British Journal of Educational Psychology最新文献

Guiding attention in the classroom: An eye-tracking study on the associations between preservice teachers' goals and noticing of student interactions.

IF 3.1 2区心理学

British Journal of Educational Psychology Pub Date : 2025-03-10 DOI: 10.1111/bjep.12748

M Daumiller, R Böheim, A Alijagic, D Lewalter, A Gegenfurtner, T Seidel, M Dresel

{"title":"Guiding attention in the classroom: An eye-tracking study on the associations between preservice teachers' goals and noticing of student interactions.","authors":"M Daumiller, R Böheim, A Alijagic, D Lewalter, A Gegenfurtner, T Seidel, M Dresel","doi":"10.1111/bjep.12748","DOIUrl":"https://doi.org/10.1111/bjep.12748","url":null,"abstract":"Background: Teachers' goals play an important role in teaching quality and student outcomes. However, the processes through which this aspect of teacher motivation translates into specific teaching behaviours remain unclear.Aims: This study investigates how goals directed at students and the classroom are associated with visual information processing of classroom events, aiming to link teacher motivation with professional vision.Sample: The study involved 51 preservice teachers with an average of 36 days of practical teaching experience.Methods: Participants' eye movements were recorded through eye tracking while they observed a video stimulus of an 11th-grade mathematics classroom. Through an interview, participants specified their goals for individual students and the whole classroom after having watched the start of the video stimulus. During the rest of the 3-min-long simulation, eye-tracking recorded the number and duration of fixations on students.Results: Goals directed at individual students were associated with more and longer fixations. In contrast, goals targeting the entire classroom were associated with shorter fixation durations on individual students, indicating a more even distribution of visual attention. Especially mastery goals drove these patterns; nuanced effects were observed depending on goal content and the visual saliency of student behaviours.Conclusions: Preservice teachers' student-oriented goals shape their visual attention in the classroom, influencing how they perceive the interaction with students. This research highlights the importance of integrating teacher motivation with professional vision to understand the cognitive pathways that link motivation to teaching behaviours. The study also demonstrates the utility of eye tracking technology in exploring these processes.","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143588163","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}

引用次数: 0

Relationships between students' achievement goals and social positioning in the classroom.

IF 3.1 2区心理学

British Journal of Educational Psychology Pub Date : 2025-03-08 DOI: 10.1111/bjep.12762

Alla Hemi, Nir Madjar, Yisrael Rich, Martin Daumiller

{"title":"Relationships between students' achievement goals and social positioning in the classroom.","authors":"Alla Hemi, Nir Madjar, Yisrael Rich, Martin Daumiller","doi":"10.1111/bjep.12762","DOIUrl":"https://doi.org/10.1111/bjep.12762","url":null,"abstract":"Background: Academic achievement goals are important for student outcomes, including their well-being, collaboration with peers, and academic achievement. Theory and research also indicate that achievement goals are linked to students' social context, playing a role in forming and maintaining peer relationships within the school environment.Aims: We examined relationships between students' achievement goals and their positioning in social networks. Specifically, we hypothesized that mastery approach goals are positively associated, and performance avoidance goals are negatively associated with social network centrality in the classroom.Sample: 472 high-school students (52% female; Mage = 15.71) from 23 classrooms participated in the study.Methods: Multilevel Social Network Analysis examined relationships between academic achievement goals and social network centrality calculated based on sociometric data.Results: Students with higher levels of mastery approach goals tended to be more central in the classroom, reaching out to more peers (out-degree), closer to their peers (closeness) and connecting classmates who are not directly connected (betweenness). On the other hand, students with higher levels of performance avoidance goals reached out to more classmates (out-degree) but were reached out to less by their peers (in-degree).Conclusions: Students with enhanced performance avoidance goals might try to engage in more social interactions with their peers, but these attempts appear to be ineffective. These findings help illustrate the contribution of achievement goals to students' social positioning in the classroom and provide insight for interventions to support both adaptive achievement goals and central social positioning in the classroom.","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143588165","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}

引用次数: 0

Groups, goals, and growth: How peer acceptance shapes student development in co-curricular activities.

