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

Exploration of teachers' experiences in the border conflict zone of Jammu region (India): Thriving need for peace building 印度查谟边境冲突地区教师经验探索：和平建设的旺盛需求

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102653

Raveena Kousar , Subhasis Bhadra

{"title":"Exploration of teachers' experiences in the border conflict zone of Jammu region (India): Thriving need for peace building","authors":"Raveena Kousar , Subhasis Bhadra","doi":"10.1016/j.ijer.2025.102653","DOIUrl":"10.1016/j.ijer.2025.102653","url":null,"abstract":"<div><div>Armed conflict affects every individual but students at their developmental age become the worst victims because they lose their learning environment and continue to live with the trauma that jeopardises growth opportunities. Teachers occupy central roles within the lives of children and the expectations have widened beyond providing instructions in academic skills in addition to ensuring a safe learning environment, supporting children’s emotional needs and fostering social cohesion. This study explored the experiences of the teachers in the border conflict between India and Pakistan using a qualitative transcendental phenomenological approach. Purposive sampling was used to select the 15 teachers experienced in teaching the children in border conflict areas of Jammu &Kashmir-India. Finding reveals that teachers are facing problems of regular disturbances in the academic calendar, heavy workload, burden to complete their syllabus, and lack of competence to deal with the traumatic experiences of the children. Teachers also recommend suggestive measures like hostel facilities, scholarship provisions, online learning, and psychosocial training for them.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102653"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144212683","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

Gender, work and national identity: The image of women in school textbooks during the Spanish democracy 性别、工作与国家认同：西班牙民主时期学校教科书中的女性形象

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102683

Virginia Guichot-Reina , Ana María De la Torre-Sierra

{"title":"Gender, work and national identity: The image of women in school textbooks during the Spanish democracy","authors":"Virginia Guichot-Reina , Ana María De la Torre-Sierra","doi":"10.1016/j.ijer.2025.102683","DOIUrl":"10.1016/j.ijer.2025.102683","url":null,"abstract":"<div><div>This research explores the dynamic intersection of gender, work, and national identity in the schooling process of primary school students during Spanish democracy through the school discourse (textual and iconographic) found in textbooks. Twelve textbooks from the period of the so-called transition period and the current decade are analyzed in order to identify changes and continuities in discursive practices throughout democracy. The methodological approach employed is Critical Discourse Analysis (CDA), incorporating various models of analysis. The results reveal unequal modes of inclusion and exclusion of women and men in the discourses of nation-building. Different attributes representing models of femininity and masculinity are identified as symbols that articulate the nation. Additionally, the assignment of occupational roles based on gender in the school discourse is observed, with specific implications for the development of citizenship. Finally, the study discusses the potential implications of this gender discrimination on the construction of students’ identities and underscores the urgency of adopting an egalitarian perspective in the selection of didactic resources.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102683"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144490237","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

Fostering critically compassionate global citizens: A UK university study abroad experience in South Korea 培养具有批判性和同情心的全球公民：一所英国大学在韩国的留学经历

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102672

Sarah A. Son, Gemma Ballard

{"title":"Fostering critically compassionate global citizens: A UK university study abroad experience in South Korea","authors":"Sarah A. Son, Gemma Ballard","doi":"10.1016/j.ijer.2025.102672","DOIUrl":"10.1016/j.ijer.2025.102672","url":null,"abstract":"<div><div>This article explores how a short-term study abroad programme in South Korea cultivated a critically compassionate and morally engaged form of global citizenship among British East Asian Studies undergraduate students. Drawing on our pedagogical reflections, we examine student engagement with South Korean unification education via encounters with a range of government and non-governmental actors, each offering divergent perspectives on inter-Korean relations. We argue that structured reflection, emotional attunement, and agonistic engagement enabled students to develop confidence in navigating complexity while fostering a justice-oriented response to conflict and inequality. These outcomes were supported by a pedagogical approach that prioritised ethical deliberation, affective engagement, and reflexive positionality, encouraging students to interrogate assumptions and challenge dominant narratives. The study connects area studies education with broader debates in global citizenship education (GCE), advocating for in-country engagement that moves beyond skills acquisition toward ethical and political awareness. The findings support a call to embed GCE more deliberately in area studies curricula, enabling students to grapple with positionality, power, and global interdependence through critically informed, affective, and dialogic learning.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102672"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144490053","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

Beyond the "Repeater" Label: Amplifying student perspectives on grade repetition and protective factors in Ghana 超越“留级生”标签：加纳学生对留级生和保护因素的看法

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102714

Daniel Owusu Kyereko , William C Smith , Ishamel Hlovor , Richard Okai

{"title":"Beyond the \"Repeater\" Label: Amplifying student perspectives on grade repetition and protective factors in Ghana","authors":"Daniel Owusu Kyereko , William C Smith , Ishamel Hlovor , Richard Okai","doi":"10.1016/j.ijer.2025.102714","DOIUrl":"10.1016/j.ijer.2025.102714","url":null,"abstract":"<div><div>This qualitative case study explores the lived experiences of students in Ghana who have repeated a grade, using labelling theory as a lens. Labelling theory posits that deviance arises from the social meanings and stigma attached to labels, rather than inherent characteristics. Through semi-structured interviews with 40 students who have repeated a grade, the study examines how the \"repeater\" label shapes students' selfperceptions, interactions, and educational trajectories. Findings illustrate the marginalising effects of labelling, including diminished self-efficacy, social stigma, and weakened school connections. However, protective factors like parental involvement, teacher support, and school interventions mitigated negative labelling impacts. The study underscores how labels are socially constructed and can be reshaped through supportive practices that challenge stigma and promote empowerment. By centering student voices, the research informs efforts to create more inclusive educational environments that recognize labelling's powerful influence on students' experiences and outcomes.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102714"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144724440","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