International Journal of Educational Research最新文献

{"title":"Unlocking academic potential: Role of individual agency in diverse social environments","authors":"D. Popović ,&nbsp;E. Krpanec ,&nbsp;M. Parmač Kovačić ,&nbsp;I. Burić ,&nbsp;I. Šverko","doi":"10.1016/j.ijer.2025.102677","DOIUrl":"10.1016/j.ijer.2025.102677","url":null,"abstract":"<div><div>Educational inequalities persist and are prevalent in the modern world. While disadvantaged students encounter many structural barriers, the latest research highlights that individual agency could be a pathway to reduce the social class education gap. To provide a more comprehensive understanding of the interplay between students’ social origins and individual agency, this study tested four compelling hypotheses - independent, mediation, cumulative and compensatory effect hypotheses - on their role in shaping social class educational inequalities using multiple indicators of both constructs. The study draws on two-wave data from 1087 (51.4 % girls) middle school students attending 16 schools across Croatia. From the set of SES indicators, only parental education and occupational prestige were predictive of students’ academic achievement. Furthermore, results highlight mostly independent effects of students’ social origins and individual agency in determining their academic success. Additionally, educational aspirations served as a mediating factor, while both educational aspirations and motivational autonomy played a compensatory role in determining students’ academic success.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102677"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144335632","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":"Multigrade teaching and learning: Developing theoretical frameworks through mapping conceptual territories with an inclusive education lens","authors":"Anne Parfitt ,&nbsp;Cath Gristy ,&nbsp;Stuart Read ,&nbsp;Mary Catherine Garland","doi":"10.1016/j.ijer.2025.102675","DOIUrl":"10.1016/j.ijer.2025.102675","url":null,"abstract":"<div><div>This paper offers an engagement, through an inclusive education lens, with the theoretical frameworks and concepts used in multigrade teaching and learning. With the aim of developing and extending thinking about pedagogies in diverse education settings, it employs a scoping literature review to identify and examine the various conceptual frameworks which underpin thinking about and practice within multigrade classrooms. It is argued that close study of the knowledges used by teachers in multigrade classrooms, which are implicitly diverse education spaces, offers a useful way with which to consider pedagogies in <em>all</em> diverse education settings. Study of multigrade classrooms also offers space to develop understanding of the tensions for inclusive education generated through ‘mainstream’ organisation of schooling as single age classes. Emerging in the body of literature resulting from the scoping study are five ‘knowledge territories’ which appear to be contributing to the work of educators in multigrade settings: Child centred approaches, constructivist thinking; inclusion; cooperative and collective education; Education for All. Through the process of working together with the five strands, looking at where they overlap and interact, we suggest that it is possible to assemble a ‘core pedagogik’ for multigrade classrooms. The article concludes with arguments for the potential of and capacity for multigrade settings to be productive spaces for development of pedagogical practices and theoretical understandings of all diverse classrooms.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102675"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144490249","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":"Teacher mentorship and job satisfaction: A cross-national econometric analysis of mentees and mentors","authors":"Mike Smet","doi":"10.1016/j.ijer.2025.102773","DOIUrl":"10.1016/j.ijer.2025.102773","url":null,"abstract":"<div><div>This paper analyses how receiving mentorship and serving as a mentor each relate to teacher job satisfaction using cross-national data from the 2018 Teaching and Learning International Survey (TALIS). A two-stage approach, employing school fixed effects and meta-analysis across 49 regions, shows a robust positive association for both mentors and mentees. The mentee effect is consistent across settings, while mentoring effects vary more. Results highlight the importance of institutional support to ensure mentoring benefits all participants, with implications for teacher induction, development, and retention efforts.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"134 ","pages":"Article 102773"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145007634","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":"Research on the influence of teachers’ ICT Capacity on classroom teaching quality: An intermediary model based on self-efficacy","authors":"Feng Zhang,&nbsp;Qinghao Li","doi":"10.1016/j.ijer.2025.102779","DOIUrl":"10.1016/j.ijer.2025.102779","url":null,"abstract":"<div><div>As the core participants and implementers of the digital transformation in education, enhancing teachers’ proficiency in Information and Communication Technology (ICT) emerges as a crucial lever for catalyzing educational reform. Based on the technology integration theory and constructivism theory, using the data from the Teaching and Learning International Survey (TALIS) as the research sample, the OLS multiple regression model, Shapley value decomposition method, mediation effect model, quantile regression model, and threshold regression model were used to empirically examine the empowerment effect, mechanism effect, heterogeneity effect, and threshold effect of teachers’ ICT capacity on classroom teaching quality. The study found that, compared with OECD countries, there is much room for improvement in the ICT capacity of teachers in Shanghai, China, where teachers receive adequate ICT training, but there is a serious lack of digital technology literacy among teachers, and the phenomenon of “acceptance in reason but detachment in practice” is significant. The ability of teachers to utilize information and communication technology (ICT) significantly influences classroom teaching