International Journal of Educational Research最新文献_第8页

Service-learning as a strategy to prevent online hate speech perpetration in secondary education 在中学教育中，以服务学习作为防止网上仇恨言论的策略

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2026-01-01 Epub Date: 2026-02-14 DOI: 10.1016/j.ijer.2026.102964

Beatriz Cedena-de-Lucas , Mar Amate-García , José L. Arco-Tirado , Francisco D. Fernández-Martín

引用次数: 0

Autocratization through academic capture: When and how would-be autocrats threaten academic freedom 通过学术俘获的独裁：何时以及如何威胁到学术自由

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2026-01-01 Epub Date: 2026-03-14 DOI: 10.1016/j.ijer.2026.102984

Angelo Vito Panaro

{"title":"Autocratization through academic capture: When and how would-be autocrats threaten academic freedom","authors":"Angelo Vito Panaro","doi":"10.1016/j.ijer.2026.102984","DOIUrl":"10.1016/j.ijer.2026.102984","url":null,"abstract":"<div><div>Over the past decade, academic freedom has faced unprecedented challenges worldwide. While existing scholarship often treats restrictions on academia as a collateral damage of autocratization, this article argues that the erosion of academic freedom constitutes a distinct mode of autocratization through academic capture. Drawing on global data from the Episodes of Regime Transformation (ERT) and the Academic Freedom Index (AFI), the article examines the relationship between autocratization episodes and changes in academic freedom between 1990 and 2024. The empirical analysis demonstrates significant declines across all dimensions of academic freedom following the onset of autocratization. In the majority of cases where autocratization episodes coincide with decline episodes of academic freedom, these processes culminate either in the consolidation of authoritarian rule or democratic breakdown. To complement the quantitative analysis, four illustrative case studies – India, Georgia, Venezuela, and Poland – trace the strategies through which governments undermine academic freedom as part of their broader autocratizing toolkit. The case studies reveal that academic capture is not confined to authoritarian regimes but can unfold in liberal and electoral democracies alike, often through a combination of different strategies. Overall, the article offers a novel conceptual lens for understanding the dynamics of autocratization, recognising academic capture not as a symptom of autocratization, but as a distinct pathway through which autocratization unfolds.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"138 ","pages":"Article 102984"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147451989","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

Conceptualizing teachers’ interpersonal emotion regulation: A social-functionalist framework 教师人际情绪调节的概念化：一个社会功能主义的框架

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2026-01-01 Epub Date: 2025-11-14 DOI: 10.1016/j.ijer.2025.102861

Wenyan Jiang , Hongbiao Yin

{"title":"Conceptualizing teachers’ interpersonal emotion regulation: A social-functionalist framework","authors":"Wenyan Jiang , Hongbiao Yin","doi":"10.1016/j.ijer.2025.102861","DOIUrl":"10.1016/j.ijer.2025.102861","url":null,"abstract":"<div><div>Interpersonal emotion regulation as an emerging issue has increasingly attracted the attention of educational researchers in recent years. Some studies have used this concept to refer to teachers’ interpersonal regulation of their own emotions (intrinsic process), while others use it to refer to the regulation of others’ emotions (extrinsic process), and some studies adopt a combination of both. In current literature, interpersonal emotion regulation is a complex concept that brings a refreshing perspective yet is ambiguously defined. Schools are arenas of interpersonal interactions. We argue that teachers’ interpersonal emotion regulation involves their regulation of the emotional states of self, students, colleagues, and other stakeholders in different interaction settings. Based on the social functionalist theory, we developed a social-functionalist framework of teachers’ interpersonal emotion regulation. This framework specifies four levels of interpersonal emotion regulation, namely, the intrinsic, dyadic, group, and cultural level, to situate this concept within teachers’ professional contexts. We further elaborated on the social functionalist account at each level, and its core functionality as reflected in the current focus of educational research. Last, we discussed the implications for educational research and suggested future agendas.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"135 ","pages":"Article 102861"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145521126","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

A comparative study of teaching effects between online and offline group piano classes: A quasi-experimental study based on quantitative engagement-based evaluation 线上与线下钢琴小组课教学效果比较研究：基于定量参与评价的准实验研究

