British Journal of Educational Psychology最新文献

{"title":"Research-practice partnerships in education: Benefits, challenges, methodological considerations and key enablers for change.","authors":"Sarah McGeown, Simon Sjölund","doi":"10.1111/bjep.12785","DOIUrl":"https://doi.org/10.1111/bjep.12785","url":null,"abstract":"<p><strong>Background: </strong>Research-practice partnerships reflect collaborations between researchers and practice-based professionals to co-produce new research knowledge and are often cited as one way to narrow the widely recognized gap between research and practice. Within the context of education, research-practice partnerships draw upon the knowledge, expertise and experience of researchers and practice professionals with the aim of co-producing methodologically robust and educationally relevant research aligned with priorities of practice. Over the last decade, this methodological approach has been gaining traction, yet it is not without its challenges and methodological considerations, which need to be understood and carefully navigated as this trajectory seems set to continue.</p><p><strong>Aims: </strong>This article reviewed the benefits, challenges and methodological considerations associated with research-practice partnerships, and proposes four key enablers-infrastructure, funding, training and incentives-for research-practice partnerships to be optimally introduced, embedded and sustained.</p><p><strong>Methods: </strong>Drawing upon the research literature and diverse examples of infrastructure, funding, training and incentives across different European contexts, specifically Sweden, Norway, Germany, England and Scotland, this article aimed to synthesize academic and real-world insights to advance knowledge and thinking in this area.</p><p><strong>Conclusions: </strong>This article provides a contemporary account of key enablers that can initiate, develop, and sustain research-practice partnerships, drawing on insights from the research literature and illustrative examples of existing structures. In doing so, it aims to make a significant contribution to knowledge, thinking and potentially practice, as we work more collectively and productively together to reduce education inequalities and improve the educational experiences and outcomes of children and young people.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144175800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perceived peer support, motivational self-regulation and academic achievement in adolescents.","authors":"E Villar, E Real-Deus, Z Martínez-López, M E Mayo, C Tinajero","doi":"10.1111/bjep.12783","DOIUrl":"https://doi.org/10.1111/bjep.12783","url":null,"abstract":"<p><strong>Background: </strong>According to the Self-Determination Theory, satisfaction of basic psychological needs for relatedness, competence and autonomy is a necessary basis of motivational self-regulation in students. Supportive academic contexts are expected to satisfy these basic needs.</p><p><strong>Aims: </strong>We aimed to explore the mediating effect of motivational self-regulation strategies in the relationships between the provisions of emotional support, guidance and reassurance of worth from peers and academic achievement in adolescents.</p><p><strong>Sample and methods: </strong>A total of 463 students enrolled in compulsory secondary education were recruited for the study. The students completed self-report measures of perceived social support and motivational self-regulation strategies, and their academic grades were noted. The data obtained were examined by regression mediational analysis.</p><p><strong>Results: </strong>Overall, peer support had a significant effect on self-regulated motivation. Several motivational regulation strategies had a mediating effect on the relationship between perceived support from peers and academic achievement.</p><p><strong>Conclusions: </strong>Considering the nature of the mediational strategies, peers seem to encourage autonomous types of regulation and address the lack of motivation in students. Thus, in the light of our findings, peer support must be considered in creating a classroom climate that is conducive to engagement and learning.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144103093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does working memory moderate the effect of fading on math performance?","authors":"Dana Miller-Cotto, Josh Medrano","doi":"10.1111/bjep.12781","DOIUrl":"https://doi.org/10.1111/bjep.12781","url":null,"abstract":"<p><strong>Background: </strong>Cognitive load theory suggests that novice learners may have limited working memory capacity; thus, difficult materials may impose cognitive load and prevent learning. To remedy this, proponents have suggested using various forms of worked examples to reduce cognitive load, such as fading or sequentially removing steps of a problem until the learner is solving it on their own. However, it's unclear how working memory may moderate the effect of these instructional strategies.</p><p><strong>Aims: </strong>This study examined whether working memory influences performance on faded worked examples.</p><p><strong>Methods: </strong>In the current study, 6th-grade participants (N = 114) were randomly assigned to (1) worked examples with self-explanation prompts, (2) fading with self-explanation prompts, (3) fading, and finally (4) problem-solving only conditions and assigned three links of homework (pretest, 3 days of the intervention, posttest) on geometry problems. An online computer tutor, ASSISTments, administered assignments.