IF 3.1 2区心理学

British Journal of Educational Psychology Pub Date : 2025-03-07 DOI: 10.1111/bjep.12753

Gregory Arief D Liem, Jennifer A Fredricks

{"title":"Groups, goals, and growth: How peer acceptance shapes student development in co-curricular activities.","authors":"Gregory Arief D Liem, Jennifer A Fredricks","doi":"10.1111/bjep.12753","DOIUrl":"https://doi.org/10.1111/bjep.12753","url":null,"abstract":"Background: Compared to the role of classmates on students' academic development, less research has focused on the role of peers in students' motivation and developmental outcomes in school-organized Co-Curricular Activities (CCAs).Aims: This study examined how perceived acceptance from CCA peers early in the school year (T1) is associated with changes in CCA outcomes at the end of the school year (T2), with T1 and T2 mastery and performance goals serving as a linking factors.Sample: Participants were 517 Primary-3 to Primary-6 students in Singapore (50.7% female; Mage = 10.58, SDage = 1.08). These students took part in various CCA groups classified into Physical Sports (34%), Visual and Performing Arts (31%), Clubs and Societies (24.2%), and Uniformed Groups (10.8%).Methods: The same survey was administered at two time points within a school year, with an interval of 24-26 weeks between them.Results: Perceived CCA peer acceptance early in the school year was significantly related to changes in both academic and non-academic outcomes later in the year, primarily through mastery goals. Mastery goals were positively associated with gains across all developmental outcomes, including school belonging, educational aspirations, classroom engagement, lifelong learning, teamwork disposition, and leadership skills. In contrast, performance goals were linked to gains in leadership but slight declines in teamwork and lifelong learning.Conclusions: These findings have theoretical implications for researchers studying peer relationships in CCAs and their impact on children's academic and non-academic development, as well as for practitioners optimizing the benefits of school-based CCA involvement.","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143574639","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}

引用次数: 0

Do you prefer to collaborate with students pursuing the same goals? - A network analysis of physical education classes.

IF 3.1 2区心理学

British Journal of Educational Psychology Pub Date : 2025-03-06 DOI: 10.1111/bjep.12757

Annabell Schüßler, Cornelius Holler, Yannick Hill

{"title":"Do you prefer to collaborate with students pursuing the same goals? - A network analysis of physical education classes.","authors":"Annabell Schüßler, Cornelius Holler, Yannick Hill","doi":"10.1111/bjep.12757","DOIUrl":"https://doi.org/10.1111/bjep.12757","url":null,"abstract":"Background: At school, students need to learn to collaborate with others to achieve common objectives. However, we are lacking insights into how students determine preferred collaboration partners, while multiple plausible factors, such as similar goal orientations, can be derived from the literature.Aims: We examined whether students prefer teammates in physical education based on similar achievement goals, stronger degrees of goal orientation, the same gender, and friendship.Sample: We recruited 364 students aged 10-16, across 16 classrooms in three German secondary schools.Methods: Social Network Analyses with Exponential Random Graph Models (ERGMs) are applied to identify relevant achievement-goal dimensions for teammate selection and to assess preferences for collaborating with peers with similar or stronger degrees of goal orientation or with their friends.Results: Our findings indicate that students prefer to collaborate with peers who display similar levels of achievement-goal orientations in physical education. Additionally, students prefer collaborating with friends and often select peers of the same gender, with boys being chosen more frequently than girls. When students do not pick their friends, they seek out peers with stronger degrees of goal orientation, specifically for goals aimed at winning.Conclusion: When collaborating in sports games, peers are faced with the dilemma of choosing between friends and the desire to win. Teachers should supervise the formation of groups and, depending on the aim of a particular lesson, should allocate students on the basis of different characteristics or let students choose their own group members.","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143574582","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}

引用次数: 0

Performance on classroom simulations enhances preservice teachers' motivation in teaching: A latent change perspective.

