International Journal of Educational Research最新文献

{"title":"Fostering EFL pre-service teachers’ language activism in Türkiye","authors":"Ayşe Kızıldağ ,&nbsp;Amber N. Warren","doi":"10.1016/j.ijer.2025.102904","DOIUrl":"10.1016/j.ijer.2025.102904","url":null,"abstract":"<div><div>This study examines how English as a Foreign Language (EFL) pre-service teachers in Türkiye develop Critical Multilingual Language Awareness (CMLA) as a foundation for future language activism through scenario-based role-play and critical reflection activities. We explore how engaging in these experiential pedagogical tasks fosters awareness of linguistic hierarchies, power relations, and advocacy orientations. Using reflexive thematic analysis, we analyzed role-play videos, reflective reports, and focus group interviews from fifteen pre-service teachers enrolled in a <em>Language and Society</em> course. Findings center around three key themes. First, pre-service teachers developed awareness of linguistic hierarchies and power structures embedded in Turkish society and schools, questioning standard language ideologies and dominant accents. Second, they navigated tensions and ambiguities surrounding multilingualism, working to reconcile their emerging awareness with societal and institutional pressures and expectations. Third, role-play functioned as a rehearsal space for critical engagement, supporting participants’ perspective-taking with marginalized linguistic identities and beginning to develop orientations toward advocacy. Findings suggest that incorporating such tasks into preservice teacher education can support teachers’ development as critically aware, socially engaged educators who can navigate complex sociolinguistic landscapes and develop readiness for advocating for linguistic diversity in their future teaching practice.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102904"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145750252","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}

{"title":"Beyond traditional partnerships: Multiple brokering practices in university-school collaborations for initial teacher education","authors":"Miriam Tanti ,&nbsp;Tanjin Ashraf ,&nbsp;Meera Varadharajan ,&nbsp;Stephanie Garoni ,&nbsp;Joanna Barbousas","doi":"10.1016/j.ijer.2026.102994","DOIUrl":"10.1016/j.ijer.2026.102994","url":null,"abstract":"<div><div>The collaboration between universities and schools to address teacher shortages in under-resourced communities is a pressing yet underexplored area. In Australia and globally, the shortage of qualified teachers has been identified as a critical challenge, particularly in regional, remote, and poorly resourced urban areas. While Initial Teacher Education (ITE) providers have traditionally focused on preparing pre-service teachers (PSTs) for these challenging environments, such preparation often occurs in isolation from the actual school contexts where these teachers wilZl eventually work. This disconnection between university preparation and school reality has led to increasing calls for innovative partnerships that bridge the theory-practice divide in ITE. Taking this imperative into account, this paper explores effective knowledge-building and exchange practices that support the sustainability of university-school partnerships. Grounded in the conceptual frameworks of Landscape of Practice and third space, this collaborative self-study explores how university teams partner with PST networks and school communities to build and exchange knowledge in a non-hierarchical manner. This study has wider implications for how university ITE providers can engage in brokering practices to create enduring solutions for these schools with better prepared graduating teachers.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"138 ","pages":"Article 102994"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147544973","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}

{"title":"When I grew up, I became you: The effects of AI self-continuum, feedback-seeking, and reflective interventions on preservice teachers’ buoyancy, resilience, and professional identity","authors":"Liangjie Fan","doi":"10.1016/j.ijer.2026.102991","DOIUrl":"10.1016/j.ijer.2026.102991","url":null,"abstract":"<div><div>Preservice teachers (PSTs) frequently experience stress and anxiety when engaging in authentic classroom contexts. Enhancing psychological resources, such as buoyancy, resilience, and professional identity, can mitigate these challenges, yet traditional strategies, including feedback-seeking and reflective practice, are often constrained by contextual factors. This study introduces an AI self-continuum designed to help PSTs envisage themselves as experienced educators and to support both teaching practice and career planning. Four groups (control, feedback-seeking, reflective letter-writing, and AI self-continuum intervention) were compared using ANCOVA and post hoc analyses. Results indicated that, compared with the control group, all intervention conditions led to improvements in preservice teachers’ buoyancy, resilience, and professional identity. However, the relative effectiveness of the interventions differed across outcomes. Reflective letter writing was most effective in enhancing buoyancy, whereas the AI self-continuum intervention produced the strongest gains in resilience and professional identity. Follow-up interviews illuminated the mechanisms underlying these effects. These findings suggest that the AI self-continuum approach can serve as a promising complement to traditional support strategies in teacher education by fostering PSTs’ psychological resources and professional development.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"138 ","pages":"Article 102991"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147544984","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}

