International Journal of Educational Research最新文献

{"title":"“If we can grow them here it just makes sense”: Disrupting higher education narratives through Country University Centres in regional and rural Australia","authors":"Sally Baker ,&nbsp;Hazel Blunden ,&nbsp;Jordana Hoenig ,&nbsp;Kinne Ring ,&nbsp;Anna Xavier","doi":"10.1016/j.ijer.2025.102560","DOIUrl":"10.1016/j.ijer.2025.102560","url":null,"abstract":"<div><div>The underrepresentation of regional, rural, and remote (RRR) students in Australian higher education has been an enduring and consistent concern for governments and universities. Despite decades of policy and funding efforts, RRR student enrolments and completion levels remain stubbornly low. However, the Regional University Study Hub (RUSH) program, which includes Country Universities Centre (CUCs), have shifted the ‘business as usual’ model to enable students to study locally with support. The CUCs as part of the RUSH program provide high quality facilities in country Australia with computer and high-speed internet access, learning spaces and individualised learning and other support from on-site staff. This has disrupted dominant narratives around how RRR students can engage with higher education. These include the idea that residents need to leave regional areas to engage with higher education (‘go to grow’), that universities are best placed to determine how to engage RRR communities, and that online learning is second-best and isolating. Drawing on data from a mixed methods study we examine how CUCs leverage community assets to facilitate connections to support localised participation in higher education, engage with their local communities, and impact the liveability of RRR communities.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102560"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143478639","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":"(In)visible students: Investigating why students turn off their cameras during live lessons","authors":"Sebahat Sevgi Uygur ,&nbsp;Yasemin Kahyaoğlu Erdoğmuş","doi":"10.1016/j.ijer.2025.102638","DOIUrl":"10.1016/j.ijer.2025.102638","url":null,"abstract":"<div><div>This study investigates the reasons why students turn off their cameras during online class meetings and evaluates those reasons in terms of peer interaction, instructor-student interaction, and perceived efficacy. This sequential exploratory mixed-methods study includes a survey design to conduct quantitative research and a phenomenological design for the qualitative stage. While 307 university students participated in the quantitative stage, 11 participated in the qualitative stage. Data collection tools were developed by researchers, including a scale of students’ reasons for turning off cameras and semi-structured interview forms. The data analysis consisted of descriptive statistics, <em>t</em>-tests, correlation, and content analysis. Quantitative and qualitative results showed that the reasons why students turn off their cameras included self-consciousness, privacy and self-control-based factors and technical challenges. The reasons why they turned off their cameras significantly correlated with peer interaction, instructor-student interaction, and perceived efficacy. Despite these findings, the tendency to turn off the camera for technical challenges had no correlation with peer interaction and perceived efficacy. This study provides a deep understanding of the reasons and results behind students’ turning off their cameras in online educational settings. This study highlights the importance of fostering a supportive online learning environment to address students' self-consciousness, self-control and privacy concerns, which significantly impact peer and instructor-student interactions. Stakeholders and policymakers can consider integrating resources to promote practices that encourage active participation without compromising students’ comfort and autonomy during the live lessons.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"132 ","pages":"Article 102638"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144069718","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 intertwined nature of socio-emotional interaction and contributions to the regulation of learning in collaborative groups","authors":"Sara Ahola,&nbsp;Hanna Järvenoja,&nbsp;Tiina Törmänen,&nbsp;Jonna Malmberg","doi":"10.1016/j.ijer.2025.102691","DOIUrl":"10.1016/j.ijer.2025.102691","url":null,"abstract":"<div><div>This study aims to investigate the intertwinement of group members’ regulation of learning and their socio-emotional interactions during groups’ engagement in collaborative science tasks. Specifically, the study first explores group members’ contributions to regulation that occurs alongside their socio-emotional interactions; the study then examines how different contributions are associated with the simultaneous affective states of the groups. The study involved 18 groups of three participants from a 7th grade science class who were engaged in authentic collaborative group work during a seven-week physics course. The research employed a multi-faceted