Learning and Instruction最新文献

{"title":"The role of rhythm in learning to read in children with and without reading difficulties: an intervention study","authors":"Nicolás Gutiérrez-Palma ,&nbsp;Nuria Calet ,&nbsp;María Auxiliadora Robles-Bello ,&nbsp;Nieves Valencia-Naranjo","doi":"10.1016/j.learninstruc.2025.102273","DOIUrl":"10.1016/j.learninstruc.2025.102273","url":null,"abstract":"<div><h3>Background</h3><div>Recent research indicates that rhythm can influence the development of phonological awareness and, thus, the learning to read.</div></div><div><h3>Aims</h3><div>This work aimed to test the relationship between rhythm and reading in Spanish through an intervention study in children with and without reading difficulties.</div></div><div><h3>Methods</h3><div>We used a pre-test/post-test design and worked with a sample of 131 children in the first year of primary education (29 with reading difficulties) who were randomly assigned to three groups, depending on whether they received training on phonological awareness, rhythm, or phonological awareness and rhythm. For rhythm training, exercises based on reproducing the sequence of stressed and unstressed syllables of one or more words using the syllable “la” were used. In the phonological awareness-only or rhythm-only groups, mathematical exercises were also used.</div></div><div><h3>Results</h3><div>The results indicated that children improved in word reading in all training groups. Mediation analyses with the whole sample suggested that rhythm was related to word reading through phonological awareness. Moreover, children without difficulties improved in phonological awareness, but to a greater extent in the groups where rhythm was trained. Children with difficulties improved in reading pseudowords, but only when phonological awareness or rhythm was trained separately.</div></div><div><h3>Conclusions</h3><div>These results suggest that rhythm training can facilitate the development of phonological awareness. For children with reading difficulties, rhythm training may be useful for improving the reading of novel words, but it should be done separately from phonological awareness.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102273"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Spaced instruction for psychological concepts: Insights from interpersonal brain synchronization and students’ perceptions of teaching","authors":"Xiaojun Cheng ,&nbsp;Wenyuan Liao ,&nbsp;Haichan Cui ,&nbsp;Yafeng Pan ,&nbsp;Yinying Hu","doi":"10.1016/j.learninstruc.2026.102320","DOIUrl":"10.1016/j.learninstruc.2026.102320","url":null,"abstract":"<div><h3>Background</h3><div>Spaced instruction, which reinforces concepts through repetitions over time or across topics, improves learning outcomes compared to massed instruction, which involves minimal or no intervals between repetitions. While researchers have explored the mechanisms from an individual perspective (i.e., student learning), neurocognitive mechanism of spaced instruction remains elusive.</div></div><div><h3>Aims</h3><div>This study aimed to investigate spaced instruction in laboratory settings that simulate real-world teaching scenarios and to elucidate its underlying neural mechanisms.</div></div><div><h3>Sample and methods</h3><div>This study recruited two groups (the spaced and massed groups) to learn psychological concepts via instructional videos. Throughout the video recording and viewing sessions, the brain activities of the teacher and student were measured by using EEG.</div></div><div><h3>Results</h3><div>The spaced group exhibited superior learning outcomes compared to the massed group. Furthermore, these improved learning outcomes in the spaced group were positively associated with perceived teacher-student interaction and positive evaluations of teaching quality. At the neural level, the spaced group showed greater interpersonal brain synchronization (IBS) between the teacher and student in the alpha band of the frontal cortex compared to the massed group. This increased IBS in the spaced group predicted superior learning outcomes and was associated with positive evaluations of teaching quality. Further mediation analysis suggested that the positive evaluations mediated the relation between IBS and learning outcomes.</div></div><div><h3>Conclusions</h3><div>This study highlight the potential role of students’ perceptions of teaching in the spacing effect, providing deeper insight into its underlying mechanisms.