International Journal of Educational Research最新文献

{"title":"Mobile-based assessment acceptance: A systematic literature review in the educational context","authors":"Alberto Ortiz-López,&nbsp;Susana Olmos-Migueláñez,&nbsp;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}

{"title":"Is the Practicum an efficient process for the development of competences of future teachers? An approach from the perspective of professional socialisation","authors":"Pedro Gil-Madrona ,&nbsp;Jorge-Agustín Zapatero-Ayuso ,&nbsp;Azahara Díaz-Carretero","doi":"10.1016/j.ijer.2025.102579","DOIUrl":"10.1016/j.ijer.2025.102579","url":null,"abstract":"<div><div>The Practicum represents a pivotal stage in the development of future teachers' competences, which are shaped by a multitude of factors, including professional socialisation. The objective of this study was to evaluate the efficacy of the Practicum in training Early Childhood Education (3–6 years) and Primary Education (6–12 years) teachers at a university institution, with specific consideration of the impact of professional socialisation. A qualitative methodology was employed. A total of 95 participants (students, graduates, tutors, and other relevant individuals) participated in a range of data collection activities, including 33 interviews, 5 discussion groups, 22 life stories, and 7 memories/practice diaries. The data were subjected to qualitative processing using the Atlas.ti software. The results demonstrated a favourable evaluation of the Practicum, underscoring the significance of the relationship with the school tutor. Effective strategies were identified, including fostering a sense of belonging and transferring trust and autonomy. However, there was a perceived need for enhanced coordination between tutors.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102579"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143777544","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":"Flipped Classroom or flip to foster self-regulation competencies in Mathematics in Economics and Business students","authors":"Yeray Rodríguez Rincón ,&nbsp;Ana Munárriz ,&nbsp;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}

{"title":"The Resilience Process of Non-Native Teachers in Rural Iranian Schools: A Multilevel Analysis of Individual-Structural Interactions","authors":"Behrouz Azad Doulabi ,&nbsp;Mohammad Javadipour ,&nbsp;Keyvan Salehi","doi":"10.1016/j.ijer.2025.102617","DOIUrl":"10.1016/j.ijer.2025.102617","url":null,"abstract":"<div><div>This study aims to explore the stages of the resilience process of non-native teachers in primary schools located in rural Iranian contexts. We utilized a classic grounded theory methodology to explore process of non-native primary schools teacher’s resilience in rural Iranian context. Data were collected through semi-structured interviews with 19 participants. The stages of resilience process identified include confusion, struggle, transformation, tolerance, and transition. This process is shaped by a complex interplay of individual, institutional, economic, and cultural factors. In contrast to global models, this study introduces novel concepts such as resistive resilience, subsistence resilience, and ethical resilience, which reflect the specific institutional and economic conditions of Iran. Data analysis highlights that inefficient personnel distribution policies, economic pressures resulting from inflation, and traditional societal expectations act as factors that diminish resilience. Conversely, informal social networks among teachers and spontaneous educational innovations play a pivotal role in enhancing resilience. By unveiling the spatial-temporal and bio-social dimensions of resilience and redefining the relationship between micro and macro factors, this study provides a new theoretical framework for understanding teachers' professional resilience.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"132 ","pages":"Article 102617"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143886324","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 case of teaching in multigrade classrooms in Uruguay: Challenges and opportunities for learning and teaching in inclusive environments","authors":"Mariela Questa-Torterolo,&nbsp;Claudia Cabrera Borges,&nbsp;Camila Fajardo Puentes","doi":"10.1016/j.ijer.2025.102594","DOIUrl":"10.1016/j.ijer.2025.102594","url":null,"abstract":"<div><div>This study aimed to investigate the pedagogical practices and perceptions of an experienced teacher in the context of multigrade preschool and primary education classrooms in Uruguay. The focus was on understanding how these practices contribute to inclusive education and promote equity. To achieve this objective, a qualitative case study methodology was employed, collecting data through three in-depth interviews with the teacher and a thorough analysis of twelve pedagogical documents, which were examined using thematic content analysis. The results reveal the inclusive teaching strategies implemented by the teacher, the curricular adaptations applied in the classroom, and the management practices developed in response to various emerging situations. Although based on a single case, these findings suggest that the multigrade classroom modality presents both challenges and opportunities for achieving quality teaching and meaningful learning for students through authentic inclusion.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102594"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143807386","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":"Are educated individuals more likely to be civically engaged? Evidence from rural Bangladesh","authors":"Rubaiya Murshed ,&nbsp;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}

