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

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

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

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

Are educated individuals more likely to be civically engaged? Evidence from rural Bangladesh 受过教育的人是否更有可能参与公民事务？来自孟加拉国农村的证据

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102574

Rubaiya Murshed , Ricardo Sabates

{"title":"Are educated individuals more likely to be civically engaged? Evidence from rural Bangladesh","authors":"Rubaiya Murshed , Ricardo Sabates","doi":"10.1016/j.ijer.2025.102574","DOIUrl":"10.1016/j.ijer.2025.102574","url":null,"abstract":"<div><div>In the context of the Global South, including Bangladesh, education is often advocated for its labor market and economic returns. However, education also yields non-labor-market benefits that contribute to societal and economic transformation. Understanding these non-economic private and social returns is critical to justify continued public investment in education. This paper examines the relationship between education and civic engagement in rural Bangladesh. Using nationally representative data from the Bangladesh Integrated Household Survey (BIHS) and applying logit, Poisson, and Propensity Score Matching (PSM) models, we investigate how different levels of formal education are associated with civic behaviors. The findings indicate that higher educational attainment significantly increases individuals' likelihood of public speaking and community contributions, highlighting the civic benefits of education. While acknowledging the limitations of causal inference, the analysis underscores the importance of education in fostering active civic participation in rural settings. These results suggest that public investment in education not only promotes economic growth but also strengthens civic engagement, a cornerstone for sustainable development and social cohesion.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102574"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143631796","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

Perception, beliefs and attitudes towards simulation-based learning in healthcare students: A scoping review

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102536

Lukáš Plch , Daniel Barvík , Jiří Zounek

{"title":"Perception, beliefs and attitudes towards simulation-based learning in healthcare students: A scoping review","authors":"Lukáš Plch , Daniel Barvík , Jiří Zounek","doi":"10.1016/j.ijer.2025.102536","DOIUrl":"10.1016/j.ijer.2025.102536","url":null,"abstract":"<div><div>In recent years, competency-based education has been used as an innovative way of teaching to better prepare university students for their profession. One of the methods used within competency-based education are simulations. This scoping review aims to answer the following research questions: “How do healthcare students perceive simulation-based learning?” and “Which simulation types and modalities are used in simulation-based medical education and how is their perception studied?” We searched Scopus, the Web of Science, MEDLINE/PubMed, Embase, PsycINFO/PsyARTICLES by EBSCO Host and the Education Resources Information Center (ERIC) for relevant literature for our data synthesis. We also used repositories of grey literature to search for doctoral theses. The data extraction followed the methodology for scoping reviews designed by the Joanna Briggs Institute. The data analysis included 126 research papers and 6 doctoral theses. The most frequent subject of the studies included in this review were nursing students. Over half of the studies used a quantitative methodology and the majority of them focused on variations of high-fidelity simulations. The descriptive qualitative content analysis and open coding generated the following themes: <em>mock reality, I am a professional, being part of a team</em> and <em>barriers.</em> Healthcare students perceive a wide range of aspects of simulation-based learning, such as the physical environment, level of fidelity, learning process, emotions and awareness of self as a professional. Findings about the ways students perceive and view simulation-based learning can help in the process of designing and revising the curricula at medical schools that use simulations.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102536"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143093646","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

Strengthening student support: Students’ voices on what does (not) work in high school and university

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2024.102529

Elizabeth Hitches , Stuart Woodcock , Arianna Manning , Brian Moore

{"title":"Strengthening student support: Students’ voices on what does (not) work in high school and university","authors":"Elizabeth Hitches , Stuart Woodcock , Arianna Manning , Brian Moore","doi":"10.1016/j.ijer.2024.102529","DOIUrl":"10.1016/j.ijer.2024.102529","url":null,"abstract":"<div><div>Internationally, there are challenges to how effectively and inclusively students with accessibility requirements or disability (ARD) are being accommodated within and across high school and university. However, limited research has explored students’ experiences of support across both contexts, with research often neglecting student voice and predominantly focused upon single disabilities, primary settings, and assessment accommodations. This study explored the beliefs of 121 university students with ARD about the support they received in high school and university in Australia and their suggestions for how this could be strengthened or improved. Students reported that effective educational support encompassed not only tangible accommodations, but the positive affective experience constituted by staff, such as feeling cared for. Whilst high school provided a more personal level of assistance, there is a need for more inclusive approaches to avoid micro-exclusions. At university, students suggested more personalised support, noting generalised accommodations did not cater sufficiently to students’ individual needs. Importantly, effective support not only impacted learning and achievement, but was reported to positively impact students’ mental health. Implications and recommendations for both contexts are discussed.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102529"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143094096","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

Who is in? Who is out? Exploring primary school students’ sense of belonging using Photovoice

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102545

Rayhan Ara Zaman , Umesh Sharma , Penny Round

{"title":"Who is in? Who is out? Exploring primary school students’ sense of belonging using Photovoice","authors":"Rayhan Ara Zaman , Umesh Sharma , Penny Round","doi":"10.1016/j.ijer.2025.102545","DOIUrl":"10.1016/j.ijer.2025.102545","url":null,"abstract":"<div><div>This article describes an exploratory qualitative study undertaken to gain insights into the perceptions of primary-grade students about their sense of belonging (SB) by capturing student voice. The key question that guided the study was what contributes to the student's sense of belonging in the primary schools of Bangladesh.</div><div>Twenty-nine grade-four students from two purposively selected schools participated in the photovoice study. To represent voice, students took photos of their school in response to the guiding prompts about what, where, and with whom they felt more connected. Group discussions, related to photos taken by students unpacked the stories behind each photo and allowed for the exploration of their sense of belonging. Photo analysis was undertaken at two levels:the denotation level to determine what or who is depicted, and the connotation level that explored what each object or person represents.</div><div>The study found three factors, i.e., place, people and practice contributing to students’ sense of belonging. Key findings indicate that students felt a strong sense of belonging when they felt safe and supported in school spaces like the playground, library, and classroom; had reciprocal friendships with the same gender peers; and experienced kindness, fairness, leniency, and consideration from their teachers. Conversely, students lacked a sense of belonging when they faced isolation and bullying based on gender, academic performance, disability, and unhygienic places and practices at their school.</div><div>The study recommends fostering respectful teacher-student relationships, using cooperative peer teaching, improving hygienic practices in schools, enriching school environments, and increasing peer mentoring to nurture students' sense of belonging.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102545"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143378006","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