. At the outset were Communist traditions in which China learned from the Soviet Union. Subsequently, these were mixed with, or perhaps subverted by, the market economy; and then the State reasserted itself. Each era had its archetypes, albeit with overlaps. First were forms of public outside-school education institutions, including Palaces for Children and Youth on the Soviet model; second were commercial enterprises offering private supplementary tutoring facilitated by the neoliberal changes; and third were school-based after-school programmes established by the government to combat privately-driven tutoring. Drawing on documentary research and on findings from the author's empirical research since 2010, this article analyses the complex patterns of supplementary education and its governance in China. It begins with a typology of supplementary education before turning to the historical eras. The comparisons over time and across systems expose dynamics that shaped the features of supplementary education in different eras. The article provides perspectives on the changing socio-politics of education, with particular attention not only to tides but also to competing currents.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 3","pages":""},"PeriodicalIF":5.3,"publicationDate":"2026-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148386965","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

‘I Don't Know if There's a Culture of Understanding Those Words Yet’: Exploring How Sexting Is Understood Using Participatory Research Methods With International School Students and Educators “我不知道是否有一种理解这些词的文化”：利用国际学校学生和教育工作者的参与式研究方法探索如何理解性短信

IF 5.3 3区教育学

European Journal of Education Pub Date : 2026-06-16 DOI: 10.1111/ejed.70711

Jodie McGoldrick, Matthew Round

{"title":"‘I Don't Know if There's a Culture of Understanding Those Words Yet’: Exploring How Sexting Is Understood Using Participatory Research Methods With International School Students and Educators","authors":"Jodie McGoldrick, Matthew Round","doi":"10.1111/ejed.70711","DOIUrl":"https://doi.org/10.1111/ejed.70711","url":null,"abstract":"<div>\u0000 \u0000 <p>This paper presents findings from a participatory research project with students and educators examining how sexting is framed in their school's policies and practices. The study was conducted in an International Baccalaureate (IB) secondary school in the Netherlands, where intercultural diversity and the absence of statutory CSE requirements shape how digitally mediated sexual practices are understood. Drawing on semi-structured interviews, and informed by post structural theory, the findings suggest that students and educators alike perceive sexting to be a typical feature of young people's sexual practices, and do not support abstinence-based approaches. However, there were notable points of contention, particularly in how non-consensual sexting is discursively constructed. Moreover, participants indicated that their school's sexting policies may be unevenly communicated and insufficiently responsive to the needs of a heterogeneous school community. The study argues for whole-school approaches that integrate student and educator perspectives, attend to gendered power dynamics and move beyond punitive framings to support safe, rights-based digital sexual-citizenship.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 3","pages":""},"PeriodicalIF":5.3,"publicationDate":"2026-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148282104","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

Teacher Care, Clarity and Confirmation in the Age of AI: A Q Methodological Study on EFL Learners' Willingness to Communicate 人工智能时代的教师关怀、明晰与确认：英语学习者沟通意愿的Q方法研究

IF 5.3 3区教育学

European Journal of Education Pub Date : 2026-06-16 DOI: 10.1111/ejed.70721

Zhanhao Jiang, Yumeng Guo

{"title":"Teacher Care, Clarity and Confirmation in the Age of AI: A Q Methodological Study on EFL Learners' Willingness to Communicate","authors":"Zhanhao Jiang, Yumeng Guo","doi":"10.1111/ejed.70721","DOIUrl":"https://doi.org/10.1111/ejed.70721","url":null,"abstract":"<div>\u0000 \u0000 <p>Teacher-student interpersonal behaviour, such as care, clarity and confirmation are crucial for EFL students' willingness to communicate (WTC). However, the rise of artificial intelligence has blurred traditional teacher-student boundaries, and the specific mechanism of teacher-student relationship under these tech-rich environments remains unclear. To bridge these gaps, this study aims to analyse EFL students' understanding of teachers' care, clarity and confirmation and how these factors shape their WTC in AI-enhanced speaking classrooms versus traditional classrooms. A cohort of EFL college students (<i>N</i> = 21) participated in the study. Employing Q methodology combined with retrodictive qualitative modelling, the analysis identified three distinct learner profiles: Clarity-Oriented Learners, Emotion-Driven Learners and Teacher-Centred Learners. Qualitative interviews further emphasize the irreplaceable significance of teachers' interpersonal behaviours in both instructional contexts and reveal the complexity of students' WTC. The study provides theoretical insights into how teacher interpersonal behaviours influence EFL students' WTC in AI-enhanced classrooms and challenges the view of AI as a substitute for human teachers. It also helps to guide personalized instruction and professional development by emphasizing the integration of emotional support and technological skills.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 3","pages":""},"PeriodicalIF":5.3,"publicationDate":"2026-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148282105","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