{"title":"Academic competence in Roma versus non-Roma adolescents: The role of social skills and ethnicity","authors":"Alexander T. Vazsonyi ,&nbsp;Seyede Leila Moosavi ,&nbsp;Marek Blatný","doi":"10.1016/j.ijer.2026.102985","DOIUrl":"10.1016/j.ijer.2026.102985","url":null,"abstract":"<div><div>Roma adolescents in Europe continue to face systemic educational disadvantages, including school segregation, low teacher expectations, and limited academic support. Social skills, including communication, cooperation, and self-control, are essential for academic engagement and teacher perceptions of competence, yet little research has direcly tested how these skills and associated adjustment measures vary across ethnic groups using multiple informants. The present investigation compared Roma (N = 99) and ethnic Czech non-Roma (N = 498) adolescents on self-reported as well as teacher-rated social skills, academic competence, and problem behaviors. Results provided evidence that Roma adolescents were rated significantly lower by teachers on nearly all social skills subscales and measures of academic competence, and significantly higher on problem behaviors (externalizing, bullying, and ADHD), even after controlling for self-reported social skills and demographic covariates. Results from path analyses provided evidence that ethnicity maintained a unique association with academic competence, where Roma ethnicity was negatively associated, net the effects of significant and additive self-reported as well as teacher rated social skills. These findings highlight the critical role of social skills in academic competence while underscoring the potential of either biased teacher evaluations or systematic ethnic differences in student academic competence. Potential implications for responsive educational practices and teacher training to address perceived cultural mismatches are discussed.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"138 ","pages":"Article 102985"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147544986","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}

{"title":"Linking classroom environment to writing feedback literacy: The mediating roles of academic buoyancy and emotions","authors":"Yu Cui ,&nbsp;Lingjie Tang ,&nbsp;Hua Fu","doi":"10.1016/j.ijer.2026.103037","DOIUrl":"10.1016/j.ijer.2026.103037","url":null,"abstract":"<div><div>Writing feedback literacy is essential for academic success. However, existing research has often overlooked how the classroom environment, academic buoyancy and emotions interact to shape writing feedback literacy. While prior studies have acknowledged that the classroom environment can influence students’ learning outcomes, little attention has been paid to how these influences are mediated by learners’ academic buoyancy and emotions. This study aimed to fill this gap by drawing on social cognitive theory and the control-value theory of achievement emotions. A total of 789 Chinese EFL learners participated in this study. A multigroup structural equation modeling analysis approach examined potential gender differences in the hypothesized relationships. The results revealed that classroom environment did not directly predict EFL learners’ writing feedback literacy. However, academic buoyancy and emotions function as independent mediators between the two, and could jointly form a chain mediation effect. Furthermore, no statistically significant moderation effects of gender were noted. These findings provide valuable insights for enhancing EFL learners’ writing feedback literacy by addressing classroom environment, academic buoyancy, and emotions.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"139 ","pages":"Article 103037"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148242644","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}