quality, with teachers’ self-efficacy playing a partially mediating role. Enhancing teachers’ ICT capacity has the strongest impact on the “cognitive mobilization” dimension, while its effect on the “classroom management” dimension is comparatively weaker. Moreover, the empowering effect of information and communication technology increases as the quality of teachers' teaching improves, and to some extent, there is a “Matthew effect” that leads to a widening of the gap in the quality of classroom teaching. Furthermore, teachers’ ICT capacity in the process of promoting the improvement of classroom teaching quality is characterized by the double-threshold effect of “stair-step rise”. With the improvement of teachers’ ICT capacity, its effect on the improvement of classroom teaching quality shows marginal incremental characteristics, breaking the “ceiling effect”. Based on these findings, recommendations include enhancing the multi-principal ecosystem of digital education, developing a digital profile of teachers’ teaching, providing supportive resources in a hierarchical and categorized manner, and fostering the establishment of a teacher-learning community.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"134 ","pages":"Article 102779"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145027083","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":"How does faculty stress and health affect their research motivation and productivity?","authors":"Chia-Lin Chang ,&nbsp;Jordan Jaeger ,&nbsp;Robert H. Stupnisky","doi":"10.1016/j.ijer.2025.102657","DOIUrl":"10.1016/j.ijer.2025.102657","url":null,"abstract":"<div><div>University faculty often contend with intense workloads, leading to considerable stress and diminished well-being. The impact of these demanding factors on faculty research motivation and research productivity requires further investigation. There is a gap in current research of knowing the relationship between faculty stress, health, motivations, and research productivity. This study recruited 651 US STEM faculty members to complete an online survey rooted in self-determination theory aimed to investigate the relationships between STEM faculty stress and health with their motivation for research and, in turn, their research productivity. Findings indicate that lower stress levels and improved mental health correlate with enhanced feelings of autonomy and competence. The result of factor analysis and Structural equation modeling suggested that higher levels of autonomous motivation and decreased introjected motivation, thereby significantly enhancing research productivity. Further analysis suggests that autonomy, mediated through increased autonomous motivation, indirectly strengthens the connection between mental health and research achievements. These insights prompt discussions on the pivotal role of mental health in shaping faculty members' motivation and success in research. The results of this study can inform higher education policymakers in designing and implementing strategies to enhance faculty research productivity through targeted support for mental and physical health.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102657"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144254758","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":"Navigating centralized admissions: The role of parental preferences in school segregation in Chile","authors":"Gregory Elacqua,&nbsp;Macarena Kutscher","doi":"10.1016/j.ijer.2025.102764","DOIUrl":"10.1016/j.ijer.2025.102764","url":null,"abstract":"<div><div>In this paper, we aim to understand some of the mechanisms behind the low impact of a Chilean educational reform on socioeconomic integration within the school system. We focus on pre-kindergarten (pre-K) admissions, which account for the highest volume of applications since all students (except those applying to private schools) must seek admission through the centralized system. We employ a discrete choice model to analyze parents’ school preferences. Our analysis reveals that the school choices of low-SES families are more strongly influenced by a school’s non-academic attributes – which are often omitted from analyses of parental preferences due to data availability constraints – rather than academic quality. For instance, low-SES parents tend to prefer schools with fewer reported violent incidents, schools where students report facing less discrimination and exclusion, and schools where students demonstrate higher levels of self-efficacy. Disadvantaged families also tend to favor schools that have a religious affiliation, offer more ”classical” sports (e.g. soccer), or have a foreign name. These results have significant implications for understanding the preferences of disadvantaged families and the impact of centralized admission systems on reducing segregation. By recognizing the non-academic factors driving school choices, policymakers can better design admission systems that truly foster school diversity and equality.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"134 ","pages":"Article 102764"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050086","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 active methodologies in the classroom on academic achievement: A systematic literature review using the PRISMA protocol","authors":"Silvia Conde-Izquierdo,&nbsp;Álvaro Moraleda Ruano,&nbsp;David Pascual Nicolás","doi":"10.1016/j.ijer.2025.102644","DOIUrl":"10.1016/j.ijer.2025.102644","url":null,"abstract":"<div><div>This study examines the impact of active methodologies on academic performance, assessing their potential to enhance educational success. It analyses the effects of Service-Learning, Cooperative Learning, Inquiry-Based Learning, Problem-Based Learning, Project-Based Learning, Gamification, Flipped Classroom, Discovery Learning, and Experiential Learning on academic achievement and students’ holistic development. A systematic literature review was carried out following PRISMA guidelines, identifying 774 records in Scopus, ERIC, WoS, Google Scholar, Dialnet, and Redalyc. Thirty-six articles were selected and published between 2018 and 2024, with empirical evidence in Spanish or English. The findings highlighted that the Flipped Classroom predominates in Social Sciences at the university level, whereas Cooperative Learning prevailed in Natural Sciences, particularly in Primary and Secondary education. Approaches such as Problem-Based Learning, Gamification, Cooperative Learning, Flipped Classroom, Project-Based Learning, and Inquiry-Based Learning demonstrated positive correlations with academic achievement, learner motivation, and student satisfaction, outperforming traditional methods. These methodologies promote academic outcomes and hold great potential to enrich the educational process. However, their effectiveness depends on teacher training, digital integration, and pedagogical adaptability. Further longitudinal research, rigorous experimental designs, and sustained professional development are recommended to optimise implementation and maximise impact.