European Journal of Psychology of Education最新文献

{"title":"Digital literacy and ICT use: key predictors of mathematics achievement in schoolchildren","authors":"Elisa Caponera, Valentina Colonnello, Francesco Annunziata, Laura Palmerio, Paolo M. Russo","doi":"10.1007/s10212-025-01055-0","DOIUrl":"https://doi.org/10.1007/s10212-025-01055-0","url":null,"abstract":"Abstract Despite the widespread integration of ICT into education, research linking students’ everyday ICT use to mathematics performance has yielded inconsistent results. A key gap in the existing literature is the limited attention to factors such as actual digital literacy and the specific purposes for which ICT is used. This study addresses this gap by examining the relationship between students’ performance in the International Computer and Information Literacy Study (ICILS) and their results in the national mathematics assessment. The analysis is based on data from 2309 students who participated in the national mathematics assessment in fifth grade and again took both the ICILS and the national mathematics assessment in eighth grade. A structural equation model incorporating the study variables explained 43% of the variance in students’ mathematics scores. After controlling for socioeconomic status (SES) and prior mathematics achievement, the findings indicate that digital literacy significantly contributes to mathematics performance. Specifically, students with higher ICILS scores at the beginning of the school year achieved better mathematics outcomes by the end. In contrast, the frequency of ICT use for study or social communication was not linked to digital literacy or improved mathematics performance. These findings suggest that enhancing students’ ICT skills is a promising strategy for improving mathematics performance. The study highlights that growing up with digital devices does not automatically equate to sophisticated digital skills. It supports the argument that the focus of the “digital divide” should shift toward differences in the development of digital skills, rather than merely access to technology.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10212-025-01055-0.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147915835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What do teachers think about students' emotions? A mixed-method exploration of their implicit theories.","authors":"Line Fischer, Catherine Audrin, Sandrine Biémar, Nathalie Mella, David Sander, Marc Romainville, Elise Dan-Glauser","doi":"10.1007/s10212-026-01074-5","DOIUrl":"10.1007/s10212-026-01074-5","url":null,"abstract":"<p><p>Emotions play a central role in educational settings, influencing both students' engagement and teachers' instructional practices. Despite growing recognition of the importance of emotion in education, little is known so far about how preservice teachers conceptualize emotions in students and how this may shape their pedagogical choices. This mixed-method study explored the beliefs of 292 Belgian and Swiss teachers in training about students' emotions, knowing that these emotional beliefs are crucial in influencing teaching practices, interactions and students' outcomes. Results showed that teachers attributed positive emotions such as interest and pride more to their own influence, whereas emotions such as joy and shame as externally driven. They saw emotions as variably useful depending on context: interest, pride, and joy being particularly useful for learning. Finally, beliefs in emotion malleability were linked to perceived utility only when aiming at enhancing relationships with the teachers. Findings emphasize the need to integrate emotional education in teacher training to provide scientific knowledge of the role of emotions in learning and teaching. Such integration could foster emotionally responsive teaching practices and enhance both teacher well-being and student success.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"41 1","pages":"31"},"PeriodicalIF":3.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12963126/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147379179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The longitudinal effect of perceived person-environment fit on academic trajectories and the mediating role of self-concepts and expectations of success.","authors":"Lukas Ramseier, Markus P Neuenschwander","doi":"10.1007/s10212-025-01058-x","DOIUrl":"10.1007/s10212-025-01058-x","url":null,"abstract":"<p><p>In Switzerland, a goal during lower secondary school is to secure a qualifying upper secondary education, either vocational education and training or general education. By combining person-environment fit theory and expectancy-value theory, it is assumed that students' perceived person-environment fit in primary school is associated with whether they enter a non-qualifying upper secondary education, mediated by self-concepts and expectations of success in mathematics and German. To test this mediation, a longitudinal structural equation model (SEM) was constructed, using data from 388 Swiss students at three measurement points. The results show that students' perceived person-environment fit in sixth grade indirectly and negatively predicted them entering a non-qualifying upper secondary education after completing ninth grade. The effect was mediated by self-concepts in mathematics and German as well as expectations of success in mathematics. The assumed effect of expectations of success on a non-qualifying upper secondary education was not significant, indicating that there are domain-specific mechanisms underlying the effects of person-environment fit and motivational beliefs on educational trajectories. Implications for theoretical conceptualization and educational practice are discussed.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"41 1","pages":"16"},"PeriodicalIF":3.