{"title":"Well-being of academics in the changing higher education systems of central and eastern Europe","authors":"Gabriella Pusztai,&nbsp;Klára Kovács","doi":"10.1016/j.ijer.2026.103058","DOIUrl":"10.1016/j.ijer.2026.103058","url":null,"abstract":"<div><div>While the impact of job demands and resources on employee well-being has been well established in occupational psychology, empirical studies of this impact among academic staff in post-socialist Central and Eastern Europe remain scarce. This study examines the emotional well-being of academic staff in five Central and Eastern European (CEE) countries –Hungary, Slovakia, Romania, Serbia and Ukraine –within the context of rapidly evolving higher education systems. Drawing on the Job Demands–Resources (JD–R) framework and data from a cross-national survey, the manner in which job demands (e.g. workload, emotional exhaustion, work-life conflict) and job resources (e.g. managerial support, peer collaboration, development opportunities) shape well-being outcomes was analysed. Regression results identify emotional exhaustion, workplace bullying, work-life conflict and workload as strong negative predictors of well-being. Contrary to standard JD–R assumptions, job resources did not exert a direct protective effect under conditions of elevated cumulative demands, suggesting a demand-dominated regime specific to the CEE institutional context. Significant disparities in well-being were observed by age, academic rank and national context. By applying the JD–R model to a geopolitically distinct and institutionally fluid region, this study contributes new insight into how structural and cultural factors mediate academic experiences that offer actionable directions for higher education institutions seeking to promote sustainable academic careers in post-socialist systems.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"140 ","pages":"Article 103058"},"PeriodicalIF":3.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148559331","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}

{"title":"Predicting digital reading enjoyment among 10,979 Chinese children in a summer program: A machine learning approach","authors":"Jingmin Lin,&nbsp;Qiwen Cheng,&nbsp;Ru-De Liu,&nbsp;Yi Yang,&nbsp;Jiabin Liu,&nbsp;Shuyang Jiang","doi":"10.1016/j.ijer.2026.103073","DOIUrl":"10.1016/j.ijer.2026.103073","url":null,"abstract":"<div><div>Reading enjoyment is crucial to students’ reading performance and behaviors. Digital reading is common in the digital era. Educators attempt to identify the factors that predict children’s digital reading enjoyment. We utilized five machine learning algorithms to investigate the impact of demographic variables, reading motivations, achievement goals, and family reading environment factors on digital reading enjoyment among 10,979 Chinese children participating in a summer digital reading program. Gradient Boosting was selected as the optimal model with its strong predictive performance (R²: 0.6627, MSE: 0.4152, RMSE: 0.6443, MAE: 0.4530). SHapley Additive exPlanations analysis (SHAP) revealed that the six features with the largest positive contributions to the model’s prediction of digital reading enjoyment were intrinsic motivation, social motivation, mastery goal, self-efficacy, extrinsic motivation, and parental reading autonomy support. In contrast, performance-avoidance goals and performance-approach goals were found to be negative contributors. Further subgroup SHAP analyses revealed differences in feature importance across gender, grade, and area. These findings provide internally validated, model-based evidence that may inform future hypothesis validation and the design of targeted strategies for enhancing children’s digital reading enjoyment.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"140 ","pages":"Article 103073"},"PeriodicalIF":3.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148559655","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}

{"title":"The relationship between coping response and adjustment to university life among university students: Indirect associations through the impact of music","authors":"Alper Börekci,&nbsp;Buket Şimşek Arslan","doi":"10.1016/j.ijer.2026.103096","DOIUrl":"10.1016/j.ijer.2026.103096","url":null,"abstract":"<div><div>The transition to university presents academic, social, and personal challenges. Although approach coping responses are associated with university adjustment, the processes linking them to different adjustment dimensions remain unclear. Music may serve as a resource for emotion regulation and stress management, but its statistical role in these associations has received limited attention. This cross-sectional study examined whether approach coping responses were indirectly associated with social, personal, and academic adjustment through the impact of music among first-year university students. Data were collected from 507 domestic undergraduate students (mean age = 19.7, SD = 3.50; 58.4% female). Three regression-based indirect-effect models were tested using ordinary least squares regression and 5000 bootstrap resamples. Approach coping responses were positively associated with the impact of music (B = .354, p &lt; .001) and with all three adjustment dimensions. In the primary unadjusted analyses, indirect associations through the impact of music were supported for social adjustment (ab = .069, 95% bootstrap CI [.042, .103]) and academic adjustment (ab = .038, 95% bootstrap CI [.011, .070]), but not for personal adjustment (ab = .015, 95% bootstrap CI [−.008, .041]). Post-hoc sensitivity analyses adjusting for gender and academic discipline showed that the social-adjustment finding remained supported (ab = .057, 95% bootstrap CI [.032, .088]), whereas the academic-adjustment estimate was attenuated and its confidence interval included zero (ab = .023, 95% bootstrap CI [−.001, .054]). The personal-adjustment estimate remained nonsignificant (ab = .011, 95% bootstrap CI [−.011, .037]). These findings indicate that the social-adjustment result was robust to demographic adjustment, whereas the academic-adjustment result should be interpreted cautiously. Because of the cross-sectional design, the findings do not establish temporal ordering or causal mediation.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"140 ","pages":"Article 103096"},"PeriodicalIF":3.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148951953","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}

