European Journal of Education最新文献_第4页

From Motivation to Commitment: The Role of High-Performance Work Systems and Workplace Sense of Gain in Shaping Teachers' Affective Commitment 从动机到承诺：高绩效工作系统和工作场所获得感在塑造教师情感承诺中的作用

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-11 DOI: 10.1111/ejed.70238

Yutong Liu, Jing Zhang, Xin Zhang

{"title":"From Motivation to Commitment: The Role of High-Performance Work Systems and Workplace Sense of Gain in Shaping Teachers' Affective Commitment","authors":"Yutong Liu, Jing Zhang, Xin Zhang","doi":"10.1111/ejed.70238","DOIUrl":"https://doi.org/10.1111/ejed.70238","url":null,"abstract":"<div>\u0000 \u0000 <p>Fostering and sustaining affective commitment of teachers has been an everlasting topic given its significance in enhancing performance of both teachers and schools. However, it is still unclear whether high performance work systems (HPWS) can enhance teachers' affective commitment and work sense of gain (WSG), particularly with respect to individual differences such as career goals. Following the Job-Demand Resources (JD-R) Theory, this study employed a random sampling method and collected data from 922 Chinese teachers across different schools. After constructing a structural model with Mplus 8.3, this study revealed the mediating role of WSG between HPWS and affective commitment of teachers, alongside the moderating role of career goals in enhancing WSG, especially material rewards. Findings of this research not only enriched the application of JD-R Theory in the teacher education field but also highlighted the importance of HPWS in predicting better affective commitment and WSG of teachers from the perspective of school management. More importantly, educational administrators can take the reference to HPWS with an aim to facilitate career goals and WSG of teachers, thereby strengthening teachers' affective commitment and work performance across schools.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145038255","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

Relationship Between Emotional Intelligence and Emotion Regulation in Pre-Service Teachers' Teaching Practicum: A Quantitative Longitudinal Study 职前教师实习中情绪智力与情绪调节的关系：一项定量的纵向研究

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-11 DOI: 10.1111/ejed.70239

Honggang Liu, Baochen Liu, Xu Wang

{"title":"Relationship Between Emotional Intelligence and Emotion Regulation in Pre-Service Teachers' Teaching Practicum: A Quantitative Longitudinal Study","authors":"Honggang Liu, Baochen Liu, Xu Wang","doi":"10.1111/ejed.70239","DOIUrl":"https://doi.org/10.1111/ejed.70239","url":null,"abstract":"<div>\u0000 \u0000 <p>As a crucial link between theoretical preparation and practical teaching in higher education, pre-service teachers' emotional management has garnered increasing attention, particularly regarding emotional intelligence (EI) and emotion regulation (ER). However, most existing research has been cross-sectional, lacking a longitudinal perspective on how these emotional capacities evolve during the practicum. Addressing this gap, the present study investigates the developmental trajectories of, and interrelations between, EI and ER among pre-service teachers using a longitudinal design. Participants included 225 fourth-year undergraduates from nine majors in a teacher education programme at a normal university in China. Latent growth curve modelling revealed that both EI and ER followed linear growth trends, with significant individual differences in EI but not ER. Cross-lagged panel analysis indicated that while EI remained relatively stable, ER development was more dynamic. Importantly, EI at mid-practicum significantly predicted ER at the end. These findings underscore the stability of EI, the variability of ER, and the predictive influence of EI on ER, highlighting the importance of embedding emotional competence training and emotional support systems within the practicum experience.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145037907","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 Impact of Artificial Intelligence Literacy on Doctoral Students' Innovative Behaviour From the Perspective of Technology Affordance 技术供给视角下的人工智能素养对博士生创新行为的影响

