European Journal of Education最新文献_第4页

Freedom to Leave: The Principles and Norms of Restrictions on the Right to Resign of Public University Teachers 离职自由：公立大学教师离职权限制的原则与规范

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-03-31 DOI: 10.1111/ejed.70073

Jiayu Zhang

{"title":"Freedom to Leave: The Principles and Norms of Restrictions on the Right to Resign of Public University Teachers","authors":"Jiayu Zhang","doi":"10.1111/ejed.70073","DOIUrl":"https://doi.org/10.1111/ejed.70073","url":null,"abstract":"<div>\u0000 \u0000 <p>The excessive restrictions on the resignation rights of public university teachers, especially high-level talents, have affected the rights and interests of the legal flow of talent. Whether the employment contract can continue to be performed, whether the service period and the liquidated damages clause violate the provisions of the ‘Labour Contract Law of the People's Republic of China’ are valid, and the applicable standards of the law of the judicial organs are not uniform for the focus of these resignation disputes, which affects the stability of the law and judicial authority. The right to resign is the right to freedom, the right to struggle and the right to form, and it is also a basic human right, which should be guaranteed as a principle and restricted as an exception. The principle of labour law guides and regulates the restriction of resignation rights of public university teachers, which can be proved in theory and feasible in practice. The restrictions on the resignation right of public university teachers should be shifted from policy to law. The service period and liquidated damages, the legitimate reasons for resignation and the reasons for which resignation is not permitted should be stipulated by law. At the same time, the procedural conditions for exercising the right to resign and the legal liability for improper exercise of the right to resign should be scientifically constructed.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143741605","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

Factors Determining the Continuance Intention to Use Mobile English Learning Applications: An Application and Extension of Expectation Confirmation Model in the Mobile-Assisted Language Learning Context 决定移动英语学习应用程序持续意向的因素：期望确认模型在移动辅助语言学习情境中的应用与扩展

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-03-31 DOI: 10.1111/ejed.70082

Kun Dou, Huzaina Abdul Halim, Mohd Rashid Mohd Saad

{"title":"Factors Determining the Continuance Intention to Use Mobile English Learning Applications: An Application and Extension of Expectation Confirmation Model in the Mobile-Assisted Language Learning Context","authors":"Kun Dou, Huzaina Abdul Halim, Mohd Rashid Mohd Saad","doi":"10.1111/ejed.70082","DOIUrl":"https://doi.org/10.1111/ejed.70082","url":null,"abstract":"<div>\u0000 \u0000 <p>Despite the rapid growth of integrating language learning applications into educational settings, limited studies have reported students' continuance intention to use mobile English learning applications in the mobile-assisted language learning (MALL) context. This study extended the expectation confirmation model (ECM) with mobile self-efficacy and perceived enjoyment. Data were collected from 251 university students through an online questionnaire and analysed using SPSS and AMOS. The findings revealed that: (1) satisfaction, perceived usefulness, and mobile self-efficacy significantly affected students' continuance intention, with satisfaction acting as the key influencing factor; (2) mobile self-efficacy had a positive influence on perceived enjoyment; (3) perceived enjoyment did not significantly influence perceived usefulness and failed to predict students' continuance intention. The findings of this study provide practical insights for educators and application developers to improve teaching effectiveness and user experience in educational settings.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143741607","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

Teachers' Emotion Regulation in the Workplace: A Comparative Systematic Review 教师职场情绪调节：比较系统回顾

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-03-31 DOI: 10.1111/ejed.70060

F. Sehkar Fayda-Kinik, Aylin Kirisci-Sarikaya

{"title":"Teachers' Emotion Regulation in the Workplace: A Comparative Systematic Review","authors":"F. Sehkar Fayda-Kinik, Aylin Kirisci-Sarikaya","doi":"10.1111/ejed.70060","DOIUrl":"https://doi.org/10.1111/ejed.70060","url":null,"abstract":"<p>This research aims to explore and compare descriptive context-specific characteristics and workplace outcomes of the studies on teachers' emotion regulation (TER) at primary education (PE) and secondary education (SE) levels. A systematic review with a mapping approach was employed on NVivo 14 to provide a thorough overview of TER studies in the literature indexed in the Web of Science at PE and SE levels. Accordingly, 20 TER studies in PE and 31 in SE were identified to be reviewed systematically. Descriptive findings suggested a rise in TER studies. Quantitative methods were dominantly employed, and the majority were conducted in China. The conceptual focus of the studies highlighted two key areas: emotion regulation and emotional labour. The primary research focus was found to be affective factors in the workplace. The findings of conceptual analyses on the workplace outcomes revealed five themes at both levels, namely, leadership and management, organisational climate and support, cultural and diversity considerations, teacher development, and classroom and interaction dynamics consisting of similar and distinctive codes.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70060","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143741600","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

How China's Education Reforms Affect the Politics of Education and the Development of Chinese Students: The Case of the Gaokao Reforms 中国的教育改革如何影响教育政治和中国学生的发展：以高考改革为例