International Graduates' Stay Rate, Country-Level Economic Differences and Social Networks: Evidence From 25 European Countries 国际毕业生留校率、国家经济差异与社会网络：来自25个欧洲国家的证据

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-06-13 DOI: 10.1111/ejed.70718

Filip Němeček

引用次数: 0

The Creativity Paradox of Generative AI in Design Education: How AI Literacy and Motivation Reshape Creative Learning 设计教育中生成式人工智能的创造性悖论：人工智能素养和动机如何重塑创造性学习

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-06-12 DOI: 10.1111/ejed.70727

Liang Xianwen, Jiang Diankun, Endale Tadesse, Ping Hu

{"title":"The Creativity Paradox of Generative AI in Design Education: How AI Literacy and Motivation Reshape Creative Learning","authors":"Liang Xianwen, Jiang Diankun, Endale Tadesse, Ping Hu","doi":"10.1111/ejed.70727","DOIUrl":"https://doi.org/10.1111/ejed.70727","url":null,"abstract":"<div>\u0000 \u0000 <p>Generative artificial intelligence (GAI) is quickly changing the foundations of design education. It alters how creativity is understood, created and judged in higher education. This issue is especially important in design fields, where creativity involves not just productivity and fast idea generation but also the ability to handle uncertainty, engage in reflective experimentation, and think independently. In this context, the current study examined the relationships among teachers' acceptance of AI, their AI literacy, students' motivation to learn, and creativity in AI-supported design education at Chinese universities. The research gathered data from randomly sampled teachers and students at 10 universities known for their art and design programmes, which include visual communication, industrial design, digital media, animation and environmental design. This study contributes to the growing research on AI in design education by shifting the focus from celebrating technological advances to a more critical perspective on how humans interact with AI in creative contexts. The findings suggest that AI can both enhance and restrict creativity, depending on how it affects students' independence, cognitive engagement, and motivation. Thus, the future of design education involving AI should not only focus on technological complexity or adoption rates, but also on its ability to maintain human originality, reflective thought, and the uncertainty that is vital to creativity.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148238094","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

Robot-Assisted Motor Skill Language Learning: Motivation, Enjoyment and Grit Pathways to EFL Learners' Language Achievement 机器人辅助运动技能语言学习：英语学习者语言成就的动机、享受和毅力途径

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-06-09 DOI: 10.1111/ejed.70720

Jieping Xu

{"title":"Robot-Assisted Motor Skill Language Learning: Motivation, Enjoyment and Grit Pathways to EFL Learners' Language Achievement","authors":"Jieping Xu","doi":"10.1111/ejed.70720","DOIUrl":"https://doi.org/10.1111/ejed.70720","url":null,"abstract":"<div>\u0000 \u0000 <p>Due to advancements in AI-based tools, robots have entered colleges and universities in the past few years. This trend towards robots has also led to the emergence of Educational Robots (ER) as a distinct field. The present research investigates the effect of NAO, a type of motor-skill robot, on students' achievement and considers the mediating role of mental elements, such as motivation, enjoyment and grit, in this process. 560 English as a Foreign Language (EFL) learners participated, and the researcher administered the three questionnaires and the Preliminary English Test (PET) as a Language Achievement Test. The research used a pretest-posttest design, and learners were assigned to two groups: the control and the experimental (EXP). The first group was taught using traditional methods, such as PowerPoint presentations; however, the second group was taught using robots. Those sessions were designed to foster an engaging, positive academic experience by providing quick feedback, support and motivational incentives. The results indicated that the improvement in language achievement of the EXP group was greater, and they also showed higher levels of motivation, grit and enjoyment. The results showed a significant mediation effect. Among the mediators, enjoyment was the strongest, uniquely accounting for 77.8% of the indirect effect and 63.0% of the total effect. Motivation and grit were also significant mediators, accounting for 12.1% and 10.1% of the indirect effect, respectively. These results indicate that all three mediators fully mediated the effect of robots on language achievement. The results indicate that robots can be incorporated into EFL teaching to create settings that foster learning, thereby encouraging educational success. By leveraging robots' ability to boost students' motivation, enjoyment and grit, teachers can build more effective EFL classrooms, promising a pathway to boost EFL learners' academic achievement.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148237677","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

How to Apply What You Learn—Research on Major-Job Matching of Higher Vocational Students 如何学以致用——高职生专业岗位匹配研究

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-06-08 DOI: 10.1111/ejed.70706

