International Journal of Educational Research最新文献

{"title":"Sequencing problem solving and worked examples: effects on performance, cognitive load, and judgments of learning","authors":"Ines Zeitlhofer,&nbsp;Joerg Zumbach","doi":"10.1016/j.ijer.2026.103039","DOIUrl":"10.1016/j.ijer.2026.103039","url":null,"abstract":"<div><div>This study investigated the effects of four instructional sequences—Problem Solving Only (PS), Problem Solving–Worked Examples (PS-WE), Worked Examples–Problem Solving (WE-PS), and Worked Examples Only (WE)—on learning performance, cognitive load, mental effort, and judgments of learning (JOLs). A total of 124 participants learned to solve mathematical equations using one of these sequences. The results showed that the sequences including problem solving led to significantly higher performance than studying worked examples alone. In the PS condition, cognitive load and mental effort decreased steadily. Mixed results were observed in sequences combining problem solving and worked examples. No significant effects were found in the WE condition. Overall, the findings suggest that incorporating problem-solving activities fosters deeper processing and more accurate metacognitive monitoring, supporting the role of active engagement in enhancing learning efficiency.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"139 ","pages":"Article 103039"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148242562","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":"PERMA-informed physical education for social and emotional learning: An SDT-supportive perspective","authors":"Wei-Chen Hung,&nbsp;En-Hua Chan,&nbsp;Ching-Ping Lin,&nbsp;Pei-Jung Hsieh,&nbsp;Zhu-Shiang Chen,&nbsp;Lu-Hsien Chen","doi":"10.1016/j.ijer.2026.103050","DOIUrl":"10.1016/j.ijer.2026.103050","url":null,"abstract":"<div><h3>Purpose</h3><div>This study determined the effects of integrating a PERMA-informed approach and SDT-supportive teaching practices into competency-based physical education (CBPE) on elementary students’ social and emotional learning (SEL).</div></div><div><h3>Methods</h3><div>A quasi-experimental design was conducted with 102 students aged 10–11 participating in either a PERMA-based CBPE group or a diversified game-based PE group. The 12-week intervention included pre–post questionnaires and semi-structured interviews. Quantitative data were analyzed using MANCOVA and ANCOVA, while qualitative data explored students’ learning experiences.</div></div><div><h3>Results</h3><div>Improvements were found in self-awareness, social awareness, relationship skills, responsible decision-making, caring climate, and peer support, whereas no significant effects emerged for overall SEL, self-management, or self-regulation. Qualitative findings indicated that PERMA-informed and SDT-supportive practices promoted SEL-related experiences through collaboration, emotional reflection, and supportive interaction, although emotional awareness did not consistently translate into stable self-regulation.</div></div><div><h3>Conclusion</h3><div>Integrating PERMA with SDT-supportive teaching practices may provide a participation-oriented pedagogical framework for fostering SEL in PE, particularly for socially enacted competencies, while internally regulated competencies may require longer-term support.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"139 ","pages":"Article 103050"},"PeriodicalIF":3.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148524077","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":"An attitudinal study of adolescents in Shandong Province, China, towards peers with intellectual disabilities: An urban–rural comparison","authors":"Xiaohui Sun,&nbsp;Murray K. Simpson","doi":"10.1016/j.ijer.2026.103045","DOIUrl":"10.1016/j.ijer.2026.103045","url":null,"abstract":"<div><div>Public attitudes towards people with intellectual disability (ID) remain under-investigated in China. This exploratory study looks at this issue through an examination of adolescents’ attitudes across urban and rural areas in Shandong Province, utilising the CATCH Scale alongside demographic analysis. Results yielded comparable levels of affective, behavioural, and cognitive attitudes, which surpassed the neutral threshold whilst falling below being strongly positive. Distinct distribution patterns emerged in gender, prior contact, sibling condition, and academic performance between urban and rural participants, indicating different roles of gendered expression, social connection, information pathway, and self-perception development in these contexts. The attitudinal levels and identified mechanisms underlying attitude formation provide practical insights for the improvement of public attitude and social inclusion of people with ID amongst adolescents and within particular contexts. As an exploratory study conducted in a single province of China, this study requires future investigations to examine causal mechanisms and national generalisability of the findings.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"139 ","pages":"Article 103045"},"PeriodicalIF":3.