{"title":"Relationship between professional identity, professional self-concept, and academic burnout among palestinian fourth-year nursing students","authors":"Basma Salameh (Associate Professor) ,&nbsp;Malakeh. Z. Malak (Professor) ,&nbsp;Khaldoon. M. Obiedate (Assistant Professor) ,&nbsp;Manar Bani-Hani (Assistant Professor)","doi":"10.1016/j.ijer.2025.102743","DOIUrl":"10.1016/j.ijer.2025.102743","url":null,"abstract":"<div><h3>Aim/objective</h3><div>This study explored the relationship between professional identity, professional self-concept, and academic burnout among Palestinian fourth-year nursing students in the West Bank.</div></div><div><h3>Background</h3><div>Limited research has examined the relationship between academic burnout, professional self-concept, and professional identity among fourth-year nursing students in Arab countries, including Palestine. Given the rigorous demands of nursing education, it is essential to understand how these factors interact in shaping competent and resilient future nurses.</div></div><div><h3>Design</h3><div>A cross-sectional design was employed.</div></div><div><h3>Methods</h3><div>A convenience sampling method was used to recruit participants (<em>N</em> = 336) from eligible fourth-year undergraduate nursing students during December 2024 and January 2025. A structured self-reported survey, including the Professional Identity Scale for Nursing Students (PISNS), the Nurse Self-Concept Instrument (NSCI), and the Maslach Burnout Inventory-Student Survey (MBI-SS), was used for collecting data.</div></div><div><h3>Results</h3><div>The participants reported high professional identity and professional self-concept, as well as low levels of academic burnout. A negative correlation was shown between academic burnout, professional self-concept, and professional identity. Males and those living with parents reported lower academic burnout. Participants with higher academic performance reported higher academic burnout.</div></div><div><h3>Conclusions</h3><div>This study underscores the critical role of professional and personal factors in shaping the academic well-being of nursing students. This study provides valuable guidance for nursing educators and policymakers for promoting emotional well-being, reducing academic burnout, and supporting the development of competent future nurses.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102743"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144865805","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":"Emotion-specificity in emotion regulation: Links to psychosocial and academic functioning in early adolescence","authors":"Zi Jia Ng ,&nbsp;Shengjie Lin ,&nbsp;Christina Cipriano","doi":"10.1016/j.ijer.2025.102754","DOIUrl":"10.1016/j.ijer.2025.102754","url":null,"abstract":"<div><div>Despite the intimate links between the dysregulation of specific emotions and diagnosis of certain psychopathologies during adolescence, emotion specificity in adolescent emotion regulation remains under-explored. Adopting a person-centered approach, this study identifies profiles of perceived anger, sadness, and worry regulation, and examines how those profiles are related to academic and psychosocial functioning, with a large school sample of early adolescents (45 % female; 47 % male; 4 % non-binary; 31 % sixth grade; 31 % seventh grade; 37 % eighth grade) in the United States. Cluster sampling was conducted. Results from latent profile analysis indicate that a five-profile solution best fits the data: High emotion-general regulation (24.85 %); Average emotion-general regulation (28.57 %); Low emotion-general regulation (12.53 %); Low anger and sadness regulation (25.36 %); and Low worry regulation (8.70 %). Results from latent class modeling (BCH procedure) show that High emotion-general regulation profile has the best outcomes, while Low emotion-general regulation profile has the worst outcomes. Adolescents in the Low anger regulation and Low sadness regulation profile report low persistence and high self-handicapping. Adolescents in the Low worry regulation profile indicate low persistence and high disengagement. Furthermore, female adolescents are under-represented in both Average emotion-general and High emotion-general profiles. Practical implications for understanding and supporting emotion regulation among adolescent students are discussed.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102754"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144865847","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":"Education as a common good and youth activism to regenerate rural communities","authors":"Mauro Giardiello,&nbsp;Rosa Capobianco","doi":"10.1016/j.ijer.2025.102768","DOIUrl":"10.1016/j.ijer.2025.102768","url":null,"abstract":"<div><div>The issue of youth activism has taken on different meanings in literature. Many authors have analyzed how youth activism can strengthen agency and self-awareness encouraging a civic mentality and processes of change. Recently, attention has shifted towards the educational field showing how models that promote critical consciousness are positively associated with academic success and the acquisition of skills.</div><div>The paper proposes a new theoretical frame based on the interconnection between the theory of educational commons and youth activism. The aim is to understand how the practices of educational commons can promote and stimulate processes of youth activism and community regeneration in rural areas, affected by processes of depopulation, social desertification and community fragmentation. To this end, the case study of a school, located in a rural community in southern Italy, is considered, which has implemented models of education as a common good for community regeneration by promoting youth activism.</div><div>The research was based on a qualitative approach, using unstructured interviews with the teacher who proposed the project and families and focus groups with students. The results show how education as common good has stimulated civic engagement and acted as a catalyst for informed activism, helping to overcome forms of marginalization. The active participation of young people in educational co-design and governance represented the added value of the project and fostered the development of a responsible community.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"134 ","pages":"Article 102768"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144933531","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":"Can social justice leadership be a ‘Panacea’ for refugee students' academic achievement? Evidence from Türkiye","authors":"Murat Özdemir ,&nbsp;Sakine Sincer ,&nbsp;Şule Ötken ,&nbsp;Gürsen Vural ,&nbsp;Kenan Çiftçi","doi":"10.1016/j.ijer.2025.102648","DOIUrl":"10.1016/j.ijer.2025.102648","url":null,"abstract":"<div><div>The purpose of this study is to examine the relationship among social justice leadership, student engagement and academic achievement within the context of refugee students in Türkiye. The study also aims at analyzing the mediating role of student engagement in the relationship between social justice leadership and academic achievement. The participants of the study include a total of 3483 refugee students from schools located in 12 regions in Turkish Statistical Regions Level 1. We used the mediation analysis of bootstrapping in order to test the model we had developed. The current study findings show that social justice leadership has a statistically significant positive direct effect on student engagement, while student engagement has a statistically significant positive direct effect on refugee students’ academic achievement. The findings also reveal that social justice leadership has an indirect effect on refugee students’ academic achievement with the mediating role of student engagement. Relying on the study findings, we present some suggestions for further studies.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"132 ","pages":"Article 102648"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144166628","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}