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102320"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145976239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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 teacher humour on teaching quality and student learning: An experimental approach","authors":"Sonja Bieg ,&nbsp;Hassan Banaruee ,&nbsp;Markus Dresel","doi":"10.1016/j.learninstruc.2025.102311","DOIUrl":"10.1016/j.learninstruc.2025.102311","url":null,"abstract":"<div><h3>Background</h3><div>It is assumed that teacher humour promotes social relationships and enhances learning processes among students. Nonetheless, there has been no systematic investigation beyond correlational studies into how different types of humour influence distinct dimensions of teaching quality and students’ learning processes.</div></div><div><h3>Aims</h3><div>We used an experimental approach in two studies to examine the impact of various types of teacher humour on experts' ratings and students' perceptions of teaching quality, as well as on students’ motivation and emotions.</div></div><div><h3>Samples</h3><div>Study 1 included 206 experts and Study 2 included 325 students.</div></div><div><h3>Methods</h3><div>In both studies, participants were randomly assigned to one of five experimental groups, in which they were shown video recordings of lessons that were identical in content but differed in terms of the humour used by the teacher. Subsequently, the participants rated the teaching quality of this lesson (teacher-student relationship, interestingness, clarity, time on task). In Study 2, students additionally reported on their motivation and their emotions while watching the video-recorded lesson.</div></div><div><h3>Results</h3><div>In both studies, results revealed that course-related humour promotes teacher-student relationship and interestingness (no effects were observed for clarity and time on task). Moreover, course-related humour led to increased intrinsic motivation, enjoyment and reduced negative emotions in students. Structural equation modelling revealed indirect effects of different types of humour on students’ motivation and emotions via teaching quality.</div></div><div><h3>Conclusions</h3><div>Our findings indicate that humour that is course-related can improve socio-emotional and motivational dimensions of teaching quality and enhance students’ intrinsic motivation and emotional experiences.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102311"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145883264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Change and transmission of students' and teachers’ lesson-specific emotions","authors":"Matilda Sorkkila ,&nbsp;Lars-Erik Malmberg ,&nbsp;Sanni Pöysä ,&nbsp;Noona Kiuru ,&nbsp;Marja-Kristiina Lerkkanen ,&nbsp;Eija Pakarinen","doi":"10.1016/j.learninstruc.2025.102298","DOIUrl":"10.1016/j.learninstruc.2025.102298","url":null,"abstract":"<div><h3>Background</h3><div>Although it is known that positive emotions in school benefit both students and teachers, students' emotions and teachers’ emotions are rarely examined together. Furthermore, emotions are rarely examined as lesson-specific, that is, as state-like that vary from one lesson to another.</div></div><div><h3>Aims</h3><div>Building on the emotion transmission literature, the aim of the present study was to examine the change in Finnish primary school students' and teachers' emotions during a school day. We furthermore aimed to investigate, how students' and teachers’ positive and negative emotions transmit from teachers to students and from students to teachers.</div></div><div><h3>Sample</h3><div>The participants were 20 primary school teachers (85 % females; Mage = 45 years) and their 258 students (49.2 % females; Mage = 10 years).</div></div><div><h3>Methods</h3><div>The participants reported their lesson-specific emotions 1–4 times using a mobile-based instrument during one school day. The data were analyzed using cross-classified multilevel modeling.</div></div><div><h3>Results</h3><div>The results showed that teachers' negative emotions decreased during the school day. Furthermore, teachers' higher negative emotions predicted lower positive emotions in students, and students’ higher positive emotions predicted lower negative emotions in teachers.</div></div><div><h3>Conclusions</h3><div>These results provide novel information about the dynamic and interrelated nature of emotions in real-time classroom settings and generate new openings for interventions of emotional regulation for both teachers and students.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102298"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Efficacy of a mathematical structuring competence intervention for talented students: A randomized controlled field trial","authors":"Judith Havemann ,&nbsp;Ann-Kathrin Jaggy ,&nbsp;Katrin Kunz ,&nbsp;Ulrich Trautwein ,&nbsp;Walther Paravicini","doi":"10.1016/j.learninstruc.2025.102295","DOIUrl":"10.1016/j.learninstruc.2025.102295","url":null,"abstract":"<div><h3>Background</h3><div>Mathematical structuring competence (MSC)—the ability to recognize, apply, and build patterns and structures—is a crucial component of mathematics education and an essential characteristic of mathematical talent. However, systematic approaches to fostering MSC, especially for talent promotion, are still lacking.