approach, utilising 360-degree cameras to record collaborative sessions and Shimmer 3 GSR+ sensors to measure electrodermal activity (EDA). The analysis encompassed three key steps: a qualitative video analysis to detect socio-emotional interactions and the group-level regulation of learning between the group members, a combined analysis of affective states through a qualitative video analysis of emotional expressions and EDA data, and a statistical analysis employing a two-step cluster analysis and chi-square test to explore group members’ contributions to the regulation of learning along with the groups’ affective states. The findings revealed significant associations between affective states and contributions to the regulation of learning. Qualitative examples further illustrated these findings, which occurred in an authentic science class setting. The results are consistent with prior research emphasising the role of socio-emotional factors in the regulation of learning within collaborative learning contexts. The study contributes to the theoretical understanding of how groups with different affective states might engage in the regulation of learning to overcome challenging collaborative learning situations.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102691"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144514335","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":"Disclosure dilemmas: Experiences of university graduates with invisible disabilities","authors":"Laura Tontini,&nbsp;Anabel Moriña","doi":"10.1016/j.ijer.2025.102694","DOIUrl":"10.1016/j.ijer.2025.102694","url":null,"abstract":"<div><div>Students with invisible disabilities often face challenges in deciding whether to disclose their condition in university settings. This article explores the disclosure process of invisible disabilities in Italian and Spanish university graduates, using a phenomenological approach with 29 participants. Its purpose is to analyse to whom, when, what, how, and why these graduates decide to share their disability in the university context. The data obtained through semi-structured interviews co-constructed with the participants were analysed with an inductive category system. The results indicate that all graduates disclosed their disability at some point to university community members, including administrative staff, faculty, or peers, driven by diverse motivations such as accessing support services, facing moments of crisis, or building trust within relationships. This disclosure process is subjective, dynamic, and ongoing, shaped as much by fear of stigma as by individual needs and the university’s social context. It is concluded that a safe and welcoming environment at university is essential, where students feel free to disclose their disability and seek support if they wish to do so.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102694"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144570262","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 gender-specific inter-role conflict and academic well-being in distance education: The mediating role of developmental regulation processes","authors":"E. Helin Yaban,&nbsp;Tobias Heikamp,&nbsp;Robert Gaschler","doi":"10.1016/j.ijer.2025.102690","DOIUrl":"10.1016/j.ijer.2025.102690","url":null,"abstract":"<div><div>Distance education offers learners the flexibility to choose when, where, and how they study, enabling them to pursue academic goals alongside work, family, and other responsibilities. Yet, this flexibility often requires greater self-regulation. Bidirectional inter-role conflicts—such as those between university and family or university and work—can undermine academic well-being in this context. Developmental regulation processes, including meta-regulation, goal engagement, and goal disengagement, provide a valuable framework for navigating these challenges. The current two-wave longitudinal study examined the mediating role of developmental regulation in the relationship between inter-role conflicts at the beginning of the semester (Time 1 [T1]) and academic well-being three months later (Time 2 [T2]) among 200 distance education students (76.5% women) aged 18-73 (<em>M</em> = 35.10; <em>SD</em> = 12.60). Concerning inter-role conflicts, a 2 (gender) × 4 (resource conflicts) repeated-measures ANCOVA revealed a significant interaction. Women reported more university-family conflict than the other conflict types (i.e., family-university, work-university, and university-work conflict), while men reported more work-university conflict. Across genders, university-work conflict was perceived as the least intense. Structural equation modeling (SEM) revealed that inter-role conflicts at T1 were negatively related to academic well-being at T2, whereas developmental regulation at T1 was positively associated with later academic well-being. On the one hand, the results highlight gender differences in how students experience inter-role conflict. On the other hand, developmental regulation partially mediated the relation between resource conflicts and academic well-being, emphasizing its role in supporting distance education students navigating competing demands and maintaining academic well-being, regardless of gender.