International Journal of Educational Research最新文献

Exploring the interplay of critical thinking dispositions, perceived teacher enthusiasm, willingness to communicate, and gender among Chinese EFL learners 探讨中国英语学习者批判性思维倾向、感知教师热情、沟通意愿和性别之间的相互作用

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2024.102532

Lihong Ma , Baorong Li , Hongyan Guo

{"title":"Exploring the interplay of critical thinking dispositions, perceived teacher enthusiasm, willingness to communicate, and gender among Chinese EFL learners","authors":"Lihong Ma , Baorong Li , Hongyan Guo","doi":"10.1016/j.ijer.2024.102532","DOIUrl":"10.1016/j.ijer.2024.102532","url":null,"abstract":"<div><div>The interplay between critical thinking (CT) skills and willingness to communicate (WTC) among foreign language (FL) learners is well-established. However, the specific influence of CT dispositions on WTC remains insufficiently explored. This study investigated the relationship between CT dispositions and WTC among FL learners. It also examined how teacher enthusiasm moderates this relationship based on principles from social cognitive theory, and further explored potential gender differences in this dynamic employing gender schema theory. A total of 4847 secondary school English learners (M<sub>age</sub> = 15.579, SD = 0.546) from China participated in the research, with 46.1 % males and 53.9 % females. Data was collected through self-reported scales measuring perceived teacher enthusiasm, CT dispositions, and WTC. Findings revealed a positive association between CT dispositions and WTC, identifying systematicity, self-confidence in reasoning, inquisitiveness, and cognitive maturity as significant predictors of WTC. Moreover, teacher enthusiasm was found to positively moderate the relationship between CT dispositions and WTC. Additionally, high levels of teacher enthusiasm boosted WTC more significantly for students with high CT dispositions, and this effect was stronger for females than for males. This research carries significant implications for FL teaching, suggesting that fostering teacher enthusiasm and reinforcing CT dispositions could significantly elevate learners’ communicative willingness and overall language proficiency.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102532"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143093651","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

Trust between educators and migrant Arab parents in Germany: A qualitative study 德国教育工作者与阿拉伯移民父母之间的信任：一项定性研究

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2024.102522

Isabell Schuster , Inka Bormann , Sascha Hein

{"title":"Trust between educators and migrant Arab parents in Germany: A qualitative study","authors":"Isabell Schuster , Inka Bormann , Sascha Hein","doi":"10.1016/j.ijer.2024.102522","DOIUrl":"10.1016/j.ijer.2024.102522","url":null,"abstract":"<div><div>Past research has shown that trust between parents and educators is crucial for establishing effective relationships. However, for migrant parents, limited knowledge of the educational system of the host country and different expectations, as well as potential language barriers, may impact the perception of trust. Therefore, the present qualitative study examined the perceptions of trust among Arab migrant parents and educators in Germany, focusing on their definitions of trust and the perceived signs of trustworthiness and its absence. We conducted 21 interviews with Arab parents and 23 interviews with educators, which were analyzed using qualitative content analysis and thematic analysis. Both parents and educators provided elaborate definitions of trust, with parents strongly focusing on their child's well-being, whereas educators highlighted openness, reliability, and benevolence toward parents. We found little overlap between the themes raised by parents and educators regarding signs of perceived trustworthiness or the lack of perceived trustworthiness. Also, a partial mismatch between parents’ and educators’ perceptions was shown. Implications for improving communication and training for educators, as well as the advancement of trust theory, are discussed to foster trustful relationships that enhance children's developmental outcomes.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102522"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143094151","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

Use of radio to share information for supporting learning during and after a global pandemic: A positive deviance study in rural Uganda 在全球大流行期间和之后利用无线电交流信息以支持学习：乌干达农村的积极偏差研究

