International Journal of Educational Research最新文献_第2页

Unraveling the dynamics of teacher-student relationships, emotions, and socioeconomic status in shaping subjective well-being among FL learners

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102581

Lihong Ma , Banban Li , Jian Liu

{"title":"Unraveling the dynamics of teacher-student relationships, emotions, and socioeconomic status in shaping subjective well-being among FL learners","authors":"Lihong Ma , Banban Li , Jian Liu","doi":"10.1016/j.ijer.2025.102581","DOIUrl":"10.1016/j.ijer.2025.102581","url":null,"abstract":"<div><div>The direct association between teacher-student relationships and subjective well-being among foreign language (FL) learners has been validated. Nevertheless, the indirect pathways through which teacher-student relationships impact the subjective well-being of FL learners remain less understood. Drawing from control-value theory, this research examined the mediating role of emotions such as enjoyment and boredom in this relationship, and further investigated how socioeconomic status (SES) influences these mediating effects, guided by social capital theory. A total of 4,004 Chinese secondary school students from grades 7 to 9 (<em>M<sub>age</sub></em> = 13.47, <em>SD</em> = 0.62) participated in this study. Data were collected using self-reported questionnaires on teacher-student relationships, FL enjoyment, FL boredom, and subjective well-being. Mediation analysis revealed that the link between teacher-student relationships and subjective well-being was partially mediated via enjoyment and boredom in FL learning. Additionally, compared to low SES learners, the effect of teacher-student relationships on reducing boredom and thereby improving subjective well-being was more pronounced among high SES learners. These findings offer practical insights for enhancing FL teaching and learning, as well as for refining FL teacher education programs.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102581"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143697377","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

Researching mathematics in rural primary multigrade classrooms

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102595

Annette Morphett, Lisa O'Keeffe, Kathryn Paige

{"title":"Researching mathematics in rural primary multigrade classrooms","authors":"Annette Morphett, Lisa O'Keeffe, Kathryn Paige","doi":"10.1016/j.ijer.2025.102595","DOIUrl":"10.1016/j.ijer.2025.102595","url":null,"abstract":"<div><div>Rural Australia has long been framed from a metrocentric deficit stance and reported as underachieving in school mathematics according to standardised assessments. International evidence claims that factors contributing to low achievement in mathematics for rural students may include geographical isolation, equity issues including access, and socio-economic status and indigeneity. This paper reports on one aspect of a doctoral study, which responded to the central question, <em>what is really happening in middle-primary mathematics education in rural Australia?</em> The study presented a counter-narrative to the deficit discourse through an emic perspective of middle-primary mathematics on Yorke Peninsula (YP), a rural district in southern Australia. The YP schools investigated had high numbers of multigrade classes which is typical of small, rural schools. In this paper we share the key inclusive pedagogical approaches that YP teachers adopted in their teaching of mathematics to the multiple year levels in their rural classrooms. The study provides guidance for teachers around how to plan for and teach, with an inclusive lens, mathematics to students in multigrade classrooms.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102595"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143791381","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

The asymmetric impacts of governmental grant funding and block funding on research quality in Chinese universities

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102552

Yueyan Dong , Martin de Jong , Jian Wang , Nannan Yu

引用次数: 0

Latent profiles of performance and motivation on science inquiry activities: Does high performance always come with high motivation?

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2024.102531

Eun Hye Ham , Sunghye Lee , You-kyung Lee

{"title":"Latent profiles of performance and motivation on science inquiry activities: Does high performance always come with high motivation?","authors":"Eun Hye Ham , Sunghye Lee , You-kyung Lee","doi":"10.1016/j.ijer.2024.102531","DOIUrl":"10.1016/j.ijer.2024.102531","url":null,"abstract":"<div><div>This study examined the relationship between performance and motivation in science inquiry learning by expanding previous research contexts in two ways: using direct multifaceted performance measures and shifting the focus away from a linear relationship. A total of 350 elementary students’ scientific inquiry reports were scored by two raters. Students’ motivation, including self-efficacy, interest, and utility, was measured using self-reported Likert scales. Latent profile analyses identified four distinct groups of students: (1) Low Performers with Moderate Motivation, (2) Average Performers with High Motivation, (3) High Performers with High Motivation, and (4) Top Performers with Relatively Less Interest. These profiles revealed instances in which performance and motivation did not perfectly align; highly motivated students displayed varying performance levels, whereas top performers exhibited relatively lower levels of interest. These findings underscore the varying roles of motivation across different performance levels and the need for tailored interventions for unique student profiles.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102531"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143094097","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