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2026-01-01 Epub Date: 2026-06-06 DOI: 10.1016/j.ijer.2026.103040

Ruiying Wang

{"title":"A comparative study of teaching effects between online and offline group piano classes: A quasi-experimental study based on quantitative engagement-based evaluation","authors":"Ruiying Wang","doi":"10.1016/j.ijer.2026.103040","DOIUrl":"10.1016/j.ijer.2026.103040","url":null,"abstract":"<div><div>This study adopts a quasi-experimental design combined with quantitative indicators of learning engagement and learning outcomes to compare the teaching effectiveness of online and offline group piano classes, aiming to provide empirical evidence for music education practice. By selecting 120 junior piano learners aged 7–12 as research subjects, we constructed an evaluation system encompassing three dimensions: performance skills, music theory mastery, and learning progress. The results show that the offline teaching mode was associated with higher performance skill scores, which may be related to the immediate feedback and interactive guidance provided by teachers in face-to-face settings. By contrast, online teaching showed an advantage in music theory mastery, possibly due to the flexible use of multimedia resources and the convenience of autonomous learning. Parental involvement was also positively associated with students’ performance skill scores, indicating the importance of family support in children’s piano learning. The findings suggest that online theoretical instruction and offline practical guidance may play complementary roles in group piano teaching, offering a practical reference for music educators to optimize teaching arrangements in digitally supported educational contexts.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"139 ","pages":"Article 103040"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148242643","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

Integrating emotional and academic dimensions of perfectionism: Insights from a person-centered approach 整合完美主义的情感和学术维度：来自以人为本方法的见解

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2026-01-01 Epub Date: 2026-05-27 DOI: 10.1016/j.ijer.2026.103032

Inmaculada Montesinos-Chacón, Olivia López-Martínez, Alejandro Veas

{"title":"Integrating emotional and academic dimensions of perfectionism: Insights from a person-centered approach","authors":"Inmaculada Montesinos-Chacón, Olivia López-Martínez, Alejandro Veas","doi":"10.1016/j.ijer.2026.103032","DOIUrl":"10.1016/j.ijer.2026.103032","url":null,"abstract":"<div><div>This study examined latent profiles of perfectionism in adolescence by integrating three perfectionism dimensions, trait anxiety, academic self-concept, and positive and negative affect. Participants were 365 first-year secondary education students (46% males, 54% females; M = 12.4 years, SD = 0.57) who completed validated self-report measures. Latent Profile Analysis identified four distinct perfectionism–adjustment profiles: Adaptive, Self-Critical, Socially Prescribed, and Non-Perfectionist. Profiles differed in socio-emotional adjustment and academic achievement, with Adaptive and Self-Critical students performing similarly and Socially Prescribed students achieving lower grades. Multigroup analyses confirmed that profile structures were equivalent across genders. The study advances theory by separating SOP-Striving and SOP-Critical in a person-centered framework and offers practical implications for interventions, highlighting the importance of emotional regulation, strengthening academic self-concept, and providing support tailored to each profile’s specific needs. Final del formulario</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"139 ","pages":"Article 103032"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148188789","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

Examining institutional academic freedom and STEM research production in the OECD 考察经合组织的机构学术自由和STEM研究成果

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2026-01-01 Epub Date: 2025-12-26 DOI: 10.1016/j.ijer.2025.102915

Frank Fernandez , Yuan Chih Fu , Yin Chun Lin , Volha Chykina

{"title":"Examining institutional academic freedom and STEM research production in the OECD","authors":"Frank Fernandez , Yuan Chih Fu , Yin Chun Lin , Volha Chykina","doi":"10.1016/j.ijer.2025.102915","DOIUrl":"10.1016/j.ijer.2025.102915","url":null,"abstract":"<div><div>While academic freedom is often framed as an individual right, this study examines institutional academic freedom, the autonomy of universities from state interference, as a foundational condition for scientific inquiry and STEM research production. Drawing on a panel dataset of 13 OECD countries from 1981 to 2007, the study shows that institutional autonomy facilitates research production, both in terms of research quantity and quality. Using fixed-effects regression models and controlling for country level research and development investments, and broader political and economic factors, this study finds that two measures of institutional academic freedom (institutional autonomy and campus integrity) are positively and statistically significantly associated with increases in both the volume and quality of STEM publications. One of these measures retains its statistical significance even after controlling for individual level measures of academic freedom. This study argues that in addition to considering individual academic freedom of faculty to teach and research without interference and fear of repression, researchers and policy makers should take into account institutional academic freedom when examining the overall academic freedom environment and its effects within countries. Our findings underscore the distinct and critical role that institutional academic freedom plays in supporting national scientific capacity, reinforcing calls to protect university autonomy as a public good essential for knowledge production.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102915"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145840865","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