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12816025/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146020160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The development of literacy self-concept in preschool children within the home literacy environment.","authors":"Öykü Camligüney, Tina Schiele, Maria Valcárcel Jiménez, Frank Niklas","doi":"10.1007/s10212-026-01184-0","DOIUrl":"10.1007/s10212-026-01184-0","url":null,"abstract":"<p><p>Literacy self-concept is associated with various educational outcomes, particularly literacy skills. A positive literacy self-concept enhances literacy skills and increased skills positively influence self-concept. At preschool age, a stimulating home literacy environment may additionally contribute to a stronger relation between literacy self-concept and early literacy skills, i.e., an accurate literacy self-concept, as it offers children opportunities to apply and observe their skills. To test this idea, the current study examined the correlations between literacy self-concept and early literacy skills and the role of the home literacy environment in this relationship with moderated regressions. Data from 500 preschool children and their families over two years with four timepoints (t1-t4) were analyzed. Early literacy skills at t1 were negatively correlated with subsequent measures of literacy self-concept, but early literacy skills at t4 correlated positively with literacy self-concept. The home literacy environment was significantly associated with early literacy skills, but not with literacy self-concept. The home literacy environment was a significant moderator in the relation between early literacy skills and literacy self-concept at t2, t3, and t4. Here, stronger correlations between early literacy skills and literacy self-concept were found for children with a higher-quality home literacy environment than those with a lower-quality Home Literacy Environment. The findings offer important insights into how a stimulating home literacy environment may help children develop a positive and accurate self-concept.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"41 3","pages":"119"},"PeriodicalIF":3.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13546332/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148901448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Friendship fosters well-being, exclusion may hurt girls' mathematics: a two-wave cross-lagged panel model of peer relations, affect, and achievement.","authors":"Tomáš Lintner","doi":"10.1007/s10212-026-01138-6","DOIUrl":"10.1007/s10212-026-01138-6","url":null,"abstract":"<p><p>This study investigates longitudinal associations between peer relations, affective well-being, and academic achievement during early adolescence. Data were drawn from a two-wave study of a large nationally stratified sample of Czech students transitioning from Grade 6 to Grade 7 (N = 2,609, ages 12-13). Cross-lagged panel models were used to examine reciprocal links between friendship, social exclusion, positive and negative affect, and achievement in mathematics and Czech language, assessed using item-response-theory-scaled tests. Friendship predicted increases in subsequent positive affect, whereas social exclusion predicted declines in positive affect. Exclusion was also associated with lower later achievement in Czech language across students and with reduced mathematics achievement specifically among girls, indicating domain- and gender-differentiated academic vulnerability. Affective well-being did generally predict achievement. These findings highlight the developmental importance of peer relations for emotional adjustment and suggest that experiences of exclusion may carry direct academic consequences, particularly for girls in mathematics.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s10212-026-01138-6.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"41 2","pages":"79"},"PeriodicalIF":3.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13222188/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148144651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Discipline-based social identity and organizational identity as predictors of approaches to learning and evaluation of teaching","authors":"Kenneth I. Mavor, Ewan Bottomley, Brenda Marin, Lillian Smyth","doi":"10.1007/s10212-025-00971-5","DOIUrl":"https://doi.org/10.1007/s10212-025-00971-5","url":null,"abstract":"Abstract The present research aimed to tease apart the meaning of the “student” identity in higher education by distinguishing the concepts and affordances of discipline-based social identity and organizational identity. Across three studies we examine discipline-based and organizational social identities’ relations to educational outcomes and evaluations of the student experience. Our first study ( n = 203) examines the relationships between identity, engagement, and satisfaction with the course and university. The results suggest that discipline identity predicts students’ commitment to their study and their degree satisfaction. Students’ organizational identity predicted their university and degree satisfaction. In Study 2A ( n = 240), we examined organizational and discipline identity in relation to deep and surface learning, as well as performance undermining behaviours (procrastination and self-handicapping). We found that organizational identity failed to explain variance in deep learning beyond the variance explained by discipline identity. Moreover, discipline, but not organizational identity, indirectly reduced performance undermining behaviour. In Study 2B ( n = 109), not only we replicated Study 2A, but also used a cross-lagged longitudinal design to see which identity was causally more potent. Discipline identity in one semester predicts both changes in discipline and organizational identity in the following semester. In contrast, organizational identity predicts organizational identity in the following semester but fails to predict change in discipline identity. Taken together, our studies suggest that there is benefit in understanding both discipline-based and organizational social identities in terms of understanding students’ educational outcomes and experience.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"40 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10212-025-00971-5.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147890660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding the development of teachers' self-efficacy to promote self-regulated learning: a quasi-experimental study on the role of experience, mindset, and self-regulated learning skills.","authors":"Johannes Jud, Carmen Nadja Hirt, Tabea Daria Eberli, Amina Rosenthal, Yves Karlen","doi":"10.1007/s10212-025-00996-w","DOIUrl":"10.1007/s10212-025-00996-w","url":null,"abstract":"<p><p>Teachers' self-efficacy in promoting self-regulated learning (TSE-SRL) is pivotal for self-regulated learning (SRL) practices. This study investigated the effects of mastery and vicarious experiences as sources of self-efficacy within a professional development (PD) program on TSE-SRL. Additionally, the moderating role of teachers' prior SRL experience, SRL mindsets and their own SRL skills was examined. The sample included fifty-four lower secondary school teachers who participated in a quasi-experimental PD program with an experimental group (<i>n</i> = 31) and a control group (<i>n</i> = 23). Both groups were exposed to mastery and vicarious experiences. However, while the experimental group focused on developing competencies for promoting SRL, the control group focused on teachers' competencies to promote social skills. Results from several regression models revealed that TSE-SRL was developed through the PD program for both groups, with a slightly higher improvement in the experimental group. Teachers' previous experience was the only variable moderating this effect. The study provides information about the importance of mastery and vicarious experiences for TSE-SRL and the design of PD programs to foster TSE-SRL.