European Journal of Psychology of Education最新文献

{"title":"The interplay between teachers’ value-related educational goals and their value-related School climate over time","authors":"Thomas P. Oeschger, Elena Makarova, Evren Raman, Beatrice Hayes, Anna K. Döring","doi":"10.1007/s10212-024-00849-y","DOIUrl":"https://doi.org/10.1007/s10212-024-00849-y","url":null,"abstract":"<p>Values education within the school context is, among other elements, shaped by a value-related school climate as well as teachers’ value-related educational goals. This longitudinal study investigated the interplay between these two elements over fifteen months, starting in March 2021, and including four points of measurement (<i>t1</i> − <i>t4</i>). The sample consisted of 118 primary school teachers (years 1 and 2) from primary schools in Switzerland. Teachers’ value-related educational goals were measured with the <i>Portrait Values Questionnaire</i>, and teachers’ perception of their school climate was measured with the <i>12-Item School Climate Measure Scale</i>. <i>Random Intercept Cross-Lagged Panel Models</i> along with <i>Multiple Imputation</i> for missing data were used to investigate the reciprocal relationships along the four dimensions of value-related educational goals represented by Schwartz’s <i>Higher-Order Value Types: Openness to Change</i>, <i>Conservation</i>, <i>Self-Enhancement</i>, and <i>Self-Transcendence</i> and their corresponding dimensions of a perceived value-related school climate of <i>Innovation</i>, <i>Stability</i>, <i>Performance</i>, and <i>Support.</i> For the dimensions “<i>Innovation</i> and<i> Openness to Change</i>,” the analyses revealed that the perceived value-related school climate of <i>Innovation</i> predicted teachers’ value-related educational goals of <i>Openness to Change</i> significantly from <i>t1</i> to <i>t2</i>, while an effect in the opposite direction from <i>t2</i> to <i>t3</i> and from <i>t3</i> to <i>t4</i> was found. For the dimension “<i>Stability</i> and <i>Conservation</i>,” the analyses revealed that the perceived value-related school climate of <i>Stability</i> predicted teachers’ value-related educational goals of <i>Conservation</i> from <i>t3</i> to <i>t4</i>. These findings are discussed in light of the dynamic processes of values education within the school environment as well as in the context of environmental and societal developments.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"6 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141502964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of perceived social support on e-learning engagement among college students: serial mediation of growth mindset and subjective well-being","authors":"Xuebin Wang, Yanjun Wang","doi":"10.1007/s10212-024-00853-2","DOIUrl":"https://doi.org/10.1007/s10212-024-00853-2","url":null,"abstract":"<p>Online learning has grown in popularity over the last few years. Understanding what factors and how they contribute to students’ e-learning engagement is crucial for the success of online education. Based on the ecological system theory, this study aims to examine the association between perceived social support and e-learning engagement among Chinese college students and explore whether growth mindset and subjective well-being mediated this association. A survey was conducted among 605 college students in China. The results showed that perceived social support is positively and significantly associated with e-learning engagement and that growth mindset and subjective well-being play independent and joint mediating roles in the link between the two constructs. Our findings highlight the importance of the interaction between perceived social support, growth mindset, and subjective well-being in e-learning engagement among college students. This study contributes to the theoretical and practical understanding of the e-learning ecosystem in college students.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"30 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141194595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Synthesising models of primary school mathematicians by putting influencing factors of mathematics performance to the test","authors":"Jakob Kelz, Georg Krammer","doi":"10.1007/s10212-024-00836-3","DOIUrl":"https://doi.org/10.1007/s10212-024-00836-3","url":null,"abstract":"<p>The gender-sensitive analysis of influencing factors on mathematical performance of primary school pupils can yield valuable insights into facilitating this vital phase of pupils’ educational trajectory. We view gender-sensitive mathematical performance in primary school based on works of Niklas (<i>Psychologie in Erziehung und Unterricht</i>, <i>62</i>, 106, 2015) and Luttenberger et al. (<i>Psychology Research and Behavior Management</i>, <i>11</i>, 311–322, 2018). All elements of their models can be assigned to structural traits of origin, home learning environment, interacting variables, and mathematics performance. These are presented and described in terms of gender. In our four-year long longitudinal study (<i>n</i> = 239) with four measurement points in primary school, the interplay and predictive power