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148524126","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":"Alignment Between Assessment Processes and Active Methodologies in Primary Education","authors":"Silvia Conde-Izquierdo,&nbsp;David Pascual Nicolás,&nbsp;Álvaro Moraleda Ruano","doi":"10.1016/j.ijer.2026.103078","DOIUrl":"10.1016/j.ijer.2026.103078","url":null,"abstract":"<div><div>Active Methodologies and formative assessment are two fundamental components of contemporary competency-based educational approaches. Although both have been widely studied independently, limited evidence is available regarding how they are articulated in teaching practice and which factors facilitate or hinder coherence between active methodologies, assessment, and grading in primary education. This study examined such coherence from teachers’ perspectives, as well as the influence of training-related, professional, institutional, and disciplinary factors. An explanatory sequential mixed-methods design was employed. The quantitative phase involved 500 Spanish primary school teachers and included descriptive, correlational, and inferential analyses using the OCDUMA and MAEV-G instruments. Subsequently, the qualitative phase analysed open-ended responses through Grounded Theory procedures to gain a deeper understanding of the quantitative findings. The results revealed positive associations between favourable perceptions of active methodologies and assessment and grading practices. Specific training in active methodologies emerged as one of the factors most closely associated with greater methodological and assessment coherence. Differences were also observed according to professional experience, school ownership, and teaching area. Qualitative findings indicated positive perceptions of self-assessment, peer assessment, and continuous feedback, alongside barriers related to administrative workload, time constraints, and training needs. The findings suggest that coherence between active methodologies, assessment, and grading is not an automatic consequence of pedagogical innovation but rather a process shaped by training-related, professional, and institutional factors. The study provides empirical evidence on the conditions that promote such coherence and highlights the importance of strengthening assessment literacy and the organisational conditions required for the sustainable implementation of competency-based approaches in primary education.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"140 ","pages":"Article 103078"},"PeriodicalIF":3.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148658783","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":"Which Teachers Adopt AI in Teaching? An Interpretable Machine Learning Analysis of East Asian Data from TALIS 2024","authors":"Jiheng Wu,&nbsp;Baiwei Liu,&nbsp;Qian Zhao","doi":"10.1016/j.ijer.2026.103088","DOIUrl":"10.1016/j.ijer.2026.103088","url":null,"abstract":"<div><div>Against the backdrop of generative AI reshaping the global education ecosystem, identifying predictors of teachers’ artificial intelligence (AI) adoption has become an important issue. Most existing studies focus on single variables or traditional acceptance models, this study adopts a broader perspective, aiming to simultaneously examine multiple potential predictors. Guided by socio-ecological theory, this study employs machine learning methods (LASSO and AutoML) to predict and analyze factors associated with teachers' AI adoption across 25 factors at the individual, microsystem, and mesosystem levels in four East Asian economies (Singapore, Shanghai (China), Korea, and Japan). Results indicate that, in the overall East Asian sample, teaching self-efficacy, age, and perceived risk were the top three predictors; higher teaching self-efficacy was generally associated with a greater likelihood of teachers adopting AI, whereas higher age categories and perceived risk were associated with a relatively lower likelihood. Economy-specific results showed some variation: the top predictor in Singapore was workload stress, with higher workload stress generally associated with a greater likelihood of AI adoption; in Shanghai (China) and Korea, the top predictor was teacher professional collaboration, with higher collaboration levels generally associated with a greater likelihood of AI adoption, though their second-ranked predictors were teaching experience and age, respectively; in Japan, the top predictor was age, with the likelihood of AI adoption generally decreasing as age categories increased. These findings suggest that teachers’ AI adoption can be advanced by strengthening teaching self-efficacy at the individual level through practice-oriented training to strengthen teachers’ confidence; at the microsystem level, leveraging teacher professional collaboration to promote experience sharing and provide practical support through professional learning communities, peer modeling, and collaborative case development; and at the mesosystem level, further translating institutional support into accessible resources and technical support for teachers. Additionally, different economies can provide differentiated support tailored to teachers’ age and experience.