The effects of self-directed learning–oriented interventions on student learning outcomes: A second-order meta-analysis 自主学习干预对学生学习成果的影响：二阶元分析

IF 3.3 3区教育学

International Journal of Educational Research Pub Date : 2026-01-01 Epub Date: 2026-07-25 DOI: 10.1016/j.ijer.2026.103071

Metin Kaya, Gökçe Güvercin Seçkin, Zeynep Arslan

{"title":"The effects of self-directed learning–oriented interventions on student learning outcomes: A second-order meta-analysis","authors":"Metin Kaya, Gökçe Güvercin Seçkin, Zeynep Arslan","doi":"10.1016/j.ijer.2026.103071","DOIUrl":"10.1016/j.ijer.2026.103071","url":null,"abstract":"<div><div>Self-directed learning (SDL) is widely promoted to strengthen students’ capacity to manage their own learning. Yet, evidence on the effectiveness of SDL-oriented interventions remains fragmented across educational contexts. This second-order meta-analysis synthesises experimental and quasi-experimental meta-analytic evidence on SDL-oriented interventions and their effects on student learning outcomes. Using an overview-of-reviews approach, we identified 12 first-order meta-analyses, yielding 13 independent overall effect sizes and data from approximately 43,775 students across formal education. Random-effects modelling indicated a moderate, statistically significant overall effect of SDL-oriented interventions on learning outcomes (ES = .56, 95% CI [.46, .65]). Heterogeneity was substantial. Publication-bias analyses did not indicate meaningful distortion of the pooled estimate. Moderator analyses showed that effect sizes differed by educational level, with larger effects in K–12 and mixed-level samples than in higher education-only samples, and by methodological quality, with smaller effects in high-quality than in medium-quality reviews. By contrast, effects did not differ significantly by learning environment. Outcome-category analyses showed positive effects for self-regulated learning strategies (ES = .47), academic achievement (ES = .43), and skill-based outcomes (ES = .61), although differences across outcome categories were not statistically significant. Overall, the findings indicate that SDL-oriented interventions produce educationally meaningful benefits across formal education and support SDL as a valuable framework for structuring learner regulation.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"140 ","pages":"Article 103071"},"PeriodicalIF":3.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148638732","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

The relationship between organizational trust and organizational cynicism: A mixed research study 组织信任与组织犬儒主义的关系：一项混合研究

IF 3.3 3区教育学

International Journal of Educational Research Pub Date : 2026-01-01 Epub Date: 2026-06-26 DOI: 10.1016/j.ijer.2026.103053

Elif SEYLİM

{"title":"The relationship between organizational trust and organizational cynicism: A mixed research study","authors":"Elif SEYLİM","doi":"10.1016/j.ijer.2026.103053","DOIUrl":"10.1016/j.ijer.2026.103053","url":null,"abstract":"<div><div>The aim of this study is to determine the levels of organizational trust and cynicism among teachers and to examine which factors lead to teacher cynicism. Therefore, an explanatory sequential design from mixed research models was used in the research. Quantitative data of the study were obtained from 400 volunteer teachers working in state schools in a metropolitan city of Türkiye, and qualitative data were obtained from 15 teachers who voluntarily participated in the interviews from among these teachers. While quantitative data helped to show the direction and level of the relationship between trust and cynicism, qualitative data were used to reveal how teachers interpreted this relationship within the framework of their experiences in school life, the relationships they established with their colleagues and administrators, and their institutional expectations. The quantitative findings of the research show that teachers have high levels of trust in their colleagues, administrators, and institutions; and that their cognitive, affective, and behavioral cynicism is at a moderate level. There is a negative and low-level relationship between organizational trust and cynicism. The qualitative findings are supportive and explanatory of the quantitative findings.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"139 ","pages":"Article 103053"},"PeriodicalIF":3.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148524124","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