Motivations, benefits, and challenges of university-industry partnerships in Kazakhstan

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2024.102486

Dilrabo Jonbekova , Gulfiya Kuchumova , Tatyana Kim , Dinara Mukhamejanova , Dilbar Gimranova , Yerkin Abdildin , Dinara Alimkhanova

{"title":"Motivations, benefits, and challenges of university-industry partnerships in Kazakhstan","authors":"Dilrabo Jonbekova , Gulfiya Kuchumova , Tatyana Kim , Dinara Mukhamejanova , Dilbar Gimranova , Yerkin Abdildin , Dinara Alimkhanova","doi":"10.1016/j.ijer.2024.102486","DOIUrl":"10.1016/j.ijer.2024.102486","url":null,"abstract":"<div><div>In recent years, with the knowledge economy agenda and demands for public accountability, the importance of the engagement of universities with industry has gained prominence globally. In Kazakhstan, policymakers have emphasized developing university-industry partnerships (UIPs) to foster innovation and align higher education with labor market demands. In response to this policy agenda, the government has invested in university-industry collaborations (e.g., SPIID programs). This qualitative study explores the motivations, benefits, and challenges of UIPs in Kazakhstan. Data were gathered through interviews with the senior leadership and faculty members of universities and their industry partners. Our findings show that despite the challenges faced by the partners at the individual, intra-organizational, and inter-organizational levels, healthy developments have been made in forging university-industry links that contribute to the improvement of educational programs, the employability of graduates, and the capacity-building of faculty. However, with the predominant focus of UIPs on human capital development, fostering research and innovation, technology transfer, and commercialization appears to take a backseat. This problem is, to some extent, rooted in universities’ shortage of resources, underdeveloped research capacity, inadequate organizational support, and the industry's lack of trust and disinterest in collaborating with universities. The most notable challenge is the initiation and management of UIPs under the statist model of the Triple Helix, where the government remains a driving force for determining the types and purposes of partnerships. In addition to addressing organizational issues by university and industry stakeholders, effective partnerships require more efficient government support without restricting universities' autonomy.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102486"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143094152","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

Decoloniality, identity and the third space: The case of students’ experiences of well-being from an indigenous knowledge system university programme in south africa

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102547

Carmen Martinez-Vargas , Unarine Emmanuel Ndou , Justice Makhanikhe , Thizwilondi Madima

{"title":"Decoloniality, identity and the third space: The case of students’ experiences of well-being from an indigenous knowledge system university programme in south africa","authors":"Carmen Martinez-Vargas , Unarine Emmanuel Ndou , Justice Makhanikhe , Thizwilondi Madima","doi":"10.1016/j.ijer.2025.102547","DOIUrl":"10.1016/j.ijer.2025.102547","url":null,"abstract":"<div><div>This paper investigates the dimensions of well-being experienced by students in an Indigenous University programme at a historically disadvantaged South African university. It situates its analysis within the broader decolonial debate in Higher Education, which seeks to address colonial legacies and inequalities, particularly in Global South contexts like South Africa. Despite the significance of these debates, the paper highlights a gap in attention towards emerging decolonial Higher Education initiatives.</div><div>The theoretical framework employs Medina's (2012) kaleidoscope metaphor to integrate structural and self-identity aspects of well-being, capturing the dynamic negotiations of capabilities within the Indigenous University programme. This metaphor provides a ‘third space’ where students navigate cultural oppressions and opportunities, shaping their identities in a fluid and ever-changing educational landscape.</div><div>Findings suggest that such university degrees may align with moderate decolonial views, rooted in local understandings of well-being. This alignment facilitates an embodied hybridity in students, allowing them to navigate between Indigenous and Western paradigms of knowledge and existence. The study acknowledges its findings may not be universally representative but offers a theoretical contribution by merging the Capabilities Approach with structuralist and individualist perspectives. It provides a nuanced view of student experiences and self-perception in South African universities, emphasizing the potential of decolonial educational initiatives to foster dynamic approaches to well-being.</div><div>In conclusion, the paper underscores the importance of these programmes in promoting educational well-being, acknowledging the complex, hybrid nature of students' experiences in a globalized higher education system</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102547"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143350411","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