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-11 DOI: 10.1111/ejed.70245

Lu Weikang, Li Shiyin, Qian Xiaomo

{"title":"The Impact of Artificial Intelligence Literacy on Doctoral Students' Innovative Behaviour From the Perspective of Technology Affordance","authors":"Lu Weikang, Li Shiyin, Qian Xiaomo","doi":"10.1111/ejed.70245","DOIUrl":"https://doi.org/10.1111/ejed.70245","url":null,"abstract":"<div>\u0000 \u0000 <p>Generative artificial intelligence (GenAI) is reshaping the research paradigm of doctoral education, with growing evidence suggesting that the use of artificial intelligence (AI) tools could promote innovative behaviour among doctoral students. However, the use of AI tools in scientific research should be approached with special caution, as improper use may lead to ethical issues in scientific research, underscoring the importance of artificial intelligence literacy (AI literacy). This study examined the impact of AI literacy on the innovative behaviour of doctoral students, proposing a theoretical model of ‘AI literacy-innovative behavior’ from the perspective of technology affordance. Specifically, it explored the chain mediating effect of AI affordance and emotional engagement between AI literacy and doctoral students' innovative behaviour. This study investigated 354 doctoral students from three Chinese universities and tested the proposed theoretical model through partial least squares structural equation modelling (PLS-SEM). Results indicate that AI literacy has a significant positive impact on innovative behaviour, AI affordance and emotional engagement both serve as mediators in the relationship between AI literacy and innovative behaviour, and AI affordance and emotional engagement play a chain mediating role in the relationship between AI literacy and innovative behaviour. These findings provide valuable theoretical insights into the mechanisms through which AI literacy influence innovative behaviour and offer practical implications for promoting responsible AI usage in doctoral research contexts.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145038244","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

“‘We're Not Whom We Imagined!”’ Exploring Novice Language Teacher Educators' Identity (Re)construction: A Narrative Case Study From the Perspective of Social Cognition Representation “‘我们不是我们想象的那个人！探索初学语言教师教育者身份（再）建构：一个社会认知表征视角下的叙事个案研究

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-11 DOI: 10.1111/ejed.70246

Ming Li

{"title":"“‘We're Not Whom We Imagined!”’ Exploring Novice Language Teacher Educators' Identity (Re)construction: A Narrative Case Study From the Perspective of Social Cognition Representation","authors":"Ming Li","doi":"10.1111/ejed.70246","DOIUrl":"https://doi.org/10.1111/ejed.70246","url":null,"abstract":"<div>\u0000 \u0000 <p>This study explores the identity development of novice language teacher educators (NLTEs) as they transition from imagined identities to practiced identities within professional contexts. Drawing on social cognition representation theory, the research examines how NLTEs construct, negotiate, and enact their professional identities, focusing on the interplay between personal aspirations and institutional expectations. Based on data from multiple sources, mainly semi-structured interviews, the findings reveal tensions between imagined identities, often characterised by research-oriented aspirations, and the institutional demands, including pedagogical responsibilities and performance-based pressures such as the ‘publish or perish’ culture. These tensions are mediated by NLTEs' cognitive representations of their identities, informed by prior experiences, professional environments, and social interactions. The study highlights the dynamic and context-dependent nature of identity (re)construction, offering implications on how universities can support NLTEs in aligning their imagined and practiced identities. Recommendations include fostering NLTEs' agency on identity development and balancing research and teaching expectations to facilitate NLTEs' professional growth and well-being.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145037571","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 Chinese Secondary EFL Students' Self-Regulated Learning and Task Engagement in AI-Assisted Classrooms: A Latent Growth Curve Modelling Study 中国中学生在人工智能辅助课堂中的自主学习和任务参与：一项潜在增长曲线模型研究

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-11 DOI: 10.1111/ejed.70241

Liu Shi, Shengji Li, Jingjing Xing

{"title":"Exploring Chinese Secondary EFL Students' Self-Regulated Learning and Task Engagement in AI-Assisted Classrooms: A Latent Growth Curve Modelling Study","authors":"Liu Shi, Shengji Li, Jingjing Xing","doi":"10.1111/ejed.70241","DOIUrl":"https://doi.org/10.1111/ejed.70241","url":null,"abstract":"<div>\u0000 \u0000 <p>The growing integration of artificial intelligence (AI) tools into English as a foreign language (EFL) instruction presents new opportunities for fostering students' self-regulated learning (SRL) and task engagement (TE). While prior research has shown that AI-assisted environments can enhance metacognitive monitoring and learning motivation, longitudinal evidence on how SRL and TE develop in tandem remains limited. To address this void, this study employed a parallel-process latent growth curve modelling (LGCM) approach to investigate the co-developmental trajectories of SRL and TE among 334 Chinese secondary school students enrolled in a semester-long AI-assisted EFL programme. Results indicated modest but significant growth in both SRL and TE, with substantial inter-individual variability. Positive correlations were found between the intercepts and slopes of the two constructs, supporting a dynamic reciprocal relationship. However, cross-domain negative effects suggested potential ceiling constraints among highly self-regulated or highly engaged learners. These findings underscore the importance of designing adaptive AI tools that account for diverse learner profiles and sustain long-term engagement and regulation.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145038245","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