Jiaqi Liu, Meng Cai

{"title":"How to Apply What You Learn—Research on Major-Job Matching of Higher Vocational Students","authors":"Jiaqi Liu, Meng Cai","doi":"10.1111/ejed.70706","DOIUrl":"https://doi.org/10.1111/ejed.70706","url":null,"abstract":"<div>\u0000 \u0000 <p>An increasing number of countries recognize the significance of vocational education due to its potential to alleviate poverty and enhance the quality of life. However, major-job mismatch among Chinese vocational graduates seriously hinders the benefits of vocational education. Within the framework of Ecological Systems Theory, this study analysed data from Chinese higher vocational students and used feature selection models, such as random forest and LASSO regression, to identify key predictors of major-job matching. Binomial logit regression was then employed to conduct a comprehensive analysis and test the results' robustness. We found that internship-related factors were most strongly associated with major-job matching among higher vocational students, while intergenerational closure factors were also relatively important. Nonetheless, other factors like family socioeconomic status, which have been linked to employment quality in other studies, exhibited a weaker correlation with major-job matching for higher vocational students. This study offers insight to address the major-job mismatch faced by Chinese vocational college students, while also providing international empirical support for the ecological approach in exploring the multifaceted factors.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148237446","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

Systemic Influences of the Socio-Economic Environment on Career Development in Romania and Educational Policy Implications 社会经济环境对罗马尼亚职业发展的系统性影响和教育政策影响

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-06-08 DOI: 10.1111/ejed.70714

Irina Elena Ion, Radu Lupu

{"title":"Systemic Influences of the Socio-Economic Environment on Career Development in Romania and Educational Policy Implications","authors":"Irina Elena Ion, Radu Lupu","doi":"10.1111/ejed.70714","DOIUrl":"https://doi.org/10.1111/ejed.70714","url":null,"abstract":"<div>\u0000 \u0000 <p>Despite a robust body of academic research on the determinants of career development, the relationships between these variables remain unclear, particularly the influence of socio-economic status. This ambiguity is counterproductive to policy efforts of increasing employability and social equality, among other measures, through national career development systems. Such reforms are currently being implemented in Romania, a South Eastern European country under-researched in career development. Based on Social Cognitive Career Theory, this article explores the relationships between career exploration and structural determinants, specifically SES, parental support and career and vocational counselling, on a sample of 238 Romanian students. Utilizing Structural Equation Modelling, our results indicate that career exploration is positively associated with career decision self-efficacy. Self-efficacy is, in turn, positively associated with career-related parental support and prior participation in pre-university career and vocational counselling. Notably, there was no positive association between the SES indicators and parental support and SES and self-efficacy. Theoretical implications of the empirical findings and practical applications for educational policy reforms aimed at building a national career development system in Romania are further discussed.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148237508","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

Understanding Digitally Mediated Reading Assessments Through Literacy Backgrounds: A Comparative Study of the Vietnamese Undergraduate Readers 通过读写背景理解数字媒介阅读评估：越南大学生读者的比较研究

IF 5.3 3区教育学

European Journal of Education Pub Date : 2026-06-08 DOI: 10.1111/ejed.70622

Lam Ngoc Dieu Dang

{"title":"Understanding Digitally Mediated Reading Assessments Through Literacy Backgrounds: A Comparative Study of the Vietnamese Undergraduate Readers","authors":"Lam Ngoc Dieu Dang","doi":"10.1111/ejed.70622","DOIUrl":"https://doi.org/10.1111/ejed.70622","url":null,"abstract":"<div>\u0000 \u0000 <p>Digitally mediated assessment (DMRA) has become a central feature of contemporary higher education, particularly as institutions seek to evaluate key 21st-century competences such as reading in technology-rich environments. Grounded in Social Cognitive Theory, this mixed-methods study investigates Vietnamese EFL undergraduates' attitudes toward DMRA, with specific attention to differences between more and less literacy-advantaged students. A sequential explanatory design was employed. Quantitative data were collected from 562 undergraduates across two universities using a validated questionnaire, followed by semi-structured interviews with eight participants. Statistical analyses included group comparisons and correlational examination of attitude dimensions, while qualitative thematic analysis was used to interpret underlying mechanisms. The findings reveal a differentiated attitudinal pattern. More literacy-advantaged students expressed stronger cognitive endorsement of DMRA, whereas less literacy-advantaged students reported more positive affective responses. However, behavioural engagement did not differ significantly between groups, indicating an attitude–behaviour decoupling in digitally mediated assessment contexts. Correlational results further suggest that affective responses were more closely associated with engagement than cognitive evaluations. Qualitative insights highlight the mediating role of trust in grading, technical reliability, platform interface, and institutional support in shaping sustained engagement. This study advances understanding of digitally mediated reading assessment by demonstrating that while attitudes diverge across literacy backgrounds, engagement converges under institutional assessment conditions. The findings underscore the importance of designing DMRA systems that prioritize usability, transparency and feedback trust to ensure equitable assessment of reading as a critical 21st-century competence.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 3","pages":""},"PeriodicalIF":5.3,"publicationDate":"2026-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148848705","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