</div></div><div><h3>Aims</h3><div>We evaluated the efficacy of a newly developed intervention for enhancing talented students’ MSC as a primary outcome and their arithmetic performance and mathematics-related motivational dispositions as secondary outcomes. The intervention was conducted online and involved two core components: inquiry-based learning and mathematically rich pattern tasks.</div></div><div><h3>Sample</h3><div>We collected data from 104 talented 2nd to 5th graders (32 girls) participating in an extracurricular STEM enrichment program.</div></div><div><h3>Methods</h3><div>We used a randomized controlled field trial with repeated measures and a treated control group to evaluate the efficacy of the intervention. Multiple linear regression analyses were calculated to test for intervention effects.</div></div><div><h3>Results</h3><div>Students in the intervention group developed more sophisticated MSC than those in the control group (β = 0.46, p &lt; .001). No differential intervention effects on MSC were found, indicating that all students, regardless of their prior knowledge, fluid intelligence, gender, or grade level, benefited equally from the intervention. The intervention did not significantly affect arithmetic performance or motivational dispositions.</div></div><div><h3>Conclusions</h3><div>The study showed that talented students' MSC can be promoted by combining inquiry-based learning with mathematically rich pattern tasks. Thus, our study enriches previous studies on MSC-related competencies in regular school settings and ultimately enhances knowledge on how to promote talented students’ MSC.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102295"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145839311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Physiological synchrony amongst medical residents during crisis management simulation training and a video-based assessment of leaders’ performance","authors":"Lucia Patino Melo ,&nbsp;Sebastian Wallot ,&nbsp;Keerat Grewal ,&nbsp;Matthew Moreno ,&nbsp;Osamu Nomura ,&nbsp;Jason M. Harley","doi":"10.1016/j.learninstruc.2025.102302","DOIUrl":"10.1016/j.learninstruc.2025.102302","url":null,"abstract":"<div><h3>Background</h3><div>Complex learning dynamics exist in ecologically valid collaborative learning environments, such as medical simulation training. Although medical scenarios are known to elicit emotional responses, the role of these emotions in shaping team performance is often overlooked. Physiological synchrony (PS) offers a promising lens to explore these emotional dynamics and, when integrated with multimodal learning analytics, can enhance our understanding of collaborative processes in medical teams, including the team leaders’ performance<strong>.</strong></div></div><div><h3>Theoretical framework</h3><div>This study was guided by socially-shared regulated learning and the control-value theory of achievement emotions. We used these theories to operationalize and situate physiological arousal as an emotional expression component, draw insight from the context simulation training occurred in, and interpret findings.</div></div><div><h3>Aims</h3><div>To examine PS among medical residents undergoing crisis resource management (CRM) simulation training and explore its relationship with team leaders’ performance.</div></div><div><h3>Sample</h3><div>Participants were 29 medical trainees grouped into 9 teams participating in team-based simulations.</div></div><div><h3>Methods</h3><div>A field-based, quantitative approach was employed. Electrodermal activity (EDA) was used to assess participants' emotional arousal, and Multidimensional Recurrence Quantification Analysis (MdRQA) was used to evaluate PS. Team leaders’ performance was scored using the Ottawa Global Rating Scale.</div></div><div><h3>Results</h3><div>PS was observed among team members during both pre-simulation and simulation phases. Preliminary results revealed that PS was positively correlated with team leader performance.</div></div><div><h3>Conclusion</h3><div>Findings offer novel insights into the existence and role of PS in ecologically-valid team-based medical simulation education. PS may reflect important aspects of teams' emotional arousal and, while preliminary, team leaders’ performance.