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"40 3","pages":"94"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12391245/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144974246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Moving to a \"flat with referee\" in older age: an embodied and social transition.","authors":"Fabienne Gfeller, Tania Zittoun","doi":"10.1007/s10212-025-00941-x","DOIUrl":"10.1007/s10212-025-00941-x","url":null,"abstract":"<p><p>Moving in older age is a critical experience in the person's life trajectory as it may require an important reorganization of their relation to the social and material environment. In order to better understand this experience, we propose to address it drawing on the concepts of rupture and transition as developed in the frame of sociocultural lifecourse psychology. We complete this theoretical framework with the distinction between frame and space and with literature on bodies and embodiment. We present a case study conducted in a building of so-called flats with referee, a type of flats developed in the frame of a political reform addressing demographic ageing, in a Swiss canton. We focus in particular on interviews with inhabitants before and after they moved to these flats. In the analysis, we discuss two aspects of this rupture/transition which, we argue, play an important role in the persons' experiences: firstly, the embodied dimension of the experience of rupture, which is notably related to the experience of a new physical environment; secondly, the social relations in these buildings designed especially to favor relationships among neighbors. Through this analysis, we aim at contributing to the understanding of development in older age from a sociocultural psychological perspective and to the literature on ruptures and transitions as we highlight theoretical and methodological implications.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"40 1","pages":"43"},"PeriodicalIF":3.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11779767/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143081768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mathematics emotion profiles: stability and change during Grades 7 and 8.","authors":"Tanja Held, Tina Hascher","doi":"10.1007/s10212-025-00972-4","DOIUrl":"10.1007/s10212-025-00972-4","url":null,"abstract":"<p><p>Academic emotions are not mutually exclusive, and students can experience various emotions simultaneously. We aimed at identifying distinct emotion profiles in mathematics in the lowest-ability tier in lower secondary school. Also, we investigated the patterns of change to students' mathematics emotion profiles in Grades 7 and 8, and whether an intervention setting impacted these patterns of change compared to the control setting. Latent profile analysis (LPA) and random intercept latent transition analysis (RI-LTA) were applied to assess the mathematics emotion profiles and the probability of transitioning between the profiles of 348 students. Results revealed three emotion profiles: a <i>mixed emotion profile</i>, a <i>rather positive emotion profile</i>, and a <i>predominantly positive emotion profile</i> with a high level of stability across Grades 7 and 8. The three mathematics emotion profiles can be predicted by gender and mathematics achievement. Finally, RI-LTA revealed that the intervention had different effects on the mathematics emotion profiles.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s10212-025-00972-4.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"40 2","pages":"68"},"PeriodicalIF":2.7,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12158859/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144303317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Children's personal values and their behavior in the classroom in the early elementary school years: mapping longitudinal trajectories.","authors":"Ricarda Scholz-Kuhn, Elena Makarova, Anat Bardi, Lukas F Litzellachner, Maya Benish-Weisman, Anna K Döring","doi":"10.1007/s10212-025-00966-2","DOIUrl":"10.1007/s10212-025-00966-2","url":null,"abstract":"<p><p>This study pioneers the examination of developmental trajectories of children's personal values and their behavior in the classroom at the start of elementary school, exploring these dynamics of change in younger children. Additionally, we consider the classroom context, being an important but often overlooked setting for children's value development. In a sample of 1,184 Swiss children (Mean age at T1: 6.82 years) who self-reported their values and whose classroom teachers rated their behavior at four time points, set three to four months apart, we analyzed trajectories of personal values and classroom behaviors at both individual and classroom levels. Multilevel growth curve analyses revealed similar trajectories of value change at both individual and classroom levels, showing a substantial linear increase in values of self-transcendence (benevolence and universalism) and a substantial linear decrease in values of self-enhancement (achievement and power). The trajectories of children's value-expressive behaviors (supportive, achievement-oriented, disciplined, learning-oriented), however, did not align with these value trends and were relatively flat over time, with no significant change at the classroom level. Adding a time-lagged prediction to the multilevel growth curve models, we found that children's values positively predicted their expressive behavior one time point later, except for conservation values which did not predict future disciplined behavior. Furthermore, the higher children's supportive, achievement-, learning-oriented, and disciplined behavior was, the higher were their future values of self-transcendence, self-enhancement, openness to change and conservation respectively. Our findings emphasize the bidirectional nature of these relationships, offering important implications for enhancing educational practices in elementary schools.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s10212-025-00966-2.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"40 3","pages":"75"},"PeriodicalIF":2.7,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12185584/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144498429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}