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102583

Julius Atuhurra, Mikiko Nishimura

{"title":"Use of radio to share information for supporting learning during and after a global pandemic: A positive deviance study in rural Uganda","authors":"Julius Atuhurra, Mikiko Nishimura","doi":"10.1016/j.ijer.2025.102583","DOIUrl":"10.1016/j.ijer.2025.102583","url":null,"abstract":"<div><div>This article examines the impact of the first Positive Deviance (PD) study in rural Eastern Uganda conducted during the pandemic. The active interaction and information sharing among stakeholders had been found as a high-impact practice of schools that performed well over other schools in the disadvantaged areas before the pandemic in rural eastern Uganda. We implemented such PD practice through radio talk shows during the pandemic and examined its impact at child, household, and school-levels. The results showed a positive impact on children's performance, retention of pupils, increased learning time at home, and continuous blended learning at school. There was a significant difference in the effect of the radio talk shows on female-headed and male-headed households. Some challenges were also found in gender differences in performance, the lack of school-level initiatives, and equity in provision of private coaching after the pandemic. A further study will be necessary to clarify how parents, teachers, and community members share information more effectively, as the SMS did not work for most parents as an incentive for learning unlike the previous study.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102583"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143726174","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

Students’ identity repositioning after academic setbacks: A discourse analysis 学业挫折后的学生身份重新定位：一个话语分析

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102614

Busayo Olamide Ige, Viki Janse van Rensburg

{"title":"Students’ identity repositioning after academic setbacks: A discourse analysis","authors":"Busayo Olamide Ige, Viki Janse van Rensburg","doi":"10.1016/j.ijer.2025.102614","DOIUrl":"10.1016/j.ijer.2025.102614","url":null,"abstract":"<div><div>Higher education presents a dynamic environment where students constantly negotiate and refine their social identities. Each student brings a unique historical and cultural context to the university, shaping how they position and reposition themselves to cultivate a sense of belonging. These processes play a pivotal role in shaping students’ identities as learners. This study investigates how students who encountered academic setbacks during their first semester navigate identity repositioning. Adopting a qualitative longitudinal design, the research draws on positioning theory to analyse the experiences of five first-year students who were placed in an extended curriculum programme following academic failure. Each participant was interviewed three times over the course of three years. Through discourse analysis, the study identifies three emergent core identities: the <em>reflex-self</em>, marked by introspection and self-evaluation; the <em>secondary-self,</em> shaped by external influences and expectations and relational dynamics; and the <em>blended-self</em>, characterised by integration, growth and future aspirations. The findings underscore the importance of academic socialisation in higher education, highlighting its role in supporting students’ adaption to academic demands and preparing them for professional career readiness.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102614"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143874440","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

Impact of social jetlag and chronotype on leisure activities in Brazilian high school students 社会时差和时间类型对巴西高中生休闲活动的影响

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102643

Filipy Borghi, Priscila Cristina da Silva, Elisângela Farias-Silva, Heloísa Monteiro Amaral-Prado, João Antônio Rabelo Jório, Dora Maria Grassi-Kassisse

{"title":"Impact of social jetlag and chronotype on leisure activities in Brazilian high school students","authors":"Filipy Borghi, Priscila Cristina da Silva, Elisângela Farias-Silva, Heloísa Monteiro Amaral-Prado, João Antônio Rabelo Jório, Dora Maria Grassi-Kassisse","doi":"10.1016/j.ijer.2025.102643","DOIUrl":"10.1016/j.ijer.2025.102643","url":null,"abstract":"<div><div>Adolescents often experience a misalignment between their biological rhythms (chronotype) and societal schedules, leading to social jetlag, which may impact stress, resilience and well-being. This study investigated the relationships between chronotype, perceived stress, resilience, sleep quality and leisure activity choices among Brazilian high school students. Ninety 11th-grade students (aged 16–17) completed validated questionnaires assessing these factors. Most students exhibited an intermediate chronotype. While morning types reported lower stress, higher resilience and better sleep quality, evening chronotypes showed significantly higher stress, lower resilience and poorer sleep outcomes. Leisure activities varied by chronotype: morning types engaged more in physical activities and academic tasks, while evening types prioritised social interactions and entertainment. Gender differences were also evident, with girls reporting higher stress and lower resilience than boys. The findings underscore the influence of chronotype on adolescent well-being and highlight the opportunities for educational policies that consider biological rhythms. Addressing social jetlag through flexible school schedules and promoting structured leisure activities may enhance resilience, reduce stress and support healthier lifestyle habits in adolescents.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"132 ","pages":"Article 102643"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144115260","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