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102690"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144549534","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 the gender gap: The role of cultural, socioeconomic, and familial factors in Vietnamese students’ STEM major choices","authors":"Khuyen Thi Le ,&nbsp;Chi Nguyen ,&nbsp;Tran Ngoc Tran ,&nbsp;Khanh-Minh Anh Le ,&nbsp;Thanh-Binh Le ,&nbsp;Phuong Cao ,&nbsp;Chau Cao","doi":"10.1016/j.ijer.2025.102696","DOIUrl":"10.1016/j.ijer.2025.102696","url":null,"abstract":"<div><div>This mixed-methods study explores gender disparities in STEM major choices among Vietnamese high school seniors (12th graders), with a focus on the cultural, socioeconomic, and familial factors associated with these patterns. Quantitative analysis of survey data from 3583 students revealed that female students were significantly less inclined to choose STEM disciplines compared to their male counterparts, even after accounting for academic performance. Qualitative interviews with 40 students offered deeper insights into how traditional gender norms and cultural expectations contribute to this disparity. When considering socioeconomic factors, surprisingly, both our quantitative and qualitative data indicated that students from rural, lower socioeconomic backgrounds were more likely to pursue STEM majors than their urban, higher socioeconomic peers. This intriguing finding contrasts with typical educational patterns reported in previous research, where urban, affluent students tend to dominate STEM fields. The disparity can be attributed to rural students’ strategic view of STEM careers as pathways to high-income careers that support their families, coupled with their perception that STEM fields in Vietnam offer more merit-based opportunities, irrespective of socioeconomic background. In addition, we found that fathers’ expectations of their children’s educational level had a significant and positive effect on the likelihood of students choosing STEM majors, while mothers’ expectations did not have the same effect. Our findings highlight the roles of gender, socioeconomic status, and parental expectation in shaping Vietnamese seniors’ STEM major choices. The study offers recommendations for policymakers and educators to address the STEM gender gap in Vietnam and beyond.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102696"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144563905","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 impact of cognitive and non-cognitive skills on occupational outcomes: Evidence from Indonesia","authors":"Seonkyung Choi ,&nbsp;Insik Min","doi":"10.1016/j.ijer.2025.102669","DOIUrl":"10.1016/j.ijer.2025.102669","url":null,"abstract":"<div><div>This study examines the educational and labor market outcomes of Indonesia’s vocational education system, analyzing how different educational pathways and personality traits influence employment prospects. Using data from the Indonesian Family Life Survey, we investigate the returns to various educational levels, particularly comparing vocational and general education, while considering the role of non-cognitive skills measured through the Big Five personality traits. The findings indicate that vocational education significantly enhances employment prospects and wages in urban areas, highlighting the importance of technical and practical skills development. Among non-cognitive skills, conscientiousness emerges as the most crucial factor for both employment and wages, while emotional stability positively affects wage levels. We further find that neglecting these non-cognitive skills can overstate the significance of education in determining labor market outcomes. The study reveals important implications for educational policy, particularly in curriculum design, teaching methodologies, and the alignment of vocational education with labor market needs. The results suggest that strengthening the integration of technical skills training with personality development in educational programs could enhance employment outcomes in developing economies.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102669"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144563906","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 good results mislead: How positive student outcomes lead teachers to overestimate the effectiveness of their assistance","authors":"Hilary J. Don,&nbsp;Lisa E. Kim,&nbsp;Kit S. Double","doi":"10.1016/j.ijer.2025.102719","DOIUrl":"10.1016/j.ijer.2025.102719","url":null,"abstract":"<div><div>Teachers play a vital role in shaping both the emotional and academic outcomes of their students, yet their judgments about the efficacy of the strategies they use to help students may be susceptible to cognitive biases. This study investigates how the base rates of educational outcomes, including student affect and performance, can create causal illusions in teachers' efficacy beliefs. In two experiments, teachers were instructed to provide advice to a fictitious student completing math