of these elements were analysed with structural equation model. Among the structural traits of origin, socio-economic status and migration background are relevant concerning precursor skills. The home learning environment is not relevant for precursor skills or later mathematics performance. The precursor skills and self-concept appear to be significant for mathematics performance whereas enjoyment of the subject does not matter. Gender affected only two measuring points of mathematics performance, so that the results support the gender similarity hypothesis according to Hyde (<i>The American psychologist</i>, <i>60</i>, 581–592, 2005.) According to our study, school entry is not shaped by gender differences in social background, affective characteristics, or precursor skills. The results emphasize gender equality at the start of school, so that it is of interest for future studies to determine when and on the basis of which criteria performance differences develop in mathematics.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"62 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141166739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Personal values and social behavior in early childhood: Understanding the contribution of social information processing and attitudes","authors":"Einat Elizarov, Yair Ziv, Maya Benish-Weisman","doi":"10.1007/s10212-024-00841-6","DOIUrl":"https://doi.org/10.1007/s10212-024-00841-6","url":null,"abstract":"<p>Values, defined by Schwartz (1994) as basic motivational cognitive structures, guide life goals, transcend contexts, and affect individuals’ courses of action differently depending on their preferred values. With young children, an important question that emerges is what factors underlie the linkages between their preferred motivations (i.e., preferred values) and their behavior tendencies in key social contexts. This study proposed one potential socio-cognitive mechanism that may explain how children’s values are linked to their prosocial and antisocial behaviors in kindergarten via their values-oriented social information processing patterns (SIP) and their attitudes toward their kindergarten. The sample included 121 children (59 girls; <i>M</i>age = 67.45 months). Children’s values, values-oriented SIP patterns, and attitudes toward kindergarten class were examined in one-on-one interviews. Teachers reported on the children’s social behaviors. Results showed children’s preferences for self-transcendence values were linked to their more prosocial behaviors and less antisocial behaviors in class via their self-transcendence values-oriented SIP patterns and their positive attitudes toward kindergarten. The findings offer important insights into the socio-cognitive elements that drive values-behavior relationships, as well as the links between various facets of young children’s social cognition and their social behavior in kindergarten.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"54 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141152699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A collective action approach to improving attitudes and self-efficacy towards gender equality among male STEM academics","authors":"Zachary W. Petzel, Lynn Farrell, Teresa McCormack, Rhiannon N. Turner, Karen Rafferty, Ioana M. Latu","doi":"10.1007/s10212-024-00844-3","DOIUrl":"https://doi.org/10.1007/s10212-024-00844-3","url":null,"abstract":"<p>Despite the implementation of equality interventions within higher education, progress towards gender parity in science, technology, engineering, and mathematics (STEM) remains slow. Male educators often exhibit poorer engagement with diversity initiatives, potentially contributing to persisting gender disparities in STEM given men’s longstanding dominance in these programs. Two experiments investigate how equality interventions should be designed to maximize support from male educators. Experiment 1 (<i>N</i> = 72;<i> M</i>_<i>age</i> = 39.72, <i>SD</i>_<i>age</i> = 12.33) used virtual reality to manipulate 2 factors among male academics: (1) exposure to gender inequality and (2) virtually taking the perspective of a female scientist. Using self-report and behavioral measures, viewing an empirical presentation outlining the prevalence of gender issues in STEM yielded the greatest support for equality initiatives following successful perspective-taking. Experiment 2 (<i>N</i> = 120;<i> M</i>_age = 32.48, <i>SD</i>_age = 10.36) varied two additional factors among male academics: (1) evidence-based methods to reduce gender biases in STEM (i.e., promoting self-efficacy) and (2) blaming male academics for gender inequalities. Promoting self-efficacy and blaming men for disparities led to greater confidence in male academics’ ability to address gender inequalities in their field. Notably, higher self-efficacy accounted for greater support for equality initiatives and internal motives to engage with diversity programs. Findings provide an empirical framework and high-tech training tools for promoting engagement with diversity initiatives among male educators, informing development of interventions within higher education to improve student and faculty experiences in STEM.