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The Well-Being of Chinese EFL Students Within AI-Based Context: Exploring the Role of Personality Traits and Psychological Capital 人工智能背景下中国英语学生的幸福感：人格特质和心理资本的作用探讨
IF 3.6 3区 教育学
European Journal of Education Pub Date : 2026-05-28 DOI: 10.1111/ejed.70703
Zhen Guo
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引用次数: 0
IF 3.6 3区 教育学
European Journal of Education Pub Date : 2026-05-27
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引用次数: 0
IF 3.6 3区 教育学
European Journal of Education Pub Date : 2026-05-27
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引用次数: 0
IF 3.6 3区 教育学
European Journal of Education Pub Date : 2026-05-27
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引用次数: 0
IF 3.6 3区 教育学
European Journal of Education Pub Date : 2026-05-27
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引用次数: 0
IF 3.6 3区 教育学
European Journal of Education Pub Date : 2026-05-27
{"title":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148096781","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
Correction to ‘Actualization of Interdisciplinary Integration at Mathematics Lessons’ 对“数学课程跨学科整合的实现”的修正
IF 3.6 3区 教育学
European Journal of Education Pub Date : 2026-03-10 DOI: 10.1111/ejed.70540
{"title":"Correction to ‘Actualization of Interdisciplinary Integration at Mathematics Lessons’","authors":"","doi":"10.1111/ejed.70540","DOIUrl":"https://doi.org/10.1111/ejed.70540","url":null,"abstract":"<p>Zhexembinova, A., A. Kokazhayeva, D. Babaev, K. Shiyapov, and A. Sekenova. 2024. “Actualization of Interdisciplinary Integration at Mathematics Lessons.” <i>European Journal of Education</i> 59, no. 1: e12582. https://doi.org/10.1111/ejed.12582.</p><p>Amangul Kokazhayeva is added as a second corresponding author. The online version of this article has been corrected accordingly.</p><p>We apologise for this error.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 2","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70540","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147564642","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
Correction to ‘Actualization of Interdisciplinary Integration at Mathematics Lessons’ 对“数学课程跨学科整合的实现”的修正
IF 3.6 3区 教育学
European Journal of Education Pub Date : 2026-03-10 DOI: 10.1111/ejed.70540
{"title":"Correction to ‘Actualization of Interdisciplinary Integration at Mathematics Lessons’","authors":"","doi":"10.1111/ejed.70540","DOIUrl":"https://doi.org/10.1111/ejed.70540","url":null,"abstract":"<p>Zhexembinova, A., A. Kokazhayeva, D. Babaev, K. Shiyapov, and A. Sekenova. 2024. “Actualization of Interdisciplinary Integration at Mathematics Lessons.” <i>European Journal of Education</i> 59, no. 1: e12582. https://doi.org/10.1111/ejed.12582.</p><p>Amangul Kokazhayeva is added as a second corresponding author. The online version of this article has been corrected accordingly.</p><p>We apologise for this error.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 2","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70540","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147564778","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
Perceived Principal Leadership and Work Engagement Among Chinese Primary School Teachers: The Roles of Occupational Stress and Job Crafting 中国小学教师校长领导感知与工作投入：职业压力与工作制作的作用
IF 3.6 3区 教育学
European Journal of Education Pub Date : 2026-03-09 DOI: 10.1111/ejed.70426
Siyao Chen, Zhengli Xie
{"title":"Perceived Principal Leadership and Work Engagement Among Chinese Primary School Teachers: The Roles of Occupational Stress and Job Crafting","authors":"Siyao Chen,&nbsp;Zhengli Xie","doi":"10.1111/ejed.70426","DOIUrl":"https://doi.org/10.1111/ejed.70426","url":null,"abstract":"<div>\u0000 \u0000 <p>Based on the job demands-resources model, this study examined the effect of perceived principal leadership on primary school teachers' work engagement, and the mediating roles of occupational stress and job crafting in this relationship. Five hundred and fifteen Chinese primary school teachers completed a demographic form and responded to five self-report measures. Structural equation modelling results showed that transformational and transactional leadership positively predicted vigour, dedication, and absorption. Results also indicated that role ambiguity and psychological strain mediated the relationship between transformational leadership and vigour, dedication, and absorption. Role overload and role ambiguity mediated the effects of transactional leadership on vigour, dedication, and absorption. Task crafting, skill crafting, and role crafting mediated the effects of transformational and transactional leadership on the three work engagement scales. Occupational stress (role overload, role ambiguity, and psychological strain) and job crafting (task crafting, skill crafting, and role crafting) serially mediated the effects of leadership (transformational and transactional) on the three work engagement scales. The findings enrich the literature and provide practical implications for primary school education.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 2","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147564332","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
Reverse Student Mobility to the Gobal South and the Decolonisation of International Education: Australian Students' Learning and Regional Engagement in the Indo-Pacific 向全球南方的反向学生流动和国际教育的非殖民化：澳大利亚学生在印度-太平洋地区的学习和区域参与
IF 3.6 3区 教育学
European Journal of Education Pub Date : 2026-03-09 DOI: 10.1111/ejed.70510
Ly Thi Tran, Trang Thuy Le
{"title":"Reverse Student Mobility to the Gobal South and the Decolonisation of International Education: Australian Students' Learning and Regional Engagement in the Indo-Pacific","authors":"Ly Thi Tran,&nbsp;Trang Thuy Le","doi":"10.1111/ejed.70510","DOIUrl":"https://doi.org/10.1111/ejed.70510","url":null,"abstract":"<p>International education practices and trends, particularly student mobility, remain largely shaped by Global North perspectives. Although scholars have repeatedly called for the dismantling of Western dominance and supremacy in international education, there is still limited understanding of how this can be achieved and what the decolonising impacts might be. This article examines how reverse student mobility from the Global North (Australia) to the Global South (the Indo-Pacific), as facilitated by the New Colombo Plan (NCP), can shift students' perceptions of the Global South, strengthen Indo-Pacific capabilities and deepen regional engagement. At the same time, the findings indicate that some Australian students in the Indo-Pacific face intersecting challenges, including language barriers, gendered violence, discrimination and institutional protection neglect, that can constrain capability development and, in extreme cases, undermine or reverse the intended benefits of regional mobility. It highlights how students' agency, shaped through direct interaction and relational experiences in diverse socio-cultural contexts in the Global South, is central to initiating broader systemic change. Drawing on empirical data, the article elucidates how structured experiences in the Global South not only challenge post-colonial knowledge hierarchies at the individual level but also contribute to rethinking decolonial practices and expanding intercultural engagement.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 2","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70510","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147564450","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
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