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-03-31 DOI: 10.1111/ejed.70086

Yanqiu Zheng, Danni Zhang, Qian Liu

引用次数: 0

Mapping the Evolution of Computer-Assisted Language Learning Research: A 44-Year Bibliometric Overview 绘制计算机辅助语言学习研究的演变：44年文献计量学综述

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-03-23 DOI: 10.1111/ejed.70051

Mohammed Ali Mohsen, Sultan Althebi, Saba Qadhi

{"title":"Mapping the Evolution of Computer-Assisted Language Learning Research: A 44-Year Bibliometric Overview","authors":"Mohammed Ali Mohsen, Sultan Althebi, Saba Qadhi","doi":"10.1111/ejed.70051","DOIUrl":"https://doi.org/10.1111/ejed.70051","url":null,"abstract":"<div>\u0000 \u0000 <p>This bibliometric analysis explores the evolution of Computer-Assisted Language Learning (CALL) research spanning from 1979 to 2023. The study meticulously examines various metrics of CALL research across the past four decades, focusing on geographical and institutional productivity, citation impact, and the thematic co-occurrence of keywords. Employing a dataset comprising 5630 articles sourced from the Scopus database, the study leverages bibliometric tools such as VOSviewer, CiteSpace, and Bibexcel for analysis. The results highlight a notable growth in CALL research, culminating in 613 articles published in 2023. <i>Computers & Education Journal</i> and journals specialising in CALL have emerged as primary platforms for high-impact publications, with the <i>Language Learning & Technology Journal</i> standing out due to its high citation frequency. English-speaking countries lead in the research landscape, with Taiwan and China also showing significant productivity. The analysis points to an increased focus on flipped learning over the past 7 years, with vocabulary and writing being the most studied language skills. Mobile-assisted Language Learning (MALL) prevails as the dominant technological modality, while Computer-Mediated Communication (CMC) ranks as the most impactful pedagogical strategy. Overall, this bibliometric analysis offers comprehensive insights into the trajectory, key contributors, significant publications, and influential themes within CALL research over the last four decades, thereby providing valuable guidance for future research in this field.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143689550","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 Building Blocks of Aspiration to Go to University in Young People From Post-Industrial Towns in England 英国后工业城镇年轻人上大学愿望的组成部分

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-03-23 DOI: 10.1111/ejed.70080

Charlotte Price, Tamara Thiele, Martin Price

{"title":"The Building Blocks of Aspiration to Go to University in Young People From Post-Industrial Towns in England","authors":"Charlotte Price, Tamara Thiele, Martin Price","doi":"10.1111/ejed.70080","DOIUrl":"https://doi.org/10.1111/ejed.70080","url":null,"abstract":"<p>In England, there has been a shift away from ‘aspiration raising’ in widening participation (WP) activities aimed at improving access to higher education (HE) for students from low socio-economic status groups. This shift is partly based on the notion that students from these groups do not inherently “aim lower” However, understanding the factors that drive aspirations towards HE remains crucial for addressing geographical gaps in HE participation that cannot be explained by prior attainment. This study aimed to inform WP practices using rich questionnaire data from 602 year 10 students across six schools in post-industrial English towns known for high community need and poor opportunities, contextualised within a Theory of Possible Selves framework. The questionnaire examined students' HE aspirations, education perceptions, and self-esteem. Findings revealed that only 39.4% of the students in this cohort aspired to university at age 18, with significant gender differences: 46.6% of females versus 29.8% of males (<i>p</i> < 0.001), thus challenging the notion of pre-set high aspirations and underlining the importance of locality-specific and socio-cultural context. Having role models, particularly close relatives, who have been to university is valuable, underscoring the importance of fostering similar social capital for students without such connections. Commitment to schooling and academic self-concept were significant predictors of HE aspiration, with two specific elements standing out for WP consideration: understanding the value of education and being confident in solving problems. Findings have important policy implications, which are discussed along with practical recommendations for tailoring WP interventions, considering contextual and socioeconomic factors.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70080","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143689860","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

Giving Away the Immersive L2 Learning Experiences in GenAI-Mediated Contexts: The Contributions of Cognitive and Affective Factors 基因介导情境下的沉浸式二语学习体验：认知和情感因素的贡献

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-03-23 DOI: 10.1111/ejed.70076