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102302"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145924795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mechanisms to prepare for future learning: A think-aloud study","authors":"Katharina Ockl,&nbsp;Inga Glogger-Frey","doi":"10.1016/j.learninstruc.2025.102309","DOIUrl":"10.1016/j.learninstruc.2025.102309","url":null,"abstract":"<div><h3>Background</h3><div>Preparation-for-learning is expected to foster learning-relevant cognitive processes to prepare learners for subsequent instruction. Various degrees of generation can prepare learners differently through such cognitive mechanisms. Open-problem-solving can make learners more aware of knowledge gaps, while self-explaining a solution of the same problem can help learners to process relevant learning content more deeply.</div></div><div><h3>Aims</h3><div>This study compares the cognitive processes during different forms of preparation and their influence on learning outcomes.</div></div><div><h3>Sample</h3><div>135 undergraduate psychology students participated in this study.</div></div><div><h3>Methods</h3><div>Participants were randomly assigned to a preparation condition and either invented a solution (inventing, <em>n</em> = 66) or self-explained a worked-out solution (worked example, <em>n</em> = 69). While working on the preparation task, participants were asked to think aloud. The cognitive process variables 'expressed knowledge gaps' and 'deep feature processing' were coded. After the preparation phase, participants watched an instructional video and completed a post-test targeting near and far transfer.</div></div><div><h3>Results</h3><div>Students who self-explained a worked example processed deep features more deeply, which in turn had a positive effect on near transfer, but not on far transfer. Conversely, students expressed more knowledge gaps while inventing, but more expressed knowledge gaps revealed no effect on either near or far transfer. Overall, self-explaining a worked example led to better far transfer, but not to better near transfer.</div></div><div><h3>Conclusion</h3><div>This study shows that a worked example can prepare learners for far transfer, and deep-feature processing even mediates outcomes in part. The various preparation activities foster different cognitive mechanisms.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102309"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145883262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring young learners’ prompted and unprompted SRL think-alouds","authors":"Rebecca Pape,&nbsp;Joachim Thomas","doi":"10.1016/j.learninstruc.2025.102294","DOIUrl":"10.1016/j.learninstruc.2025.102294","url":null,"abstract":"<div><h3>Background</h3><div>Think-aloud data have been identified as a valuable source for fine-grained analyzes aimed at understanding learning processes. Yet, they are rarely used to investigate how self-regulated learning (SRL) can be supported in computer-based learning environments (CBLEs). Young learners at lower secondary level have been found to be in a transitional phase of developing metacognitive SRL skills. In this phase, metacognitive prompting may encourage metacognitive SRL in CBLEs. To gain insights into supporting young learners' SRL in CBLEs, the present study used the think-aloud method and process mining to explore prompted and unprompted learners’ utterances related to recall learning performance, metacognitive SRL activities, and the sequential structure of these activities.</div></div><div><h3>Methods</h3><div>In a between-subjects experimental design, secondary students completed a 30-min CBLE learning session while thinking aloud, with either metacognitive prompts (<em>n</em> = 17) or no prompts (<em>n</em> = 16).</div></div><div><h3>Results</h3><div>The fine-grained analysis of the think-aloud data showed that learning with metacognitive prompts led to higher domain-general metacognitive SRL activities. Regarding learning performance, no significant differences were found. Process models indicated that prompted learners’ process structures resembled traditional SRL models more closely and that they engaged in reflection activities more often at the end of a learning sequence than the control group.</div></div><div><h3>Conclusion</h3><div>This study revealed fine-grained differences between prompted and unprompted metacognitive SRL activities in young learners. Think-aloud data, combined with process mining, proved to be useful for identifying metacognitive processes. This study, thereby, extends the current debate on the development of metacognitive SRL skills in young learners.