</p><p><strong>Results: </strong>Results indicated significant differences in posttest performance amongst conditions, with fading demonstrating the largest effect sizes from pre to posttest. Further, only prior knowledge moderated the effect of fading.</p><p><strong>Conclusions: </strong>Findings regarding theory and practical implications are discussed, such as specific recommendations for designing materials with working memory in mind.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144057040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Team teachers' lesson-specific emotions and perceived instructional quality-Results of a diary study.","authors":"Gerda Hagenauer, Franziska Muehlbacher, Christoph Helm, Christoph Weber","doi":"10.1111/bjep.12782","DOIUrl":"https://doi.org/10.1111/bjep.12782","url":null,"abstract":"<p><strong>Background: </strong>Team teaching is a common practice in many schools. However, there is a lack of empirical evidence on how teachers' positive and negative affect triggered by their team-teaching partners is related to the (perceived) instructional quality.</p><p><strong>Aim: </strong>Therefore, our goal was to investigate how positive and negative affect correlates with relevant indicators of instructional quality at a situational (i.e., lesson-specific) level and whether spillover effects can be observed from one lesson to the next.</p><p><strong>Sample: </strong>Forty-seven Austrian teachers participated in this longitudinal study, producing a total of 652 diary entries.</p><p><strong>Methods: </strong>The teachers wrote diary entries after each team-teaching lesson. They rated their positive and negative affect, as well as four indicators of instructional quality (i.e., time management, clarity, differentiation and teacher-student relationship).</p><p><strong>Results: </strong>Clear links between teachers' affect and the perceived instructional quality were found at the within-person level. The associations were less strong at the between-person level. Spillover effects were also found, confirming the reciprocity of affect and teaching behavior.</p><p><strong>Conclusions: </strong>Emotions are evoked not only by students but also by team-teaching partners. It is therefore important to provide teachers who engage in team teaching with training on socioemotional skills (e.g., conflict management, emotional communication).</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144031774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Academic Threat Appraisal Ratio Scale (ATARS): Insights into attainment, academic progression, and retention in higher education.","authors":"Simon Cassidy","doi":"10.1111/bjep.12780","DOIUrl":"https://doi.org/10.1111/bjep.12780","url":null,"abstract":"<p><strong>Background: </strong>Previous studies examining threat appraisal and the influence of stress on human performance conclude that a challenge state leads to better performance than a threat state. Despite its potential, threat appraisal, particularly using self-report measures, has been the subject of limited investigation in applied higher educational contexts.</p><p><strong>Aims: </strong>The study explored the potential of self-report academic threat appraisal to explain academic progression and drop out in first-year students and investigated associations between self-report academic threat appraisal and relevant non-cognitive factors.</p><p><strong>Sample: </strong>The sample comprised 186 first-year undergraduate university students.</p><p><strong>Method: </strong>Students completed a newly adapted self-report threat appraisal measure, the Academic Threat Appraisal Ratio Scale (ATARS), at the beginning of their degree course. End-of-year grade point average and academic progression were also measured along with self-report measures of academic self-efficacy, academic resilience, grit, and mindset.</p><p><strong>Results: </strong>Findings revealed that a significantly greater proportion of students eliciting a challenge state progressed at first attempt, and of those students failing to progress at first attempt, a significantly greater proportion had elicited a threat state (χ² (1) = 4.445, p = .035). Furthermore, academic threat appraisal was identified as a significant predictor of academic progression, while academic self-efficacy was identified as a significant predictor of academic threat appraisal.</p><p><strong>Conclusions: </strong>Evidence supports self-report academic threat appraisal as a significant factor in student attainment and academic progression in higher education, suggesting that the ATARS offers a relatively simple, valid, and scalable tool for early screening of students, enabling targeted student support.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143991527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A process-oriented perspective on pre-service teachers' self-efficacy and their motivational messages: Using large language models to classify teachers' speech.","authors":"Olivia Metzner, Yindong Wang, Wendy Symes, Yizhen Huang, Lena Keller, Gerard de Melo, Rebecca Lazarides","doi":"10.1111/bjep.12779","DOIUrl":"https://doi.org/10.1111/bjep.12779","url":null,"abstract":"<p><strong>Background: </strong>Recent studies have examined the relation between teacher motivation, motivational messages and student learning but are limited to an achievement-related context, primarily using survey data. Moreover, our understanding of the relation between various teacher characteristics, such as teacher self-efficacy (TSE), and their motivational message use remains limited.