problems. In Experiment 1, teachers were informed about the student's affect, while in Experiment 2, they were informed about the student's accuracy on the math problems. In both experiments, no contingency existed between the teacher’s advice and the outcomes; that is, their advice did not affect the probability of the student feeling good or getting the math problem correct. However, teachers in the high base-rate conditions, where the student, on average, felt good or performed well on the math problem, consistently reported that their advice was effective, despite the absence of any actual causal effect on student outcomes. Teachers in the low base-rate condition rated their efficacy significantly lower than those in the high base-rate conditions, and these ratings did not differ from zero for emotion regulation efficacy. These findings underscore how base rate effects can misalign teachers’ efficacy judgments and suggest that teachers may need additional support and training to help them accurately judge the effectiveness of their actions.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102719"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144714285","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 role of social cognitive theory in physical literacy and autonomy support through competency-based physical education in Taiwan","authors":"Wei-Chen Hung,&nbsp;Ching-Ping Lin,&nbsp;Hsin-Heng Chen","doi":"10.1016/j.ijer.2025.102679","DOIUrl":"10.1016/j.ijer.2025.102679","url":null,"abstract":"<div><h3>Background</h3><div>Social Cognitive Theory (SCT) emphasizes the reciprocal interaction among personal, behavioral, and environmental factors. It serves as a useful framework for explaining the role of autonomy support in competency-based physical education</div></div><div><h3>Purpose</h3><div>This study aims to explore how SCT explains the effects of implementing competency-based physical education on elementary school students’ perceived physical literacy, perceived teacher autonomy support, and physical activity levels</div></div><div><h3>Method</h3><div>To investigate the effectiveness of the proposed method, a quasi-experimental research design was adopted, recruiting nine elementary school physical education teachers who participated in the Ministry of Education's competency-based physical education initiative in Taiwan. The teachers conducted 24 sessions of competency-based physical education over 12 weeks. The experimental group comprised 459 students (Mage = 11.26 ± 1.01), while the control group included 433 students (Mage = 11.29 ± 0.97). The collected data were analyzed using covariance (ANCOVA) analysis, independent samples <em>t</em> tests, and qualitative coding</div></div><div><h3>Results</h3><div>The experimental group showed greater improvement in perceptions of physical literacy and perceived teacher autonomy support than the control group. Furthermore, male students reported higher levels of perceived teacher autonomy support than female students, and students not participating in sports clubs demonstrated a more significant increase in physical activity levels</div></div><div><h3>Conclusion</h3><div>Through context-based teaching materials that promote social cognitive interactions and teachers' efforts to create a supportive learning environment, students' physical literacy can be enhanced. The study emphasizes that competency-based physical education more effectively improves students' physical literacy compared to traditional models.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102679"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144329665","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":"Engaging in a community of practice in visual arts: A systematic literature review","authors":"Karen Maras,&nbsp;Karen Kriss,&nbsp;Therese M Cumming,&nbsp;Jordana F Hoenig","doi":"10.1016/j.ijer.2025.102752","DOIUrl":"10.1016/j.ijer.2025.102752","url":null,"abstract":"<div><div>This systematic literature review explored the potential of collaborative art investigations of digital artworks in schools to engage disengaged students and foster a sense of connectedness and belonging within a community of practice (CoP). The review also focused on the barriers and enablers of effective CoPs in digital creative practice and the effects on students’ outcomes. The review comprised a systematic search of peer-reviewed journals in ProQuest Education, ProQuest Design and the Arts, Taylor and Francis, ERIC, and Arts and Architecture Complete databases between 2012 and 2022. PRISMA guidelines were used to locate and select 13 articles that met the inclusion criteria. A social realist perspective was used as a lens to guide the analysis of the review. Results indicated that collaborative art investigations in digital artmaking including animation offer valuable opportunities for enhancing student engagem</div><div>ent, promoting a sense of community, and nurturing a positive learning environment.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102752"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144865806","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}