{"title":"Students’ day-to-day experiences of basic psychological needs and their relation to variability in emotional well-being","authors":"Gesa Klemp,&nbsp;Jannis Bosch,&nbsp;Ella Baer,&nbsp;Jürgen Wilbert,&nbsp;Karolina Urton","doi":"10.1016/j.ijer.2026.103089","DOIUrl":"10.1016/j.ijer.2026.103089","url":null,"abstract":"<div><div>According to Self-Determination Theory, the basic psychological needs for autonomy, competence, and social relatedness are considered essential for students’ emotional well-being. However, little empirical evidence addresses how the daily satisfaction and frustration of these needs each relate to emotional well-being in primary school children’s everyday classroom experiences. This study examined how daily need satisfaction and frustration relate to day-to-day variability in students’ emotional well-being at school. To this end, we conducted an intensive longitudinal study with 322 children in grades 3 and 4 at primary schools in Germany (<em>M_age</em> = 8.58; <em>SD_age</em> = 0.73). Over 15 consecutive school days, students made daily reports on their need satisfaction and frustration, as well as on their positive and negative affect at the end of lessons with their class teacher. Hierarchical linear models showed that each need satisfaction was positively related to positive affect and negatively associated with negative affect at the within-person level. Each need’s frustration was positively related to negative affect at the within-person level. However, only autonomy and relatedness frustration with peers and teachers were negatively related to positive affect, while competence frustration was not. At the between-person level, only autonomy and peer relatedness were significantly associated with affect throughout the analyses. Overall, variation in emotional well-being was explained by stable differences between students, but also by day-to-day fluctuations in individual experiences. These findings point to the dynamic nature of emotional well-being at school, emphasizing that within-person variability in daily need experiences accounts for variance that between-person approaches may overlook.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"140 ","pages":"Article 103089"},"PeriodicalIF":3.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148777657","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}

{"title":"The impact of GPT-powered video games on early adolescents’ academic achievement in distance learning environments","authors":"ZuoYuan Liu ,&nbsp;Galiya Ldokova","doi":"10.1016/j.ijer.2026.102967","DOIUrl":"10.1016/j.ijer.2026.102967","url":null,"abstract":"<div><div>The global transition to distance learning has otherwise curtailed the potential to provide impactful maths education to early teenagers, a low-motivation and low-conceptual understanding demographic in remote conditions. This research meets the pressing demand for disruptive, scalable solutions by assessing the effect of GPT-powered video games on maths achievement and motivation in 15–16-year-olds. The main aim was to know if the integration of generative AI into game-based learning environments would create adaptive feedback and enhance deeper learning. A randomized controlled trial was conducted with 120 students from [BLINDED], divided equally into experimental and control groups, over an eight-week period. The experimental group played with GPT-upgraded versions of Minecraft: Education Edition and Prodigy Math Game, which provided real-time, precise feedback and contextual hints, while the control group participated in standard online instruction. The experimental group demonstrated large improvements in mathematics achievement, with effects sustained at follow-up. Motivation also increased more strongly than in the control group, and qualitative interviews confirmed that students perceived GPT feedback as clear and useful. These results show the real value of integrating AI-driven, adaptive feedback within educational games, supporting their application in distance mathematics curricula. The results also highlight the need for further studies on GPT-powered games across subjects, age groups, and broader educational outcomes such as critical thinking and conceptual mastery.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"137 ","pages":"Article 102967"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147397116","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}