Emotions in classroom video evaluation—The interplay of student teachers’ joy and anger and the quality of classroom management in video clips 课堂视频评价中的情绪——视频片段中学生教师的喜怒与课堂管理质量的相互作用

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102539

Isabell Tucholka , Annette Busse , Dorit Bosse , Bernadette Gold

{"title":"Emotions in classroom video evaluation—The interplay of student teachers’ joy and anger and the quality of classroom management in video clips","authors":"Isabell Tucholka , Annette Busse , Dorit Bosse , Bernadette Gold","doi":"10.1016/j.ijer.2025.102539","DOIUrl":"10.1016/j.ijer.2025.102539","url":null,"abstract":"<div><div>In teacher education, classroom videos are frequently used to promote student teachers’ professional competence and initiate reflection. However, observing classroom videos triggers not only cognitive but also emotional processes, which are closely interconnected and may influence each other. Evaluating the presented teaching quality, therefore, might initiate emotions while these emotions, at the same time, might inform the evaluation. Therefore, we aimed to investigate the relationship between the presented teaching quality (represented by classroom management) of classroom videos and student teachers’ evaluation thereof.</div><div>In this correlational study, 617 student teachers observed pre-selected videos showing either effective or improvable classroom management as assessed by experts, stated their emotions (joy/anger) and, subsequently, evaluated classroom management quality using rating items. Repeated-measures ANOVA revealed that student teachers felt significantly more joy and less anger when observing effective as opposed to improvable classroom management, indicating that participants’ emotions can at least partially be ascribed to teaching quality differences between the clips. Additionally, regression analyses showed that joy correlated positively, anger negatively with student teachers’ subjective classroom management evaluation and explained for significant amounts of variance therein regarding different classroom management aspects (<em>R²</em>: 15 % - 64 %).</div><div>Findings underline the need for conscious usage of videos in teacher education and indicate that student teachers’ emotions during video observation should be considered in designing video-based learning environments as they enlarge the range of possibilities regarding how to integrate videos into teacher education courses.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102539"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143093645","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

Perceptions and experiences of female academics on barriers in obtaining and continuing leadership roles at higher education 女性学者对在高等教育中获得和继续担任领导角色的障碍的看法和经验

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102534

Bakil Ghundol , Abdulghani Muthanna

{"title":"Perceptions and experiences of female academics on barriers in obtaining and continuing leadership roles at higher education","authors":"Bakil Ghundol , Abdulghani Muthanna","doi":"10.1016/j.ijer.2025.102534","DOIUrl":"10.1016/j.ijer.2025.102534","url":null,"abstract":"<div><div>This paper explores the perceptions and experiences of female academics on the main barriers that face female academics in obtaining and continuing leadership roles at Yemeni higher education institutions. By following a case study design, and employing semi-structured, in-depth interviews with fifteen female academics, the findings revealed a multifaceted interplay of barriers facing female academics. The main barriers for obtaining leadership positions relate to socio-cultural barriers such as traditional gender roles, societal stereotypes and patriarchal norms, female academics’ struggle to balance between professional and family responsibilities, the violation of work ethics and less collaboration between colleagues, and the invisible barrier of glass ceiling. The findings also revealed the factors for demotivating female academics to continuing their leadership roles. The key factors associate with the lack of motivation and the experience of leadership as a stressful activity, and the spousal refusal toward interaction with male colleagues. The paper concludes with proposing clear measures and implications for promoting and empowering female academics, achieving both social justice and inclusive academic environment.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102534"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143093649","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

Moving towards inclusive education: Policy evolution in Saudi Arabia 迈向全纳教育：沙特阿拉伯的政策演变