</p><p><strong>Aims: </strong>Our study tested whether teacher speech can be classified into self-determination (SDT)-based motivational messages and reliably assessed with a large language model (LLM). Additionally, we analysed the relation between pre-service TSE and their motivational message use.</p><p><strong>Sample: </strong>For our first aim, we used human-rater annotations from 119 pre-service teachers' classroom recordings. For our second aim, we used data from 103 pre-service teachers (52.69% female; M_age = 22.98, SD_age = 3.26, Min_age = 19, Max_age = 34) who participated in a survey and were video-recorded while teaching.</p><p><strong>Methods: </strong>First, we manually classified pre-service teachers' motivational messages based on transcripts and used human-rater annotations to fine-tune an LLM. Second, we analysed the relation between pre-service TSE and motivational message use.</p><p><strong>Results and conclusions: </strong>The fine-tuned LLM demonstrated promising performance in assessing SDT-based motivational messages but needs further refining to assess thwarting messages. The analysis with human annotation showed that pre-service TSE for classroom management positively affected the frequency of relatedness-supportive messages. Pre-service TSE for student engagement increased the likelihood of never using a competence- or relatedness-thwarting message. Pre-service TSE for instructional strategies reduced the frequency of autonomy-supportive messages. LLM-based analyses showed slightly different results but did not contradict human annotation-based analyses.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144038819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relations between university teachers' teaching-related coping strategies and well-being over time: A cross-lagged panel analysis.","authors":"Kristina Stockinger, Martin Daumiller, Markus Dresel","doi":"10.1111/bjep.12777","DOIUrl":"https://doi.org/10.1111/bjep.12777","url":null,"abstract":"<p><strong>Background: </strong>University teachers' well-being plays a critical role in their productivity and educational effectiveness. Apart from cross-sectional research on demographic and institutional/contextual correlates, insight into potential causes and consequences of faculty well-being is limited. This includes insight into relations between different coping strategies and well-being.</p><p><strong>Aims: </strong>We studied the interplay of different strategies for coping with teaching-related stress with university teachers' well-being over the course of one semester.</p><p><strong>Sample: </strong>Participants were 489 German university teachers (age: M = 41.1 years, SD = 11.4) from 34 universities. Their demographics were characteristic of German university staff.</p><p><strong>Methods: </strong>Participants reported on their use of task-oriented, emotion-oriented and avoidance-oriented coping to manage teaching-related stress and on their subjective well-being (positive and negative affect; job satisfaction) at the beginning (T1: November) and end (T2: February) of the winter 2020/2021 term. Interrelations were examined via cross-lagged panel analysis.</p><p><strong>Results: </strong>Task-oriented coping was positively related to the slope of changes in positive affect, and vice versa, over time. Emotion-oriented coping (rumination) was positively related to the slope of changes in negative affect, and negatively related to the slope of changes in positive affect and job satisfaction. Negative affect was positively related to the slope of changes in avoidance-oriented coping.</p><p><strong>Conclusions: </strong>The findings provide directions for further developing supportive measures for promoting well-being in university teaching staff by highlighting the relevance of different coping strategies as causes and consequences thereof. Task-oriented coping may be particularly adaptive for well-being: at the same time, interventions aiming to promote well-being may also facilitate task-oriented coping behaviours.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144028270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student motivation and instructional clarity: Linking experience sampling method data to objective behavioural observations.","authors":"Alina Oschwald, Julia Moeller, Bärbel Kracke, Jaana Viljaranta, Julia Dietrich","doi":"10.1111/bjep.12775","DOIUrl":"https://doi.org/10.1111/bjep.12775","url":null,"abstract":"<p><strong>Theoretical background: </strong>Previous studies indicate that students' learning motivation varies across learning situations and is influenced by situational characteristics such as teaching behaviour. We focus on instructional clarity as one factor that may influence expectancies and task values.</p><p><strong>Aims and research questions: </strong>This study combines a previously published dataset of university students' experience sampling method (ESM) self-reports about their current motivation with unpublished video recorded data of the same learning situations. We examined how lecturers' instructional clarity predicted states of students' learning motivation.</p><p><strong>Sample(s): </strong>One hundred and fifty-five preservice teachers assessed their situated expectancies and task values three times within each weekly 90-minute lecture over the period of 10 weeks. Simultaneously, video recordings of the lecturer were made and coded qualitatively for instructional clarity.</p><p><strong>Methods: </strong>We then combined students' motivation to lecturers' instructional clarity in the same learning situations. We used cross-classified multilevel models to examine the associations of ESM surveys of students' motivation (level 1; n = 2227), nested in students (level 2a; n = 155), to ratings of lecturers' instructional clarity from videos (level 2b; n = 81).