Learning Motivation and Digital Literacy in AI Adoption for Self-Regulated English Learning 人工智能在自主英语学习中的学习动机与数字素养

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-11 DOI: 10.1111/ejed.70254

Fang Huang, Ali Derakhshan

{"title":"Learning Motivation and Digital Literacy in AI Adoption for Self-Regulated English Learning","authors":"Fang Huang, Ali Derakhshan","doi":"10.1111/ejed.70254","DOIUrl":"https://doi.org/10.1111/ejed.70254","url":null,"abstract":"<div>\u0000 \u0000 <p>While artificial intelligence in language learning has garnered extensive research attention, the specific roles of motivation and digital literacy (DL) in shaping students' self-regulated language learning within AI remain largely unexplored. Based on the theory of planned behaviour (TPB), this study endeavoured to understand how learning motivation (LM) and DL influence university EFL learners' adoption of AI in self-regulated learning (SRL). Data collected from 363 EFL learners in Chinese universities were analysed using the structural equation modelling technique. Results indicated that Chinese university EFL learners had positive responses to the adoption of AI in facilitating SRL. Except for attitude, perceived behavioural control (PBC), and subjective norm (SN), their AI usage was significantly influenced by LM and DL. The proposed model explained 47% of the variance. This study indicated the validity of TPB in explaining AI-assisted self-regulated English learning. The findings offer EFL teachers actionable insights to enhance AI-assisted SRL by fostering student motivation and DL.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145038246","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 Effect of Social Conditioning on the Personal Networks of University Students: The Italian Case 社会条件对大学生人际网络的影响：以意大利为例

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-11 DOI: 10.1111/ejed.70243

Daria Panebianco, Giuseppe Monteduro, Sara Nanetti

{"title":"The Effect of Social Conditioning on the Personal Networks of University Students: The Italian Case","authors":"Daria Panebianco, Giuseppe Monteduro, Sara Nanetti","doi":"10.1111/ejed.70243","DOIUrl":"https://doi.org/10.1111/ejed.70243","url":null,"abstract":"<p>The University world has changed over the years, particularly since the COVID-19 pandemic. Several domains of the academic life experience have been remodelled: relational aspects, resources exchanged within and outside the university, methods of teaching and attending class, communication between students and professors. The expansion of digital connection networks has influenced many aspects of the individual's daily activities, including university life. Employing a quantitative analysis approach while also taking a qualitative perspective, the present study describes the personal support network of 587 Italian university students 1 year after the outbreak of the pandemic and aims to capture their perception of the changes that have occurred in their relationships in these last few years. We explore the structural features of networks, relational properties, types of resources mobilised by support members and aim to provide a comprehensive understanding of how the pandemic has reshaped social interactions. Results show that the support networks described by participants were of small and medium density. Primarily, the network offered symbolic support and companionship, whereas the percentage of network members helping in study activities, mobilising services and information resources tended to be much smaller. Furthermore, the overarching narrative depicts a complex interplay between the fraying of relationships, profound changes in social dynamics and loss of in-person contacts.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70243","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145037906","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

Are Teachers Assessing Work Written by Students or by AI? A Rapid Literature Review of Research on Detecting Content Generated by Generative AI 老师评估的作业是学生写的还是人工智能写的？生成式人工智能生成内容检测研究综述