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"21 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140925417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Self-regulated use of retrieval practice: associations with individual differences in non-cognitive and cognitive factors","authors":"Frida Bertilsson, Tova Stenlund, Anna Sundström, Bert Jonsson","doi":"10.1007/s10212-024-00845-2","DOIUrl":"https://doi.org/10.1007/s10212-024-00845-2","url":null,"abstract":"<p>Retrieval practice is a learning strategy that has repeatedly been found to have positive effects on memory and learning. However, studies indicate that students rarely use retrieval practice on a voluntary basis. The objective of the present study was to examine students’ self-regulated use of retrieval practice, and to determine whether sex and individual differences in cognitive and non-cognitive aspects are related to optional use of practice testing. A classroom study was conducted with 146 upper-secondary school students taking courses in mathematics and Swedish. An ABAB design was used to compare students’ optional and non-optional use of retrieval practice (i.e., repeated online quizzing). Students performed cognitive tasks to assess working memory capacity and fluid intelligence and completed self-reports of non-cognitive factors related to school achievement, such as grit, need for cognition (NFC), conscientiousness and openness. Quiz use was then compared using paired- and independent-samples t-tests, and hierarchical linear regression analyses explored relations to individual differences. The results showed that students completed significantly fewer quizzes in the optional sections than in the non-optional sections, and that females completed significantly more optional quizzes than males in Swedish, but not in mathematics. Further, the results showed that conscientiousness predicted optional quiz use in mathematics, whereas sex, NFC, conscientiousness, and openness predicted quiz use in Swedish. To conclude, although the findings show a relatively low optional/self-regulated use of practice testing, in line with earlier research, they suggest that sex and non-cognitive factors, such as personality characteristics, can predict optional use of practice testing.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"35 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140925457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Model authenticity in learning mathematical experimentation: how students perceive and learn from scientist and peer models","authors":"Ramona Hagenkötter, Valentina Nachtigall, Katrin Rolka, Nikol Rummel","doi":"10.1007/s10212-024-00843-4","DOIUrl":"https://doi.org/10.1007/s10212-024-00843-4","url":null,"abstract":"<p>The implementation of video modeling examples of mathematical hands-on experimentation may provide students with authentic and, at the same time, not too cognitively overwhelming experiences. However, the effectiveness of video modeling examples can be influenced by different characteristics of the observed models. On the one hand, based on the model-observer similarity hypothesis, it is likely that the observation of peers is particularly conducive to learning. On the other hand, from an authentic learning perspective, the presence of experts is considered to constitute a core design element of authentic learning settings which may foster motivational and cognitive learning outcomes. Against the background of these contradictory assumptions, the present study investigates the effects of observing models with different degrees of authenticity on students’ perceived authenticity, their situational interest, and their knowledge acquisition. We conducted an experimental study with 105 10th graders who observed either peer or scientist models performing a mathematical hands-on experiment in a video recording. As expected, the results show that students perceived the scientist models as more authentic than the peer models. Furthermore, we found neither a direct effect of condition nor an indirect effect mediated by students’ perceived authenticity of the observed models on students’ situational interest and knowledge acquisition. With this study, we contribute to the literature on the conditions and effects of authentic learning.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"32 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140925578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The quality of social relationships with students, mentor teachers and fellow student teachers and their role in the development of student teachers’ emotions in the practicum","authors":"Gerda Hagenauer, Diana Raufelder, Mishela Ivanova, Andreas Bach, Doris Ittner","doi":"10.1007/s10212-024-00847-0","DOIUrl":"https://doi.org/10.1007/s10212-024-00847-0","url":null,"abstract":"<p>The emotional well-being of individuals is largely dependent on the quality of their social relationships, as acknowledged by self-determination theory and the belongingness hypothesis. While the significance of high-quality relationships for teachers has received increasing attention in empirical research, little is known