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"132 ","pages":"Article 102644"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144124725","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":"Student teacher learning in school-university partnerships: A systematic review","authors":"Jingtian Zhou,&nbsp;Jocelyn L.  N. Wong","doi":"10.1016/j.ijer.2025.102692","DOIUrl":"10.1016/j.ijer.2025.102692","url":null,"abstract":"<div><div>School-university partnerships provide essential environments in which student teachers (STs) learn to teach. Despite the increasing number of studies conducted within the partnership contexts, the impact of partnership practices on STs’ learning processes or outcomes has not been examined in a systemic way. Drawing on growing empirical evidence, this systematic review synthesized findings from 67 articles published in peer-reviewed journals between 2011 and 2024. We found that three interconnected levels of partnership interventions – the program &amp; partnership level, the curriculum &amp; pedagogy level, the activity &amp; tool level – were simultaneously applied by teacher educators in the selected studies; we also identified changes in STs’ dispositions and beliefs (knowing why), knowledges and understandings (knowing what), and performances and skills (knowing how). Based on the findings, a framework for understanding STs’ learning in partnership contexts is further delineated, with implications for policymakers, practitioners, and researchers.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102692"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144654249","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":"Southeast Asia’s cross-regional research collaborations in the multiplex world: Current trends and future paths","authors":"Yusuf Ikbal OLDAC ,&nbsp;Miguel LIM ,&nbsp;Ka Ho MOK ,&nbsp;Ly TRAN ,&nbsp;Lili YANG ,&nbsp;Jacob Oppong NKANSAH","doi":"10.1016/j.ijer.2025.102726","DOIUrl":"10.1016/j.ijer.2025.102726","url":null,"abstract":"<div><div>Southeast Asia is currently experiencing momentum towards the regional harmonisation of its higher education systems, as also indicated by the recent declaration of the common higher education space in August 2024. Although much progress is still needed, the meaningful initiatives of ASEAN to bring together the ten countries and the role of SEAMEO in education-related harmonisation are important for the aforementioned endeavour. The diverse populations of Southeast Asia aspire to create an inclusive and harmonious space that is well-connected with other regions and nations worldwide. Thus, investigating the cross-regional research collaborations of Southeast Asian higher education is crucial to observing current trends and future paths for its connectivity with other regions and nations. This study examines the patterns of Southeast Asia’s cross-regional research collaborations with globally and regionally relevant systems using large-scale bibliometric data. The investigation focuses on major trends, research-area-based analyses, collaboration initiatives, and citation recognition. The analyses indicate a numerical increase in almost all aspects of research collaborations by researchers based in the region. Area-based analyses indicate that the region’s collaborations with China focus on STEM areas, as compared to social science and humanities with the EU and medical sciences with the US, highlighting the collaborating side’s expertise in specific areas. Findings also indicate that Southeast Asia-based researchers are unequally positioned in cross-regional collaborations as measured by leading authorship proportions. Furthermore, consistent with existing discussions, cross-regional collaborations increase citation impact, but there is room to increase the citation recognition of overall collaborative papers published by researchers in the region.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102726"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144748959","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":"Secondary school dropout prevention through service-learning: A pilot study","authors":"José Luis Arco-Tirado ,&nbsp;Francisco D. Fernández-Martín ,&nbsp;Mirian Hervás Torres ,&nbsp;Alžbeta Brozmanová Gregorová ,&nbsp;Zuzana Heinzová ,&nbsp;Seyda Subasi Singh","doi":"10.1016/j.ijer.2025.102704","DOIUrl":"10.1016/j.ijer.2025.102704","url":null,"abstract":"<div><div>This study investigates the impact of a service-learning program on secondary school dropout prevention in four European countries. The methodological design was a cluster randomized trial. The intervention involved a sample of secondary school students (<em>n</em> = 204), implementing an <em>ad hoc</em> intervention model. Regression results in Model 7 with all predictors and controls show a significant effect in the variable experimental group, with all predictors and controls explaining 27.9 % of the variance. Suggestive positive results are present for other variables like country (Austria) and Slovakia (Model 2), global trait emotional intelligence (Model 3), civic responsibility, civic efficacy (Model 4), civic skills (Model 5), and learning mindset (Model 6). Based on these promising results, some recommendations are made to improve the future impact of this type of comprehensive service-learning program.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102704"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144604860","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}