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-11 DOI: 10.1111/ejed.70240

Jining Han, Yuying Yang, Geping Liu

{"title":"Are Teachers Assessing Work Written by Students or by AI? A Rapid Literature Review of Research on Detecting Content Generated by Generative AI","authors":"Jining Han, Yuying Yang, Geping Liu","doi":"10.1111/ejed.70240","DOIUrl":"https://doi.org/10.1111/ejed.70240","url":null,"abstract":"<p>The rapid emergence of generative artificial intelligence (GenAI) in academic settings has led to growing concerns about its impact on writing and assessment practices. This paper reviews the latest literature on detecting GenAI-generated content and explores the challenges and potential solutions faced by educators. This study identifies various GenAI detection tools and analyses their strengths, weaknesses, and effectiveness across different writing contexts. It also discusses the growing complexity of GenAI outputs, including modifications by humans or other AI systems, which complicate detection efforts. The findings highlight the importance of adopting multifaceted approaches to evaluation, combining detection tools with expert human judgement to ensure academic integrity. Additionally, the results of this study suggest that pedagogical models need to evolve to accommodate the use of GenAI, advocating for a shift toward promoting critical thinking, creativity, and real-world problem solving. This review provides insights into how educators can adapt their teaching strategies and assessment methods in response to the increasing prevalence of GenAI tools in education.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70240","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145038035","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

From Student to Scholar: A Case Study of Research Socialisation Processes for Research in Pakistan's Research-Intensive Universities 从学生到学者：巴基斯坦研究型大学研究社会化过程的案例研究

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-11 DOI: 10.1111/ejed.70228

Chunhai Gao, Sabika Khalid, Endale Tadesse, Jiang Diankun

{"title":"From Student to Scholar: A Case Study of Research Socialisation Processes for Research in Pakistan's Research-Intensive Universities","authors":"Chunhai Gao, Sabika Khalid, Endale Tadesse, Jiang Diankun","doi":"10.1111/ejed.70228","DOIUrl":"https://doi.org/10.1111/ejed.70228","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examines the research socialisation experiences of doctoral students in two purposively sampled Pakistani research-intensive universities, with a focus on how these experiences shape their professional identity development. Grounded in Weidman's socialisation theory, the study applies its four-stage framework—anticipatory, formal, informal and personal—to analyse the socialisation process. While research socialisation has been widely studied in Western academic contexts, there remains a limited understanding of how doctoral students in Pakistan engage with this process. Using a narrative qualitative inquiry, we conducted in-depth interviews with 14 full-time doctoral students from two public research-intensive universities. The findings reveal specific challenges in the formal stage of socialisation including communication gaps, limited research engagement and ambiguity in expectations. These insights offer implications for higher education institutions and policymakers in Pakistan, particularly regarding the development of structured support mechanisms, enhanced supervisory guidance and expanded opportunities for scholarly interaction.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145037574","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

Self-Efficacy and Engagement in L2 Writing: A Structural Equation Modelling Perspective 自我效能感与二语写作投入：结构方程模型视角

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-11 DOI: 10.1111/ejed.70255

Javad Zare, Ali Derakhshan, Fatemeh Ranjbaran Madiseh

{"title":"Self-Efficacy and Engagement in L2 Writing: A Structural Equation Modelling Perspective","authors":"Javad Zare, Ali Derakhshan, Fatemeh Ranjbaran Madiseh","doi":"10.1111/ejed.70255","DOIUrl":"https://doi.org/10.1111/ejed.70255","url":null,"abstract":"<div>\u0000 \u0000 <p>Effective second language (L2) writing hinges on both learners' beliefs in their writing capabilities (self-efficacy) and their engagement in writing tasks. However, to date, no study has explored the association between these two important factors within an L2 writing context. Therefore, this study aims to examine how L2 writing self-efficacy relates to engagement. More specifically, drawing on a structural equation modelling (SEM) analysis, the study investigates the complex interplay between L2 learners' self-efficacy for writing self-regulation, conventions and ideation, and their engagement—behavioural, social, emotional, cognitive and agentic. A correlational design was adopted to collect data from 329 undergraduate students through validated self-efficacy and engagement questionnaires. SEM results revealed significant positive correlations between all the domains of self-efficacy and engagement. The findings indicate that self-efficacy and engagement are not static traits but multifaceted constructs that evolve in response to different cognitive, affective, social and behavioural parameters. The findings advocate for a holistic approach to L2 writing instruction that recognises the significance of fostering learners' self-efficacy for writing self-regulation, conventions and ideation to enhance their engagement across all domains.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145037570","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