Effects and moderators of dialogic reading on children’s reading literacy: A three-level meta-analysis on studies from 2000 to 2025 对话阅读对儿童阅读能力的影响及调节因素：2000 - 2025年研究的三层次元分析

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2026-01-01 Epub Date: 2026-02-16 DOI: 10.1016/j.ijer.2026.102963

Mi Tang , Kit-Ling Lau , Yiran Du

{"title":"Effects and moderators of dialogic reading on children’s reading literacy: A three-level meta-analysis on studies from 2000 to 2025","authors":"Mi Tang , Kit-Ling Lau , Yiran Du","doi":"10.1016/j.ijer.2026.102963","DOIUrl":"10.1016/j.ijer.2026.102963","url":null,"abstract":"<div><div>Dialogic reading (DR) is a well-established reading intervention that fosters children’s reading development; yet, its effects across multiple dimensions of reading literacy and the sources of variability in effect sizes have not been systematically evaluated. Based on a holistic reading literacy framework, this study synthesized post-Whitehurst DR interventions (2000–2025) on children’s reading literacy development from preschool to primary school using a three-level mixed-effects model. Pooling 260 effect sizes from 64 studies involving 10,463 typically developing children, the findings indicated that the model produced a significant overall effect on reading literacy (<em>g</em> = 0.76), with substantial between-study and within-study heterogeneity. The domain-specific models reported large effects on decoding (<em>g</em> = 1.10) and comprehension (<em>g</em> = 0.74), medium effects on response (<em>g</em> = 0.50), and large but inconclusive effects on motivation (<em>g</em> = 2.72). Moderator analyses identified age and measurement type as robust sources of variation, with smaller effects observed for standardized assessments and younger children. The study’s findings support the idea that DR has positive impacts on a broad bandwidth of reading literacy, while highlighting developmental readiness and assessment sensitivity as key considerations for research and practice.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"137 ","pages":"Article 102963"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147397114","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

Pedagogies of resistance: How alternative higher education institutions in post-coup Myanmar are cultivating democratic citizenship 抵抗教学法：政变后缅甸的另类高等教育机构如何培养民主公民

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2026-01-01 Epub Date: 2026-03-03 DOI: 10.1016/j.ijer.2026.102971

Tin Maung Htwe

{"title":"Pedagogies of resistance: How alternative higher education institutions in post-coup Myanmar are cultivating democratic citizenship","authors":"Tin Maung Htwe","doi":"10.1016/j.ijer.2026.102971","DOIUrl":"10.1016/j.ijer.2026.102971","url":null,"abstract":"<div><div>This study argues that post-coup alternative higher education institutions in Myanmar function not as temporary educational substitutes but as intentional democratic projects that cultivate critical consciousness. Those institutions reclaim pedagogical sovereignty, and disseminate a new social imaginary of a federal, democratic Myanmar. The 2021 military coup precipitated a profound institutional rupture, with the junta systematically targeting higher education to suppress dissent and monopolize ideological reproduction. In response, the Civil Disobedience Movement (CDM) has catalyzed the emergence of grassroots alternative educational institutions, prompting diverse forms of civic resistance through the creation of autonomous counter-institutions.</div><div>This paper applies Freire’s critical pedagogy, together with Berdahl’s concept of the social production of space and Taylor’s social imaginaries, to examine how these spaces function. Drawing on 50 in-depth interviews and institutional document analysis, the study examines Spring University Myanmar (SUM) as a decentralized digital learning network and Karenni National College (KnNC) as an emergent, community-embedded ethnic institution. The paper demonstrates how these institutions cultivate critical consciousness, reclaim pedagogical sovereignty in digital and territorial spaces, and disseminate a new social imaginary of a federal, democratic Myanmar. Despite severe constraints, they represent a fundamental contest between authoritarian coercion and democratic participation to serve as crucial incubators for the norms and citizens of a future legitimate state.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"137 ","pages":"Article 102971"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147397117","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