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"140 ","pages":"Article 103088"},"PeriodicalIF":3.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148777574","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":"From regional alliances to global aspirations: University perspectives from East and Southeast Asia","authors":"You Zhang","doi":"10.1016/j.ijer.2025.102872","DOIUrl":"10.1016/j.ijer.2025.102872","url":null,"abstract":"<div><div>Research on higher education regionalization often emphasizes policy influences and regional contexts while overlooking its intricate connections to global processes. This study theorizes the relationship between supra-national regional and global dynamics in higher education by examining the rationales behind university memberships in regional university associations in East and Southeast Asia. Drawing on interviews with 17 leaders from 15 universities in the region, the findings show that universities join regional university associations both to substantively advance internationalization by expanding international opportunities for students, faculty, and institutional partnerships, and to symbolically signal an identity as globally oriented, research-intensive, and multi-disciplinary institutions. Using the concept of cognitive legitimacy from organizational sociology, this study argues that memberships in regional university associations enhance universities’ cognitive legitimacy in the global higher education field through both substantive engagement in internationalization and symbolic alignment with a globally legitimized university model. Ultimately, the findings highlight that higher education regionalization is not merely a regional phenomenon but deeply interconnected with global processes shaping higher education. In practical terms, the study underscores the strategic importance of regional partnerships as pathways for universities to strengthen their influence on both regional and global stages.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"135 ","pages":"Article 102872"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145521127","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":"Analyzing factors associated with student achievement in large-scale educational assessments: A two-stage machine learning approach","authors":"Biao Zeng,&nbsp;Jinyan Sun,&nbsp;Hongbo Wen","doi":"10.1016/j.ijer.2025.102886","DOIUrl":"10.1016/j.ijer.2025.102886","url":null,"abstract":"<div><div>This study proposes a novel two-stage modeling approach utilizing the RE-EM tree and LightGBM algorithms to analyze factors associated with student achievement based on large-scale educational assessment data. The proposed method addresses the limitations of previous analytical approaches by effectively capturing both hierarchical structures inherent in educational data and complex relationships such as nonlinearities and interactions among variables. By applying this two-stage machine learning framework to a large-scale dataset on Chinese language achievement, the models demonstrated strong predictive performance and effectively identified and visualized nonlinear relationships and complex interactions between predictors. Empirical findings indicate that: (1) Student-level factors showed stronger associations with student achievement than school-level factors. In particular, higher academic self-expectation and self-confidence were strongly associated with students’ Chinese learning outcomes, with parental academic expectations also showing notable associations, particularly for students with low self-confidence. (2) Urban-rural disparities were significantly associated with variations in educational quality across schools in China, with urban schools substantially outperforming their rural counterparts. (3) Several critical school-level predictors demonstrated nonlinear relationships with student achievement, and complex interactions were evident, particularly between basic school conditions and teacher allocation, as well as between teacher resources and instructional equipment. Collectively, these interactions are associated with students’ achievement in Chinese language learning.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102886"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145750256","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":"Cognitive and emotional appraisal linking learner–AI interaction to learning productivity in STEM education: a multigroup analysis","authors":"Shuzhen Chen ,&nbsp;Haozhe Jiang ,&nbsp;Ritesh Chugh","doi":"10.1016/j.ijer.2026.103014","DOIUrl":"10.1016/j.ijer.2026.103014","url":null,"abstract":"<div><div>Despite growing interest in GenAI-supported learning in STEM education, the cognitive and emotional mechanisms linking perceived learner–AI interaction to learning productivity among undergraduates remain underexplored. To address this gap, this study integrates cognitive appraisal theory and control-value theory of achievement emotions to examine how specific dimensions of learner-AI interaction (i.e., learner control, engagement, personalization, and responsiveness) influence students’ appraisal processes, emotional experiences, and subsequent learning