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102294"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cognitive aspects of video-based learning with instructor presence depend on pedagogical approaches: A perspective from motivating styles","authors":"Yamei Zhang ,&nbsp;Xiaojun Sun ,&nbsp;Jing Ma","doi":"10.1016/j.learninstruc.2025.102299","DOIUrl":"10.1016/j.learninstruc.2025.102299","url":null,"abstract":"<div><h3>Background</h3><div>Instructor presence is a critical feature that should be considered when designing video lectures. However, its influence on cognitive aspects of learning is mixed. Such inconsistencies imply the likelihood of moderators shaping the influence. Motivating styles (i.e., autonomy-supportive, controlling and neutral teaching), the most concerned pedagogical approaches, may be such a moderator.</div></div><div><h3>Aim</h3><div>This study examines how the influence of instructor presence on the cognitive aspects of learning, including learning outcomes, attention (i.e., visual attention allocation and concentration), and extraneous cognitive load, varies with motivating styles.</div></div><div><h3>Sample and methods</h3><div>A three (motivating styles: autonomy-supportive vs. controlling vs. neutral teaching) × two (instructor presence: present vs. absent) between-subjects eye-tracking experiment was conducted among 181 university students.</div></div><div><h3>Results</h3><div>While instructor presence reduced visual attention to the knowledge area regardless of the instructor's motivating style, its effects on learning outcomes (albeit only in terms of retention), concentration, and extraneous load were conditional on it. Specifically, compared with the instructor-absent condition, under autonomy-supportive teaching, instructor presence decreased retention and concentration, but did not affect extraneous load; under controlling teaching, instructor presence did not impact retention, but damaged concentration and boosted extraneous load; under neutral teaching, instructor presence promoted retention without affecting concentration or extraneous load.</div></div><div><h3>Conclusions</h3><div>The findings imply that the facilitating effect of instructor presence as a social cue and its detrimental effect as a seductive detail can dominate one another or cancel each other out under specific motivating styles. Hence, pedagogical approaches can shape the effects of instructor presence.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102299"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Experimental evidence on the effects of preservice teachers’ growth and fixed mindsets on teaching self-efficacy and anticipated instructional practices","authors":"Patricia Schwiering ,&nbsp;Anke Heyder","doi":"10.1016/j.learninstruc.2025.102266","DOIUrl":"10.1016/j.learninstruc.2025.102266","url":null,"abstract":"<div><h3>Aims</h3><div>Growth versus fixed mindsets refer to beliefs about the malleability (<em>growth mindset</em>) or stability (<em>fixed mindset</em>) of individual characteristics. While prior research has focused on students' mindsets, experimental studies targeting teachers' mindsets about student abilities are scarce. We investigated the effects of a brief growth-mindset intervention on preservice teachers' school career counseling, expectations, anticipated teaching self-efficacy, emotions, stress, and teaching practices.</div></div><div><h3>Methods</h3><div>In a preregistered experiment, we randomly assigned 306 preservice teachers to the intervention group or control group. The intervention group reflected on their mission as teachers which fostered growth mindsets in earlier research. Both groups then reported their mindset, read the vignette of a fictitious low-achieving student, reported their expectations, wrote a school career counseling letter to the student, and reported their anticipated teaching self-efficacy, emotions, stress, and teaching practices.</div></div><div><h3>Results</h3><div>The intervention group reported a stronger growth mindset than the control group, higher teaching self-efficacy expectations, a higher likelihood of using instructional practices that foster cognitive stimulation and autonomy, and a lower likelihood of using performance practices. Structural equation modeling showed that affecting preservice teachers' mindsets changed their anticipated teaching self-efficacy and practices. Most school career counseling texts were growth mindset oriented. The intervention and control group did not differ in their texts’ overall mindset orientation, though the intervention group used more sentences and offered descriptively more help.</div></div><div><h3>Conclusion</h3><div>Fostering growth mindsets in preservice teachers affected their teaching self-efficacy, anticipated instructional practices, and–to some extent–the way they counsel low-achieving students.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102266"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145616715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}