IF 3.1 2区心理学

British Journal of Educational Psychology Pub Date : 2025-03-04 DOI: 10.1111/bjep.12761

Hui Wang, Sophie Thompson-Lee, Robert M Klassen

{"title":"Performance on classroom simulations enhances preservice teachers' motivation in teaching: A latent change perspective.","authors":"Hui Wang, Sophie Thompson-Lee, Robert M Klassen","doi":"10.1111/bjep.12761","DOIUrl":"https://doi.org/10.1111/bjep.12761","url":null,"abstract":"Background: Preparing preservice teachers for teaching placements and future careers is crucial. However, their motivation often fluctuates as they gain experience and receive feedback from influential sources. While previous studies have examined changes in preservice teachers' motivation over time, there has been little research on how this motivation varies in relation to performance during simulations.Aims: We explored how performance on a series of classroom simulation sessions predicts preservice teachers' self-efficacy, career intentions, and perceived fit with the profession, after controlling for the baseline levels.Sample: Participants were 1411 preservice teachers from an undergraduate teacher education programme in Australia (M = 20.27 years, SD = 4.54).Methods: Data were collected from students enrolled in an introduction to teaching course in a 4-year teacher education programme. Participants completed three classroom simulation sessions spaced over a 3-week period. We used latent change structural equation modelling to test the effects of performance on classroom simulations on preservice teachers' self-efficacy, career intentions and perceived person-vocation fit.Results: The level of performance on classroom simulations significantly predicted changes in self-efficacy and person-vocation fit (but not career intentions), even after controlling for baseline levels of the constructs, as well as gender and age. Moreover, the change in teaching self-efficacy was progressively more pronounced after the second and third classroom simulation sessions. Finally, both age and gender were found to be associated with preservice teachers' motivation to teach.Conclusions: The implications for practice are that preservice teacher motivation may respond well to regular, repeated teaching-related simulations.","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143558384","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}

引用次数: 0

Academic self-concept and reading comprehension among students with learning disabilities: Serial mediating effect of reading anxiety and reading motivation.

IF 3.1 2区心理学

British Journal of Educational Psychology Pub Date : 2025-03-04 DOI: 10.1111/bjep.12763

Halime Miray Sümer Dodur, Mustafa Ceylan

{"title":"Academic self-concept and reading comprehension among students with learning disabilities: Serial mediating effect of reading anxiety and reading motivation.","authors":"Halime Miray Sümer Dodur, Mustafa Ceylan","doi":"10.1111/bjep.12763","DOIUrl":"https://doi.org/10.1111/bjep.12763","url":null,"abstract":"Background: Students with learning disabilities often struggle to achieve expected academic performance despite average or above-average intelligence. Reading comprehension, a cognitive process involving multiple mental skills, is particularly challenging for these students, with approximately 80% experiencing difficulties.Aims: This study investigates the relationship between academic self-concept and reading comprehension among middle school students with learning disabilities, focusing on the serial mediating roles of reading anxiety and reading motivation.Sample(s): The sample consists of 302 middle school students (165 males, 137 females) diagnosed with learning disabilities. The participants included 77 fifth graders, 80 sixth graders, 75 seventh graders and 70 eighth graders.Methods: Structural equation modelling (SEM) was employed to analyse the data, with reading anxiety and reading motivation considered as mediators.Results: The SEM results indicated that reading motivation partially mediated the relationship between academic self-concept and reading comprehension, while reading anxiety and reading motivation together fully mediated this relationship.Conclusions: The findings highlight the importance of addressing both reading anxiety and motivation to improve reading comprehension in students with learning disabilities. Enhancing academic self-concept and reducing reading anxiety can significantly boost reading motivation and comprehension skills.","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143557722","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}

引用次数: 0

How students' math anxiety profiles change in primary school: The roles of teacher support, peer support and math attitudes.