productivity. Drawing on survey data from 1065 STEM undergraduates and analyzed using structural equation modeling, the findings reveal that: (1) learner control, engagement, and personalization positively predicted challenge appraisals, which in turn fostered achievement emotions and enhanced learning productivity; (2) responsiveness, conversely, was positively associated with hindrance appraisals, which triggered anxiety and reduced productivity; (3) challenge appraisals and achievement emotions significantly mediated the relationship between learner-AI interaction (specifically learner control, engagement, and personalization) and learning productivity; and (4) significant group differences were observed among undergraduates across gender, academic year, AI usage duration, and discipline, suggesting that individual characteristics moderated these relationships. This study contributes a multifaceted understanding of how learner-AI interactions shape students’ cognitive-emotional experiences and offers actionable insights for designing more effective and emotionally supportive AI-enhanced learning environments in STEM education.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"138 ","pages":"Article 103014"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147850160","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":"A bibliometric and thematic analysis of PISA literature for school improvement and effectiveness over two decades","authors":"Wendan Xu ,&nbsp;Junjun Chen ,&nbsp;Xinjie Chen ,&nbsp;Xinlin Li","doi":"10.1016/j.ijer.2026.103012","DOIUrl":"10.1016/j.ijer.2026.103012","url":null,"abstract":"<div><div>Using bibliometric and science mapping techniques, this systematic review analyzed 3729 documents that employed the Program for International Student Assessment (PISA) from 2001 to 2024, spanning a period of two decades. This review aimed to systematically delineate the developmental trajectory, identify potential knowledge structures, capture the most prevalent and influential themes, and investigate future research directions in the PISA literature. Core bibliometric techniques, including co-citation analysis, co-occurrence analysis, and bibliographic coupling, are employed, leveraging their capacity to integrate with ‘big data’ to reveal patterns in the production and accumulation of knowledge within the PISA literature. To expand and deepen the document review, this study also incorporated thematic analysis to interpret mainstream authors and literature better. Findings provide insights into understanding various factors related to the development of knowledge and skills within family and school contexts, as well as into how these factors interact and what the implications are for policy development.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"138 ","pages":"Article 103012"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147850164","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":"Do coding activities or logic-based intelligence games better foster computational thinking? An experimental comparison","authors":"Şenol Saygıner,&nbsp;Erhan Ceylan","doi":"10.1016/j.ijer.2026.103018","DOIUrl":"10.1016/j.ijer.2026.103018","url":null,"abstract":"<div><div>Recently, researchers have emphasised that computational thinking (CT) should be considered a new literacy skill beyond a specific discipline. However, a notable mismatch persists between this perspective and prevailing empirical research and practices, which often frame CT as a skill developed primarily through coding. This discrepancy leads to CT being perceived as a skill that can only be developed through coding activities, thereby narrowing its conceptual scope. This study addresses CT within a holistic framework encompassing creativity, algorithmic thinking, cooperativity, critical thinking, and problem solving, and empirically examines whether logic-based intelligence games (LIG), alongside coding, contribute to CT development. Using a quasi-experimental pretest–posttest control group design, the study involved two experimental groups and one control group. Over six weeks, the first experimental group participated in Tospaa-based unplugged coding activities, the second engaged in LIG activities, and the control group received no intervention. Data were collected using the self-report <em>CT Scale</em>. Results showed a significant increase in total CT scores only for the LIG group. This group also demonstrated significant gains in creativity and critical thinking sub-dimensions, whereas no significant changes were observed in any CT sub-dimension for the coding or control groups. Intergroup comparisons revealed a significant difference in total CT scores between the LIG and control groups in favor of the LIG group; however, no significant differences emerged across groups for the CT sub-dimensions. This study demonstrates that the development of CT cannot be limited to a single approach and that different learning contexts must be considered.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"139 ","pages":"Article 103018"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148000217","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}