Guanqiong Zhou

{"title":"Giving Away the Immersive L2 Learning Experiences in GenAI-Mediated Contexts: The Contributions of Cognitive and Affective Factors","authors":"Guanqiong Zhou","doi":"10.1111/ejed.70076","DOIUrl":"https://doi.org/10.1111/ejed.70076","url":null,"abstract":"<div>\u0000 \u0000 <p>Immersive learning plays a crucial role in effective second language (L2) acquisition, but many learners face limited opportunities to interact with native speakers. While existing research highlights the importance of immersion in L2 learning, there is still a gap in understanding how Generative AI (GenAI) can provide greater access to such immersive environments. This study aims to address this gap by exploring the factors influencing immersion in GenAI-mediated L2 learning. Drawing upon the cognitive-affective model of immersive learning, the control-value theory, and the technology acceptance model, the study examined the impact of cognitive factors (e.g., perceived ease of use and perceived usefulness) and affective factors (e.g., enjoyment and boredom) on immersion, using a sample of 460 Chinese college L2 learners. Structural equation modelling with Amos 24 was applied to analyse the data, yielding several key findings. (i) Perceived ease of use positively predicted perceived usefulness and enjoyment but had no direct effect on immersion or boredom. (ii) Perceived usefulness positively influenced immersion and enjoyment while negatively affecting boredom. (iii) Enjoyment was a positive predictor of immersion, whereas boredom had no significant effect. (iv) Mediation analysis revealed that perceived ease of use indirectly predicted immersion through perceived usefulness and enjoyment but not through boredom or in combination with perceived usefulness. The study concludes with implications for practice and suggestions for future research.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143689861","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

Overcoming the Odds: First-Generation College Students' Journey to Higher Education in the Global South—A Phenomenological Study From Ghana 克服困难：全球南部第一代大学生的高等教育之旅--来自加纳的现象学研究

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-03-23 DOI: 10.1111/ejed.70064

Jacob Oppong Nkansah, Tual Sawn Khai, Elizabeth S. Rose, Muhammad Asaduzzaman

{"title":"Overcoming the Odds: First-Generation College Students' Journey to Higher Education in the Global South—A Phenomenological Study From Ghana","authors":"Jacob Oppong Nkansah, Tual Sawn Khai, Elizabeth S. Rose, Muhammad Asaduzzaman","doi":"10.1111/ejed.70064","DOIUrl":"https://doi.org/10.1111/ejed.70064","url":null,"abstract":"<div>\u0000 \u0000 <p>This study offers critical insights into the experiences of First-Generation College Students (FGCS) in Ghana. This phenomenological study included 18 undergraduate FGCS at a large public university in Ghana. By examining the challenges and coping mechanisms of FGCS, the research provides a holistic view of FGCS experiences in West Africa using evidence from Ghana's higher education. These contributions enhance our understanding of FGCS experiences in non-Western contexts and offer valuable insights for improving support mechanisms. The study findings revealed numerous challenges for FGCS that impede their advancement in university settings. The study identifies various challenges faced by FGCS, such as financial distress, limited social capital, isolation, and psychological distress, thereby contributing to a nuanced understanding of FGCS experiences in non-Western settings. The study highlights these students' unsustainable and potentially harmful coping strategies, addressing an under-researched aspect of their experiences. The findings emphasise the need for higher education institutions to address FGCS's unique circumstances, offering insights into policies and practices to improve access, retention, and graduation rates. Practical strategies for supporting FGCS, such as providing logistical support, improving the social environment for FGCS, and collaboratively examining existing processes for impediments, are proposed to guide institutions in developing targeted interventions to simplify the higher education process and journey toward FGCS.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143689549","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

Polish Universities Towards the Discourse Stigmatising Refugees 波兰大学对污名化难民言论的看法

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-03-23 DOI: 10.1111/ejed.70068

Anna Mielczarek-Żejmo

引用次数: 0

An Investigation Into the Wellbeing and Loneliness of PGR Students and the Effectiveness of Institutional Support Strategies PGR学生的幸福感、孤独感及机构支持策略的有效性调查

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-03-23 DOI: 10.1111/ejed.70067

Jennifer Stead, Louise Gracia, Elena Riva

{"title":"An Investigation Into the Wellbeing and Loneliness of PGR Students and the Effectiveness of Institutional Support Strategies","authors":"Jennifer Stead, Louise Gracia, Elena Riva","doi":"10.1111/ejed.70067","DOIUrl":"https://doi.org/10.1111/ejed.70067","url":null,"abstract":"<p>There is a well-recognised mental health and wellbeing crisis among the undergraduate population in UK higher education. However, the wellbeing of postgraduate research students (PGRs) and the effectiveness of university strategies in supporting PGR wellbeing are much less understood. Early research shows that PGRs' wellbeing is impacted by their loneliness. These initial studies are limited; however, primarily considering loneliness using qualitative approaches and treating it as a unidimensional phenomenon. Our study addresses these limitations, using a quantitative approach to investigate the impact of loneliness (as a multidimensional phenomenon) on PGR wellbeing and the effectiveness of institutional strategies to support PGR wellbeing. We conduct regression analyses on the wellbeing of PGRs, focusing on components of loneliness and stress as predictors. Analysis demonstrates that social loneliness and stress separately predict lower PGR wellbeing. Further analysis reveals that PGRs who experience both social loneliness and stress have additional declines in their wellbeing. Results also suggest that typical strategies used by universities to support students are ineffective within the PGR community. Findings improve understanding of the nature of PGR wellbeing and loneliness, providing a platform for further work to improve PGR support and wellbeing.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70067","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143690010","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