IF 3.1 2区心理学

British Journal of Educational Psychology Pub Date : 2025-03-04 DOI: 10.1111/bjep.12758

Xinfeng Zhuo, Yangyang Wang, Yanli Xu, Hongmin Feng, Chang Liu, Yudan Wang, Jiwei Si

{"title":"How students' math anxiety profiles change in primary school: The roles of teacher support, peer support and math attitudes.","authors":"Xinfeng Zhuo, Yangyang Wang, Yanli Xu, Hongmin Feng, Chang Liu, Yudan Wang, Jiwei Si","doi":"10.1111/bjep.12758","DOIUrl":"https://doi.org/10.1111/bjep.12758","url":null,"abstract":"Background: Math anxiety (MA) is recognized as a heterogeneous and dynamic construct, significantly affecting students' academic performance. Despite its importance, longitudinal studies examining the profiles of MA from multiple dimensions and their transitions remain limited.Aims: The study identified distinct MA profiles, controlling for general anxiety, test anxiety and math achievement. It also examined how teacher support, peer support and math attitudes predict changes in MA profile membership, alongside potential gender differences.Samples: The sample included 1025 Chinese third graders (Mage = 8.39, SD = .56; 411 girls), assessed four times from third to sixth grade via questionnaires.Methods: MA, perceived teacher support, peer support and math attitudes were measured at four time points. Latent transition analysis was used to examine MA profiles while controlling for general anxiety, test anxiety and math achievement, with teacher support, peer support and math attitudes as predictors.Results: Three MA profiles were identified: Low MA profile (LMA), Moderate math evaluation anxiety profile (MMEA) and High math learning, problem solving and teacher anxiety profile (HLPTMA). Higher perceived teacher and peer support increased the likelihood of transitioning from MMEA and HLPTMA to LMA. Positive math attitudes facilitated the shift from MMEA and HLPTMA to LMA. Boys were more likely to shift from MMEA to HLPTMA than girls.Conclusions: The study sheds light on MA profile stability and highlights the crucial role of teacher and peer support and math attitudes in MA changes. These findings underscore the importance of early intervention strategies for managing MA in children.","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143558045","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}

引用次数: 0

The rich get richer: Socioeconomic advantage amplifies the role of growth mindsets in learning.

IF 3.1 2区心理学

British Journal of Educational Psychology Pub Date : 2025-03-03 DOI: 10.1111/bjep.12755

Ronnel B King, Faming Wang

{"title":"The rich get richer: Socioeconomic advantage amplifies the role of growth mindsets in learning.","authors":"Ronnel B King, Faming Wang","doi":"10.1111/bjep.12755","DOIUrl":"https://doi.org/10.1111/bjep.12755","url":null,"abstract":"Background: Past studies on mindsets have mostly examined them as an individual difference variable. However, the mindset-by-context framework argues that mindsets do not occur within a vacuum, and their successful implementation depends on the social context. One of the most important social contexts for students is the socioeconomic conditions of their families, schools and countries.Aims: This study aimed to examine whether growth mindsets were associated with focal learning-related outcomes and whether socioeconomic conditions moderated the association between growth mindsets and focal outcomes.Methods: Multilevel moderated analyses were conducted to analyse the Program for International Student Assessment (PISA) 2018 database with 612,004 students from 80 countries.Results: Having a growth mindset was positively associated with academic achievement, intrinsic motivation and academic engagement. Furthermore, students from affluent families, schools, and countries benefited more from the growth mindset, supporting the 'rich get richer' hypothesis. We did not find any support for the compensatory hypothesis, which assumes that growth mindsets would be more advantageous for disadvantaged students.Conclusion: This study extends mindset research by emphasizing the role of social context, particularly socioeconomic conditions at the family, school and country levels.","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143544449","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}

引用次数: 0

What individual, family, and school factors influence the identification of special educational needs in Wales?