Corrigendum to “The reality of the gamification methodology in Primary Education: A systematic review” [International Journal of Educational Research, 128 (2024) 102481]

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102558

José-María Romero-Rodríguez, Alejandro Martínez-Menéndez, Santiago Alonso-García, Juan-José Victoria-Maldonado

引用次数: 0

Activities with tadpoles, rockets, and many more: How do teachers reflect on integrating STEM into their Classroom?

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102591

Chynar Amanova, Kristin Brynteson

引用次数: 0

Flipped Classroom or flip to foster self-regulation competencies in Mathematics in Economics and Business students

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102556

Yeray Rodríguez Rincón , Ana Munárriz , Alberto Magreñán Ruiz

{"title":"Flipped Classroom or flip to foster self-regulation competencies in Mathematics in Economics and Business students","authors":"Yeray Rodríguez Rincón , Ana Munárriz , Alberto Magreñán Ruiz","doi":"10.1016/j.ijer.2025.102556","DOIUrl":"10.1016/j.ijer.2025.102556","url":null,"abstract":"<div><div>This study evaluates the implementation of the Flipped Classroom (or Inverted Classroom) methodology in university-level Mathematics courses for Economics and Business Administration students, addressing common challenges such as quantitative deficiencies, diverse student backgrounds, variability in learning paces, and math anxiety, which often lead to demotivation and disengagement.</div><div>The quasi-experimental design included three student groups, with a total sample of 137 students: an experimental group using the Flipped Classroom method, and two control groups taught through traditional methods. Data were collected via pretests, posttests, and a satisfaction survey.</div><div>The results reveal that students who actively engaged with the Flipped Classroom methodology showed significant improvements in academic performance, particularly among those with weaker mathematical backgrounds, compared to the ones who followed traditional methods. The analysis demonstrates that this improvement is independent of instructor quality, as the Flipped Classroom methodology fosters the development of self-regulation and self-efficacy skills. These competencies were key in enhancing students' academic success, rather than the specific instructional approach.</div><div>Additionally, students reported high levels of satisfaction with the Flipped Classroom approach, citing increased time investment, greater engagement with Mathematics, and recommending its broader application in other subjects. Overall, the study supports the effectiveness of the Flipped Classroom methodology in improving academic outcomes and fostering essential learning skills.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102556"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143372693","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

Mobile-based assessment acceptance: A systematic literature review in the educational context

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102551

Alberto Ortiz-López, Susana Olmos-Migueláñez, José Carlos Sánchez-Prieto

{"title":"Mobile-based assessment acceptance: A systematic literature review in the educational context","authors":"Alberto Ortiz-López, Susana Olmos-Migueláñez, José Carlos Sánchez-Prieto","doi":"10.1016/j.ijer.2025.102551","DOIUrl":"10.1016/j.ijer.2025.102551","url":null,"abstract":"<div><div>In the digital transition that educational systems face today, changes in assessment processes and the use of mobile devices in classrooms are two of the main challenges for educational institutions. In this context, mobile-based assessment has become one of the essential fields in this new technology-mediated reality. A systematic literature review was conducted in nine databases to gather all the research focused on mobile-based assessment acceptance through eleven search strings with the most widely applied acceptance models in education. After obtaining 1,881 results and applying five exclusion and ten quality criteria, 15 publications focusing on this acceptance were obtained. The results show the initial state of the field, with most of its lines of research still to be explored. So far, the current acceptance models identified after the systematic literature review are primarily based on the Technology Acceptance Model in research conducted mainly with Higher Education students. This review has provided the field's current state, the analysis of the actual models, and the future challenges to place mobile-based assessment as a quality element in 21st-century educational systems. Future research may focus on active teachers or focus on other educational levels, identifying the relevant dimensions of the technology acceptance in each context, and proposing a general validated model.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102551"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143093652","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