</p><p><strong>Results: </strong>Our findings indicated that none of the three indicators of instructional clarity (detail of explanation, variation of explanation and logical inconsistency) predicted global measures of motivation at the learning situation level. When exploring further into the facets of motivation, a detailed explanation predicted expectations of success and effort costs.</p><p><strong>Relevance: </strong>Overall, the idea of combining objective observation and subjective assessments emerged as valuable for adequately mapping complex dynamics in teaching-learning situations.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143994184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bridging teacher motivation and instruction: Relevance of student-oriented goals for teaching alongside personal achievement goals and self-efficacy.","authors":"Martin Daumiller, Hanna Gaspard, Oliver Dickhäuser, Markus Dresel","doi":"10.1111/bjep.12776","DOIUrl":"https://doi.org/10.1111/bjep.12776","url":null,"abstract":"<p><strong>Background: </strong>Achievement goals and self-efficacy are key components of teacher motivation and crucial for teaching quality and student outcomes, yet the processes explaining why they lead to specific teaching behaviours remain unclear. This study focuses on student-oriented goals as a potential process element and construct in its own right.</p><p><strong>Aims: </strong>We aim to uncover the associations of teachers' personal goals and self-efficacy beliefs with specific teaching behaviours, and the added value of student-oriented goals for these processes.</p><p><strong>Sample: </strong>70 secondary school teachers from German general education secondary schools, teaching Mathematics in grades 7-9 in lower track secondary education (42 women, 28 men; mean age 43.7 years, SD = 10.6) filled out a total of 345 lesson diaries over 5 weeks.</p><p><strong>Methods: </strong>After reporting personal goals, self-efficacy and student-oriented goals, teachers filled out standardized lesson diaries on their specific teaching behaviours encompassing both mastery-based (interestingness, cognitive stimulation, individualization, autonomy support, structuring, collaboration, heterogeneous grouping) as well as performance-based aspects (public negative feedback, homogeneous grouping and competition).</p><p><strong>Results: </strong>Two-level path modelling indicated that personal performance goals are positively related to student-oriented performance goals, with student-oriented mastery goals statistically predicted by teachers' self-efficacy. In turn, student-oriented mastery goals positively predicted mastery-based teaching practices. Different linkages were observed for different teaching behaviours.</p><p><strong>Conclusions: </strong>The findings highlight the relevance of considering student-oriented goals in better understanding the relationship between teacher motivation and instructional practices.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144042904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An exploratory study on the perceived effectiveness of teacher interventions in bullying: Insights from the students' perspective.","authors":"Noelia Muñoz-Fernández, Sebastian Wachs, Nuria Marcenaro, Rosario Del Rey","doi":"10.1111/bjep.12778","DOIUrl":"https://doi.org/10.1111/bjep.12778","url":null,"abstract":"<p><strong>Background: </strong>Bullying remains a significant problem in schools, affecting student well-being. Teachers, as primary responders, are crucial in mitigating these effects. However, the impact of different teacher intervention strategies - as perceived by students - and the roles of teacher-student relationship quality and student involvement in bullying require further investigation.</p><p><strong>Aims: </strong>This study explored how students perceive the effectiveness of teacher interventions in bullying situations and identified factors influencing these perceptions.</p><p><strong>Sample: </strong>Data were gathered from 419 students (53.7% boys) aged 9-16 years (M = 11.66, SD = 1.71) across 66 classes in southern Spain.</p><p><strong>Methods: </strong>Using latent profile analysis, students were categorized into three profiles based on their perceptions of teacher interventions: non-intervention, intermittent intervention, and consistent intervention. Multilevel multinomial regression assessed the associations between these profiles and perceived intervention success, considering student-level factors and classroom-level factors.</p><p><strong>Results: </strong>Nearly, 70% of students viewed teacher interventions as effective, while 30% experienced ineffective outcomes, sometimes noting worsened bullying. The non-intervention profile correlated with ongoing or increased bullying, the intermittent profile with partial reduction, and the consistent profile with a higher likelihood of completely halting bullying. A positive teacher-student relationship emerged as protective, whereas bully-victim status heightened the risk of negative intervention outcomes.</p><p><strong>Conclusions: </strong>Consistent, visible teacher interventions are key to curbing bullying. Although most students report positive outcomes, some experience unresolved or worsened incidents when interventions are intermittent or absent. These findings underscore the need for strong teacher-student relationships and tailored strategies for vulnerable groups.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143804736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}