IF 3.1 2区心理学

British Journal of Educational Psychology Pub Date : 2025-03-03 DOI: 10.1111/bjep.12760

Jennifer Keating, Cathryn Knight, Alexandra Sandu, Robert French

{"title":"What individual, family, and school factors influence the identification of special educational needs in Wales?","authors":"Jennifer Keating, Cathryn Knight, Alexandra Sandu, Robert French","doi":"10.1111/bjep.12760","DOIUrl":"https://doi.org/10.1111/bjep.12760","url":null,"abstract":"Background: Previous national and international research has investigated potential patterns of SEN identification, in which there may be overrepresentation of males, individuals from lower socio-economic backgrounds, and pupils attending schools in economically disadvantaged areas.Aims: The aim of the current study is to link administrative education data for the academic year 2011/12 to data from the UK 2011 Census to explore which individual, family and school characteristics are associated with SEN identification.Sample(s): The analysis sample consists of 284,010 pupils attending schools in Wales in 2011/12 linked to household data from the UK 2011 Census.Methods: Multilevel models were used to estimate the association between individual, family and school characteristics with SEN identification. Further models examined how these factors influence four areas of SEN needs: cognition and learning; communication and interaction; physical and/or sensory; and behavioural, emotional and social development.Results: Results suggest that aspects of a child's individual and family environment are associated with SEN identification. In particular, males, pupils reported as White ethnicity, pupils who were persistently absent, pupils from households with lower parental education, parental economic inactivity, and lower household social grades have an increased likelihood of SEN identification.Conclusions: This study emphasizes the importance of considering the environmental context (family and school) of the child in addition to child characteristics for a more accurate and holistic understanding of a child's needs. This research can inform the development of more inclusive and effective support strategies under the new Additional Learning Needs framework in Wales.","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143544477","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}

引用次数: 0

On the influence of social norms on individual achievement goals. 社会规范对个人成就目标的影响。

IF 3.1 2区心理学

British Journal of Educational Psychology Pub Date : 2025-03-01 DOI: 10.1111/bjep.12756

Sophie Bossert, Martin Daumiller, Stefan Janke, Markus Dresel, Oliver Dickhäuser

{"title":"On the influence of social norms on individual achievement goals.","authors":"Sophie Bossert, Martin Daumiller, Stefan Janke, Markus Dresel, Oliver Dickhäuser","doi":"10.1111/bjep.12756","DOIUrl":"https://doi.org/10.1111/bjep.12756","url":null,"abstract":"Background: Individual achievement goals are influenced by the learning context, such as the classroom. In this social space, social norms emerge and shape motivation and behaviour. Classroom goal structures reflect injunctive norms (what is considered acceptable) and influence individual achievement goals. The role that descriptive norms (what others typically do or think) play in individual achievement goals is unclear. We propose that peer achievement goals reflect descriptive norms and additionally influence individual achievement goals.Aims: We aim to better understand contextual influences on individual student motivation by applying a social norms framework to study changes in individual achievement goals and acknowledge the role of peers.Sample and methods: We used longitudinal data from 4189 students from 169 classes at two time points after the transition to secondary school.Results: We calculated multilevel models to predict changes in individual mastery-, performance-approach, and performance-avoidance goals. As Level-2 predictors, class-level classroom goal structures represented injunctive norms, while peer achievement goals represented descriptive norms. Individual achievement goals and individual-level classroom goal structures were added on Level 1. Class-level classroom goal structures related to changes in individual achievement goals only if peer achievement goals were not added. If added on the classroom level, peer achievement goals remained as a single Level-2 predictor of changes in individual achievement goals.Conclusion: We demonstrated the key role that descriptive norms (reflected by peer achievement goals) play in individual achievement goals. The role of injunctive norms needs to be investigated further to enhance our understanding of how social norms shape individual student motivation.","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143532087","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}

引用次数: 0