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2024.102533

May Alrudayni

{"title":"Moving towards inclusive education: Policy evolution in Saudi Arabia","authors":"May Alrudayni","doi":"10.1016/j.ijer.2024.102533","DOIUrl":"10.1016/j.ijer.2024.102533","url":null,"abstract":"<div><div>In recent decades, inclusive education has gained international attention and governments around the world have aspired to embrace it in their policies and reform agendas. In 2016 the Saudi Arabian Ministry of Education launched an inclusive education initiative that aimed to shift the education system away from special education and segregation towards inclusion. This initiative has been implemented in a number of schools across the country. The study presented in this paper focused on education policy evolution in Saudi Arabia and examined whether, and how, educational discourse has moved from exclusion towards inclusion, particularly in relation to students with disability. Critical policy analysis was employed to scrutinise government education policy documents and to critically examine the ways in which policy discourse perpetuates and reproduces exclusion and unequal power relations within the education system. The findings suggest that, despite some changes in policy language driven by the global push for inclusive education, special education in Saudi Arabia remains dominant and the education system exclusionary. Education policy also privileges charitable discourse over the politics of inclusiveness. A more profound transformation of education policy is required before the nation can claim to have enacted inclusive education. It is hoped that the findings of this study will contribute to a better understanding of how to implement inclusive education policy, particularly for students with disability, in Saudi Arabia.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102533"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143093650","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 in transition: A qualitative exploration into the impact of emergency remote teaching on professional development 转型中的教师：应急远程教学对专业发展影响的定性探讨

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102548

Alejandro Acuyo Cespedes

{"title":"Teachers in transition: A qualitative exploration into the impact of emergency remote teaching on professional development","authors":"Alejandro Acuyo Cespedes","doi":"10.1016/j.ijer.2025.102548","DOIUrl":"10.1016/j.ijer.2025.102548","url":null,"abstract":"<div><div>This investigation examines the evolving landscape of professional development among higher education teachers, focusing on the long-term effects of the COVID-19 emergency-remote-teaching period. The aim is to better-understand how the pandemic has shaped current attitudes and practices in professional development. Using a qualitative approach, ten English for Academic Purposes teachers from a university in Kazakhstan were interviewed. Thematic analysis was used to determine how their experiences of professional development during the online pandemic have affected their perceptions and approaches to professional development in the current post-pandemic, and mostly face-to-face, teaching context. The findings indicate that COVID-19′s emergency-remote-teaching period has had a largely positive influence as teachers are now more likely to prioritize improving their technological competence, as well as engage in a wider variety of professional development topics and platforms. Professional development is also more likely to be flexible and individually tailored to the specific needs of each teacher. However, challenges including online fatigue as well as trauma caused by the pandemic have also emerged. The investigation makes significant contributions to the understanding of professional development under emergency-remote-teaching conditions in contrast with “non-emergency” operations. It also advances field knowledge on the increasing fluidity of the professional development landscape across <em>both</em> online and offline learning spaces. Lastly it enriches the understanding of how structured and unstructured forms of professional development can be balanced and tailored to individual teachers’ needs.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102548"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143093655","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 video dubbing app on chinese college students’ oral language skills across different proficiency levels 视频配音app对不同水平大学生口语能力的影响

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2024.102521

Xiaoran Wang , Sangmin-Michelle Lee

{"title":"The impact of video dubbing app on chinese college students’ oral language skills across different proficiency levels","authors":"Xiaoran Wang , Sangmin-Michelle Lee","doi":"10.1016/j.ijer.2024.102521","DOIUrl":"10.1016/j.ijer.2024.102521","url":null,"abstract":"<div><div>Oral language skills (OLSs) are essential for English language learners, but challenges remain in developing OLSs, especially in English-as-a-foreign-language (EFL) contexts where traditional teaching methods struggle to effectively engage students. In order to maneuver effective methods to improve Chinese students’ OLSs, the present study explores the use of an English video dubbing app in language learning tasks and investigates its effectiveness in improving OLSs. A mixed-methods approach was used to provide a robust and comprehensive empirical study, including two groups of learners with different proficiency levels. Results from pre- and post-tests, students’ reflection papers, and interviews indicated that the students’ high level of engagement in the dubbing tasks led to significant improvements in students’ OLSs. Particularly in speaking, significant improvements were observed in pronunciation, intonation, fluency, grammar, and lexical use. The study also examined the relationship between the learners’ English proficiency levels and their learning outcomes. The results showed that dubbing tasks had a more significant impact on improving pronunciation for students with lower proficiency levels, while those with higher proficiency levels showed greater improvements in fluency and grammar and lexical use. Pedagogical implications were discussed based on the findings.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102521"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143094150","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