about the impact of social relationships on student teachers' emotions in the practicum, especially from a quantitative perspective and considering multiple relationship qualities simultaneously. Research on this topic is highly topical as emotions have been found to be important drivers both for professional behaviour in the classroom and professionalisation processes in general. Against this backdrop, our study examined how the quality of social relationships between students in class, mentor teachers, and fellow student teachers influences the development of emotional experiences of student teachers in a school practicum. We conducted an online survey with 203 Austrian student teachers studying secondary education, inquiring about their emotional experiences and social relationships before and after their practicum. The results revealed that the quality of relationships with students in class was the most influential factor determining changes in student teachers’ emotional states during their practicum. These findings emphasise the importance of cultivating positive relationships with students in the classroom, especially during the school practicum in teacher education.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"46 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140925429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher autonomy support counters declining trend in intrinsic reading motivation across secondary school","authors":"Laura Engler, Andrea Westphal","doi":"10.1007/s10212-024-00842-5","DOIUrl":"https://doi.org/10.1007/s10212-024-00842-5","url":null,"abstract":"<p>Students’ intrinsic motivation to read, which is relevant to all forms of learning, tends to decline throughout secondary school. Based on self-determination theory (SDT), this study examines whether this downward trend is slowed when students perceive greater autonomy support in the classroom. We used large-scale panel data from the NEPS comprising <i>N</i> = 8193 students in Germany who reported their intrinsic motivation to read and their perceived autonomy support from German teachers at annual intervals from fifth to eighth grade. Scalar longitudinal measurement invariance was found for intrinsic reading motivation (IRM) and teacher autonomy support (TAS). A dual change score model showed a decline in IRM and a negative, non-significant decrease in TAS over time. Confirming our hypothesis, the decline in IRM was slowed by earlier levels of TAS. We discuss methods to counteract the decline in intrinsic reading motivation.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"42 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140925541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What makes a simulation-based learning environment for preservice teachers authentic? The role of individual learning characteristics and context-related features","authors":"Kathleen Stürmer, Tim Fütterer, Stephanie Kron, Daniel Sommerhoff, Stefan Ufer","doi":"10.1007/s10212-024-00837-2","DOIUrl":"https://doi.org/10.1007/s10212-024-00837-2","url":null,"abstract":"<p>To support professional competence development in teacher education, learning environments should allow learners to engage with professional tasks. It is crucial for knowledge and skill transfer in such learning environments to real-life context that preservice teachers perceive the task as authentic. However, due to a lack of prior knowledge, novices may have difficulties in recognizing relevant elements of practice. It is thus assumed that different factors may guide their perception of task authenticity independently of the task that has to be mastered. Such factors could be, for example, overt design features of the learning environments on a physical level or the familiarity with the learning context and learning prerequisites, which act as important links for knowledge acquisition. In this study, preservice teachers’ perception of task authenticity is contrasted between two implementation types (video vs. role-play) of the same simulation aiming to foster diagnostic competence. The two types differ in approximating real-life practice concerning the professional task that has to be mastered. In an experimental, longitudinal study, <i>N</i> = 119 mathematics preservice teachers participated online in one type of the simulation four times during one semester (<i>n</i> = 66 video, <i>n</i> = 53 role-play). Perceived task authenticity was higher for the video simulation type and increased with repeated participation in the simulation independently of the implementation type. Further, preservice teachers’ task utility value positively influenced their perception of task authenticity. The results illustrate the role of learning prerequisites as well as familiarity with the task for novices’ perception. Also, they could be an initial indication that, depending on the level of learners’ professional development, the way of approximating real-life practice in simulations might influence the perception of task authenticity.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"64 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140925423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}